Overall Report Writing for Bachelor Level Student
By
Name:
level :
Subject :
T.U. Reg. No.: 9-
Exam Roll No.:
An Overall Report Prepared for the Partial
Fulfillment of Practice
Teaching (Ed. 440)
in B. Ed Fourth Year
Faculty of
Education
Tribhuban
University
Dhankuta Multiple Campus Dhankuta
ACKNOWLEDGEMENTS
Before
and during writing this report I was helped and guided by my teachers and
friends. Without their help and support it was not possible to complete this
report. So I am credited to the chairman and members of the practice teaching
committee of B. Ed in Dhankuta Multiple Campus Dhankuta. I was helped by my
friend also, so I must express my hearty gratitude to those who helped me.
I express hearty gratitude to Mr. (Your Subject Teacher Name), chairman of
practice teaching Faculty of Education Dhankuta Multiple Campus. Similarly I
express hearty gratitude to the members of the practice teaching committee. In
the same way I express hearty gratitude to Mr. (Your
Campus Chief Name), the Campus Chief, Dhankuta Multiple Campus Dhankuta.
Similarly I express hearty gratitude to Mr. (Your
Assistant Campus Chief Name), Assistant Campus Chief Dhankuta
Multiple Campus, Dhankuta. Similarly I express hearty gratitude to my subject
teachers. In the same way I express hearty gratitude to my parents who encouraged
me in my study. Lastly I express my hearty gratitude to all who helped directly
or indirectly to prepare this report.
Date: 09/02/2076
This
report entitled ‘Overall Report Writing’ is prepared for the partial
fulfillment of practice teaching in B. Ed fourth year in Dhankuta Multiple
Campus Dhankuta under Tribhuvan University. This report clarifies what, when,
where and why was done from the initial phase to last phase of practice
teaching. This report consists of eight chapters. Chapter one of this report
deals with general background, objectives and methods. Chapter two of this
report deals with analysis of operational calendar and plans. Chapter three of
this report deals with briefing of micro teaching. Chapter four of this report
deals with briefing of peer teaching. The fifth chapter of this report deals
with briefing of school teaching. Chapter six of this report deals with the
briefing of textbook analysis. Chapter seven of this report deals with
construction, administration, and analysis of test and interpretation of the
results. And chapter eight, the last chapter of this report, deals with the
analysis of school records. In this way this overall report is prepared.
TABLE
OF CONTENTS
Page
Acknowledgements
Acronym
and Abbreviation
Abstract
Chapter
– 1 Introduction
1.1
General Background
1.2
Objectives
1.3
Methods
Chapter
– 2 Analysis of Operational Calendar
and Plans
2.1 Analysis of
Operational Calendar
2.2 Analysis of Annual
Work plan
2.3 Analysis of Unit
Plans
2.4 Analysis of Daily
Lesson Plans
Chapter
– 3 Micro Teaching
Chapter
– 4 Pear Teaching
Chapter
– 5 School Teaching
Chapter
– 6 Analysis of Textbook
Chapter- 7 Construction, Administration and Analysis of Test and
Interpretation of The Results
Chapter
– 8 Analysis of School Records
8.1 Administrative
Records of the School
8.2 Records of Physical
Aspects of the School
8.3 Academic Records of
the School
8.4 Data Form of the
School
8.5 Portfolio Record
8.6 School Improvement Plan of the School
CHAPTER-
1 INTRODUCTION
1.1
General
Background of the Analysis
This report has been
prepared for the partial fulfillment of practice teaching (Ed. 440) in B. Ed fourth
year in Dhankuta Multiple Campus under Tribhuvan University. As the students
of faculty of education we need to have
the capability of teaching, making
operational calendar, preparing annual work plan, making unit plans, preparing daily lesson plans,
analyzing textbook or curriculum, constructing, administrating and analyzing
test, interpretating test result, keeping portfolio records, and keeping other
school records. This report answers some questions such as; what was done? How
was done? And who has done?
1.2
Objectives
of the Analysis
The objectives of this
analysis report are listed as below:
·
to clarify the detail of operational
calendar, annual work plan, unit plans and daily lesson plans prepared during
the practice teaching,
·
to clarify the detail of micro teaching,
peer teaching and school teaching,
·
to clarify the detail of textbook
analysis,
·
to clarify the detail of construction, administration and analysis of
test and interpretation of the test result and
· to clarify the detail of school records.
