PGDM MARKETING
(Batch 2012-14)
SPOKEN ENLISH PROGRAM
Submitted By: Tushar Rathi PGDM-1512, M3 Faculty Guide: Prof. Manisha Rajadhyaksha
Institute for Technology and Management Kharghar –Navi Mumbai
(National School-Vikhroli)
1
2. SUMMARY
Kotak Education Foundation (KEF), is an organization working in the various fields like Spoken English Program (SEP), Health and Hygiene, Parent Intervention Program (PIP), Scholarship a n d Mentoring, S c h o o l T e a ch e r Enha ncemen t P r o g r a m ( STEP), P rin cipa ls Enhancement Program and Kotak Unnati. We were working on Student Intervention Program (SIP) where focus was on developing Spoken English ability for vernacular medium students with Kotak Education Foundation under the guidance of Project Head Mrs. Pragathi Priyadev, Ms Asha dhotre and Faculty Guide Mrs. Manisha Madam for a period of three months from 4th Oct, 2012 to 20th Dec, 2012. The main objective of project was to improve spoke English skills of students, teach students using various kinds of teaching methods that are through mind- maps, actions ,games, skits, role-plays and various other activities, to evaluate students on parameters like knowledge, understanding, skills and application and to develop course content for students. The task assigned to was to prepare a weekly plan for the students so as to see how our teaching schedule will proceed & prepare the Evaluation Sheet for students of class 6 t h , 7th and 8th. The preparation of the weekly plan of the students was for 2 days a week i.e. on Wednesday and Thursday with a 10 Min Break-up. Also the designing the evaluation sheet for class required a lot of research & insight into the learning & comprehension level of the students. But the most challenging task for this Project by experience proved to be the designing of evaluation sheet for students of class 6 t h , 7 t h and 8th st a n d a r d . The students being around 160 in total were having different comprehension level & interest. Therefore they were judged on a uniform standards i.e. it should not be too simple for a bright student neither it should be too difficult for a weak. The project also included design of Daily Evaluation Log (DEL) form and Daily Log sheet which was a learning task given so that we can come to know how our process of effective learning for students was going.
2
3. ABBREVIATIONS
A. Kotak Education foundation (KEF) B. Students Intervention Program (SIP) C. Spoken English Program (SEP) D. Parent Intervention Program (PIP) E. School Teacher Intervention Program (STEP) F. Parent Action Committee (PAC)
3
4. TABLE OF CONTENTS
S.No. Section: No. of pages (approx.) 1 2 to 3 4 5 5 to 7
1 2 3 4 5
Title page Summary Abbreviations Table of contents, list of tables and figures Introduction Background of NGO, Goal & mission statement Activities undertaken by the NGO
6
Student Project Activities Description of the project theme & area Project Objective Major activities Recommendations
8 to 19
7 8 9
Overall Conclusions Learning’s accumulated Sample of student portfolio
20 21 22 to 29
4
5. INTRODUCTION A) BACKGROUND OF NGO:
Kotak Education Foundation (KEF) is an organization working for the underprivileged children and youth in Mumbai and Raigad district. An initiative in the field of education by Shri Uday Kotak and Smt. Pallavi Kotak, it started officially on January 1, 2007. Since then, KEF has partnered with 13 vernacular medium schools serving low-income, vulnerable families in the slums of urban Mumbai and rural villages in Raigad District. KEF has dedicated itself to fulfill these two primary needs: ? To raise the quality in Education for the underprivileged children who have entered a School, perhaps the first generation in their family. Focused on how to get the child to complete education.
?
For those who had dropped out of schools / colleges, a vocational training with a bridge to Livelihood.
B) MISSION STATEMENT:
To have a sustainable process to support children/youth from under-privileged families with different interventions so as to empower them, support them to rise above the poverty line and lead a life with dignity . KOTAK EDUCATION FOUNDATION (KEF) According to Prof. Amartya Sen there are four major problems faced by our country today. These being lack of education, lack of infrastructure, inequalities in the rich and poor and insufficient health services. There also exists a generation disadvantage whereby lack of education affects income, health and lifestyle of not only present generation but also the next few generations. It is a vicious circle. In this scenario the state of Indian education system is sobering.
C) GOAL:
KEF addresses the issue of education by partnering the various schools of Mumbai and Raigad. These schools cater to students who are from underprivileged background. KEF imparts spoken English programs to these students stressing on communicative English. To enhance and support this
5
syllabus, volunteers contribute in building confidence of the students by conducting various activities once a week. KEF also works with parents of the children as parents are important stake holders of children life. Regular sessions on health, nutrition, importance of education, etc. are imported. KEF works with teachers of these schools as well. Life skills, spoken English and IT training are provided to the teachers from vernacular medium schools. Apart from schools children KEF also works with the youth/school dropout and is trying to transform them into responsible citizens. KEF provides vocational training related to IT, BPO, Hospitality service and logistics along with spoken English, IT and life skill training. And after 3 month course place them with various organizations.
