PRACTICAL

COURSE TITLE – READING AND REFLECTING ON TEXTS

COURSE CODE- BED152

SUBMITTED BY – HRITHIK RAJ SUBMITTED TO- Ms. PUNEET KAPATIA

ENROLLMENT NO- 00414402122

KALKA INSTITUTE FOR RESEARCH AND ADVANCE STUDIES

BACHELOR OF EDUCATION [2022-2024]

GURU GUBIND SINGH INDRAPRASTHA UNIVERSITY

 INDEX
S.NO TOPIC TEACHER REMARKS
1. A DESCRIPTION OF THE DIVERSITY OF TEXT
FORMS
(EXPOSITORY, NARRATIVE, PERSUASIVE,
TECHNICAL, SCIENTIFIC)
2. MARSCI SCALE
➢ INTRODUCTION
➢ INTERPREATATION
➢ CONCLUSION
3. READING FOR DISCUSSION, ANALYSIS AND
REFLECTION (ANY 2)
A. THE SILENCED DIALOGUE
➢ INTRODUCTION
➢ ANALYSIS
➢ REFLECTION
➢ EDUCATIONAL IMPLICATIONS
➢ CONCLUSION

B. NEP2020
➢ INTRODUCTION
➢ MAIN HIGHLIGHT OF NEP2020
(HIGHER AND SCHOOL EDUCATION)
➢ CONCLUSION
4. AUDIO VISUAL RESOURCE (ANY 1)
HICHKI
➢ DESCRIPTION
➢ CHARACTER ROLE
➢ BRIEFING
➢ DISCUSSION
➢ EDUCATIONAL IMPLICATIONS
➢ REFLECTION
5. OVERALL REFLECTION
6. REFERENCES
 A DESCRIPTION OF THE DIVERSITY OF TEXT FORMS

EXPOSITORY TEXT
Definition:
Expository text / Informational text is non-fictional text which give facts and information about a certain topic.
This text has some particular aim and objective like to share knowledge or information. It is not made up.
Expository texts are often seen in educational settings, but they are also found in professional settings as well
as in books that are meant to teach.

In expository writing, authors use a range of techniques to effectively convey information. These techniques
include:

1. Definition: Clearly defining key terms and concepts to establish a common understanding.
2. Description: Providing detailed explanations, examples, or illustrations to help readers visualize or
comprehend a subject.
3. Comparison and Contrast: Highlighting similarities and differences between ideas or objects to
enhance understanding.
4. Cause and Effect: Explaining the reasons behind a phenomenon or exploring the consequences of
certain actions or events.
5. Problem and Solution: Identifying a problem and proposing potential solutions or strategies to address
it.
6. Classification: Organizing information into categories or groups based on shared characteristics or
criteria.
7. Sequential/Chronological Order: Presenting information in a step-by-step or chronological sequence
to illustrate processes or events.
8. Analysis: Breaking down a complex topic into its constituent parts to examine and explain them in
detail.

Features:
• It is non-Fictional.
• They are educational/ purposeful.
• Style of writing is simple (for extra knowledge we use reference), concise (page limit is a criteria),
formal (selection is very precise).
• It is very organized; everything is in a structured form .
Examples:
Textbooks, Newspaper article (Expository writing style is one such criterion), Recipe Books, Self-Help
Books, Instructional Manual
 NARRATIVE TEXT
Definition:
Narrative Texts are those which narrate a certain incident character. It is very different from expository text; the
purpose of expository text is to inform while that of narrative text is to entertain. An important part of narrative
text is the narrative mode, the set of methods used to communicate the narrative through a process narration.
Narrative text structures should be easy to remember because the structure follows a story with a beginning, a
middle, and an end.

Narrative text is a form of writing that tells a story or recounts a series of events. It is a literary genre that can be
found in various forms, such as novels, short stories, myths, legends, fables, folktales, and even personal
anecdotes. The primary purpose of narrative text is to entertain, engage, and captivate the reader by presenting a
sequence of events or experiences that follow a particular plot structure.

A narrative text typically includes essential elements such as characters, setting, plot, conflict, and resolution. The
characters are the individuals or entities involved in the story, and they drive the events forward. The setting refers
to the time and place where the story takes place, providing a context for the events.

