The union ministry of human resource and cbse india are leaving no stone unturned to make lives easy for school students across the various boards in india
The Union Ministry of Human Resource and CBSE India are leaving no stone unturned to make lives easy for school students across the various boards in India! The latest stride towards this endeavor is the introduction of a common syllabus for Maths and Science for the students of classes XI and XII across all the educational boards. Therefore, from the academic year starting 2011-12, students from all the boards in the country can look forward to a uniform syllabus!
An initiative like this by CBSE India will ensure a level playing field for all the students while they prepare for their engineering and medical entrance examinations. Hence, while all you students studying in classes XI & XII, preparing for your national level engineering and medical entrance exams from the year 2012, need no longer worry about the extensive syllabi covered by your friend in CBSE or other national/ state board.
A common syllabus is just the first step by the Human Resource Ministry and CBSE India towards a flexible pattern of education that is comparable to the education systems existing in the West. CBSE India also has plans in the pipeline to conduct a common entrance exam for Medical and Engineering courses in India by 2013. If such a plan by CBSE India gains acceptance from all the academic corners in the country, life after class XII is only set to get easier for students.
However, implementation of a common syllabus by CBSE India has also garnered a lot of criticism by NCERT. NCERT is of the view that Council of School Board of Education (COBSE) has no right to push the common syllabus agenda. NCERT believes that the decision to undertake any curriculum revision exercise should rightfully rest with itself as NCERT has been instrumental in all such changes over the past years. It also believes that COBSE is just a coordinating body between the various school boards in the country.
Amidst all this controversy, major stakes are now on successful implementation of this common syllabus scheme for Maths and Science. Success of a common syllabus like this could also spread cheer in the lives of students studying in the Commerce and Humanities streams. Talks are around for a uniform syllabus for various subjects in these streams as well. What more could have students asked for to ensure a smooth and stress-free studying experience!
There are various websites that provide CBSE-aligned learning resources for students studying in classes V-XII. A common syllabus for Maths and Science will also ensure that more students can now seek help from such websites and reap benefits of quality and extensive learning resources.
All students studying under CBSE India can expect a lot of good news in the near future as well.
All the best for the future!
Mr ARIF’s Brief Curriculum Vitae GUIDE
Whilst applying for jobs in the next coming months you need to have a professional looking and up to date Curriculum Vitae or CV.
CV’s that have errors in are going to be discarded and most are considered within 60 seconds.
Make sure your CV lands in the Contact for interview pile and not in the waste bin. Did you know that most CVs are discarded after 20 seconds if there are any spelling mistakes or typos in them? Make sure yours is checked – there is help with drafting at school and with with applying for jobs see my booklet Application Forms Clinic by Asif Arif available from the Office}.
Always list skills that relate to the job – if you have excellent grades or a full attendance record don’t be afraid to say so. This is your chance to sell yourself above others.
The 3 styles of CV Chronological, Capabilities and Skills are all suitable templates. It is your decision which fits the job profile best – but makes sure all the information is accurate and can be backed up by examples. Always contact your referees in advance if you want to include them in your CV and give them a finished copy.
Firstly a Chronological CV lists everything in date order – including all you school and work experience like a timeline in History. Start your lists from the most recent first.
The Capabilities Style CV focuses on your main abilities so choose successes that relate to the job you are applying for in the personal profile section.
Lastly, a Skills Style CV lists work related skills you have for a particular job. Different headings outline your different strengths- remember you only need to list positives.
Your CV has to be no more than 2 sides of paper and it should always be typed. Work out all your information in draft first then choose a style that suits the particular company or job you are applying for.
Spell-check everything in your CV and ask help from a relative or friend to check the content. There is help also at school with applying for jobs for help with filling in Application forms see my booklet Application Forms Clinic by Asif Arif available from the Office.
Try to make your CV stand out from the rest. Always use good quality paper and don’t over embellish your grades, skills or abilities – you must be able to back up information you give with examples or references.
When thinking about dysgraphia, people usually don’t think of it as a learning disability. Writing is just difficult for my child. Or, my child has poor handwriting, but so do doctors. Yet, dysgraphia is real and the sooner that we consider it a learning problem and deal with it as such, the sooner we can deal with it in a positive manner.
Dysgraphia by definition is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting. Since the handwriting is so poor and difficult for the student to perform, is the learning disability a result of the handwriting, or are they not connected? I have found that working on the student’s handwriting first and then working on the mechanics of writing is the most successful method of dealing with this disability.
Most students who have learning problems or learning disabilities also have dysgraphia. These kids usually have sequencing and perceptual problems as well as poor fine motor skills and poor eye/hand coordination. If you are in your 40’s as I am you will recall that there were very few kids in our day with poor handwriting. It just wasn’t allowed. The teachers literally beat it into us one way or another. When we loosened our standards on the kids as far as handwriting goes, it seemed to open a Pandora’s Box. Students now have terrible handwriting, and nobody does anything about it. Should we go back to “beating” this into the kids again? No, I don’t think so. But, we certainly need to spend the time on these kids to make handwriting easy and legible. We need to lessen one more obstacle in their paths, as they are up against so much.
