TPD

Reflective Teaching Practice: प्रभावकारी कक्षा व्यवस्थापनको एक गहकिलो उपाय

Narayan Prasad Sapkota Writer परिचय : शिक्षण एउटा सतत् सुधारको प्रक्रिया हो । प्रत्येक शिक्षकको दायित्व केवल पठनपाठन गराउनु मात्र होइन, शिक्षक स्वयंको अभ्यास, पद्धति, र दृष्टिकोणलाई समय समयमा पुनरावलोकन गर्दै अझ प्रभावकारी कक्षा व्यवस्थापन र शिक्षण प्रविधिको विकास गर्नु हो । यसै क्रममा, "Reflective Teaching Practice" अर्थात् 'परावर्तित शिक्षण अभ्यास' आजका शिक्षकहरूका लागि अत्यन्त आवश्यक अभ्यासको रूपमा स्थापित भएको छ । यो शिक्षण अभ्यास शिक्षण सिकाइ प्रक्रियामा शिक्षकले आफूले प्रयोग गरेका विधि, व्यवहार, रणनीति तथा कक्षाको समग्र अवस्था प्रति आत्म-विश्लेषण गर्दै शिक्षण क्षमतामा निरन्तर सुधार ल्याउने प्रक्रिया हो । परावर्तित शिक्षण अभ्यासको महत्व परावर्तित शिक्षण अभ्यास शिक्षकको…

Trauma of Using Bloom’s Taxonomy in the School Education of Nepal

Narayan Prasad Sapkota , Educator I Trainer I Teacher I Writer IntroductionBloom’s Taxonomy, introduced in 1956 by Benjamin Bloom and later revised by Anderson and Krathwohl (2001), is a hierarchical classification of learning objectives that educators use to guide the development of curriculum and assessments. It classifies learning into six cognitive domains: Remember, Understand, Apply, Analyze, Evaluate, and Create. While the taxonomy is widely accepted and praised globally, its application in the context of Nepal's school education system has often brought challenges—and even trauma—for both teachers and students. Context of Bloom’s Taxonomy in Nepal The Curriculum Development Centre…

सचेत शिक्षकका प्रमुख गुणहरू निम्न प्रकारका छन्:

ध्यानपूर्वक सुन्ने क्षमता (Active Listening Skills) – विद्यार्थीहरूको प्रश्न, जिज्ञासा, र समस्यालाई गम्भीरतापूर्वक सुन्ने। सहानुभूतिपूर्ण व्यवहार (Empathy and Understanding) – विद्यार्थीहरूको भावनालाई बुझ्ने र उनीहरूलाई सकारात्मक रूपले मार्गदर्शन गर्ने। धैर्यशीलता (Patience) – विद्यार्थीहरूको सिकाइ प्रक्रियामा धैर्य राख्ने र उनीहरूलाई उत्प्रेरित गर्ने। आत्मचेतना (Self-awareness) – आफ्ना विचार, भावना, र शिक्षण शैलीको प्रभावलाई बुझ्ने। सृजनात्मकता (Creativity) – अध्ययनलाई रोचक र प्रभावकारी बनाउन नवीनतम तरिकाहरू अपनाउने। सकारात्मक दृष्टिकोण (Positive Attitude) – विद्यार्थीहरूलाई हौसला प्रदान गर्ने र समाधानमुखी सोच राख्ने। समावेशी सोच (Inclusivity and Fairness) – सबै विद्यार्थीहरूलाई समान अवसर दिने र भेदभाव नगर्ने। उदाहरणीय नेतृत्व (Role Model Behavior) – नैतिकता, अनुशासन,…

Reflecting on Teaching Practice in Science: The Context of Nepal

Narayan Prasad Sapkota, Lead Trainer, INnovative MInds ( A school for teachers) Abstract Reflective practice in teaching is a critical component of professional development that encourages educators to assess and improve their teaching methods continuously. In the context of science education in Nepal, reflective practices can significantly enhance the quality of teaching and learning, leading to better student engagement and understanding. This article examines the concept of reflective practice, its benefits, and the specific challenges faced by science teachers in Nepal. Additionally, it explores strategies for fostering reflective practices in Nepalese classrooms and suggests ways to integrate these…

Best pedagogical approaches for the schools in the context of Nepal

Narayan Prasad Sapkota Educator I Trainer I Teacher I Writer Selecting the "best" pedagogical approach for schools involves considering a range of factors, including the educational goals of the institution, the needs of the students, available resources, and cultural context. Here are some widely recognized pedagogical approaches that schools around the world often find effective: 1. Student-Centered Learning Constructivism: Students construct their own understanding and knowledge through experiences. Inquiry-Based Learning: Students ask questions, investigate, and solve problems, fostering curiosity and critical thinking. Problem-Based Learning (PBL): Students learn through solving real-world problems, promoting collaboration and application of knowledge. 2.…