NIOS DLED Assignment Course-501 Full Answer In English

 

NIOS DLED Assignment Course-501 Full Answer In English. Here are all the answer of dled assignment course-501. I hope this can help you through your assignment. 

Course-501

 Elementary Education in India: A Socio- Cultural Perspecti

Max. Marks 30                                                                                             

 Assignment-I

Note: Answer the following questions in about 500 words.

Q1. What type of changes you want in yourself as a teacher to cater the need of the changing society and learner? Explain with at least two examples.

Ans.  As the world is getting more advanced and new things are coming up, students should be kept updated about new innovations and changing trends of the world. As a teacher, learning process should not be stopped and teachers like students should also learn new things so that they can teach their students something new every day. This trend of learning new things will help a lot in the development of teachers.

Studies show that teachers, who have a healthy and friendly relationship with their students, are more successful in their academic field. Therefore, the most important thing that I definitely will take is a friendly and caring approach to my students. It helps students learn especially when students come from different cultural and socio-economic backgrounds.

The second most important thing is that students always ask for their response. It gives them an impression that you consider their opinions and experiences and value them. It also creates a culture where students feel free to ask questions and share their thoughts, which also help them develop into a personal, academic and social form.

A teacher holds a very respectable position in society. Feel proud to be honored by the students. A good teacher is respected everywhere in the society. Unlike all other jobs, teaching methods have now changed. The attitude of the children has changed over the last decade. Thus, as a teacher, I want to make some changes in myself. These changes are as follows:

  • I want to develop the unique ability to read the minds of my students so that I can give some unwanted discounts; And they advise not to learn environmental, to absorb activities, and to overcome their academic challenges, rather to address the general challenges of life.
  • I want to upgrade my subject knowledge regularly and want to blend it with technology so that it can learn effective, interesting and result oriented.
  • Now the day technology can be used to teach the students. These days we can read through the projector to better explain. We can connect with online parents and inform about homework and other updates. Therefore, I would also like to teach my students with these techniques.
  • As a teacher, it is very important to keep an order for students. Nowadays children are becoming more stubborn. We need to dominate more. Therefore, I will become a little more effective in my class.

As a teacher, I want to teach students the confidence that is the most important thing in today’s world and which is often overlooked in school and I want to help children to know how to talk to people and how to They communicate with people so that they have lasting influence on the other person. They should be given inspiration classes so that they can study properly and think of the study they want and they should take an interest in the study instead of studying for duty.

Or

How do you feel that role of ancient guru has changed in present society?

Which qualities of ancient Guru you would like to adopt as a teacher? Why?

Ans. Indian philosophy is an important place in ‘Guru’. There are two words in it, gu-ru. The word ‘gu’ signaled the darkness and ‘ru’ means the controller. It means to avoid darkness or ignorance. The word is used for the guru in the Vedas. The guru is considered as the greatest treasure of knowledge.

In those days, Guru was playing many roles for students like parents, teachers, scholars, missionaries, a friend-philosopher and a guide. He had to pay personal attention to the needs of the students. It was the responsibility of the master to see that the student develops, progress with his satisfaction as well as his satisfaction. At that time relations between the teachers were very intimate and taught like father and son.

The oral conversation method was popular in those days. Lectures, discourses, debates and discussion, lessons and repetition were part of regular daily student life. There was a comprehensive comprehensive assessment conducted internally by the assessment guru. There was no terminal examination, there was no degree certificate, but in the announcement given on Thursday that the student has obtained a bachelor’s degree after completing the prescribed study. The guru will present the eligible student for collecting the people who can ask questions, or the student will be asked to fight in the debate and prove himself. Then for his expertise on the subject, the student will be known and accepted as a scholar.

The autonomy of the learners was respected. He was free to choose the subject and the subject of study. Also, whether or not the student (sisya) to accept, this was a teacher’s privilege.

In the new world, there are many roles expected by the teacher. Common roles can include:

▪ Developer and nurturer of e-culture,

▪ Networker and change agent,

▪ Learning practitioner and facilitator.

