RRR-Reduce-Reuse-Recycle

Schools should be the first place to experiment 

RRR RR

1. Reduce, 2. Reuse, 3. Recycle

4. Recreate & 5.Reunion

 (Recreate : Forests.

Reunion: Communities.)

to improve the school environment and build assets of learning 

through 

RRR RR

for Creativity and Innovation Both

                     For more

Book Review in Morning Assembly

 लेखक  कैसे बनें- रस्किन बॉन्ड - 

पुस्तक परदर्शनी

 हरियाणा ग्रंथ अकादमी  

              श्री वीरेंदर सिंह चौहान 

Virender Singh Chauhan - Deputy Chairman & Director

Haryana Granth Akademi

 श्रीमानजी द्वारा पुस्तकोउपहार मे जो पुस्तकें 

विदयालय को भेट की गई.

और

पुस्तकालय द्वारा पंचकूला पुस्तक मेला मे खरीदी गई पुस्तकों की 

 परदर्शनी पुस्तकालय में आयोजित  की गई है ।

हरियाणा किताबों में 

HARYANA IN BOOKS 

MORE

एक सप्ताह बाद  इशू /जारी की जा सकेंगी 

नाम- प्रकृति.-प्रवृति

1.  नामाखिलस्य व्यवहारहेतु: शुभावहं कर्मसु भाग्यहेतु:।

नाम्नैव कीर्तिं लभते मनुष्य-स्तत:  प्रशस्तं खलु नामकर्म।

जैसा नाम है समाज में उसी प्रकार उसका सम्मान और उसका यश कीर्ति बढ़ती है.

{वीरमित्रोदय-संस्कार प्रकाश}

2  आयुर्वर्चो भिवृद्धिश्च सिद्धिर्व्यवहृतेस्तथा ।

 नामकर्मफलं त्वेतत्  समुद्दिष्टं मनीषिभि:।।

व्यवहार की सिद्धि आयु एवं ओज की वृद्धि के लिए श्रेष्ठ नाम होना चाहिए.

{स्मृति संग्रह}

नाम कैसा हो--नाम की संरचना कैसी हो

3.  द्व्यक्षरं चतुरक्षरं वा घोषवदाद्यंतरस्थं। 

दीर्घाभिनिष्ठानं कृतं कुर्यान्न तद्धितम्।। 

अयुजाक्षरमाकारान्तम् स्त्रियै तद्धितम् ।।

{पारस्करगृह्यसूत्र  1/7/23}

गृह कार्य

उपरोक्त तीन श्लोक के साथ  निम्न भी उत्तर पुस्तिका मे लिखे। 

1. मेरा नाम ...............................................................अर्थ ..................................................
2. मेरे दादा जी का नाम ............................................अर्थ ................................................
3. मेरी दादी जी  का नाम ..........................................अर्थ ..............................................
4. पिता जी का नाम ..................................................अर्थ ..................................................
5. माता जी का नाम .................................................अर्थ ................................................
6. मेरे भाई का नाम .................................................अर्थ .................................................
7. मेरी बहन का नाम ...............................................अर्थ ...............................................
8. मेरे कक्षा अध्यापक का नाम ................................अर्थ  ............................................
9. मेरा  पता ...........................................................................................................................
10. मेरा संपर्क सूत्र ................................................................................................................
11. प्रकृति मे मेरे नजदीक का पेड़ और जीव..............................................................................................................
12. मेरा इकिगाई

Must be Taught in schools

 1. I, My Family& My Society 

मैं, मेरा परिवार और समाज: एक परिचय : 

2. Economics- Value of Money.

पैसे और उसका महत्त्व.

3. Life Skills.

जीवन कौशल 

4. Safety Basics 

सुरक्षा

5 Gardening Basics 

बागवानी 

6. Cooking Basics 

रसोई शास्त्र 

7. Traffic rules and Road Safety.

सड़क सुरक्षा एवं यातायात नियम 

8.  Gratitude

कृतज्ञता.

9. Purpose of Education

शिक्षा का उदेश्य.

10.  IKigai: Purpose  of Life.

इकिगाई. जीवन का उदेश्य.

............................................................

Why don't schools teach life skills?

 12 reasons why your school might not teach them 

 - The Grown-Up School

List of personal life skills

Here is a list of personal life skills:

1. Communication skills: The ability to express oneself clearly and listen actively to others.
2. Time management: The ability to prioritize tasks and make the most of one’s time.
3. Decision making: The ability to weigh options and choose the best course of action.
4. Problem-solving: The ability to identify and analyze problems and find practical solutions.
5. Financial management: The ability to budget, save and invest money effectively.
6. Self-awareness: The ability to understand one’s emotions, thoughts, and values.
7. Self-regulation: The ability to manage one’s emotions, thoughts, and behaviors.
8. Motivation: The drive to achieve goals and overcome obstacles.
9. Empathy: The ability to understand and share the feelings of others.
10. Social skills: The ability to build and maintain relationships with others.
11. Leadership: The ability to guide and influence others towards a common goal.
12. Creativity: The ability to think outside the box and develop new ideas.
13. Adaptability: The ability to adjust to new and changing situations.
14. Stress management: The ability to manage and healthily cope with stress.
15. Goal setting: The ability to set and work towards achieving personal and professional goals.
16. Self-care: The ability to take care of one’s own physical, emotional, and mental well-being.
17. Interpersonal skills: The ability to positively and effectively communicate with others.
18. Organizational skills: The ability to plan, prioritize and manage time effectively.
19. Negotiation Skills: The ability to reach a compromise or agreement in a dispute.
20. Critical thinking: The ability to analyze and evaluate information to form a judgment.............................Read More

There are lots of different reasons why life skills aren’t taught in schools, such as:

1. Grades are a priority
2. It’s not in the curriculum
3. Lack of guidance
4. Funding/resourcing
5. Unsure if it’s their responsibility
6. Providing new and different experiences for students
7. Believing that students won’t remember them
8. Believing that students won’t care
9. Feeling burned out
10. The education system might need an upgrade first
11. Life skills can’t be taught in a classroom
12. Life skills topics change too quickly...........CLICK HERE

NCPCR Quiz.... For child Rights

               Click here for Quiz

YUVA DIWAS-12 JAN 2023

 

NEP-2020

 Principles of this Policy 

The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. 

It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution. A good education institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students. 

FULL TEXT HERE

The Vision of this Policy: This National Education Policy envisions an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower. The Policy envisages that the curriculum and pedagogy of our institutions must develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world. The vision of the Policy is to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.

Part I. SCHOOL EDUCATION 

This policy envisages that the extant 10+2 structure in school education will be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18 as shown in the representative figure and elaborated in detail later under Chapter 4. Currently, children in the age group of 3-6 are not covered in the 10+2 structure as Class 1 begins at age 6. In the new 5+3+3+4 structure, a strong base of Early Childhood Care and Education (ECCE) from age 3 is also included, which is aimed at promoting better overall learning, development, and well-being 

1. Early Childhood Care and Education: The Foundation of Learning

2. Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning

3. Curtailing Dropout Rates and Ensuring Universal Access to Education at All Levels

4. Curriculum and Pedagogy in Schools: Learning Should be Holistic, Integrated, Enjoyable, and Engaging Restructuring school curriculum and pedagogy in a new 5+3+3+4 design

• Holistic development of learners
• Reduce curriculum content to enhance essential learning and critical thinking
• Experiential learning
• Empower students through flexibility in course choices
• Multilingualism and the power of language
• Curricular Integration of Essential Subjects, Skills, and Capacities
• National Curriculum Framework for School Education (NCFSE)
• National Textbooks with Local Content and Flavour
• Transforming Assessment for Student Development
• Support for Gifted Students/Students with Special Talents

5. Teachers

• Recruitment and Deployment
• Service Environment and Culture
• Continuous Professional Development (CPD) 
• Career Management and Progression (CMP)
• Professional Standards for Teachers
• Special educators 
• Approach to Teacher Education

6. Equitable and Inclusive Education: Learning for All 

7. Efficient Resourcing and Effective Governance through School Complexes/Clusters

8. Standard-setting and Accreditation for School Education

Part II. HIGHER EDUCATION

Part III. OTHER KEY AREAS OF FOCUS

Part IV. MAKING IT HAPPEN

READ NEP 2020 PDF HERE

Tamana by NCERT -Try And Measure Aptitude And Natural Abilities.

Tamanna – 

Under the aegis of Ministry of Education (MoE), Govt. of India, the Central Board of Secondary Education (CBSE), National Council of Educational Research and Training (NCERT), New Delhi have developed Tamanna - an Aptitude Test for Senior School Students to enable stakeholders knowing the aptitude of students of classes IX and X. 

Details about use of aptitude test, dimensions measured in the test, construction and standardization of the test, administration and scoring and understanding the meaning of aptitude test scores are available in the test manual. 

As a collaborative work, piloting of the aptitude test was done by the CBSE with 17,500 students studying in classes IX and X through its affiliated schools across different parts of the country.

Scoring, analysis and interpretation may be done as per the details provided in the ‘Guide for Teachers and Parents’.

Students, teachers and parents must keep in mind that the aptitude test provides information related to the strengths of students and there is no pass or fail in this test. The test should be taken voluntarily by interested students and must not be used to impose any subject etc. on the students.

TEST BOOKLET

TECHNICAL MANUAL

ORIENTATION FOR PRINCIPALS AND MANAGEMENT

ORIENTATION FOR TEACHERS

FOR  MORE DETAILS

Book Exhibition Panchkula

 BOOKS ON  HISTORY & CULTURE  OF HARYANA NOW IN OUR LIBRARY

 

विश्व हिंदी दिवस 10 जनवरी 2023