Oriental University, Indore

B.ED IST Sem

1. Telling the story’s meaning and importance, one story of your choice write down and
tell the message given in it.

Ans: Stories are an ideal tool in learning values as they guide us through our life. Stories
can attract children‘s attention, because they provide challenging topics based on their
everyday interests such as love, respect and good behaviour. They also provide a huge
space for fantasy. Children have an amazing ability to absorb values illustrated by the
characters in the stories.
STORY
“The Queen’s Painting”
In a faraway land there lived a wise old queen. Her whole kingdom was very happy,
except for three families! The Yellows were a family of painters who thought that
everything should be painted – only in YELLOW! They only used yellow paint, and they
thought that the other colours were silly looking and not as good! The Reds were also
painters and they ONLY used red paint, because they thought that red was the most
beautiful! The third family, the Blues, only painted with BLUE paint because they
thought blue was the best! So all three families thought that their colours were the best!
One day the queen asked all three families to come to her castle and said, ‘‘I would like
for you three families to make the most beautiful painting for me!
‘‘So,” she asked Yellow family, ‘‘what colour do you think should be used in the
painting?”
‘‘Yellow, of course!” they answered.
‘‘Alright,” the queen said, and she handed them a bowl, ‘‘put some yellow paint in this
bowl, please.”
So they did. Next the queen turned to the Red family and asked ‘‘now, what colour do
you think we should paint with?”
‘‘RED!” they responded.
The queen was sad that the Yellow family only wanted to use yellow and the Red family
only wanted to use red.
‘‘Alright then please put some red paint in this bowl with the yellow paint.” So they did.
Then, the queen took a spoon and mixed the red and the yellow paint together. ‘‘Look!”
the queen said, ‘‘your yellow and your red can mix together to make another wonderful
colour – orange!”
Then the queen took some blue paint and some yellow paint and mixed them together,
and the mixture created another beautiful colour - green! Then she mixed the blue and the
red and made even another beautiful colour - purple!
‘‘See?” the queen said, ‘‘you can make so many beautiful things with two colours. Now if
you use all your colours for the same painting, you’ll have SIX wonderful colours instead
of just ONE!”

1|Page
 So the Yellow family and the Red family and the Blue family took the red, and the orange
and the yellow and the green and the blue and the purple and painted the most
BEAUTIFUL painting in the entire world! It was a rainbow made of all the colours. From
then on, all the families painted together, because even though the Yellow family loved
yellow and the Red family loved red and the blue family loved blue, what they all loved
EVEN MORE was all the colours together.
Theme: “Work together to make something better.”
Lesson: When people work together instead of alone, they can do greater things.
Surface Content: Mixing colours can make new colours for a painting.

2. Write a poem of any poet of your choice with his biography.

Biography
Joseph Rudyard Kipling was born on 30 December 1865 in Bombay (Mumbai), then
under British India. His parents named him after the Rudyard Lake in Staffordshire,
where they had met for the first time. His father, John Lockwood Kipling, was a
sculptor and pottery designer from North Yorkshire. After his marriage to Alice
MacDonald, the daughter of Reverend George Browne MacDonald, they moved to
India where he was appointed a professor of architectural sculpture in the Jee jee bhoy
School of Art. Rudyard had a sister, also named Alice, three years junior to him. Like
most other British children in India, they spent the greater part of the day with Indian
nannies and servants, listening to the unforgettable stories they told in their native
tongue and exploring local markets with them. As a result, Rudyard became more
proficient in their language than in English. But all these changed abruptly in 1871,
when both the siblings were sent to live in a foster home in England to be educated
under the British system.
Kipling gained renown throughout the world as a poet and storyteller. He was also known
as a leading supporter of the British Empire. As apparent from his stories and poems,
Kipling interested himself in the romance and adventure which he found in Great Britain's
colonial expansion.
At six, he was sent to school in England, but until he was 12, poor health kept him from
attending. At 17, Kipling returned to India and soon became a journalist. He wrote
sketches and verses which at first were used as fillers for unused editorial space. Many
were later published in Departmental Ditties (1886). At this time, he also created
his soldiers three, and Irishman, a Cockney, and a Yorkshireman, the bases for his 1888
humorous tale Soldiers Three.

In 1889, Kipling returned to England. In the 1890s, he developed a great interest in folk
legends and animal myths. The Jungle Book (1894) and Just So Stories (1902) give the
wit and wisdom of the animals who can talk. The stories of Mowgli, a man-cub who was
the central character in The Jungle Book, brought Kipling great popularity in England and
the United States.
Kipling composed many of his poems while living for several years in the United States
in the mid-1890s. His poems became famous for their lively, swinging rhythm. Typical
are Gunga Din and Mandalay. The first tells of the courage of an Indian boy who is shot
while carrying water to British soldiers in the thick of battle. Mandalay tries to capture
the strange atmosphere of the east.

2|Page
 In 1896, Kipling returned to England from the United States. By then, he was a
controversial figure because of his views toward empire, which many misunderstood. In
many of his works, Kipling seemed to imply that it was the duty of Great Britain to
carry the white man's burden by civilizing backward races. But he was not just the
shallow imperialist that his critics tried to make him appear. His famous
poem, Recessional, written in 1897 in honor of Queen Victoria's Diamond Jubilee,
contains a strong warning to the British not to exploit other races.

In 1900, Kipling went to South Africa to report the Boer War for an English newspaper.
In 1905, Kipling completed Kim, his first major novel. In it he gives a colorful and
dramatic picture of the complicated life of the Indian People, as seen through the eyes of
the poor orphan boy, Kim. Kipling received the 1907 Nobel prize for literature.

Before World War I, Kipling became active in politics. he widely lectured and wrote for
the British cause both before and during the war. His only son was killed in World War I.
After the war, Kipling wrote Songs for Youth (1925), another of his highly popular works.
Mandalay
Rudyard Kipling

By the old Moulmein Pagoda, lookin' eastward to the sea,

There's a Burma girl a-settin', and I know she thinks o' me;
For the wind is in the palm-trees, and the temple-bells they say:
"Come you back, you British soldier; come you back to Mandalay!"
Come you back to Mandalay,
Where the old Flotilla lay:
Can't you 'ear their paddles chunkin' from Rangoon to Mandalay?
On the road to Mandalay,
Where the flyin'-fishes play,
An' the dawn comes up like thunder outer China 'crost the Bay!
'Er petticoat was yaller an' 'er little cap was green,
An' 'er name was Supi-yaw-lat -- jes' the same as Theebaw's Queen,
An' I seed her first a-smokin' of a whackin' white cheroot,
An' a-wastin' Christian kisses on an 'eathen idol's foot:
Bloomin' idol made o'mud --
Wot they called the Great Gawd Budd --
Plucky lot she cared for idols when I kissed 'er where she stud!
On the road to Mandalay . . .
When the mist was on the rice-fields an' the sun was droppin' slow,
She'd git 'er little banjo an' she'd sing "~Kulla-lo-lo!~"
With 'er arm upon my shoulder an' 'er cheek agin' my cheek

3|Page
 We useter watch the steamers an' the ~hathis~ pilin' teak.
Elephints a-pilin' teak
In the sludgy, squdgy creek,
Where the silence 'ung that 'eavy you was 'arf afraid to speak!
On the road to Mandalay . . .
But that's all shove be'ind me -- long ago an' fur away,
An' there ain't no 'busses runnin' from the Bank to Mandalay;
An' I'm learnin' 'ere in London what the ten-year soldier tells:
"If you've 'eard the East a-callin', you won't never 'eed naught else."
No! you won't 'eed nothin' else
But them spicy garlic smells,
An' the sunshine an' the palm-trees an' the tinkly temple-bells;
On the road to Mandalay . . .
I am sick o' wastin' leather on these gritty pavin'-stones,
An' the blasted Henglish drizzle wakes the fever in my bones;
Tho' I walks with fifty 'ousemaids outer Chelsea to the Strand,
An' they talks a lot o' lovin', but wot do they understand?
Beefy face an' grubby 'and --
Law! wot do they understand?
I've a neater, sweeter maiden in a cleaner, greener land!
On the road to Mandalay . . .
Ship me somewheres east of Suez, where the best is like the worst,
Where there aren't no Ten Commandments an' a man can raise a thirst;
For the temple-bells are callin', an' it's there that I would be --
By the old Moulmein Pagoda, looking lazy at the sea;
On the road to Mandalay,
Where the old Flotilla lay,
With our sick beneath the awnings when we went to Mandalay!
On the road to Mandalay,
Where the flyin'-fishes play,
An' the dawn comes up like thunder outer China 'crost the Bay!

