|languages||Bengali, English, Hindi|
Academic Qualifications< ul>
Apart from Curriculum books, I was an avid reader at College Library.
Secondary from Raisina Bengali School, Delhi under C.B.S.E. Board in 2000
I was actively involved in Drama, Stage plays and Musical Competitions.
- Matric ulation from Raisina Bengali School, Delhi under C.B.S.E. Board in 1998
P rofessional Qualifications< ul>
Experience: 8 years
Language Arts (English)
An important part of the Early years programme is a focus on the many pre-writing activities which develop the fine motor-skills and hand-eye coordination required for handwriting. Activities such as stringing beads, lacing cards, finger painting, modeling clay and play dough, sewing, weaving, placing pegs in pegboards, repeating finger plays and manipulating a variety of writing tools, all help develop the muscles and coordination required before a child begins formal handwriting instruction. As the children’s fine motor skills strengthen, they will be given opportunities to develop early writing skills by engaging in a variety of writing activities e.g. : tracking, tracing and writing independently using their knowledge of letter-sound relationships.
For Elementary group, providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day. Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.
Early years classrooms are print-rich environments where sharing books is a special part of each day. The primary goal of the reading programme in Early years is to instill a love of books and support the idea that reading is a fun and exciting experience. By providing a strong foundation in pre-reading and reading readiness skills through creative and open-ended activities, the Early years programme provides children with the tools to become confident and successful readers. Parent support in this Reading Programme is encouraged through the home reading.
For Elementary group, reading is a fundamental skill that we all use every single day.We read newspapers, books, directions, text messages, recipes, emails, safety warnings…Reading is everywhere!
It’s no secret that developing proficient reading skills from a young age is essential not only for academic success, but for success in all areas and stages of life! However, reading can be a challenging skill that many students struggle to master. And as teachers, we want nothing more than to help our students become comfortable and confident readers.
Speaking and listening are an integral part of the Early years programme. Young children are developing the abilities to express thoughts and opinions clearly and fluently, to speak confidently in front of peers, to participate in small group and large group discussions and to ask and answer relevant questions. As children mature, they learn to listen for different purposes, to wait their turn to speak and to follow increasingly complex instructions. Spelling activities are a natural consequence of reading and writing, and therefore much of the spelling instruction takes place in the context of daily experiences.
For primary students, we can follow some examples of oral communication. For example:
1. Keeping each other informed: we can use verbal communication to disseminate useful and important information.
2. Asking for help and support: communicating verbally about our problems is the first step to solving them.
3. Making friends: communicating with others can be the start of a good friendship.
4. Expressing ourselves creatively: verbal communication can be the means for expressing our imagination.
5. Sharing emotions: we can share emotions as well as factual information with our verbal communication skills.