PEDAGOGY AT VIRAT

At VIRAT we maintain a learning environment which is both supportive and

productive. Adhering to our values, we incessantly encourage students to set their
goals and work hard with efficiency to achieve those goals. Our Academic Team
works on creating a learning environment which promotes independence selfstudy!,
interdependence teamlearning! and self"motivation. The temperament for learning
new concepts is build through implementation of Socratic Method where a faculty
delivers a lecture in such a way that students feel selfmotivated to learn new
concepts.
#e encourage our faculties to assimilate in their lectures the following methods of
learning$
Active Learning
Active learning is a process
whereby students engage in
activities, such as reading,
writing, discussion, or
problem solving that promote
analysis, synthesis, and
evaluation of class content.
%ooperative learning,
problembased learning, and
the use of case methods and
simulations are some
approaches that promote
active learning.
Interactive Learning
An interactive lecture
intellectually engages and
involves students as active
participants in a lecture.
Interactive lectures are
classes in which the instructor
breaks the lecture at least
once per class to have
students participate in an
activity that lets them work
directly with the material.
Problem Solving Skills of students are improved through
regular provision of &aily 'ractice 'roblems &''s! and (uick
sheets. 'ossession of knowledge is not the only re(uirement,
but a good professional must have a good problem solving
skill, which is tested in all entrance e)ams. &oubt sessions
provide everybody a chance to ask (uestions, eliminate
fundamental misconceptions and reflect on understanding of
the concept. *isconceptions are usually universal which are
noted down by the faculty during one to one discussion session.
These known misconceptions are later purged in the class. This
kind of teaching methodology proves (uite effective in
identifying and removing flaws in understanding.
Concept building process is made easier by making it more
intuitive by showing to students$ animations and simulations of
hard to visuali+e systems like ,& ob-ects, graphs, motion of
ob-ects, waves, interference, fluid flow etc. .tudents learn
things easily if they are shown analogous e)amples of a system.
.tudents are encouraged to regularly selfaccess themselves
and improve upon their flaws and mistakes. #ith this belief in
scientific approach in our teaching methodology, we e)pect that
our students will e)cel and successfully fulfil their dreams.
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&aily 'ractice 'roblems or popularly known as &''s is one of the most effective tool
that is used in teaching.
The main ob-ectives of &''s are to let students practice what is being taught in the
ongoing lectures, revision of old topics, and to keep the practice of problems regular.
A &'' contains about 5678 problems of which 58 problems are from the current
topic and the rest from previous topics. &''s of %lass I9 and 9 contain problems
from chapters in syllabus, 4igher Order Thinking 'roblems, a few problems of
Olympiads
A &'' is given after each class. In a week, on an average , to : &''s are given of
each sub-ect.
'roblems selected in &''s are selected such that all concepts related to the chapter
may be revised.
The solution of a &'' is discussed in the first 58 min of subse(uent lecture. The care
is taken that students are first encouraged to attempt problems by themselves.
The problems of &''s with the same data or change in numerical data are revised in
the 'art Tests to firmly anchor the concepts.
&''s also help in revision before e)ams. If one (uickly revises all &''s right before
e)aminations, he can (uickly go through all the concepts and formulae.
&'' is an important tool of Virat;s Teaching *ethodology. Its importance can be
understood by the fact that if a student attempts the &'' regularly with full sincerity
and commitment< he=she may have more than >6? chances of getting selected in the
toughest of competitive e)ams.
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A sheet is part of study material that is given to students. There are two kinds of
sheets that are given to students$ Theory .heet and 'roblem .heet.
A Theory .heet contains relevant theory, in a summari+ed form, of a particular topic
being taught in the class. It has been prepared with a point of view that a student may
revise theory before e)ams and need not to refer to different books which may be
confusing and time consuming. The sheet also contains important solved e)amples
and (uick formula summary.
A 'roblem sheet is generally attached to the theory sheet and it contains a broad
variety of problems arranged in difficulty level and types. There is a section of
(uestions from IITA11 of the last 57 years 7885B57!.
