This document provides guidelines for proper notebook maintenance and checking by teachers. It states that a notebook represents a teacher's assessment of a student's work and should show qualitative and quantitative work. It then lists the components that should be included in each subject notebook such as a title page with student details, a topic index, term pointers, and a test index. It provides instructions for pagination, margin lines, ink usage, and checking rules for teachers to follow when reviewing notebooks. The checking rules specify how teachers should mark mistakes and provide feedback to students.
Nhận viết luận văn Đại học , thạc sĩ - Zalo: 0917.193.864
Tham khảo bảng giá dịch vụ viết bài tại: vietbaocaothuctap.net
Download luận văn thạc sĩ ngành quản lí giáo dục với đề tài: Quản lí quá trình đổi mới phương pháp dạy học tiếng Anh ở các trường trung học cơ sở quận 10, thành phố Hồ Chí Minh
English language development at primary school mean the ability to express through 12 writing crafts. This presentation describes each craft in detail.
Nhận viết luận văn Đại học , thạc sĩ - Zalo: 0917.193.864
Tham khảo bảng giá dịch vụ viết bài tại: vietbaocaothuctap.net
Download luận văn thạc sĩ ngành quản lí giáo dục với đề tài: Quản lí quá trình đổi mới phương pháp dạy học tiếng Anh ở các trường trung học cơ sở quận 10, thành phố Hồ Chí Minh
English language development at primary school mean the ability to express through 12 writing crafts. This presentation describes each craft in detail.
This presentation gives guidelines how to write a brilliant cover latter that will open the doors for your job application approval and ensures you will be invited to a job interview. It discussed the cover letter structure, the typical mistakes and how to avoid them.
The author has good experience in training and hiring computer programmers, software engineers and IT professionals.
ENG 215 – Appendices Appendix A Peer Review Feedback.docxMARRY7
ENG 215 – Appendices
Appendix A: Peer Review Feedback Form 1
Reviewer’s Name:_________________________________________ Date:_____________
Writer’s Assigned #: _______________________________________
Course:_________________________________________________ Section: ___________
Assignment 3: Persuasive Paper Part 1: A Problem Exists
Peer reviews should provide feedback to a peer on the criteria expected in the paper. Follow these
instructions:
1) Receive a classmate’s paper from your professor (in class if on-ground; by e-mail if online).
2) Copy the Peer Review Feedback Form from the Appendix.
3) Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
Provide completed Peer Review Feedback Form and classmate’s paper to your professor. Note:
On-ground students should submit the feedback form and paper to the professor during the class
meeting in which the paper is reviewed; online students should submit the feedback form and paper
to the professor via the Assignment Tab in the course shell.
Criteria Comments
+ Strengths < Areas for Improvement
1 Provide an appropriate title and an
interesting opening paragraph to
appeal to your stated audience (appeal
with logic, ethics, or emotion).
2 Include a defensible, relevant thesis
statement in the first paragraph. (With
revised thesis statement.)
3 Describe the history and status of the
issue and provide an overview of the
problem(s) that need to be addressed.
This should be one or two (1-2)
paragraphs.
4 Explain the first problem (economic,
social, political, environmental,
complexity, inequity, ethical/moral,
etc.) and provide support for your
claims. This should be one or two (1-
2)paragraphs.
5 Explain the second problem
(economic, social, political,
environmental, complexity, inequity,
ethical/moral, etc.). and provide
support for your claims. This should be
one or two (1-2) paragraphs.
6 Explain the third problem (economic,
social, political, environmental,
complexity, inequity, ethical/moral,
etc.) and provide support for your
claims. This should be one or two (1-2)
paragraphs.
ENG 215 – Appendices
Criteria Comments
+ Strengths < Areas for Improvement
7 Use effective transitional words,
phrases, and sentences throughout the
paper.
8 Provide a concluding paragraph that
summarizes the stated problems and
promises a solution.
9 Develop a coherently structured paper
with an introduction, body, and
conclusion.
10 Support claims with at least three (3)
quality, relevant references. Use
credible, academic sources available
through Strayer University’s Resource
Center.
11 Other
ENG 215 – Appendices
Appendix A: Peer Review Feedback Form 2
Reviewer’s Name:_________________________________________ Date:_____________
Writer’s Assigned #: _____________ ...
This presentation gives guidelines how to write a brilliant cover latter that will open the doors for your job application approval and ensures you will be invited to a job interview. It discussed the cover letter structure, the typical mistakes and how to avoid them.
The author has good experience in training and hiring computer programmers, software engineers and IT professionals.