D) ACTIVITIES UNDERTAKEN BY THE NGO:
The following are the different interventions under KEF:
1. Student Intervention Program (SIP)
The Student Intervention Program (SIP) focuses on teaching students attending schools in low-income, disadvantage areas, Basic Interpersonal Communication Skills (BICS) in English. Most schools focus on the academic subjects and scores in the centralized exams. They rarely focus on the skills such as communication, language, inter personal and work skills. SIP is an after School Program that teaches and enables student to learn. Basic Interpersonal Communication Skills (BICS) in English that will help college readiness, employability, relationship, family and community.
2. Parent Intervention Program (PIP)
The Parent Intervention Program aims to create awareness about the importance of education and increase parental support in children overall education. Academic performance, health and hygienic. It also seeks to increase parent’s participation in the BICS program, and reduce the dropout rate. A parent Action Committee (PAC) created in each school monitors and participates in all KEF activities. The Adharshila Abyasika program creates learning and reading space on the school premises for the students of the 8th and 9th who have no space at home to study. A teacher / PAC member is appointed to supervise the students. Various health programs such as Eye checkups, Malnutrition Prevention are conducted in our partner schools. More than 20,000 children have received eye checks.
6
3. School Teacher Intervention Program (STEP)
This program aims to improve skill set of the teachers of the partner schools through exposure and training (pre-primary to secondary teachers). Spoken English, Information Technology, Personality Development, Pedagogy in English, Math’s and Science are some areas where training is provided for teachers of partner schools.
4. Kotak Unnati (Vocational Training)
Employability and Vocational training is provided to school/college dropouts in the age group of 18-25 years who are from underprivileged family with monthly income of less than Rs. 4000. In additional to employability training, placement cell find them jobs in the mainstream economy, organization sector and well-known companies and corporations at remunerations above poverty line. It is operational in 9 centers in Mumbai and Raigad Districts. This program domain knowledge in following fields – ITES (Information Technology Enabled Services), Hospitality, Customer Relations and Sales. Other skills such as Life-skills, spoken English and IT are also taught to the students. Out of 2099 students trained 1506 are placed. Some of our partner companies are Shoppers Stop, McDonalds, Pantaloons, Tata Trent, Taj and Spanco. In addition to employment some companies also provide for guest lectures, filed visits, on-job-training and training. Volunteering and Mentoring Program Volunteers from different background/ fields enroll themselves in KEF to help with the development of students from lowincome families and disadvantaged backgrounds. Volunteers help in different help in different areas like Teaching, Guest Lectures, data Entry, Mobilization, Networking, Curriculum development and Management support. This program takes place in selected partner schools only. KEF has also a Scholarship program called as ‘Kotak in search of excellence awards’. The award consist of Rs. 1000 each month for a period of 2 years and students who score above 80% in the SSC examinations and have a family income below Rs. 4000 per month. The awards in contingent upon the recipient student continuing to score above 70% in the grade 11 examinations. A career seminar is organized in mid-august to make scholarship recipients aware of the various career options available apart from the conventional courses like MBBS, Engineering etc. and provide information about the scholarships available through government schemes and programs and by other private trusts.
7
6. STUDENT PROJECT ACTIVITIES
A) DESCRIPTION OF THE PROJECT THEME & AREA
Our NGO project was with students of National School- Vikhroli for 3Months from 4th Oct. 2012 to 20th Dec. 2012.We as a group of 10 students had to teach students of class 6th,7th and 8th, conduct evaluation of students of class 6th, 7th and 8th. Our National school is located in Vikhroli By bus, it takes about 1 hour and 15 Min to reach the school from Kharghar station. The School is managed by Pragathi mam . Each of us was given individual task and I was given task to conduct ? Teach students in a set pattern called TLM(teaching learning method): ? Teacher Reads, ,Student Listen ? Teacher Reads, Student Repeat ? Silent Reading ? Pair and Share ? Individual Reading. ? Question and Answer Session ? Word Games ? Homework Preparation of teaching aids(charts, flash cards, strips) Student’s home visits. Student’s portfolio making Rayz planning
? ? ? ?
Though each of use helped each other to make our project successful.
So we decided our theme for RAYZ is GO
GREEN
8
B) PROJECT OBJECTIVE
OBJECTIV E SPOKEN ENGLISH PROGRAM which included preparation and execution of RAYZ, conducting spoken English classes for 6th, 7th and 8th and content development for spoken English for 6th,7th and 8th std. OUTPUT 1.Spoken English skills changed considerabl y for class 7th and 8th under the project by using interactive means of teaching, games, stories, simulations and role plays INPUT 1. Teaching through short stories, small poems & giving homework for Writing a paragraph. 2. Students were given a homework based on the story and the objective discussed in class and asked to write a paragraph on a given topic & give a brief on the same on it in class. RECOMMENDATI ON 1. Learning English should be made more fun based & Interactive. 2. It should be more application based by doing activities such as making 3 sentences with the new words learnt in class in pair of two and using words learnt in previous class. 3. Sessions wherein students are given a minute to talk topic chosen randomly & 2 students made to talk about a given issue should be included in classroom sessions.
