Peer- Tutoring and Peer- Feedback Programs
Institution arranges peer tutoring sessions and peer-feedback sessions for the enhancement of the professional skills of prospective teachers as well as for addressing learner diversity.
During curriculum transaction, peer tutoring is used as a strategy. Peer feedback is collected from this session as well as through microteaching, criticism classes, internship classes and seminars.
Details of peer tutoring sessions for all courses is given below
- Peer Tutoring: B.Ed
The subject-wise topics of peer tutoring year-wise and sample reports are given below.
PEER TUTORING REPORT: 2022-24
EDU01– EDUCATION IN CONTEMPORARY INDIA
The entire class is divided into seven groups and each group consists of 7 members. The following topics are assigned to the student
- The policy framework of Public Education in India
- Historical background of current issues of education such as UEE, women education, education of Dalits and Tribals, medium of instruction, multilingual education, financial allocation, LPG and social stratification
- Recommendations of different policy frameworks- Kothari Commission-
- NPE 1986- review committees on NPE-
- pedagogic and curricular shifts of 1990s and 2000- SSA, RMSA, Right to Education Act-2009, NCF 2005, NCFTE 2009.
- Transcending caste, class and gender through different programs and policies- SSA
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 11-10-23 and 18-10-23. Sessions took 2 hours and learners actively participated in all sessions.
GENDER, SCHOOL AND SOCIETY
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Problems of women in contemporary India
- Experience of being a boy or girl- unequal access to education
- gender identity construction in school- distribution of roles and responsibilities in classroom and schools
- child rights violation among girls- role of schools, peers, teachers, curriculum ,text books classroom processes, and student-teacher interactions in challenging gender inequalities
- Working towards gender equality in the classroom
- Education and Democracy – National values enshrined in the constitution – concept of secularism, socialism, nationalism, internationalism, equality and their educational implications.
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 05-12-23 and 12-12-23. Sessions took 2 hours and learners actively participated in all sessions.
EDU 02– DEVELOPMENT OF THE LEARNER
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Adjustment and maladjustment
- Mental health and mental hygiene – concept and importance, role of teacher in promoting mental health
- Mental disorders – classification DSM
- Creativity-meaning and nature- identification of creative learner- process of creativityteacher’s role in fostering creativity
- Interest, attitude and aptitude – basic concepts, definitions and measurement
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 06-07-23 and 20-07-23. Sessions took 2 hours and learners actively participated in all sessions
EDU 03– HEALTH AND FITNESS
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Concept of health, aim and objectives of health education and health instruction in schools,
- importance of health education in teacher education programme,
- Types and components of physical fitness
- physical fitness tests based on components
- Physical activity and exercise
- Hypo kinetic diseases and its management -Obesity, diabetes, hypertension, osteoporosis, coronary heart disease, back pain
- Importance of good posture, common postural deformities
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 20-09-23and 25-09-23. Sessions took 2 hours and learners actively participated in all sessions
EDU 04– INCLUSIVE EDUCATION
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Issues in Creating Inclusive Schools
- Common Features for Successful Inclusion
- characteristics of cultural and gender inclusion
- characteristics of inclusive learning friendly Environment
- Dealing with Diversity in the Classroom, Valuing and Encouraging Diversity ,Including Different Kinds of Thinking, Learning, and Bias in the Curriculum and Learning Materials
- Gender and Teaching
- Diversity and Disability
- HIV/AIDS and Discrimination
- Strategies for meeting diversity in the classrooms-Concept of resource teacher- Major Activities of resource teacher- the Collaborative teaching by regular and collaborative teachers- concept and method of Multilevel Instruction-Inclusive evaluation
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 13-07-23 and 19-07-23. Sessions took 2 hours and learners actively participated in all sessions
PEER TUTORING REPORT: 2020-22
EDU01– EDUCATION IN CONTEMPERORY INDIA
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Constitutional safeguards of education
- Constitutional vision of independent India: then and now – Preamble of the constitution
- Rights and Duties of Indian citizen – directive principles of state policies ∙ Constitution and Education – Concurrent status of education.