ENG 215 – Appendices Appendix A Peer Review Feedback.docxMARRY7
ENG 215 – Appendices
Appendix A: Peer Review Feedback Form 1
Reviewer’s Name:_________________________________________ Date:_____________
Writer’s Assigned #: _______________________________________
Course:_________________________________________________ Section: ___________
Assignment 3: Persuasive Paper Part 1: A Problem Exists
Peer reviews should provide feedback to a peer on the criteria expected in the paper. Follow these
instructions:
1) Receive a classmate’s paper from your professor (in class if on-ground; by e-mail if online).
2) Copy the Peer Review Feedback Form from the Appendix.
3) Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
Provide completed Peer Review Feedback Form and classmate’s paper to your professor. Note:
On-ground students should submit the feedback form and paper to the professor during the class
meeting in which the paper is reviewed; online students should submit the feedback form and paper
to the professor via the Assignment Tab in the course shell.
Criteria Comments
+ Strengths < Areas for Improvement
1 Provide an appropriate title and an
interesting opening paragraph to
appeal to your stated audience (appeal
with logic, ethics, or emotion).
2 Include a defensible, relevant thesis
statement in the first paragraph. (With
revised thesis statement.)
3 Describe the history and status of the
issue and provide an overview of the
problem(s) that need to be addressed.
This should be one or two (1-2)
paragraphs.
4 Explain the first problem (economic,
social, political, environmental,
complexity, inequity, ethical/moral,
etc.) and provide support for your
claims. This should be one or two (1-
2)paragraphs.
5 Explain the second problem
(economic, social, political,
environmental, complexity, inequity,
ethical/moral, etc.). and provide
support for your claims. This should be
one or two (1-2) paragraphs.
6 Explain the third problem (economic,
social, political, environmental,
complexity, inequity, ethical/moral,
etc.) and provide support for your
claims. This should be one or two (1-2)
paragraphs.
ENG 215 – Appendices
Criteria Comments
+ Strengths < Areas for Improvement
7 Use effective transitional words,
phrases, and sentences throughout the
paper.
8 Provide a concluding paragraph that
summarizes the stated problems and
promises a solution.
9 Develop a coherently structured paper
with an introduction, body, and
conclusion.
10 Support claims with at least three (3)
quality, relevant references. Use
credible, academic sources available
through Strayer University’s Resource
Center.
11 Other
ENG 215 – Appendices
Appendix A: Peer Review Feedback Form 2
Reviewer’s Name:_________________________________________ Date:_____________
Writer’s Assigned #: _____________ ...
f
Assignment Name:
Unit 2 Individual Project
Deliverable Length:
1 page
Details:
In this project, you will use the Travel Tips 3 document and add a table, a bulleted list, and a page border. To view these instructions while working in Word, do either of the following:
Print this page of instructions.
Move back and forth between this page and Word by clicking each application's button on the Windows taskbar.
Open the document
Travel Tips 3
, save it on your computer, and open it in Word.
When you follow these steps, this assignment must be finished and still fit on 1 page. Please be sure to work with font sizes or resize the Word art at the bottom to make room if necessary. You may also remove additional paragraph marks if they do not ruin the general look and feel of the document. Remember, this assignment requires you to use the starting document and have an improved but relatively similar-looking end product.
Windows Instructions:
Open the Travel Tips 3 document from the link provided above.
Next, be sure that you have the show/hide button selected on the toolbar. This is the button usually located on the Home tab, Paragraph section of the ribbon next to the Sort button and looks like a backwards
P
. The Show/Hide button reveals all of the non-printing word-processing control information, like the arrows for tabs, the section and page breaks, and the backward
P
s, which are paragraph marks.
Please take note of the lines labeled "Section Break."
Section 1 is considered to be above the first section break line.
Section 2 is considered to be above the second section break line.
Section 3 is considered to be below the second section break line.
In section 2, there is a paragraph that starts with the words "You need identification." Select this paragraph all the way up to the second-to-last paragraph of section 2, ending with the words "excess baggage."
Apply numbering to these paragraphs (
Home menu > Numbering button
). Select any style of numbering available by clicking on the down arrow next to the numbering button. Use your best judgment on what looks good.
Anywhere in Section 3, insert a 3 row by 3 column table. Type the names of 9 major cities into the table, one city per cell.
Use the Table Styles feature to give the table a more professional look. First, clear all the check boxes; then, select the appropriate check boxes to apply special formats to heading rows and the first column. Center the table on the page.
Highlight all of the cells in the table, and apply bullets to the entire table so that each city has a bullet next to it and there are no additional bullets around the table (
Home menu > Bullets button
). There should be only 9 bullets in the table.