The plot is the sequence of events that make up the story, including the introduction of the conflict or problem
that the characters face. The conflict creates tension or obstacles for the characters to overcome, driving the
narrative forward. The resolution or climax is the point where the conflict is resolved, providing a conclusion to
the story.

Narrative texts often employ various literary techniques such as descriptive language, dialogue, figurative
language, and narrative devices to enhance the storytelling and engage the reader. These techniques help create
vivid imagery, develop characters, and evoke emotions.

Overall, narrative texts serve as a means of communication, entertainment, and exploration of human experiences.
They allow readers to immerse themselves in different worlds, follow compelling stories, and gain insights into
the human condition.

Features:
• Though creative in nature, narrative text also has a defined form or structure which could be defined as
external structure (Book/ Chapters/Volumes/Section)
• It has a defined internal Structure.
• As narrative texts are described, their objective is to relate and tell stories to entertain, and amuse .

Examples:
Short Stories, Novel, Biography, Travelogues, Epics (Long Narrative Poems
 PERSUASIVE TEXT
Definition:
Non-Fictional text with the purpose of convincing a reader with a Certain Point of View. Though there are
many techniques to write persuasively, most persuasive texts include a central argument, evidence to
support the point, and a conclusion, to summarise the text.

Persuasive text refers to a form of writing or communication that aims to convince or persuade the
audience to adopt a particular point of view or take a specific course of action. The primary objective of
persuasive text is to influence the readers or listeners by presenting logical reasoning, emotional appeals,
and compelling evidence in support of the author's argument.

In persuasive writing, the author presents a clear thesis statement or main argument and supports it with
well-structured and coherent reasons and evidence. This may include facts, statistics, expert opinions,
anecdotes, and examples. The writer may also anticipate and address counterarguments or opposing
viewpoints to strengthen their position.

Various forms of communication can employ persuasive text, such as essays, articles, speeches,
advertisements, political campaigns, and legal arguments. The use of rhetorical devices and persuasive
techniques, such as rhetorical questions, appeals to emotions, repetition, and logical reasoning, are
common in persuasive text to make the argument more compelling and convincing.

Overall, persuasive text aims to sway the audience's opinion, beliefs, or behaviours by presenting a
persuasive and well-supported argument that resonates with the reader or listener.

Features:
• Goal Oriented.
• Fact-based.
• Argumentative in nature, however, it should not be of personal bias and prejudice .

Examples:
Newspaper, Debates, Advertisement, Manifestos, Brochures
 TECHNICAL TEXT
Definition:
Like the expository text, the aim of Technical Text is also to share some knowledge, and information with a
slight difference that it is related to a particular/specific field. A technical text aims to educate its audience about
a particular topic, with the writing purposed to up-skill or raise a reader's level of knowledge about a subject.
This text features help to highlight the research, data, and expert testimony which are commonly used to
strengthen technical texts.
Technical text refers to a type of written communication that focuses on providing information, instructions, or
explanations related to a specific subject or field of expertise. It typically uses specialized terminology, concepts,
and technical language that are specific to the domain being discussed. Technical texts are commonly found in
scientific papers, research articles, user manuals, engineering documents, technical reports, and similar
materials.

The purpose of technical texts is to convey complex ideas or procedures accurately and precisely to a target
audience with a certain level of knowledge or expertise in the subject matter. They are often intended for
professionals, researchers, engineers, or individuals seeking in-depth information about a particular topic.

Technical texts usually follow a structured and formal style, employing clear headings, subheadings, diagrams,
tables, and other visual aids to enhance understanding and facilitate navigation through the content. The
language used is often concise, objective, and focused on facts and logical explanations, minimizing ambiguity
and subjectivity.

Examples of technical texts can range from scientific research papers discussing the latest findings in a specific
field to software manuals providing step-by-step instructions on how to use a program. These texts serve to
educate, inform, and support individuals in their understanding and application of specialized knowledge and
skills

Features:
Depending upon the field in which it is being used technical text has their preference for a certain writing style
depending heavily on the jargon associated with that particular field.
Intended to educate or instruct
Includes organizational (like chapters, headings, subheadings, etc.) meant to make information easier to
understand

Examples:
Technical text may range from emails in a particular department to manuals designed for highly skilled
professionals within a specialized field.
 SCIENTIFIC TEXT
Definition:
Scientific texts are based on the use of scientific language. Scientific texts are a result of scientific language.
Scientific texts are a result of scientific data collection and extensive research. And in this, it is different from the
technical text. The purpose of which is descriptive and explanatory. A scientific text usually comprises of:
• Title of the text
• Introduction
• Acknowledgement
• Bibliography
• Abstract
• Content
• Annexures