- Constitutional values related to aims of education, freedom, justice, equality and fraternity.
- Concepts of inequality, discrimination and marginalization – Constitutional provisions related to the issues of inequality, discrimination marginalization and education.
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 07-10-2021 and 14-10-21 . Sessions took 2 hours and learners actively participated in all sessions.
EDU02– DEVELOPMENT OF THE LEARNER
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Developmental needs of various stages
- Developmental task: concept, tasks of each stage
- Developmental hazards
- Adolescence- problems and complexities
- Family influence- Brocken family, parenting style, changing family structures, Peer influences loneliness
- Influence of social media, Cybercrimes and related problem
- Substance abuse, Depression, suicidal tendencies
- Gender related problems
- Information overload
- Remediation of adolescent problems in the present socio- cultural complexities- role of teachers
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 11-11-2022 and 18-11-22. Sessions took 2 hours and learners actively participated in all sessions.
EDU03– SCHOOL ORGANISATION
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Institutional Planning – Meaning and Importance –
- School Management Committee (SMC)
- School Development Plan – Functions of staff council and student council.
- Timetable – Types and Principles of timetable construction.
- Total Quality Management (TQM) – Concept and Scope.
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 16-07-21 and 23-07-21. Sessions took 2 hours and learners actively participated in all sessions.
Peer Tutoring Report: 2020-22 (B2 Batch)
The entire class is divided into seven groups. Five groups consisted of 7 members and 6th and 7th groups consisted of 8 members. The following topics are assigned to students.
- Concept and characteristics of Group
- Types of groups
- Use and importance of sociometry
- Construction of sociogram
- Group dynamics
- Group cohesion
- School as a social group
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 02-08-2021, 03-08-2021, 09-08-2021; took 3 hours and learners actively participated in the sessions.
Sl No |
Name of the Student |
Group |
Topic |
1 |
Adithya SA |
1 |
Concept & Characteristics of Group |
2 |
Aiswarya P |
Types of groups |
|
3 |
Aiswarya S Menon |
Use and importance of sociometry |
|
4 |
Amrutha P |
Construction of sociogram |
|
5 |
Anagha E P |
Group dynamics |
|
6 |
Anaswara A |
Group cohesion |
|
7 |
Anjitha P |
School as a social group |
|
8 |
Bibina K |
2 |
Concept & Characteristics of Group |
9 |
Greeshma G |
Types of groups |
|
10 |
Jalwa K K |
Use and importance of sociometry |
|
11 |
Jayapriya K |
Construction of sociogram |
|
12 |
Liji S |
Group dynamics |
|
13 |
Mubeena M |
Group cohesion |
|
14 |
Padmaja R |
School as a social group |
|
15 |
Sandra J S |
3 |
Concept & Characteristics of Group |
16 |
Sarang K T |
Types of groups |
|
17 |
Savitha MT |
Use and importance of sociometry |
|
18 |
Swetha Kumaran T |
Construction of sociogram |
|
19 |
Anantha Krishnan K |
Group dynamics |
|
20 |
Athira G |
Group cohesion |
|
21 |
Athira K |
School as a social group |
|
22 |
Athira PV |
4 |
Concept & Characteristics of Group |