1.3 Methods of the Analysis
The
methods of data collection in these analysis works were observation. The data
for the analysis were collected via both primary and secondary sources. The students
were the primary sources of some data for example test result. The operational
calendar, annual work plan, unit plans, daily lesson plans, textbook analysis
report, school records etc were the secondary data for the analysis and the data
are analyzed and interrelated using descriptive method.
2.1
Analysis of Operational Calendar
Operational
calendar is a detail plan of a whole academic session. This is prepared by the
head-teacher with the help of other teachers. Operational calendar shows the
detail plan of the school for one academic year. In the operational calendar there
are mentioned the working days, exam days, result preparation days, staff-meeting
days, result publishing days, extra -curricular activities days, public
holidays, vacations and so on. Operational calendar works as a guideline for
unit plans. Moreover operational- calendar works as a guideline for all plans
in a school for a whole academic session.
2.2 Analysis of Annual-work Plan
Annual-work
plan is an overall planning of teaching for a whole academic session.
Annual-work plan is made by subject teacher on the basis of operational
calendar. Annual-work plan is a guideline for unit plans. The annual work-plan
is prepared clarifying, when, what, which, and how the lesson will be delivered
to the students.
2.3 Analysis of Unit Plans
Unit
plans are the plans prepared for teaching each unit. These are prepared being
based on the annual-work plan. Unit plans include subject-matter, instructional
objectives of three levels; knowledge, skill and attitude, instructional
materials, instructional methods, activities and evaluation planning. Two unit
plans are prepared by the student teacher.
2.4 Analysis of Daily Lesson Plans
Daily
lesson plans are prepared for a period. Daily lesson plan consists the major
components; specific objectives, instructional materials, teaching learning
activities, and evaluation. Here the plans are prepared including the above
mentioned components. 12 daily lesson plans are prepared by the student teacher
CHAPTER
– 3 MICRO TEACHING
Micro
teaching is a remedial teaching. It is also called scale downed teaching.
Because micro teaching is done within ten to fifteen minutes and only one
objective is set for micro teaching. The number of students in micro teaching
is ten to fifteen. After the student teacher finished the presentation the
peers or supervisor provide necessary feedback for improvement.
In
our campus the micro teaching was started from 14 Bhadra 2075 and ended on 12
Ashwin 2075. Mr. (Your Practice Teaching Supervisor Name) was the supervisor of the micro teaching. For
micro teaching fifteen micro lesson plans were prepared and three plans were
presented. In micro teaching I was given a role to comment and suggest my peers
on their demonstration. In this way our micro teaching was complete
Peer
teaching is the teaching own peers. In practice teaching this is full time
teaching. In micro teaching specific aspects are observed and other efforts are
made to improve the specific weakness. But in peer teaching overall teaching
skill is observed and the student teacher is given necessary suggestions for
improvement.
In our campus the peer teaching was started
from 14, Ashwin 2075 and completed on 28, Mungsir, 2075. Mr. (Your Practice Teaching Supervisor Name) was the
supervisor for peer teaching. For peer teaching 15 daily lesson plans were
prepared and one class was demonstrated. I demonstrated my class on 6, Mungsir,
2075. Teaching item of my demonstration
class was, comprehension of past tense. The materials prepared for peer
teaching were, word cards, sentence cards, and flash cards. In peer teaching,
fifteen subjective type test, five multiple choice items, five true false
items, five blank filling items and one set matching item were prepared. In
peer teaching one peer’s class was observed. In this way peer teaching was
completed.
CHAPTER – 5 SCHOOL TEACHING
School
teaching is the ultimate phase of practice teaching. As the syllabus has
estimated 20 days for school teaching the school teaching was started on 22,
Baishak, 2076. (Your Practice Teaching Helper School
Name) was selected as the
co-operating school by our group. As the school provided us certain classes and
subjects I was asked to teach English in class nine in the third period. I
taught the class I was asked. During school teaching we organized an
extra-curricular activity. The activity was a quiz contest for the students of
class six to ten. The co-operating school supported us well. A weekly test was
constructed and administered to the students of class nine and the result was
analyzed and interpreted. For school teaching, twelve daily lesson plans were
prepared. The materials to use in school teaching were; word cards, sentence
cards, flash cards and flannel board. The support of the co-operating school
was appreciable. In this way the school teaching was completed.
