Part I:
On-Campus Activities
Background
Tribhuvan University introduced
Semester System in Master degree Programmed at Central Campus since academic
session of 2013 A.D. to make education relevant, contextual, and world-based
standard with considering the motto central campus as a “Center of excellence”.
There are 17 different area of specialization including mathematics education
in Master in Education programmed Ed. 542.
Teacher is at the center of
educational program. The teacher who produces necessary Manpower needed to work
in different spheres of human life. Actually, teaching very difficult and
challenging job, which can be successful without sound knowledge. The core
course Teaching Practice (Ed.542) has designed to provide hands on experience
to the students in the area of their profession for enabling them to be better
teachers Professionals. It open the horizon for enabling conditions to the
students for bringing professionalism through rigorous practice (Office of the
Dean, Education, 2016, Course manual of master of Educations, forth Semester).
This Course
is Practical in nature, which is somewhat different from annual program. This
course were divide into six sequential phase:
i.
Orientation of practice teaching
ii.
development of Observation guidelines and
observation guidelines and Observation of teaching of School/Campus teacher
iii.
experience sharing among the Students
iv.
on- Campus micro-teaching
v.
Teaching at School/Campus and finally
Preparation of overall Report of teaching practice.
For
reflection of their teaching Performance, which was commonly used international
practice course since the two decades. This report has been prepared for the
partial fulfillment of the requirement of Ed. 542: Teaching practice. This
report includes second phase of the course that is development of observation
guidelines and observation of School/Campus teachers that was aims to design to
grabs the teaching skill, to capture the good practices of competent teacher
and to gain professional experiences of eminent teacher in their profession.
Background of
Observation
Observation class plays a vital
role in practice teaching both observation of our teaching by our co-operating
teacher and supervisor, as well as our own observation of our co-operative
teacher’s closes, we may also have the opportunity to observe other teacher in
our host college and that of other student in our teaching practice seminars.
This classroom observation report
summarize the result of observation of math teacher’s classes of Laboratory
Higher Secondary School, kirtipur. This observation has conducted for the
partial fulfillment of M.Ed. fourth semester teaching practice of Tribhuvan
university, department of mathematics education, central department of
education associates between 2075 ashad 29 to 32 this observation form
developed by me with different references. The purpose of this report is to
describe instructional practice in the mathematics teacher classes, so that
such campus stakeholder is able to evaluate the observed practices with in the
context of their instructional goals.
According to schedule of department
of teaching practice and advice of our respected supervisor, I had gone to the
Laboratory Higher Secondary School with my team for classroom observation. Then
we meet the principal of that Campus and we submitted the letter and inform him
about our purpose after that he suggest us to observe different three classes
for Three days the report had been prepared according to these three days
classroom observation.
Objectives of the Observation
The
main essence of observation is learning from experienced teacher. The specific
objectives of this study were as follows:
i.
To learnt new techniques, methods from
experienced teacher.
ii.
To understand real teaching and its
challenges.
Analysis of Observation and Sharing
Class observation can be
defined as the practice of sitting on real teacher's class to observe, learn
and to reflect by the student teacher. Various aspects of teaching such as
presentation, teaching strategies, Time management, classroom management and
many more can be observe in the classroom observation. This is one of the
important part in learning 'how to teach'. For the beginner teachers like us it
plays more crucial role as it provides us with an opportunity to experience how
the theories of teaching and learning are taken into action in the practice
field(classroom).
Instructor
Name: Teacher [A]
Level:
12
Subject:
Basic Mathematics
Topic:
Conic Section
College:
Laboratory Higher Secondary School
Date/Time
of Observation: Ashad 29-32, 2075 / [7:00 am-7:45 am]
I along with group
members went to Laboratory Higher Secondary School, Kirtipur to observe the
class. With the permission of the coordinator and subject teacher, we got the
chance to observe three classes from 29th to 32th Ashad.
