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                                         Link for the poster:    https://docs.google.com/presentation/d/1kLdFrtzTH-IIKPpUVVSQp81El9LHdmlebuyyiyZDEeY/edit?usp=drivesdk              Name:Shweta Arun Patil          School:Government higher secondary ashram School Vadeshwar                      Maval, district Pune                    

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                                         Link for the poster:    https://docs.google.com/presentation/d/1kLdFrtzTH-IIKPpUVVSQp81El9LHdmlebuyyiyZDEeY/edit?usp=drivesdk              Name:Shweta Arun Patil          School:Government higher secondary ashram School Vadeshwar                      Maval, district Pune                    

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Title:

Using picture description technique to develop oral expression among tribal aashram school students

An action research study

Abstract :

Oral expression remains one of the most challenging areas of English language learning among tribal aashram school students due to limited exposure low vocabulary base and lack of confidence. The present action research study aimed to examine the effectiveness of the picture description technique in developing oral expression and integrated language skills among higher secondary tribal learners. The study was conducted on a sample of 30 students over a period of 4 weeks using the plan act observe reflect cycle of action research.

Data was collected through pretest and posters oral assessment, observation check list and performance rubrics focusing on fluency vocabulary usage sentence formation pronunciation and confidence level. During the intervention phase students engaged in structured picture description activities, pair discussion, vocabulary extraction tasks, and short follow up writing exercises to promote integrated skill development.

Findings revealed significant improvement in students fluency vocabulary enhancement grammatical accuracy and speaking confidence. The technique also encouraged active participation and reduced hesitation in classroom interaction. The study concludes that the picture description technique is an effective low cost and contextually adaptable strategy for improving oral expression and integrated English language skills among tribal learners.

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TITLE - CREATING AND RECREATING MODULE TO DEVELOP MY STUDENTS WRITING SKILL.RQ - 1) How can I develop my students writing compentiencies?2)Which activity should I conduct to build up writing habits?3)How can I make them familiar with verious writing formates ?Abstract -Writing is an indispensable part of reading and listening. It cannot be separated from reading. It makes their ear it goes both hand in hand. Children in government school have long been accommosted to writing with very less this classroom action research intervent to find out the probable cause of this problem and adopt new teaching strategies .In which creating and recreating module to develop my student writing skill can help to develop my student writing competition. Therefore I decided to conduct action research This research help me to find out  causes why they are lacking in writing skill.I get perfect solutions to build up writing compentiencies.CHALLENGESChallenges I face during Action Plan. Online work and school work it is very difficult to take time to conduct extra activities.Students poor responses I need to motivate them. Student absently to school I had to motivate them to present everyday. Due to cluster level training and work I need to take extra classes.Student poor responses I need to motivate them everyday Activity doesn't work instantly I must work hard I plan different activities that entertain student.Because of poor basic I started from writing sentences. They don't have habit of learning and writing. arrange reading material like books newspaper easy story books.Background of research question?From last 20 years.I was observing that students of class 8,9,10 they were not able to attempt writing skill question. Number of teachers also have the same issue There for l dacided to find out perfect solutions for this problem.It gives result. 

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   Prabhati Satish Tirmare   Assistant Teacher Matoshri saraswati wath M.V Dabha District Amravati Ta Nandgaon  (kh)Maharashtra.

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   Prabhati Satish Tirmare   Assistant Teacher Matoshri saraswati wath M.V Dabha District Amravati Ta Nandgaon  (kh)Maharashtra.

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Links of all evidences photos,vedios https://drive.google.com/file/d/1OqhvezZOEat8Dbtyj3WXQU-6LDkmheW7/view?usp=drivesdk

Presentation of written advertisements.

https://drive.google.com/file/d/1VACtUDaamXJzVCp2XOcfqvh1ZolU6CSs/view?usp=drivesdk

https://drive.google.com/file/d/1mHR3YqsIDBRrMeepjcq4XW4qpv_hgqLb/view?usp=drivesdk Link of evidence

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https://padlet.com/EMAR2023/emar-maharashtra-india-enhancing-mentoring-for-action-resear-offf45yg51xnh8l/wish/dMA1W8Dbl1g1W4OV

Mentoring Teacher Researchers: Lessons from EMAR Maharashtra

Abstract

This paper shares the experience of mentoring teacher researchers in the Enhancing Mentoring for Action Research (EMAR) program in Maharashtra. The program aimed to support teachers in developing research skills to address pedagogical challenges.

Introduction

The EMAR program brought together primary, secondary, and higher secondary teachers to explore pedagogical problems and find solutions. As a mentor, I worked closely with these teachers to support their research journey.