9
C) MAJOR ACTIVITIES
We had to report at National School at 9:00 AM and schedule for the day is as follows: ? ? ? ? ? ? ? ? ? ? ? 9:00-9:30 day planning 9:30-10:30 preparation of teaching aids. 10:30-11:30 first period 11:30-12:30 second period 12:30-1:00 Assembly 1:00-1:30 Lunch !:30-2:30 third period 2:30-3:30 Preparation of teaching aids 3:30-4:30 fourth period 4:30-5:00 Feedback 5:00-6:00 LOG & DEL sheet
Day wise Schedule
Day 1: 4/10/2012• • • • Class in 7th and 8th std Arranged answer sheets Preparation of teaching aids Feedback
Day 2: 10/10/2012
• • • • Class in 6th, 7th and 8th std Preparation of teaching aids Played games Feedback
10
Day 3: 11/10/2012
• • • • • Roleplay in 6th,7th and 8th std Preparation of teaching aids Rayz discussion Feedback Props making
Day 4: 17/10/2012
• • • • • Class in 6th,7th and 8th std Preparation of teaching aids Assembly Games Feedback
Day 5: 18/10/2012
• • • • • Roleplay in 6th,7th and 8th std Preparation of teaching aids Assembly Props making feedback
11
Day 6: 25/10/2012 Student’s Home visit
? Shabana khan
Rachana pandey
Rachna Pandey
12
Day 7: 31/10/2012 Homevisit@Manisha yadav
Manisha yadav
Manisha yadav’s Family
13
Day 8: 1/11/2012
Scholar’s Homevisit@rupesh kamble
Rupesh’s Parents
?
Scholarship given by Kotak helped him for completing his B.tech now he has got job and earning 10,000 rs p.m. and also applied for M.tech
14
Day 9: 4/11/2012 Homevisit@raju lalit yadav
Raju’s family
15
Day 10: 7/11/2012 PATRIOTISM
• Send patriotic songs and stories for republic day
Day 11: 21/11/2012 Work from home
Batch(Save mother earth)
Chart(Soil)
16
Day 12: 22/11/2012
Presentation Making Which includes: ? ? ? ? Task assigned Learning Feedback Assessment
Day 13: 28/11/2012
? ? Presentation and assessment Feedback
Day 14: 29/11/2012
? ? Presentation and assessment Feedback
Day 15: 05/12/2012
? ? ? ? Class in 6th,7th and 8th std Preparation of teaching aids Assembly feedback
17
Day 16: 06/12/2012
? ? ? ? Role play 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
Day 17: 12/12/2012
? ? ? ? Class in 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
Day 18: 13/12/2012
? ? ? ? Role play 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
18
RECOMMENDATIONS
1. The Student Intervention Program (SIP) should also cover students from 1st standard so that learning for spoken English will start at early stages and fluency and inclination for English also increases. 2. The NGO’s teaching program should focus on increasing the vocabulary of the students of class 8th & 7th for students who are really weak. 3. Evaluation for 7th and 8th standard should be carried out on quarterly basis so as to map the progress for each student under this program effectively. 4. In order to impart better communication skills to students of class 7th &8th.Teaching should move to a simulation model, more & more things especially concepts should be taught through simulations & role plays involving students. 5. Since students of class 7th & 8th were particularly found to have Been showing interest in pictures .Therefore more and more part of the course content should involve pictures. 6. The teachers teaching over there should strictly stick to English. This means that the teachers should try to speak only in English in case of telling students the meanings. This will enable the students to come to know the meaning in English. 7. Last recommendation for NGO is to take the students to visit different places such as banks, museums etc. Though this happens at current but KEF has still not been able to cover all the schools at present.
19
7. OVERALL CONCLUSIONS
Overall during this three month project with Kotak Education Foundation, found that high differences in the learning & comprehending level of students in rural India. Need to identify the problems in schools in rural India and need to address them at earliest. There is a need to provide good infrastructure facility to students a rural India and it is duty and obligation for our society. The most important problem obstructing the growth & expanding the level of knowledge of students from rural India is the shortage of good & talented teachers. More self-help groups & charity groups, clubs should be brought in to provide help to schools in rural India in terms of infrastructure & training of teachers. The teaching curriculum whether it is for class 7th or 8th should be designed with the aim to bridge the gap in differences of learning of students in a class. The ways there are theory subject to evaluate students, there should be subject with communication skills also, to improve spoken English. The schedule for day from 8 AM to 5 PM felt like working with corporate culture. Through this project we came to know that the children studying in vernacular medium possess lots of potential, they are very initiative, they dream of becoming doctors and engineers, they are ready to do all the hard work but the thing which they do not get is Proper education due to which they are unable to fulfill their dreams.
20
8. LEARNING ACCUMULATED
a) We as management students got to understand the problems faced by students in rural India and potential of students. b) As management students got to know about the problems hindering the growth of quality education in rural India, like not inadequate infrastructure, no electricity, improper sanitation or sometimes no toilets in schools, unqualified or incompetent staff.
c) Through Role-play day, we understood about the importance of time management. d) Through the submission of various forms like daily log forms & DEL forms we got to know about the importance of reporting of break time basis.
e) By designing evaluation forms, we learnt about the basic elements of learning on the basis of which a student must be tested. f) We got to know about the differences between the learning & the level of understanding of 2 students of the same class while evaluating them.
g) Due to the high time taken in evaluating a student about 15-17 min, we recognized the importance of patience to be shown in evaluation. h) Continuous supervision from members of KEF helped us to improve our teaching.
i) One of the best learning experiences was being Patient with the students, i.e. with students we had to be very patient to make them understand English which of course is not their language. Thus we here learnt to keep ourselves calm. j) Experienced little bit of market research. ? Whether they required further scholarship? ? Why they are not growing as compare to others?
