EDU 404.1 Short film presentation on student abuse in school campus and POCSO rules

 

EDU 404.1 Short film presentation on student abuse in school campus and POCSO rules

 

1.0. Introduction

Short films are a unique and captivating form of storytelling within the realm of cinema. Unlike feature-length films that can span several hours, short films typically range from a few minutes to around 40 minutes in length. Despite their shorter duration, short films have the power to captivate audiences, convey powerful messages, and leave a lasting impact.

Short films have become increasingly popular in the educational field due to their ability to engage students and facilitate learning in a concise and impactful manner. These films, typically ranging from a few minutes to half an hour in length, offer numerous benefits in the educational context. Short films enhance learning experiences, promoting critical thinking, creativity, and empathy among students.

One distinguishing characteristic of short films is their ability to tell a complete story within a limited timeframe. Filmmakers must employ concise storytelling techniques to effectively convey the narrative, often focusing on a single theme or concept.

Another notable feature of short films is their capacity for experimentation and innovation. Filmmakers have the freedom to push boundaries and explore unconventional storytelling techniques. Through the skilful use of imagery, short films can evoke powerful emotions and engage viewers in a profound and immediate way.

 

1.1. Students Abuse in Schools

            Student abuse can encompass various forms, including physical, emotional, and sexual abuse. It involves any act or behavior that causes harm, distress, or violates the rights of a student. Such abuse can occur between students, from teachers or staff to students, or in some cases, even by parents or guardians.

To address student abuse, several laws and regulations exist at the national level in India. The Right to Education (RTE) Act of 2009 is a significant legislation that aims to ensure free and compulsory education for all children aged 6 to 14. The RTE Act prohibits physical punishment and mental harassment in schools, making it illegal to subject students to any form of abuse.

Additionally, the Protection of Children from Sexual Offences (POCSO) Act of 2012 specifically addresses child sexual abuse. In Kerala, the state government has taken steps to prevent student abuse and ensure child protection. The Kerala Protection of Children from Sexual Offences Rules, 2012, outlines guidelines for implementing the POCSO Act in the state. The Kerala State Commission for Protection of Child Rights (KeSCPCR) is another important body responsible for safeguarding children's rights and addressing complaints related to child abuse.

Furthermore, the State Education Department and the Kerala State Commission for Protection of Child Rights have developed a Child Protection Policy for schools in Kerala. This policy emphasizes creating safe and nurturing environments, promoting awareness and prevention of child abuse, and establishing procedures for reporting and addressing incidents of abuse.

It is important to note that while laws and policies exist to combat student abuse, their effective implementation and enforcement are crucial. Schools, teachers, administrators, parents, and students all play a vital role in fostering safe and respectful learning environments.

 

1.2. POCSO

            The Protection of Children from Sexual Offences (POCSO) Act is a crucial legislation enacted in India in 2012 to address the issue of child sexual abuse. The Act aims to provide legal protection and support for children who have experienced sexual offenses and to ensure a safe and secure environment for their overall development.

Definition of sexual offenses: The Act defines various forms of sexual offenses against children, including but not limited to, penetrative sexual assault, non-penetrative sexual assault, sexual harassment, and child pornography. It recognizes that children are unable to provide informed consent and are particularly vulnerable to sexual abuse.

Special courts: The POCSO Act established special courts exclusively for the trial of offenses under the Act. These courts are designed to ensure a child-friendly environment and swift justice, aiming to minimize the trauma experienced by the child during legal proceedings.

Mandatory reporting: The Act makes it mandatory for individuals, including parents, teachers, doctors, and other professionals, to report any suspicion or knowledge of child sexual abuse to the police. Failure to report such offenses is itself considered an offense under the Act.

Child-friendly procedures: The Act emphasizes the need for child-friendly procedures during the investigation and trial of sexual offenses. It seeks to protect the privacy and dignity of the child by allowing for in-camera trials, closed-door hearings, and the use of screens or video links to shield the child from the accused.

Rehabilitation and support: The POCSO Act recognizes the importance of providing support and rehabilitation to child victims. It mandates the establishment of Special Juvenile Police Units (SJPU) and Child Welfare Committees (CWC) to ensure the well-being of the child during the investigation and subsequent rehabilitation process.

Penalties and punishment: The Act prescribes stringent penalties for offenders. It provides for imprisonment ranging from a minimum of three years to life imprisonment, depending on the severity of the offense. It also includes provisions for fines, as well as enhanced punishment for repeat offenders.

It is important to note that the implementation and effectiveness of the POCSO Act depend on several factors, including the proper training of law enforcement officials, timely and sensitive handling of cases, and community awareness about child rights and protection.

