Name: Nargas

Roll No: CA654031

ASSIGNMENT: 1
COURSE CODE: 8623
Subject: ELMENTARY EDUCATION
PREFFERED TEACHER: TARIQ YAQUB GILANI
TEACHER CONTACT NUMBER: 0340 2318580

Q. 1 a) Elucidate the role of public and private sector in elementary education.

Ans.
ROLE OF PRIVATE AND PUBLIC SECTOR EDUCATION IN PAKISTAN

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 Over the past decade, private sector has emerged as a key provider of education services in
Pakistan both in absolute terms and relative to the public sector. One piece of evidence relates to
the number of private schools, which increased by 69%, as compared to mere 8% increase of
government schools between 1999-2000 and 2007-08. In 2000, the private sector was catering to
the educational needs of about 6 million children. This number increased to 12 million in 2007-
08 – equivalent to 34 percent of total enrolment. The number of teachers also doubled in private
educational institutions during this period. This massive growth has thrown up many important
questions. What has caused the private education institutions to grow so rapidly? How is public
schooling affected by this growth? Should the government strictly regulate the private providers
of education? To what extent are public-private partnerships effective for meeting the growing
demand for education? Are the private schools providing better quality of learning than the
government schools? To answer such questions and the like is crucial for identifying the
emerging challenges and formulating effective responses and strategies at the policymaking and
implementation levels. The growth of private schools, especially of the low-fee schools, has
forced education policymakers and analysts to take cognizance of the promises as well as
challenges emanating from this development. While many see the role of the state as the
traditional provider of educational services as natural and irreplaceable, a growing number of
commentators, both within Pakistan and internationally, favor a laissez faire policy for the
private sector to emerge as a key provider of education and argue that the state should not
compete with private schools. While the role of the state as the financer and provider of
education remains a matter of debate and controversy, the growth of private provision of
education is widely interpreted by many as evidence of the parents' lack of faith in the capacity
of public sector to deliver quality education to all children. Some also argue that it is unwise to
rely on market-based solutions for massive education while others believe that regulation and
public-private partnerships can be effective strategies to spot and rectify the market failures. The
milieu outlined above indicates that private education has become a significant phenomenon in
Pakistan and yet little is known about key dynamics of this phenomenon. A study done to
examine the state and growth of private education in the country between 1999-2000 and 2007-
08 and some data up to 2010, highlighted the issues and challenges that emanate from its size
and growth, diversity in the private provision of education, financing, quality of teaching and
learning, public-private partnerships and regulation. It further identified some areas which
require in-depth research to highlight important existing and emerging issues in the private
education which call for an informed debate and policy response. The evidence was based on
desk- based research which was undertaken by Institute for Social and Policy Sciences (I- SAPS)
for Pakistan Education Task Force (PETF) with the support of Department for International
Development (DFID) UK. Preliminary findings and inferences from the research were shared
with PETF in March 2010. It presented a fuller analysis with a view to facilitate an informed
policy debate, suggest recommendations and implement strategies for living up to the challenges
associated with the growth of private education. At this stage, it is pertinent to point out that the
analysis presented in the study draws on the existing statistical data and research studies.
Description of the expansion in number of institutions, enrollment and teachers is made by
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combining data from the Census of Private Educational Institutions 1999-2000, National
Education Census 2005 and published data from National Education Management Information
System (NEMIS) for 2006-07 and 2007-08. These two sets of databases (censuses and NEMIS
reports) are not strictly comparable due to some differences in scope and methodology. For
example, the census conducted in 2000 does not cover madrassahs because they were excluded
from the definition of private schools but subsequently they were covered in 2005 census.
Moreover, the data of private education in NEMIS reports is based on estimates derived from the
past trends, contrary to the public sector data which is based on annual census. While these
differences do not allow an apple-to-apple comparison, there is no other database on which one
could rely for drawing a national-level holistic scenario over a longer period. Despite the
differences in their scope and methodology, they provide fairly reliable estimates of growth in
institutions, teachers and enrolment.

Q. 1 b) Compare the elementary education system of Republic of Korea with Japan.

Ans.
Republic of Korea Education in South Korea is provided by both public schools and private
schools. Both types of schools receive funding from the government, although the amount that
the private schools receive is less than the amount of the state schools. South Korea is one of the
top-performing Organization for Economic Cooperation and Development (OECD) countries in
reading literacy, maths and sciences with the average student scoring 542 and has one of the
world’s highest-educated labor 15 forces among OECD countries. The country is well known for
its high feverish outlook on education, where its national obsession with education has been
called "education fever". This obsession with education has catapulted the resource-poor nation