21
Sample of Student Portfolio
KOTAK EDUCATION FOUNDATION Portfolio for Student Growth
Student’s Name: Vandana vishwakarma School Name: National school Std:8th Likes: sunflower, fruits Dislikes: lily, jambul Languages Known: hindi & english Hobby: reading books, writing, learning new things. No. of Family Members: 6 Ambition in life: teacher Aspirations: parents Inspiration / Idol: Mother Div: 4
22
Directions: 5 = Excellent
Please rate the student on each skill using the following scale: 4= Very Good 3 = Good 2= Average 1 = Needs to improve 4th week 4 5 5th week
Skill
Expected Criteria
Attendance of student is 90% or more
1st 2nd 3rd week week week 4 4 4
Time Management
Attendance of student is between 75% to 89%
Attendance of student is 74% or less
If the student doesn’t know what to do, he/she tries to find out
Problem Solving
4
If the student has a problem, he/she thinks about what can be done
4
4
5
5
Student only asks the facilitator Student completes work on time
4
4
5
5
5
Meeting Deadlines
Student sometimes completes work on time
Students work is mostly incomplete
23
Student has evidence for each outcome
3
3
3
4
4
Evidence/Content
Student has all evidence in his/her portfolio
Student’s best work has no spelling errors Student does his/her best
3
4
4
5
5
Goal-Setting/
Student tries to do his/her best
Self-Assessment
Student makes no effort Student is neatly dressed, handwriting is neat
4
Student shabbily dressed and handwriting poor
4
4
4
4
Overall Appearance
Student very badly dressed and handwriting illegible.
24
Always Participative in events organised by both Facilitators and aspirants
4
4
4
5
5
Participation
Sometimes participates in events organised by both Facilitators and aspirants
Rarely Participates in events organised by both Facilitators and aspirants Always attentive and alert, in class and outside, to instructions and happenings around him/her.
3
4
4
4
4
Attentive
Sometimes attentive, in class and outside, to instructions and happenings around him/her.
Rately attentive, in class and outside, to instructions and happenings around him/her. Always very respectful and polite towards Facilitators, fellow students and guests
3
4
4
4
4
Polite
Occasionally Impolite towards Facilitators, fellow students and guests
Often Rude towards Facilitators, fellow students and guests
25
Always Greets & Responds couteasly, both Facilitators and visitors
3
5
5
5
5
Greeting
Occasionally Greets & Responds couteasly, both Facilitators and visitors
Rarely Greets & Responds couteasly, both Facilitators and visitors A high level of confidence displayed at all times and in all situations, without being over-confident
5
5
5
5
5
Level of Confidence
Confident in familiar environments and situations OR ocassionally over confident
Rarely shows the any confidence or always over-confident Often takes initiative, in and out of the classroom
3
4
4
5
5
Initiative
Sometimes takes initiative, in and out of the classroom
Rarely takes initiative, in and out of the classroom
26
Always listens with interest to facilitator and students, in and out of the class room.
4
4
4
4
4
Listening
Sometimes listens with interest to facilitator and students, in and out of the class room.
Selective listening to both facilitator and students, in and out of the class room. Ability to get his/her message across with facilitators
4
4
4
4
5
Clarity of Communication
Sometimes struggles to get message across with facilitators
Regularly struggles to get message across to facilitators Good ability to grasp what is being communicated
4 Understanding / Comprehension
Average ability to grasp what is being communicated
4
4
4
5
Low ability to grasp what is being communicated
27
Appropriate all times, in the classroom and outside
4
4
4
4
4
Body Language
Sometimes inappropriate, in the classroom and outside
Inappropriate/Rigid, in the classroom and outside Is eager to take responsibility for self and others, in and out of the classroom
3
3
4
4
5
Teamwork Taking Responsibility
Sometimes takes responsibility for self and others, in and out of the classroom
Rarely takes responsibility for self and others, in and out of the classroom Always exhibits leadership qualities, in and out of the classroom.
4
4
4
4
4
Leadership
Sometimes exhibits leadership qualities, in and out of the classroom.
Rarely exhibits leadership qualities, in and out of the classroom.
28
Always tries to involve peers
4 Ensuring Participation of others
Sometimes tries to involve peers
4
4
4
4
Rarely tries to involve peers Good Relationship with whole class
4 Relationship with Peers
Maintains average relations with the group
4
4
4
5
Often isolated Good Relationship with all facilitators
3 Relationship with Superiors
Good Relationship with certain facilitators
3
4
4
4
Not interested in relating to the facilitator
TOTAL POINTS
77
83
86
91
96
Additional Comments and points to be added: Above average.