4|Page
 3. Write the difference between Biography and Autobiography with the Autobiography
of any personality or compile the context of true autobiography.
Key differences between Biography and Autobiography
The difference between biography and autobiography are discussed in detail in the following
points:
i. Biography is a detailed account of a person’s life written by someone else, while an
autobiography is written by the subject themselves.
ii. Biography can be written with (authorised) or without permission (unauthorised) from
the person/heir’s concerned. Therefore, there are chances of factual mistakes in the
information. On the other hand, autobiographies are self-written and therefore not
require any authorization.
iii. Biographies contain information that is collected over a period of time from different
sources and thus, it projects a different outlook to the readers. On the other hand,
autobiographies are written by the subject themselves, therefore, the writer presents
the facts and his thinking in his own way, thus providing an overall narrow and biased
perspective to the readers.
iv. In an Autobiography, the author uses the first narrative like I, me, we, he, she, etc.
This, in turn, makes an intimate connection between the author and the reader. Since,
the readers experience various aspects as if he/she is in that time period. As opposed a
biography is from a third person’s view and is much less intimate.
v. The purpose of writing a biography is to introduce and inform the readers about the
person and his life whereas an autobiography is written in order to express, the life
experiences and achievements of the narrator.

BRIEF SUMMARY OF GANDHIJI’S

‘THE STORY OF MY EXPERIMENTSWITH TRUTH’

INTRODUCTION

Mahatma Gandhi , The Father of India, always has been a source of inspiration. It is true to
say, without Gandhi there is no Independent India. Bappuji, in reality, must be regarded as
the greatest epitome of truth, ahimsaand satyagraha. The present world respects Mahatma by
celebrating his birthday as the ‘International Day of Non violence’. Though ‘The Story of My
Experiments with Truth’ published in pre-independence era; it had its motivational impact on
the present era. Original work published in 1925 has later been translated to English by
Mahadev Desai.

SUMMARY OF

PART1

This part focused on few instances in life of Gandhiji since birth, about his marriage,
education in England, self-traits, about religion and a few other stories about his childhood,
experiments, tragedies etc. M.K.Gandhi was born to Putlibhai and Karamchand Gandhi at
Porbandhar on October 2nd 1869. He was the youngest among his siblings. He started school

5|Page
at the age of 7 and then got shifted to suburban school. He was a shy boy in school who used
to go there at the stroke of the hour. Gandhiji here mentioned a story about the arrival of
school inspector Mr.Giles in his school for inspection. Giles took a word spelling test in
which gandhiji couldnot spell the word ‘kettle’ inspite of the school teacher prompting him to
copy from others. He never learnt the art of copying or cheating instead he was greatly
interested in plays of Harishchandra and Shravanakumara. Gandhiji got married at the age of
13 to Kasturba. For him, marriage was nothing more than the prospect of celebration.
Kasturba was illiterate unlike her husband but was an independent girl. He continued studies
after marriage. He worked very hard to learn newer languages but was not interested in
sports. In latter part of life Gandhiji himself stated the significance of physical education and
language learning in school curriculum. M.K.Gandhi has also penned down some tragedies
that he come across in friendship, communication and loss of dear ones. He has further stated
about the death of his father and his condition after that. Gandhi got versed with different
religions and had faith in the Ram Raksha. After passing matriculate exams, Gandhiji went to
England for further learning. But he was nervous about adjusting to the British ways of living
as he was not a meat eater or alcoholic. The noise of untruth troubled him. He was helpless at
times as he was torn with doubts and anxieties.

PART 2

This part mentions about the returning back of Gandhi to India. There he met Dr. Mehta who
introduced him to Shri. Revashankar Jagjivan. The news of the death of mother shattered
Gandhi much. Jagjivan, later, introduced him to poet Raychand. Gandhiji here talks about the
3moderns that have left a deep impression in his life. The 3 models include Raychand by his
living contact, Leo Tolstoy by his book, The Kingdom of God Is Within You’; and Ruskin by
his‘Unto The Last’. Because of his foreign voyage, Gandhi’s caste got splitted into 2 camps:
one readmitted Gandhi and the other group kept him out. With great effort his elder brother
solved the issue. Later, Gandhiji decided to go to Bombay to study law. But, the
incompetency made him difficult to survive and Gandhiji returned back to Rajkot.

Gandhiji, with elder brother’s compulsion, tried to solve the issue between elder brother and
political agent. But the attempt turned out futile. Later, the elder brother introduced him to
Sheth Abdul Karim and thereby led Gandhi to serve the position of barrister at South
Africa.On the journey, gandhiji was disgusted at his own weakness of not saying ‘no’ to
Captain. But Gandhi remained firm on his ideals. Here the reader came across the term
‘coolic barrister’ instead of ‘Indian barrister’. The disastrous train journey to Standerton set
the example of the condition and attitude of colonies to the colonizers and in between the
colonies. Gandhiji got Islamic experience of brotherhood from Abdulla Sheth, and, later got
introduced to religion of Christianity by Mr. Baker.

Gandhiji made an intimate study of the hard condition of the Indian settlers in South Africa
who were deprived of all their rights. Gandhiji later got settled in Natal and formed Natal
Indian Congress. The comparative study of religions made by Gandhiji on this time requires
special mentioning. After 3 years, Gandhiji returned back to Bombay. He prepared ‘green
pamphlet’, a pamphlet on the situation of South Africa and its 10,000 copies were distributed

6|Page
at every part of India. THE PIONEER, the news daily, prepared an editorial about green
pamphlet. Gandhiji paid great esteem to British tradition and equal respect was given to their
national anthem, an emblem of constitution. Gandhiji arranged meetings on Poona and
Madras inorder to discuss the issues. With Dada Abdulla’s help, Gandhiji returned back to
South Africa along with his family.

PART 3

The first voyage of family along with Gandhi to south Africa and the problems followed by
itgain the significance here. At the time of arrival, the family were taken to Mr.Rustomji’s
place while Gandhi remained on the shore. Mrs.Alexander, the wife of police superintendent,
partially succeeded in her effort to protect Gandhi from the enraged crowd. After the initial
escape, Gandhiji cleared the misunderstanding of mob successfully. The bills introduced in
Natal Legislative Assembly increased his public work for the Indian Community. Gandhiji ,
even started an improvised school for the children of Satyagrahi parents in South Africa.
Gandhiji made a thorough learning about brahmacharya and the concept of moksha.

The white barbers were not ready to touch ready to touch the hair of Indian and blackmen.
Gandhiji developed the passion for self-help and simplicity. The Boer war got started.
Gandhiji had personal sympathy for Boers, but he participated in the defence of British
Empire. The service of Indians in South Africa revealed the new implication of truth to
Gandhi. After the war, Gandhiji returned back to India by providing all his expensive gifts
received during the farewell to the organizedtrust. Gandhiji was of the opinion that “ a public
worker should accept no costly gifts”.

In India, Gandhiji passed his resolution unanimously in the congress .Gandhiji stayed with
Gokhale and established many relations with foremost Bengali families. During this
time,Gandhiji met Sister Nivedita and later went to Banares. Gokhale wanted him to start
practice at Bombay but Gandhiji preferred Rajkot. But Gandhiji was destined to return to
South Africa tosolve the major issues.

PART 4

South Africa was under the epidemic of colour prejudice. The governmental laws and the
consequences made Indians to find themselves’ between the devil and the deep sea’. Gandhiji
narrated about the struggle for the Indian settler’s rights in Transvaal and their dealings with
Asiatic department. Asiatic officers were not ready to protect Indians, Chinese and others.
Here Gandhiji regards “ahimsa” as the basis for the search of truth. Even at the time of
serious illness, Gandhiji and his family were not ready to give up vegetarianism.

In European Contacts, Gandhiji mentioned about Miss Dick, Miss Schlesin etc. Gokhale
considered Miss Schlesin as combination of” sacrifice, purity ,and the fearfulness”.The news
journal ‘ INDIAN OPINION’ in those days, like YOUNG INDIA and NAVAJIVAN , was a
part of his life.

7|Page
The Black Plague got started in Johannesburg Gold Mine. Gandhiji along with
Sjt.Madanjitand Dr. William Godfrey took care of the patients. After evacuation, the location
was put to flames to avoid further spread of disease.

