Best Practices

[vc_row][vc_column][eikra-vc-title style=”style3″ title=”Rajat Mahila Mahavidyalaya Ambedkar Nagar” subtitle=”BEST PRACTICES OF THE COLLEGE- 2019-20″][vc_row_inner][vc_column_inner][vc_custom_heading text=”Best Practice- 1″ css=”.vc_custom_1596035328487{padding-top: 10px !important;padding-bottom: 10px !important;}”][vc_column_text]

Title of the Practice: COMMUNITY AS A TEACHING LEARNING RESOURCE – Community to  college and college to community.

Context of Practice:

Bringing community into the classroom or engaging the students in the community for learning experiences is thought to be frills or rewards that compete with instructional time in the classroom. Changing the educational experiences of students by moving beyond the classroom walls can diversify the array of learning opportunities and connect the happenings in the college with daily life and real problems. Student teachers are trained to bring in the immediate community resources available, which provide direct experience and help the students in constructing and understanding the phenomena. Local prominent/eminent people are brought into the classroom to teach and train the student teachers in specific fields. They provide new information and experiences and link the classroom to the world outside.[/vc_column_text][vc_column_text]Objectives:

  1. To instill the ability to creatively imagine the use of community resources in the better understanding of the concepts.
  2. To sensitize the student teachers by inviting guest speakers who give unique insights as well as innovative methods which increase the students learning experiences related to the community.
  3. To develop interpersonal relationship skills among student teachers which will enable them to access people and institutions from the immediate community.
  4. To  employ various  techniques  such  as  Community Profiling,  Transect  walk, Mapping etc., for planning and determining the resources of a community.
  5. To recognize the purpose, function and value of indigenous communities in order to provide better learning experiences to the inclusive classrooms.


The college organized seminars and workshops by identifying eminent personalities from the community, to give innovative and unique real-life experiences to student teachers in creating an effective and interactive classroom. Mr.  S.K. Singh  was  invited  from  the community to teach the students about Resume writing and techniques to face interviews. Apart from bringing community into the classroom, student teachers were asked to identify various organisations and institutes in the community that can be a rich source of learning. The physical environment  around  the  practice  teaching  schools  was  used  as  living  laboratories  to  study various phenomena. The student teachers are trained:

  1. Through Guest lectures from professionals of various faculties from the community.
  2. In Community Profiling to understand the available resource.
  3. In conducting transect walk along with school students while in inter.
  4. To identify  and  visit  indigenous  occupational  sites,  to  understand  their  needs, functioning and values.
  5. To explore unconventional sources or the use of ordinary sources in unconventional way.
  6. Spreading awareness about Swatch Bharat amongst Community women. The first year student teachers carried out intensive week long community work at Kanchanpur Matiyari Village. The area Corporator, Shri Ram Raj attended the progra  College students also did work for an organization called, ’Dobara, 2nd Innings’ for old people.
  7. The students also organized an awareness program for the sweepers of Village.

[/vc_column_text][vc_column_text]Impact of the Practice:

Many characteristics of constructivist approach emerge by moving away from the formal  structure of the classroom. Student teachers have developed healthy external partnerships and additional relationships while using community resources to support teaching and learning. They were able to pull together the diverse understandings which their students bring into the classrooms– while in internship. They also build these resources while working with people in the community along with others from the school.[/vc_column_text][vc_column_text]Obstacles Faced During Practice and Resources Required:

Involvement of all the people in the community was a great challenge. The student teachers felt that many resources (manpower) from the community were unutilized in a proper way because of lack of interpersonal and external partnerships of the schools.[/vc_column_text][/vc_column_inner][/vc_row_inner][vc_row_inner][vc_column_inner][vc_custom_heading text=”Best Practice- 2″ css=”.vc_custom_1596172407761{padding-top: 10px !important;padding-bottom: 10px !important;}”][vc_column_text]

Title of the Practice:Sound mind in a sound body – Keep fit, teach fit.

Context of Practice:

In-order to make a larger impact, focus should be on small things which can be attended immediately.  Healthy lifestyle along with physical fitness are important for teachers not just for  their obvious personal  reasons  but also  because  they  set an example  to the younger  generation.  As  research  shows direct connections between physical fitness and brain health, college has taken measures in training student teachers to stay fit through practicing  healthy eating habits and physical activities  which  in  turn condition their minds to handle all the challenges which they face in school as well as their personal lives.[/vc_column_text][vc_column_text]Objectives:

  1. To instill healthy eating, sleeping and physical activities among the student teachers.
  2. To expose the would be teachers to the nutrition needs of children of different ages and expose them to the signs and symptoms of various deficiency diseases caused due to lack of nutrients.
  3. To sensitize the student teachers about the causes,  symptoms and prevention  techniques  of  various health problems that are common among the students.
  4. To train student teachers  in measuring  BMI (Body  Mass Index)  which  enables  early detection  of health risks.
  5. To employ various physical activities in day to day classroom teaching learning process.


Extracurricular activities which involve physical, mental and emotional faculties of the student teachers are given  much priority  and  were organised  in the college.  Guest  lectures  on nutrition,  deficiency  diseases, physical fitness, yoga and nutritive value of foods were conducted by the college. Food fests were organized and students  gave  demonstrations  of  healthy  snacks  and  nutritious  foods  that  can  be  prepared  using  low  cost ingredients.  Student teachers along with the faculty took part in various physical activities as part of curriculum. Student teachers organize pot-luck to display healthy eating habits. Health check-ups are organized by the college to sensitize student teachers on the importance of keeping fit to teach fit.[/vc_column_text][vc_column_text]Impact of the Practice:

Being  active  is  always  fun.  Student  teachers  improve  on  their  social  skills  and experience positive mental health which relieves them of stress and in turn enhances learning aptitude. Student teachers experience  healthy  social  interactions,  cooperation  through  group  activities,  teamwork,  and  lasting relationships.[/vc_column_text][vc_column_text]Obstacles Faced During Practice and Resources Required:

Old habits die hard and changing  them requires lot of time and energy.  A proper orientation  towards healthy eating and physical activities is still needed. Physical activities are interpreted as physical exercises which need separate  time  and  space  to  carry  out.  In  the  fast-paced   world,   when  everything   is   advanced   through communication and technology, it is quite difficult to choose healthy eating habits.[/vc_column_text][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]