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consistently atop the global education rankings where in 2014 national rankings of students’
math and science scores by the OECD, South Korea ranked second place worldwide, after
Singapore. In 2015, the country spent 4.7% of its GDP on all levels of education – roughly equal
to the Organization for Economic Cooperation and Development (OECD) average of 4.7% also.
A strong investment in education, a militant drive for success as well as the passion for
excellence has helped the resource poor country rapidly grow its economy over the past 60 years
from a war torn wasteland. South Korea’s zeal for education and its students’ desires to get into a
prestigious university is one of the highest in the world, as the entrance into a top tier higher
educational institution leads to a prestigious, secure and well-paid white collar job with the
government, banks, a major South Korean conglomerate such as Samsung, Hyundai or LG
Electronics. With incredible pressure on high school students to secure places at the nation best
universities, its institutional reputation and alumni networks are strong predictors of future career
prospects. The top three universities in South Korea, often referred to as "SKY", are Seoul
National University, Korea University and Yonsei University. Intense competition for top grades
and academic pressure to be the top student is deeply ingrained in the psyche of South Korean
students at a young age. Yet with only so many places at universities and even fewer places at
top-tier companies, many young people remain disappointed and are often unwilling to lower
their sights with the result of many feeling as underachievers. There is a major cultural taboo in
South Korean society attached to those who have not achieved formal university education
where those who don't hold university degrees face social prejudice and are often looked down
by others as secondclass citizens resulting fewer opportunities for employment, improvement of
one's socioeconomic position and prospects for marriage. International reception on the South
Korean education system has been divided. It has been praised for various reasons, including its
comparatively high test results and its major role in ushering South Korea's economic
development creating one of the world’s most educated workforces. South Korea's highly
enviable academic performance has gotten British education ministers actively remodeling their
own curriculum's and exams to try to emulate Korea's militant drive and passion for excellence
and high educational achievement. U.S. President Barack Obama has also praised the country's
rigorous school system, where over 80 percent of South Korean high school graduates go on to
university. The nation's high university entrance rate has created a highly skilled 16 workforce
making South Korea among the most highly educated countries in the world with the one of the
highest percentage of its citizens holding a tertiary education degree. Bachelor's degrees are held
by 68 percent of South Koreans aged 25–34, the most in the OECD. Elementary Education
Elementary schools consist of grades one to six (age 8 to age 13 in Korean years—6 to 12 in
western years). In elementary school, students learn the following subjects. The curriculum
differs from grades 1-2 to grades 3-6 Grades 1-2: 1- Korean (listening, speaking, reading,
writing) 2- Mathematics 3- Disciplined Life 4- Sensible Life 5- Enjoyable Life 6- Physical
Education Grades 3-6: 1- Korean (listening, speaking, reading, writing) 2- English 3- Moral
Education 3- Social Studies 5- Mathematics 7- Science 7- Art 8- Music 9- Practical Arts 10-
Physical Education Usually, the class teacher covers most of the subjects; however, there are
some specialized teachers in professions such as physical education and foreign languages,
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including English. Those who wish to become a primary school teacher must major in primary
education, which is specially designed to cultivate primary school teachers. In Korea, most of the
primary teachers are working for public primary schools. Because corporal punishment has been
officially prohibited in every classroom since 2011, many teachers and some parents raised with
corporal punishment are becoming more concerned about what they see as worsening discipline
problems. However, some teachers infringe the law and raise their students with corporal
punishment. 17 1.2.5 Japan Entrance into elementary school is a major step in a child's life.
Preparation begins several months in advance. A mother attends meetings sponsored by the
school that her child will attend. The school specifies what it expects the child to know and be
able to do upon entry. Well-organized personal habits, polite use of language, and traffic safety
are among the matters emphasized. Families make much of the new 1st grader's symbolic entry
into a more grownup world. Congratulations and gifts are in order. Virtually all children are
outfitted with a personal desk and chair at home, a regulation hard-sided leather backpack (which
costs parents from $75 to $150), school hats and insignia, and various supplies specified by the
school. The formality and seriousness of the matriculation ceremony for 1st graders underscores
the transition the children are making and the importance that school will have in their lives.
Fifth and 6th graders join school officials and community representatives in welcoming the new
1st graders and their parents. Mothers and children dress in their best attire. Speeches from city
and school board officials and the principal emphasize the importance of the child's first
symbolic step into society. Facilities Japanese school buildings are plain, but functional.
Generally, they are threestory, rectangular, concrete structures which lack central heating or air
conditioning. Room stoves are commonly used in cold weather. The lack of decoration and
furnishings is believed to help the child focus on learning and building character. Yet all schools
have excellent educational facilities, including libraries, music rooms, art rooms, gymnasia, and
playgrounds. Seventy-five percent of public schools have swimming pools. Music rooms
ordinarily include electric organs, pianos, xylophones, percussion instruments of various kinds,
and often a ruled blackboard suitable for teaching music reading. Science and art rooms are
similarly well equipped. The principal's office and teachers' room are on the ground floor. The
desks in the teachers' room are arranged so that the teachers of a given grade sit facing each other
with desks touching. When not in their classrooms, teachers work and relax in this faceto-face
situation. This facilitates cooperation and coordination of effort among teachers of the same
grade. Each grade occupies a separate section or floor of the building, with each class assigned
its own room. Classrooms are uniformly rectangular with windows on one side and a doorway on
the other that opens to a hallway running the length of the building.