29
doc_977544517.docx
(Batch 2012-14)
SPOKEN ENLISH PROGRAM
Submitted By: Tushar Rathi PGDM-1512, M3 Faculty Guide: Prof. Manisha Rajadhyaksha
Institute for Technology and Management Kharghar –Navi Mumbai
(National School-Vikhroli)
1
2. SUMMARY
Kotak Education Foundation (KEF), is an organization working in the various fields like Spoken English Program (SEP), Health and Hygiene, Parent Intervention Program (PIP), Scholarship a n d Mentoring, S c h o o l T e a ch e r Enha ncemen t P r o g r a m ( STEP), P rin cipa ls Enhancement Program and Kotak Unnati. We were working on Student Intervention Program (SIP) where focus was on developing Spoken English ability for vernacular medium students with Kotak Education Foundation under the guidance of Project Head Mrs. Pragathi Priyadev, Ms Asha dhotre and Faculty Guide Mrs. Manisha Madam for a period of three months from 4th Oct, 2012 to 20th Dec, 2012. The main objective of project was to improve spoke English skills of students, teach students using various kinds of teaching methods that are through mind- maps, actions ,games, skits, role-plays and various other activities, to evaluate students on parameters like knowledge, understanding, skills and application and to develop course content for students. The task assigned to was to prepare a weekly plan for the students so as to see how our teaching schedule will proceed & prepare the Evaluation Sheet for students of class 6 t h , 7th and 8th. The preparation of the weekly plan of the students was for 2 days a week i.e. on Wednesday and Thursday with a 10 Min Break-up. Also the designing the evaluation sheet for class required a lot of research & insight into the learning & comprehension level of the students. But the most challenging task for this Project by experience proved to be the designing of evaluation sheet for students of class 6 t h , 7 t h and 8th st a n d a r d . The students being around 160 in total were having different comprehension level & interest. Therefore they were judged on a uniform standards i.e. it should not be too simple for a bright student neither it should be too difficult for a weak. The project also included design of Daily Evaluation Log (DEL) form and Daily Log sheet which was a learning task given so that we can come to know how our process of effective learning for students was going.
2
3. ABBREVIATIONS
A. Kotak Education foundation (KEF) B. Students Intervention Program (SIP) C. Spoken English Program (SEP) D. Parent Intervention Program (PIP) E. School Teacher Intervention Program (STEP) F. Parent Action Committee (PAC)
3
4. TABLE OF CONTENTS
S.No. Section: No. of pages (approx.) 1 2 to 3 4 5 5 to 7
1 2 3 4 5
Title page Summary Abbreviations Table of contents, list of tables and figures Introduction Background of NGO, Goal & mission statement Activities undertaken by the NGO
6
Student Project Activities Description of the project theme & area Project Objective Major activities Recommendations
8 to 19
7 8 9
Overall Conclusions Learning’s accumulated Sample of student portfolio
20 21 22 to 29
4
5. INTRODUCTION A) BACKGROUND OF NGO:
Kotak Education Foundation (KEF) is an organization working for the underprivileged children and youth in Mumbai and Raigad district. An initiative in the field of education by Shri Uday Kotak and Smt. Pallavi Kotak, it started officially on January 1, 2007. Since then, KEF has partnered with 13 vernacular medium schools serving low-income, vulnerable families in the slums of urban Mumbai and rural villages in Raigad District. KEF has dedicated itself to fulfill these two primary needs: ? To raise the quality in Education for the underprivileged children who have entered a School, perhaps the first generation in their family. Focused on how to get the child to complete education.
?
For those who had dropped out of schools / colleges, a vocational training with a bridge to Livelihood.
B) MISSION STATEMENT:
To have a sustainable process to support children/youth from under-privileged families with different interventions so as to empower them, support them to rise above the poverty line and lead a life with dignity . KOTAK EDUCATION FOUNDATION (KEF) According to Prof. Amartya Sen there are four major problems faced by our country today. These being lack of education, lack of infrastructure, inequalities in the rich and poor and insufficient health services. There also exists a generation disadvantage whereby lack of education affects income, health and lifestyle of not only present generation but also the next few generations. It is a vicious circle. In this scenario the state of Indian education system is sobering.
C) GOAL:
KEF addresses the issue of education by partnering the various schools of Mumbai and Raigad. These schools cater to students who are from underprivileged background. KEF imparts spoken English programs to these students stressing on communicative English. To enhance and support this
5
syllabus, volunteers contribute in building confidence of the students by conducting various activities once a week. KEF also works with parents of the children as parents are important stake holders of children life. Regular sessions on health, nutrition, importance of education, etc. are imported. KEF works with teachers of these schools as well. Life skills, spoken English and IT training are provided to the teachers from vernacular medium schools. Apart from schools children KEF also works with the youth/school dropout and is trying to transform them into responsible citizens. KEF provides vocational training related to IT, BPO, Hospitality service and logistics along with spoken English, IT and life skill training. And after 3 month course place them with various organizations.