▪ Learning resource developer

▪ Techno-pedagogue

▪ Evaluator

▪ Action researcher

▪ Behaviour scientist

▪ Curriculum designer and transact or

▪ Instructional system designer

The gurus were selfless and lived for the good of the world. But it is difficult to follow these days. The gurus were very respected. He taught students in the middle of nature There were also practical. Gurus were appreciated by the gurus and they were sponsored. The Gurus had the power to order their students and disciples. They could well judge the circumstances and give good advice to kings or people. Therefore, we need some of these qualities in today’s teachers.

Q2. Survey some schools in your locality and enlist the major issues of the elementary education. Suggest the ways to resolve these issues.

Ans. The survey of some schools shows that the major issues of elementary education are :-

  • The classrooms do not have sufficient furniture. Three or four students have to share the same bench. Some of them even sit on the floor.
  • There is no proper blackboard. Teaching small kids of class 1st to 3rd get really complicated because they need a lots of board work.
  • Teachers are not focusing on all around development of students.
  • Teachers are not trained suitably.
  • The students are from poorer sections of society so the fees and indirect school related costs like uniform, books and study materials, transport are very high for them.
  • A good pay leads to a better education but the teachers in schools are not getting proper pay due to which they are not able to teach students properly.

Some steps which can be taken to resolve these issues are:-

  • The government should allocate more money for education. So that they can equip the classroom with properly resources. The proper inquiry should also be placed that can ensure that the money of government are been used in right place.
  • Teacher training programs should be given importance.
  • Teachers should be given incentives and better salaries so that they can teach properly with their full effort.
  •  Fees and other school related costs should be reduced. If possible free education should be imparted.
  • Teachers should teach something out of the book like general knowledge, interesting facts and all those things that can help a student to grow.

 Or

Visit some schools in your locality and prepare a report in the context of adaptation of salient features of NCF 2005.

Ans. I visited XYZ School in my area. This is a state board course school. The most attractive thing I saw about the school was that they had inclusive education. He has covered his curriculum in the learner centric mode.

They encourage children to participate in various club activities such as chess, carom, gardening, classical dance, silambam and carnatic music. His school has NSS and they do a lot of social service through it.

They have activities like worksheets, which make the children write and write in the brain. They have worksheets for all subjects. They have a large playground in which there is a basketball court and a volleyball court. They also have a different place for yoga and meditation. All of them have a different time table.

His first language is regional language, that is Tamil. The medium of instruction is taught in English and Hindi as the third language. Their class is equipped with smart boards. This enables the teacher to make his education interesting and the teacher is able to reach out to all three types of learners, “auditory, visual and Kinesthetic learner”. They have good airy rooms and teacher-student ratios are for every thirty children – a teacher.

Children are created to appreciate their learning through practical training. Various competitions are organized for the same purpose. Extended education takes place when they are taken on a field trip. Taking children on an area trip is done on the basis of the text that requires such education.

To prepare children for competitive examinations, they have a Math Lab, STEM laboratory and they have games on the computer to give overall development for a child, which increases the concentration of children, looks at skill and quick thinking skills. . As far as the examinations are related, till the 5th standard, the child gets grades only. The exam is organized comfortably, sometimes it is organized on one basis. This is the number above the sixth. This is to motivate the children to prepare for board exams.

Children are happy to visit school because they take less books because most books are collected and kept in orbit. Each child has a cubicle to keep his books. Teachers are friendly and firm. If a child does not complete homework for three consecutive days, parents are informed and the root cause is found.

If a child copy is found, then the child is sent home in introspection for two days and then comes back. This helps the child to understand the mistake he has made.

I was very happy to study this school because they have obeyed all the rules maintained in NCF 2005. ‘JP Nike has described a particular triangle for Indian education and it is equality, quality and quantity.’ His school motto in this school is “empowering knowledge by invoking creativity in young mind”.

NIOS DLED Assignment Course-501 Full Answer In English

Assignment – II

Q1. Enlist the various reasons for exclusion. What strategies you will adopt to setup an inclusive school and classroom?

Ans. Minority is constantly in danger of surrender. When family structure is reduced under the strength of the economy, social organizations face other better cultural traits of disintegration, handicrafts and exclusivity, but the language remains only a major identifying marker and acts as the only window People’s cultural past recognized the need for minority languages ​​and their use in education, administration and mass communication. It pulls.