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Q. 2 a) Describe middle childhood according to Piaget’s theory of cognitive
development.
Ans.
Personality and Social Development I. Theories of personality development i. Piaget’s theory of
cognitive development, also known as a developmental stage theory was created by the Swiss
developmental psychologist Jean Piaget (1896–1980). It is a comprehensive theory about the
nature and development of human intelligence and deals with the nature of knowledge and how
humans acquire, construct, and use this knowledge. Piaget believed that, cognitive development
was an organization of mental processes that result from biological maturation and
environmental experience. Children develop an understanding of the world around them,
experience discrepancies between what they already know and what they discover in their
environment and then adjust their ideas accordingly. He claimed that cognitive development is at
the center of the human organism, and language is contingent on knowledge and understanding
acquired through cognitive development. Piaget develop four important stages of cognitive
development: sensorimotor stage (birth to age 2), preoperational stage (age 2 to 7), concrete-
operational stage (ages 7 to 12), and formal-operational stage (ages 11 to 12, and thereafter).
Child-centered classrooms and "open education" are direct applications of Piaget's theory. ii.
Kohlberg's Theory of Moral Development Lawrence Kohlberg started as a developmental
psychologist and then moved to the field of moral education. Kohlberg believed that people
progressed in their moral reasoning through a series of six stages which could be more generally
classified into three levels. The first level of moral thinking is that generally found at the
elementary school level. In the first stage of this level, people behave according to socially
acceptable norms because they are told to do so by some authority figure (e.g., parent or teacher).

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This obedience is compelled by the threat or application of punishment. The second stage of this
level is characterized by a view that right behavior means acting in one's own best interests. 65
The second level of moral thinking is that generally found in society, hence the name
"conventional." The first stage of this level (stage 3) is characterized by an attitude which seeks
to do what will gain the approval of others. The second stage is one oriented to abiding by the
law and responding to the obligations of duty. The third level of moral thinking is one that
Kohlberg felt is not reached by the majority of adults. Its first stage is an understanding of social
mutuality and a genuine interest in the welfare of others. The last stage is based on respect for
universal principle and the demands of individual conscience. While Kohlberg always believed
in the existence of Stage 6 and had some nominees for it, he could never get enough subjects to
define it, much less observe their longitudinal movement to it. Kohlberg believed that individuals
could only progress through these six stages one by one. They could not "jump" stages.
According to Kohlberg, it was important to present individuals with moral dilemmas for
discussion which encourage their development in that direction. In this way moral development
can be promoted through formal education. Kohlberg believed that most moral development
occurs through social interaction.

Q. 2 b) Identify the sources and types off adjustment problems in middle childhood.
As a teacher how will you handle them in classroom?
Ans.
Adjustment and learning problems of middle childhood Middle childhood is a time when
children move from home into wider social contexts that strongly influence their development.
Children develop "sense of industry" and learn to cooperate with their peers and adults. The
involvement in formal schooling and organized activities that begin during these years, introduce
children to new social roles in which they earn social status by their competence and
performance. Children who do not master the skills required in these new settings develop a
"sense of inferiority," which can lead to long-lasting emotional, intellectual, and interpersonal
consequences. Feelings of competence and personal esteem are of central importance for a
child's well-being. Children who do not see themselves as competent in academic, social, or
other domains (such as athletics, music, drama, or scouting) during these years report anger,
depression and social isolation more often than their peers. They are at increased risk for short-
term and long-term academic, behavioral and psychiatric difficulties. I Sources of adjustment
difficulties (i) Parents As the child's social world expands and includes more people and settings
beyond the home environment due to natural broadening of psychosocial and cognitive abilities.

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Children spend less time with parents as compared to early 83 childhood and are less close to
them but the parent-child relationship continues to remain the most important influence on the
child's development. The atmosphere in the home and family environment is very important for
children's development. Homes with employed mothers tend to be more structured and more
egalitarian than homes with at-home mothers. Maternal employment has a positive influence on
school achievement in low-income families. Low income or poor parents may have problem in
monitoring and providing effective discipline and emotional support. (ii) Social relationship The
peer group becomes more important in middle childhood. Peer groups generally consist of
children who are similar in age, sex, ethnicity, and socioeconomic status, and who live near one
another or go to school together. The peer group helps children develop social skills, allows them
to test and adopt values independent of parents, gives them a sense of belonging, and helps
develop the self-concept. It also may encourage conformity and prejudice. Popularity influences
self-esteem and future adjustment. Popular children tend to have good cognitive abilities and
social skills. Behaviors that affect popularity may derive from family relationships and cultural
values. Intimacy and stability of friendships increase during middle childhood. (iii) School
Children's entry into elementary school is the main social event that differentiates middle
childhood from early childhood. For many children entry to school coincides with participation
in other formal organizations and programs outside the family. When children join different
programs in school, they experience increased individual freedom. They are permitted to move
about more freely, for example, to go to school alone, ride bicycles and play outside. On the
other hand, parents, teachers, and other adults put increasing pressure on children to be "good,"
to cooperate with their peers and to show respect for adults. This pressure increases in school
where they are expected to control themselves, cultivating good "work habits," sitting quietly for
long periods of time, complying with expectations and obeying the rules that are set by others.
As school classes and programs tend to be age-segregated; that is, children of a certain age are
grouped together in one class. Due to this homogeneity of the school class or peer group children
focus attention on their individual strengths and differences in social skills. The performance of
children in an elementary school is systematically evaluated against preset standards of progress,
excellence, and acceptable style. They may experience failure and frustration, if they do not
perform especially if they are less 84 skilled than their peers. When children enter the middle-
childhood years they are very optimistic about their ability to master a large range of tasks and
activities, including their school-work. Their ability rating about themselves is very high and
actually there is no relation between their own ability ratings and actual performance levels. By
the end of middle childhood, however, their ability self-concepts and their expectations for
success tend to decline. Because over the elementary school years children are typically far less
optimistic, and there is a much stronger relation between their self-ratings and their actual
performance.

