INDEX

SR.NO.
1. 2. 3. 4. 5.

TOPIC
Flander Interaction analysis Method A Case study of Problematic Child A Case Study of School Achievement Test Psychological Test
1. Personality Test 2. Intelligence Test

PAGE NO.

6.

Environmental Test

FLANDERS INTERACTION ANALYSIS

FLANDERS' TEN CATEGORY SYSTEM FOR INTERACTION ANALYSIS

Every teacher is just like a king in his classroom. What type of climate prevails in the classroom depends upon the behaviour of the teacher. Teacher's behaviour means how a teacher behaves with the students in the classroom. Teaching is a n i n t e r a c t i v e p r o c e s s b e t w e e n teachers and taught. The classroom teaching activities and events c a n b e s t u d i e d objectively by observing these situations. Recently a number of Systematic observational techniques have developed. We can broadly classify those under two heads: category method and sing method. By using category method only one aspect of classroom interaction is likely to be probed, while in at sign method more than one aspect of classroom behaviour can be studied simultaneously. But the category method yields a better picture of the classroom interaction setting in so far as it depicts the continuous be and flow of events. C l a s sro o m i n t e ra ct i o n a n a l ys i s re fe rs to a te ch n i q u e consisting of an objective & systematic observation of the classroom events for the study of teacher's classroom behaviour and also the process of interaction going inside the classroom. It a s s i s t s a t e a c h e r t o b r i n g d e s i r a b l e m o d i f i c a t i o n s i n h i s behaviours and improve his interaction with his students for making the teaching process more purposeful and effective.

Interaction analysis is a technique for coding spontaneous verbal Communication; arranging data in a meaningful way and then analyzing the results in order to study the pattern of systematic observation of his Pedagogic activities. The competency of a teacher is judged through the quality of interaction he has with the students. A number of interaction analysis techniques have been formulated, but the one by Flanders is one of the most popular systems.

FLANDERS' SYSTEM OF INTERACTION ANALYSIS

Ned A Flanders' developed the technique of classroom i n t e r a c t i o n a n a l ys i s i n 1 9 6 0 a n d r e f i n e d i t i n 1 9 7 0 a t t h e University of Minnesota. The flow of the classroom events can be recorded and analyzed systematically and objectively. According to Flanders', the purpose of the interaction analysis is to help the teacher to develop and control his teaching behaviour and to investigate the classroom interaction and patterns of teaching events. Flanders' Interaction Analysis is concerned primarily with verbal behaviour. This can be observed with high reliability than non-verbal behaviours. An assumption is made that verbal behaviours of the teacher is an adequate sample of his total behavior in the classroom, we must assum e that the verbal statements of the teacher are consistent with his non-verbal gestures, infect, his total behaviour.

FLANDER'S TEN-CATEGORY SYSTEM

Fla nde rs system a ttempts to catego rie s all the verba l b e h a v i o u r t o b e f o u n d i n t h e c l a s s r o o m . I t h a s t w o m a i n categories or groups: teacher talk and pupil's talk. A third category covers other

verbal behaviour i.e. silence or confusion. An outline of entire verbal behavior comprising of ten categories is given as: Talk (Verbal behaviour)

(I) Teacher Talk

(II) Student Talk

(A)

Indirect

(B) Direct

(III) Silence & Confusion

Initiatory Responding

1. 2. 3. 4.

Accepts feeling Praising & Encouraging Accepting ideas

5. 6. 7.

Lecturing Giving Directions. Criticism and justifying

Asking questions Authority The description of categories is given below:

(I) 1.

(a) Teacher Talk- Indirect Influence: Accepts feelings: - Accepts and clarifies the feeling tone of the students in a non-Threatening manner. Feelings may be positive or negative.

1.

Praises or encourages: - Praises or encourages student's action or behaviour in this category i.e. nodding head, saying yes, fine, good, excellent etc.

1.

Accepts or uses ideas of students: - Clarifying, building, or developing ideas as suggested by the student. Teacher extension of pupil ideas is included but as the teacher brings more of his own idea into play and shift to category 5.

4.

Asks Questions: - Asking a question about content our procedure with the Intention that student answers.

(b) Teacher Talk - Direct Influence: 1.

Lecture: - Giving facts or opinion about content or procedure, expressing his own ideas, giving his own explanation, or citing an authority.

2.

Giving Directions: - Directions, commands, or orders with which a student is expected to comply

3.

Criticizing or justifying authority: - Statements

intended

to

change

students' behaviour from non- acceptable to acceptable patterns: bowling some one out, stating what the teacher is doing, what he is doing, and extreme self- reference. (II) Student talk: -

1.

Student talk-response: - Talk by students in response to teacher. Teacher Initiates the contacts or solicits the student statement or structures the situation. Freedom to express own ideas is limited.

2.

Student Talk- initiation: - Talk by students which they initiate voluntarily expressing own ideas, initiating a new topic, freedom to develop one's opinions and a line of thought, like asking thoughtful questions; going beyond the existing structures.

3.

Silence or confusion: - Pauses, short periods of silence and periods of confusion in which the observer cannot understand the communication.

PLAN AND PROCEDURE OF FLANDERS' INTERACTION ANALYSIS

There are following two processes of interaction analysis:-

(I) Encoding or observation and recording of verbal behavior

(I) Decoding:

(a) Construction of interaction matrix tables (b) Interpretation of Interaction matrix tables

1. Encoding:
In this, categories for classifying statements are established a code symbol. A symbol is assigned to each category by a trained observer. The trained observer acts like an automatic device highly discriminating and does without hesitation at the instant an event is recognized. An observe site on the last bench of the classroom and observe, a teacher when he is teaching. At an interval of every three seconds he writes down that category number which best represents the communication event just completed. For instance, when teacher is lecturing the observer puts 5; when he asks question he puts 4; when student replies he puts 8; the procedure of recording events goes on at the 20 to 25 observations in per minute.

2. Decoding process:
(a) Construction of Interaction Matrix Tables: After encoding the classroom events into ten-category system 10 x 10-matrix table is prepared for decoding the classroom verbal behaviour. The interaction matrix table consists of 10 rows and 10 columns. The generalized sequence of the pupil teacher interaction can be estimated in this matrix table. It indicates what events proceed and what follow. The two continuous categories from a pair, thus, a tally is marked in a particular cell. The first number in the pair indicates the row and second number shows the column. For example (10-6) pair would be shown by a tally in the cell formed by row 10 and column 6. Thus each number in a series once becomes row and once becomes columns, the procedure is followed for preparing the matrix, after making the tallies for series, and each corresponding row and column total should be equal.

(b) Interpretation of Interaction Matrix Table:

Quantitative Analysis of Teacher Behaviour 1. Method of Interaction Categories. 2. Method of Areas of Interaction. 3. Method of Behaviour Ratios. 4. Method of Interaction Variables Qualitative Analysis of Teacher Behaviour I .Method of Clockwise Flow Diagrams 2. Method of Box Flow Diagrams 3. Method of Interaction Models

FLANDERS INTERACTION ANALYSIS-1

Name of Pupils Teacher-Gurleen Subject- Hindi Duration-30 min Class- Xth Topic- Sarvnam Observer- S.P.Singh

ENCODING PROCESS
1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 4 7 8 8 9 5 6 2 8 5 5 5 4 7 4 5 5 5 9 10 4 2 6 6 2 10 9 5 6 2 8 5 5 5 10 7 4 5 5 5 3 5 4 3 6 9 5 10 10 6 7 2 5 5 5 5 10 7 4 4 10 10 3 5 4 7 8 5 10 5 6 7 4 5 10 4 5 4 5 6 4 10 4 6 5 5 4 9 5 4 5 4 4 4 5 10 4 5 4 5 6 3 10 4 6 5 6 4 8 5 4 5 4 10 4 5 10 5 5 8 5 4 3 5 4 5 5 7 4 8 5 4 5 4 10 2 5 4 5 5 8 5 4 4 5 4 5 4 8 8 10 5 7 5 8 4 8 4 4 6 4 3 5 8 4 5 5 5 4 9 4 5 5 7 5 8 5 3 4 4 6 4 3 5 8 10 5 5 5 8 10 8 5 5 7 10 7 5 3 4 6 6 4 3 4 6 10 10 5 5 9 11 8 10 5 7 10 5 5 6 4 6 6 7 6 4 6 8 10 5 5 10 12 2 10 5 10 5 5 5 6 4 4 7 7 6 4 7 2 4 5 6 10 13 5 10 5 10 5 5 4 2 6 4 7 5 10 4 7 2 4 5 6 2 14 5 4 5 8 5 5 8 2 8 4 7 5 10 8 7 2 4 5 6 2 15 5 8 4 7 2 8 8 6 8 8 7 5 10 8 5 2 10 5 7 2 16 4 5 10 7 10 8 8 6 4 8 5 5 10 8 5 4 10 4 7 5 17 8 5 4 8 10 8 4 6 2 7 5 5 10 8 5 4 10 4 8 5 18 10 5 4 8 10 4 4 4 2 7 5 5 10 9 5 4 10 4 8 5 19 6 4 7 2 5 4 10 4 5 7 5 4 10 9 5 4 5 8 9 5 20 2 10 7 2 5 7 10 8 5 5 5 4 7 4 5 5 5 8 9 5

 DECODING PROCESS

1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 4 7 8 8 9 5 6 2 8 5 5 5 4 7 4 5 5 5 9 10 4

10

11

12

13

14

15

16

17

18

19

20

6 6 2 10 9 5 6 2 8 5 5 5 10 7 4 5 5 5 3 5 4

6 9 5 10 10 6 7 2 5 5 5 5 10 7 4 4 10 10 3 5 10

7 8 5 10 5 6 7 4 5 10 4 5 4 5 6 4 10 4 6 5

4 9 5 4 5 4 4 4 5 10 4 5 4 5 6 3 10 4 6 5

4 8 5 4 5 4 10 4 5 10 5 5 8 5 4 3 5 4 5 5

4 8 5 4 5 4 10 2 5 4 5 5 8 5 4 4 5 4 5 4

8 10 5 7 5 8 4 8 4 4 6 4 3 5 8 4 5 5 5 4

4 5 5 7 5 8 5 3 4 4 6 4 3 5 8 10 5 5 5 8

8 5 5 7 10 7 5 3 4 6 6 4 3 4 6 10 10 5 5 9

8 10 5 7 10 5 5 6 4 6 6 7 6 4 6 8 10 5 5 10

2 10 5 10 5 5 5 6 4 4 7 7 6 4 7 2 4 5 6 10

5 10 5 10 5 5 4 2 6 4 7 5 10 4 7 2 4 5 6 2

5 4 5 8 5 5 8 2 8 4 7 5 10 8 7 2 4 5 6 2

5 8 4 7 2 8 8 6 8 8 7 5 10 8 5 2 10 5 7 2

4 5 10 7 10 8 8 6 4 8 5 5 10 8 5 4 10 4 7 5

8 5 4 8 10 8 4 6 2 7 5 5 10 8 5 4 10 4 8 5

10 5 4 8 10 4 4 4 2 7 5 5 10 9 5 4 10 4 8 5

6 4 7 2 5 4 10 4 5 7 5 4 10 9 5 4 5 8 9 5

2 10 7 2 5 7 10 8 5 5 5 4 7 4 5 5 5 8 9 5

Category
1 2 3 4 5 6 7 8 9 10

10

Total
0

8 6 1 1 2

2 1 47 12 4 3

1 3

18 10

4 101 1 5 2

4 3 15 2 1

14 1

8 6 1 2 1 6 3 3 3 26 11 50

82 124 31 32 46 11 50 404

5 18 3

1 3 21 2

5 1 1 18

2 1

3 1 9

7 124

1 31

1 32

4 46

Total

10

82

INTERACTION REGARDING QUANTITATIVE ASPECT OF TEACHERS BEHAVIOUR Behavior Ratio

Teacher Talk(TT) Pupil Talk(PT)

Formulae

Calculation Result
73.5%

f (Column 1 to 7) X100 = 297/404X100 N f (Column 8 to 9) X100 =57/404X100 N =50/404X100

14.1%

Silence/Confusion(SC) f (Column 10) X 100

N

12.3%

Direct Teacher Talk(DTT) Indirect Teacher Talk(ITT) Indirect to Direct Talk(I/T) Pupil Initiative Ratio(PIR) Teacher Response Ratio(TRR) Teacher Question Ratio(TQR) Instantaneous Teacher Response Ratio(TRR)

f (Column 5 to7) X 100 =187/404X100 N f (Column 1 to 4) X100 =110/404X100 N f (Column 1 to 4) X100 =110/187X100 f (Column 5 to 7) f (Column 8) X 100 f (Column 8 to 9) =46/57X100

46.28%

27.22%

58.8%

80.70%

f (Column 1 to 3) X100 =28/91X100 f (Column 1 to 3, 6, 7) f (Column 4) X 100 f (Column 4 & 5) Total tallies in rows 8&9 of column 1, 2 & 3 X100 Total tallies in rows 8 &9 of column 1, 2, 3, 6 & 7) All tallies in cells (8,4)& (9,4) X100 All tallies in cells (8,4), (8,5), (9,4) & (9,5) =82/206X100 =9/13X100

30.76%S

39.80% 69.2%

Instantaneous Teacher Question Ratio(TQR)

=4/6X100

66.66%

Result:- Here Pupil Teacher exhibits greater value of behavior ratios

mentioned on serial No. 4,5,6,9 than norms provided by Flanders. So teacher exhibits effective teaching behavior.