23 |
Gopika C |
Types of groups |
|
24 |
Mahima K V |
Use and importance of sociometry |
|
25 |
Manju |
Construction of sociogram |
|
26 |
Raseena Hind C H |
Group dynamics |
|
27 |
Reshma T (03/09/1994) |
Group cohesion |
|
28 |
Reshma T (03/05/1995) |
School as a social group |
|
29 |
Reshmi Ramachandran |
5 |
Concept & Characteristics of Group |
30 |
Sandhya K |
Types of groups |
|
31 |
Shameela M |
Use and importance of sociometry |
|
32 |
Sneha P |
Construction of sociogram |
|
33 |
Sreekala c |
Group dynamics |
|
34 |
Tessy M |
Group cohesion |
|
35 |
Veena C |
School as a social group |
|
36 |
Aghina C U |
6 |
Concept of Group |
37 |
Anjana M |
Characteristics of group |
|
38 |
Anjana P S |
Types of groups |
|
39 |
Anupriya K R |
Use and importance of sociometry |
|
40 |
Athira P S |
Construction of sociogram |
|
41 |
Haritha A |
Group dynamics |
|
42 |
Harsha K |
Group cohesion |
|
43 |
Mymoon Y |
School as a social group |
|
44 |
Najma MU |
7 |
Concept of Group |
45 |
Nimisha P M |
Characteristics of group |
|
46 |
Nimitha K C |
Types of groups |
|
47 |
Praveena K |
Use and importance of sociometry |
|
48 |
Silfa Anna Joy |
Construction of sociogram |
|
49 |
Sumayya P K |
Group dynamics |
|
50 |
Thulasi MR |
Group cohesion |
|
51 |
Varun Bharathan |
School as a social group |
Procedure
Step 1: students are divided into groups
Step 2: topics were assigned
Step 3: self-learning of assigned topics
Step 4: Doubt clearance sessions
Step 5: Peer teaching session
Peer Tutoring Report: 2018-20
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Concept and characteristics of Group
- Types of groups
- Use and importance of sociometry
- Construction of sociogram
- Group dynamics
- Group cohesion
- School as a social group
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 06-12-18 and 07-12-18. Sessions took 2 hours and learners actively participated in all sessions.
Sl No |
Name of the Student |
Group |
Topic |
1 |
Archana P M |
1 |
Concept & Characteristics of Group |
2 |
Archana P S |
Types of groups |
|
3 |
Hanima C V |
Use and importance of sociometry |
|
4 |
Lakshmi C |
Construction of sociogram |
|
5 |
Nivya U C |
Group dynamics |
|
6 |
Praveen K T |
Group cohesion |
|
7 |
Ramya K P |
School as a social group |
|
8 |
Resmy Thomas |
2 |
Concept & Characteristics of Group |
9 |
Sanchana K |
Types of groups |
|
10 |
Sandra PV |
Use and importance of sociometry |
|
11 |
Soorya P |
Construction of sociogram |
|
12 |
Sruthy A P |
Group dynamics |
|
13 |
Thansiya A |
Group cohesion |
|
14 |
Vysruthi K |
School as a social group |
|
15 |
Amrutha V C |
3 |
Concept & Characteristics of Group |
16 |
Aneeshika B |
Types of groups |
|
17 |
Annrose T J |
Use and importance of sociometry |
|
18 |
Athira T |
Construction of sociogram |
|
19 |
Athira V K |
Group dynamics |
|
20 |
Devika M |
Group cohesion |
|
21 |
Haritha P N |
School as a social group |
|
22 |
Janeefa J |
4 |
Concept & Characteristics of Group |
23 |
Jyothi P |
Types of groups |
|
24 |
Mohini A |
Use and importance of sociometry |
|
25 |
Niveditha M |
Construction of sociogram |
|
26 |
Priyanka PP |
Group dynamics |
|
27 |
Ramseena A |
Group cohesion |
|
28 |
Remya M |
School as a social group |
|
29 |
Shabnam A |
5 |
Concept & Characteristics of Group |
30 |
Sneha K S |
Types of groups |