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Q. 3 “personality development occurs early in life but later years provide an opportunity
for the modification of previously developed trends”. Discuss.
Ans.
Physical & Motor Development Physical development in middle childhood is characterized by
considerable variations in growth patterns. Boys and girls follow the same basic developmental
patterns in middle childhood, but they do not necessarily mature at the same rate. Children’s
bones broaden and lengthen dramatically during middle childhood; generally children grow
about 2 - 3 inches taller and gain about 7 pounds per year until puberty. Majority of the girls
experience a preadolescent growth spurt in 9 – 10 year of age, while most boys experience the
same growth spurt two years later around age 11 or 12. Motor skills are behavioral abilities or
capacities. As children grow, their motor skills increase, giving them an opportunity to
participate in a variety of physical activities. i. Motor Skills Gross motor skills: Children
continue to develop and improve gross motor skills such as walking and running. Usually, boys
develop these skills a little earlier than girls, except for skills that involve balance and precise
movements such as jumping, hopping, throwing, catching, striking, kicking and skipping. Fine
Motor Skills: Children in middle childhood continue to develop and sharpen their fine motor
skills. Girls tend to develop fine motor skills slightly faster than do boys. Middle-childhood-aged
children show dramatic improvements with regard to their printed handwriting and ability to
write in cursive letters and manual activities such as beading, sewing, scrap booking and building
models. They become quite skillful at playing video and computer games. ii. Physical activity
helps children develop Participation in physical activities like cycling, hiking, playing basketball
or cricket is necessary for a healthy life. It can also be a fun for children. Parents’ support and
encouragement to be physically active significantly increases a child’s activity level. Children of
middle childhood are also influenced to participate in physical activity by friends, peers, other
family members, and people depicted in the media. Teachers also influence a child’s level of
physical activity. Physical training period should be provided at school daily, where enjoyable
activities should be offered. 74 iii. Learning disabilities The term learning disabilities covers a
large range of challenges that children may experience in school. Different processes of nervous
system are involved in perceiving and understanding information, using concepts through verbal
(spoken or written language) or nonverbal means. A problem in one or more such processes
causes a specific learning disability. Learning disability manifests itself with a deficit in one or
more of the following areas: attention, reading, writing, processing, memory, reasoning, spelling,
coordination, calculation, reasoning, emotional maturity and social competence. Learning

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disabilities do not affect child's intelligence but make it more difficult for children to read, write,
reason, spell or organize information. Different Types of Disabilities a. Attention Deficit
Hyperactive Disorder (ADHD): Attention Deficit Hyperactive Disorder is a biological based
condition causing a persistent pattern of difficulties such as:
 Inattention- the child finds it extremely difficult to pay attention to certain topics in class
as they become easily distracted by almost anything around him.
 Hyperactivity- the child is usually in constant motion and may constantly be fiddling, leg
swinging and squirming in their chair.
 Impulsivity- the child has a very difficult time controlling their impulses. They will not
stop and think before they act. They say and do whatever comes into their mind without
thinking about the consequences. b. Dyscalculia Difficulty in performing math
calculations is called dyscalculia. It affects arithmetic operations. c. Dysgraphia
Difficulty in expressing thoughts in writing is called dysgraphia. It is used to refer to
extremely poor handwriting. d. Dyslexia Difficulty in understanding written words is.
Some common signs of Dyslexia are:
 poor reading comprehension
 difficulty reading — trouble identifying individual words
 poor spelling
 Letter reversals (e.g. writing b for d or vice versa), trouble sequencing letters, (e.g. "left"
for "felt"). 75 e. Autism Spectrum Disorder (ASD) it is a complex neurobiological
condition that affects the normal function of the immune, endocrine and nervous systems.
It impacts normal brain development leaving most individuals with communication
problems, difficulty with typical social interactions and a tendency to repeat specific
patterns of behaviour. f. Mental Retardation If a child learns and develops more slowly
than other children of his age group, he is called mentally retarded or intellectually
disabled. It is possible for children, displaying characteristics of a learning disability, to
overcome learning disabilities and be successful, if their disability is noticed earlier and
helped by professional right away. Such children are more likely to be successful if
parents and teachers organize interventions at right time. 2.2.2 The cognitive and
intellectual development the term cognitive development refers to the process of growth
and change in mental or intellectual abilities such as thinking, understanding and
reasoning. Children of middle childhood develop the ability to think in concrete ways
such as addition, subtraction, division, ordering (alphabetize and sort), and transforming
objects and actions. I. Cognitive tasks, skills and process and their types the actions
which help define cognitive thought process are cognitive tasks or skills. All the
processes that require only a small number of mental processes and result in learning are
called cognitive processes. The most important cognitive processes are following: i.
Attention process during middle childhood, children’s ability to process inputs become
more effective as the duration of their attention span increases. Their ability to ignore the
automatic tendency of attention to become captured by distractions (such as sounds