 CATEGORY RATIO Category Category 1 Category 2 Category 3 Category 4 Category 5 Category 6 Category 7 Category 8 Category 9 Category 10 Formulae
f (Column 1 ) X100 N f (Column 2) X100 N f (Column 3) X 100 N f (Column 4) X 100 N f (Column 5) X100 N f (Column 6) X100 N f (Column 7) N X 100

Calculation Result
= 0/404X100 0%

=18/404X100

4.45%

=10/404X100

2.47%

=82/404X100

20.29%

=124/404X100

30.69%

=31/404X100

7.69%

=32/404X100

7.92%

f (Column 8) X100 N f (Column 9) X 100 N f (Column 10) X 100 N

=46/404X100

11.38%

=11/404X100

2.72%

=50/404X100

12.3%

RESULT
After converting all the values in percentage we finally know that on which category pupil teacher gave more stress during teaching process. Category C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 Value in 0 4.45 2.47 20.29 30.69 7.67 7.92 11.38 2.72 12.3 %age Pupil teacher gave more stress on 5th category that is lecturer method during teaching learning process.

Conclusion
According to the Normative expectations of behavior ratios for good performance of a teacher: the pupil talk ratio, teacher response ratio, pupil initiation ratio, pupil steady ratio and instantaneous teacher question ratio should be greater than the given norm, whereas the performance in ineffective if the teacher talk ratio, silence or confusion ratio, content cross ratio, steady state ratio and instantaneous teacher response ratio are higher than normative values.

FLANDERS INTERACTION ANALYSIS-2

Name of Pupils Teacher-Vaishali Subject- Hindi Duration- 30 min Class- IXth Topic- Sangya Observer- S.P.Singh

ENCODING PROCESS
1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 8 2 4 8 6 4 8 3 5 5 5 5 4 10 10 10 5 5 5 2 4 8 3 3 5 5 5 10 10 5 5 5 5 5 4 8 2 5 5 5 3 5 4 6 8 2 3 5 5 5 10 10 10 5 5 5 5 5 6 5 5 4 5 5 5 5 5 5 5 5 4 8 10 10 4 8 2 3 5 5 5 5 5 5 5 5 10 10 10 10 4 5 5 5 5 5 4 8 2 4 6 8 2 6 6 5 5 5 5 10 10 10 10 10 10 10 10 10 10 6 4 4 4 8 7 6 10 10 10 10 10 10 10 10 10 10 10 4 8 5 5 5 5 5 5 8 5 5 5 5 5 5 5 5 5 5 5 4 8 2 4 6 8 2 3 3 9 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 4 4 8 1 4 4 8 3 3 5 5 5 5 5 5 5 5 5 5 11 5 5 4 4 8 2 3 5 5 5 5 10 10 10 4 10 4 8 2 1 12 8 2 3 5 5 5 5 4 8 1 6 4 4 10 10 4 8 1 3 3 13 5 5 5 5 5 5 5 10 10 10 10 10 10 10 4 9 3 5 5 5 14 5 9 1 10 3 5 5 5 9 3 10 4 8 7 6 10 10 10 10 10 15 4 4 10 10 10 5 5 5 5 5 5 5 5 5 4 7 4 8 2 10 16 10 10 9 9 1 3 3 5 5 5 5 5 5 5 5 5 5 5 5 5 17 5 5 10 10 10 10 10 4 8 2 9 1 6 7 4 10 10 4 10 8 18 7 6 5 5 5 5 5 10 10 10 10 10 10 4 8 1 10 4 4 8 19 2 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 6 6

 DECODING PROCESS
1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 8 2 4 8 6 4 8 3 5 5 5 5 4 10 10 10 5 5 5 10 4 8 3 3 5 5 5 10 10 5 5 5 5 5 4 8 2 5 5 5 5 4 6 8 2 3 5 5 5 10 10 10 5 5 5 5 5 6 5 5 5 5 5 5 5 5 5 5 4 8 10 10 4 8 2 3 5 5 5 5 5 5 5 10 10 10 10 4 5 5 5 5 5 4 8 2 4 6 8 2 6 5 5 5 5 10 10 10 10 10 10 10 10 10 10 6 4 4 4 8 6 10 10 10 10 10 10 10 10 10 10 10 4 8 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 8 2 4 6 8 2 3 3 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 4 4 8 1 4 4 8 3 3 5 5 5 5 5 5 5 5 5 5 5 5 4 4 8 2 3 5 5 5 5 10 10 10 4 10 4 8 2 1 8 2 3 5 5 5 5 4 8 1 6 4 4 10 10 4 8 1 3 3 5 5 5 5 5 5 5 10 10 10 10 10 10 10 4 9 3 5 5 5 5 9 1 10 3 5 5 5 9 3 10 4 8 7 6 10 10 10 10 10 4 4 10 10 10 5 5 5 5 5 5 5 5 5 4 7 4 8 2 10 10 10 9 9 1 3 3 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 10 10 10 10 10 4 8 2 9 1 6 7 4 10 10 4 10 8 7 6 5 5 5 5 5 10 10 10 10 10 10 4 8 1 10 4 4 8 2 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 6 6 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Category
1 2 3 4 5 6 7 8 9 10

3 2 5 5

4 1 4

6 2

10 2

Total
7 14 18 43 144 15 4

2 12

1 1

8 10 3 2 4 3 14 3 2 1 7 14 18 15 43

1 121 3

3 1 1 2

23

1 2

6 10 4

2 1

27 6

4 144

3 15 4

1 27

1 6

98 123

123 401

Total

INTERACTION REGARDING QUANTITATIVE ASPECT OF TEACHERS BEHAVIOUR Behavior Ratio

Teacher Talk(TT) Pupil Talk(PT)

Formulae

Calculation Result
61.09%

f (Column 1 to 7) X100 =245/401X100 N f (Column 8 to 9) X100 =33/401X100 N =123/401X100

8.22%

Silence/Confusion(SC) f (Column 10) X 100

N

30.67%

Direct Teacher Talk(DTT) Indirect Teacher Talk(ITT) Indirect to Direct Talk(I/T) Pupil Initiative Ratio(PIR) Teacher Response Ratio(TRR) Teacher Question Ratio(TQR) Instantaneous Teacher Response Ratio(TRR)

f (Column 5 to7) X 100 =163/401X100 N f (Column 1 to 4) X100 =82/401X100 N f (Column 1 to 4) X100 =82/163X100 f (Column 5 to 7) f (Column 8) X 100 f (Column 8 to 9) =27/33X100

40.64%

20.4%

50.3%

81.8%

f (Column 1 to 3) X100 =39/58X100 f (Column 1 to 3, 6, 7) f (Column 4) X 100 f (Column 4 & 5) Total tallies in rows 8&9 of column 1, 2 & 3 X100 Total tallies in rows 8 &9 of column 1, 2, 3, 6 & 7) =43/187X100 =26/30X100

67.24%

22.99% 86.66%

Result:- Here Pupil Teacher exhibits greater value of behavior ratios mentioned

on serial No. 4,5,6,9 than norms provided by Flanders. So teacher exhibits effective teaching behavior.

 CATEGORY RATIO Category Category 1 Category 2 Category 3 Category 4 Category 5 Category 6 Category 7 Category 8 Category 9 Category 10 Formulae
f (Column 1 ) X100 N f (Column 2) X100 N f (Column 3) X 100 N f (Column 4) X 100 N f (Column 5) X100 N f (Column 6) X100 N f (Column 7) N X 100

Calculation Result
= 7/401X100 1.74%

=14/401X100

3.49%

=18/401X100

4.48%

=43/401X100

10.72%

=144/401X100

35.9%

=15/401X100

3.74%

=4/401X100

0.99%

f (Column 8) X100 N f (Column 9) X 100 N f (Column 10) X 100 N

=27/401X100

6.73%

=6/401X100

1.49%

=123/401X100

30.6%

RESULT
After converting all the values in percentage we finally know that on which category pupil teacher gave more stress during teaching process. Category C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 Value in 1.74 3.46 4.48 10.72 35.9 3.74 0.99 6.73 1.49 30.6 %age Pupil teacher gave more stress on 5th category and 10th category that is lecturer method and silence during teaching learning process.

Conclusion
According to the Normative expectations of behavior ratios for good performance of a teacher: the pupil talk ratio, teacher response ratio, pupil initiation ratio, pupil steady ratio and instantaneous teacher question ratio should be greater than the given norm, whereas the performance in ineffective if the teacher talk ratio, silence or confusion ratio, content cross ratio, steady state ratio and instantaneous teacher response ratio are higher than normative values.

FLANDERS INTERACTION ANALYSIS-3

Name of Pupils Teacher- Richa Subject- English Duration- 30 min Class- IXth Topic-Nonu Observer- S.P.Singh

ENCODING PROCESS
1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 8 4 8 2 4 8 1 3 4 8 4 8 2 3 6 4 10 4 6 2 8 2 4 7 4 8 3 5 5 5 5 5 5 5 5 5 5 5 5 5 3 4 8 5 5 5 10 10 10 10 10 10 10 10 10 5 4 8 8 2 4 4 8 2 7 4 8 6 4 8 5 5 10 4 8 5 5 5 4 10 4 8 5 2 4 4 6 10 5 5 5 4 8 1 4 10 8 2 4 8 1 4 4 6 6 4 8 3 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 7 10 10 8 2 4 8 10 4 4 10 4 8 2 5 5 5 9 6 4 8 1 3 10 9 9 9 4 6 4 8 10 4 8 2 3 4 8 2 5 5 5 5 10 10 10 6 6 9 10 5 5 11 5 5 5 5 5 10 10 5 5 5 5 10 5 5 5 10 10 4 8 5 12 10 6 5 5 5 4 5 5 5 6 5 5 5 5 10 10 5 5 9 6 13 5 5 5 5 5 5 5 14 1 4 4 8 2 3 6 9 3 5 5 5 4 8 3 15 4 8 2 4 8 6 4 8 2 4 8 1 4 4 4 8 2 1 3 5 16 5 5 5 10 4 4 8 3 6 6 4 8 3 5 5 5 5 4 8 3 17 10 6 18 6 3 3 4 4 4 6 19 5 5 5 4 4 8 20

8 2 4 8 2 2 3 6 4 8 2 4 6 8 2 6 10 10
10 10

4 8 3 5 5 5 5 4
8 2 5 4 8 10 10 10 4 8

4 8 1 8 4
10 3 4 4 8 6 4 8

2 9 3 5 5 5 4 8 6 4 10 10 6 4

3 3 4 6 8 2 8 1 5 5 5 7 6 4

5
10 10

10 10 4 4 8 2
4 8 2 3 3 5 5

5 5 5 5
5 10 10 10 4 8

3 5 5 5 5

2 9
1 4 6

DECODING PROCESS

1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 8 4 8 2 4 8 1 3 4 8 4 8 2 3 6 4 10 4 6 10

10

11

12

13

14

15

16

17

18

19

20

8 2 4 7 4 8 3 5 5 5 5 5 5 5 5 5 5 5 5 5

4 8 5 5 5 10 10 10 10 10 10 10 10 10 5 4 8 8 2 4

8 2 7 4 8 6 4 8 5 5 10 4 8 5 5 5 4 10 4 8

2 4 4 6 10 5 5 5 4 8 1 4 10 8 2 4 8 1 4 4

6 4 8 3 5 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10

10 10

2 4 8 10 4 4 10 4 8 2 5 5 5 9 6 4 8 1 3 10

9 9 4 6 4 8

4 8 2 3 4 8 2 5 5 5 5 10 10 10 6 6 9 10 5 5

5 5 5 5 5 10 10 5 5 5 5 10 5 5 5 10 10 4 8 5

10 6 5 5 5 4 5 5 5 6 5 5 5 5 10 10 5 5 9 6

5 5 5 5 5 5 5

1 4 4 8 2 3 6 9 3 5 5 5 4 8 3

4 8 2 4 8 6 4 8 2 4 8 1 4 4 4 8 2 1 3 5

5 5 5 10 4 4 8 3 6 6 4 8 3 5 5 5 5 4 8 3

10 6

6 3 3 4 4 4 6

5 5 5 4 4 8

8 2 4 8 2 2 3 6 4 8 2 4 6 8 2 6 10 10
10 10

4 8 3 5 5 5 5 4
8 2 5 4 8 10 10 10 4 8

4 8 1 8 4
10 3 4 4 8 6 4 8

2 9 3 5 5 5 4 8 6 4 10 10 6 4

3 3 4 6 8 2 8 1 5 5 5 7 6 4

5
10 10

10 10 4 4 8 2
4 8 2 3 3 5 5

5 5 5 5
5 10 10 10 4 8

3 5 5 5 5

2 9
1 4 6

Category 1
2 3 4 5 6 7 8 9 10 Total

3 3

4 5 11 5 12 11

5 1 3 9 1 79 3

8 1

10

Total 10

5 4

1 4 8 1 3 1

2 2

25 24 76 107 28 3

1 1

48 2 3 2

6 13 3

13 2

8 1

24

8 2 1

3 1 13 76

4 2

1 1 2 3 55 1 8

3 1 37 65

55 8 65 401

7 107

4 28

10

25

24

INTERACTION REGARDING QUANTITATIVE ASPECT OF TEACHERS BEHAVIOR

Behavior Ratio
Teacher Talk(TT) Pupil Talk(PT)

Formulae

Calculation Result
68.07%

f (Column 1 to 7) X100 =273/401X100 N f (Column 8 to 9) X100 =63/401X100 N =65/401X100

15.7%

Silence/Confusion(SC) f (Column 10) X 100

N

16.2%

Direct Teacher Talk(DTT) Indirect Teacher Talk(ITT) Indirect to Direct Talk(I/T) Pupil Initiative Ratio(PIR) Teacher Response Ratio(TRR) Teacher Question Ratio(TQR) Instantaneous Teacher Response Ratio(TRR)

f (Column 5 to7) X 100 =138/401X100 N f (Column 1 to 4) X100 =135/401X100 N f (Column 1 to 4) X100 =135/138X100 f (Column 5 to 7) f (Column 8) X 100 f (Column 8 to 9) =55/63X100

34.41%

33.6%

97.8%

87.3%

f (Column 1 to 3) X100 =59/90X100 f (Column 1 to 3, 6, 7) f (Column 4) X 100 f (Column 4 & 5) Total tallies in rows 8&9 of column 1, 2 & 3 X100 Total tallies in rows 8 &9 of column 1, 2, 3, 6 & 7) All tallies in cells (8,4)& (9,4) X100 All tallies in cells (8,4), (8,5), (9,4) & (9,5) =76/183X100 =43/49X100

65.5%

41.53% 87.7%

Instantaneous Teacher Question Ratio(TQR)

=4/8X100

50%

Result:- Here Pupil Teacher exhibits greater value of behavior ratios

mentioned on serial No. 4,5,6,9 than norms provided by Flanders. So teacher exhibits effective teaching behavior.