D) ACTIVITIES UNDERTAKEN BY THE NGO:
The following are the different interventions under KEF:
1. Student Intervention Program (SIP)
The Student Intervention Program (SIP) focuses on teaching students attending schools in low-income, disadvantage areas, Basic Interpersonal Communication Skills (BICS) in English. Most schools focus on the academic subjects and scores in the centralized exams. They rarely focus on the skills such as communication, language, inter personal and work skills. SIP is an after School Program that teaches and enables student to learn. Basic Interpersonal Communication Skills (BICS) in English that will help college readiness, employability, relationship, family and community.
2. Parent Intervention Program (PIP)
The Parent Intervention Program aims to create awareness about the importance of education and increase parental support in children overall education. Academic performance, health and hygienic. It also seeks to increase parent’s participation in the BICS program, and reduce the dropout rate. A parent Action Committee (PAC) created in each school monitors and participates in all KEF activities. The Adharshila Abyasika program creates learning and reading space on the school premises for the students of the 8th and 9th who have no space at home to study. A teacher / PAC member is appointed to supervise the students. Various health programs such as Eye checkups, Malnutrition Prevention are conducted in our partner schools. More than 20,000 children have received eye checks.
6
3. School Teacher Intervention Program (STEP)
This program aims to improve skill set of the teachers of the partner schools through exposure and training (pre-primary to secondary teachers). Spoken English, Information Technology, Personality Development, Pedagogy in English, Math’s and Science are some areas where training is provided for teachers of partner schools.
4. Kotak Unnati (Vocational Training)
Employability and Vocational training is provided to school/college dropouts in the age group of 18-25 years who are from underprivileged family with monthly income of less than Rs. 4000. In additional to employability training, placement cell find them jobs in the mainstream economy, organization sector and well-known companies and corporations at remunerations above poverty line. It is operational in 9 centers in Mumbai and Raigad Districts. This program domain knowledge in following fields – ITES (Information Technology Enabled Services), Hospitality, Customer Relations and Sales. Other skills such as Life-skills, spoken English and IT are also taught to the students. Out of 2099 students trained 1506 are placed. Some of our partner companies are Shoppers Stop, McDonalds, Pantaloons, Tata Trent, Taj and Spanco. In addition to employment some companies also provide for guest lectures, filed visits, on-job-training and training. Volunteering and Mentoring Program Volunteers from different background/ fields enroll themselves in KEF to help with the development of students from lowincome families and disadvantaged backgrounds. Volunteers help in different help in different areas like Teaching, Guest Lectures, data Entry, Mobilization, Networking, Curriculum development and Management support. This program takes place in selected partner schools only. KEF has also a Scholarship program called as ‘Kotak in search of excellence awards’. The award consist of Rs. 1000 each month for a period of 2 years and students who score above 80% in the SSC examinations and have a family income below Rs. 4000 per month. The awards in contingent upon the recipient student continuing to score above 70% in the grade 11 examinations. A career seminar is organized in mid-august to make scholarship recipients aware of the various career options available apart from the conventional courses like MBBS, Engineering etc. and provide information about the scholarships available through government schemes and programs and by other private trusts.
7
6. STUDENT PROJECT ACTIVITIES
A) DESCRIPTION OF THE PROJECT THEME & AREA
Our NGO project was with students of National School- Vikhroli for 3Months from 4th Oct. 2012 to 20th Dec. 2012.We as a group of 10 students had to teach students of class 6th,7th and 8th, conduct evaluation of students of class 6th, 7th and 8th. Our National school is located in Vikhroli By bus, it takes about 1 hour and 15 Min to reach the school from Kharghar station. The School is managed by Pragathi mam . Each of us was given individual task and I was given task to conduct ? Teach students in a set pattern called TLM(teaching learning method): ? Teacher Reads, ,Student Listen ? Teacher Reads, Student Repeat ? Silent Reading ? Pair and Share ? Individual Reading. ? Question and Answer Session ? Word Games ? Homework Preparation of teaching aids(charts, flash cards, strips) Student’s home visits. Student’s portfolio making Rayz planning
? ? ? ?
Though each of use helped each other to make our project successful.
So we decided our theme for RAYZ is GO
GREEN
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B) PROJECT OBJECTIVE
OBJECTIV E SPOKEN ENGLISH PROGRAM which included preparation and execution of RAYZ, conducting spoken English classes for 6th, 7th and 8th and content development for spoken English for 6th,7th and 8th std. OUTPUT 1.Spoken English skills changed considerabl y for class 7th and 8th under the project by using interactive means of teaching, games, stories, simulations and role plays INPUT 1. Teaching through short stories, small poems & giving homework for Writing a paragraph. 2. Students were given a homework based on the story and the objective discussed in class and asked to write a paragraph on a given topic & give a brief on the same on it in class. RECOMMENDATI ON 1. Learning English should be made more fun based & Interactive. 2. It should be more application based by doing activities such as making 3 sentences with the new words learnt in class in pair of two and using words learnt in previous class. 3. Sessions wherein students are given a minute to talk topic chosen randomly & 2 students made to talk about a given issue should be included in classroom sessions.