 

1.3. Script of the Short film

            The name of the short film is ‘POCSO’

Scene 1

In Autorickshaw (Dialogue between driver and mother of the abused child, her name is Raji.

Scene 2

            On the way to the house (no dialogue) background music, Raji is walking to house

Scene 3

            In the house (no dialogue only acting) hearing the sound, Raji break the head of the abuser and saw the pathetic situation of daughter.

Scene 4

            Raji and child is sitting at backdoor, in the background there is a folk song playing…meanwhile some writings are scrolling on the screen as flash message.

 

1.4. Report

            This report outlines the experience of creating a short film on the topic of child abuse, specifically related to the Protection of Children from Sexual Offences (POCSO) Act, as part of the B. Ed curriculum. It highlights the efforts made during the shooting, editing, and casting processes, providing insights into the overall experience of making the film.

As part of my study, I was required to create a short film. To prepare for this, I watched several short films on the same topic. This helped me gain a better understanding of the process involved in making a short film. To manage costs, I took charge of the directing, shooting and editing, which worked well since I had prior experience with editing.

Finding actors for the film was quite challenging due to the sensitive subject matter. Eventually, I was able to convince actors to participate on the condition that their faces would not be shown. The short film was prepared by giving importance to emotional scenes by making the dialogue only in the first scene out of four scenes.

I decided to name the film "POCSO" to reflect its connection to the subject matter. To deepen the understanding of POCSO, I incorporated a few pictures in the beginning into the film that gave a sense of critical awareness and shock. The film concluded with a folk song as back ground music, giving a flash message on the final scenes and urging parents and teachers to reflect upon the final message.

The editing process, which involved assembling all the scenes, was time-consuming. However, I felt a great sense of satisfaction in completing everything in just one day. Overall, the experience of making a short film was positive, providing valuable learning opportunities. The feedback I received from those who watched it was positive, which boosted my confidence and self-esteem.

 

1.5. Reflection

Creating a short film on the topic of child abuse and POCSO Act as part of the B. Ed curriculum was a transformative experience for me. It provided me, as an aspiring teacher, with an opportunity to explore a critical issue, enhance my understanding, and develop my skills in short film making. The process allowed me for personal growth, deeper empathy, and an understanding of the importance of addressing child abuse in educational settings.

The experience of making the short film not only contributed me to the development of filmmaking skills but also provided me, as an aspiring teacher, with a platform to raise awareness and engage in meaningful discussions on child protection. It emphasized the significance of collaboration, research, and responsible storytelling when addressing sensitive topics like child abuse.

Nb. I also add a short film which I have directed and edited

EDU 404.1: Conduct an interview with an eminent teacher of your locality on the vision & mission of education

 

EDU 404.1: Conduct an interview with an eminent teacher of your locality on the vision & mission of education

1.0. Introduction

            Martin Heidegger, the renowned German philosopher, once remarked, "Teacher, the disturber of my sleep." This thought-provoking quote encapsulates the transformative role of a teacher in the lives of students. A teacher is not merely an instructor who imparts knowledge, but a catalyst who disrupts complacency, stimulates curiosity, and awakens the intellectual potential within individuals.

As a facilitator of knowledge, teachers are entrusted with the responsibility of imparting knowledge to their students. They act as facilitators, presenting information, theories, and concepts in a structured and accessible manner. By offering guidance and explanations, teachers help students grasp complex subjects, instilling a foundation of knowledge upon which further learning can be built.

As a mentor and guide, teachers provide invaluable support, encouragement, and advice to students, nurturing their academic and personal growth. Teachers act as role models, inspiring students to pursue their passions, overcome challenges, and develop critical thinking skills. Through their guidance, teachers foster confidence and self-belief in students, empowering them to reach their full potential.

As a Provoker of Critical Thinking, teachers challenge their students to think critically, question assumptions, and explore alternative perspectives. They encourage intellectual curiosity and foster a spirit of inquiry. By introducing thought-provoking ideas and engaging students in lively discussions, teachers push them beyond their comfort zones, promoting intellectual growth and deeper understanding.

As a Cultivator of Creativity, teachers help students tap into their innate creative abilities. They encourage innovation, problem-solving, and the exploration of new ideas. Through projects, assignments, and interactive activities, teachers inspire students to think outside the box and unleash their creative potential.

As a Mentor of Character and Values, teachers play a crucial role in shaping students' character, values, and moral compass. Teachers instill virtues such as empathy, integrity, and respect, nurturing well-rounded individuals who contribute positively to society. Through their words and actions, teachers become guiding beacons, imparting life lessons and fostering ethical behavior.