CATEGORY RATIO

Category Category 1 Category 2 Category 3 Category 4 Category 5 Category 6 Category 7 Category 8 Category 9 Category 10

Formulae
f (Column 1 ) X100 N f (Column 2) X100 N f (Column 3) X 100 N f (Column 4) X 100 N f (Column 5) X100 N f (Column 6) X100 N f (Column 7) N X 100

Calculation Result
=10 /401X100 2.49%

=25/401X100

6.23%

=24/401X100

5.98%

=76/401X100

18.9%

=107/401X100

26.6%

=28/401X100

6.98%

=3/401X100

0.74%

f (Column 8) X100 N f (Column 9) X 100 N f (Column 10) X 100 N

=55/401X100

13.7%

=8/401X100

1.99%

=65/401X100

16.2%

RESULT

After converting all the values in percentage we finally know that on which category pupil teacher gave more stress during teaching process. Category C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 Value in 2.49 6.23 5.98 18.9 26.6 6.98 0.74 1.37 1.99 16.2 %age Pupil teacher gave more stress on 5th category that is lecturer method during teaching learning process.

Conclusion
According to the Normative expectations of behavior ratios for good performance of a teacher: the pupil talk ratio, teacher response ratio, pupil initiation ratio, pupil steady ratio and instantaneous teacher question ratio should be greater than the given norm, whereas the performance in ineffective if the teacher talk ratio, silence or confusion ratio, content cross ratio, steady state ratio and instantaneous teacher response ratio are higher than normative values.

FLANDERS INTERACTION ANALYSIS-4

Name of Pupils Teacher- Preeti Subject- Economics Duration-30 min

Class- IXth Topic- Poverty Observer- S.P.Singh

ENCODING PROCESS
1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 6 7 10 9 9 1 6 4 1 4 7 4 10 6 4 4 8 7 4 2 10 3 5 4 8 4 1 4 8 1 10 10 5 5 5 3 4 5 5 5 3 5 5 5 5 6 8 10 4 3 4 4 1 7 6 4 8 7 4 6 5 5 5 5 4 5 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 6 5 5 5 5 5 5 5 4 7 4 8 4 10 10 10 4 6 9 5 10 10 9 10 4 6 9 3 5 5 5 5 9 5 5 4 8 5 4 10 9 1 5 5 5 10 4 10 4 7 10 10 10 10 10 10 5 5 5 5 11 5 5 5 5 5 5 10 4 5 5 5 5 5 4 10 8 5 5 5 5 12 4 7 6 6 8 4 10 8 1 1 4 8 7 6 8 7 4 8 3 5 13 5 5 10 6 5 5 5 14 5 5 5 5 5 4 9 1 7 6 4 5 4 4 8 15 8 4 9 10 10 1 5 5 5 5 6 8 3 10 5 5 5 5 5 5 16 4 8 10 9 10 10 10 5 5 5 9 9 3 5 5 5 5 5 5 4 17 4 10 10 18 8 2 5 5 5 5 5 19 10 4 8 9 9 3 20

5 5 5 5 5
10 10 10

4 6 1 7 4 8 9 8 1
3 3 6 5 5

8 1 7 4
10 9 7 1 4 8 4 10 10

6
10

5 5 5 10
10 10

5 5 5 5 5 5 4
10 8 6 4 7 9

5 5 5 5 6 5 4
10 9 1 3 10 5

5
10 10 10

7 5 6
10

6 5 5 5 5 5 5
5 5 5 5 4

5 5 5 5 5 6 4 8 6 4
8 6

6 4
10 10 10 10 10 10 10

7 4 5 5 5 5
5 5

6 9 9 9 4 8 1 5

5
10

4 5 8 1 6

8
3 4 6

9
10 9

DECODING PROCESS

1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 4 6 7 10 9 9 1 6 4 1 4 7 4 10 6 4 4 8 7 4 10

10

11

12

13

14

15

16

17

18

19

20

10 3 5 4 8 4 1 4 8 1 10 10 5 5 5 3 4 5 5 5

5 5 5 5 6 8 10

3 4 4 1 7 6 4 8 7 4 6 5 5 5 5 4 5 5 5 5

5 4 4 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5

5 5 5 5 5 5 5 4

4 10 10 10 4 6 9 5 10 10 9 10 4 6 9 3 5 5 5 5

5 5 4 8 5 4

9 1 5 5 5 10 4 10 4 7 10 10 10 10 10 10 5 5 5 5

5 5 5 5 5 5 10 4 5 5 5 5 5 4 10 8 5 5 5 5

4 7 6 6 8 4 10 8 1 1 4 8 7 6 8 7 4 8 3 5

5 5 10 6 5 5 5

5 5 5 5 5 4 9 1 7 6 4 5 4 4 8

8 4 9 10 10 1 5 5 5 5 6 8 3 10 5 5 5 5 5 5

4 8 10 9 10 10 10 5 5 5 9 9 3 5 5 5 5 5 5 4

4 10 10

8 2 5 5 5 5 5

10 4 8 9 9 3

5 5 5 5 5
10 10 10

4 6 1 7 4 8 9 8 1
3 3 6 5 5

8 1 7 4
10 9 7 1 4 8 4 10 10

6
10

5 5 5 10
10 10

5 5 5 5 5 5 4
10 8 6 4 7 9

5 5 5 5 6 5 4
10 9 1 3 10 5

5
10 10 10

7 5 6
10

6 5 5 5 5 5 5
5 5 5 5 4

5 5 5 5 5 6 4 8 6 4
8 6

6 4
10 10 10 10 10 10 10

7 4 5 5 5 5
5 5

6 9 9 9 4 8 1 5

5
10

4 5 8 1 6

8
3 4 6

9
10 9

Category 1

1 1

3 2

4 4

5 3

6 2

7 4

10 1

Total 17

2 3 4 5 6 7 8 9 10 Total
1 1 6 4 1 17 1 1 3 4 1 12 3 1 1 3 6 16 9 7 5 2 7 59

1 5 9 124 4 1 2 1 7 57 5 28 1 7 5 1 4 3 4 1 1 16 1 5 28 1 5 15 1 6 3 1 3 1 2 5 7 22 2 11 9 3 2 2 4 27 61

1 12 59 157 28 16 28 22 61 401

INTERACTION REGARDING QUANTITATIVE ASPECT OF TEACHERS BEHAVIOUR Behavior Ratio

Teacher Talk(TT)

Formulae

Calculation Result
72.3%

f (Column 1 to 7) X100 =290/401X100 N

Pupil Talk(PT)

f (Column 8 to 9) X100 =50/401X100 N =61/401X100

12.4%

Silence/Confusion(SC) f (Column 10) X 100

N

15.2%

Direct Teacher Talk(DTT) Indirect Teacher Talk(ITT) Indirect to Direct Talk(I/T) Pupil Initiative Ratio(PIR) Teacher Response Ratio(TRR) Teacher Question Ratio(TQR) Instantaneous Teacher Response Ratio(TRR)

f (Column 5 to7) X 100 =201/401X100 N f (Column 1 to 4) X100 =89/401X100 N f (Column 1 to 4) X100 =89/201X100 f (Column 5 to 7) f (Column 8) X 100 f (Column 8 to 9) =28/50X100

50.12%

22.1%

44.2%

56%

f (Column 1 to 3) X100 =30/74X100 f (Column 1 to 3, 6, 7) f (Column 4) X 100 f (Column 4 & 5) Total tallies in rows 8&9 of column 1, 2 & 3 X100 Total tallies in rows 8 &9 of column 1, 2, 3, 6 & 7) All tallies in cells (8,4)& (9,4) X100 All tallies in cells (8,4), (8,5), (9,4) & (9,5) =59/216X100 =18/26X100

40.5%

27.3% 69.2%

Instantaneous Teacher Question Ratio(TQR)

=7/10X100

70%

Result:- Here Pupil Teacher exhibits greater value of behavior ratios

mentioned on serial No. 4,5,6,9 than norms provided by Flanders. So teacher exhibits effective teaching behavior.

CATEGORY RATIO

Category

Formulae

Calculation Result

Category 1 Category 2 Category 3 Category 4 Category 5 Category 6 Category 7 Category 8 Category 9 Category 10

f (Column 1 ) X100 N f (Column 2) X100 N f (Column 3) X 100 N f (Column 4) X 100 N f (Column 5) X100 N f (Column 6) X100 N f (Column 7) N X 100

=17 /401X100

4.2%

=1/401X100

0.24%

=12/401X100

2.99%

=59/401X100

14.7%

=157/401X100

39.1%

=28/401X100

6.98%

=16/401X100

3.99%

f (Column 8) X100 N f (Column 9) X 100 N f (Column 10) X 100 N

=28/401X100

6.98%

=22/401X100

5.48%

=61/401X100

15.2%

RESULT

After converting all the values in percentage we finally know that on which category pupil teacher gave more stress during teaching process. Category C1 Value in 4.2 %age C2 C3 C4 C5 C6 C7 C8 C9 C10 0.24 2.99 14.7 39.1 6.98 3.99 6.98 5.48 15.2

Pupil teacher gave more stress on 5th category that is lecturer method during teaching learning process.

Conclusion
According to the Normative expectations of behavior ratios for good performance of a teacher: the pupil talk ratio, teacher response ratio, pupil initiation ratio, pupil steady ratio and instantaneous teacher question ratio should be greater than the given norm, whereas the performance in ineffective if the teacher talk ratio, silence or confusion ratio, content cross ratio, steady state ratio and instantaneous teacher response ratio are higher than normative values.

CASE STUDY OF A PROBLEMATIC CHILD

Introduction:
The term case is used in a number of ways conveying different meanings in our daily life. In all the situations the term case is used for a person or matter put to examination, observation or investigation for the purpose of helping the concerned individual solving the problem related to him. Meaning of case study: Case study means systematic, complete and intensive study of the pupil-his family background, his physical, intellectual, emotional, social, academic, psychological and biographical history. It is fairly extensive study of a person or a group for diagnosing and interpreting his behaviour or conduct of an individual in all essential aspects by analysing the past record, present position and future possibilities concerning his felt problem and guidance programmes to attain better adjustment for him. Definition: According to Goode and hale Case study is a way of organizing social data so as to preserve the unitary character of the social object being studied. According to P.V.Young, Case study is a method of exploring and analyzing the life of a social unit is that of person, family, institution, cultural group or even an entire community. According to Crow and Crow, a case study history includes the past history of an individual as well as his present status. It is usually limited in its application to attempt solutions of serious learners deficiencies. Thus an exhaustive study of a person or institution can be termed as case study.

Objectives of case study

The case study has the following objectives Clinical purpose dealing with patient. Diagnostic purpose in educational situation. Explore findings about psychological or educational issues. Supplementing other information in it may be a follow up work.

Characteristics of a good Case Study

Following are some of the characteristics of a good case study Adequacy of data Continuity of data Validity of data Confidential recording of data Scientific synthesis and analysis of data

Steps involved in Case Study

Location of the case. Formulation of hypothesis. Collection of data from parents, friends, teachers, headmasters and community. Analysis of data Removing the causes.

Follow up of the case

Types of cases
Broadly ten types of case studies are conducted, which are as followings Problem children Delinquent or criminal children Backward children or slow learners Maladjusted children Gifted children Addicted children Children with exceptional talent in a particular skill Creative persons Children with educational difficulty Children with vocational difficulty

Purposes of Case Study

Diagnosis and treatment of behavioural problems.

To bring about better adjustment of the person who is the subject of the investigation.

To provide effective guidance and counselling.

How to conduct a Case Study?

1. Recognition and respect: In case study, any individual who is under

study should be treated as unique or individual case in himself.

2. Rapport: Good rapport should be established with him. He should be

taken in confidence by winning over his faith and trust in the investigation.
3. Collecting information : All efforts should be made to know the

individual in relation to personal identity, past history especially regarding his felt problem of development or adjustment, all relevant information about the present status, circumstances and situations concerning his behaviour, development and adjustment, etc.
4. Studying past and present: Case study aims to study the past and

present of the subject thoroughly in all dimensions of behaviour/personality in relation to his environment.
5. Study in depth: Case study goes quite deep in the investigation of

all the essential facts related to the subjects case in a very comprehensive manner.

6. Pre-prepared format: It is better to use a prepared format for such

study. It will provide more objectivity, reliability and validity to the case study work. The use of such a format is being illustrated through the case study of a problem adolescent.

