“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” - Alvin Toffler
INTRODUCTION
As the scheme and syllabus of Two Year B.Ed. Degree course (2019 Scheme) for the academic year 2020-21 was revised due to the closure of schools as a result of the spread of the Covid-19 pandemic, the School Internship Phase-I programme required its conduction through online mode. Through this, the 21st-century education in Kerala proved its capability to educate children to get adapted to any life situation.
This is how our educational system makes the students learn, unlearn and relearn because education is not the mere acquisition of knowledge or gathering of information. Education in its true spirit makes people live a meaningful life through all-round development of their personality, motivates them towards self-actualization, and prepares them for the future. A reflection journal was required to be kept and updated on the blog as part of the programme.
This reflection journal is based on the experience received during the sessions of Peer teaching, Face-to-face school teaching, VICTERS channel observations, and E-content video preparations. Reflective journals are personal records of students' learning experiences as a part of an educational programme. It helps to understand the things that have happened and to reflect on why it happened this way. It also helps to align our future actions with our lessons learned from our past experiences.
PEER TEACHING CLASSES
Totally 10 peer teaching classes with proper lesson plans duly verified by the optional teacher were required for the successful completion of the School-internship Phase-I programme. I have started my peer teaching sessions on 17th November 2020 for the 8th-grade Social Science students. The units covered include "Early life of men" and "The RivervValley Civilizations". I have completed the peer teaching sessions on 19th November 2020. Same subject peers, as well as other subject peers, attended my sessions. I could also attend the sessions of the same subject peers and the other subject peers.
The classes were very much thrilling. In the beginning, I was a little nervous as there were peers from other optional subjects. But, as the session progresses I could gradually adapt to it. The sessions were also monitored by my optional teacher as well as general teachers. I was happy to receive valuable feedback from experienced teacher educators. Peer teaching sessions were helpful to practice my skills in teaching. It was effective in understanding my' strengths and the areas to be improved. It also helped me to build sound content knowledge and mastery of the subject.
After ten peer teaching classes, my content knowledge and pedagogical knowledge has been improved. Became more confident in handling students. With each session, my performance got improved. Observing the teaching of my peers was also helpful to have a proper idea about the teaching-learning process. Earlier we had opportunities to practice micro-teaching skills. Peer teaching sessions provided an opportunity to integrate all the micro-teaching skills into a whole macro session and to practice it well.
FACE-TO-FACE ONLINE CLASSES
Totally 10 face-to-face online classes for Upper Primary, High School, or Higher Secondary students are needed for the successful completion of School-Internship Phase 1. As part of my School Internship, I have been assigned to the Nithya Sahaya Matha Girls High Schools at Kottiyam in Kollam. I have conducted the sessions online from 23rd November 2020 to 30th November 2020 for the 8th-grade students in Social Science and covered the unit "Reading Maps". School teaching was a great experience with a bunch of smart and enthusiastic students. It was a marvelous experience. Details of the classes were shared to their WhatsApp group soon after their class teacher added me to the group.
It was the first time the students were using the Google Meet app for learning and attending a live online session. So measures were taken to make them familiar with the different options on Google meet such as using the chatbox, turning video and audio on or off, etc. I had an informal talk with the students at the beginning of the class to break the ice and to build a rapport with them. An attendance register was strictly maintained for marking the attendance of students. Follow-up was taken place for absentees.
A pleasant and friendly approach was maintained through out the sessions. Checked students understanding through questions. Whiteboards, markers, Multimedia presentations using Powerpoint slides, videos, images, tables, charts, activities, etc. were implemented to sustain the attention of students. ICT-based learning was found to be effective. There were continuous interactions with the students. Reinforcements were provided frequently for their responses. Special assistance was given to students with unstable network connections. They were given a quick session over WhatsApp. Learning materials were also provided to all students. Positive and encouraging feedbacks were obtained from my optional and general teachers regarding the sessions.
This face-to-face learning experience was really helpful to build teaching skills. I am very much satisfied with my teaching practice now. During the face-to-face teaching, conscientization programmes and school-based activity were also carried out. An achievement test was conducted. Later a diagnostic test followed by remedial teaching was also carried out for the betterment of the pupils.
VICTERS CLASS OBSERVATION
Student-teachers needed to observe and write reviews of the classes by expert teachers which were broadcasted on the VICTERS channel. Several classes were observed and wrote lesson plans for fifteen number of selected classes in the subject Social Science for 9th-grade students.
Fifteen Lesson plans were written based on the classes of the teachers - Mr. Aneesh V (Unit: National Income), Mr. S. Sudheesh Shenayi (Unit: Sun - The Ultimate Source), Mr. Mahesh G. (Unit: Signature of Time), and Mrs. Bindhu P.V. (Unit: Indian Constitution: Rights and Duties). Their classes surprised me. Those were perfect models to be followed. The classes were orderly, sequential, systematic, and well organized. They started by mentioning the lessons taught in the previous classes and developed their lessons using multimedia and through proper explanations. An overall summary was given at the end of the session followed by enrichment activities.
All the teachers took great efforts to use various means to transact the learning materials in the best possible way. It helped to self-assess my teaching strategies. These video lessons were examples of how to integrate technology effectively in different disciplines in social science such as Economics, Geography, History, Sociology, etc. It also helped to understand how to make children internalise various concepts in Social Science.
E-CONTENT/ VIDEO LESSONS
As teachers who are digital immigrants but need to handle students who are digital natives, it is important for us to master technological knowledge and skills. Therefore we were instructed to create five E-content videos or Video lessons for the completion of our School Internship Phase-I programme.
I have created five E-content videos each having a duration of 15 minutes. E-contents were prepared for the subject of Social Science of 9th-grade students for the unit, "Oceans and Man". At first, five Econtent lesson transcripts were prepared based on the prescribed format. Then Econtents were prepared. These Econtent materials are videos that include texts, images, tables, video clips, audio, PowerPoint slides, etc. Screen recording and video editing tools were used for preparing the content.
In the beginning, it was difficult to create this material due to a lack of exposure and experience with technology. Gradually, my technological knowledge and skills were improved. The E-contents were uploaded in a folder on Google Drive and the link was shared with teachers.
CONCLUSION
Education should prepare an individual for life. In this ever-changing world, “Intelligence is defined as the ability to adapt to change” (Stephen Hawking). Skills that allow people to adapt to rapid change is an important factor in determining whether the future is full of promise or peril. The skills that are uniquely human and that complement digital technologies are increasingly in demand. These skills, such as adaptability, flexibility, lifelong learning, being up-to-date in ones' field, etc. have always been important for work and life, but the current context makes them even more crucial for the present and future generations.
Therefore the School Induction Phase-I programme that was carried out online mode prepared both the teachers and the learners to constantly upgrade their skills. It also gave an insight that learning is possible in any situation. We know that education empowers us to face many adversities in life. Education is possible anywhere, anytime during any disastrous phase was the great realization obtained through these learning experiences.