We used the classroom observation form, note taking as the tools for classroom
observation. We have observed the lesson Conic Section of grade XII, Basic
Mathematics and its sub-topics to equation of the normal at the point and
Condition of tangency. Based on the information collected from the three-class
observation, following findings has generalized:
•
Teacher as a Facilitator interact student and emphasis key point.
•
Teaching is not an easy task, one need to understand the classroom
dynamics to be effective teacher.
•
The classes were more traditional with some elements of
student-centered techniques like interaction incorporate within it.
•
The teacher adopted, a focused instruction cycle, which was the
presentation, practice, production cycle.
•
Only the daily used materials has used. Teachers were worried
about students understanding.
•
Student centered and before teaching, the
teacher asking question the students based on previous lesson. Students should
be make enthusiastic by giving to solve the problem.
•
Important problems are emphasized and
teaching.
The Lesson Learnt
Competence
includes knowledge, skill, attitudes, and experience which has to be target
category of profession of educator. Ability to perform or carry out defined
tasks in particular context at a high level of excellence. After reflection of
classroom observation, I had found several competences are required for a
professional teacher so, I am try to list out these in seven different
categories.
During the period of teaching practice, I learned the following steps:
Ø The
teacher a systematic body of knowledge of a specialization in appropriate scope
and depth. Transform knowledge of the respective scientific and technical
disciplines into the educational content of the study.
Ø Has
a knowledge of the rights of the child and students and respects them in
educational work.
Ø To
support the development of individual qualities in the students’ in their field
of interest and vocation.
Ø A teacher sets high
expectations for all students and collaborates with colleagues on an ongoing
process.
Ø Has
a high level of creativity, flexibility and adaptability of the education
process.
Ø Is
able to identify students with specific disorders of learning and behavior and
is able to tailor the selection of the subject matter and teaching methods to
their capabilities.
Ø The teaching and learning environment of this
classroom is effective from every manner but if the teacher used and connect
the problem with real life problem that would be better for all student to
learn more clearly on that topic.
Conclusion
This
classroom observation opportunity provides effective knowledge about teaching.
In this process of classroom observation, I learnt more knowledge about how to
teach effectively, how to use instructional materials and methodology teaching
technique evaluation technique etc. that is why it helps me for my practice
teaching and real teaching in future career also.
A passionate teacher is those who is
committed, enthusiastic, intellectually and emotionally energetic in their work
with children. A good teacher should have the knowledge of what aspects and how
aspects. It means s/he should have both content and methodology knowledge.
Similarly, s/he should have the knowledge about learner psychology,
socio-cultural context, classroom-diversity that are only through the
opportunity to experience in the real field. I found this classroom observation
is very much fruitful because it gave me much knowledge from experience
teacher. Therefore, this kind of observation stimulated me that when I go to
real teaching, I will use these theories in to practice as much as possible.
Analysis of Micro Teaching
Micro Teaching is a
technique of training teachers for the successful teaching career. It is not
the transfer of knowledge from the known to unknown any more as in the past
rather. It covers a broader scope now. The way in which the knowledge is being
transfer, the relationship between the teachers and students and many more has
redefined with the modern time. Teaching has been develop as one of the
prestigious profession today. Thus, the qualification and qualities for a
teacher is not simple and easy any more. Professionalism is not something that
can be achieve through the theoretical knowledge rather one needs to be
competent in their presentation in the practical field as well. A teacher
training techniques is practice within the college to produce well-qualified
and skilled teachers who are competent in teaching the content, managing the
classroom, understanding the psychology and their difference. The Micro
Teaching involves the cycle of planning, teaching, observing, re-planning and
re-teaching.
After the completion of
class observation, we move ahead to Micro Teaching under the supervision of our
respected teacher Mr. Dr. Binod Dhakal. We were divide into two different
groups for the purpose of experience sharing and Micro Teaching. Our Micro Teaching session has conducted
rigorously for the period of 1 weeks. Our expert teacher taught us how to deal
with the subject matter inside the classroom and to manage the classroom. So as
to make it effective and participatory. The first day of our Micro teaching
class has related to experience share where we shared experiences based on the
class we observed in different colleges. It helped us to have the knowledge
regarding different aspect of teaching. On the second day, I give the
presentation on that topic for the 15 minutes. We had to prepare lessons and
present it in front of our teacher and friends.