‘Unto the Last ‘was later translated to Gujrati by Gandhiji by providing the title ‘Sarvodaya’ .
His family was brought back to South Africa. The new friend Polak was like a blood brother
to Gandhiji with whom he shared his perspectives regarding various topics. Zulurebellion
was the other notable event. The concept of brahmacharya was still there and it even affected
the diet of Gandhiji.

Tolstoy Farm where Gandhi stayed along with Mr.Kallenbach and a few satyagrahi families.
They followed every religious practice. An atmosphere of self-restraint naturally sprang upon
the farm. Literary training and character building were given more importance.

In order to meet Gokhale , Gandhi went to England and have to remain there as Gokhale went
to have treatment in Paris. Gandhiji often thought about miniature satyagraha. It marked the
beginning of great satyagraha struggle of 8 years. Later in 1914, Gandhiji met Gokhale on
England and took the decision to return back to India.

PART 5

Gandhiji, after reaching back to India, constructed Sabarmati Ashram : the worldly abode of
simplicity and sacrifice. It also focused on Gandhiji’s own experience to stand on face to face
with god, ahimsa and truth. The labour strike at Ahmedabad by sticking on to the satyagraha
principles held by providing newer dimensions. Kheda Campaign launched but the deadly
war was still on Europe. Satyagraha now turned out to be the act of self purification. With the
continuous satyagraha, the health conditionof Bappuji got worsened but somehow survived.
Whole India got united on March 30th 1919 at the hurtle organized against Rowlatt act and
thus making it a success.

Through the journals ‘NAVAJIVAN’ and ‘YOUNG INDIA’ Gandhiji put his effort on the
work of educating the reading public in satyagraha. The congress proceedings at Amritsar
marked the real entrance of Gandhiji to Congress politics. This time period witnessed the
birth of ‘ khadhi’, the true Indian symbol.

In the ‘Farewell’ Gandhiji conveyed the message that “there is no god other than truth”. By
bidding farewell Gandhiji state,

“…I ask him to join with me in prayer to the god of truth that He may grant the boon of
Ahimsa in mind, word and deed.”

4. How will you create learning environment? Explain with working strategy.

Ans: There is a direct relationship between the kind of learning environment teachers
create in their classrooms and student achievement. Here are 10 specific strategies for
developing the optimal classroom climate and culture.

i. Address Student Needs

8|Page
 Remember that students, like adults, have not only physical needs but also important
psychological needs for security and order, love and belonging, personal power and
competence, freedom and novelty, and fun. Students are driven to meet all of these needs
all the time, not just two or three of them. When teachers intentionally address these
needs in the classroom, students are happier to be there, behaviour incidents occur far less
frequently, and student engagement and learning increases.

ii. Create a Sense of Order

All students need structure and want to know that their teacher not only knows his content
area, but also knows how to manage his classroom. It is the teacher’s responsibility to
provide clear behavioural and academic expectations right from the beginning—students
should know what is expected of them all the time. Another important way to create a
sense of order is by teaching students effective procedures for the many practical tasks
that are performed in the classroom. For example, teach students how to:

 Enter the classroom and become immediately engaged in a learning activity

 Distribute and collect materials
 Find out about missed assignments due to absence and how to make them up
 Get the teacher’s attention without disrupting the class

Arrange their desks quickly and quietly for various purposes: in rows facing the front for
direct instruction, in pairs for collaborative learning, in groups of four for cooperative
learning, and in a large circle for class discussions

iii. Greet Students at the Door Every Day

As students enter your classroom, greet each one at the door. Explain that you want
students to make eye contact with you, give you a verbal greeting, and—depending on the
age of the students—a high five, fist bump, or handshake. This way, every student has
had positive human contact at least once that day. It also shows students that you care
about them as individuals. If a student was disruptive or uncooperative the day before, it
gives you an opportunity to check in, explain your- “every day is a clean slate”
philosophy, and express optimism for that class (“Let’s have a great day today”).

iv. Let Students Get to Know You

Students come in to the classroom with preconceived perceptions of teachers. Sometimes

it’s good, sometimes it can be an obstacle. I wanted my students to perceive me as a
trustworthy, three-dimensional human being rather than as the two-dimensional
perception of an “English teacher” that they may already have. Since the only way to
impact people’s perceptions is to provide them with new information or new experiences,
I would give students a quiz about me during the first week of school. (Of course, it
didn’t count.) I’d have them take out a piece of paper, number it from 1 to 10, and answer
questions about me. Things like: Do I have children of my own? Where did I grow up?

9|Page
 What is something I value? What is something I do for fun? What other jobs have I had
besides teaching?

After the quiz, we would go over the answers as a class while I shared a slideshow of
pictures of my children, my hometown, and representations of things that are important to
me, like family, education, a strong work ethic, fairness, and so on. (I would even get a
laugh out of some of their answers.) Students enjoy learning about their teachers, and the
quiz gave me an opportunity to share who I am, what I value, and what experiences I
bring to teaching.

If the “first week quiz” isn’t something you’re comfortable with, think of other ways you
can share with your students:

 Who you are

 What you stand for
 What you will do for students and what you won’t do for them
 What you will ask of your students and what you won’t ask of them
v. Get to Know Your Students

The more you know about your students’ cultures, interests, extracurricular activities,
personalities, learning styles, goals, and mindsets, the better you can reach them and teach
them. Some ways of getting to know your students:

 Educate yourself about their cultures

 Talk to them
 Assign journal prompts and read and respond to them
 Attend extracurricular events
 Have students complete interest inventories or surveys
 Have students complete learning style and personality assessments
 Hold regular class meetings
 Play team-building games with students

vi. Avoid Rewarding to Control

Over 50 years of research has shown that incentives, gold stars, stickers, monetary
rewards, A’s, and other bribes only serve to undermine students’ intrinsic motivation,
create relationship problems, and lead to students doing nothing without a promised
reward. The human brain has its own rewards system. When students succeed at a
challenging task, whether it’s academic (a class presentation) or behavioural (getting
through a class without blurting out), their brains get a shot of endorphins. Instead of
devaluing their successes with stickers or tokens, talk to students about how it feels to
achieve proficiency and praise the effort, strategies, and processes that led them to those
successes. Then talk about what they learned this time that will help them achieve their
next successes.

10 | P a g e
vii. Avoid Judging

When students feel like they are being judged, pigeonholed, and/or labelled, they distrust
the person judging them. It’s hard not to judge a student who just sits there doing no
school work after you’ve done everything you can motivate her. It’s easy to see how we
might call such students lazy. And it’s easy to label the student who is constantly
provoking and threatening peers as a bully. But judging and labelling students is not only
a way of shirking our responsibility to teach them (“There’s nothing I can do with Jonny.
He’s simply incorrigible.”), but it also completely avoids the underlying problem. Instead
of judging students, be curious. Ask why. (Where is this fear or hostility coming from?)
Once you uncover the underlying reason for the behaviour, that issue can be dealt with
directly, avoiding all the time and energy it takes to cajole, coerce, and give consequences
to students.

viii. Employ Class-Building Games and Activities

It’s important to develop positive relationships with your students; it’s equally important
to develop positive relationships among them. One of the best ways to break down the
cliques within a classroom and help shy or new students feel a sense of belonging is to
engage students in non competitive games and cooperative learning structures. There are
hundreds of resources online and in books that provide thousands of appropriate choices
for your grade level. Another benefit of bringing play into the classroom is that it gives
your students a very powerful reason to come to your class—it’s fun.

ix. Be Vulnerable

Being vulnerable develops trust faster than any other approach. Admitting your mistakes
shows that you are human which makes you more approachable. It also sends the
message that it’s okay to make mistakes in this classroom. That’s how we learn.
Vulnerability and public self-evaluation also help develop a growth mindset culture: We
embrace mistakes rather than try to avoid them at all costs. We learn from those mistakes
and grow. Make a simple mistake, like spilling a glass of water or misspelling a word on
the board, and instead of making excuses, talk about how you’re glad you made that
mistake, because it taught you something.

x. Celebrate Success

At first this may seem to contradict strategy six about avoiding rewards. It doesn’t. A
celebration is a spontaneous event meant to recognize an achievement. It is not hinted at
or promised ahead of time like an “if-you-do-this-then-you-get-that” reward. Instead, you
might set a class goal, such as the whole class achieving 80 percent or higher on an
assessment. Chart students’ progress on a wall chart (percentages, not individual names).
After each assessment, discuss the strategies, processes, or study habits that students used
to be successful and what they learned and might do to improve on the next assessment.