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C) MAJOR ACTIVITIES
We had to report at National School at 9:00 AM and schedule for the day is as follows: ? ? ? ? ? ? ? ? ? ? ? 9:00-9:30 day planning 9:30-10:30 preparation of teaching aids. 10:30-11:30 first period 11:30-12:30 second period 12:30-1:00 Assembly 1:00-1:30 Lunch !:30-2:30 third period 2:30-3:30 Preparation of teaching aids 3:30-4:30 fourth period 4:30-5:00 Feedback 5:00-6:00 LOG & DEL sheet
Day wise Schedule
Day 1: 4/10/2012• • • • Class in 7th and 8th std Arranged answer sheets Preparation of teaching aids Feedback
Day 2: 10/10/2012
• • • • Class in 6th, 7th and 8th std Preparation of teaching aids Played games Feedback
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Day 3: 11/10/2012
• • • • • Roleplay in 6th,7th and 8th std Preparation of teaching aids Rayz discussion Feedback Props making
Day 4: 17/10/2012
• • • • • Class in 6th,7th and 8th std Preparation of teaching aids Assembly Games Feedback
Day 5: 18/10/2012
• • • • • Roleplay in 6th,7th and 8th std Preparation of teaching aids Assembly Props making feedback
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Day 6: 25/10/2012 Student’s Home visit
? Shabana khan
Rachana pandey
Rachna Pandey
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Day 7: 31/10/2012 Homevisit@Manisha yadav
Manisha yadav
Manisha yadav’s Family
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Day 8: 1/11/2012
Scholar’s Homevisit@rupesh kamble
Rupesh’s Parents
?
Scholarship given by Kotak helped him for completing his B.tech now he has got job and earning 10,000 rs p.m. and also applied for M.tech
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Day 9: 4/11/2012 Homevisit@raju lalit yadav
Raju’s family
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Day 10: 7/11/2012 PATRIOTISM
• Send patriotic songs and stories for republic day
Day 11: 21/11/2012 Work from home
Batch(Save mother earth)
Chart(Soil)
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Day 12: 22/11/2012
Presentation Making Which includes: ? ? ? ? Task assigned Learning Feedback Assessment
Day 13: 28/11/2012
? ? Presentation and assessment Feedback
Day 14: 29/11/2012
? ? Presentation and assessment Feedback
Day 15: 05/12/2012
? ? ? ? Class in 6th,7th and 8th std Preparation of teaching aids Assembly feedback
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Day 16: 06/12/2012
? ? ? ? Role play 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
Day 17: 12/12/2012
? ? ? ? Class in 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
Day 18: 13/12/2012
? ? ? ? Role play 6th,7th and 8th std Preparation of teaching aids Assembly Feedback
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RECOMMENDATIONS
1. The Student Intervention Program (SIP) should also cover students from 1st standard so that learning for spoken English will start at early stages and fluency and inclination for English also increases. 2. The NGO’s teaching program should focus on increasing the vocabulary of the students of class 8th & 7th for students who are really weak. 3. Evaluation for 7th and 8th standard should be carried out on quarterly basis so as to map the progress for each student under this program effectively. 4. In order to impart better communication skills to students of class 7th &8th.Teaching should move to a simulation model, more & more things especially concepts should be taught through simulations & role plays involving students. 5. Since students of class 7th & 8th were particularly found to have Been showing interest in pictures .Therefore more and more part of the course content should involve pictures. 6. The teachers teaching over there should strictly stick to English. This means that the teachers should try to speak only in English in case of telling students the meanings. This will enable the students to come to know the meaning in English. 7. Last recommendation for NGO is to take the students to visit different places such as banks, museums etc. Though this happens at current but KEF has still not been able to cover all the schools at present.
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7. OVERALL CONCLUSIONS
Overall during this three month project with Kotak Education Foundation, found that high differences in the learning & comprehending level of students in rural India. Need to identify the problems in schools in rural India and need to address them at earliest. There is a need to provide good infrastructure facility to students a rural India and it is duty and obligation for our society. The most important problem obstructing the growth & expanding the level of knowledge of students from rural India is the shortage of good & talented teachers. More self-help groups & charity groups, clubs should be brought in to provide help to schools in rural India in terms of infrastructure & training of teachers. The teaching curriculum whether it is for class 7th or 8th should be designed with the aim to bridge the gap in differences of learning of students in a class. The ways there are theory subject to evaluate students, there should be subject with communication skills also, to improve spoken English. The schedule for day from 8 AM to 5 PM felt like working with corporate culture. Through this project we came to know that the children studying in vernacular medium possess lots of potential, they are very initiative, they dream of becoming doctors and engineers, they are ready to do all the hard work but the thing which they do not get is Proper education due to which they are unable to fulfill their dreams.
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8. LEARNING ACCUMULATED
a) We as management students got to understand the problems faced by students in rural India and potential of students. b) As management students got to know about the problems hindering the growth of quality education in rural India, like not inadequate infrastructure, no electricity, improper sanitation or sometimes no toilets in schools, unqualified or incompetent staff.
c) Through Role-play day, we understood about the importance of time management. d) Through the submission of various forms like daily log forms & DEL forms we got to know about the importance of reporting of break time basis.
e) By designing evaluation forms, we learnt about the basic elements of learning on the basis of which a student must be tested. f) We got to know about the differences between the learning & the level of understanding of 2 students of the same class while evaluating them.
g) Due to the high time taken in evaluating a student about 15-17 min, we recognized the importance of patience to be shown in evaluation. h) Continuous supervision from members of KEF helped us to improve our teaching.
i) One of the best learning experiences was being Patient with the students, i.e. with students we had to be very patient to make them understand English which of course is not their language. Thus we here learnt to keep ourselves calm. j) Experienced little bit of market research. ? Whether they required further scholarship? ? Why they are not growing as compare to others?
