Comprehension Passage in class XI - Sunel (Eng. Dept.)

Teacher's reflections: Students are asked to understand an unseen passage and try to answer the questions on their own in the class. Students were distributed the passage and asked to complete answering the questions in 30 mins. I moved around the class and reached to the students who were struggling in understanding the passage and/or questions asked. I appreciated those who were doing well and extended support who were struggling. Next day I discussed the difficulties about understanding the passage and answering the questions and pointed the key elements of the passage. I also showed them their areas of struggles.

By doing this activity in class, it helped me in addressing the problems which students were facing with understanding the language. Students were also very interested in doing it in class. Next time if I was to conduct this in class I would do a Jigsaw or any group work where peer learning will be more effective.

Sentence Framing in "Lisan ul Dawat" with the help of "Aadaab ul Kalaam - (magic words)" in class 3 - Sunel (Diniyat Dept.)

Teacher's reflections: In this activity 8 students were asked to pick one placard of the "magic words" like انشاء الله, شكرا لله, (thank you) etc. and the remaining students were asked to pick one chit from the bowl in which sentences were written. Students were given instructions to pair up with the appropriate "magic word" and complete the sentences in Lisan ul Dawat. Students also shared the sentences in other languages also like English and Hindi.

Grade 4, Subject Science, Block 15, LP 1 Filtration

Teacher : Mrs Batul Ramlawala.
Mohammediyah H.S.School.
Mandsaur.

Using 'Jigsaw Reading' in class 9 - Sunel (Science. Dept.)

Teacher's reflections: For revising the concepts of matter of solids, liquids and gases separation in class 9, I used 'Jigsaw Reading' strategy. First I divided the whole class into 4 groups numbered them 1 - 4. Then I asked all the 1's, 2's .. 4's to reassemble and gave them some topics to discuss and after that I asked the students to join their home group and share their learnings.

This strategy helped me in recollecting the learnings done before in the previous class and revising them in a whole group with involving every student in a very new way.

I found that some students who were not able to share the learnings in the home group so I had to help them and explain the concepts for them.

Using 3-2-1 strategy in class 7 - Sunel (Eng. Dept.)

Teacher's reflections: Students can make inferences about the traits of a character through his thoughts and actions in the story. Students can explain how the evidence can show more than one trait. I was able to know their different opinions for the same story which was a quite surprise for me. I found that students were struggling in framing 2 questions and I had to help them out in doing it.

Sub - EVS Lesson 1. Know About Plants. Grade-1

Description: In this lesson students were able to recognize that plants are different from each other in many ways.In this activity they found that plants are of different sizes, shapes and colours. They also came to know that all plants do not have flowers and fruits.

Name : Ummesalama Ghadyali

Mohammediyah H.S.School Mandsaur.

Using "attend to precision" in maths in class 5 - Sunel (Maths. Dept.)

Teacher's reflections: Students were asked to perform the activity in pairs. The students are subtracting decimal numbers. In the video they are using blocks to do the activity. They had taken a 100 block as a whole and they are subtracting 0.23 from 0.52

They have shaded 5/10th and 2/100th and they are crossing out 2/10th and 3/100th precisely and getting  the answer.

Students were able to perform the activity precisely except of 2 groups who struggled during subtracting 0.03 from 0.02 ... at that time I helped them by asking that if these were whole numbers how would you subtract them? 

Using "who, what and where/when" strategy in class 2 for forming sentences - Sunel (Eng. Dept.)

Teacher’s reflections: Students of class 2 an activity on how to form sentences using nouns or naming words, verbs or doing verbs, adjectives or describing words. Teacher put the 3 glasses naming ‘Nouns’, ‘Verbs’ and ‘Adjectives’ and words written on the icecream sticks. The students were instructed to form groups of 4 and were told how to do the activity. Students made 3 columns on a paper “who”, “what they do” and “where/when”. They made sentences on words chosen by themselves from the 3 glasses. The activity was done properly and the students were able to make sentences with the help of the words. Overall activity was a success. I had to help them in placing the words in the correct column sometimes. The activity was supposed to be done from the story given in the content book. But I found it tough for the students and chose my own words. I found that students were not able to write sentences using helping words i.e. they wrote “tree standing big ground” instead of “tree is standing in a big ground”

Using "I see, I think, I wonder" strategy in class 4 - Sunel (Eng. Dept.)

Teacher's reflections: Students performed an activity on personifying the things written in poem. It was a pair-share activity. Students saw the pictures of the poem and wrote it in the 1st column "I see". And then what they thought or had opinion about in the "I think" column. And what they wondered and if they were given asked to personify things how would they it look like - they were supposed to write in the "I wonder" column.
 The students were able to do this activity in a proper way they followed the instructions clearly given by the teacher. Overall the activity was a success. I found that students were not clear about the "I think" column and I struggled a little bit in making them understand.

Using math habit "Look for and make use of structure" in class 3 - Sunel (Maths Dept.)

Lesson plan in short: In this activity students will be able to multiply 1 digit number by 2 digit number (less than 50) with or without carry over using place value blocks.

Instructions for the activity: This was a pair work. Students were given 10s and 1s place value blocks, 1 digit number show the number of groups one has to make.

 Teacher’s reflection: Activity went very well. Students were listening carefully to the instructions. Some of them did very well and some needed help. During this activity students used the habit of “Look for and make use of structure”.

Cell Structure & its functons: Using Word Web in class 8th - Sunel (Science Dept.)

Teacher's response: In this lesson I showed a video regarding cell structure and its functions. Then I posed some questions regarding the video like - "Who discovered cell?", "What is multi-cellular and uni-cellular?", "What are the similarities and differences between plant & animal cell?"
   Then I used word web to identify the components of cell particles. Then I discussed about the cell structure and functions of its components. Then I asked students to pose clarifying questions and I wrote them on a chart paper and divided the whole class in to 2 groups and through discussions in each group students tried to answer the clarifying questions.
   Then I distributed placards in the class (1 for each student) on which different names and components of cells were written. Each student had to come up in front of the class and perform a role play. For example - Cell Wall, Nucleus etc.