CHAPTER – 6 ANALYSIS OF TEXTBOOK
Textbook analysis means the analysis of textbook in terms of internal and external aspects. The internal aspects of a textbook are; content, presentation of content, language used in relation to the level of the students, grammatical accuracy, vocabulary, scope and sequence of subject-matter, picturs, relevancy to the curriculum and so on. Similarly the external aspects of a textbook are; printing, font size, font color, quality of paper, page layout, cover designing, binding, price, availability and so on. During the school teaching a textbook of class nine ‘English Grammar’ was analyzed in terms of the abovementioned aspects. From the analysis and interpretation of the results of the textbook it was concluded that, the book analyzed was excellent in terms of content, presentation of content, language, grammar, vocabularies, the scope and sequence of subject-matter, use of pictures, relevancy to the curriculum, printing, font size, font colors, quality of paper, page layout and cover designing. But the price seems to be more than moderate price and this book is not easily available. Except the price and availability there was no any point to raise any question so, in overall sense the book analyzed was found to be excellent. In this way the book analysis was done and a report was prepared.
CHAPTER – 7 CONSTRUCTION
ADMINISTRATION AND
ANALYSIS OF TEST AND INTERPRETATION
OF
RESULTS
7.1 Construction and Administration
of the Test
In
order to evaluate the students’ academic achievement it is necessary to test.
So to evaluate the students’ achievements a test was constructed. The full mark
of the test was 30 and pass mark was 10. The test was constructed with three
subjective questions. Among the three one was for six marks and other two were
for 3.5 and 3.5 marks. In the test there were four multiple choice items for
four marks. There were four completion items for four marks. There were four
true false items for four marks and a set of matching items for five marks. The
test was administered to the students of class nine. They were previously
informed about the test. The test was administered well as they were not
allowed to look their friends’ answers.
7.2 Analysis of the Test and Interpretation
of the Results
The
test constructed to evaluate the students’ achievement was reliable,
valid,
objective and consistent. The result of the students’ performance shows that
the students’ performance was good.
The
full mark of this test was 30 and pass mark was 10. The highest mark of the
students was 25. One student obtained 25 and the lowest mark obtained by the
students is 8. Only one student was unable to pass the examination out of 28.
The average mark of the students was 17.23. 13 students obtained above average
and 15 students obtained below average marks. Most of the students obtained
around the average marks. There is no higher dispersion among the scores of the
students. In this way the result seemed to be good since the average mark of
the
student
is 17.23 out of 30. The average mark was 57.43% so it can be concluded that the
result was good.
CHAPTER – 8 ANALYSES OF SCHOOL
RECORDS
8.1 Administrative Records
Administrative
records of a school mean those record which are kept by the administration section
of the school. Record of name-list of level-wise staffs, record of name-list of
school management committee, record of name-list of the members of teacher
parents committee etc are the administrative records of a school.
8.2 Records of Physical Aspects of
the School
The
records of the physical aspects of the school are called the records of
physical aspects. Physical aspects cover number and condition of building,
classrooms, staff-rooms, canteen, rest rooms, play ground, furniture, computers,
and other materials and so on.
After
analyzing the records of the physical aspects of the school it is found that,
the number and condition of the buildings, classrooms, and furniture are
sufficient but the staff room seemed to be small and narrow. Moreover there was
not appropriate playground at the school.
8.3 Academic Records of the School
The
academic record of this school shows the number of students in this school
8.4 Data Form
8.5 Portfolio Record
Portfolio
record is a record of detail of a students’ physical, academic, social and
other aspects. Portfolio record shows a student’s detail of overall aspects so
it is necessary to keep. In (Your Practice Teaching
Helper School Name) it is not
found the management of keeping portfolio records.
8.6 School Improvement Plan (SIP)
School
improvement plan is a detail plan for the improvement in the present condition
of a school. The schools which implement school improvement plans have several
characteristics. Adhikari (2071) presents the characteristics of a school which
has implemented the school improvement plan, which are; clear vision, clear
objectives, strategies, delegation of functional responsibility, active
participation of stakeholders, active learning, standard fixation, resource
mobilization and school management.
(Your Practice Teaching Helper School Name) does
not have school improvement plan.
Thank You.
#B.Edmajorenglish
#overallreport
#report
#practiceteaching
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