|
31 |
Vellingiri R |
Use and importance of sociometry |
|
32 |
Adithya Sathyan |
Construction of sociogram |
|
33 |
Aiswarya P C |
Group dynamics |
|
34 |
Anjana Mathew |
Group cohesion |
|
35 |
Archana U Nair |
School as a social group |
|
36 |
Greeshma M |
6 |
Concept & Characteristics of Group |
37 |
Haritha K S |
Types of groups |
|
38 |
Maneesha M |
Use and importance of sociometry |
|
39 |
Naseeba S |
Construction of sociogram |
|
40 |
Nayana M S |
Group dynamics |
|
41 |
Rathika P |
Group cohesion |
|
42 |
Salga E G |
School as a social group |
|
43 |
Saranya N |
7 |
Concept & Characteristics of Group |
44 |
Sindhu K P |
Types of groups |
|
45 |
Sinu C Sison |
Use and importance of sociometry |
|
46 |
Smruthi Gokul |
Construction of sociogram |
|
47 |
Sooraj M |
Group dynamics |
|
48 |
Sujina K |
Group cohesion |
|
49 |
Supriya C |
School as a social group |
Procedure
Step 1: students are divided into groups
Step 2: topics were assigned
Step 3: self-learning of assigned topics
Step 4: Doubt clearance sessions
Step 5: Peer teaching session
Peer Tutoring Report: 2018-20
EDU01– EDUCATION IN CONTEMPERORY INDIA
The entire class is divided into seven groups and each group consist of 7 members. The following topics are assigned to students.
- Education –fundamental understandings- meaning, definitions, functions and aims
- nature of education as a discipline
- types of education formal, informal and non-formal
- levels of education
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 07-11-18 and 14-11-18. Sessions took 2 hours and learners actively participated in all sessions.
EDU 02- DEVELOPMENT OF THE LEARNER
The entire class is divided into seven groups and each group consist of 8 members. The following topics are assigned to students.
- factors affecting development-development as a result of interactions between individual potential(innate, acquired) and external environment(physical, socio-cultural, ecological, economic and technological)
- Principles of development
- Aspects of development: physical& motor, cognitive, emotional, social, moral and language development. Inter relationship between different aspects of development
- Stages of development
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 23-11-18 and 27-11-18. Sessions took 2 hours and learners actively participated in all sessions.
EDU 03-SCHOOL ORGANISATION
The entire class is divided into seven groups and each group consist of 5 members. The following topics are assigned to students.
- Concept – Need, scope and functions of management
- Characteristics of democratic institutional climate
- Organisational process in school – HM/Principal as a leader – Duties and responsibilities of HM
- Performance Appraisal – meaning and importance – performance appraisal of Teachers.
- Importance of essential records – Admission Register – Attendance Register for Staff & students – Stock Registers – Acquittance .Teaching Manual – Student Profile – Cumulative Record – Service Book
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 09-01-2019 and 16-01-19. Sessions took 2 hours and learners actively participated in all sessions
EDU04- INCLUSIVE EDUCATION
The entire class is divided into seven groups and each group consist of 5 members. The following topics are assigned to students.