Advantages of a Case Study

1. It provides a quite deep, intensive and overall of the individual group. 2. It has unique advantage of reaching the root causes of special behaviour and problem of the subject under study. 3. The scope and range of study is quite wide and comprehensive. 4. The information received through the study may prove effective in the situation of the felt problems or rendering proper educational vocational and personal guidance. 5. Complete Study 6. Basis for diagnosis and treatment. 7. Wide Scope 8. Providing Guidance 9. Useful Research technique. 10. Suitable adjustment 11. Training social workers.

Limitations of a Case Study

1. It is difficult to study objectively.

2. There is difficulty in formulation of hypothesis and interpretation of results. The data of information are not collected in a systematic manner. 3. Statistical inferences cannot be drawn. 4. It does not contribute to new knowledge and field studied. 5. Is time consuming and costly. 6. We need experts and trained persons in preparing case study. 7. Element of subjectivity. 8. Difficulties in utilisation of resources. 9. No guarantee of reliability and validity. 10. Limited application. 11. Chances of faulty conclusion. 12. Difficulty in interpreting results.

Case Study of a problematic child

This is a unique study where the whole situation is studied to discover the significant fact related to the child from the origin and the suggestion can be given for the improvement.

CASE STUDY OF A PROBLEMATIC CHILD 1. Identifying Data:

(a) Name: Deepak Gupta

(b) Sex: Male (c) Fathers Name: Mr. Hemraj Gupta (d) Address : C-24,Rohini,Sec-8,New Delhi (e) Date of Birth : 23.10.1995 (f) Name of the school : Rukmani Devi public School, Pitam Pura (g) Class :VIII

(h) Problems:
(1) Social : Teasing and harassing the girls, excessive sex interests (2) Emotional: very aggressive. (3) Educational: Lack of interest in studies, truancy

Sources of identification: These problems have been identified by the parents and teachers. They have told these problems to the investigator.

2. Birth Information :
(a) Birth Place : New Delhi (b) His health at the time of birth : Normal (c) Mothers Health at the time of birth: Normal (d) Any mishappening at the time of birth : No

3. Health Record :
(a) General Health : good

(b) Height: 52 (c) Weight : 48 kg (d) Eye sight: Normal (e) Hearing : Normal (f) Conversation : Normal

4. Family data :
(1) Whether mother is alive or dead?: alive (2) Whether father is alive or dead? :alive (3) Whether parents live together/ separately or divorced: Live together. (4) Mothers Education :M.A, B.Ed (5) Fathers Education : MBA

(6) Mothers Occupation :Teacher in a school

(7) Fathers Occupation :Manager in MNC (8) Number of sisters with their age :No (9) Number of brothers with their age :One, 17 Years

(10) Total members of family :Four (11) Order of birth of the subject :Second
(12) Is the subject brought up in the family? Yes (13) Does the subject get due love and affection? :No

(14) Does the subject get due recreational facilities at home ?:No (15) Do the parents help the subject in completing his home task ?:No (16) Do the parents satisfy the basic needs of the home task?:Psychological

needs are not satisfied

(17) Do the parents encourage the subject ?:No

(18) Are the relation between the parents satisfactory ?:No

(19) How does the subject spend his leisure time?

Mostly with family members: No Mostly with friends :No Anywhere outside family : yes Discipline in the home : loose Subjects attitude towards siblings: Negative Siblings attitude towards the subject : Negative

5. Socio Economic Status:

(1) Familys monthly income: More than Rs. 1,00,000 (2) Source of income: Salary

(3) Source of entertainment with family members: TV and magazines (4) Surrounding s of the house: Lonely

(5) Familys status: High

6. Intelligence level:
(1) Teachers opinion : above average intelligence
(2) Parents opinion: above average intelligence

7. Educational Record: (1) Academic achievement (of last three years): Class V Subjects Year 2009 Marks :100 English Hindi Mathematics Social Studies 55 54 50 48 Class VI Year 2010 Marks :100 60 58 85 62 Class VIII Year 2011 Marks:100 40 26 36 28

General Science Art Total Position in class

42 40 289/600 38th out of 55

63 70 398/600 4th out of 52

36 36 202/600 43rd out of 50

(1) The subject he likes the most: Science (2) The subject he does not like : Hindi and Social Studies

(3) Relationship with teachers :Not satisfactory (4) Relationship with class fellows: Not satisfactory (5) Teachers opinion: careless
(6) Attendance in School : Satisfactory (7) Has he failed in school examination: he has passed Class VII with grace

marks in Hindi and Social Studies

8. Areas of interest:
Name of the Activity Co-curricular Activities (1) Scouting (2) Games and sports Not participated Participated Won prize Participated or not Distinction if any

(3) Literary (4) Declamation (5) Music (6) On the spot painting (7) Drama (8) Any other Subjects specific interest
(1) Reading stories

Not participated Not participated participated Not participated participated participated in trip

Reading novels Friendship with girls

(2) Seeing movies (3) Teasing girls

9. Adjustment
(1)Home adjustment : (a) Does he enjoy family environment? : No (b) Does he feel that his parents are happy with him? : No (2) Emotional adjustment : (a) Does the subject generally remain anxious?: No (b) Does he hesitate to talk with strangers ?: No

(3) Social adjustment : (a) Does the subject take interest in social activities ?; Yes

(b) Does he make friendship easily with others? Yes

10.

Behaviour in Classroom :

(1) Is the subject disciplined ?: No

(2) Does he behave properly with teachers?: No (3) Does he show interest in classroom activities? : No

11.

Behaviour in playground :

(1) Does the subject remain assertive in the playground?: No (2) Does he show socially responsible behaviour in the playground? : No
12. Personality

Traits :
High level Middle level ^ ^ ^ ^ Low Level ^

Trait (1) Sociability (2) Emotional Stability (3) Self Confidence (4) Persistence (5) Leadership

It shows that the subject has not reached a high level in respect of the demonstration of any of the mentioned behaviour trait.

13.

Educational and Vocational plans and Ambitions:

(1) Which subject the students prefers for further studies after class X?

(a) First choice : Commerce

(b) Second choice : Hotel Management (c) Third choice : Fine Arts (2) In what occupation/ profession the subject wants to enter after his studies? (a) First choice :Doctor (b) Second choice: Commerce (c) Third choice: Tourism

14.

Follow up work :

(1) Interview: after collecting the relevant information by using pre-structured

Performa through various sources, efforts will be made to have interview with his parents, teachers, class fellows, friends for making the collected data more objective, reliable and valid.
(2) Observation: The observation of their behaviour was also subjected to

repetition for reaching at more adequate conclusions. Conclusions: All the above attempts related to the case study of Deepak Gupta have finally led us to conclude about him as follows:
(1) Conclusion regarding the subject and his problem : The main

conclusions regarding the student and his behaviour are : (a) The subject is enjoying good health. (b) He is above average in intelligence. (c) He is emotional, hot tempered and aggressive in his behaviour.

(d)His performance in studies was satisfactory up to class VII but

his downfall began in class VIII. It was the time when his mother began to do B.Ed and both of his parents were very busy in their professions. (e) The high social status of the parents made them very busy at the cost of looking after the home and children. (f) The subject is ill adjusted in the class and school and it has led to his truant behaviour. (g) He has no interest for the school life except taking part in games and sports.
(2) Probable causes of his present behaviour :Other probable

causes leading him to such present status can be stated as follows: (a) His parents are not providing desired emotional support to him. (b) His teachers are indifferent to the pupils need and there is no adequate provision for guidance and counselling services in the school. (c) There is no adequate provision and opportunities for the curricular and social activities in the school. Remedial Measures and suggestions:
(1) Restructuring home and school environment: The home and school

environment should be restructured.Individual attention should be paid.

(a) Methods of teaching should be improved. (b) Group activities, tours and excursions should be organised. (c) Adequate discipline in the class rooms and school should be maintained.
(d) More attention should be paid by teachers for modification of behaviour

of Deepak. He should be suitably attended. Proper recognition and appreciation should be given for the goodness shown in any curricular or co-curricular activities.

CASE STUDY OF SCHOOL

INTRODUCTION
A case study is one of several ways of doing research. It is an - depth investigation of a single individual, group, incident, or community. Rather than using samples and following a rigid protocol to examine limited number of variables, case study methods involve an in-depth, longitudinal examination of a single instance or event: a case. They provide a systematic way looking at events, collecting data, analyzing information, and reporting the results. As a result the researcher may gain a sharpened understanding of why the instance happened as it did, and what might become important to look at more extensively in future research. Case studies lend themselves to both generating and testing hypotheses. Another suggestion is that case study should be defined as a research strategy, an empirical inquiry that investigates a phenomenon with in its real- life context. Case study research means single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence, and relies on multiple sources of evidence and benefits from the prior development of theoretical propositions. Case studies should not be confused with qualitative research and they can be based on any mix of quantitative and qualitative evidence. Single- subject research provides the statistical framework for making inferences from quantitative case study data. This is also supported and well0 formulated in (lamnek, 2005): "the case study is a research approach, situated between concrete data taking techniques and methodological paradigms

What is a case study?

There is no universally accepted definition for a case study, and the Method means different things to different people. Consequently, all case

Studies are not structured similarly, and variations abound in terms of style, Structure and approach. Case material ranges from small case let (a few Paragraphs to one-two pages) to short cases (four to six pages) and from 10 to 18 page case studies to the longer versions (25 pages and above). A case is usually a "description of an actual, commonly involving a Decision, a challenge, an opportunity, a problem or an issue faced by a Person or persons in an organization. An important point to be emphasized here is that a case in not a problem. A problem usually has a unique, correct solution. On the other hand, a decision- maker faced with the situation described in a case can choose between several alternative courses of action, and each of these alternatives may plausibly be supported by logical argument. To put it simply, there is no unique, correct answer in the case study method.

Broadly speaking, the different stages in the case analysis process could be as follows:
gaining familiarity with the case situation (critical case fats, persons, activities, contexts) Recognizing the symptoms (what are the things that are not as expected, or as they should be?) identifying goals/objectives conducting the analysis Making the diagnosis (identifying problems, i.e. discrepancies between goals and performance, prioritizing problems etc.) Preparing the action plan (identifying feasible action alternatives, selecting a course of action, implementation planning, plan for monitoring implementation)

Uses of case studies

Case studies are particularly useful in depicting a depicting a holistic portrayal of a clients experiences and results regarding a program. For example, to evaluate the effectiveness of a programs processes, including its strengths and weakness, evaluators might develop cases studied on the programs successes and failures. Case studies are used to organize a wide range of information about a case and then analyze the contents by seeking patterns and themes in the data by further analysis through cross comparison with other cases. A case can be individuals, programs, ir any unit, depending on what the program evaluators want to examine through in depth analysis and comparison.

Developing a Case Study:

All data about the case is gathered. For example, if the study is to highlight a programs failure with a client, data would be collected about the program, its processes and the client. Data could result from a combination of methods, including documentation (applications, histories, records, etc.), questionnaires, interviews and observations. Data is organized in to approach to highlight the focus of the study. In our example, data in the case would be organized in a chronological order to portray how the client got in to the program, went through the program and did not receive effective services. A case study narrative is developed. The narrative is a highly readable story that integrates and summarizes key information around the focus of the case study. The narrative should be complete to the extent that it is the eyes and ears for an outside reader to understand what happened regarding the case. In our example, the narrative might include key demographic information about the client, phases in the programs process through which the client passed and any major differences noticed about that client during the process, early indicators of failures and key quotes from the client. The narrative might be validated by review from program participants. For example, the client for whom the program failed would read the narrative to ensure it fully depicted his or her experience and results. Case studies might be cross-compared to isolate any themes or patterns. For example, various case studies about program failures might be compared to notice commonalities in these clients experiences and how they went through the program. These commonalities might highlight where in the program the process needs to be strengthened.

Tricks and Techniques for an effective case study:

Stay organized. When discussing a specific issue, remember why you are discussing it and where it fits in to the overall problem.

 Communicate your train of through clearly. If you have considered some alternative and rejected them, tell the interviewer what and why. Step back periodically. Summarize what you have learned and what the implications appear to be. Ask for additional information when you need it. But make sure that the interviewer knows why you need the information. Watch for cues from the interviewer. Any information given to you by an interviewer is given to help you-listen to them carefully and follow their lead.

Conclusion:

Case studies are complex because they generally involve multiple sources of data, may include multiple cases within a study, and produce large amounts of data for analysis. Researchers from many disciplines use the case study method to build upon theory, to produce new theory, to dispute or challenge theory, to explain a situation, to provide a basis to apply solutions to situations, to explore, or to describe an object or phenomenon. The advantages of the case study method are its applicability to real-life, contemporary, human situations and its public accessibility through written reports. Case study results relate directly to the common readers everyday experience and facilitate an understanding of complex real-life situation.

CASE STUDY
NAME OF THE INSTITUTION:
Divine Public School Mother

ADDRESS: Rohini,Sec-3,NewDelhi
History
D.A.V School founded in 1981 Obtained recognition of the school up to 8th in 1989. Obtained up- gradation of the school up to 10th in 1995

Affiliated to the C.B.S.E. in 1997. Up- gradation of the school to the senior secondary level in 2004. The school provides quality and comprehensive education at affordable cost to the common man.

MANAGEMENT:

The overall administration of the school is vested in the board of governors, an elected body constituted by the society.