The ob-ective of the .heet is to achieve perfection in a topic while it is being taught
through rigorous practice of variety of problems of various levels. There is a separate
sheet for each topic. There are on average 76 sheets given for each sub-ect.
1)ercises are arranged in order of difficulty and type of problems. 1)ercises contain
ob-ective (uestions< sub-ective (uestions< match the columns< %omprehensions<
Assertion and Reason (uestions< True and false< fill in the 3lanks (uestions.
Cuestions in the problem sheets have been designed in such a way that all parts of the
theory are covered.
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The Ob-ective of &oubt &iscussion %lasses is to provide additional attention and care
to the students. It helps those students who couldnEt understand a concept at first
which is now affecting their performance.
It also helps those students who hesitate to ask=discuss their doubts in the classroom
because of their shyness, reserved nature and their past academic environment.
In fact &oubt &iscussion %lass is a One to One &iscussion Forum between the
student and the teacher.
A student feels 'ersonal Touch=Attention while attending the &oubt &iscussion
%lasses. It motivates him to focus on his=her target with improved energy and
enthusiasm.
.ometimes &oubt &iscussion %lasses become a good platform to recover the lost
syllabus for those students who couldnEt take admission at the time of beginning of
the course and have got delayed due to some reasons!.
&iscussion %lasses help students recovering this lost syllabus to certain e)tent. In
case a student falls sick or he is unable to attend the classes due to some unavoidable
circumstances and loses some syllabus taught during the absence period.
The &oubt &iscussion %lasses are also very helpful to those students who donEt feel
confident in a particular sub-ect and it is affecting their overall performance. Through
&oubt &iscussion %lasses such students can increase their grasp in that sub-ect.
A%A&1*I% T1A* FA%/2T0!
A holistic academic development with temperament for beating toughest of the
competitions re(uires understanding of one;s capabilities< honing them -udiciously to
achieve what one aspires for. .upport of parents and proper guidance of teachers
makes this hard work less stressful. At Virat our academic team comprising IITIA@.
and academic veterans who have e)perienced these challenges once or more, make a
strategic effort to provide a result oriented approach to aspirants. One of the ma-or
stakeholders beside students in our system is their guardians who are actively
involved in the improvement of their ward;s performance.
All our faculty members are highly (ualified and are very well versed with rigor of
preparation for competitions. #e endeavour to maintain the standard faculty student
ratio of 5$:8. There are visiting faculties, e)pert in their fields, who fre(uently tackle
certain topics with our permanent faculties during special 3OO.T1R %2A..1..
The Faculty team strives towards perfection by implementing a
blend of e)perience and creativity.
Faculties are encouraged to put their views in improving the
current teaching pedagogy.
@ew faculty members are trained properly by e)isting
e)perienced faculty before they are put face to face with
students in the class. Their behavioural skills are groomed and
fre(uently evaluated through feedback from students.
*otivational 2ectures are also imparted to students to
strengthen the confidence of students and help them from not
diverting off their goal. .pecial care is also taken to prevent
students from sinking into exam anxiety.
Virat has envisaged the future need of competent D skilled
Faculty Team for the growing number of aspiring studentsE
appearing in 1ngineering and 1ntrance 1)aminations.
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Total 2ectures per week$ I to 5J
Regular %lasses 3atches .tructure$
%lass
3atch
@ame
3atch
.trength

%lass VIII Alpha K8
%lass I9 3eta K8
%lass 9 Hamma K8
%lass 9I &elta K8
%lass 9II 'ie K8
%lass 9II
Appeared
.igma K8
VARIO/. 'ROHRA**1. T4AT #I22 31
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is a For the students of For the preparation of
Fermat One 0ear %lassroom
'rogramme
%lass 9I Fermat I! and
%lass 9II Fermat II!