Features:
Scientific writing relies on unequivocal accuracy, as the mission of a scientific document is to provide relevant
and factual information to the scientific community.
Scientific writers typically write for their peers but even scientists expect clarity in the writing.
A scientific document is almost always for a specific audience.
1. Keeping language formal in scientific writing helps maintain professionalism on behalf of the writer.
Objective and precise: Scientific texts aim to present information objectively, avoiding personal opinions
or biases. The language used is precise, using specific terminology and avoiding ambiguity.
2. Logical structure: Scientific texts typically follow a specific structure, such as an introduction, methods,
results, and discussion (IMRAD) format. This structure helps readers understand the research process and
findings more easily.
3. Empirical evidence: Scientific texts rely on empirical evidence obtained through rigorous research
methods. They often include data, experiments, observations, and statistical analyses to support their
claims and conclusions.
4. Citations and references: Scientific texts extensively cite relevant sources to acknowledge previous
research and provide a basis for the presented information. These citations also allow readers to verify
and build upon the work of others.
5. Peer review: Many scientific texts undergo a peer-review process before publication. This involves
evaluation by experts in the field who assess the validity, reliability, and relevance of the research,
ensuring high quality and accuracy.
6. Formal tone: Scientific texts use a formal style and tone, emphasizing clarity and precision. They avoid
colloquial language, slang, and subjective expressions.
7. Specialized vocabulary: Scientific texts employ discipline-specific terminology that may be unfamiliar to
general readers. These terms are used precisely to convey precise meanings and concepts within the
scientific domain.

Examples: Research Reports

 MARSI SCALE
(THE METACOGNITIVE AWARENESS OF READING STRATEGIES
INVENTORY) TO BE USED FOR SELF-ANALYSIS AFTER READING
THE BOOKS)

ABOUT MARSI SCALE

1. The Meta‐cognitive Awareness Reading Strategy Inventory (MARSI; Mokhtari &

Reichard, 2002) was developed to assess the type and frequency of reading strategies that
students perceive that they use while reading academic materials in English.

2. The MARSI contains 30 items that measure three factors: Global Reading Strategies (13
items), Problem‐ Solving Strategies (8 items), and Support Reading Strategies (9 items).

3. The global factor reflects strategies related to the global analysis of the text. The problem-
solving factor includes repair strategies that are used when text becomes difficult to read. The
support factor reflects practical strategies like taking notes and consulting a dictionary.

4. The MARSI was designed for use with individuals or groups with reading ability ranging
from 5th grade to college level. The primary uses of the MARSI include the following:

(a) enhancing student awareness,

(b) planning instruction, and

(c) clinical or classroom research.

 INTERPRETATION OF THE MARCI SCALE

The overall average indicates how often you use reading strategies when reading academic
materials. The average for each subscale of the inventory shows which group of strategies (i.e.,
global, problem-solving, and support strategies) you use most when reading. With this
information, you can tell if you are very high or very low in any of these strategy groups. It is
important to note, however, that the best possible use of these strategies depends on your
reading ability in English, the type of material read, and your purpose for reading it. A low
score on any of the subscales or parts of the inventory indicates that there may be some
strategies in these parts that you might want to learn about and consider using when reading.

MY OVERALL MEAN WAS – 4 which means I fall in the Very High category.
 READING FOR DISCUSSION

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

Introduction
❖ In 1988, Lisa Debit published her seminal article, "The Silenced Dialogue," referring
to the lack of communication dividing Black and White educators.
❖ Lisa Delpit uses the debate over process-oriented versus skills-oriented writing
instruction as the starting-off point to examine the "culture of power" that exists in
society in general and in the educational environment in particular. She analyses five
complex rules of power that explicitly and implicitly influence the debate over meeting
the educational needs of Black and poor students on all levels. Delpit concludes that
teachers must teach all students the explicit and implicit rules of power as a first step
toward a more just society.
❖ examines the "culture of power" that exists in society, and, by extension, in educational
institutions / concludes that teachers must teach all students the explicit and implicit
rules of power as a first step toward a more just society / sensitizes us to the ways in
which academic discourse and practice emanating from this discourse serve to silence
certain segments of the population.
❖ The article continues with the breakdown of the five different facets of power we
experience in the classroom setting. The first one states an issue of power is played out
in the classroom. This is followed by the concept that there are codes or rules for
participating in the "culture of power."
 ANALYSIS OF THE TEXT