CHAIRMAN
Vice CHAIRMAN SECRETARY TREASURER MEMBERS ,, ,, ,, ,, ,, NOMINATED BY HIS GRACE (5 MEMBERS)

FR. M.C. POULOSE Mr. Ratan Lal Mr. Vikas Gupta Mr. K.R.Sharma Mr. Rohan Singh Mr. Yash Joshi Mr. Abraham Joseph Mr. P.K. James Mr. Johnson Daniel Mr. K.S. Jose Mr. Raju Mammen Mr. Mathew George Mr. K. C. Kurian Mr. K.C. Abraham Mr. Jiby George

Administration Staff
Office Staff
Mr. Joseph A.J. Mr. N.V. Thomas Mr. Eapen P.G. Mrs. Manju K. Jose Mr. B. Vijay Mr. Prakash Singh Mr. Jacob Chacko Mr. Mammen P.V. Mr. K.S. Joy Mr. Thomas Daniel Mrs. Seena Biju

Driver & Conductor Electrician Health Assistant

Faculty
Mr. Thomas JMrs. Harminder Kaur Mrs. Leena G. Thomas Mrs. Dheerja Dewan Mrs. Christina Bose Mrs. Agtha Vinita Samuel Mrs. Sujata Bhattacharya Mrs. Geeta Chauhan Ms. Meena Chandra Mrs. Pinkey Rani Bahuguna Mrs. Sweety Khullar Mrs. Rani Kumari Mrs. Jiji Saju Mrs. Geeta Kurup Mrs. Archna Vashisht Mrs. Lekha S. Mrs. Becky John Mrs. Sonia Mrs. Thara Unnikrishnan Mrs. Shema Jaison Mrs. Joya Adhikari Mrs. Binu Jacob Mrs. Sailaja Saxena

English Department

Hindi Department

Sanskrit Department

Math Department

Science Department

Social Studies Department

Mrs. Irvinder Kaur Mrs. Paramjit Kaur Bhalla Mrs. Cicily Fancies Mrs. Latha Menon Mr. K.P. Singh Mr. Sunil Kumar Ms. Kiran Parashar

Commerce & F.M.M. Department Physical Education Department

Mrs. Ruchi Khosla Computer Department Mrs. Liby Vinoy Thomas Mrs. Meenu Sharma Mrs. Sonal Srivastava Art & Craft Department Music Department Mrs. Sangeeta Sharma Mr. Susnata Chaterjee Mr. Lal Chandra Prasad Mrs. Lipika Mukerjee Ms. Ritika Sharma Mrs. Vijaya Kumari Ms. Shweta Dua

French Library

Lab Assistant

Mr. Dinoj Alexander Mrs. Rani Doji Mrs. Bhagya Vijaya

ITS MISSION:
Serving the needy and providing the best education to the middle class society Irrespective of cast, creed and religion.

ITS GOAL:
Fulfilling the vision of the founders and marching towards process. Good discipline. Dedicated staff Individual attention Emphasis on communicative skills Including moral and spiritual values Install competitive spirit without sacrificing fraternity Stress on personal development and individual well being Installing confidence by exposing to various actions

GRADES:
Nursery to XII

ACADEMICS:
They implement a meticulously planned academic programmes based on the scheme of instruction, investigation and improvement. For classes IX & X CCE (continuous and comprehensive evaluation) has already been introduced, giving importance to both academics and skill based activities. To maintain the standard, this year onwards CCE will be introduced for classes VI to VIII also.

Every year counseling sessions are held both with parents and the pupil to gather fresh inputs fir Improvement. A booklet on the scheme of the students of the studies outlines the pace set for the academic programmes ensuring a continuous and comprehensive preparation of students to come out in flying colors in the board examination. To ease the stress and to make syllabus easy for class I: & II, we follow the cycle system which helps the children to master the subjects in a systematic and easy way. To reduce the examination stress on children and at the same time for testing their various abilities and developing the skills, grading system has been introduced in all the classes i.e. I to V which is modified examination pattern as per CBSE (i.e. continuous and periodic testing based on activities). Classes V upwards students learn additional language (foreign) which gives them Global exposure. Lot of emphasis is given on conversation and communication skills to face the changing scenario due to globalization of education. To empower the staff and the students, technology is integrated in teaching mathematics. Even computer labs are renovated. It is our endeavor to make learning process an enriching and exhilarating experience, not drudgery. D.A.V School gives lots importance to sports and games. It is an integral and indispensable part of our curriculum. We firmly believe that critical fundamentals of life such as discipline, team work, leadership etc are instilled by sports.

COURSES OFFERED:
Science (Medical / Non-Medical) F.M.M. And Commerce streams.

TIMINGS:
Both winter and summer For class II to XII- 8.00 a.m. to 1.30 p.m.

VACATIONS:
Summer, Autumn and Winter breaks.

HUMAN RESOURSES:

Principal: Mr. C.B.S.CHAUHAN

Vice- principal: Mrs. Shyamla Kutty Head Mistress: Mrs. Sadhana Sawhney Total Teachers: 66 Pre- primary: 12 Primary: 37 TGT: 09 PGT: 08 Total Supportive Staff: 11 Administrative Staff: 05

STUDENTS;

Minimum age for admission to class I: 5.5 years as on 1 April Total strength: 2048 Pre- primary: 325 Primary: 872 Middle: 401 Senior: 450 Admissions per year: 20 (approx) TCs per year: 10 to 15 (approx)

INFRASTRUCTURE:
A big and beautiful school building consists.

Computer Lab:
Two fully equipped Computer Labs provide the students every opportunity to learn Develop their skills in this field. The Junior and Senior Computer labs are equipped with the latest software.

Library:
Mother Divine Public School has a fairly good collection of books covering a wide

range of Topics and subjects that cater to the academic and intellectual needs of our students. A special section of Reference books, Encyclopedias and latest Dictionaries are made available all the time during school hours for the senior students and teachers. Even a wide range of journals and leading newspapers enable regular and avid readers both among teachers and students to keep themselves updated on all current affairs.

Science Laboratories:
School has large and well equipped science laboratories for Chemistry, Physics and Biology. The children enjoy conducting experiments with the able guidance of their teachers and the laboratory assistant.

FACILITIES:
N.I.E. Eco club Health care: periodical check is conducted by a team of medical specialists. Magazines and bulletin boards: to provide opportunity for creative writing and sketching. Educational tours: Class picnics as well as Educational tours are conducted. Astronomy club

CO-CURRICULAR ACTIVITIES:

Instrumental music: guitar, tabla, harmonium, Casio/keyboard. Pottery and clay molding. Indian classical vocal music. Yoga

HOUSE SYSTEM:

LOTUS TULIP JASMINE ROSE

STAFF DEVELOPMENT PROGRAMMES:

Seminars and workshops have been organized time to time for the professional growth of the staff.

ACHIVEMENTS:

Academics: 100% result of class 10th and 12th. Highest aggregate marks: Class 10th 95% Class 12th Science: 91% Commerce: 91% F.M.M. : 88%

CO-CURRICULAR:
In co- curricular and sports activities children performed well. School has a very good team of Badminton and football. Many students of the school have represented the Delhi state in foot ball and athletics.

OTHERS:
The ministry of science and technology has chosen the school as TRC for weather monitoring.

FEES AND MODE OF PAYMENT:

1. Fees are payable on Bi-Monthly basis in six installment. 2. It should be paid in the school by cheques till 10th of the month specified.

RESOURCE GENERATION;
Fees collection

TRANSPORT:
The school engages private and DTC buses to transport children only on selected routes.

INTERACTION WITH PARENTS:

The school wishes to keep in constant touch with the parents. Childrens progress and other matters concerning the school will be conveyed to the parents regularly. Regular PTMs are also held for this purpose.

VIEWS OF PARENTS:
Parents are also quite satisfied with the school and praised a lot.

VIEWS OF TEACHERS:
According to the teachers the school environment is really good for working and the management is also too good who takes care about the all round growth of its employees.

VIEWS OF THE PRINCIPAL:

Strength of my school is: Discipline and strong foundation laid by lower class teachers, roots in academics and values. Weakness of my school is: Lack of space especially play field. Opportunities for my school may be: We are trying to expand our school. If we succeed in this area we will introduce different options at secondary and senior secondary level. Treats for my school may be: No threats. I am really thankful to the principal, staff, parents and students of the school who helped and co operated me to do this case study successfully. I wish that the St. Gregarious school Will reach the highest height and would have maximum number of branches so that the maximum number of children may get the good and quality education to be a good citizen and successful in life.

A H V MN C IE E E T TEST

INTRODUCTION
The main focus of process is to improve the performance or learning of the students. The learning outcomes of the students are measured with the help of their achievement or performance. P e r f o r m a n c e a s s e s s m e n t i s t h e p r o c e s s o f m e a s u r i n g t h e terminal behavior of the students at the end of instructions. It is j o b o f t h e t e a c h e r t o m e a s u r e w h e t h e r t h e s t u d e n t s h a v e acquired concepts on achievement. And the psychologists believe that cognitive achievement is the best representation of the total behavioral change of students. The a c h i e ve m e n t tests are

controlling process for teaching - learning activities. In the achievement test main emphasis is given on converge or course.

Achievement Test Measure

Generally achievement tests measure the learning outcomes or educational outcomes. They may be classified into two forms.i) The cognitive outcome of education and ii) The non-cognitive outcomes of education

(i) The cognitive outcome of education: The cognitive outcome of education is recently discovered and grouped into six major classes.

(Knowledge, comprehension, application, analysis, synthesis and evaluation) The knowledge is clearly the business of scholarship. The cognitive masterly is the central purpose of education. The goal of education is to provide substantive knowledge.

A person's knowledge includes everything that has been experienced as a result of his perceptions of his external environment or as a result of his internal reflection. The kind of knowledge schools or colleges are most concerned with is verbal knowledge. (ii) Non- cognitive outcomes of education..

Flexibility in thinking Balance judgment Critical perception Educability Selectively, synthesizing ability Cultural awareness Motivation, persistence, creativity, etc.

Uses of Achievement Tests

A c h i e v e m e n t t e s t s a r e g e n e r a l l y u s e d i n e d u c a t i o n , industry, and civil services, for guidance and counseling and clinical purpose.

(a)

Assignment of Grades: Standardized achievement tests are more often used to assign course grades in special p r o g r a m m e r s i n g o v e r n m e n t , I n d u s t r y a n d t r a i n i n g courses.

(a)

Promotion to Next Class: In educational institutions the stu d e n ts a re p r om o ted to h ig h e r cl a ss on th e ba si s o f achievement test sources. In some government services promotion for next higher post is done on the basis of text scores.

(b)

Classification of Individuals: Achievement tests are often used to classify students into special courses or curricula within school, high school, or college.

(c)

Counseling and Remedial Teaching: Achievement tests are very useful to the school psychologists and the clinical psychologists in the understanding the school difficulties of particular child. Achievement tests are used to indicate the school progress & effectiveness of learning situations. ( i ) The diagnostic & achievement test are designed primarily to help in counseling the remedial teaching of students who show difficulty in mastering certain school subjected o topics. (ii) The cause of truancy or poor conduct in the classroom is often indicated by achievement tests. A very low score on an achievement

tests can also indicative of a students difficulties in their conduct.

(e)

Vocational guidance: (I) Achievement tests are used in vocational guidance must be evaluated as predicators not as assessments. Tests scores if the predictive validity of the achievement tests is not know for vocations in question the guidance is as good or bad as the counselor's judgment.

(f)

Measuring the effectiveness of learning situation: There a r e t h r e e major factors contributing to the student attainment: -

(1) Initial aptitude of students. (ii) Effectiveness of learning experience and

(iii)

Nature of the test.

Achievement tests are useful in organization of school curriculum.

(g)

Selection of individuals: T h e b a s i c p u r p o s e o f achievement

test to assess current performance, they are also useful as predictors of future behavior. Achievement tests are used to select collage students, office workers, higher jobs and Govt. services on the basis of achievement tests scores or grades.

Limitations of Achievement Tests

1.
Pertains to the excessive standardization of instructions, which

ignores the individual difference.

2.

Achievement tests are so designed as to cover all-important goals of

educational area. No attention is paid for weight age of the proportion.

3.

It is difficult to develop such items to tests understanding, critical

evaluation, creativity and the application and appreciation of general principal.

4.
of a

The student are frequently motivated to concentrate upon t h o s e a s p e c t s course which will lead to better performance or better

achievement test scores, encourages the attitude of students.

5.

Limitation is to decide the validity of the tests. Sometimes it has high

predictive validity or sometime content validity.

6.

It is very difficult to eliminate the personal factor of test constriction. Therefore risibility is affected.

7.

Problem of validation is to select the suitable criterion. Generall y tests are validated against the teachers rating or

achievement

examination scores i.e. is very crude criterion to validity the achievement test.

Procedure of test construction

Standby and Ross have given or enumerated four basis steps for the construction of a test: i.

Planning Preparing Trying out and Evaluating

ii. iii.
iv.

BLUE PRINT

Type of Ques. Multiple Question Fill in Blanks True or False Matching type Short answer type the

Knowledge 4 3 4 5

Understanding

Application 1 5

Total

1 5

1 1 2

5 5 5 10

type questions Total

16

30

FINAL ACHIEVEMENT TEST

Class: 12th Subject: Economics Topic: - Budget Marks : 30 Duration: 40 min

Those the correct answer:

1. A statement made by the Govt. to know the financial programmed and policies if coming next year is called: a) Expenditure b) Budget c) Income d) Tax 2. A budget statement made by the govt. in: a) One year b) 2 year c) 3 year d) 5 year 3. An annual financial statement prepared by the central Govt. for a country is called:

a) b) c) d)

Budget of central Govt. Budget of state Govt. Budget of Raj Saba Budget of loc Saba

4. A compulsory payment paid by a household firm or other institutional unit. To the Govt. is called; a) Revenue b) Payment c) Tax d) Budget 5. Taxation are of: a) Two type b) Four type c) One type d) Three type Fill in the blanks: 6. ________________ is an annual statement of receipts and expenditure. 7. The annual statement made by the concerned state Govt. is called _______________ Budget. 8. _______________ and _________________ are the two major components budget. 9. In a balanced budget total expenditure is _________________ to the total avenue. 10. A ______________ is really paid by the person whom it is drearily imposed. True / False 11. Revenue receipts are those receipts which do not cause any reduction on assets. 12. Progressive taxation is increased when the income is decrease. 13. Specific tax is related to the unit of the goods. 14. Revenue expenditure is that expenditure which does not increase the goods and assets. 15. In a deficit budget total expenditure is higher then the total revenue.