Methodology

The mentoring approach involved:

1. Regular telephonic conversations: Discussing progress, challenges, and research ideas.

2. WhatsApp chats: Sharing resources, asking questions, and providing feedback.

3. Group discussions: Collaborative problem-solving and idea-sharing.

4. Zoom meetings: Presenting research findings, discussing methodologies.

Key Findings

Teachers faced challenges like:

1. Classroom management

2. Student engagement

3. Assessment

Through mentoring, they developed:

1. Research questions

2. Selected tools and methods

3. Analyzed data

Lessons Learned

The experience highlighted:

1. Importance of openness

2. Fostering creativity

3. Context-dependent solutions

Evidence

Evidence includes:

1. Increased participation

2. Improved research skills

3. Enhanced student creativity

Specific examples:

1. Teachers presented research findings in symposia.

2. Participants reported increased confidence in research skills.

3. Students showed improved engagement and creativity.

Conclusion

Mentoring teacher researchers in EMAR Maharashtra demonstrated the value of exploration and adaptability.

References:

1. EMAR Maharashtra Facebook page: https://www.facebook.com/EMAR-Maharashtra-104352648454861/

2. Classroom-based research website: http://classroombasedresearch.weebly.com/finally.html

3. Zoom meeting link: https://us04web.zoom.us/j/8180193675?pwd=cGgzOTdSbFc0SHVrOWo0WVZhV2REQT09

4. YouTube video: https://youtu.be/fPEfwX4Lzh0

5. Google Meet link: https://meet.google.com/nns-igmn-qpz

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https://padlet.com/yogitacpatil19/how-i-implemented-informal-way-to-learn-grammar-through-the--9zom9v73y9y3myyp

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3.Suwarna Kulkarni :                    How I implemented informal way to learn  grammar  through the activities beyond the textbook in 9 thclass?

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3.Suwarna Kulkarni :                    How I implemented informal way to learn  grammar  through the activities beyond the textbook in 9 thclass?

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https://drive.google.com/file/d/1cq6zQu_-uYcLF-sBD4o8lJquyUQnBmEi/view?usp=drivesdk Title:-How I implemented informal way to learn grammar through the activities beyond the textbook in 9thclass?

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The Teacher's AMAZING WORLD. by Suwarna Kulkarni

13d

Abstract -

This action research aims to address the challenge of English Language (L3)Grammar proficiency among secondary students in Adarsh Vidyalaya Chikhli by implementing informal interactive teaching learning strategies. In Marathi Medium schools English language education is often limited.The study focuses on live activities for secondary school students that integrate informal interactive teaching methods to improve high school students' English Grammar (L3)language skills.The engagement of students in role-playing, group discussions, language games and collaborative learning activities proves to be an impactful approach for language grammar (L3)development.This emphasises the need to move beyond traditional teaching methods to foster a participatory learning environment.The research evaluates the effectiveness of these strategies in enhancing students' language grammar proficiency and their ability to use proper ussage of grammatical concepts asked in question paper. Data is collected through pre- and post-workshop assessments, classroom observations, and students feedback surveys. The findings aim to provide insights into innovative approaches for capacity building among secondary school Abstract -

This action research aims to address the challenge of English Language (L3)Grammar proficiency among secondary students in Adarsh Vidyalaya Chikhli by implementing interactive teaching learning strategies.In Marathi Medium schools English language education is often limited.The study focuses on live activities for secondary school students that integrate interactive teaching methods to improve high school students' English Grammar (L3)language skills.The engagement of students in role-playing, group discussions, language games and collaborative learning activities proves to be an impactful approach for language grammar (L3)development.This emphasises the need to move beyond traditional teaching methods to foster a participatory learning environment.The research evaluates the effectiveness of these strategies in enhancing students' language grammar proficiency and their ability to use proper ussage of grammatical concepts asked in question paper. Data is collected through pre- and post-workshop assessments, classroom observations, and students feedback surveys. The findings aim to provide insights into innovative approaches for capacity building among secondary school students , ultimately improving English language education outcomes for students..

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1.Shweta Patil(For IATEFL Online Conference 2024)

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1.Shweta Patil(For IATEFL Online Conference 2024)

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https://docs.google.com/presentation/d/11iiqX2vVLQi6ct2CjaoUkn7lZMNOA07qqTwpC1_FUas/edit?usp=drivesdk

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https://docs.google.com/presentation/d/16ir9BmMB1GFmVzVQB-M4qK7MgTeximqf/edit?usp=drivesdk&ouid=103353765201282616439&rtpof=true&sd=true

Title :-How does the development of articulate mastery contribute to crafting clear and confident speech?