Once the class has achieved the goal, hold a celebration. It doesn’t need to be a three-ring
circus. Showing some funny or interesting (appropriate) online videos, bringing in

11 | P a g e
 cupcakes, or playing some non competitive games would suffice. The next time you set a
class goal and students ask if you’re going to celebrate again, tell them not necessarily. It
really isn’t about the cupcakes, it’s about the effort and learning.

5. What is the role of library in reading, how the classroom library proves to be helpful
in it? Explain with the context of modern library.

Ans: The word ‘Library’ is derived from the Latin word meaning a ‘a book place’.
It originates from the term ‘liber’ which means ‘a book’. According to the Oxford
Companion to the English language- “ Library is a collection of books, periodicals
and/or other materials, primarily written and printed.

Libraries as social institutions have become integral part of the Education. Library
and educational institutions are interlinked and interdependent, not mutually
exclusive. We all recognise that information plays significant role in the all round
human development, enabling peoples to develop their full potential with appropriate
education and skills and preparing them for a transition from education stage to work
stage. We also recognise that libraries provide the basic conditions for lifelong
learning, independent decision-making and cultural development of the individuals
and social groups. Libraries as gateways to knowledge and culture also offer countless
learning opportunities that can fuel economic, social and cultural development.
Institutions in all sectors of economy – be it education sector, research sector, or
service sector – need libraries. They need them because library is one of the most
effective means of making information available for cultural, economic and social
development. Educational institutions need libraries to support formal and informal
education, learning, support literacy, check digital divide and help shape the new
ideas and perspectives that are central to a creative and innovative society. Quite
simply, libraries offer a means by which institutions can gain access to knowledge,
thought and culture.
A number of studies (Chandrasekar and Sivathaasan, 2016; Goodman, 2008) have
pointed out that libraries play a critical role in fostering a reading culture amongst
children. However, to ably accomplish this task, libraries need to operate in a serene
environment, be stocked with appropriate resources, and also offer services that that
are Taylor-made to the needs of the children being served. Although it is desirable
that children libraries operate in purpose-built structures for their convenience.
A typical example is Thailand where the Royal Police Division modified a disused
train carriage into a beautiful library to cater for street children (Cheunwattana and
Meksawat, 2002). The service offering in that library proved to be a big success as it
was well patronized street children, a development that resulted in its replication in
others parts of the country. Notwithstanding this, a well-lit library encompassing a
diversified range of sections offering specialised services is desirable. Most children’s
libraries offer a variety of services and information resources that include video
shows, storytelling sessions, gaming devices, print and electronic books, etc. All these
services are meant to foster a reading culture amongst the children. Whilst print books

12 | P a g e
 have over the years been the main information resource collection of libraries, e-
books are steadily coming to the fore. According to Jeong (2012), e-books have
certain advantages over paper or print books (p-books) with regard to storage
capacity, price, search ability, font adjustability, and easier readability at night. While
research has shown that users derive the same level of satisfaction from reading an e-
book to that of a p-book (Nielsen, 2010), e-book reading speeds are generally said to
be slower than those of p-books. Moreover, Wu and Mitchell (2010) have observed
that some users still prefer to use e-books over traditional paper textbooks. Further, a
study conducted by Korat (2009) found that children between the ages of 4 and 6
showed significant improvement in their word-reading ability after having read an e-
book. While this finding strengthens the case for the use of e-books in children’s
libraries, the use of both types in libraries especially those in Malawi where p-books
have for a long time been the main information resource carrier would be ideal.
Stocking both would ensure that those who may not have prior experience in the use
of e-books do not feel out of place whenever they visit children’s libraries.

The role of libraries in reading:

The roles that libraries play in supporting modern learning can be grouped under five
major categories below:
 Higher education
 User education
 Recreation
 Library as a place and
 Societal and cultural.
The educational roles that libraries have come to play include democratization of
information and knowledge, linking students to knowledge and information sources,
information and awareness services to communities for empowerment. Library as a place has
an attraction in itself as library is used to run and organize academic, social and cultural
activities. Libraries serve as community centres with creative spaces suitable for a number of
activities such as organizing cultural activities to promote social harmony. Libraries collect,
preserve and conserve documents relating to socio-cultural aspects of the society for future
generations. The following table gives in brief functional roles of the library in the society
(i) The role of the Higher education
The following roles are as below:

 Supporting education,
 teaching research, and training by providing access to knowledge resources, materials
and by providing referrals

13 | P a g e
  Dissemination and distribution of information/
 knowledge stored in such documents to stakeholders in education
(ii) Roles of User education
 Building good reading habits
 Information literacy, computer literacy
 Encouraging use of library collections and services
(iii) The roles of the Recreation
 Supporting the educational, civic, and cultural
 activities of groups and organizations
(iv) The role of the Library as a place
 Information commons – a library model for learning
 Offering architecturally designed building as a place that inspires interest in every one
for academic pursuits
(v) The role of the Societal and cultural
 Democratization of information and knowledge in the society
 Linking people to knowledge and information sources
 Giving under-privileged sections of the society awareness about opportunities
available in the society for their social and economic development
 Community information resources
 Community awareness about State programmes such as mass literacy
 Organizing cultural activities to promote social harmony such as book discussions,
lectures on important topics
 Supporting the civic and cultural activities of groups and organizations
 Knowledge preservation for posterity
 Capturing and preserving traditional knowledge and
 Serving as a gateway to local and national government

6. Discuss the merits and demerits of both recitation and silent reading.
Ans: Reading is one of the most useful skills in learning. It serves as a means by which the
“unbounded field of knowledge” lies open before us and we are able to know new facts and
relationship. According to Gray, “Reading is a form of experience.” Indeed good reading
habits promote ‘self education’ which helps in the modification of personality. Reading trains
our mind and broadens our outlook. Of all the linguistic skills, reading is perhaps one that
requires our attention most and lacking which we find that there are great retardation in

14 | P a g e
reading activities of our pupils. Reading is a complex communicative process of receiving
and interpreting the written words. It involves recognizing what is written and
comprehending the matter, i.e. understanding the main and subsidiary points as well as links
between different parts of the written material. While receiving and interpreting the written
word, the reader is concerned with four factors, i.e. decoding, comprehending, text analysis
and response.
The reader
The reader
reads letters The reader
interprets critically The
and focuses on
the message examines reader
them in order and responds
and
to change the evaluates to the
understands message.
coded message the
its literal message.
in to
meaning.
information.

DECODING COMPREHENDING TEXT ANALYSIS RESPONSE

There is no denying the fact that education is a lifelong process. The habits which are
cultivated during schooldays, reading is one of which, helps to mould the entire life of a
person. The benefits of reading are many, gaining knowledge, recreation, self education,
gaining experience are some of the benefits of reading.

TYPES OF READING

Why do we read?

There are two main reasons for reading:

 Reading for pleasure.

 Reading for information (in order to find out something or in order to do something
with the information you get).

How do we read?

The main ways or types of reading are as follows:

 recitation
 Silent reading

15 | P a g e
  Intensive reading
 Extensive reading
 Supplementary reading

Recitation: This is also known as oral or aloud reading. Loud reading should be
introduced after the students have been given some training in two months on the points
concerning pronunciation, intonation, stress, pitch and other aspects of spoken language.

Objectives of recitation

 To enable the students to read with correct pronunciation, articulation, intonation,

stress, pitch, pause, pace and rhythm.
 To enable the students to read with expressions.
 To enable the students to understand the meaning of spoken words, phrases and
sentences.
 The main objective of recitation is to develop in the students a desire for silent
reading.

Advantages of recitation

Recitation has the following advantages:

i. Model teaching by the teacher helps the students to know the correct pronunciation
and method of reading.
ii. It develops the skill of speech and giving lectures.
iii. It helps in eradicating the mistakes related to pronunciation of the students.
iv. It trains the sensory organs—eyes, ears and mouth because in loud reading, they
work in coordination.
v. It makes students learn by imitation which is a natural method of learning things by
the children.

Disadvantage of recitation

The disadvantage of loud reading can be the following:

i. Some scholars, including E.W.Manzel, are of the opinion that recitation is not a
source of pleasure.
ii. If a student becomes habitual to recitation, he cannot become an extensive reader.
iii. Recitation does not help in penetrating the meaning. A.W. Frisby says, “The
danger of too much reading aloud is that it may lead to the short circulating of the
meaning, whereby the written word does not convey meaning but becomes merely
a symbol for the collection of sounds and is translated straight in sound.”
iv. In public places like library and reading rooms only silent reading is allowed.

