MISSION VIDYA UPACHARATMAK VARG STD-6-7-8 AND STD-1-5 UPACHARATMAK VARG MATE MICROSOFT OFFICE POWER POINT PRESENTATION FILE

MISSION VIDYA UPACHARATMAK VARG STD-6-7-8 AND STD-1-5 UPACHARATMAK VARG MATE MICROSOFT OFFICE  POWER POINT PRESENTATION FILE CRATE BY VADPURA PRIMARY SCHOOL DOWNLOAD

Second round of awareness camps and training in all districts of the State beginning with the headquarter.

The KCG in charge for the initiative to be nominated and their visits for reviewing the progress.

Organisation of competitions and Shibirs schedule to be prepared in consultation with the Vaanche Gujarat committee.

Goals Possible:

25 lac students will read about 1 crore books. For this, 15000 schools, 1000 colleges 50000 representatives and 10,000 people will support for the same.

Visit to 15000 libraries and 15000 inspirational programmes to be conducted.

Organisation of 2500 shibirs in which 250000 students will be participating and will be given training for this initiative.

My favourite book vartalap will be initiated at around 1000 places in the State.

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MISSION VIDYA UPACHARATMAK VARG STD-6-7-8 AND STD-1-5 UPACHARATMAK VARG MATE MICROSOFT OFFICE POWER POINT PRESENTATION FILE

MISSION VIDYA UPACHARATMAK VARG STD-6-7-8 AND STD-1-5 UPACHARATMAK VARG MATE MICROSOFT OFFICE  POWER POINT PRESENTATION FILE CRATE BY VADPURA PRIMARY SCHOOL DOWNLOAD.

Vaanchan Shibir

Granth Sarthi Shikshak

Book Exhibition

Essay Competition

Elocution

My Favourite Book (Maaru Gamtu Pustak)

Methodology and Plan of Action:

Organisation of Vaanche Gujarat Abhiyaan camps at Universities levels for Principals and District Coordintors.

Formation of District level Task Force having principals, teachers known for reading habits are representatives of University campus and a mentor from the Knowledge Consortium of Gujarat.

01 MULAXARO NA SHABDO

02 KANA VALA SHABDO

03 HASVA E VALA SHABDO

04 DIRGH E VALA SHABDO

05 HASVA U VALA SHABDO

06 DIRGH U VALA SHABDO

07 EKA MATRAVALA SHABDO

08 BE MATRAVALA SHABDO

09 KANO EKA MATRAVALA SHABDO

10 KANO BE MATRAVALA SHABDO

11 ANUSVAR VALA SHABDO

12 MISRA SABDO – 49

13 A TO JODAXAR SHABDO VANCHAN 286

14 MISRA SHABDO 255

15 SABDO – A TO AU 325

16 KANA MATRA VAGAR NA 422 SHABDO.

17 TEXT BOOK 110 VAKYO

18 STD-1 TEXT BOOK SHABDO 2,3,4 AXARVALA

19 SARAL 137 VAKYO

20 SADA VAKYO-1

21 VARTA TOTAL-7 NA SARAL VAKYO-177

22 GUNOTSAV MODYUL SHABDO 1000 STD-3

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Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students.^{[17][18][19][20]} Useful teacher-to-student interactions are crucial in linking academic success with personal achievement.^[21] Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide her student in aligning her personal goals with her academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.^[20][22][23]

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers.^[21][22] Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to 

play.^[18]

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The competencies required by a teacher are affected by the different ways in which the role is understood around the world. Broadly, there seem to be four models:

the teacher as manager of instruction;

the teacher as caring person;

the teacher as expert learner; and

the teacher as cultural and civic person.^[5]

The OECD has argued that it is necessary to develop a shared definition of the skills and knowledge required by teachers, in order to guide teachers' career-long education and professional development.^[6] Some evidence-based international discussions have tried to reach such a common understanding. For example, the European Union has identified three broad areas of competences that teachers require:

Working with others

Working with knowledge, technology and information, and

Working in and with society.^[7]

Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment)

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Teaching using pedagogy also involve assessing the educational levels of the students on particular skills. Understanding the pedagogy of the students in a classroom involves using differentiated instruction as well as supervision to meet the needs of all students in the classroom. Pedagogy can be thought of in two manners. First, teaching itself can be taught in many different ways, hence, using a pedagogy of teaching styles. Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of his/her students and differentiates for the individual students accordingly. For example, an experienced teacher and parent described the place of a teacher in learning as follows: "The real bulk of learning takes place in self-study and problem solving with a lot of feedback around that loop. The function of the teacher is to pressure the lazy, inspire the bored, deflate the cocky, encourage the timid, detect and correct individual flaws, and broaden the viewpoint of all. This function looks like that of a coach using the whole gamut of psychology to get each new class of rookies off the bench and into the gam

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It has been found that teachers who showed enthusiasm towards the course materials and students can create a positive learning experience.^[9] These teachers do not teach by rote but attempt to find new invigoration for the course materials on a daily basis.^[10] One of the challenges facing teachers is that they may have repeatedly covered a curriculum until they begin to feel bored with the subject, and their attitude may in turn bore the students. Students who had enthusiastic teachers tend to rate them higher than teachers who didn't show much enthusiasm for the course materials

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Teachers that exhibit enthusiasm can lead to students who are more likely to be engaged, interested, energetic, and curious about learning the subject matter. Recent research has found a correlation between teacher enthusiasm and students' intrinsic motivation to learn and vitality in the classroom.^[12]Controlled, experimental studies exploring intrinsic motivation of college students has shown that nonverbal expressions of enthusiasm, such as demonstrative gesturing, dramatic movements which are varied, and emotional facial expressions, result in college students reporting higher levels of intrinsic motivation to learn.^[13] But even while a teacher's enthusiasm has been shown to improve motivation and increase task engagement, it does not necessarily improve learning outcomes or memory for the material.^[14]

There are various mechanisms by which teacher enthusiasm may facilitate higher levels of intrinsic motivation.^[15] Teacher enthusiasm may contribute to a classroom atmosphere of energy and enthusiasm which feeds student interest and excitement in learning the subject matter.^[16] Enthusiastic teachers may also lead to students becoming more self-determined in their own learning process. The concept of mere exposure indicates that the teacher's enthusiasm may contribute to the student's expectations about intrinsic motivation in the context of learning. Also, enthusiasm may act as a "motivational embellishment", increasing a student's interest by the variety, novelty, and surprise of the enthusiastic teacher's presentation of the material. Finally, the concept of emotional contagion, may also apply; students may become more intrinsically motivated by catching onto the enthusiasm and energy of the teacher

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Scholarly consensus is emerging that what is required of teachers can be grouped under three headings:

knowledge (such as: the subject matter itself and knowledge about how to teach it, curricular knowledge, knowledge about the educational sciences, psychology, assessment etc.)

craft skills (such as lesson planning, using teaching technologies, managing students and groups, monitoring and assessing learning etc.) and

dispositions (such as essential values and attitudes, beliefs and commitment)

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