We presented the three
micro classes and we prepared 10 lesson plans during our micro teaching period.
After completing three-lesson plan for 15 minutes. Our supervisor gives us very
remarkable feedback and suggestions that how to stand as a confident
professional teacher in front of students. It was very effective for us that we
got chance to correct the mistakes and move forward in Practice Teaching. After
the completion of the Micro Teaching, our supervisor provided us the ideas
about the lesson plan, classroom management, discipline, presentation and time
management for the upcoming teaching practice.
Part II: Activities in School/Campus/College
Background
Teaching Practice is an
informal training to develop skill teacher. As the student of M.Ed. 4th
semester of TU department of mathematics education, I did my practice teaching
in Janamaitri Multiple Campus in kuleshwor Kathmandu. This college established
in BS 2047 that the present Campus Chef of this college is Mr. Bholanath Ojha.
This is the college, which has affiliated by TU and has been running the
faculties Education, Management and Humanities up to master degree level. My
actual teaching has started from the date of 1st Bhadra 2075 under
the guidance of subject teacher and principal of this college.
There were lots up and
down during my practice teaching period and I have collected lots teaching
learning experiences which are mentioned here in this report. Generally,
in my report I have included analysis of Classroom observation and
Sharing, Analysis of Micro Teaching, activities carried out in campus , analysis of peer observation ,
assessment of teaching and lesson learnt , Test Construction, Administration
and analysis and interpretation of the test .Also I have presented my teaching
learning experiences and different achievements through my report. Here by I
have mentioned a brief analysis of my Teaching Practice Activities.
Analysis of Teaching Activities Carried out
in School/Campus
I began the teaching basic mathematics of
Class XI from 3rd Bhadra in 5th period under the guidance
of subject teacher Mr. Padam Ghimirer. During the teaching practice, I prepared
the lesson plans. I taught the lessons, provided students with the assessment.
The subject teacher and the internal supervisor visited my class, observed and
provided the feedback frequently. We also have our class observed by our peers.
So we could correct our flaws. As I was new and inexperienced in teaching
higher level, I look help from the subject teacher about the lesson to teach.
The teaching activity within this period was an excited experience. The
teachers of that college were really humble and helpful.
The experience of
teaching practice is pleasing. The teachers were helpful and the students too.
While I was teaching there, I did not have any harm from them. The students are
very sincere, and innocent. They are positive in learning. They didn’t
misbehave though they knew we were there for the practice teaching. They were
ready to study within my teaching and followed my instructions throughout. They
raised the question if they did not understand. I enjoyed it. I taught
something but I learned more. However, my practice teaching period of 5 weeks
was very interesting and meaningful; it became my actual learning period.
Overall, the teaching practice session was smooth.
Analysis of Peer Observation
Peer observation is a process of Teaching Practice. It is
a kind of evaluation of practitioners or friend. To make analysis of peer,
firstly, we need to fill observation form. We need to observe the classes to
evaluate the teaching skills, teaching techniques, teaching strategies of our
friends. Based on observation form I filled my peer get more about his own
teaching, about confident level and lacking factors that need to improve in the
further classes. However, I have filled four peer observation forms of my four
different friends. I have made analysis of my peer under many topics.
It is, therefore, a good way to find out strengths and weakness by observing
their teaching and to provide remedial suggestions.
Obviously, peer observation is an
encouraging activity, which is very useful to develop our analytical power and
to evaluate our self to our peers. It is also very useful to develop the
felling of co-operation, sharing ideas, thoughts and experiences. During my
practice teaching, I observed the classes of student's teacher are Mr. Prakash
Paudel, Mr. Ramesh Kumar Mahatara, Mr. Govinda Shahi and Mr. Lilamani Poudel.
