KITE VICTERS

1. OBSERVATION & REFLECTION OF KITE
VICTERS
Class - 8th
, 9TH
& 10TH
Subject- English
Submitted By: Submitted To:
Anoop Abraham Mr. E.K. Jijan
Asst. Professor

2. Topic: The Shipwrecked Sailor (Part -01)
Unit : 2 (Wings and Wheels)
Teacher: Divya SV
School: GHSS Mavoor, KKD
Outcomes:
 Develops interest in adventure stories
 Gets inspiration to travel
 Learns about the dangers of sea voyages.
 Gets motivation to face difficulties in life.
 Learns about new words and their usages.
Procedure:
Teacher welcomes the students to the class and wishes
them safety. She talks about the last class which was a
poem by Rabindranath Tagore ‘Tajmahal’, then shows a
picture combination of Eiffel Tower, Tajmahal, Pyramids
of Egypt, Mountains, Forest and backwaters of Kerala,
and links the picture with travel thus generating an

3. interest about travel in students. She asks ‘Do you like
to travel’? And explains the benefits of travelling, thus
creating a build up about the chapter. Teacher talks
about the wings and asks ‘Do you miss your school. She
tries to create a link between wings and wheels.
Then she slowly moves to the topic i.e, Travel by sea
voyages. The teacher then introduces the author to
students Mr. Gabriel Garcia Marques who is also a
Nobel laureate in literature . Teacher then discusses
about the ‘real life story’ of Luis Alejandro Velasco. She
reads the text in a presentation style. The text colour
changes according to speed of the reading. After
reading the first paragraph teacher instructs the
students to do a silent reading of the text. Asks certain
questions related to the paragraph and also uses
mother tongue in between which helps to create a
rapport with students.
Then shestarts reading the next paragraphandalsoasks
questions related to it. Teacher explains the paragraph
properly. Towards the end of the class teacher discusses
an activity related to the first, second and third person
and its usage.
Teacher gives a task to find the possessive forms of:
We, You, He, She, They and It

4. Teacher then asks students to fill up the blanks as an
assignment.
Visuals Presented:
 Combination of multiple pictures into one pic
 Text in presentation form
 Picture of Author
 Picture related to travel, voyages etc, (Titanic, Life
of pie etc.)
 Picture of Luis Alejandro Velasco
 Text colour changes according to reading speed
 Picture of difficult words (Crate, Rigging etc.)
 Shows words like Radha’s Pen and Radha’s Book in
picture form.
 Picture of the page of the textbook.
Reflection:
The teacher appears very confident even in front of the
camera, even when students are not present physically
and it sometimesseems as if students are really present
before the teacher. Asking like ‘Did somebody said
wheels’ gives a feel that students are nearby her. She is
successful in giving accurate expressions like ‘when I
look up the sky’ ‘when I look to the birds, She is actually

5. looking up. Judicious use of mother tongue helps to
create a good rapport with students. Teacher very
wonderfully creates a link in the minds of the students
with the word ‘Wings and Wheels’ which is actually the
name of the unit. Teacher reads the text with correct
pronunciation and stress. Teacher makes the students
read the text silently which helps in reinforcing the
learning. I personally liked the way she pronounced the
name of the central character Luis Alejandro Valesco.
Her way of explaining helps the student to picturize the
story in front of his/her eyes. She explains difficult
words like ‘crate’ using pictures which helps students to
remember those words for a long time. Asking review
questions in between helps student to concentrate
better. Hand movements were appropriate.
Teacher could have smiled more to be more pleasant to
the audience, which could have boosted her confidence.
The use of word ‘yes’ could also have been reduced and
other words like ‘right’ ‘ok’ ‘exactly could have been
used to avoid monotony. Overall class was a nice
experience for me.

6. Topic : The Race
Unit : 1 (Aspire to Win)
Teacher : Rakhy Radhakrishnan
School : (Not mentioned)
Outcomes:
 Develops interest in Sports and Athletes
 Understands the importance of sports in life
 Develops the qualities of sportsmanship
 Understands the fact that everyone is talented in
some or other way.
 Understands the importance of developing the
talent within.
Procedure:
The teacher gives a warm welcome to the students to
the novel way of learning as it is the first online class for
this year. She tells students that there will be
assignment at the end of each class and she will be

7. checking the same. Before beginning the chapter
teacher shows a picture of Indian Cricket Team winning
the world cup 2011 in order to draw their attention
towards the upcoming chapter. She smiles very
pleasantly that not only boosts her confidence but also
makes audience comfortable watching her. Teacher
then gradually tells about ‘whatit takes to win’ and tells
them its because of team effort. She again asks another
question ‘List out the qualities of a good sportsperson’
and then tells qualities like ‘Team spirit’ ‘Fighting Spirit’
‘Disciplined Hard work’ and ‘Positive Thinking’. She then
shows an audio clip of Sachin Tendulkar where he talks
about the importance of identifying the hidden talent
thateveryone has andto polish the sameto become like
a shining diamond. Further she encourages the students
by saying that they may be underachievers in studies
but that dosen’t mean they are not talented. She gives
the example of Sachin Tendulkar and even Albert
Einstein who were not good in academics but still they
madeit big in life. Teacher then graduallyintroduces the
central character of the story ‘Tarun’. While introducing
the author she tells the it is a award winning story and
also instructs to prepare a profile of author and post the
same in Whatsapp group. Teacher then gives a reading
from the text of the story and later tells the student to
read the story with a pencil in their hands to mark the