A11 *ain D Advanced!,
3oards and other
1ngineering
1)aminations
Halen One 0ear %lassroom
'rogramme
%lass 9I Halen I! and
%lass 9II Halen II!
AI'*T, 3oards and
other state level *edical
1ntrance 1)aminations
&irac Two 0ear %lassroom
'rogramme
%lass 9I A11 *ain D Advanced!,
3oards and other
1ngineering
1)aminations
&arwin Two 0ear %lassroom
'rogramme
%lass 9I AI'*T, 3oards and
other state level *edical
1ntrance 1)aminations
%urie One 0ear Foundation
'rogramme
%lass VIII %urie I!,
%lass I9 %urie II!,
%lass 9 %urie III!
@T.1, @.T.1,
Olympiads, 3oard
1)aminations %lass 9!
'ascal Two 0ear Foundation
'rogramme
%lass I9 @T.1, Olympiads,
3oard 1)aminations
%lass 9!
Vegh One 0ear Integrated Test
.eries 'rogramme
%lass 9II and %lass 9II
'assed
A11 *ain D Advanced!
AI'*T
Vi-ay Two 0ear Integrated Test
.eries 'rogramme
%lass 9I A11 *ain D Advanced!
AI'*T
Te+ %rash %ourse 'rogramme %lass 9II 3oards and A11 *ain
Teevra %rash %ourse 'rogramme %lass 9II 'assed A11 *ain
Tarkash %rash %ourse 'rogramme A11 *ain Appeared A11 Advanced
Online Test .eries %lass 9II and %lass 9II
'assed
A11 *ain

%2A.. .TR/%T/R1
ON E YE A R CL A R O O ! " R O # R A !!E
$ota% Num&er of %ectures' (eek 57"5:
Lectures per su&)ect :
Extra C%asses 8"7
*uration of eac+ %ecture 578L min
$ ,O YE A R CL A R O O ! " R O # R A !!E
$ota% Num&er of %ectures' (eek I"55
Lectures per su&)ect ,
Extra C%asses 8"7
*uration of eac+ %ecture I8L min
ON E YE A R - O . N * A$ I O N " R O # R A !!E
$ota% Num&er of %ectures' (eek 57"5:
Lectures per su&)ect ,
Extra C%asses 8"7
*uration of eac+ %ecture K8L min
A 90 min lecture is divided into three parts. The first 10 min is
devoted to DPP solving; the next 5 min to recapitulation of last
lecture topic; 60 min to theor and the last 15 min to solving !heet.
The 1"0 min lecture is also divided in the same proportion.
Theoretical learning consist of Theor coupled #ith important
concepts $fundamentals% formulae and is taught through solved$
unsolved examples$illustrations and derivations. &isual aid li'e
animations and simulations are also used to help students get an
intuitive feeling of the pro(lem or theor.
The Discussion part is more of interactive tpe and students are
motivated to raise and discuss their dou(ts$o()ections to understand
the concepts$fundamentals used in pro(lem solving.
*acult mem(ers are provided #ith lecture notes so that the +ualit
of teaching along different (atches of the same tpe ma remain
uniform.
Appropriate ,ome -or' is assigned in the form of Dail Practice
Pro(lems .DPPs/% Pro(lems from the !heet and Pro(lems from
some standard$0123T (oo's.
The assigned home #or' is discussed in the next class #ith
interactive participation of the students.
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We believe that parents are one of the major stakeholders in the
education of their wards. They will be actively involved through regular
ParentFaculty meet, which will generally be arranged once a month,
even though parents are encouraged to meet our academic team
whenever they can.
Performance analysis of each student will be mailed to hisher parents
at the end of each month. !lass test marks will also be sent to parents
through "#".
2O%ATIO@
$irat %nstitute is situated in the blooming city "ambalpur of Western
&rissa %ndia. The main building is located at the main pathway of the
city, 'udharaja (oad. (ailway stations )"ambalpur *unction,
"ambalpur (oad and "ambalpur !ity "tations+ are within , km radius.