During my practice teaching, I have observed four classes of my peer group. I
have analyzed my peer group’s strengths and weakness based on that observation.
The analysis of every individuals and required suggestions for them has
presented below:
1.
Mr. Prakash Paudel
I observed the class of Mr. Kailash
Bahadur Singh the subject of Modern algebra of the title group. I have pointed
some positive and negative aspects of teaching which has given as follows:
Strength
Aspects
ü
Classroom was well management.
ü
Appearance in the classroom is clean and
punctual.
ü
Subject matter is relevant to the
curriculum and textbook.
ü His
voice was commanding.
Weak
Aspects
ü
He used lecture method only.
ü
He did not give pair work or group work to
engage the students.
ü He
did not any other activities
Suggestions
Should be used teaching materials. At the
end of the class, you should summarize the lesson. It would be better to focus
on learner-centered technique.
2.
Govinda Shahi
I have observed the class of my
colleague, Govinda Shahi on 20th Bhadra who taught the topic “Limit”
to the student of Janamaitri Multiple Campus at XI under Basic Mathematics. In
my observation, I found him as an excellent as well as confident teacher. His
strengths and weakness including suggestions to overcome those weaknesses were
presented in below:
Strength
Aspects
ü He
has good commanding voice.
ü
He presents the content in rhythmic way.
ü
He made active participation of the
student in learning activities.
ü He
create cooperative learning environment.
Weak
Aspects
ü He
used Lecture method only.
ü
He did not move around the class.
ü His
do not used gestures and posture properly.
Suggestions
Follow
the student centered teaching method. Follow the whole class and individual
discussion method. He should move around the classroom.
2 Mr.
Ramesh K. Mahatara
I
also observed the class of Ramesh K. Mahatara on the subject of Basic
Mathematics on the topics is Limit. I have pointed some positive and negative
aspects of teaching which are given as follows:
Strength
Aspects
ü His
appearance was good, clear.
ü
He has written date, sub, topic, period
etc. on the board.
ü
He give home assignment to the student.
ü
He made good participation of student.
ü His
fluency of language was good.
Weak
Aspects
ü He
did not revise the previous lesson.
ü
His self-confident is loose.
ü
He
did not prepared materials.
ü He
did not illustrate the main points.
Suggestions
It is better to revise the previous lesson.
Firstly, be self-confident. He should use the gesture, posture and materials,
etc. Be well prepare in lesson.
3 Lila
Mani Poudel
I also observed the class of Mr.
LilaMani Poudel on the subject of Higher Algebra of bachelor 1st
year on the title Straight Line. I have pointed some positive and negative
aspects of teaching which are given as follows:
Strength
Aspects
ü He
spoke fluently.
ü
He has good subject matter.
ü
His appearance was clean, self-confident
and pleasing
ü
He taught confidently.
ü His
voice was commanding.
Weak
Aspects
ü He
do not use material.
ü
He used lecture method only.
ü
He did not give pair work or group work to
engage the students.
ü He
did not give homework
Suggestions
It is better to revise the previous lesson
before starting before starting new lesson. He should conduct pair work and
group work to engage the student in learning activities. It is better to give
homework.
Conclusion of Peer Observation
During
the peer class observation, I found almost all the peers’ presentation was
well. They were pleasing, punctual and confident. They used proper teaching
materials, which made the class effective. On the other hand, thought the
presentation, used of teaching materials, self-confident, teaching style,
punctuality, etc. was good, there teaching seemed less student centered. They
all focused lecture method. They committed some weakness and those weaknesses
has pointed at the same time by the peer observer. Hence, at last, what we can
say is that the student should be teach according to their needs, interest,
level, etc.
Assessment of Teaching
Assessment
of teaching refers to assessing students learning behaviors and performance,
teacher's behaviors and performance and the learning outcomes of a lesson.