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Sample of Student Portfolio
KOTAK EDUCATION FOUNDATION Portfolio for Student Growth
Student’s Name: Vandana vishwakarma School Name: National school Std:8th Likes: sunflower, fruits Dislikes: lily, jambul Languages Known: hindi & english Hobby: reading books, writing, learning new things. No. of Family Members: 6 Ambition in life: teacher Aspirations: parents Inspiration / Idol: Mother Div: 4
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Directions: 5 = Excellent
Please rate the student on each skill using the following scale: 4= Very Good 3 = Good 2= Average 1 = Needs to improve 4th week 4 5 5th week
Skill
Expected Criteria
Attendance of student is 90% or more
1st 2nd 3rd week week week 4 4 4
Time Management
Attendance of student is between 75% to 89%
Attendance of student is 74% or less
If the student doesn’t know what to do, he/she tries to find out
Problem Solving
4
If the student has a problem, he/she thinks about what can be done
4
4
5
5
Student only asks the facilitator Student completes work on time
4
4
5
5
5
Meeting Deadlines
Student sometimes completes work on time
Students work is mostly incomplete
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Student has evidence for each outcome
3
3
3
4
4
Evidence/Content
Student has all evidence in his/her portfolio
Student’s best work has no spelling errors Student does his/her best
3
4
4
5
5
Goal-Setting/
Student tries to do his/her best
Self-Assessment
Student makes no effort Student is neatly dressed, handwriting is neat
4
Student shabbily dressed and handwriting poor
4
4
4
4
Overall Appearance
Student very badly dressed and handwriting illegible.
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Always Participative in events organised by both Facilitators and aspirants
4
4
4
5
5
Participation
Sometimes participates in events organised by both Facilitators and aspirants
Rarely Participates in events organised by both Facilitators and aspirants Always attentive and alert, in class and outside, to instructions and happenings around him/her.
3
4
4
4
4
Attentive
Sometimes attentive, in class and outside, to instructions and happenings around him/her.
Rately attentive, in class and outside, to instructions and happenings around him/her. Always very respectful and polite towards Facilitators, fellow students and guests
3
4
4
4
4
Polite
Occasionally Impolite towards Facilitators, fellow students and guests
Often Rude towards Facilitators, fellow students and guests
25
Always Greets & Responds couteasly, both Facilitators and visitors
3
5
5
5
5
Greeting
Occasionally Greets & Responds couteasly, both Facilitators and visitors
Rarely Greets & Responds couteasly, both Facilitators and visitors A high level of confidence displayed at all times and in all situations, without being over-confident
5
5
5
5
5
Level of Confidence
Confident in familiar environments and situations OR ocassionally over confident
Rarely shows the any confidence or always over-confident Often takes initiative, in and out of the classroom
3
4
4
5
5
Initiative
Sometimes takes initiative, in and out of the classroom
Rarely takes initiative, in and out of the classroom
26
Always listens with interest to facilitator and students, in and out of the class room.
4
4
4
4
4
Listening
Sometimes listens with interest to facilitator and students, in and out of the class room.
Selective listening to both facilitator and students, in and out of the class room. Ability to get his/her message across with facilitators
4
4
4
4
5
Clarity of Communication
Sometimes struggles to get message across with facilitators
Regularly struggles to get message across to facilitators Good ability to grasp what is being communicated
4 Understanding / Comprehension
Average ability to grasp what is being communicated
4
4
4
5
Low ability to grasp what is being communicated
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Appropriate all times, in the classroom and outside
4
4
4
4
4
Body Language
Sometimes inappropriate, in the classroom and outside
Inappropriate/Rigid, in the classroom and outside Is eager to take responsibility for self and others, in and out of the classroom
3
3
4
4
5
Teamwork Taking Responsibility
Sometimes takes responsibility for self and others, in and out of the classroom
Rarely takes responsibility for self and others, in and out of the classroom Always exhibits leadership qualities, in and out of the classroom.
4
4
4
4
4
Leadership
Sometimes exhibits leadership qualities, in and out of the classroom.
Rarely exhibits leadership qualities, in and out of the classroom.
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Always tries to involve peers
4 Ensuring Participation of others
Sometimes tries to involve peers
4
4
4
4
Rarely tries to involve peers Good Relationship with whole class
4 Relationship with Peers
Maintains average relations with the group
4
4
4
5
Often isolated Good Relationship with all facilitators
3 Relationship with Superiors
Good Relationship with certain facilitators
3
4
4
4
Not interested in relating to the facilitator
TOTAL POINTS
77
83
86
91
96
Additional Comments and points to be added: Above average.
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