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Wednesday, January 20, 2021

HOME LEARNING DAILY VIDEO DATE :-20/1/2021.

HOME LEARNING DAILY VIDEO DATE :-20/1/2021.
This list is not exhaustive, you can add more examples.  In order to develop an understanding of this subject, it is necessary for the male and female helpers to study in depth the ‘racial dimensions in the teaching-learning process’ and every issue contained in the material.  The module identifies racial stereotypes in your ‘self’ and in each participant’s behavior - and the emotional characteristics of the decision maker / homemaker.  

WILL BE HELPFUL IN UNDERSTANDING THE CUSTOMARY CHARACTERISTICS ATTACHED.  SOME HELPFUL QUESTIONS LIKE ‘WHY?  ONE PARTICULAR 'SYMPTOM IS MORE COMMON IN WOMEN, WHY NOT IN MEN?  ETC. DISCUSSES THE QUESTION ‘GENDER-BASED CONVENTIONAL ASSOCIATION OF SYMPTOMS’ WITH RESPECT TO THE FEATURES SHOWN IN THE TABLE BASED ON THE PARTICIPANTS ’RESPONSES.



AT THE END THE ASSISTANT, THE CLASSROOM AND THE ROLE OF THE HEAD TEACHER AND THE TEACHER TO KNOW / UNDERSTAND THESE CUSTOMARY  CHARACTERISTICS DURING THE TEACHING PROCESS.  HE ASKS CONTEMPLATIVE QUESTION NO. 4 TO THE HEAD TEACHER AND SYSTEM LEVEL WORKERS AND AGGREGATES THE ACTIVITIES BASED ON THEIR RESPONSES, AT.  THOUGHTFUL QUESTIONS FOR HEAD TEACHERS: WHAT IS THE DIFFERENCE BETWEEN SEX AND GENDER? 




IMPORTANT LINK TO WATCH TODAY HOME LEARNING VIDEO:: 

ધોરણ-૩ પર્યાવરણ વિડીયો


ધોરણ-૪ પર્યાવરણ  વિડીયો


ધોરણ-૫ ગણિત  વિડીયો 


ધોરણ-૬ સામાજીક વિજ્ઞાન વિડીયો


WHAT DO YOU MEAN BY SEXUAL ORIENTATION?  TO WHAT EXTENT DO BEHAVIORS BASED ON GENDER OR ATTITUDES, DIFFERENCES IN TEMPERAMENT, WORK IN BOTH RACES?  AS A HEAD TEACHER, REFLECTING ON THE BEHAVIOR OF THE 'SELF' AND THE TEACHERS, DID YOU FEEL THAT THERE WAS A GENDER BIAS IN YOUR BEHAVIOR? 

ધોરણ-૭ સામાજીક વિજ્ઞાન વિડીયો


ધોરણ-૮ સામાજીક વિજ્ઞાન વિડીયો


ધોરણ-10 વિજ્ઞાન વિડીયો


ધોરણ-12  MATHS વિડીયો 


 What did you do  Instructions for the assistant: It.  પણ You can also take extra activities from the module to strengthen the purpose!  The main message is that its critical study is important.
The role of the school headmaster is to challenge classroom, racial stereotypes in school processes and model effective behaviors to bring racial quality.  .  



Activity 2: Leading the method of racial awareness / sensitization in school learning-teaching processes: Group thinking in the group.  Provides four groups of supportive participants.  In this module, activities are given according to each subject area. Supportive participants can adopt these activities and tell each group to study the existing methodology based on the criteria of racial characteristics and ask 3-4 practices to become more racially sensitive in these topics.



  These practices, developed in coordination with teachers and system level workers, can be introduced by the head teacher of the school.  The helper can take the help of the following thought-provoking questions to move the field forward.  Thoughtful questions for head teachers: • How to know if a particular caste is ignored in oral communication and written expression?  How can you communicate these things in the classroom and in school processes?  How did you use racially influenced books?  How will you and your teachers prepare for racially integrated classroom processes / activities?  

Thoughtful Questions for System Level Workers CRC / BRC / TPEO / EI / ADEI / DPEO / DEO જણાવ State your professional experience as a sexually sensitive worker.  How can you be racially sensitive in your role as CRC / BRC / TPEO / EI / ADEI / DPEO / DEO?  What aspects of ‘racial equality’ will you observe and observe during your school / classroom re-visit in your cluster / block / district?  Suggestions for Assistants: Assistants need to thoroughly study the 'Gender Dimensions in Teaching-Teaching Processes' module and all the topics covered in the module to develop an understanding on the subject.  You can also take additional activities from the module to further the purpose of the module.  33


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