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 outside the window) also improves. Therefore they endure and benefit from classroom
instruction and become more efficient learners. Children’s ability to pay attention is a
typical progressive improvement in middle-childhood. Some children have to struggle
hard to concentrate in the increasingly challenging environments of school, family and
society. ii. Memory According to Information Processing Theory, children's memory
capacity and the ability to use their memory also increases and improves during middle
childhood. 76 Children store increasing amounts of information and reliably retrieve this
information later on when required to complete homework, tests, and other educational
activities due to their improved memory skills. They also become more experienced to
organize the information they memorize in addition to increases in actual memory
capacity. a) Strategies of remembering. Generally memory is considered a prerequisite
skill to successful learning. In addition to increases in actual memory capacity, children
in middle childhood also become more sophisticated to organize the information they
remember. There are some strategies that can systematically improve memory and have
been helping students at STRONG Learning Centers for years, not only on homework
and tests, but continuing to be valuable in their daily lives. 1. Chunking: To break up
information into small chunks and memorize it is called chunking. For example when we
memorize a telephone number, a locker combination, or a social security number we use
chunking. It's easier to remember long numbers when we "chunk" them into groups of
threes, fours and fives. That's because most people can only remember about three, four
or five bits of information at a time. 2. Understanding: Understanding before memorizing
something is important, so try to understand it first. A good way to do this is by making a
connection between your experiences and what you are learning. The better the relation
between the new information and what one already knows, the easier is learning. 3.
Graphic Organizers or Mind maps: Graphic Organizers help children see things they are
trying to learn. They help organize information. There are many different types of
graphic organizers.
 Web for the main topic and details
 Venn diagram for comparing and contrasting
 Cause and Effect Design with the event in the middle box, the causes listed in the
left boxes and the effects listed in the right boxes by lines).
 Cycle Organizer consists of shapes drawn in a cyclic pattern with words in each
shape to represent things or events that go in cycles.

Q. 4 a) Explain the inter-relationship of language skills.

Ans.
LANGUAGE AND LANGUAGE SKILLS

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The teaching of language is now one of the most important subjects in most of primary schools.
The implementation of English and Urdu has brought along the need to establish clear objectives
that are different to the ones traditionally assigned to secondary schools. While in secondary
schools we still find, in many cases, a teaching based in the formal aspects of the language, i.e.
grammar; primary school teachers have had to adopt a different approach as the age of the
children make the teaching of formal aspects not advisable. As a result of this point of view, the
different Educational Departments have decided to establish, as the main purpose of the language
teaching, the development of the four skills: listening, speaking, reading and writing. However,
the implementation of this approach has not been trouble-free as many teachers insist on asking
their children to understand every single word they listen to or read, or expect their pupils to
write or speak without making the mistakes normally found in the process of acquiring any
language. Listening Listening is the language skill which learners usually find the most difficult.
This often is because they feel under unnecessary pressure to understand every word. To achieve
the aims related to this skill, the teacher plays an important role that is defined in the following
steps.
1. It is important to help pupils prepare for the listening task well before they hear the text itself.
First of all the teacher must ensure that the pupils understand the language they need to complete
the task and are fully aware of exactly what is expected of them. Reassure the pupils that they do
not need to understand every word they hear.
2. The next important step is to encourage pupils to anticipate what they are going to hear. In
everyday life, the situation, the speaker, and visual clues all help us to decode oral messages. A
way to make things a bit easier to the pupils is to present the listening activity within the context
of the topic of a teaching unit. This in itself will help pupils to predict what the answers might
be. The teacher can help them further by asking questions and using the illustrations to
encourage pupils to guess the answers even before they hear the text.
3. During listening, the pupils should be able to concentrate on understanding the message so
make sure they are not trying to read, draw, and write at the same time. Always give a second
chance to listen to the text to provide a new opportunity to those who were not able to do the
task.
4. Finally, when pupils have completed the activity, invite answers from the whole class. Try not
to put individual pupils under undue pressure. Rather than 100 confirming whether an answer is
correct or not, play the cassette again and allow pupils to listen again for confirmation. You may
be given a variety of answers, in which case list them all on the board and play the text again, so
that the class can listen and choose the correct one. Even if the pupils all appear to have
completed the task successfully, always encourage them to listen to the text once more and check
their answers for themselves. Speaking First of all, we must take into account that the level of
language input (listening) must be higher than the level of language production expected of the
pupils. So we have many speaking activities used in the first levels that enable pupils to