Match the column:

Column-A
16. Budget 17. components budget 18. Regressive tax 19. Indirect tax 20. VAT

Column-B
Revenue and capital Rate of tax decrease with increase in income Planning of income and expenditure of every coming year Value added tax Paid partly or wholly by someone other.

Short Answer Type Questions:

21. Name the two parts of a Govt. budget? 22. What is a deficit budget? 23. Give two examples of Revenue receipt. 24. What is tax? 25. What is budget expenditure? 26. Define Fiscal Deficit? 27. Distinguish between planned and non- planned expenditure. 28. What is a balanced budget? 29. What do you mean by capital expenditure? 30. What are the main three objectives of budget?

SCORING KEY
1) Budget 2) One year 3) Deficit budget 4) Tax 5) Three 6) Balanced budget 7) Budget of State govt. 8) Revenue Budget an capital Budget 9) Equal 10) 11)
Direct tax True

12) 13) 14) 15) 16) 17) 18) 19) 20) 21)

False True True True Planning of income and expenditure. Revenue and capital. Rate of tax decreased with increase in income Paid partly or wholly by another one Value added tax A) Budget of Central Govt. B) Budget of State Govt.

22) 23) 24) 25) 26) 27)

A situation when budget Expenditure of a Govt. is greater then the budget receipts. Income tax and excise duty.

A tax is a compulsory payment to the house holds firms other institutional units. An estimated expenditure of the Govt. on its development and nondevelopment programmers during the fiscal year. Revenue Expenditure + Capital Expenditure Revenue Receipts Capital Receipts (Other then Govt. Borrowings). Planned Expenditure is pre planned Development programmers of a country. Non planned Expenditure are not pre planned they are totally uncertain. When the Govt. receipts are equal to Govt. Expenditure.

28) 29)

Govt. expenditure creates assets for the Govt. or cause reduction in the abilities.

30)

A) Re distribution of income and wealth. B) Recollection of resources. C) Economic stability.

PERSONALITY TEST INTELLIGENCE TEST

PERSONALITY

Mans interest in personality is as old as his interest in the super natural. It is a well-known fact that no two individuals are alike. They differ from each other in various aspects. Although personality is the characteristic integration of every aspect of the individual and some aspects are weightier than others. The aspect of personality that predominates is always the social aspect. Man is a social animal. The individual and the society both react upon each other. Society is the nutritional medium in which the identity of a person gradually emerges. As the individual matures, he achieves an identity, which is at once both individual and social.

Personality is a term that has been used very widely but each time to mean some different aspects of a person.

Meaning

Personality is the total integration of physical, intellectual, emotional, social and character make up of the individual which is expressed in terms of behaviour, experiences, manners, attitudes, values, beliefs, ambitions,

aspirations, interest, habits, sentiments, temperaments and traits.

All ports Definition

Personality is the dynamic organization within the individual of those psychophysical systems that determine his unique adjustment to the environment." Dynamic - Refers the constantly changing nature of personality.

Organization- Emphasizes the patterning of the independent parts of the personality structure each of which has a special relation to the whole. Psycho-physical system- Is composed of habits, attitudes, sentiments, motives & beliefs. Determine- Emphasizes the motivation role of psychological systems within the individuals. Boring It is an individual's typical or considered adjustment to his environment." Assessment of Personality: Various attempts have been made to measure personality. But it difficult, rather than impossible to devise one measure of personality.

There is no such scale, which can measure the personality as a whole. Personality cannot be assessed as objectively as intelligence. The reason is that our personality is a very complex structure and these tests cannot reveal its true nature

1. 2. 3.

Subjective Techniques Objective Techniques Projective Techniques

Subjective Techniques- Among the subjective or pseudo-Scientific methods are: 1.

Phrenology

2. Physiognomy 3. Graphology 4. Palmistry 5. Astrology

(1) Phrenology- Grew out of wrong notion that the brain is divided into various areas of which controls one function or one personality trait, which was thought to be a static and unified category of action. (2) Physiognomy - Stood for diving character traits from the facial expressions and the formation of the various elements constituting the face, the ears, the nose, eyes or the chin. The typical assertions of physiognomies was, "Let me see a man, I will tell you if he is any good." (3) Graphology- Graphology or the attempt to read one's character or personality traits from ones handwriting are also similar here say or make beliefs with no scientific basis. It is said that greedy or cringe fellow write in very

small letters using every inch space of the papers, whereas a liberal large hearted person will write in bold style. (4) Palmistry - It is the belief that the lines in the palm of the hands are indicative of personality qualities. Palmistry is claimed to be a science by those who have such a faith. (5) Astrology- Astrology claimed to be the science of the stars or heavenly bodies casting their own influence to determine personality traits of human beings, who also had some appeal in certain quarters. Objective Techniques The techniques evolved are chiefly the following: a) Case Study Method - Case study provides a general look into the individuals personality. In this technique the experimenter has to investigate into the past as well as present activities of an individual.

b)

Observation Method- The purpose of observation is to watch social behaviour, likes and dislikes and leadership qualities. Here, the experimenter has simply to observe the behaviour of the individual. If he finds that good traits are present in his behaviour he tries he tries to know to what degree they are present in him.

c)

Sociometry - This technique is the contribution of social psychology and was devised & expounded by Moreno. In this technique, the intention is to discover interrelationships among the members of a class and asking the pupils with whom they would like to be in certain situations does this. Knowing

the social grouping in a class can help a teacher to use the natural leaders, to help the child who has no friends, to organize co-operative work-groups and improve the social climate of the class. It will also help him to locate and identify cliques within the group. d) I n t e r vi e w T h e i n t e r vi e w i s a p o p u l a r m e t h o d o f appraising

personality. In selection for various jobs the selection committees or even public service commissions interview candidates with a view to find out the more suited candidates for the job. e) Questionnaire - Questionnaire method of assessing personality traits consists in questioning the individual himself by drawing up a list of questions pertaining to the particular traits and asking the candidate to record his answers on the questionnaire itself by drawing a circle around 'Yes' or No'. A personality inventory, thus, is like a Paper-Pencil Test. f) Rating-Scales - Rating scale is one of the important methods of assessing personality traits. The measurement of personality with a graduated Scale is called Rating-Scale. It consists in asking certain persons, who Know the candidates to be assessed on certain traits.

Projective Techniques The title is derived from projection, meaning reflection of own inner-self upon the external objects. Freud was first to use this word. This is based upon depth psychology, the psychology of the unconscious. According to it the quality of personality is much affected by the unconscious motives and emotions. To test the whole personality we must have some te chn ique to measur e an d eli ci t th is unconscio us and deep character of p e r s o n a l i t y.

P r o j e c t i ve t e c h n i q u e s m a k e t h i s possible, which according to Warrer is a tendency, "to ascribe to the external world the repressed mental process." Following are the devices used in Projective Technique:

i) ii) iii) iv) v) vi) vii) viii) ix) x) xi)

The Rorschach test. Thematic Apperception Test (T.A.T.) Children's Apperception Test (C.A.T.) Rosenstein Picture-Frustration Test. Role playing and Psychodrama Word Association Test (WAT) Picture Completion Test (PCT) Sentence Completion Test (SCT) Story Making Play Therapy Expressive Movement Tests - Drawing, Painting, Sculpture (EMT)

xii) i)

Poetry, Dramatics and Novel Writing. Autobiography or Biography. O n t h e w h o l e , p r o j e c t i v e m e t h o d s f u r n i s h t h e m o s t promising

hopes for a science of diagnosis and treatment of mental aberrations and prove to be a valuable research tool for the psychologist who wishes to study the deeper trends and motivational patterns of behaviour and

personality, which are not accessible by other methods. Categorization of Personality - This categorization is given by C.G. Jung -

(i)

Extroverts - These persons take much more interests in others. They are

very much social and are of realistic views. Businessman, player, actor and politicians come under this category. But it is very difficult to draw a line to separate these types of personality.

(ii)

Introverts - These persons are sensorial of introverted feelings are of

shy nature, are less social. They are unable to express their feelings in front of others. They are only related to themselves.

(iii)

Ambiverts Nobody is perfectly extrovert or introvert but a co m b i n a t i o n

o f b o t h th e c a t e g o ri e s. A n d wh e n th i s combination is perfectly balanced the personality is said to an ambivert personality.

Description of the Test: Introversion Extroversion Inventory (I.E.I, 1971) T h i s t e s t i s m a d e b y t h e D r . , P . F . A z i z , p r i n c i p a l o f Raghunath Girls College, Meerut (UP), and Dr. Rekha Agnihotri of the Deptt. of Ps yc hology. It was published in 1974. The details of the test are as follows:

(1) (2) (3) (4) (5)

It has 60 questions. In front of every question responses are given in the form of YES/NO. The subject ticks the response, which he likes. The test is in Hindi language only. There is no limitation for the time but 20 minutes are sufficient for

the test.

Age Group This test can be administered on the age group of 13 to 20 years. Reliability The reliability of the test is 0.91. The reliability co-efficient of the test signifies that the test is very much reliable. Validity The validity of this test is 0.95. Objective To assess the personality of the subject on the basis of classification given by C.G. Jung.

Materials required Test Answer sheet, Pen, Scoring Key, Manual of the test, Stop Watch Precautions in administering the test:

i) i) i) ii)

The environment should be calm. The subject should be made clear all the points. Air ventilation and light arrangement should be proper The subject should be mentally and physically healthy.

Administration of the Test The subject is allowed to sit at a proper place. He should be told to

answer the questions according to his point of view. Every question should be answered. There is no fixed time limit to the test. Ordinarily on individual takes 10 to 15 minutes.

Scores and Interpretation of Personality of subjects

Sr. No.

Name

Correct Response

Wrong Response 27 32 29

Pure Score +6 -4 +2

Type

of

Personality Ambivert Introvert Ambivert

1 2 3

Anuj Babita Charan

33 28 31

4 5 6 7 8 9 10

Dev Ganesh Hitesh Hari Kalpana Pinki Rekha

24 31 27 33 29 31 26

36 29 33 27 31 29 34

-13 +2 -6 +6 -2 +2 -8

Introvert Ambivert Introvert Ambivert Introvert Ambivert Introvert

Total Score=

+19 - 31 = - 12 X = -12 10 -1.2 = -1.2

Mean= Conclusion:-

The score of Anuj, Charan, Ganesh, Hari, Pinki +6, +2,+2,+6 and +2. So they have Ambivert Personality. The score of Babita, Dev, Hitesh , Kalpana ,Rekha are -4, -13, -6, -2, -8.So they have Introvert personality.

Reference Book: -

Modern Psychological test and Measurement By Eysencks Personality Questionnaire Revised.

Scoring Key Extroversion - Introversion Inventory Scoring Key 1. 2, 3. 4. 21. 22. 23. 24. 41. 42. 43. 44.

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40.

45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60.

And this formula is used Marks obtained = Right responses - Wrong responses = Extroverts.

Marks obtained + 1 5 a n d a b o v e Marks obtained in between +15 and -15 Marks obtained -15 and below

= Ambiverts. = Introverts.

INTELLIGENCE
No two individuals are exactly alike. Some are bright, others dull, some are quick, others slow, some solve problems quickly and directly, others fumble over them for a long time, and some adopt themselves to new situations easily while others experience difficulty. The teacher is conscious that there are individual differences in intelligence.

Meaning

Intelligence is the capacity for relational constructive thinking directed to the attainment of some end. It is also known as the capacity to accumulate knowledge and put it into use.

Wechslers Definition
Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment.

Measurement of intelligence test

We can observe the intelligence of an individual only to the extent that it is manifested by him in one or more intelligent tests many such tests have been devised by psychological for the measurement of intelligence.

Classification of intelligent test

Intelligence test may be classified broadly as follows: 1. Individual test in which only one individual is tested at a time 2. Group test in which a group of individual is tested at the same time.

3. Intelligence may be classified on the basis of their form as verbal and non-verbal tests.

(a) Verbal tests: In these the subject makes use of language in which the instructions

are given in words, written, oral or pots. (b) Non-verbal tests: These tests involve activities in which the use of language is not necessary except for giving direction.

Intelligence quotient
Intelligent, assessed through the various intelligence test in expressed in term of intelligence quotients or I.Q was first coined by German psychologist William stem (1914) for the ratio of mental age as chronological age, which was mutinied by 100 in order to eliminate the decimal point. The formula for calculation was expressed as:-

I.Q =

mental age Chronological age

X 100

DETAILS OF THE SUBJECT

Type Sr. No. 1 2 3 4 5 6 7 8 9 10 Age 24 21 24 24 26 21 19 22 20 22 . Name Arun Balu Charan Kavita Sunil Kumar Sanjeev Naveen Tanya Khushi Ravi Raw Score (x) 63 57 61 67 58 27 26 71 66 71 Intelligence Bright Average Bright Average Bright Average Superior Bright Average Dull Average Dull Average Superior Superior Superior

Conclusion:The raw scores of four Arun, Balu, Charan and Sunil Kumar are 63, 57, 61 and 58. So they have Bright Average Intelligence. The raw scores of four subjects Kavita, Tanya, K h u s h i a n d R a v i a r e 6 7 , 7 1 , 6 6 , 7 1 . S o t h e y h a v e s u p e r i o r Intelligence and the raw scores of two subjects Sanjeev and Naveen are 27 and 26. So they have Dull Average Intelligence.