 

Ultimately, teachers are the architects of intellectual growth, guiding students on a transformative journey of knowledge, self-discovery, and personal development and also empowering students to become lifelong learners. They cultivate creativity, shape character, and inspire individuals to reach their highest potential. The impact of a dedicated and passionate teacher resonates far beyond the classroom, leaving an indelible mark on the lives of their students.

 

1.1. Profile of the Teacher

Smt. Jiji Joseph V.

Teacher of Computer Application

St. Sebastian HSS, Kuttikadu

Native of Karamukku, Thrissur

Born on ................

Primary Education: SH Convent school, Kadashamkadavu

Degree in BSc Maths: St Mary's college, Thrissur

PG in MSc Maths: St. Joseph's Irinjalakuda

B.Ed: Govt. Training college, Thrissur

PGDCA: Model Polytechnique, Mala

    Married and settled in ............... near Kalady with husband and two daughters. Became a teacher in 2000 at St. Mary's HSS, Irinjalakuda, and later transferred to St. Sebastian HSS Kuttikadu as a computer application teacher. Currently, she has 23 years of teaching experience.

 

1.2. Interview Schedule

1. Could you share how your journey as a teacher began and what led you to pursue this profession?

2. From your perspective, what qualities do you believe make a good teacher?

3. With 23 years of teaching experience, could you describe the emotions and reflections you have about this significant journey?

4. What is your personal teaching philosophy and how does it shape your approach to education?

5. In what ways can a teacher exert both positive and negative influences on students?

6. What strategies do you employ to effectively teach and engage your students?

7. How do you assess and evaluate the progress and performance of your students?

8. Given the significant changes in education due to the COVID-19 pandemic, do you prefer online or offline modes of education, and why?

9. How do you handle the situation when you encounter a student who proves challenging to teach?

10. What methods or techniques do you use to motivate and inspire your students?

11. How do you involve parents/guardians in the education of their children?

12. From your experience, what aspects of teaching do you find the most frustrating or challenging?

13. If you could share a message with aspiring teachers today, what would it be?

 

1.3. Report

            As part of my B.Ed curriculum, I had the opportunity to interview Smt. Jiji Joseph P., a respected computer application teacher at St. Sebastian Higher Secondary School in Kuttikadu. The interview took place on May 22, 2023, at her home.

During the interview, Smt. Jiji shared her personal details and provided a detailed account of her teaching career. She spoke passionately about her journey into the teaching profession and shared her experiences and cherished memories as a teacher. She also discussed her vision and mission as an educator.

Throughout the interview, Smt. Jiji openly shared the challenges and triumphs she encountered throughout her career. With 23 years of dedicated teaching experience since she started in 2000, she has established herself as an esteemed and committed educator. I felt privileged and inspired to engage in conversation with her, gaining valuable insights, blessings, and encouragement for my own future endeavours.

 

1.4. Filled Interview Schedule

1. Could you share how your journey as a teacher began and what led you to pursue this profession?       

My journey as a teacher began with a deep passion for sharing knowledge and shaping young minds. I wanted to make a positive impact on the lives of students and contribute to their intellectual and personal growth.

2. 2. From your perspective, what qualities do you believe make a good teacher?

The qualities of a good teacher include empathy, patience, adaptability, effective communication, passion for the subject matter, ability to inspire and motivate, and a commitment to continuous learning and professional development.

3. With 23 years of teaching experience, could you describe the emotions and reflections you have about this significant journey?

Over the course of my 23-year teaching journey, I have experienced immense joy and fulfilment in witnessing the growth and success of my students. It has been a privilege to be part of their educational journey and contribute to their development as individuals.

4. What is your personal teaching philosophy and how does it shape your approach to education?

My teaching philosophy revolves around creating a supportive and inclusive learning environment that fosters critical thinking, curiosity, and a love for learning. I believe in personalized instruction, active student engagement, and nurturing a growth mindset in my students.

5. In what ways can a teacher exert both positive and negative influences on students?

A teacher can positively influence a student by providing guidance, support, and encouragement, fostering a love for learning, and instilling confidence. On the other hand, negative influence can occur through lack of attention, discouragement, or an authoritarian approach that stifles creativity and self-expression.

6. What strategies do you employ to effectively teach and engage your students?

I employ a variety of strategies to teach students, including interactive discussions, hands-on activities, multimedia resources, collaborative projects, and differentiated instruction tailored to individual learning styles and needs.