Therefore, assessment is an integral part of teaching. It is not only the way
of evaluating the student's progress with their strengths and weakness, but
also the judgments of a teacher's teaching. To evaluate my teaching status, I
assessed the students formally and informally in the classroom and provided
them constructive feedback for their betterment of learning. Similarly, I
evaluated the different aspects of Mathematics in the classroom observing their
performance.
Formally,
I conducted a subjective question test of 12 marks and objective test of 5
marks to evaluate the students. Moreover, I assessed by my internal supervisor
through the internal classroom observation with constructive feedbacks. Through
this course, we learnt the teaching methodology and student psychology in real
since we con found the co-operative teaching staff so, our teaching practice is
successful.
Extracurricular
activity
Extracurricular
activities help the students to be families with contemporary world and make
them logical and quick decision makes. It is one of the part of educational
refreshment so; the group of student teacher conduct a teej special festival on
22 Bhadra 2075. All students' participants in this programme very activity.
Students were participates on singing and dancing. The prize was distribute for
first, second and third positions.
Lesson Learnt
Teaching
is a challenging job. During the teaching practice period we learn the learning
requirement from the teacher and students sides, classroom management aspect
content delivery aspect, staff development aspect and overall aspect of
teaching. The students will gain professional experiences in campus and in
cooperating schools or campuses under the close supervision of faculty members
of concerned campus/college. During the period of teaching practice, I learned the following
steps:
Ø We
ourselves develop the adequate learning experiences for effective lesson with
appropriate teaching techniques.
Ø We
learn the learning requirement from the teacher and students sides, classroom
management aspect content delivery aspect, staff development aspect and overall
aspect of teaching.
Ø A good teacher should
have the qualities of subject matter, knowledge, pedagogical expertise,
self-awareness, and understanding of curriculum, materials, and career
advancement.
Ø A teacher sets high
expectations for all students and collaborates with colleagues on an ongoing
process.
Ø A teacher should mention
professionalism in all areas of teaching.
Ø The
part of our learning is construction and administration of test an
interpretation of its result with the finding of validity and reliability of
test.
Part III: Test construction, Administration and
Analysis and Interpretation of Test Result
Introduction
Test is the systematic procedure in which the individual,
tested has presented with a set of constructed stimuli to which he/she responds
the response enabling the tester to assign the tested of numeral or set of
numeral from which inferences can be made about the testes possession of
whatever the test is supposed to measure. The aim of administrating the test is
to provide the equal opportunity to the students to show their ability, skill
and knowledge. Construction and administrating of a test item is an obligatory
part of teaching practice.
During
the period of our practice teaching, we construct the test item and
administrate among students. We (Prakash Paudel and Me) were teaching at 12
class of basic mathematics. To see how well students have got on with this
subject, we had constructed the test items from which lesson we taught. We
conducted examination among five students. We had made 5 objective and 3
Subjective questions. After taking the examination, we collected the
answer-sheet of students and packed.
Items Analysis of
construct question
Roll No.
Q.
No.
|
1
|
2
|
3
|
4
|
5
|
Total
No. of Students Who give Right Answer
|
P-Value=
 |
Interpretation of
P - Value
|
D-Value=
 |
Interpretation
of D – Value
|
1
|
1
|
1
|
1
|
1
|
1
|
5
|
100
|
Very
Easy
|
 |
Need
to improve the Question
|
2
|
1
|
1
|
1
|
1
|
1
|
5
|
100
|
Very
Easy
|
|
Need
to improve Question
|
3
|
1
|
1
|
1
|
1
|
0
|
4
|
80
|
Easy
|
 |
Very
Good Question
|
4
|
1
|
1
|
1
|
1
|
0
|
4
|
80
|
Easy
|
|
Very
Good Question
|
5
|
1
|
1
|
1
|
0
|
1
|
4
|
80
|
Easy
|
|
Need
to improve the question
|
Note:
Ø Item
Difficulty Level (P) = 
Ø Discriminating
index (D) = 
where;
where;
Analysis of Marks
Obtain
We
checked those all papers of students answer papers then I found most of the
students got average marks. The marks of the students are show in following
table:
Student Roll No.