Silent Reading: Silent reading is considered to be the best kind of reading as the mind is
fully engaged in this act. The children should be initiated into reading silently as soon as they
have mastered some degree of fluency of reading aloud. Morrison has said, “Loud reading by

16 | P a g e
students should be followed by silent reading.” Mehta has said, “We all read faster than we
speak and children must be initiated into the silent reading habit as early as possible.”

Objectives of silent reading:

The objectives of silent reading are:

 To enable the students to read silently, without making any kind of sound but not
moving even their lips, so that others are not disturbed.
 To enable the students to teach them to read speedily, easily and fluently.
 To enable the students to not only read but also to comprehend or understand things,
ideas or meanings side by side.
 To expand the reading vocabulary of the students.
 One of the most important objectives of silent reading is to develop in the students the
way to enjoy and recreate themselves. According to Ryburn, “The aims of silent
reading are pleasure and profit; to be able to read for interest and to get information.”

Advantages of silent reading:

Silent reading has the following advantages:

i. Silent reading is a quick way of reading through a passage. Silent reading saves
time and energy.
ii. The students find it an interesting way of reading.
iii. According to Mehta, “It acts as a deterrent against the tendency so common
amongst beginners to translate what they read in English into their mother
tongue.”
iv. Silent reading is of great value in the practical life even after the school life. It
helps in higher classes as the students have to comprehend the vast resources of
textbooks for comprehension and examination purposes.
v. According to Ryburn,” It enables attention and energy to be concentrated on
meaning and so it saves a division of attention resulting in a greater assimilation
of information.”

Disadvantage of silent reading:

The disadvantage of silent reading can be the following:

i. Silent reading does not suit beginners.

ii. It hardly introduces the students with pronunciation. Though the students
pronounce in their minds, but the mistakes of the students cannot be corrected by
the teacher.
iii. It is difficult to find out if the students are really reading or are just looking at the
text with the thoughts wandering.

We need to improve our visual perception skills and ability to identify words and phrases.
Eye reading makes reading fast, efficient and result oriented. Silent reading is an end in

17 | P a g e
 itself as it makes possible for us to read wide and intensive. Its benefits are numerous and
should not be discouraged looking at its disadvantages.

7. Discuss about any problem related to education and analyze it critically.

Ans: The term ‘education’ has been interpreted by different people in different ways.
Some people refer to it as formal schooling or to lifelong learning. Some others refer to it
as acquisition of knowledge, skills and attitudes. Some say that education is nothing, but
training of people’s mind in a particular direction to bring about desired changes. It has
various meanings with various functions. Analysis of these meanings would help us to
understand what education really is. The word education is derived from the Latin word
‘educare’ meaning ‘to raise’ and ‘to bring up’. The education aims to provide a
nourishing environment that would facilitate or bring out and develop the potentialities in
an individual.

In the broader or wider sense, education is not limited to a classroom or a school only. It
is considered to be a lifelong process, where all the experiences, knowledge and wisdom
that an individual acquires at different stages of one’s life through different channels (i.e.,
formally, informally and incidentally) are termed as education. The broader view
considers education as an act or experience that has formative or additive effect on the
personality of an individual. It is believed that education is not only an instrument of
social change, but also an investment in national development. Such a view of education
encompasses all life experiences, as there is a shift in emphasis from individual
development to national development.

Education is vital to the human resources development and empowerment in the stages of
growth of a nation. In any education system, higher education encompassing
Management, Engineering, Medicines etc., plays a major role in imparting knowledge,
values, and developing skills and, in the process, increase the growth and productivity of
the nation. While the Government is committed to providing primary education and
certain facilities/subsidies for higher education, given the higher cost involved in the
establishment of higher education institutes, we are witnessing the entry of private sector
to run educational institutions. On the need for education, I wish to quote our Father of
the Nation, Mahatma Gandhi, who once said that education not only moulds the new
generation, but reflects a society’s fundamental assumptions about itself and the
individuals which compose it. The famous philosopher Einstein while discussing the need
for education has projected the following fundamentals:

 To educate the individual as a free individual; to understand and use critical

thinking skills.
 To educate the individual as a part of society – virtually all our knowledge, our
clothes, our food is produced by others in our society, thus, we owe Society and
have responsibility to contribute back to Society.
 Through education, knowledge must continually be renewed by ceaseless effort, if
it is not to be lost. It resembles a statute of marble which stands in the desert and

18 | P a g e
 is continually threatened with burial by the shifting sand. The hands of service
must ever be at work, in order that the marble continue to lastingly shine in the
sun.
While discussing the importance of education, I must state that schools have
become the most important means of transforming wealth of knowledge and skills
from one generation to another. However, the role of institutions becomes more
challenging in the modern world with innovations and technological
developments. Investment in education and educational institutions should be
viewed as an investment for economic prosperity. In India, there are about 26,478
institutions providing higher education and accounting for the largest number in
the world. In comparison, according to a report1, in 2010, the U.S. had only 6,706
higher education schools and China had 4,000. It is important that given the large
number of schools of higher learning in India, we must target to bring more
students under the system. Investment in human capital, lifelong learning and
quality education help in the development of society and nation.

One of the most common Issues and challenges is:

Expenditure on education:

In terms of expenditure incurred on education, particularly on higher education, during

the year 2010–11, the government spent around Rs.15, 440 crore which is about 85 per
cent of the revised budget estimates for the year. The recent 66th round of NSSO survey
reveals that between 1999 and 2009, spending on education in general jumped by 378 per
cent in rural areas and 345 per cent in urban areas of the country. The survey further
reveals that spending on children’s education underlines sharp increase – 63 per cent for
rural and 73 per cent for urban families. However, if we measure the expenses on
education as a percentage to GDP, India lags behind some developed/ developing nations
(Table 1). We recognize that the gap in investments in education in India can perhaps be
filled by private sector playing a crucial role.

Country Spending on Country Spending on

education as a % education as a %
of GDP of GDP
Switzerland 5.8 South Africa 5.3
U.S. 5.7 Thailand 5.2
France 5.6 Chile 4.2
U.K. 5.3 Brazil 4.2
Malaysia 8.1 India 4.1
Mexico 5.3 Russia 3.8

Gross enrolment pattern:

At present, in India, there are about 1.86 crore students enrolled in various streams of
higher education including Business Management.3 Despite the large number of students
studying in various streams, we have not seen any major shift in the productivity as skills

19 | P a g e
 and talents are deficient to support economic activities and, hence, there is a serious
concern on employability of these educated persons. The gross enrolment ratio (GER) for
higher education in India was 12 per cent in 2010. However, the enrolment level varies
across states. We also need to recognize that our enrolment level is far below several
other countries. For example, according to a Report, GER is 23 per cent for China, 34 per
cent for Brazil, 57 per cent for U.K., 77 per cent for both Australia and Russia and 83 per
cent for the U.S (Annex 1). In this context, the attempt of Government authorities to
increase the number of students by 2020 so as to reach GER of 30 per cent becomes a big
challenge. No doubt, the launch of new institutes like JRE School of Management can
play a catalyst role in addressing the challenge of increasing GER in India. As a positive
step, for the remaining duration of Eleventh Five Year Plan, the Government has taken
initiatives to incentivise States for setting up/expansion of existing educational
institutions, establishment of 8 universities, expansion of colleges to achieve a target of
1 lakh students enrolment and schemes for setting up model colleges in regions which are
below national average of GER.

8. If you were the Prime Minister, what would you have done in the current situation?
Discuss and write brief description of Prime Ministers with their pictures.

Ans: Before the 91st Amendment Act (2003), the size of the Council of Ministers was
determined according to exigencies of time and requirements of the situation. But this led to
very large size of the Council of Ministers. Besides, when no party had a clear majority, there
was a temptation to win over the support of the members of the Parliament by giving them
ministerial positions as there was no restriction on the number of the members of the Council
of Ministers. This was happening in many States also. Therefore, an amendment was made
that the Council of Ministers shall not exceed 15 percent of total number of members of the
House of the People.

India being a democratic country holds a very important position in the world. In fact, she is
the largest democracy in the world. It is natural that every citizen can hope of becoming the
prime minister of the country. As a matter of fact, in the parliamentary form of executive, it is
essential that the Prime Minister has the support of the majority in the Lok Sabha. This
support by the majority also makes the Prime Minister very powerful. If by some stroke of
luck, I become the Prime Minister of India even for a short period also.