REFERENCE

Test Manual Walia Jalander. J. S. Educational psychology Paul publisher

Chauhan

S.

Advance

Educational

Psychology,

Vikas

Publishing House Private Limited, New Delhi.

SCALE 9

10 88+

9 76+

8 73+

8 7 6 5 4 3 2 1

78-87 68-77 59-67 48058 39-47 29-38 19-28 0-18

67-75 58-66 49-57 42-48 34-41 28-33 19-27 0-18

66-72 57-65 48-56 39-47 30-38 21-29 11-20 0-11

SCORING KEY NO PAGE 1 QUES ANS 1 2 3 4 3 2 QUES 21 22 23 2 ANS QUES 1 31 2 41 42 43 3 ANS 9 4 3 QUES 61 62 63 4 ANS QUES 3 2 3 81 82 83 5 ANS 3 19 5 PAGE NO PAGE NO PAGE NO PAGE NO

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 3 5 1 2 3 2 4 3 2 4 3 1 4 3 2 1

24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

21 1 3 3 41 1 4 57 4 32 2 5 3 2 1 64 2

44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

6 2 3 3 4 1 2 4 12 3 3 26 2 4 3 1 17

64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

5 1 24 2 4 1 20 3 2 3 2 8 4 28 4 2 3

84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

17 5 3 2 3 4 2 2 11 3 6 2 3 4 2 2 4

ENVIRONMENTAL TEST

INTRODUCTION
Environment
Environment is defined as the surroundings in which the organism lives. The environment may be the physical environment, the chemical environment or the biological environment. Thus, the environment has two components - abiotic and biotic. The abiotic environment includes the air (atmosphere), water (hydrosphere) and land (lithosphere). The biotic environment includes the plants, animals and the microbes. Also

Our Environment is our surrounding. This includes living and non-living things around us. The non-living components of environment are land, water and air. The living components are germs, plants, animals and people. All plants and animals adjust to the environment in which they are born and live. A charge in any component of the environment may cause discomfort and affect normal life. Any unfavorable change or degeneration in the environment is known as Environmental Pollution. We need to protect our environment to live happily.

What is Environmental Studies?

Environmental Studies is a field that crosses the boundaries of traditional disciplines, challenging students to look at the relationship between humans and their environment from a variety of perspectives. Because of this, students who choose to study the environment often have the benefit of being well rounded and able to understand the important connections between people, culture, and nature. Environmental Studies teaches students to think, write, and speak knowledgeably and thoughtfully about environmental issues, preparing them to become environmental leaders. Its about challenging the status quo and shifting to more environmentally sustainable practices. The field of environmental studies includes. Environmental Science, which tends to place emphasis on the natural sciences, in the context of an interdisciplinary approach. Other areas of environmental studies place equal emphasis on natural and social sciences.

Environmental education (EE)

It refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behavior and ecosystems in order to live sustainable. The term is often used to imply education within the school system, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc. Related disciplines include outdoor education and experimental education. Environmental education is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action (UNESCO, Tbilisi Declaration, 1978).

EE focuses on:

Awareness and sensitivity about the environment and environmental challenges

Knowledge and understanding about the environment and environmental challenges Attitude concern for the environment and help to maintain environmental quality Skills to mitigate the environmental problems Participation for exercising existing knowledge and environmental related programs.

HISTORY
The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in Emile: or, On Education. Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseaus philosophy as he encouraged students to Study nature, not books.[1] These two influential scholars helped lay the foundation for a concrete environmental education program, known as Nature study, which took place in the late 19th century and early 20th century. The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world. [2] Anna Bots ford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement and wrote the Handbook for Nature Study in 1911, which used nature to educate children on cultural values. Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garnrs tremendous amounts of support from community leaders, teachers, and scientists and change the science curriculum for children across the United States. A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period. The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events such as Civil Rights, the Vietnam War, and the Cold War placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carsons Silent Spring, and the significant amounts of air pollution and waste, the publics concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism.

The first article about environmental education as a new movement appeared in Phi Delta Kappan in 1969, authored by James A. Swan. A definition of "Environmental Education" first appeared in Educational Digest in March 1970, authored by William Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.

AIMS of ENVIRONMENTAL EDUCATION

The Learner understands the environment & its totality the interrelationships in the living world and the complexity of the environmental problems. Understands the types of occupational hazards and their causes. Handles hazardous materials and processes in the work place in a safe and environment friendly manner. Takes precautions for occupational safety and for maintaining safe work Environment. Assesses environmental problems and handles them effectively. Understands the concepts of sustainable development. Integrates issues of sustainability into a range of consumption and Livelihood pattern. Correlates the effect of various global environmental concerns. Develops skills to undertake projects and activities concerning various Environmental issues. Appreciates the relationship between environment & development Appreciates potential of rural development programmers, agencies and models. Initiates appropriate action to protect & improve the environment. Imbibes values to live in harmony with nature and empathy for all life forms.

Objectives of Environmental Education

The objectives of Environmental Educational are classified as follows:

Awareness: to help social groups and individuals acquire an awareness of and sensitivity to the total environment and its allied problems. Knowledge: to help social groups and individuals to gain a variety of experiences and acquire a basic understanding of the environment and its associated problems. Attitudes: to help social groups and individuals to acquire a set of values and feeling of concern for the environment and the motivation for actively participating in environmental improvement and protection. Skills: to help social groups and individual to acquires the skills for identifying and solving environmental problems.

 Participation: to provide social groups and individuals with an opportunity to be actively involved at all levels working towards the resolution of environmental problems. The objectives of environmental education are very essential for the successfully formulation, implementation and evaluation of its programmed. However, these objectives can only be achieved and understood properly, if we know what our environmental is, what is contained in it. Objectives of environmental education can be subsumed in three domains discussed by Bloom in his book.

"Taxonomy of Educational objectives." Cognitive, affective and psychomotor.

The cognitive domain includes those objectives which deal with the recall or recognition of knowledge of development of intellectual skills and abilities, which means, it includes the following behaviors: remembering; problem solving; concept formation and to a limited extent, creative thinking. In other words, this area includes all conscious mental processes from ordinary recall or recognition to higher ones, like solving a problem which involves abstract thinking. The affective domain includes the objectives that describe changes in interest, attitudes and values and the development of applications and adjustment. This area covers the entire continuum from ordinary attention to an object to deep own existence, involvement in the service of the suffering masses, involvement which is reflected in the indomitable spirit of those who conquer mountains tame rivers who scud in space or stay at the bottom of the sea for days together. It also includes contrary behaviors, that is, the aversion, antipathy or fear one shows for certain objects. The psychomotor domain covers the manipulative or motor-skill area. This area includes neuromuscular coordination's found in handwriting, speech-making, performing physical exercises, dancing, doing yoga, winding a screw, using a saw and it doing a lot of the things which are required to be done under socially useful productive work and in vocational and technical courses

The objectives and guiding principles for developing environmental education are as follows: (a) Awareness: To help social groups and individuals acquire awareness and sensitivity to the total environmental and its allied problems. (b) Knowledge:

To help social groups and individuals gain a variety of experiences in and acquire a basic understanding of the environment and its associated problems. (c) Attitude: To help social groups and individuals acquire a set of values and feelings of concern for the environment and motivation for actively participation in environmental improvement and protection.

(d) Skill: To help social groups and individuals acquire skills for identifying and solving environmental problems. (e) Evaluation ability: To help individuals and social groups to evaluate environmental measures and education programs in terms of ecological, economic, social, aesthetic and educational factors.

(f) Participation: To provide social groups and individuals with the opportunities to be actively involved at all levels in working towards the resolution of environmental problems.

Why is Environmental Education Important?

Our nations future relies on a well-educated public to be wise stewards of the very environment that sustains us, our families and communities, and future generations. It is environmental education which can best help us as individuals make the complex, conceptual connections between economic prosperity, benefits to society, environmental health, and our own well being. Ultimately, the collective wisdom of our citizens, gained through education, will be the most compelling and most successful strategy for environmental management. Yet studies consistently reveal that the U.S. public suffers from a tremendous environmental literacy gap that appears to be increasing rather than decreasing. For example, two-thirds of the public fail even a basic environmental quiz and a whopping 88 percent of the public fail a basic energy quiz . These same studies found that 45 million Americans think the ocean is a source of fresh water and 130 million believe that hydropower is America's top energy source. A. Environmental education increases student engagement in science.

In our schools, research has shown enormous benefits from environmental education. When integrated into a science curriculum, environmental education demonstrably improves student achievement in science (4). Such an increase is likely due to the fact that environmental education connects classroom learning to the real world. Students, when given a choice, will gravitate towards environmental science. Science fair administrators note that 40 percent of all science fair projects relate directly to the environment, and the Corporation for National and Community Service reports that more than 50 percent of the service-learning programs they fund are focused on the environment. The relative lack of environmental education in the U.S is one leading cause for why our students performance in science compared to other countries does not meet our expectations (see "The Influence of Environmental Education on U.S. Performance in TIMSS vs. NAEP" included in this book). B. Environmental education improves student achievement in core subject areas. When integrated into the core curricula or used as an integrating theme across the curriculum, environmental education has a measurably positive impact not only on student achievement in science, but also in reading (sometimes spectacularly), math, and social studies (5). The same study found that schools that taught the core subjects using the environment as an integrating context also demonstrated:

reduced discipline and classroom management problems; increased engagement and enthusiasm for learning; and, Greater student pride and ownership in accomplishments.

Even more importantly for many, environmental education employs and enhances critical thinking and basic life skills. The National Science Board of the National Science Foundation confirmed the importance of environmental education to student learning in their 2000 report, Environmental Science and Engineering for the 21st Century: "The twin goals of learning are to acquire knowledge and gain skills such as problem solving, consensus building, information management, communication, and critical and creative thinking. Environmental issues offer excellent vehicles for developing and exercising many of these skills using a systems approachchanges should be made in the formal educational system to help all students, educators, and educational administrators learn about the environment, the economy, and social equity as they relate to all academic disciplines and their daily lives." Likewise, the 2005 Report to Congress submitted by the National Environmental Education Advisory Council on the status of environmental education in the United States finds that "environmental education with its emphasis on critical thinking, interdisciplinary teaching, and learner achievement is also helping to meet educational reform goals." C. Environmental education provides critical tools for a 21st century workforce.

The vast majority of Americans are convinced that the environment will become at least one of the dominant issues and challenges of the 21st century, as the growing needs of the growing global population increasingly presses up against the limits of the earths resources and ecosystems. The National Science Foundations Advisory Committee for Environmental Research and Education confirmed this in a 2003 report, noting that "in the coming decades, the public will more frequently be called upon to understand complex environmental issues, assess risk, evaluate proposed environmental plans and understand how individual decisions affect the environment at local and global scales. Creating a scientifically informed citizenry requires a concerted, systematic approach to environmental education..." (6) At the same time, business leaders increasingly believe that an environmentally literate workforce is critical to their long term success and profitability, with better environmental practices and improved efficiencies impacting positively on the bottom line while helping to better position and prepare their companies for the future. Charles O. Holliday, Jr., Chairman and CEO of DuPont, speaks for a growing number of his peers in declaring that: "an environmentally sustainable business is just good business, given the growing concern for environmental problems across America. A key component of an environmentally sustainable business is a highly educated work force, particularly involving environmental principles." As one example on the micro scale, the National Environmental and Training Foundation estimates that environmental education about topics such as energy, water and waste management, improved employee health, cleaner working conditions, and recycling would save small and medium sized businesses alone at least $25 billion/year. D. Environmental Education helps address "nature deficit disorder." A recent study found that children today spend an average of 6 hours each day in front of the computer and TV but less than 4 minutes a day in unstructured outdoor play, leading researchers to discover a new condition specific to this current generation that they have called "nature deficit disorder." This extreme emphasis of indoor time spent in front of screens versus outdoor play and discovery has been correlated with negative psychological and physical effects including obesity, loneliness, depression, attention problems and greater social isolation due to reduced time with friends and family.

How to Maintain a Good Environment?

For better environment, all its components should be protected from pollution and the surroundings should be clean. We need to take good care of our land, water resources, forests and atmosphere. It is also necessary to ensure a balance between these resources and living creatures, to meet our needs.

Protection of Land

Land is the upper layer of our planet earth. It is made up of soil and rocks. Land stores water and provide a surface to live on. Soil contains nutrients and air to nurse germs and plants. Fertility of the soil has been built up over hundreds of years. Soil is likely to be washed away with rain water or blown away by wind, if it is not protected under the cover of grasses, crops or trees.

Conservation of Water
Water is our line. With water, plants grow well, crops yield more and the atmosphere remains cool. Flowing water is also a source of energy and mode of transport. Rain is the main source of water. It is absorbed by soil and stored under the ground. A Part of this water, which is not absorbed, flows into rivers and finally reaches the sea. Being salty, sea water is neither fit for human consumption nor plant growth. It is necessary to keep the water clean fro drinking purpose and conserve it for growing crops and trees.