8. difficult words in between. Teacher then asksthe review
questions to reinforce the learning from the paragraphs
read and also tells them the paragraph from which the
answers can be found. Teacher discusses review
questions with students and answers them. Teacher
dramatically discusses some idioms with students. She
also encourages students to check out samagra portal
to discover more idioms. Finally she gives assignment
related to the idioms and concludes the class.
Visuals Presented:
 Pictures from the text
 Indian cricket team’s world cup winning picture.
 Audio of Sachin Tendulkar
 Picture of the author
 Presentation of text
 Animated Video (Dumbo)
 Samagra Portal

9. Reflection:
The teacher has a pleasing personality and as an icing on
the cake she also has a smiling and cheerful face and as
the first online class of the year she gives a warm
welcome to students as she introduces herself. It seems
that she is really enjoying her teaching which can be
seen through her face, she appears very confident in her
job. Through the usage of words like ‘is it clear’
‘definitely’ ‘yes’ ‘very nice’ she is able to makea connect
with the audience and it never feels like she is teaching
in front of camera. Her hand movements and facial
expressions are very accurate, I especially liked the way
she places her hands on the chin when she asks a
question to students,her pronunciation and stress are
exactly according to what she reads, which generate a
natural interest in students. While introducing the
central character of the story she acts little dramatically
by saying words like ‘ I don’t know’ ‘may be’ ‘may be of
your age’ she is successful in generating some amount
of curiosity in the children. She was also dramatic in
explaining the idioms especially when she says ‘My
grandfather kicked the bucket yesterday’ and ‘black
sheep’.
While she was confident and pleasant most of the time,
there were some areas which should be taken care of. I

10. felt that she spend much time explaining things that
were not in the text, as a result she was not in a position
to explain the three paragraphs which she taught, and
to make matter little more difficult to students the
presentation of the text was on the blurry side and it
was bit difficult to read the paragraph add to this little
or no time was given to students to do a silent reading.
If teacher had used mother tongue in between she
could have made a better connect with the students. I
felt that teacher was in a hurry to finish things off. I felt
the need for explaining the content which she actually
taught. More focus was given on activity part of the
chapter which was related to idioms.
Apart from the above mentioned things the class was
an excellent one.

11. Topic : Adventures in a Banyan Tree
Unit : 1 (Glimpses of Green)
Teacher : Sam John
School : (Not Mentioned)
Outcomes:
 Develops interest in nature
 Develops a caring attitude towards animals around
 Understands the importance of human - nature
relationship
Procedure:
Teacher welcomes the students from across Kerala to
the virtual classroomand assuresthem thatthey are not
alone during the crisis of Covid-19 lockdown rather they
are a part of big virtual classroom. He then shows the
cover page of the textbook followed by the content of
the textbook asa process to familarizestudents with the

12. topics to be studied. Further he introduces the first unit
which includes three short stories and one poem, later
he introduces the unit in detail with its respective
authors. He starts the first chapter by introducing the
name of the chapter ‘Adventures in a Banyan Tree’ by
Ruskin Bond. Before beginning the chapter the teacher
shows a collage picture consisting of man and nature as
a build up to the chapter. Teacher then talks about
haikus which is a three line poem of 17 syllables and it
originated in Japan and most of them are related to
nature.Teacher then shows a video related to nature
and refers to the neelakuranji of Munnar, shown in the
video. Teacher reads the chapter with proper stress and
pronunciation and gives proper explanation. He then
instructs the students to mark the difficult words with
pencil or they can scan the QR code for referring e-
glossary or they can refer to samagra portal. Teacher
then reinforces the learning through review questions.
Teacher tells the students to develop their own
dictionary. He then shows a video which goes back to
the text taught. Towards the end of the class teacher
gives an assignment to students to write a friendly
letter to a friend sharing his life during lockdown period
and tells them to show the same to their respective
teachers. Thus concluding the class.

13. Visuals Presented:
 Collage picture of man and nature
 Picture of author
 Nature related video
 Presentation of text
 Samagra portal/ e glossary
 Sample letter
 Haikus video (short poem)
 Video presentation of text
Reflection:
The teacher appears calm and composed and welcomes
students after their vacation to the virtual classroom, he
assures them that they are not alone but are a part of a
larger virtual classroom which helps students to create
a connect with teacher. Later it is seen that teacher
introduces the course units to the students along with
their authors which familarises students with their
course. The teacher then introduces ‘Haikus’ which is a
Japanese short poetry related to nature, it is a good
gesture by the teacher of teaching extra content apart
from the textual matter. The teacher is successful in
creating a positive mindset in students towards nature
Further the teacher reads from the text, and explains
the same. It may be because of shortage of time that

14. teacher tests the comprehension of students directly
from the review questions (which perhaps was enough
for students) rather than explaining the passage in
detail. It was good to see that answers to the review
questions were shown in a scroll down the screen. I
personally liked the innovative way to refer to difficult
words i.e, scanning the QR code for e- glossary and also
a different way to enhance vocabulary was referred i.e,
making one’s own dictionary of difficult words. Teacher
then showed a video which read the textwith native like
pronunciation and stress, which proved very helpful to
students to get familiar with native pronunciation.
I felt that teacher was not comfortable speaking English
and slight fumble and incorrect usage of grammar was
noticed here and there. He could have used mother
tongue to create a connect with students, and of course
could have smiled often. I got a impression that he was
bit stiff and tensed although he handled the class well.