Include an Art Page border.
Create a header (
Insert > Header
) with the following text: Travel the World, Get Advice Here. Left-justify this text in the header, make it bold, and change its font size to between 14–16 points.
Put the date in the footer (
Insert > Footer
). Left-j.
Scanned by CamScannerDateMonth Day, Year or mmddyyy.docxanhlodge
Scanned by CamScanner
Date: Month Day, Year or mm/dd/yyyy
To: Name the person or persons by first and last name in a line
From: Your name
Subject: Name the memo
The first paragraph of a memo states the reason you’re writing it. Cite the problem or challenge you’ll address, and describe the structure the memo. Keep the first paragraph to about 5-6 lines, made up of 3-4 sentences. In all paragraphs, write sentences between 10-15 words to maintain a high comprehension rate, typically between 90-95 percent. At times, you’ll write a few shorter sentences (5-7 words), and you’ll write a few longer ones (20-25 words). Any sentence composed of two independent thoughts will be connected by a comma followed by a coordinating conjunction (For, And, Nor, But, Or, Yet, and So, spelling FANBOYS). Keep your writing simple and direct. In this memo, you will read about memo structure tools, using headers, inserting tables, figures, and graphs, and end with a recommendation.
Incorporating Memo Structure Tools
The second paragraph starts to explain your issue, and introduce it with a header if you write a memo longer than one page. You build on your opening paragraph with specific information, following the description of the structure of the memo. For all business documents use one inch margins all the way around (top, bottom, left, and right). For font size, choose 11 point, and use either Times New Roman or Ariel. To reveal the “paragraph marks and other hidden formatting symbols” symbol, , click on the icon in the middle of the Home tab or use (Ctrl + Shift + *) to see paragraph symbols. Keep all table information on the same page.
With all paragraphs, don’t exceed eight lines in length (I count the number of lines), and write between 4-6 clear and concise sentences, following the average word count per sentence. Start with the noun and verb, add appropriate adjectives and limit adverbs. For me, adverbs don’t add much to a message: What’s the difference between hot and very hot? Hot is hot!!! Also, people use “very” too often, but what does it add? NOT much. Lastly, Don’t Get Wordy!!!
With documents more than one page, use headers and subheaders. A one-page memo would not need headers, unless you want to stress the last two paragraphs: Conclusion & Recommendation. The first paragraph, which functions as an introduction, does not need a heading since it provides direction, lists activities, and makes a recommendation.
A header and subheaders need a few paragraphs to explain or support a header/subheader. Don’t go from a header to a subheader without a paragraph after the header to introduce that section. Don’t use a header, one paragraph, a header, a paragraph, a header, a paragraph, and so on, and applies to subheader use. With headers or subheaders, they don’t stand alone, especially at the end of a page so hit the Enter key to move it to the top of the next page.
A header introduces the next section (composed of a few paragraphs). Head.
DateMonth Day, Year or mmddyyyyToName the person or p.docxsimonithomas47935
Date: Month Day, Year or mm/dd/yyyy
To: Name the person or persons by first and last name in a line
From: Your name
Subject: Name the memo
The first paragraph of a memo states the reason you’re writing it. Cite the problem or challenge you’ll address, and describe the structure the memo. Keep the first paragraph to about 5-6 lines, made up of 3-4 sentences. In all paragraphs, write sentences between 10-15 words to maintain a high comprehension rate, typically between 90-95 percent. At times, you’ll write a few shorter sentences (5-7 words), and you’ll write a few longer ones (20-25 words). Any sentence composed of two independent thoughts will be connected by a comma followed by a coordinating conjunction (For, And, Nor, But, Or, Yet, and So, spelling FANBOYS). Keep your writing simple and direct. In this memo, you will read about memo structure tools, using headers, inserting tables, figures, and graphs, and end with a recommendation.
Incorporating Memo Structure Tools
The second paragraph starts to explain your issue, and introduce it with a header if you write a memo longer than one page. You build on your opening paragraph with specific information, following the description of the structure of the memo. For all business documents use one inch margins all the way around (top, bottom, left, and right). For font size, choose 11 point, and use either Times New Roman or Ariel. To reveal the “paragraph marks and other hidden formatting symbols” symbol, , click on the icon in the middle of the Home tab or use (Ctrl + Shift + *) to see paragraph symbols. Keep all table information on the same page.