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participate with a minimal verbal response. However in the last levels, pupils are encouraged to
begin to manipulate language and express themselves in a much more personal way. In primary
schools two main types of speaking activities are used. The first type, songs, chants, and poems,
encourages pupils to mimic the model they hear on the cassette. This helps pupils to master the
sounds, rhythms, and intonation of the English language through simple reproduction. The
games and pair work activities on the other hand, although always based on a given model,
encourage the pupils to begin to manipulate the language by presenting them with a certain
amount of choice, albeit within a fairly controlled situation. In order for any speaking activity to
be successful children need to acknowledge that there is a real reason for asking a question or
giving a piece of information. Therefore, make sure the activities you present to the pupils,
provide a reason for speaking, whether this is to play a game or to find out real information about
friends in the class. Once the activity begins, make sure that the children are speaking as much
English as possible without interfering to correct the mistakes that they will probably make. Try
to treat errors casually by praising the utterance and simply repeating it correctly without
necessarily highlighting the errors. And finally, always offer praise for effort regardless of the
accuracy of the English produced. Reading In order to make reading an interesting challenge as
opposed to a tedious chore, it is important that pupils do not labor over every word, whether they
are skimming the text for general meaning or scanning it to pick out specific information. Other
things to keep in mind are:
1. When choosing texts consider not only their difficulty level, but also their interest or their
humor so that children will want to read for the 101 same reasons they read in their own
language: to be entertained or to find out something they do not already know.
2. As with listening activities, it is important to spend time preparing for the task by using the
illustrations (a usual feature in reading activities for children), pupils' own knowledge about the
subject matter, and key vocabulary to help the pupils to predict the general content of the text.
Discuss the subject and ask questions to elicit language and to stimulate the pupils' interest in the
text before they begin reading. Also make sure that the pupils understand the essential
vocabulary they need to complete the task before they begin to read.
3. While the children are reading the text, move around the class providing support if pupils need
it. Where possible, encourage pupils to work out the meaning of vocabulary as they come across
it, using the context and the supporting illustrations.
4. Do not encourage pupils to read texts aloud unless this is to learn a play or recite a poem.
Reading aloud inhibits most pupils and forces them to concentrate on what they are saying as
opposed to what they are reading and the meaning is very often lost. Writing In primary schools,
English as a Foreign Language (EFL) pupils progress from writing isolated words and phrases,
to short paragraphs about themselves or about very familiar topics (family, home, hobbies,
friends, food, etc.) Since many pupils at this level are not yet capable either linguistically or
intellectually of creating a piece of written text from scratch, it is important that time is spent

13
building up the language they will need and providing a model on which they can then base their
own efforts. The writing activities should therefore be based on a parallel text and guide the
pupils, using simple cues. These writing activities generally appear towards the end of a unit so
that pupils have had plenty of exposure to the language and practice of the main structures and
vocabulary they need. At this stage, the pupils' work will invariably contain mistakes. Again, the
teacher should try to be sensitive in his/her correction and not necessarily insist on every error
being highlighted. A piece of written work covered in red pen is demoralizing and generally
counter-productive. Where possible, encourage pupils to correct their own mistakes as they
work. If there is time, encourage pupils to decorate their written work and where feasible display
their efforts in the classroom.

Q. 4 b) Suggest ways to integrate health education with subjects.

Ans.
HEALTH AND PHYSICAL EDUCATION
Health education is any combination of learning experiences designed to help individuals and
communities improve their health, by increasing their knowledge or influencing their attitudes.
The purpose of health promotion is to positively influence the health behavior of individuals and
communities as well as the living and working conditions that influence their health. Health
promotion improves the health status of individuals, families, communities, states, and the
nation. - Definition, Components & Examples. Physical health is critical for overall well-being
and is the most visible of the various dimensions of health, which also include social,
intellectual, emotional, spiritual and environmental health. Some of the most obvious and serious
signs that we are unhealthy appear physically. Health and Physical Education Programs The
elementary physical education teachers in the Williamsport Area School District worked together
to develop a curriculum that meets the standards set by the Pennsylvania state department of
education. The following units are included: Grades K-3 Basic Movement—to promote the

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development of perceptual-motor skills, gross motor skills, locomotors and non-locomotors skills
and eye-hand, eye-foot coordination which are foundational to all movement. Object Handling—
to develop the ability to handle a variety of objects (balls, hoops, jump ropes, etc.) using proper
techniques. Rhythms, and Creative Movement—to promote the development of basic
movements to specific rhythmic patterns in large group, small group, pairs or individually, and to
promote self-expression and creativity. Tumbling—to develop controlled and supported body
movements through acceptable skill technique. Apparatus Gymnastics—to promote the
development of acceptable skill technique in body support and movement on different
gymnastics apparatus (using the Whittle Equipment)Physical Fitness—to develop and maintain
health-related fitness (cardiovascular fitness, muscular strength and endurance, flexibility) so as
to be less likely to suffer from degenerative disease and experience an improved quality of life.
The students are encouraged to remain active throughout their lifetime. Individual
Sports/Recreation and Leisure Activities—to provide an opportunity for skill development, game
strategies, individual initiative, positive self-concept and selfconfidence while participating in
individual activities. Team Sports—to promote skill development, teamwork, sportsmanship,
game strategies and terminologies in a variety of team sport activities. 133 Rhythms and Dance
—to promote the execution of movement and positions to a rhythmical beat, interpretation of
movements to various tempos, and the promotion of social skills and etiquette. Gymnastics (floor
and apparatus) 3.7.2 Content and Activities In health and physical education, students learn
about their own wellbeing, and the wellbeing of others. By building career-related activities into
your curriculum area you are helping your students to develop the understandings, skills and
attributes that they need to make positive career decisions throughout their lives. A wide range of
activities will take place in your school during the year. Consider how you can incorporate career
education into them. Event examples are:
 sports events
 school fundraising
 meal times at the school canteen
 community events
 career expos 3.7.3 Objectives of Health and Physical Education The point of most of the
common games young people play are mainly two: to train the body to perform specialized
tasks that are accomplished only after the most rigorous training and discipline, and, in the
case of group sports and games, to bring about a high level of bonding and comradeship
between individuals in order to achieve clear objectives and goals. The values of discipline
and the reward that comes with achievement are important here. The other values that are
developed in the process are: perseverance, self-confidence, respect, fair play, etc. I Health
Education a- Instructional objectives At the class room level concepts related to health,
nutrition, ingredients of food, balance diet, eating habits, basic health, food, plants,
animals, birds, hygiene, fruits, vegetables, cleanliness and over all environmental safety
measures are cultivated. b- Personality Objectives To inculcate neat and clean habits, to
foster a sense of health, mannerism, and wisdom, to develop a positive and environment
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 friendly attitude. II Physical Education a- Instructional objectives Demonstrate an
understanding of the principles and concepts related to a variety of physical activities and
understand the importance of physical activity to a 134 healthy lifestyle, recall and
understand the various components that contribute to health-related fitness. b- Personality
Objectives Show initiative, creativity and a willingness to improve themselves, take
responsibility for their own learning process and demonstrate engagement with the activity,
showing enthusiasm and commitment, show self-motivation, organization and responsible
behaviour, recognize, analyse and evaluate the effects of a variety of physical activities on
themselves and others, reflect upon and evaluate their own performance in order to set
goals for future development.