▪ The lack of voice that minorities have in this country is a huge problem. One of the
main reasons that these individuals are not heard is because many of the beliefs that
they hold to be true go against what the majority considers to be the norm.
▪ Many teachers refuse to teach Ebonics or alter their teaching style for black students
because they feel that they will not be taught how to survive in a white world. This is
an example of the extreme power that the educational institution holds over society.
▪ The institution dictates what kind of material students will leam as to what they feel is
necessary to survive in the dominant culture.
▪ agree with Delpit when she suggests that one must use both the process and skills style
of teaching and not focus solely on one particular method. Often Black teachers who
focus on skills are misinterpreted by their white students and vice-versa.
▪ Thus, both respective groups close their realms of communication and tune out the
viewpoints of each other. People are afraid of difference in society and they often do
not know how to cope and react to it.
▪ In regards to having Black English in our society, I can agree with some aspects of the
concept.
▪ The article claims that it is possible to learn both Black and White English. I believe
this can be extremely beneficial to EVERYONE in society if it is approached in the
right manner.
 REFLECTION

➢ I got to know how so many people have to face discrimination based on their cultural
backgrounds.
➢ The more astonishing thing was done by the people who call themselves educators and
teachers.
➢ Not only the black teachers but also the black parents go unheard and fail to contribute
enough towards their children’s learning experience.
➢ I became aware of how there should be a balance between skill-oriented teaching and
the process writing method.
➢ I understand how the opinions of all the teachers matter irrespective of their race, even
sometimes the ones who are suppressed the most come out with the best ideas and
opinions.
➢ Through this text, I feel very motivated and inspired to always share my opinions and
how raising my voice is important, and that we should never let others suppress us.
 EDUCATIONAL IMPLICATIONS

❖ Designing curriculum

❖ Knowing about cultural aspects

❖ It highlights a number of practical resources and strategies to support teachers in

developing a dialogic pedagogy.

❖ Increase the positive attitudes of learners towards school and self.

❖ Inculcate values of Inclusion in students.

❖ Respect each other’s opinions and view even if they contradict.

❖ Construct their own knowledge and use it effectively for the betterment of the society.
 CONCLUSION
Delpit believes that the debate between using skills or using a process approach is basically a
fallacy. She believes that the real problem is that academics demand that categories be divided
not for the purpose of improved teaching, but for the making of an easier analysis. The truly
skilled educator will use both the skills and process approach which in tum guides students to
establish their own independence and let their opinions be regarded in society. Moreover, Relit
feels that the major issue is leaming to communicate across different cultures as well as
recognizing that there are a lot of power issues in our society that lead to the dilemma as to
whose voices are heard in our society. Delpit arrives at the conclusion that nothing will be
gained in the educational system if people continue to shut out people who have different
beliefs.
 NEP2020

INTRODUCTION

• Realizing one's full potential, creating a fair and just society, and advancing global
progress all depend on education.

• The secret to India's continuous rise and leadership in the international arena in terms
of economic growth, social fairness and equality, scientific advancement, national
integration, and cultural preservation is ensuring that everyone has access to high-
quality education.

• The greatest path ahead for fostering and using our nation's many skills and resources
for the benefit of the person, the society, the nation, and the globe is through universal
high-quality education.

• This National Education Policy 2020, which aspires to answer the numerous expanding
developmental imperatives of our nation, is the first education policy of the twenty-first
century.

• In order to develop a new system that is in line with the aspirational objectives of 21st-
century education, this Policy recommends the modification and revamping of all parts
of the educational structure, including its regulation and governance.