Education is generally directed towards the needs of the students coming from the majority position in the society. As a result, students of minority communities often feel outside in the school environment. The following are the reasons for their boycott:

  • Due to differences in cultural background, students’ hypotheses may differ from majority.
  • Students may be irrelevant in the form of content.
  • Language used in textbooks and in class transactions can be different from the mother tongue of the students.
  • Experiences referenced in textbooks and class, lectures can be unfamiliar with students.

In order to facilitate the development of inclusive society, in which each member gets the opportunity to achieve his potential to his full potential, he is the real objective of building an inclusive school. To achieve this objective, it is essential that the diversity between the population of the learner be given due importance and provision is made for everyone’s rights. Entry for all is central concept in inclusive schools. This includes the school’s psychological and physical environment, including curriculum transactions. All these facets of the school should be conductive for different capacities and learners with a social background. In essence, it is essential that the school has an inclusive learning environment that promotes the personal, academic and professional development of all students.

The approach of a teacher is an essential aspect of an inclusive classroom. A teacher who believes that intelligence is in heritage and nothing can be done to improve it, it will hardly encourage the development of all students. On the other hand, a teacher who is optimistic about the person’s ability and who keeps that intelligence manifest in various forms, will provide an inclusive environment in the classroom to promote personal talent. The teacher should understand that diversity is inevitable among the learners and everyone will have different requirements. Keeping these variations in mind, a teacher has to create both psychological and physical environments in the classroom. In such a favorable environment, every child gets a chance to make progress.

Each year, the SSA framework provides `1200 for every disabled child. When planning for the use of this money, it should be kept in mind that the available amount is not only for the use of special needs of a particular child but it should also be used for planning inclusive education activities in the school. Housing / village level In order to implement the programmer of inclusive education, the funds are allocated to the SSA State Mission Society on the basis of the total number of children with disabilities identified in the district. While some disabled children may only need the help of a special education teacher, other people may need simple tools such as heavy equipment such as hearing aid. However, this does not mean that this amount should be spent annually; It can be deposited for a year or two and can be used at a large facility.

This amount can be utilized in other activities such as assessment camps, development of training material, community awareness campaign, recognized teachers training of 45 days rehabilitation council, NGOs, workshops and other services like meeting specific services. An effort should be made to provide access to equipment and equipment to the identified CWSN through convergence. If this is not possible, then SSA funds can be used for this purpose. In exceptional circumstances only, referral should be made for residential special schools. As far as possible the CWSN should be allowed to live with his family. Keeping in view the available resources, each district must have an intervention plan for the education of children with disabilities. In general schools, overriding emphasis should be in inclusive education and special schools, they should not be separated.

 

Or

Suggest ways to access and retention of child in school.

Ans. Following are the ways to access and retention of child in school:

  1. Improve quality and relevance of school education – This may help in increasing enrollment of children in schools. When people think that schools provide quality education and provide opportunities to learn relevant skills, then they will send their children to schools.
  2. Make school environment friendly to children – Another way to increase access and retention is to make the learning and learning environment safer and safer. It should be conducive to students’ health. There should be no violence or aggression. Teaching and learning should be interesting. This will also increase interest in children’s studies.
  3. Increase the amount of expenditure on education – The government can grant students scholarships for schools and scholarships. This teacher can spend money on training programs. The government should organize some scholarship competitions for the students. This will give students an opportunity to grow skills. If the scholarship happens then the students will participate in their full effort.
  4. Reduction in school related costs – Direct costs of school education such as fees, uniforms, learning materials and transport and indirect costs in schools work as a barrier to the access and retention of children in schools. If the cost related to school decreases, more children may be able to go to school.
  5. The government can take steps to encourage education – it can provide various incentives for the establishment of schools. It can encourage people to send their children to schools by offering various concessions and facilities.
  6. Parents and community participation in schools – Parents and teachers should work together to make the child’s personality. Parents-teacher meetings should be there. Parents and other members of the community should be invited for sports and other cultural activities. This will encourage students to continue their education.
  7. Teachers should teach students in an interesting way, this will increase interest in the study and the classes will not be boring.
  8. Alternative Provisions or Supplemental Education – Non-formal education communities can be provided by organized schools or NGOs. The use of such aspects provides access to a high level and produces significant learning outcomes. This does not require excessive expenditure.