My first task after becoming the prime minister will be to choose the best ministers for my
cabinet. I will further ensure that technically sound young men should find a place in the
cabinet so that their expertise is used for the betterment of the country. Only educated person
will be allowed to contest an election. Elections will be financed by the State. Defection will
not be allowed. Elections will be free and fair. Capable person will be encouraged to come
forward and join the government.

Merit will be the only criterion for jobs and admissions. There will be no place for nepotism,
corruption and recommendations. Students after getting the basic education up to 10th class
would be given vocational training besides academic. Education will be free and universal.

20 | P a g e
Open textbook system of examination followed by viva-voce test will be introduced at all
levels. Teachers will be asked to re-orient themselves for the new challenges and steps will be
taken to make the teaching profession really attractive. All the courses will be job-oriented. I
shall try my best to educate the people in order to eradicate all types of social evils. A strong
sense of patriotism has to be inculcated in citizen’s mind. I shall take appropriate steps to
revive our national pride in India only then can make progress.

The gap between the rich and the poor will be narrowed down. Nobody will be allowed to
hold more than one house. Right to property will be taken away. The rich will not be
allowed to become richer beyond a certain limit and the poor will not be allowed to become
poorer. Medical treatment will be free. There will be no unemployment. Agriculture will be
given the highest priority. Family planning will be strictly enforced to achieve a target of
zero growth. Cottage and small scale industry will grow simultaneously with heavy
industries. More and more hydro power projects and solar power sets will be installed so that
there is no shortage of power in the country.

My next priority as a Prime Minster would be that India continues to acquire strength so that
she can face internal disturbances and external aggression from any quarters. I would not
allow any complacence in this regard, because a weak nation always invites invaders. Armed
forces of the country would be well – equipped in all aspects so that no enemy dares have evil
designs against our sovereignty.

India is a country with a glorious past and it should be our effort to preserve our cherished
culture and safeguard our independence and integrity through all possible effort. The spirit of
true nationalism needs to be improved in the people to work for its progress by leaps and
bounds and fulfil the dreams of our great leaders who sacrificed their lives for her freedom.

Since Independence, India has seen14 full time Prime Ministers. Pt. Jawaharlal Nehru of the
Indian National Congress was the first Prime Minister (PM) of free India. Gulzarilal Nanda
was appointed as the acting PM for two short periods in 1964 and 1966. At present, the office
is headed by Mr. Narendra Modi of the BJP. He was the 15th PM elected in 2014, to the post
vacated by Dr. Manmohan Singh of the Congress-led United Progressive Alliance (UPA).
Narendra Modi continues as the PM of India from May 30, 2019 onward, after BJP and its
allies notched a landslide victory in the general elections held across the country in April and
May, 2019.

List of All Prime Ministers of India in the chronological order:

Interesting
S.No. Name Birth-Death Tenure
Facts

15 August First and the

i. Jawahar Lal Nehru (1889–1964) 1947-27 longest
May 1964 serving
16 years, prime

21 | P a g e
 286 days. minister of
the
independent
India. First
serving PM
who died in
office.

First acting
PM of
27 May the country,
1964 to 9 took charge
ii. Gulzarilal Nanda (1898–1998)
June 1964 after the
13 days. untimely
death
of Nehru.

He was the
9 June 1964 pioneer of
to 11 the slogan
January ‘Jai Jawan
iii. Lal Bahadur Shastri (1904–1966)
1966 Jai Kisan’
1 year, 216 during Indo-
days. Pak war in
1965.

11 January Only man

1966, 24 who
iv. Gulzarilal Nanda (1898-1998) January served twice
1966 as an acting
13 days. PM of India.

First lady
24 January
who took
1966 to 24
oath as the
v. Indira Gandhi (1917–1984) March 1977
Prime
11 years, 59
Minister of
days.
India.

vi. Morarji Desai (1896–1995) 24 March First PM

1977 – 28 after the

22 | P a g e
 July 1979 emergency in
2 year, 126 1977. The
days. oldest PM of
India took
oath at the
age of 81,
first to resign
from office.

28 July 1979
Only PM
to 14
who never
vii. Charan Singh (1902–1987) January
faced the
1980
Parliament.
170 days.

First PM
who came
back in
14 Jan.1980
power in
to 31 Oct.
1980 after
viii. Indira Gandhi (1917–1984) 1984
1977
4 years, 291
debacle. Like
days.
father she
also died in
office.

31 Oct 1984 He became

to 2 Dec the youngest
ix. Rajiv Gandhi (1944–1991) 1989 PM of India
5 years, 32 at the age of
days. 40.

First PM
2 Dec 1989
who resigned
to 10 Nov
x. V. P. Singh (1931–2008) after vote of
1990
no
343 days.
confidence.

10 Nov 1990 He never

xi. Chandra Shekhar (1927–2007) to 21 June worked as a
1991 minister in

23 | P a g e
 223 days. any ministry.

He was from
21 June Andhra
1991 to 16 Pradesh and
xii. P. V. Narasimha Rao (1921–2004) May 1996, 4 became the
years, 330 first South
days. Indian PM of
the country.

PM for just
16 May
16 days
1996 to 1
xiii. Atal Bihari Vajpayee (1924-2018) shortest
June 1996
tenure of any
16 days.
Indian PM.

He became
the
1 June 1996
second PM
to 21 April
xiv. H. D. Deve Gowda (born 1933) of South
1997
India.
324 days.
He is from
Karnataka.

Third PM to
be
21 April from the
(1919– 1997 to 19 Upper House
xv. Inder Kumar Gujral
2012) March, 1998 after Indra
332 days. Gandhi &
Deve
Gowda.

First non-
congress
19 March
PM of
1998 to 22
(born 1924- independent
xvi. Atal Bihari Vajpayee May 2004
2018) India who
6 years, 64
completed
days.
his full term
as PM.

24 | P a g e
 22 May
First PM
2004 to 26
from the
xvii. Manmohan Singh (born 1932) May 2014
minority
10 years, 4
community.
days.

Before Modi,
three
PMs served
2014- two terms or
xviii. Narendra Modi (born 1950)
Present more. He has
also joined
this coveted
list in 2019.

9. How Educational games and gaming instructions help in self development?

Ans: Games provide an excellent environment to explore ideas of computational

thinking. The fact that many games are available both in a non-computerized form and in
a computerized form helps to create this excellent learning environment. A modern
education prepares students to be productive and responsible adult citizens in a world in
which mind/brain and computer working together is a common approach to solving
problems and accomplishing tasks.

Puzzles:

In every case, the puzzle-solver’s goal is to solve a particular mentally challenging

problem or accomplish a particular mentally challenging task. Many people hooked on
certain types of puzzles. For example, some people routinely start the day by spending
time on the crossword puzzle in their morning newspaper. In some sense, they have a
type of addiction to crossword puzzles. The fun is in meeting the challenge of the
puzzle—making some or a lot of progress in completing the puzzle. Crossword puzzles
draw upon one’s general knowledge, recall of words defined or suggested by short
definitions or pieces of information, and spelling ability. Through study and practice, a
person learns some useful strategies and can make considerable gains in crossword puzzle
solving expertise. Doing a crossword puzzle is like doing a certain type of brain exercise.
In recent years, research has provided evidence that such brain exercises help stave off
the dementia and Alzheimer’s disease that are so common in old people. From an
educational point of view, it is clear that solving crossword puzzles helps to maintain and
improve one’s vocabulary, spelling skills, and knowledge of many miscellaneous tidbits
of information. Solving crossword puzzles tends to contribute to one’s self esteem. For
many people, their expertise in solving crossword puzzles plays a role in their social
interaction with other people.