Unfortunately, a teacher makes a judgment on every paper that crosses her desk. I know, as I have been a teacher for a long time. Don’t we just love those papers from those little girls where the cursive is flowing, the writing is legible, the words are spelled correctly, and everything makes sense. It is easy to put an A grade on this paper. Throw in a paper from a little guy with learning problems and dysgraphia, and A’s are hard to give out. The content may even be better than the other girl’s paper, but by the time the teacher is done trying to decipher what is being said on the page, she is exhausted. Compare it to the other paper and it is easy to see why one paper gets an A and the other gets an F. Some papers may actually deserve a higher grade, but the teacher forms a subjective opinion, especially on essays. The student with dysgraphia is up against a lot.
Following is a list of symptoms of dysgraphia:
· Exhibits strong verbal skills but poor writing skills
· Punctuation errors that are random or non-existent
· Spelling errors
· Generally illegible writing
· Inconsistencies such as mixtures of print and cursive or upper and lower case letters
· Irregular sizes, shapes, and slants of letters
· Unfinished words or letters and omitted words in writing
· Inconsistent position on the page – spaces between words and letters – lines and margins
· Cramped or unusual pencil grip
· Talking to self while writing
· Slow or labored copying or writing
So, what do you do to help a student with dysgraphia? There are many modifications that can help in a regular classroom, but we want the student to learn to function in our society, and our society won’t say, “Gosh, this kid has dysgraphia. I think I’ll hire him and give him a lot of money and then make a lot of modifications for him because of it.” No, this isn’t how it will go, and we all know it. Most job application forms are still handwritten and many places will ask for a hand written letter. Companies want to see if the potential job candidate can write. It is an important skill, and if we make modifications for the student we never correct the problem and we never teach him to succeed in society. But, to start with modifications must happen so the child can initially succeed, but our goal should always be to get the student able to function on his own.
The simplest modifications involve giving more time and shortening the assignment given. The student can tell a story in a tape recorder and then write the story at his own leisure. Show the student how to draw a picture for each thought and then write about each thought. I always hear about having a computer or word processor available for these kids, and that is good if the student knows how to type. Believe me, if they have a hard time writing, they almost always have a hard time typing. I can’t begin to tell you how many IEP’ s have a word processor written into them and the word processor sits in the closet. Why? Because the kid doesn’t know how to type, and it is more difficult to learn to type than it is to learn to write. Another modification that can help at first is to assign a “secretary” to the student. This is a classmate who can write for him on some assignments – just until his writing improves. Perhaps just for science of social studies. We don’t want to give these kids crutches. We want to give them tools.
There are many more modifications, but let’s move on to actually dealing with dysgraphia and methods for life success. The first thing I do is have them switch to cursive. I don’t care what grade the student is in. First graders can do cursive just fine. Seventh graders can learn cursive. There is a reason for this. Cursive flows. Manuscript does not. These kids have a lot of things going on in their minds, and their hands cannot keep up with their thoughts. Ask them about it. They will say it’s true. So, the first step in this journey is to have them switch to cursive. When switching to cursive, I have the student perform strokes on lined paper. Circles, arches, loops, and curves all can be done. I will make a line of strokes and have the student copy it. This works even better if done to slow music, such as classical. Each cursive stroke needs to be taught and practiced until all are learned and the student is comfortable with them. There are many cursive writing programs available. I also use the magic eights activity using the cursive letters. In a very little amount of time these kids are learning to make cursive letters.
Next, I move on to dictation. I am taking a step out of the process for them. I will give them paper with lines. I will start with basic sentences that I will read aloud orally as many times as necessary. How basic I start depends on the level of the student. A fifth grader will get a more difficult sentence than a first grader. I will call off several sentences and have the student write the sentences using a color marker, pen, or pencil. There are now erasable color pencils that work great, but many times I just let them use a marker. Color works well in keeping the right-brain dominant student focused. Many of these kids are right-brain dominant. Then, I will have them go over their sentences and look for mistakes. I will help them fix any mistakes and we discuss them.
This process may go on for months, depending on how quickly the student progresses. When the student is ready to move on I will then go to paragraphs. I usually will make up a paragraph and have the student write it after I read it aloud. I will read the paragraph as many times as necessary. The student writes the paragraph and corrects any errors as before.
Then, I will give the student a picture or a tangible item, such as a teddy bear. I will have the student write a sentence about it, just describing what he sees. The reason for this is simple. These kids will try to write and their minds are all over the place. They need training on writing about one thing at a time and writing about just something they see. The student is instructed to describe the item. Sometimes these kids are at a complete loss for words. But, we must start somewhere. If he writes, “The key is gold.”, then that is enough. They were his own words. He made his own sentence and that is a start. There is nothing more frustrating than reading a piece of writing that has no focus and rambles all over the place.