Places of Schools Near Children’s Residence – If the school is located nearby then it would be easy for parents to send their children to school. It will help in reducing the time and expenditure involved in participating in schools. So more children will join schools and continue their studies.

Q2. You as a teacher, critically analyse the implementation issues of Right to Education Act, 2009, face by your school. Suggest ways for better implementation of the Act?

Ans. When it comes to the implementation of the RTE Act, the situation in the state of Uttar Pradesh is bad. I work in a government school in Uttar Pradesh. There are many such statistics which indicate that Uttar Pradesh is in the process of improving its education system and implementing the RTE Act in its education system and implementing the RTE Act in its letter and spirit. According to a report titled “All-Toward Quality for Equity” (2014), prepared by the National University for Educational Planning and Administration (NEUPA), there were 8.15 million children out of school in 2009. In Uttar Pradesh, 3 of these 4% school children have 8.15 million, i.e. 2.78 million children. At present, the number of children “out of school” in the whole country is counted to 3.45 crores.

On the basis of S. 12 (1) (c), the RTE Act has imposed a legal obligation on private unpaid schools for enrolling children with vulnerable classes (EWS) and deprived groups at the economic level with 25% seats. Reserved for these schools to make them more inclusive However, under the S 12 (1) (C) of the Act, the enrollment rate in the EWS category increased from 21.5% in 2012-13 to 29% in 2013-14, however, this rate was recorded at the lowest of 3.62 At%, by the “State of the State” (2015) report. The report was brought collectively by the Center for the Indian Institute of Management, Ahmedabad, Central Square Foundation, Accountability Initiative and Legal Policy. The same report estimates that in the 25% reservation section in UP, 633262 seats will be included, out of which, in 2014-15, a total of 5033 seats were filled with a 0.79% seat filling. In 2013-14, the seat filling rate was 1.17%. In this regard, the view of elite private schools can be seen from the perspective of City Montessori School (CMS), city Montessori School vs. U.P. State. (2015), in which the school was refusing to enter 31 EWS students in one of its branches.

In addition, the RTE Act produces many obligations on the government regarding the quantity and quality of teachers and the operation of schools. The schedule of the RTE Act consists of several provisions that specify the number of teachers (at least two for class I to V, and at least one class for class VI to VIII) and student-teacher ratio (more than 30 No: 1 in class 1 to V, for schools of 120 students or less, and not more than 40 for large schools, and no more than 35: 1 in class VI to VIII.

The goal was to be completed by March 31, 2013. In UP schools, ASER 2016, it has been said that only 30.8% of RTE comply with compulsory student-teacher ratio.

                                                                                                         Or

Visit some schools in your locality and enlist the various program related to SSA. How these programs can help in harmonization of Right to Education Act, 2009 and SSA?

Ans. Sarva Shiksha Abhiyan (SSA) is a program for universalization of primary education covering the entire country beginning in 2001. The objective of the program is to provide useful and relevant primary education for all children aged 6 to 14 years by 2010. This is a initiative taken to make and improve the quality of education in a mission conducted through a decentralized and context-specific plan and a process based, time-bound implementation strategy. Programmer emphasizes to bridge all gender and social class intervals at the primary level of education. After the recommendations of the State Education Ministers Conference in 2001, SSA was started in 2001. However, in 2002, the 86th Amendment in the Constitution made primary education the fundamental right, the right of children’s Free and Compulsory Education Act which implemented free provision and till August 2009, mandatory education was not passed by Parliament.