Abstract:

This research delves into the intricate relationship between articulate mastery and the

cultivation of clear and confident speech. By examining how the development of articulate skills

influences communication effectiveness, the study aims to identify and analyze strategies that

facilitate articulate proficiency. Through a combination of theoretical frameworks and practical

methodologies, the research seeks to uncover the nuances of articulate mastery and its impact on

individuals’ ability to convey ideas with clarity and confidence across diverse communication

contexts. By elucidating the mechanisms through which articulate proficiency contributes to

enhanced communication outcomes, this study not only provides valuable insights into the

dynamics of effective speech but also offers practical implications for educators, trainers, and

individuals seeking to improve their communication skills. Ultimately, the findings of this

research endeavor to enrich our understanding of articulate mastery as a catalyst for fostering

clear and confident speech, thereby empowering individuals to excel in various personal,

academic, and professional endeavors.

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   Link for poster :       https://drive.google.com/file/d/1r5AzhB6lkdyH4GsPTM7QuVHtFAXlIxWR/view?usp=drivesdk.      Presenter: Ms. Yogita Chandrakant Patil,, Assistant Teacher, Late D.G. Naik VidyalayaVidyalaya          Title:

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   Link for poster :       https://drive.google.com/file/d/1r5AzhB6lkdyH4GsPTM7QuVHtFAXlIxWR/view?usp=drivesdk.      Presenter: Ms. Yogita Chandrakant Patil,, Assistant Teacher, Late D.G. Naik VidyalayaVidyalaya          Title:

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A Study of Challenges in Reading Skill Development at Secondary Level

Abstract:

Reading is a fundamental language skill essential for effective learning at the secondary level. It serves as the foundation for academic success and overall language development. Loud reading, in particular, plays a significant role in improving pronunciation, fluency, voice modulation, and self-confidence among students. It also strengthens listening and speaking skills and encourages active classroom participation. However, many teachers face various challenges while developing loud reading skills in their classrooms.

This action research study aims to identify the difficulties faced by teachers during loud reading sessions and to suggest practical solutions to improve students’ reading abilities. The study was conducted through a survey of 139 teachers from Marathi, Hindi, and English medium schools. Data was collected using pre-tests, questionnaires, interviews, classroom observations, and discussions with teachers and language experts.

The major challenges identified include non-recognition of words, incorrect pronunciation, lack of confidence, fear of reading in front of peers, poor voice modulation, and mother tongue influence. To address these issues, strategies such as systematic teaching of vowel and consonant sounds, encouraging dictionary use, providing model reading, creating interest in the subject, and promoting listening to English news like BBC and CNN were implemented.

The findings revealed noticeable improvement in students’ confidence, pronunciation, fluency, and overall reading performance. The study highlights the importance of structured guidance, regular practice, and supportive classroom practices in enhancing loud reading skills at the secondary level.

Keywords: Loud Reading, Secondary Education, Reading Skills, Pronunciation, Action Research, Language Development, Teacher Challenges

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EXPLORATORY ACTION RESEARCHTitle: "Creating and Recreating Module to Develop My Students' Speaking Skill"      *Teaching ContextGrade: 1st StandardNumber of Students: 30School: PM Shri RZP School Asudgaon, Panvel, RaigadResearch Questions (RQ)How can I encourage my 1st-grade students to start speaking?Which activities will help 6-year-olds overcome their shyness?How can I create a fun environment for practicing basic vocabulary?How can I help them express simple needs and feelings in sentences?ObjectivesTo build basic oral communication confidence.To develop vocabulary for daily interaction.To encourage correct pronunciation of simple words.To enable students to participate in small group talks.InstrumentsOral InterviewsClassroom ObservationVoice RecordingsPeer FeedbackFindingsStudents rely heavily on gestures.Shyness when speaking in front of a group.Limited vocabulary for expressing ideas.Fear of making mistakes in front of the teacher.Action PlanPicture Talk: Describing simple images.Show and Tell: Speaking about a favorite toy or object.Rhyme & Rhythm: Reciting poems with actions.Role Play: Small dialogues (e.g., asking for a pencil).Morning News: Sharing one thing that happened at home.ChangeShifted from teacher-led talking to student-led activities.Increased use of simple sentences instead of single words.Boosted student confidence and eagerness to participate.ReflectionImprove my storytelling techniques.Feel motivated by the students' progress.

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Presenter:Chitrarekha Jadhav                EXPLORATORY ACTION RESEARCH.                          *Title:        "Creating and Recreating Module to Develop My Students' Speaking Skill"               *Teaching ContextGrade: 1st Standard.                       *Number of Students: 30.    School: PM Shri RZP School Asudgaon, Panvel, Raigad

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Presenter:Chitrarekha Jadhav                EXPLORATORY ACTION RESEARCH.                          *Title:        "Creating and Recreating Module to Develop My Students' Speaking Skill"               *Teaching ContextGrade: 1st Standard.                       *Number of Students: 30.    School: PM Shri RZP School Asudgaon, Panvel, Raigad

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Change

Shifted from teacher-led talking to student-led activities.

Increased use of simple sentences instead of single words.

Boosted student confidence and eagerness to participate.

Reflection

Improve my storytelling techniques.