I will continue having the student write sentences about something that is tangible. I will continue to have the student correct his errors and we discuss them. Slowly, I will add items and finally, I will have him write sentences about things that cannot be seen but must be remembered, such as a baseball game. By now the student should have the necessary skills to write about something from memory.
Then, we finally move on to teaching writing. We can use idea bubbles and outlining to plan paragraphs and stories before we write. We can learn about topic sentences and concluding sentences. But until we get to this point, we must go step by step through the above mentioned processes. It is not an over night fix. But if done correctly, these students end up with writing skills that will carry them through life.
With the help of www.gyantonic.com you can prepair for the interviews coz gyantonic has good tips for the interview. To begin with, you will, in all likelihood be asked to give your introduction or you may be asked to say something about yourself. You have already submitted your resume. Therefore, you will say the same that is before them (the interview members) in the file. What they want to see is not so much what you will, but how you’ll say it. Here it needs to be reiterated, even at the expense of repetition that, whatever you say, is indeed significant and yet, how you say the same, is no less important. Therefore, say it impressively i.e. articulately, correctly, neither hurriedly nor too slowly, courteously and respectfully. You have called for interview to judge your manners, confidence, communication, poise and self-assurance. Display all these in ample measure. While answering hold yourself straight, do not slouch.. Mention your achievements/medals/prizes both in academic field and in extra-curricular or social arena. However, nothing should be said with arrogant pride or aggressive assertion. Unless you are specifically asked to give details of your family, there is no need to mention your parents, siblings, their profession etc.
All questions related to your subject should be answered accurately and briefly. Be pertinent but don’t be curt.
Other questions which can come up are about your hobby. Make it certain that you name your hobby on which you can take questions. For instance, if you say reading is your hobby, you may be asked who is your favorite author and what is it from him that you have read. Inability to answer or a diffident response exposes the lie.
Now the trickiest question: your strengths and weaknesses. Here one has to be cautious. You may name any of your strengths but you shall confess to your shortcomings. In fact, you don’t have weakness. But if you confess things like, I am emotional, I lose temper, I have less tolerance etc. – You have prepared ground for being ticked off. But, if you say you have no shortcomings, it is likely that the interviewer may say “I have so many and you have none”. That puts us in a tight spot. So, the strategy should be to project a virtue as though you carry the same to excess. Thus if you say, “I avoid all bickering/fight as I feel they are self-destructive”. Now, an instant question will come “What is wrong in that. How do you count that as your weakness? To this the answer will be that you avoid fights even at a price.
Other examples of weaknesses:
1). I cannot leave a job half done even if I have to get past mid-night to complete that.
2). I am a little too punctual. The consequence is that on reaching a place dot on time, I find myself alone and singled out.
3). I am temperamentally tolerant to a large degree. People take it as a sign of weakness.
In short, the list can go on and you have got to exercise imagination to come up with your “weakness”. But never confess to shortcomings which are considered to be negative traits.
In the sphere of strengths emphasize your:
5). Honesty and Sincerity.
6). Sense of Duty.
7). Spirit of Cooperation.
And in the end, it is apt to repeat that it doesn’t matter so much what you say but how you say it.
According to Dr. Stephen Jones each year more than 50 percent of African American students drop out of high school and college. This has a significant impact on athletes who play sports. The drop out rate is greatly affected by poor college preparation and study skills. The lack of academic preparation is evident in middle school and high school. Too often athletes are accepted to college without the preparation they need to graduate. The student athletes’ athletic prowess is valued more than their intellectual abilities. Some athletes are also blindsided when they uncover the huge academic deficits when they start college classes. This crisis will continue because of the abundance of athletes who can replace the athlete who is in academic difficulty.
This problem must be attacked head on. Athletes deserve to be prepared to succeed at all levels. The NCAA requires colleges to have an academic support center. Unfortunately often the academic gap is too large even for the tutors that are assigned to students. Although these students have graduated from high school these students arrive to college academically three and four years behind their peers. Middle schools and high school students must get academically caught up prior to enrolling in the college. Many of these students are coming from schools that are not making Adequate Yearly Progress according to the standards set by No Child Left Behind. There are some very basic elements of the education process that are critical for students to succeed in college and they include the ability to read and compute.
This crisis is not one that we can ignore. Too many extremely bright African Americans are ending up in prison. This includes former college athletes who do not have a degree. Every so many weeks it seems that there is an article about some athlete who is escorted into a court room and sent to jail. This is especially detrimental when they leave a stable wife and children to make it by themselves. This foretells a disastrous educational outcome for their children who cannot afford to attend the better schools.
Some organizations and colleges are tracking the exceptional student athlete as early as ten and twelve year old. Yet attention and devotion to ensuring that they maintain high levels of academic performance is given little attention. It seems that there is a viscous cycle of poor study skills and academic preparation that’s repeated in inner city communities throughout the country. A fundamental academic requirement must be established for athletes early in their K 12 experience. Colleges and school districts must make a greater commitment to these students. There must be a break in the pattern of the deepening despair that has become a viscous cycle for so many athletes who do not graduate. Too many families can point to athletes in their family who have never competed a high school diploma or college degree.