|
Name of students
|
Obtain Mark
|
Pass Marks
|
Full Marks
|
Obtain %
|
Remarks
|
1.
|
Roshan
Gopali
|
16.5
|
7
|
17
|
97
|
Outstanding
|
2.
|
Rupak
Sherpa
|
15.5
|
7
|
17
|
91
|
Outstanding
|
3.
|
Santu
Ram Tamang
|
14.5
|
7
|
17
|
85
|
Below
excellent
|
4.
|
Hari
Badhur Magar
|
12.5
|
7
|
17
|
73
|
Very
Good
|
5.
|
Rupak
Bohara
|
11
|
7
|
17
|
64
|
Satisfactory
|
Total
|
70
|
Remarks
|
|
Obtain (%)
|
Interpretation
|
90-100
|
Outstanding
|
70-90
|
Very Good
|
60-70
|
Good
|
50-60
|
Satisfactory
|
40-50
|
Acceptable
|
Average of the obtain marks 
=14
=14
Standard deviation of the obtain marks (σ) = 2
Interpretation of test result
Analyzing
the result, five students were involved in 5 marks objective examination. All
students has passed. In the result, five students got marks 5, 5,5,4,4
respectively. This result shows that one student is good, one is satisfactory
and other one is acceptable. The average marks is 14. There are three students
who got more than average two students got near the average marks. The standard
deviation is 2 shows that the average marks is deviated by 2.
Since,
only 5 students were participated in our examination so the analysis of the
question on the basis of this result would be not scientific. In above table P
value shows the difficulties level of the questions where D value shows the
discrimination index between competent and week students. By analyzing P value
of above table, we can see that question.
Appendices
Janamaitri
Multiple Campus, Kuleshower
Test-2075
Level: XII Full
Marks: 17
Subject: Basic
Mathematics Pass
Mark: 7
Name:
………………………………….. Roll No. ……. Date: 2075-05-29 Time: 45 Min.
Group-A
Tick (√) the best
answers. 5×1
=5
Q. No. 1. If ∑x=150,
n=10. Then, find the Mean (
.
.
(a.) 12 (b.)
15
(c.) 14.50 (d.)
20
Q. No. 2. Which of the
following formula is true for S.D.?
(a.) 
(b.)
(b.)
(c.) a+ (d.) 
(d.)
Q. No. 3. Find the
Range of 3, 5, 7, 9, and 10.
(a.) 6 (b.)
5
(c.) 8
(d) 7
Q. No. 4. Which of the
following distribution is not skewed?
(a.) Mean = 75 and Mode = 74 (b.) Mean =51 and Median =41
(c.) Mean= 35, Median =25 and Mode = 21 (d.) Mean= 35, Median =35 and Mode = 35
Q. No. 5. If Mean =20,
Mode =15 and S. D. =6. Then which of the following is true for coefficient of
skewness?
(a.) 0.833 (b.)
0.733
(c.) 0.855 (d.)
0.755
Group-B
Attempt all the questions.
Q. No. 1. Find the Range and Coefficient of Range from the
following data. 2
Temp(c0)
|
0-10
|
10-20
|
20-30
|
30-40
|
40-50
|
No.
of days:
|
5
|
12
|
25
|
18
|
2
|
Q. No. 2. Find out the Standard deviation from the following
data. 4
x:
|
3
|
5
|
4
|
1
|
2
|
f:
|
2
|
4
|
6
|
2
|
5
|
Q. No. 3. Determine the Karl Pearson's coefficient of skewness
from the following frequency distribution: 6
Daily
Sales:
|
0-10
|
10-20
|
20-30
|
30-40
|
40-50
|
No.
of shops:
|
2
|
9
|
10
|
7
|
2
|
Best
of luck.
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