7. How do you assess and evaluate the progress and performance of your students?

I evaluate my students through a combination of assessments, including tests, quizzes, projects, presentations, and class participation. I also value formative assessment methods, such as observations, student self-assessment, and feedback, to track progress and provide constructive guidance.

8. Given the significant changes in education due to the COVID-19 pandemic, do you prefer online or offline modes of education, and why?

Given the current circumstances, I believe in embracing a blended approach that combines the advantages of both online and offline modes of education. Each mode has its strengths, and by leveraging technology effectively, we can create engaging and inclusive learning experiences.

9. How do you handle the situation when you encounter a student who proves challenging to teach?

When faced with a difficult-to-teach student, I approach the situation with patience and understanding. I strive to build a rapport, identify their unique needs and learning style, and adapt my teaching methods accordingly. I also collaborate with colleagues, parents, and support staff to provide additional support and resources.

10. What methods or techniques do you use to motivate and inspire your students?

I motivate students by creating a positive and inspiring classroom environment, setting high expectations, recognizing their achievements, and connecting the subject matter to real-life applications and their individual interests and goals.

11. How do you involve parents/guardians in the education of their children?

I believe in fostering strong partnerships with parents/guardians to support students' education. I regularly communicate with parents, provide updates on progress, involve them in decision-making processes, and seek their input and involvement in enhancing their child's learning experience.

12. From your experience, what aspects of teaching do you find the most frustrating or challenging?

The most frustrating aspect of teaching can be encountering unmotivated students or facing administrative and bureaucratic challenges that limit creative teaching methods. However, I overcome these frustrations by staying focused on the positive impact I can make on the students who are motivated and eager to learn.

13. If you could share a message with aspiring teachers today, what would it be?

To upcoming teachers today, my message is to be passionate, adaptable, and lifelong learners themselves. Embrace innovation, cultivate empathy, and strive to create inclusive and engaging learning environments. Your dedication and commitment will make a lasting difference in the lives of your students.

 

 

EDU404.1 Extension Activities @2

 

Extension Activities

1.0. Introduction

As a part of the B.Ed curriculum, extension activities are an essential component that helps in developing the teaching skills of pre-service teachers. Extension activities refer to the activities that extend or supplement the knowledge, skills, and experiences acquired during classroom teaching. These activities provide an opportunity for teachers to explore their creativity, develop their teaching skills, and create a positive impact on the learning outcomes of students.

Extension activities provide a platform for pre-service teachers to apply the theoretical knowledge acquired during their course in a practical setting. These activities involve hands-on experience, and hence, they allow the teachers to gain a better understanding of the concepts. For example, a pre-service teacher who has learned about the importance of using teaching aids in the classroom can implement this knowledge by creating and using various teaching aids during the extension activity. This experience will help the teacher to understand the challenges and opportunities that come with using teaching aids in the classroom.

Another important aspect of extension activities is that they help pre-service teachers to develop their teaching skills. Through these activities, pre-service teachers can practice and hone their teaching skills, such as lesson planning, classroom management, communication, and assessment. For example, a pre-service teacher can conduct a debate or a group discussion during an extension activity to develop their communication skills. Similarly, they can practice lesson planning by creating a lesson plan for the activity and assessing the learning outcomes of students.

Extension activities also help in developing the overall personality of pre-service teachers. These activities provide an opportunity for teachers to develop their leadership skills, teamwork, and problem-solving abilities. For example, a pre-service teacher who conducts an extension activity that involves group work can learn how to manage a group and solve the problems that arise during the activity.

Moreover, extension activities help pre-service teachers to connect with the community and understand the diverse needs of students. These activities provide an opportunity for teachers to interact with students and community members outside the classroom setting. For example, a pre-service teacher can organize a cleanliness drive or a health camp as an extension activity to connect with the community and understand the health and hygiene needs of students.

1.1. Purposes of extension activity:

1. Application of theoretical knowledge: Extension activities provide an opportunity for students to apply the theoretical knowledge they have learned in the classroom in a practical setting.

2. Development of teaching skills: These activities help pre-service teachers to practice and develop their teaching skills, such as lesson planning, classroom management, communication, and assessment.

3. Overall personality development: Extension activities provide an opportunity for pre-service teachers to develop their leadership skills, teamwork, and problem-solving abilities.

4. Community outreach: Extension activities help pre-service teachers to connect with the community and understand the diverse needs of students.

5. Enhancement of creativity: These activities provide a platform for pre-service teachers to explore their creativity and experiment with new teaching methods and techniques.

6. Active learning: Extension activities promote active learning, where students are engaged in hands-on experiences and are encouraged to ask questions, share ideas, and collaborate with their peers.