• The growth of each person's creative potential is emphasized heavily in education

policy. It is based on the idea that education must foster the development of not only
cognitive abilities—including "foundational" abilities like literacy and numeracy as
well as "higher-order" abilities like critical thinking and problem-solving—but also of
social, ethical, and emotional abilities and dispositions.
 MAIN HIGHLIGHTS OF NEP 2020

❖ Ensuring Universal Access at All Levels of schooling from pre-primary school to Grade
12;
❖ Ensuring quality early childhood care and education for all children between 3-6 years;
❖ New Curricular and Pedagogical Structure (5+3+3+4);
❖ No hard separations between arts and sciences, between curricular and extra-curricular
activities, between vocational and academic streams;
❖ Establishing National Mission on Foundational Literacy and Numeracy;
❖ Assessment reforms - Board Exams on up to two occasions during any given school
year, one main examination and one for improvement, if desired
❖ Setting up of a new National Assessment Centre, PARAKH (Performance Assessment,
Review, and Analysis of Knowledge for Holistic Development);

❖ Equitable and inclusive education - Special emphasis is given on Socially and

Economically Disadvantaged Groups (SEDGs);
❖ A separate Gender Inclusion fund and Special Education Zones for disadvantaged
regions and groups;
❖ Robust and transparent processes for recruitment of teachers and merit-based
performance;
❖ Ensuring availability of all resources through school complexes and clusters;
❖ Setting up of State School Standards Authority (SSSA);
❖ Exposure to vocational education in school and higher education system;
❖ Increasing GER in higher education to 50%;
❖ Holistic Multidisciplinary Education with multiple entry/exit options.
New National Education Policy (NEP) 2020 – School Education

➢ School education will witness a structural change under the New Education Policy.
Besides introducing the 3-year pre-schooling for every child, the NEP also focuses on
skill building from the very early stages.

➢ As per individual skills and interests, the students will be provided with options for
choosing vocational courses from Class 6 itself. Further, the students will also be
allowed to do internships as part of the vocational program. This will also help students
excel in their areas of interest.

➢ Another big change is the flexibility of choosing subjects at the Higher Secondary level.
As per the New Education Policy, there will not be any rigidity in selecting streams like
Science, Arts, or Commerce. Now, students will be able to choose a set of subjects that
they are interested in. This will help nurture their interest and also lead to developing
critical thinking among school students.

➢ Thus, the focus will be to help students in learning ‘how to think’ instead of ‘what to
think’.

➢ The NEP 2020 also aims at a 100% Gross Enrolment Ratio in school education by the
year 2030.
New National Education Policy (NEP) 2020 – Higher Education

➢ The NEP 2020 has provisions for flexible UG courses with multiple entry and exit
options for students. For example, a student can exit just after 1st year of graduation
with a certificate in hand. Similarly, an exit option after 2nd year comes with an
Advanced Diploma, and a 3rd-year exit will be conferred with a Bachelor’s Degree. A
new addition is the 4th year of the UG program which comes with a tag of Bachelor’s
Degree with Research.

➢ The National Education Policy 2020 abolishes multiple regulatory bodies in higher
education such as UGC, AICTE, etc. Instead, all the existing regulatory bodies, except
for those dealing in medical and law education, will come under one umbrella called
The Higher Education Commission of India (HECI). This central regulator will have
four arms to work on different functions – Regulation, Funding, Standard Setting and
Accreditation.

➢ Further, the new policy focuses on providing graded autonomy to affiliated institutions
over the next 15 years.

➢ The policy also makes a provision for a central body that will work on online learning
options and enhance the use of technology in higher education so that it becomes more
accessible to masses and also remain in sync with the evolving needs of students.
 CONCLUSION
• Since these policies are fundamental to the preparation of teachers, they must be
discussed in the B.Ed. curriculum. We can comprehend the changes that need to be
made to the educational system via discussion of such policies.

• Looking at NEP 2020, it has a number of aspects that will pave the way for fundamental
reforms in India's school and higher education institutions, allowing the country to
become a worldwide knowledge superpower.

• The move from 10+2 to 5+3+3+4 will help schools categorize the years of study so that
the focus isn't constantly on the 10th and 12th grades, which may lead to abrupt strain
on pupils. This educational system ensures a balanced distribution at each level of
education.

• Starting in kindergarten, will make the educational system more versatile.

• As far as a teacher's role is concerned, this will assist a teacher in providing consistent
attention to each and every student at each and every stage, it will assist a teacher in
changing children's attitudes toward education and curricular activities from an early
age, and this will result in the student's overall development is greatly enhanced.

• All the points related to school education and higher education are covered in the NEP
2020.
 HICHKI

DESCRIPTION

• Hichki is a 2018 Indian Hindi-language comedy drama film.