From the following points, SSA programs can help in the reconciliation of the Right to Education Act, 2009:

  1. SSA is administered at the center by a general body under the chairmanship of the Prime Minister, an Executive Committee and a Project Acceptance Board. In the states, it is appointed on the staff or contract appointed by the state government through different registered societies. A governing body and an executive committee also work in every state. A State Project Director, at the state level, already oversees the SSA in addition to the existing Director / Education Commissioner.
  2. To advise on the implementation of the Act, the RTE Act envisages the National Advisory Council in the Central and State Advisory Councils. For monitoring, the Act nominates the NCPCR and SCPCR (or REPA) to ensure that children’s rights are not violated.
  3. SSA has a joint review mission (JRM) which reviews the progress of the project every six months. Developing partners of SSA, i.e. World Bank, DFID and European Commission, are part of this JRM practice.
  4. RTE needs to prepare the entire education department in an integrated way to work on a long-term basis. Long time it will require the integration of existing SSA structures with the regular education department. The actual convergence of SSA structures with the regular education department and SCERT should begin immediately; Dichotomous and overlapping structures, wherever they exist and are adverse to the program, should be eliminated. However, full integration of SSA and Primary Education Department structures may take some time. Therefore, it is wise to implement a transitional strategy, from which a revised SSA can be replaced by a new scheme in line with the provisions of the Act, in the middle of the twelfth plan period. Until then, the SSA will be the vehicle for the implementation of the RTE Act.
  5. Thus, in collaboration with the General Body of the NAC / SAC SSA and Executive Committee structure under the RTE Act, the NAC / SAC will play full consultancy role till the end of the Eleventh Plan. Similarly, as the NCPCR / SCCPR plays a monitoring role gradually, it becomes clear that the role of future of development partners will be beyond the eleventh plan period, JRM will continue. Meanwhile, the exact nature of review and monitoring beyond the Eleventh Plan can be worked in such a way that the provisions of the Act should be fulfilled.

NIOS DLED Assignment Course-501 Full Answer In English

 Assignment – III

Q1. Who are the ones who have dropped-out? Visit some schools in your locality and prepare a list on the drop-out children at the elementary level in your District. Enlist the reasons for the same? What can you do, as a teacher, to ensure that students retention in school?

Ans. A dropout is a student who was nominated sometime during the previous school year, but was not enrolled 20 days of the current school year (and which does not meet reporting exclusion). If a person exits from school in many years, then a person can be counted as leaving more than once.

Of the approximately 200 million children aged 6-14 years old, only 120 million are in schools. The total dropout rate at the primary level was 55 percent at the upper primary level in 40 percent and 1999-2000 (India Vision, 2020).

In a rehabilitation colony in northwest Delhi, I had talked with 54-year-old Abha Devi why their family had stopped sending the 15-year-old grand daughter to school. In 2006, Delhi’s Delhi Delhi-based Jhugi-Joshi (JJ) cluster forced the family of Abha along with other families and restored to the JJ Rehabilitation Colony near Haryana border. Abha’s 13-year-old grandson continued his schooling at the JJ Resettlement Colony, where he is currently living, while Sony left the school at the age of 12. Aura and her family, including Sony, told that it is unsafe for girls out in this JJ colony. Protection of women – or its deficiency – is a recurring story in the rehabilitation colonies of Delhi.

According to the survey data of Social and Rural Research Institute-India Market Research Bureau 2014, the percentage of girls out of school is higher in Delhi and in urban India than boys in the bracket of 6-13 years old. However, compared to India’s liquor, the average rate of both school-school children and their gender inequality in NCT Delhi is average in the same age bracket. In urban rehabilitation colonies in Delhi, gender disparity has been exacerbated in school children.

Like many big cities of India, the government of National Capital Region Delhi (GNCTTD) regularly exposes slums to the central parts of the city. GNCTD provides rehabilitation plans to the residents of huts and JJ clusters within the so-called ‘planned’ rehabilitation colonies of the city’s margins. Due to fear and inspection in neonatal rehabilitation colonies, women interfere with mobility. The experience of urban displacement is different for young girls and boys, especially in relation to their experiences with school education after eviction and rehabilitation. While most boys continue schooling, the girls mostly come out after a certain age.

Current research reveals three main reasons for high dropout rates for girls in India: High expectations of homework from girls (early marriage, sharing domestic responsibilities with parents); Security concerns (Boys who tease and tease boys to school going boys and girls); And infrastructure constraints (such as lack of toilets for girls in schools). The lack of women security for emerging women in the rehabilitation colonies of high school emerges.

