CTET 2018 Study Notes: Organising and Pooling Resources

CTET 2018 Study Notes: Organising and Pooling Resources:

Dear Readers,

NCF plays an important role in securing your success in teaching exams like CTET 2018 Exam, DSSSB 2018 Exam. Keeping in view the importance of NCF, today we are sharing a post on Organising and Pooling Resources. Read the article for your sure success in upcoming CTET 2018 Exam. 

Organising and Pooling Resources:

Teaching aids and other materials, as well as books, toys and games, help make school interesting for children. In some states of the country, good use has been made of the funding assistance through DPEP and other programmes for acquiring and developing teaching-learning materials. A lot of ready-made materials do exist, and teachers, cluster and block - level resource persons need to become better acquainted with the range of materials available and ways of using them. There are also many new kinds of printed materials for teachers and children being produced by NGOs and small entrepreneurs. In addition, there are locally available materials that cost little but which are very useful for keeping in a classroom, especially in the primary school grads. Teachers need to explore various types of raw materials that can be used to make teaching aids that will last year after year, so that the precious time they invest in making these things is put to good use. Styrofoam and cardboard are neither strong enough nor attractive for this purpose. Other materials such as rexine, rubber and cloth are interesting alternatives. 

Other kinds of resource materials, such as maps and picture folders, and specific equipments could be shared among schools if they are placed in the cluster centre, which can then serve as a resource library so that for the period of teaching the teacher borrows materials from the cluster and thereafter returns them to the cluster to enable some other teachers to borrow them. In this way, the resources gathered by one teacher can also be utilised by others, and it would become possible to have multiple sets necessary for the whole class to use. 

The availability of such resources depends on the funds available and the member of schools that need assistance. How can the school build such resources? Some government programmes, for instance, Operation Blackboard, have laid down norms for the minimum materials that should be available in each Primary and Upper Primary school. Similarly, there are new schemes that allow for cycles and toys to be purchased for a cluster of schools. Schools could benefit from these opportunities, and also explore the possibilities that are available at the local level for augmenting their teaching-learning and play material. There is a growing emphasis on Educational Technology for ‘effective’ learning. Some schools are now being equipped with computers, and in some areas radio and TV-based instruction is being introduced.

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Ultimately, the use of such materials requires planning if it is to be effective and become a part of the overall plan to enhance participation and understanding. Teachers would need to prepare and plan if the materials he/she introduces into the classroom are for the purpose of demonstration. If an activity is being planned, then there must be enough sets for everyone in the class to use, individually or in small groups. If only one child is able to handle materials while all the others watch, it is a waste of learning time. 

Laboratories have always been talked about as a part of science teaching in middle and high school. Yet these are still not available on the scale required. As a part of the effort to provide all children with the necessary hands - on experience of equipment and experiments given in their science curriculum, at least at the cluster level, the resource centre may serve as a clusterlab. Schools in the cluster could plan their timetable so that for half a day, once a week, their science lab class is held at the cluster - level lab. Craft labs too could be developed at least at the cluster or block levels in order to facilitate access to better equipment. 

In engendering a culture of learning, not only the classroom but also in the space of the school itself and the world outside, the school could become the landscape in which a range of activities are organised. Teachers can devise activities, projects and studies, both drawing from textbooks and going beyond them, to encourage children to explore, investigate and construct knowledge.



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Team Clear Ctet.

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