- Issues in Creating Inclusive Schools
- Common Features for Successful Inclusion
- characteristics of cultural and gender inclusion
- characteristics of inclusive learning friendly Environment
- Dealing with Diversity in the Classroom, Valuing and Encouraging Diversity ,Including Different Kinds of Thinking, Learning, and Bias in the Curriculum and Learning Materials
- Gender and Teaching
- Diversity and Disability
- HIV/AIDS and Discrimination
Class wide peer tutoring used for the session. Each student played the Tutor-tutee role. Sessions were conducted on 05-12-2018 and 12-12-2018. Sessions took 2 hours and learners actively participated in all sessions
Peer Tutoring Session M Ed
PEER TEACHING M.Ed 2020-22
MENTORS – Dr. SHEEBA KRISHNAN & Dr LEKSHMI V
Sl.no |
Name |
Topic |
1. |
Amritha Lakshmi T R |
Teachers and Teaching Profession – Concept of Profession, Teaching as a Profession |
2. |
Aneesha Jasmin |
Teachers changing roles and responsibilities |
3. |
Arya P |
Service conditions of school teachers |
4. |
Aswathi P |
Professional ethics for teachers |
5. |
Athira R |
Social status of teachers; International Labour Organisation ( ILO) version of the status of teachers |
6. |
Beena K |
Teacher Appraisal and accountability |
7. |
Jisna KJ |
Teacher educator- Roles and Responsibilities, Preparation of teacher educators |
8. |
Lakshmidevi P R |
Continuing education of teacher educators; Provisions for the continuing education of teacher educators and institutional mechanism |
9. |
Meera N M |
Pre- service Teacher education – Concept, nature, objectives and scope |
10. |
Mridula T |
Development of teacher education in India – Pre and Post independence period |
11. |
Nidhina K Nair |
Recommendations of committees & commissions on TE : University Education Commission (1948 – 49) |
12. |
Mithu C Babu |
Kothari Commission (1964 – 66) |
13. |
Prasastha P |
CABE Committee |
14. |
Rasmi S |
UGC (1994) |
15. |
Sabin James C |
NCF (2005) |
16. |
Sangeeth S Kumar |
NCFTE (2009) |
17. |
Savitha M V |
Impact of NPE, 1986 and its POA on teacher education system |
18. |
Shamla C P |
Centrally sponsored scheme for the Reconstructing and strengthening of TE – Roles and functions of IASEs |
19. |
Sreeshma S |
Roles and functions of CTE |
20. |
Sujitha K N |
Roles and functions of DIETs |
21. |
Surya G |
Roles, functions and networking of UGC |
22. |
Vaishnavi J |
NCERT – Roles, functions and networking |
23. |
Veena P S |
NCTE – Roles, functions and networking |
24. |
Vinjusha C P |
NUEPA – Roles, functions and networking |
25. |
Nimisha P |
SCERT – Roles, functions and networking |
Sl.no |
Name |
Topic |
1. |
Amith Kumar K A |
Concept of profession and teaching as a profession |
2. |
Anchana A |
Changing roles and responsibilities of a teacher |
3. |
Anjali R V |
Service conditions of school teachers |
4. |
Arya Thankavelu |
Professional ethics for teachers |
5. |
Athira A R |
Social status of teachers with special reference to the version of International Labour Organization |
6. |
Athira T |
Teacher appraisal and accountability |
7. |
Jisna K J |
Roles and responsibilities of teacher educators |
8. |
Kishan M |
Preparation of teacher educators |
9. |
Liya V Raj |
Continuing education of teacher educators: provisions and institutional mechanism |
10. |
Minsiya M |
Pre-service teacher education- D.Ed: concept, nature, objectives and scope |
11. |
Nair Sandhya Radhakrishn an |
Pre-service teacher education- B.Ed: concept, nature, objectives and scope |
12. |
Nileena Rajan T |
Development of teacher education in India: pre-independence period .( with special reference to recommendations of various commissions and committees. |
13. |
Prajna T P |
Development of teacher education in India: post-independence period .( with special reference to recommendations of various commissions and committees. |
14. |
Ramsheena K K |
Impact of NPE 1986 and it’s POA on teacher education system |
15. |
Roshin Elizebath Kurian |
Centrally sponsored schemes for reconstructing and strengthening of teacher education |
16. |
Sajini P |
Roles and functions of IASEs |
17. |
Sara Paul |
Roles and functions of CTE |
18. |
Shadiya A |
Roles and functions of DIETs |
19. |
Shilpa N |
Roles and functions of UGC |
20. |
Suchithra P M |
Roles and functions of NCERT |
21. |
Sunisha A K |
Roles and functions of NCTE |
22. |
Thushara J Dev |
Roles and functions of NUEPA |
23. |
Varada K S |
Roles and functions of SCERTs |
24. |
Vineetha A P |
NEP 2020 and teacher education: Recommendations |
25. |
Vismaya G |
NEP 2020 and teacher education: challenges and suggestions |