 Activities of Physical Education

The Physical education prepares children to be physically and mentally active, fit and
healthy...for life. Here are some of the many benefits children receive from a quality PE
program:
 Improved physical fitness
 Skill and motor skills development
 Provides regular, healthful physical activity
 Teaches self-discipline
 Facilitates development of student responsibility for health and fitness
 Influence moral development, leadership, cooperate with others
 Stress reduction – an outlet for releasing tension and anxiety
 Strengthened peer relationships
 Physical education can improve self-confidence and self-esteem
 Respect - PE helps you respect your body, classmates and teammates
 Experience in setting goals
 Improved academics - The big bonus benefit! I Motor Skills Development There
are three stages of motor development in children. 135 The first stage is marked
by extremely rapid growth and development, as is the second stage. By the age of
2 years old, this development has begun to level out somewhat. The final stage
does not have any marked new developments, rather it is characterized by the
mastering and development of the skills achieved in the first two stages. It is
argued that many of a newborn's reflexes contribute to motor control as the child
learns new motor skills. For example the stepping reflex promotes development
areas of the cortex that govern voluntary walking.

Q. 5 a) Differentiate between role-play and simulation

Ans.

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ROLE-PLAYING---GAMES AND SIMULATIONS
Purpose of Role-Playing Role play involves imagination, and … “Imagination is more important
than knowledge. For knowledge is limited to all we now know and understand, while
imagination embraces the entire world, and all there ever will be to know and understand.”
Albert Einstein When children do role plays, they naturally become someone or something else.
Role play stimulates their imagination and “enhances their social development, encourages
friendship through cooperation, listening and turn taking”. Therefore, role play is a vital activity
for our children. Our children can learn many skills and attitudes during role play, and learn how
to be co-operative (teamwork) and be empathetic with others. They can learn to express all their
feelings. They also can learn about other cultures and improve their language and movement
skills. During role plays children can experience school activities like literacy and numeracy. In
the playing shop, children can “encompass all the aspects of the curriculum”. They can learn
about money, about politeness and the right way to ask questions and respond etc. Role play can
help children to make sense of their world. “Imaginative play not only aids intellectual
development but also improves children’s social skills and their creativity. In addition it gives
children a chance to play out events that they have observed or experienced in real life.” And this
means also situations they might have some problems to deal with. In fact, role plays can help to
“explore moral issues and problems safely”. It is very interesting to see and hear children when
having role plays that imitate a grown up, saying the things we use to tell them. By interiorizing
our roles they become little adults, and by playing, they get to understand us better. Also, by
getting into the future or the past, the role play permits to visit or re-visit places and moments our
children need to handle. They can travel anywhere, in the real world or in a very fictional one,
where people have special powers or things which are not normal. Role play: with adults and
children When teachers are involved in the play, they have the opportunity to understand
different points of view simply by acting. If you play the role of a baby or a child and one of
your children plays a parent or a teacher, you relive how it feels to be the “little one”. And
sometimes we adults get to know what our children retain from what we teach them, how they
feel about the way we talk to them. During these role plays, when our children play our part, it’s
like we were looking in a mirror. These role plays are very helpful as you get to know what
bothers 168 your children, what they are afraid of or what they are particularly proud of. They
have the opportunity to express their fears and needs without being judged. Role play gives us
the unique chance to meet our children in an imaginary world.
Activity 1.
Organize a role play with your children and document your experiences. Principles for Effective
Role Playing As a teaching technique, role playing is based on the philosophy that meanings are
in people, not in words or symbols. If that philosophy is accurate, we must first of all share the
meanings, then clarify our understandings of each other’s meanings, and finally, if necessary,
change our meanings. In the language of phenomenological psychology, this has to do with
changing the self-concept. The self-concept is best changed through direct involvement in a

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realistic and life-related problem situation rather than through hearing about such situations from
others. Creating a teaching situation which can lead to the change of self-concepts requires a
distinct organizational pattern. One helpful structure for role playing follows:
1. Preparation
a. Define the problem
b. Create a readiness for the role(s)
c. Establish the situation
d. Cast the characters
e. Brief and warm up
f. Consider the training