With all paragraphs, don’t exceed eight lines in length (I count the number of lines), and write between 4-6 clear and concise sentences, following the average word count per sentence. Start with the noun and verb, add appropriate adjectives and limit adverbs. For me, adverbs don’t add much to a message: What’s the difference between hot and very hot? Hot is hot!!! Also, people use “very” too often, but what does it add? NOT much. Lastly, Don’t Get Wordy!!!
With documents more than one page, use headers and subheaders. A one-page memo would not need headers, unless you want to stress the last two paragraphs: Conclusion & Recommendation. The first paragraph, which functions as an introduction, does not need a heading since it provides direction, lists activities, and makes a recommendation.
A header and subheaders need a few paragraphs to explain or support a header/subheader. Don’t go from a header to a subheader without a paragraph after the header to introduce that section. Don’t use a header, one paragraph, a header, a paragraph, a header, a paragraph, and so on, and applies to subheader use. With headers or subheaders, they don’t stand alone, especially at the end of a page so hit the Enter key to move it to the top of the next page.
A header introduces the next section (composed of a few paragraphs). Headers are centered, justif.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. A notebook represents a teacher’s picture to the
respective community, therefore its proper maintenance
and checking by the teacher is a very important job. The
note book must show a qualitative and a balanced
quantitative work. The checking methodology and quality
checking is rather a more important job. The teacher must
observe the Notebook Making Rules and Notebook
Checking Rules as well.
Note Book
6. A Title tag with filled particulars such as:
Name: ________________________________
File No: ________________________________
Subject: ________________________________
Class: ____________ Section: ___________
Subject Teacher: _________________________
School/ College: _________________________
________________________
Session: _______________________________
(Note: 1st page of notebook should also be filled with
the same particulars.)
7. At least 04 pages should be reserved for making a Topic Index at the
beginning of the note book.
A Topic Index
contains columns of S #, Date,
Topic, Page # Teacher Sign &
Parent Sign.
Topic Index:
8. The “Topic Index” must contain the
following Columns:
(Specimen: Topic Index)
S# Date Topic Page
#
Teacher’s
Sign
Parent’s
Sign
9. TERM POINTER
A Term Pointer
(Conical in Shape by folding
the page), containing Term
Name & Term Dates.
10. Term Topics List:
* Term Topics must be listed on
the next page/s to the pointer.
11. Test Index:
* A “Test Index” should be formed at
the end of notebook and 02 pages
should be reserved for it.
12. The “Test Index” must contain the
following Columns:
(Specimen: Test Index)
S# Date Test Topic Max.
Mks
Obt.
Mks
Teacher’s
Sign
Parent’s
Sign
14. Page Top Use
Topic/Unit, Date C/W or H/W etc. must be noted on each or second
page top at least.
15. Margin lines:
Margin lines should be drawn on both sides of all inside
pages for:
i) Q/ No. & Ans.etc.
ii) Correction/ Instructions/ Remarks & Teacher’s
Sign. etc.
EXCEPTION
Math's teacher may guide the students to specify space
on the same or next page for Rough work or Correction
Area drawing margin lines instead .
16.
17. Use Of Ink-Type
* Answers must be written in blue ink while for all
the other necessary information
e.g. Question, Question No., Headings,
Topic, date etc. black ink must be used.
(Note: Primary, Pre-primary students are to use pencil
only.)
20. The checker must observe the following points while
checking a note book:
* Note books must be checked on time. i.e. on
completion of a lesson/chapter/unit/ topic
or an exercise.
21. * For checking red ink should be used
only & for counter checking green ink is to
be used.
25. * Incorrect sentences must be
highlighted by enclosing them in brackets with a
cross at one end “ (----------) ”
26. * When an unwanted paragraph /part of it or the whole page is to
be omitted or not to be included, two vertical lines, in between
them a cross is to be added in the margin line area.
27. * The mistakes such as spelling mistakes or use of improper
words must be corrected in the margin line area in the same line
where there they are highlighted.
28. * The teacher is not supposed to use the text area but may
use only the margin area for putting ( Or ) marks,
signature or giving instructions /remarks etc..
29. * The teacher may also make and use
a Checking Key for highlighting the mistakes/
errors etc:
(Specimen: Checking Key)
Spellings _________________ Sp.
Improper word/s ___________ im.
Punctuation _______________ Pu.
Re-written ________________ Rw.
Irrelevant ________________ Irr.
Grammer _______________ grm
(The key must also be noted on each note-book).
30. * The remarks by the checker must be short,
positive, polite and guiding one.
REMARKS
31. * Students must be properly guided to
correct their mistakes by themselves.
* The teachers at primary and pre- primary
level must do most of the corrections by
themselves.
Important