The lack of protection of women as a barrier to women’s education and mobility has become a turmoil. It is not to suggest that the lack of security of women in these rehabilitation colonies is a myth. However, on the basis of interviews of young researches and women, my research highlighted that there are many other factors in the game that affect this idea of ​​’security’.

By saying that this is only the safety concerns of women which causes girls to get out of the school’s tampering, which is a deep rooted patriarchal mentality that can be the real driver. ‘Home’ or ‘Inside’ is seen as the ideal place for girls. While gender-based violence at home is ‘acceptable’, lack of security outside the ‘outside women’ is a threat.

Although the effective implementation of the existing programmer for the empowerment of women is a challenge, but it is not enough to ensure a gender-sensitive environment. Flagship programs keep in mind the ground-level realities. Identifying and tackling context-specific patriarchal norms and practices should be the first step. Community movement is a real challenge for the success of program goals.

Jagori-level organizations started a more prevalent approach to dealing with gender-based violence in selected rehabilitation colonies in Delhi. His plan involves training a youth cadre – both boys and girls – “To understand and understand the issues of creating resistance, resistance and self-confidence” – both boys and girls. It is important to research-based action and deep roots in each rehabilitation colony and understanding context-specific problems and planning for successful outcomes. Accepting work-based research, residents of rehabilitation colonies as a bridging gap between the participants, community leaders, volunteers, researchers and planners, in the research and planning process, is equally important. Research-based action with action-based research is in hand, at that time it is necessary.

In Dwarka, a government school principal, Shashi Kant Singh said in the first post that many students do not take admission, even if their name will be sent by MCD schools.

He said, “If a school sends 270 students, usually 230 of them are shown for entry.” They also said that it was difficult to assess why some students did not look for admission, but they speculated that some of them would enter schools in neighboring states.

Ashok Agrawal credits the sudden increase in dropout rates for the neglect shown by the Delhi government towards MCD schools. He said, “The scheme introduced by the Education Department for the reduction in drop rates is for the students studying in the schools run by the Delhi government.”

He also said that no plan has been initiated to do this in MCD schools. This is the reason that dropout rates in these schools have reached the alarming level. He said that there is no scheme introduced by the education department to bring these students back to school.

Or

Visit some schools in your locality and prepare a report on the issue of protecting child rights.

Ans. The cruel assassination of a seven-year-old girl in Gurgaon School and a 5-year rape in Delhi School reminded us once again that how unsafe schools can be for our children. It brings back memories of twin drowning cases last year – in a Delhi school (which is part of the same series in which 7-year-old was murdered) and second in government-run public school. These tragedies at school campuses are not limited to schools of India but also in some developed countries. The Central Government has passed laws like protection of children against sex crimes (POCSO Act) on their part and many state and city governments have issued school safety guidelines. Nevertheless, the efficacy of such laws is very poor due to the state’s poor capacity to implement such laws and guidelines. Strong state is a necessary condition to be mandatory law and protocol but there is not enough condition for the safety of our children in school. For example, while each state government orders police verification for school teaching staff, very few police departments have a strong and timely police verification system. While schools can find ways to fulfill the verification of their employees, but it does not completely eliminate the possibility of criminal secrecy in the school’s payroll. Another example is the recommended use of CCTV by various governments. While CCTVs are important, they are used actively to analyze the crime actively in order to stop them frequently.

But parents can do something to ensure that sex is safe for their children – from sexual relations, bullying, corporal punishment, physical security, natural disasters and medical emergencies. I am sharing some of the best practices to follow some of the safe schools around some of my neighborhoods:

  1. There is often a mature and independent security committee with the representation of parents, teachers and expert advisors in safe schools. This committee has a mandate to work with the school to develop metrics for security audit, process and policy design, and to purchase from the original community on security issues. But the primary responsibility of this committee is to help in balancing the security concerns against the curriculum requirements of the school. Theoretically, the safest school is the one who locks his children and teachers into a room, in which there is no movement outside the corridor or the playground! But that school was not built. Many good schools have completely abandoned any experienced and outdoor education in favor of the teaching of traditional classes because they do not trust their safety procedures. Schools need to provide this support and comfort by encouraging a good Parents Safety Committee to volunteer parents as a tour martial.
  2. Most of the school’s security is contingent on its environmental design and its architecture. There should be no dead area in a school – there is no visibility in the areas. For example, there should not be a door that can be locked (except individual bathroom units), there is no door without transparent / glass panels, there should be no room inside the entire premises. Most of the crimes in schools can be stopped on the principle of ‘see and saw’. Corridors and orbits that promote natural surveillance provide the best resistance. All normal areas in CCTV cameras should specifically include areas of remote or low populated areas. Unfortunately, most CCTVs are rendered useless due to their poor condition and poor quality of images. In addition, CCTVs are effective only when there are pairs of live video feed scanning eyes. As a parent, talk about your environmental design for your environment.
  3. A proven method for creating safe schools around the world is the culture of ‘walking’ teachers during breaks, transition time, assembly time and dispersion at the end of the school. Research in schools in many geographical areas has repeatedly proved that schools have devoted dedicated teachers’ patrols during breaks and transit times, which reduces bullying, physical accidents, etc. Teacher patrol also creates a large culture of care in the school community. Every student knows that someone is always looking for us. Unfortunately, unlike their counterparts in the West, Indian schools do not focus on this protocol. Many safety guides in the state are quiet on teacher patrols. As a parent, work with your school to ensure that people who are traveling around the camps are taking care of adults, especially in areas where crime can be done – bathrooms, gym rooms, laboratories, Underground terrain etc. behind the school building
  4. There is no security from accident. It happens through disciplined and persistent practice. Secure schools are diligent about their scheduled and scheduled safety exercises and training. Everyone in the community takes these practices seriously. Safe schools are also serious about sharing the lessons of safety exercises and changing their processes. Parents should check track records and findings of such exercises in their schools.
  5. Often, Indian schools support the management of their blue collar workers to create very little engagement and ownership for third party contractors. As a rigorous recruitment process, secured schools ensure continuous engagement and training of their blue collar workers. Training involves training not only protocol and process training but also on yoga, meditation and spirituality. As the parents know, it is more about safety procedures than culture. Ask your school – how do they ensure engagement and ownership among their blue collar workers?
  6. Teachers who can read their subject well, should not be required to handle child safety issues. Does your school constantly invest in the training and sensitivity of teachers? Are all teachers able to identify a child in crisis? Do they have the maturity to handle the issues sensitively and to safeguard the child according to the Law and Child Rights Guidelines? As a parent, ask for training on your investment from school. If the school understands the well-being of emergency procedures, then talk to the teachers to understand them all well.
  7. It may sound like raw, there will be no touch policy in most secure schools. Regardless of gender, no teacher or employee does not allow any child to touch. Although it may seem very conservative, it ensures the child’s safety for a school system entirely (and also in the case of wrong / false accusations by the teacher) Parents should communicate with the school about what their policy on student teacher is.
  8. Secure schools do a good job of applying access control in different parts of the school. No access zone areas are clearly defined – like zero access to bus drivers / conductor in children’s restroom. Dead areas are sufficiently blocked and expressed in terms of access rights. As a parent, see if you are going to school or you are facing these controls.
  9. While all Indian schools take students in the morning, in most classes there is not a strong mechanism for tracking students between class periods. No wonder Indian schools were among the recent accidents or misbehavior classes. Some good practices include attendance in each class, the corridor passes out to the classrooms. This type of tracking system not only makes the individual teacher accountable for every child in the classroom, but also makes the students responsible for their movement during class time.
  10. After all, like any other thing in life, no school can guarantee full security. While the school can do everything in letter and spirit to reduce the possibility of accident, but it can not be able to completely eliminate the possibility of accident. Security is the business of everyone – not just the school or the government. Parents should not confuse themselves with the elimination or outsourcing of their child in school. As a parent, make sure that your children have the right to deal with any situation. Invest in teaching them on the way to protect themselves. Try to make your understanding of various issues issued by today’s children.

NIOS DLED Assignment Course-501 Full Answer In English

Also See:- NIOS DLED Assignment Course-502 Full Answer In English

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68 thoughts on “NIOS DLED Assignment Course-501 Full Answer In English

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