25 | P a g e
 Games have contributed significantly to informal and formal learning. Playing games
that involved two or more people was an important component of social development
and social life. Game playing was such an important part of childhood.
A child doing a jigsaw puzzle is engaged in tasks that involve looking for patterns,
using spatial visualization skills. This puzzle playing may be done individually or in a
small group. In the latter case, there is a strong social education aspect of putting
together a jigsaw puzzle.
There are many reasons why puzzles are used in informal and formal education. Here
are eight somewhat general goals that one might have in mind while introducing a
student to a particular puzzle.
i. Historical, cultural. The puzzle may have historical and cultural significance. For
example, parents and grandparents may want their children and grandchildren to
learn some of the puzzles that they played during their own childhoods. Teachers
may want to share some the puzzles from their childhood with their students.
Particular puzzles may be common in a town or larger region; for this reason, they
might commonly be included in a school’s curriculum. In a school setting, students
might study the history of a puzzle or set of puzzles; this can include the history and
cultural environment in which a puzzle was invented. It is easy to see how
“Historical, cultural” goal fits in with general goals of education. Indeed, puzzles and
games can provide a historical thread that has meaning to children and adults of all
ages.
ii. Logical thinking and one’s problem-solving skills. Solving puzzles often requires
strategic and creative thinking. Especially with some mentoring help, students can
transfer their increasing puzzle-based logic and problem solving to other situations.
iii. Discipline or domain specificity. Many puzzles are discipline specific, and may well
require knowledge and skills in a specific domain within a discipline. A word puzzle
may be particularly good at “exercising” a tudent’s spelling and vocabulary skills,
while a math puzzle may be good for practicing mental arithmetic, and a spatial
puzzle may be useful for improving one’s ability to visualize the spatial placement
and movement of objects.
iv. Persistence and self-sufficiency. Many puzzles require a concentrated and persistent
effort. The puzzle solver is driven by intrinsic motivation and develops confidence in
his or her abilities to face and solve challenging problems. Improving persistence and
self-sufficiency are important educational goals.
v. Individualization of instruction. Puzzles and games can be used to help create
differentiated instruction, where the focus might be independent, cooperative, or
competitive activity.
vi. Learning about oneself as a learner. A puzzle environment allows one to explore
one’s learning characteristics. Many games and puzzles allow the learner to get
started and experience some success after just a little learning, and then to continue to
experience much more success through additional learning. Students learn how
concentrated effort and practice over a period of time leads to increased expertise.

26 | P a g e
 Game -Based Learning

Affective Behavioral Coginitive Social/Cultural

Engagement Engagement Engagement Engagement

Game -Based Learning

Affective Behavioral Coginitive Social/Cultural

Engagement Engagement Engagement Engagement

27 | P a g e
 Game -Based Learning

Affective Behavioral Coginitive Social/Cultural

Engagement Engagement Engagement Engagement

Learning Game design Element

Knowledge/skills . Incentive system. learning Mechanics . Assessment mechanics . Aesthetic
Design . Narrative . Musical Score

Motivation
Social/Cultural
Eexpectancy- Value Coginition
Affect Theory Social Context
Situated in context
Emotional Design: Self-Determination Participatory Learning
Representation Scaffolding Feedback Culture
Self-Efficacy Information
Emotional Design: Social Agency
Attribution Representation
Interactions Observational Learning
goal Orientation Meaningful Interactions
Attitudes Relatedness
Intrest Gestures & Movements
Social Interactions

Integrated design framework of game-based and playful learning.

10. Explain about games/sports and player of your choice with sketch.

Ans: Cricket is a team sport that is played outdoors. Cricket originated in England and
gradually became popular across the globe. This sport requires complete physical fitness and
athleticism to play. The sport is played between two teams of 11 players each. England is the
current World Champion (2019). Countries like India, Pakistan, England, South Africa, New
Zealand, West Indies, and Sri Lanka also have equally dominant cricket teams.

28 | P a g e
Objectives:

Cricket is played outdoors on a ground. The objective of the game is that a team should score
more runs than the opponent team. It is all about attempting to score more runs, while
restricting the score and dismissing the batsmen of the opponent team.

Team Size:

In cricket, each playing side has 11 players and one of them is appointed as captain. Apart
from these 11 players, there are a few more players on each side who can only field as
substitute for an injured team member. The fielding team should have 11 players and the
opposition can send only two batsmen on the ground at the time of play. A 15-member squad
is a must for all international tournaments conducted by the cricket’s governing body,
International Cricket Council (ICC).

Cricket as a sport began in England. The evidences available lead us to believe in south-east
England in the beginning of 1900s. During those days, Australia, South Africa, and West
Indies were the other countries where the sport was played. Gradually, the sport picked up
popularity in the Asian continent as well. India, Pakistan, Sri Lanka, Bangladesh also started
playing the sport.

Asian Countries Participating in Cricket

In late 1900s, Asian countries like India, Sri Lanka, and Pakistan have made a mark in world
cricket with each winning World Cup once. It led to the founding of Asian Cricket
Conference in 1983 that took charge of developing the sport in rest of Asia. By 21st century,
Bangladesh had become a new force in Asian cricket. Nepal, Malaysia, and Afghanistan also
play competitive cricket now. Amongst these three nations, Afghanistan made headlines by
qualifying for the World Cup in 2014. The Asian Cricket Conference was renamed as Asian
Cricket Council in 2003, headquartered in Kuala Lumpur. The council is subordinate to ICC
and has an association of 25 countries.

Non-Asian Countries Participating in Cricket

England, Australia, West Indies, and South Africa started playing cricket from early 20th
century. It was the brain of Abe Bailey, the then President of South Africa Cricket
Association, to form an international council. Imperial Cricket Conference was formed in

29 | P a g e
1906 that was later renamed as International Cricket Council. Zimbabwe, Kenya, Ireland,
Netherlands, Canada, Scotland, and UAE have all been part of international tournaments over
two decades. United States also adopted the game since last few years. Currently, there are
more than 100 countries playing this sport and associated with ICC.

International cricket is played in three formats. A five-day match called Test match; same day
match comprising 50-over a side called One-day International; and 20-over a side called T-20
International are the three formats. T-20 is the latest and the most popular format over last
five years.

Cricket Field Dimensions

The sport is played on presumably a circular levelled ground with pitch as the centre. The
pitch is 24-yards in length and 4-yards in breadth. A rope is placed around the ground at a
distance of 80 yards from the pitch. This rope is observed as boundary. The stumps are rooted
at both ends with distance of 22- yards between them. Two carved small pieces of wood are
placed on stumps, called bails. White parallel lines are drawn on both ends of stumps, called
batting/bowling crease. It is 1.2 meters from stumps. Another set of parallel lines are drawn
perpendicular to batting crease, called return crease. This is at a distance of half-meter from
the length of pitch.

Dimensions of Cricket Equipment

ICC has formed certain rules for cricket equipment along with the rules of play. The bat, ball,
glove, pads, and all other equipment have to meet the standards set by the governing body.
It’s not only the size of equipment but also the logos used on the equipment that should
conform to the standards set by ICC. Given below is a list of cricket equipment with
permissible measures:

 Bat – A cricket bat should not be more than 38 inches in length and 4.25 inches wide.
 Ball – The cricket ball must weigh between 155.9 and 163 g. Apart from weight, the
circumference should be between 224 and 229 mm.
 Keeper glove – The keeper glove doesn’t have specific measurement but should not
be made of stretchable material. The glove has webbing between thumb and the index
finger. Rest of the equipment are all used to protect body parts, hence there aren’t any
specific measures or design standards, with safety as priority

SACHIN TENDULKAR

30 | P a g e
Sachin Ramesh Tendulkar is an Indian former international cricketer and a former captain
of the Indian national team. He is widely regarded as one of the greatest batsmen in the
history of cricket. Born in 4 April 1973 Bombay (now Mumbai), Maharashtra, India. On 24
May 1995, Tendulkar married Anjali Mehta, a paediatrician of Gujarati origin. They have a
daughter Sara and a son Arjun.

Tendulkar took up cricket at the age of eleven, made his Test debut on 15 November 1989
against Pakistan in Karachi at the age of sixteen, and went on to
represent Mumbai domestically and India internationally for close to twenty-four years. He is
the only player to have scored one hundred international centuries, the first batsman to score
a double century in an ODI, the holder of the record for the most runs in both Test and ODI,
and the only player to complete more than 30,000 runs in international cricket. He is
colloquially known as Little Master or Master Blaster. In 2001, Sachin Tendulkar became the
first batsman to complete 10,000 ODI runs in his 259 innings. n 2002, halfway through his
career, Wisden Cricketers' Almanack ranked him the second greatest Test batsman of all time,
behind Don Bradman, and the second greatest ODI batsman of all time, behind Viv
Richards. Later in his career, Tendulkar was a part of the Indian team that won the 2011
World Cup, his first win in six World Cup appearances for India. He had previously been
named "Player of the Tournament" at the 2003 edition of the tournament, held in South
Africa. In 2013, he was the only Indian cricketer included in an all-time Test World XI
named to mark the 150th anniversary of Wisden Cricketers' Almanack.