• The Indian realistic film Hichki focuses on the educational reality with the simple language and narrative

mode, arousing the audience’s laughter, tears, pain and joy, conveying a profound and distinct theme.

• Co-written and directed by Siddharth P. Malhotra and produced by Aditya Chopra and Maneesh

Sharma under the former's banner of Yash Raj Films.

• Based on American motivational speaker Brad Cohen's autobiography Front of the Class.

• it stars Rani Mukerji in her comeback appearance as Naina Mathur, an aspiring teacher who was rejected

by many schools because of her Tourette syndrome until she is accepted at the St. Notker's School, her

alma mater. She is assigned to teach students from a nearby slum in the class 9F, which was created by

• the Government
Malhotra of to
struggled India
findtoafill a quota
studio for the Hichki,
to finance underprivileged.
since the film, which had begun scripting in 2013

after he acquired the rights to Front of the Class, was felt to lack the potential for the box office. Chopra

and Sharma later insisted on producing Hichki with Malhotra as director.

• Principal photography was handled by Avinash Arun and took place in Mumbai between April and June

2017, with Meenal Agarwal as the art director and Vaibhavi Merchant providing the choreography.

• The film was edited by Shweta Venkat Matthew.

• Jasleen Royal and Hitesh Sonik composed the soundtrack and background score, respectively.
 CHARACTERS
• Rani Mukerji as Naina Mathur
• Naisha Khanna as young Naina
• Supriya Pilgaonkar as Sudha Mathur
• Sachin Pilgaonkar as Naina's father
• Hussain Dalal as Vinay
• Vir Bhanushali as young Vinay
• Neeraj Kabi as Wadia
• Vikram Gokhale as Khan
• Harsh Mayar as Aatish
• Asif Basra as a school peon
• Riya Shukla as Tara
• Sparsh Khanchandani as Oru
• Poorti Jai Agarwal as Tamanna
• Shagufta Shaikh as Shagufta
• Vikrant Soni as Killam
• Jayesh Kardak as Pankaj
• Benjamin Yangal as Ashwin
• Kalaivanan Kannan as Kalai
• Swaraj Kumar as Ravinder
• Siddhesh Pardhi as Omnish
• Rohit Suresh Saraf as Akshay
• Jannat Zubair Rahmani as Natasha
• Shiv Kumar Subramaniam as the school principal

❑ Rani Mukerji as Naina Mathur- a Bachelor of Education and Master of Science, wants to be a
teacher, but is repeatedly rejected as she suffers from Tourette syndrome, which causes her to make
uncontrollable sounds likened to hiccups.
❑ Sachin Pilgaonkar as Naina's father- Prabhakar sees little potential in the idea and wants Naina to
take a banking job. He believes that his daughter can’t be a good teacher and students would make fun
of her so he was not in favor of her being a teacher.
❑ Supriya Pilgaonkar as Sudha Mathur and Hussain Dalal as Vinay- mother Sudha and her younger
brother Vinay always support Naina; they encourage and motivate her in her journey.
❑ Riya Shukla as Tara, Sparsh Khanchandani as Oru, Poorti Jai Agarwal as Tamanna, Shagufta
Shaikh as Shagufta, Vikrant Soni as Killam, Jayesh Kardak as Pankaj, Benjamin Yangal as
Ashwin, Kalaivanan Kannan as Kalai, Swaraj Kumar as Ravinder, Siddhesh Pardhi as Omnish,
Harsh Mayar as Aatish- these are students of 9-F (9- F is a class allotted to students living in slum
near the school, who belongs to the underprivileged section according to Government.
 BRIEFING OF THE MOVIE

Naina Mathur, a Bachelor of Education and Master of Science, wants to be a teacher, but is repeatedly
rejected as she suffers from Tourette syndrome, which causes her to make uncontrollable sounds
likened to hiccups. Despite failing for five years, she is supported by her mother Sudha and her younger
brother Vinay, while her father Prabhakar sees little potential in the idea and wants her to take a banking
job. Naina eventually receives an offer at the St. Notker's School to teach class 9F. Once she is inducted
as a teacher, however, she realizes that the school was desperate to find a new teacher for 9F, as all
other teachers had failed to control the class. Naina finds that the students are unruly, misbehaved, and
visibly different. Shyamlal, the school's peon, tells her that the 9F students come from a nearby slum
and were admitted to fill the government-prescribed quota for the underprivileged after a previous
municipality school on the St. Notker's football ground was closed due to mounting maintenance costs.