7. Evaluation of learning outcomes: Through these activities, pre-service teachers can assess the learning outcomes of students and make necessary adjustments to their teaching methods.

8. Preparation for future careers: Extension activities help pre-service teachers to gain practical experience and prepare for their future careers as teachers.

1.2. Report on Extension activity

            Two extension activities were conducted by the students of Adi Sankara Training College, Kalady as a part of B.Ed curriculum in the fourth semester on the theme of ‘Kuttiyolum Nirakoottum’. It was on 24^th March, 2023 at St. Antony’s LP School, Mattoor we had done the two prescribed extension activities of visual manifestation and distribution of teaching aids.

On that day morning 8 am onwards we reached the school for wall painting and cleaning as a prior activity. The first extension activity of visual manifestation we started at 9.30 am with the welcoming speech of Head mistress of the LP School with students and teachers. The programme in charge Asst.Prof. Karpagam gave us necessary instructions and guidelines. The activity aimed to provide a practical experience to the pre-service teachers to apply their theoretical knowledge of classroom management, use of teaching aids, and create a positive impact on the learning outcomes of students.

Methodology:

The activity was conducted in collaboration with the LP School authorities, and a team of 98 student teachers participated in the activity. The activity was divided into two parts: visual manifestation of the school and distribution of teaching aids.

Part 1: Beautification of LP School

Under the beautification program, the students painted the walls of the classrooms, corridors, and the school statue. A team of students drew on the class room walls with alphabets, cartoons, numbers and beautiful pictures that helps the learning of little children. A team of students also created a small garden on the school premises by painting the plant pots. The students planted saplings, decorated the garden with colourful flowers, and installed a green library to promote environmental awareness among the students.

Part 2: Distribution of Teaching Aids

Under the distribution program, the student teachers distributed teaching aids such as charts, posters, models, and educational toys to the LP School. The teaching aids were selected based on the needs and requirements of the school, and the teachers were provided with guidance on how to use them effectively in the classroom.

            The extension activities were come to an end at 2 pm with a thanks giving ceremony. The Asst. HM ……. Teacher thanked us for our great work. Subin P J as our representative thanked the school authorities for giving us an opportunity to fulfil our two extension activities.

Outcome:

The activity was a great success, and the student teachers received positive feedback from the LP School authorities and the students. The beautification of the school created a positive learning environment for the students and enhanced their interest in attending classes. The teaching aids distributed to the school helped the teachers to teach complex concepts effectively, and the students found them engaging and interactive.

 

1.3. Suggestions

1. Collaborate with local schools: Partner with local schools to organize extension activities that benefit both the student teachers and the students.

2. Focus on practical learning: Encourage extension activities that provide a practical learning experience to student teachers and promote active learning among students.

3. Customize the activities: Customize the extension activities based on the needs and requirements of the school or community centre to create a positive impact.

4. Encourage creativity: Encourage student teachers to explore their creativity and experiment with new teaching methods and techniques during extension activities.

5. Follow-up and evaluation: Conduct follow-up visits to assess the impact of the extension activities and make necessary adjustments for future activities.

6. Promote teamwork: Promote teamwork and collaboration among student teachers during extension activities to develop their leadership and communication skills.

7. Consider the environment: Encourage extension activities that promote environmental awareness and conservation to educate students about the importance of protecting the environment.

1.4. Reflection

            The extension activity on the beautification of LP School and distribution of teaching aids was a great learning experience for me as a student teacher. It provided me with an opportunity to apply my theoretical knowledge of classroom management and teaching aids in a real-life setting and make a positive impact on the learning outcomes of students.

During the activity, I participated in both the beautification of the school and distribution of teaching aids. Painting the walls of the classrooms and corridors, planting saplings, and creating a small garden on the school premises was a fun and engaging experience. The school looked more colorful and inviting after the beautification, and I could see the excitement on the faces of the students as they entered the school.

Distributing teaching aids such as charts, posters, models, and educational toys was also a great experience. We received guidance on how to use the teaching aids effectively in the classroom, and I could see how the students were more engaged and interested in learning with the help of these aids.

Overall, the extension activity was a great success, and I could see the impact of our efforts on the students and the school community. It was a valuable experience that helped me understand the diverse needs of students and how to address them effectively. It also taught me the importance of community engagement and how to connect with the local community to make a positive impact on their lives.

 

1.5. Conclusion

The extension activity on visual manifestation-the beautification of LP School and distribution of teaching aids provided a practical learning experience to the student teachers and created a positive impact on the learning outcomes of students. Such activities should be encouraged as they promote active learning and provide an opportunity for student teachers to connect with the community and understand the diverse needs of students