Tendulkar received the Arjuna Award in 1994 for his outstanding sporting achievement,
the Rajiv Gandhi Khel Ratna award in 1997, India's highest sporting honour, and the Padma
Shri and Padma Vibhushan awards in 1999 and 2008, respectively, India's fourth and second
highest civilian awards. After a few hours of his final match on 16 November 2013, the Prime
Minister's Office announced the decision to award him the Bharat Ratna, India's highest
civilian award. He is the youngest recipient to date and the first ever sportsperson to receive
the award. He also won the 2010 Sir Garfield Sobers Trophy for cricketer of the year at the
ICC awards. In 2012, Tendulkar was nominated to the Rajya Sabha, the upper house of
the Parliament of India. He was also the first sportsperson and the first person without an
aviation background to be awarded the honorary rank of group captain by the Indian Air
Force. In 2012, he was named an Honorary Member of the Order of Australia.

31 | P a g e
 11. Explain about any tourist your choice where you visited, with images.

Ans: India is a country popularly known for extending its lavish hospitality to all visitors, no
matter where they come from. Due to its belief in the philosophy of „Vasudeva Kutumbkam‟
its visitor friendly traditions, varied life styles, vast cultural heritage and colourful fairs and
festivals, it holds multiple attractions for the tourist. The other attractions include beautiful
sun drenched bathing beaches, forests and wild life, majestic rivers, glorious architecture,
fascinating fauna and flora and beautiful landscapes for ecotourism, snow-clad mountain
peaks etc for adventure tourism, technological parks and science museum for science tourism,
centres of pilgrimage for spiritual tourism, heritage trains and hotels for heritage tourism,
yoga, ayurveda and natural health resorts and hill stations also attract tourists. Indian
handicrafts particularly jewellery, carpets, leather goods, ivory and brass work are the main
shopping items of foreign tourists. Despite the economic slowdown, medical tourism in India
is the fastest growing segment of tourism industry. Factors such as low cost scale and range
of treatments provided in the country add to its attractiveness as a medical tourism
destination. The major tourist attractions in India can be explained by dividing India into four
zones. The major tourist attractions for foreign tourists in North India are New Delhi, Agra,
Shimla and Dehradun. New Delhi is the capital city of India and has a rich cultural past. Red
Fort, India Gate, Qutub Minar, Jama Masjid are the important places for tourism in Delhi.
Agra is the city of Taj Mahal and one of the greatest spot for tourist attractions in India.
Shimla is a splendid hill station in the Himalayas. Dehradun, the capital of Uttranachal is
famous for its fantastic scenery. In East India the major tourist attractions are Kolkata,
Guwahati, Shillong, Patna, Jamshedpur, Allahabad, Varanasi, Bhopal. Kolkata –a heritage
city and the cultural capital of India. Many places to visit in Kolkata are Victoria memorial,
Fort William, Nanda theatre, Race Course, National Library, Eden gardens, Botanical
gardens, Allipur Zoo. Guwahati is an important base for tourism in the region. Shillong is the
capital of Meghalaya and famous for its breath taking lush green landscapes. Patna is one of
the oldest cities in India and famous for its historical relics. Jamshedpur is an important
industrial township, home of Tata industries. Allahabad is the city of Prayag and the world
famous fair-Kumbhmela. Varanasi is the most auspicious city of the Hindus, famous for its
temples and ghats. Bhopal is the capital of Madhya Pradesh and an important center of
Tourism. In West India the major tourist attractions are Mumbai, Panjim and Udaipur.
Mumbai is the commercial capital of India and the city that never sleeps. Panjim the capital
city of Goa is famous for its Golden beaches and pristine waters. Udaipur is famous for its
floating palaces in the middle of Lake Pichola. In South India the most important tourist sites
are Kerala, Chennai, Bengaluru, Cochin, Trivandpuram and Ooty. Kerala, known as „God‟s
own country‟ is very famous among tourists for its lush greenery, coconut canopies and
exotic beaches. Chennai is the automobile capital of India. Bangalore the silicon valley of
India is famous for its software companies and has a pleasing weather round the year.
Trivandpurum is the city of the famous Kovalam beach. Cochin is a coastal city famous for
its historical relevance. Ooty is a fabulous hill station in the Nilgiris famous for its verdure
valleys.

32 | P a g e
If you want to see real India just visit Delhi

"It is the best place if you want to enjoy real India. Delhi has many places where you can visit
with your Family and Friends to have great amount of enjoyment. You can Visit some
religious and historical places as well like Bangla Sahib Gurudwara, Sheeshganj Gurudwara,
Hazrat Nizamuddin, Akshardham and many more. If you want to have some picnic kind
environment you can simply visit to India Gate, Lal Quila, Jantar Mantar, Qutub Minar &
many more. What attracts more the Malls located in NCR area which have huge crowd all
over the week. You can get many items to eat if you want. Some places are only dedicated to
foodie people where you can go to have some great taste of India. I visited there many times
& everytime I feel satisfied and enjoyed."

"Last month I visited Delhi and found the Best palace in Delhi for travelers. In Five Star
Hotel the best choice is between Le-Meridean or Sangrila. The food is best in Le-Meridean
but the Page 3/12 Services is best in the Sangrila. The best place to see is Akshardam Temple
and Chattarpur Temple. India Gate, Red Fort, Old Fort, Qutub Minar are the Historic palaces,
but only for sightseeing. Another important place is Majnu Ka Tilla that is another Mini
Tibbet in India. In three Star Category hotel Signature Grand, Park Plaza is the best. Similarly
several Budget Hotel are available in Paharganj and if you are travelling by air and want to
stay near to airport and Gurgaon then there are several budgetary hotels are available near
airport, they are much comfortable."

Delhi, the Dahleez (the threshold of India) "At the outset, those visiting Delhi, don't make it a
day's visit. You'll regret it. Keep at least three to four days just for Delhi. Delhi, our national
capital, is not only historically rich but is a paradise for tourists of all types. Whether you are
a history buff or a shopping buff, whether you are a foodie or love nature, Delhi has
something for you. The only drawback is its extreme weather, whether summer or winter, so
make sure you go there either close to Diwali(between September to November ) or in
March- April. I would prefer March April for two reasons which make it all the more better.
One is the chance to visit the extravagant and lovely nature thrown open in the way of
Mughal Gardens. This is the Rashtrapati Bhavan garden which is open only for a short time
when in bloom. Second reason is the Surajkund mela in nearby surajkund, a must visit for
anyone who wishes to buy authentic, cheap and native handicrafts, which is around this time.
(Google search for the time of the mela and book your trip according to that, you can hit two
birds with one stone). As for Delhi, of course, the Red Fort, The Rashtrapati Bhavan(only

33 | P a g e
outside), India Gate, Jantar Mantar(avoid if there are protests, which regularly happen) are
the obvious names along with the beautiful Lotus Temple(Bahai) and Qutub Minar. If you
have time on your hands, you can do it in two days and if you are in a hurry, Delhi Darshan
buses will help you to do it in a day. Two things, I would personally recommend is the sound
and light show at Red Fort. That begins at 7 pm daily and in two languages in separate shows.
You can combine this visit with the paranthe wali galli after the show. Paranthe Wali Gali is a
small "blink and you miss it" galli walkable from the Red Fort, which boasts of parathas of
more than 100 types including a kaju one, which was sinful but yummy.

Second recommendation is the Akshardham. Make it as an evening trip which includes a

musical fountain show. The lights make it worth it. But if you love to see the delicate
carvings, visit during the day. Caution, you are not allowed to carry anything, including
purses/mobiles and to avoid making that trip to the parking lot again, leave it behind in the
hotel and carry only notes as cash( for entry ) there is almost always a big crowd. So be
prepared for a long wait. Not for senior citizens who can't walk. If you are a senior citizen
think of a wheelchair.

A lot of people visit Dilli Haat for shopping handicraft and decor stuff. Inside you can see
stalls from all states with their own unique handicrafts. And food stalls of all the states too.
You can make this as your lunch point. A review of Delhi is incomplete without a mention of
its UP chat especially alu tikki chaat and ram ladoos. And Makki ki roti and Sarson ka saag
(only in winters till april) Non vegetarians gorge on the punjabi food, Butter chicken,
tandoori stuff etc.

Top recommended attractions in New Delhi are:

 India Gate

 Connaught Place

 Lotus temple

34 | P a g e
  Qutub Minar

 Akshardham

 Jama Masjid

 Jantar Mantar

 Rashtrapati Bhavan

35 | P a g e