2. Playing
a. Acting
b. Stopping
c. Involving the audience
d. Analyzing the discussion
e. Evaluating It is important to note that all of them focus on group experiences rather than on
unilateral behavior of the teacher.
The group should share in the defining of the problem, carrying out the role playing
situation, discussing the results, and evaluating the whole experience. The teacher must
identify the situation clearly so that both the characters and the audience understand the
problem at hand. In casting the characters, the wise teacher will try to accept volunteers
rather than assign roles. Students must realize that acting ability 169 is not at stake here
but rather the spontaneous discharge of how one thinks the character of his role would
react in the defined situation. It is important to evaluate role playing in the light of the
prescribed goals. Categorizing behavior is often overdone and gets in the way of the
learning process. Evaluation should proceed on both group and personal levels, raising
questions concerning the validity of the original purpose. Throughout the entire process it
will be necessary to deal with certain problems which arise in role playing situations. The
backward, silent member must be encouraged to contribute. Create an atmosphere in
which he is unafraid to share ideas, confident that no one will laugh at his contributions
or harshly criticize his conclusions. The overbearing monopolizer must be curtailed in the
discussion phase of role playing lest he dominate the group and thereby quash the

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 dynamic, Solving this problem may require some personal counseling outside of class.
Tension and conflict in the group may not always be bad. Sometimes these elements act
as a stimulant to thinking. There is such a thing as “creative tension,” and it is frequently
found in a role playing situation as group dynamic emerges. At the end of the discussion
time the group should collectively measure its effectiveness in reaching solutions to the
role problem posed at the beginning. The techniques of role playing afford another
approach to involving students in their own learning process toward the clarification of
self-concepts, evaluation of behavior, and aligning of that behavior with reality. Basic
Role-Playing Procedures Procedure of the Role Play 1. Prepare class for role-play

 Present an artificial problem, situation or event that represents some aspect of reality.

 Define the problem, situation and roles clearly. 2. Give clear instructions

 Determine whether role-plays will be carried out using student volunteers in front of the class
(the teacher may or may not play a role), in partnerships/small groups with every student playing
a role, or in small groups with role-players and observers.

 Divide students into groups, if appropriate.

 Model the skill with a scripted role-play. 3. Act out role-plays

 Students follow the procedure outlined by the teacher to act out role-plays. 170

 Unless the teacher is playing a role, it is helpful to walk around the room and observe how
students are experiencing the role-play and offer coaching to students who are stuck.

Q. 5 b) Elaborate the effectiveness of this technique in different method of teaching.

Ans.
An educator needs to use appropriate teaching styles when teaching elementary students.
Lessons in the elementary classroom need to be structured differently from those in the middle
school or high school classroom. Working as an elementary school teacher puts individuals in
the position to work with students from various communities, religious backgrounds and
ethnicities. Teachers are also exposed to children who have different ways of learning. To be the
most effective, teachers need to be able to help various types of students get the most from their
educational experience. An instructor should be aware of numerous teaching techniques to use in
the classroom. And, in order to maintain success, teachers need to mix these techniques and

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tailor them to the situation and the needs of each student. Here are the most popular teaching
styles used in the elementary classroom.
Demonstration:
Many times teachers rely on demonstration to help their students comprehend material. One of
the most common ways that teachers accomplish this is by showing, instead of just telling, by
way of computer-based displays and experiments. Other things teachers can use are projectors to
display graphs and visual brainstorm webs. The majority of individuals benefit from this method
of teaching despite their learning style. Elementary students need supported practice, especially
when working with mathematics. Teachers should model a new concept several times and then
take the students through guided-practice. Once guided-practice has been completed, they should
begin practicing independently.
The traditional lecture:
A standard, formal way of teaching is the traditional lecture method. In this method, the teacher
assumes the role of an expert and provides facts to the students. Many times students will take
notes on the information that is being taught. This teaching method is especially beneficial if a
major exam is approaching. It is helpful because it offers students the main topics to study and
assists them in organizing a review sheet to study. Visual learners may have difficulty with this
technique because they succeed by seeing examples rather than just listening to them.
Hands-on:
Elementary students generally learn best with hands-on methods. For instance, students will most
likely have difficulty understanding the concept of multiplication if it is just explained to them.
However, if they begin experimenting with multiplication and practicing this type of problem,
they will understand it better and recall how it works. The traditional lecture A standard, formal
way of teaching is the traditional lecture method. In this method, the teacher assumes the role of
an expert and provides facts to the students. Many times students will take notes on the
information that is being taught.
This teaching method is especially beneficial if a major exam is approaching. It is helpful
because it offers students the main topics to study and assists them in organizing a review sheet
to study. Visual learners may have difficulty with this technique because they succeed by seeing
examples rather than just listening to them.

Collaboration:
Teachers can create an activity and then encourage their students to work together either in a
group or with a partner. This method inspires students in several ways, including:

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Problem solving
Communication skills
Interactive learning this method is also helpful in determining which areas their students need
assistance in and which areas they are stronger. Collaboration should be followed by a group
discussion where students can converse about their perceptions and findings. Hands-off In this
style of teaching, teachers give their students only minimal instructions. Instead, teachers urge
their students to study independently. This develops their self-actualization and critical thinking
skills. This teaching style is considered more sophisticated. This approach works best for
students in their later years of elementary school. Students who can take on more responsibility
related to the learning process are ideal candidates for this teaching method.

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