Protection of Forests
Forests are an important part of the environment, because trees clean the air and keep the atmosphere cool. We cannot live without plants, because the oxygen need for breathing is produced by plants. Trees absorb sunlight and reduce the heat. Plants provide fodder for animals, firewood, timber, medicines, honey, wax, gum, lac and food for us. Tree roots penetrate deep into the soil and from cavities in the ground. The dry leaves which fall on ground cover the soil and absorb more rain water, which slowly percolates through the soil. Thus, a large portion of the rain water can be retained in the field, by planting more trees. Flooding or rivers can be prevented by protecting trees in the forest.

Keeping the Air Clean

Clean air is colorless and is composed of the following gases:-

Composition of Air
Component Gases Nitrogen Oxygen 78.00 21.00 Concentration: Percentage of total volume of air

Carbon Dioxide Hydrogen Argon Methane Ozone Others

0.034 Traces Traces Traces Traces

Moisture and dust particles vary with location and climate

Air is thick at sea level and as we go above sea level, the air layer becomes thinner with less oxygen. Beyond 12 kilometers above sea level, the composition of the air changes. This layer contains more ozone. Ozone absorbs ultraviolet rays present in sunlight, which otherwise would reach the earth and cause injury to plants and animals. Air is the carrier of sound. In the absence of air, we cannot hear. When the volume of sound increases, it causes noise. This can frighten animals and irritate people. Continuous exposure to noise may lead to loss of hearing. Therefore, quietness is essential to improve the environment.

What is Environmental Pollution?

Environmental pollution is caused due to over-use of natural resources, presence of a large number of people and livestock in congested areas, use of agrochemicals, setting up of factories, running of automobiles, burning of fuel, etc.

Pollution in Rural Areas :

In rural areas, pollution takes place around the houses, colonies and public places. In rural areas, most of the houses are poorly ventilated because of small windows and low roofs. Keeping livestock inside the house is an old practice. In the absence of toilets, villagers use open fields. As the families grow, the number of houses increase and the colonies become congested. Thus, pollution occurs in many ways.

a) Air Pollution
In most of the rural houses, traditional chulhas are used for cooking food. Due to a poorly ventilated kitchen and wet fuel wood, the chulha generates a lot of smoke. The smoke inhaled by a rural woman is equivalent to the smoking of 200 cigarettes every day. Imagine what will happen then? Smoke also affects their health and harms their eyes. The coal used for cooking also releases smoke, with harmful gases. This pollution can be prevented by replacing old chulhas with improved smokeless chulhas. Such chulhas also reduce the requirement of fuelwod. A kitchen can be properly ventilated by installing large windows and fixing a chimney on the roof.

b) Water Pollution Where do we get drinking water from? It may be from a well, tank canal or river. But it is the rain water which fills these sources. Some portion of the rain water percolates into the ground and reaches the wells and the remaining water flows into rivers. The area near the well should be clean and must not be used for manure pits, toilets and urinals. This will prevent the entry of dirt into the well along with rain water. Washing livestock, clothes and utensils and letting the toilet discharge into ponds should also be avoided, because such practices pollute drinking water with germs and chemicals, thereby causing dangerous diseases. Lack of drainage facilities to remove the discharge from the toilet and cattle shed is another cause of air and water pollutions, Construction of a toilet linked biogas plant can solve this problem. The dirty water from the bathroom and kitchen can be used to irrigate fruit and forestry plants grown around the house, instead of allowing it to stagnate along the road. Such stagnat water promotes the breeding of flies and mosquitoes.

c) Chemical Pollution:
Use of agro-chemicals has become a common practice in agriculture of these chemicals. Consumption of fruits and vegetables, harvested soon after the chemical spray is another health hazard. To avoid this, it is necessary to educate farmers to use agro-chemicals safely and only when needed. Plant products like oil and cake of neem and pongamia, which are non-toxic to us, can be used to control many crop pests. In irrigated fields, when farmers apply large quantities of chemical fertilizers and pesticides, a part of these chemicals may dissolve in water and percolate into the wells. Thus, the water may get polluted. Drinking this water may cause sickness. In such areas, we need to persuade farmers to reduce the doses of agro-chemicals. Effluents from sugar factories and other industries let in the filed may also pollute drinking water in a similar way. Such factories should be told to treat the effluents properly.

d) Sanitation:
Many rural houses do not have toilets and people use backyards, roadsides or community land. Such poor sanitary conditions promote the breeding of flies and germs which spread many diseases. As many of the families cannot build toilets for themselves, it is necessary to build community toilets, and drainages to keep the surroundings clean. This discharge known as sewage can be treated to kill germs and then used to irrigate fruit and forestry plantations.

Pollution in Urban Areas:

Overpopulation, industrial growth and an increasing number of automobiles are the major causes of pollution in cities.

a. Air Pollution:
When there are fewer plants and more people living in an area, the oxygen supply will decrease and carbon dioxide content in the air will increase, causing air pollution. The tall buildings absorb heat during the day and release it during the night. Thus, the weather remains hot and unpleasant. Automobiles and industries emit smoke containing carbon dust, carbon dioxide, carbon monoxide and other poisonous gases, which are unhealthy. Chemical factories release harmful gases, which can travel long distances. Gases like sulphur dioxide and nitrous oxide come in contact with cloud or rain water and turn into acid and result in acid rain. Release of harmful gases like fluorine and nitrous oxide by factories into the atmosphere would destroy the ozone layer and allow the harmful rays of the sun to reach the earth. Gases like carbon dioxide, sulphur dioxide and nitrous oxide, when released from automobiles and industries, absorb heat from sunlight and raise the temperature of our surroundings. Due to deforestation and increasing industrial growth, the average temperature of the atmosphere may rise by 20 C 50 C during the next fifty years. This is known as global warming. The rise in temperature will result in melting of snowy mountains, rise in water level of the sea and sinking of cities and villages located on the sea coast. This is known as the greenhouse effect.

b. Water Pollution:
A large quantity of industrial effluent is generated in cities. This needs to treat to remove harmful substances before letting into the river. However, this is often not practiced because of the high cost. Such untreated effluent may poison fish, other animals and plants living in water. Sewage containing harmful germs and chemicals can contaminate the sources of drinking water. The treated effluent and sewage can be used for irrigating fruit and forestry trees.

What Role can Children Play in Preventing Environment Pollution?

Children in rural and urban areas can play am important role in preventing environment pollution very effectively there is great satisfaction in doing it ourselves.

What Can Urban Children do?

Urban children can do a lot to reduce environment pollution.

 Plant tress in school and home premises. Even if you are staying in a flat, plants and creepers can be raises in pots and wooden boxes, in the balcony; Protect the trees planted along roadsides; Keep public areas clean and avoid littering; Plant trees along roadsides, near bus stops, around playgrounds, and in parks to provide shade; Avoid dumping garbage on the street. Dispose them in a garbage dump; you can also make a compost pit to convert garbage into manure; Waste paper, plastic, glass and metal pieces can be recycled this would reduce the pollution and conserve our resources; Avoid using plastic materials such as plates and carry bags which cannot be used again. Moreover, when plastic is thrown away, it does not degrade but remains in the soil, polluting the surroundings; Do not make noise in public places; every likes quiet surroundings; Request your family members to use automobiles only when necessary; walking or cycling can be a pleasure when the distance is short; If someone is causing pollution in your area, inform the authorities through your teachers or parents. We can protect our environment in many ways. Let us act now and persuade others to join us. This will ensure safety for our future generations.

Following is the questionnaire used for testing the environmental awareness among school children:Test Name: Roll no: Environmental awareness Time:M.M:-40 Instructions: 1. All questions are compulsory 2. Each question carries one mark. class:sex:-

3. No marks i be deducted for the wrong answer. 4. Tick only one option from any of the given options. Que.1. The major constituted of atmosphere by present is: a) Nitrogen b) Oxygen c) Carbon dioxide d) Hydrogen Que.2. The domain of the earth consisting of solid rocks is: a) Atmosphere b) Hydrosphere c) Lithosphere Que.3. Which is the largest continent: a) Africa b) Asia c) Australia d) America Que.4. The highest mountain peak on the earth is: a) Kanchanjunga b) Everest Que.5. The earth is called: a) Blue planet b) Red planet c) Yellow planet d) Green planet Que.6. Percentage of CO2 in the atmosphere; a) 1% b) 5% c) 0.03% d) 0.003% Que.7. What is known as the 2nd green house gas: a) Methane b) Sulphur c) Carbon dioxide d) Oxygen Que.8. Which day is observed as world earth day; a) April 22 b) March 7 c) May 3 d) June 5 Que.9. Which layer protect earth from UV Rays:

a) b) c) d)

Oxygen Nitrogen Ozone Hydrogen

Que.10. From which do animal we got out: a) Monkey b) Rabbit c) Scald d) Shark Que.11. Which animal is in the danger of being extinct because of global warming: a) Lizards b) Polar bears c) Beetles d) Dolphins Que.12. Which cell have plastids and vacuole: a) Dead cell b) Animal cell c) Plant call d) Human cell Que.13. What is biodiversity: a) Group of animal b) Sum of the living creatures c) Fauna d) Flora Que.14. Where was the first earth submitting hold: a) Delhi b) Stockholm c) New York d) Rio di Janeiro Que.15. Which continent does thinning of ozone layer affect: a) Africa b) Europe c) Antarctica d) Oceania Que.16. What means unhygienic: a) Dirty b) Pleasant c) Cold d) Sweet Que.17. The full form of DDT is; a) Dicloro diphngl tricolor ethane b) Diminutives describe tattoo

c) Dog dosh trot d) Doctor demise tecmour Que.18. Which of the following is a renewable resource: a) Oil b) Iron ore c) Tree d) Coal Que.19. Which of the following household material is semidried hazardous waste: a) Plastic packaging b) Glass c) Batternes d) Spoiled good Que.20. Which gas was responsible for Bhopal tragedy: a) Methyl isocyanides b) Hydrogen sulphide c) Sulphur dioxide d) Carbon mono-oxide Que.21. What percentage of the worlds total water supply is fresh, accessible water: a) Less than 1% b) 5% - 10% c) 25% d) 50% Que.22. What gas, or gasses, contribute to global warming: a) Methane b) Water vapor c) Carbon dioxide and nitrous oxide d) All of the above Que.23. Which action can have the retest impact on reducing the threat of global warming: a) Recycling b) Reducing energy use c) Composting d) All of the above Que.24. Which of the following is inexhaustible source of energy: a) Coal b) Petroleum c) Solar energy d) Wood Que.25. Eutrophication is a process related to: a) Land b) Water c) Air

d) Sound Que.26. We can improve the fertility of land by: a) Crop rotation b) Use of fertilizers and manure c) Good facility of irrigation d) All of the above

Que.27. Which gas is used as a disinfectant the water: a) Hydrogen b) Chlorine c) Nitrogen d) Oxygen Que.28. Which of the following chemicals is responsible of ozone layer: a) Carbon dioxide b) Sulpher dioxide c) Chloro flouro carbon d) None of the above Que.29. A popular movement was organized by local villagers to save the forests that was: a) Chipko Andolan b) Van Raksha c) Harit kranti d) None of the above Que.30. Taj Mahals color is changing from white to yellow due to: a) Hot weather b) Acid rain c) Pollution of the city d) Natural change Que.31. Father of green Revolution was: a) Dr. William Fletcher b) R. Subramanian c) Dr. Norman borlang d) S. merchant Que.32. White Revolution is related to: a) Milk b) Egg c) Cotton d) Paper Que.33. Trees required a green pigment to produce their food: a) Ferrous sulphate b) Hemoglobin

c) Chlorophyll d) Chloroplast Que.34. Environmental education should be given at school because: a) Help in getting good marks b) Gives us knowledge about earth c) Makes us aware about our environment and its protection d) Is good for study Que.35. Which of the following planet is known as the sister of earth: a) Mercury b) Venus c) Mars d) Jupiter Que.36. Bhakhra Nangal Dam is constructed on which river: a) Ravi b) Ganga c) Satluj d) Yamuna Que.37. Pulses provide our body with; a) Carbohydrate b) Protein c) Fat d) Vitamin Que.38. Ecosystem is the interaction between; a) Biotic factors b) A biotic factors c) Both d) None of the above Que.39. What is the full form of CNG: a) Contact Natural Gas b) Compressed Natural Gas c) Compressed New Gas d) Contenuous Natural Gas Que.40. Leaves of which of following tree are used as disinfecting agent: a) Peepal b) Neem c) Mango d) Sisam

SCORING KEY:1 2 3 4 5 6 7 8 9 10 B C D B D B C A C A 11 12 13 14 15 16 17 18 19 20 B C B D B A A C D B 21 22 23 24 25 26 27 28 29 30 A A D B A A B C A B 31 32 33 34 35 36 37 38 39 40 C A C C B C B C B B

Table Scores of all students examined are as follows: S.NO. 1 2 2 4 5 6 7 8 9 10 11 12 13 Name AKSHAY MENEKSHI SUMEET KAJAL SHIKHA PARKASH YASH SHAKSHI JYOTSANA ASHISH PUSHPA SANGEETA NIMISH Sex M F M F F M M F F M F F M Age 15 yrs. 15 yrs. 14 yrs. 16 yrs. 15 yrs. 14 yrs. 16 yrs. 16 yrs. 15 yrs. 14 yrs. 15 yrs. 14 yrs. 14 yrs. Class Ixth Xth Xth Ixth Xth Xth Xth Ixth Xth Xth Xth Xth Ixth Location URB URB URB URB URB URB URB URB URB URB URB URB URB Marks 34 34 37 36 40 36 34 32 39 36 38 39 34

14 15

URVASHI F PRIYANSHU F

16 yrs. 16 yrs.

Xth IXth

URB URB

38 42