On her first day, Naina's students imitate and mock her. She decides to teach them interactively, determined
to show resilience. The students prank her with liquid nitrogen which explodes, shattering the windows. Naina
prevents a mass expulsion by saying that the prank required planning, and if that can be guided, the class has
potential. Wadia, the teacher of 9A, dislikes the 9F students. He tells her that his class comprises academically
excellent prefects, but she asserts that her students will earn prefect badges as well. The school's
annual science fair project is assigned to 9A. Meanwhile, Naina teaches her students to be brave in pursuing
knowledge and to realize their individual strengths. Aatish, the sole student who remains cold towards Naina,
sabotages 9A's project. This is discovered by Wadia, and the principal decides to expel 9F. Again, Naina
prevents it by promising that they will pass their exams, but is unable to prevent their suspension from
attending school until then. Dejected, she tells them they have shattered her attempt to help them.

Aatish faces ridicule from the rest of 9F and decides to apologize to Naina, and all of the 9F students’ study
diligently. Shyamlal then supplies Aatish copies of the question paper so they would cheat. When he presents
them to his classmates, they refuse and he gives up on the idea as well. After the exam days, they pass but are
accused of cheating when Shyamlal confesses to the plan, and the principal decides to expel them during the
prefect-pinning ceremony. Akshay, one of the 9A students, reveals to Wadia that it was he who had bribed
Shyamlal to supply 9F copies of the wrong question paper, and Wadia realizes that 9F did not cheat. At the
ceremony, Wadia announces that he wrongfully tried to fail the students and applauds Naina's teaching, asking
her to pin the prefect badges to her students who ranked first. The film ends with Naina's last day at the school
after serving for 25 years, retiring as the school principal, as her former 9F students, who are all now successful,
reunite with her.
 REFLECTION
❖ I come to know that as a pupil teacher, I have to change my teaching methods as in the
movie Naina Ma’am changes her way of teaching according to the understanding of the
students.

❖ Here is a beautiful dialogue in the movie “There are no bad students only bad teachers”
as in the movie Naina Ma’am changed the students of 9F for good. So as a pupil teacher,
there is an unseen power that lies in the hands of teachers that can be used to modify
the behaviour of the students for good as teachers are the agents of society and meld
the students and make them good and responsible citizens of the society.

❖ As a pupil teacher, I learned that being a teacher is not easy, a teacher is a multi-tasker.

❖ I understood that every student is different including those who come from
underprivileged sections of society, the government has made policies and programs
for them but in reality, how much it is effective, to some extent it lies in the hands of
schools and especially teachers.

❖ I learned that students are raw mud and teachers can shape them and inculcate good
morale and social values.

❖ A most important lesson that I learned after watching this movie is that nothing is
impossible if you follow your dreams and work consistently hard to achieve them.
 OVERALL REFLECTION
❖ Through this Practical, I got to understand various aspects of life and teaching-learning

processes.

❖ It made me capable of thinking beyond what's general and about the things which often

get shadowed

❖ Through the movie Hichki how I got to see how one can turn their weakness into their

biggest asset and power.

❖ There are never Bad students but the consequences led by society make them behave

in a certain way which a teacher can transform with their goodness and acceptance.

❖ We should always be motivated towards our goal and never get affected by the negative

opinions of others

❖ NEP 2020 provided a very informative direction by making us aware about what’re the

contemporary perspectives of education.

❖ I witnessed how there are continuous changes happening for making the teaching-

learning experience more convenient and feasible.

❖ The Delpit text made us aware of how there are still so many biases and discrimination

happening on the basis of race.

❖ It taught me how we should stand against wrong and never shy away from raising our

voices and giving our opinions.

❖ We should always respect everyone irrespective of their caste, creed, race, cultural

background, and other aspects.

❖ At last, I can say that I feel more motivated inspired, and informed after making this

assignment as I got to understand many visions and perspectives.

 REFRENCES

➢ HICHKI MOVIE - https://youtu.be/rnEFeXvGszc

➢ The Silenced Dialogue: Power and Pedagogy in Educating Other People's

Children
➢ NEP 2020
➢ ss2_03_link_marsi (1)
➢ in.images.search.yahoo.com
➢ ww7.teachingeng.com
➢ www.buddy4study.com
www.youtube.com