# data[].attributes.body
http://prabhuarumani62.blogspot.com/2021/02/writing-teacher.html

# data[].attributes.body
http://prabhuarumani62.blogspot.com/2021/02/prabhakar-arumani.html

# data[].attributes.body
https://logamanimaha.blogspot.com/2021/02/my-action-reasearch-questions.html?m=1

# data[].attributes.body
Respected sir ,

Respected sir ,

This is Ashoka MN working as a graduate primary teacher in UGHPS Chinniga,at Mudigere ,Chikmagalur (Karnataka). Actually I love this profession from the bottom of my heart. Its my ambition to teach the children in a good manner . But after being really its disgusted, People or Some of the teachers not let to work properly.  I was working in a private sector  there I enjoyed my way of teaching very freely than money,but in the govt schools am taking good salary  but yet am unable to bring out the my best way of teaching .

I like my school children much ,I used to play with them . They are the innocent creature in this 21st century . But this pandemic damaged my wishes .Am not only teaching the children as just like others..Am creating the REVOLUTIONERIS Everyday I Ignite their souls to do something in their life .I am always telling my students to ask the different questions to Teachers,when our students became strong ,then automatically Teachers came with the proper preparation. When I was studying Graduation and Post Graduation ,and B.Ed ...that time I scared my teachers by throwing some different types of questions,some teacher's eyes watered ,some felt bad about me ,I was warned, etc ..But I never mind for all those things ,Because my ambition is totally different.

I wanna achieve the mastery over the English language and English literature ,later on dreaming to become a scholar and writer .I  have been practising  my writing of poetry, and also I published all those poems in my blog, I don't want to welcome anybody to stand with me  in knowledge. Sometime I feel these people are fluccsinosinihilipilification ,if I went these people ,there is no doubt oneday I would lost all of my knowledge .And also some time I feel am the man with overambitious, Really I scared for this ,because sometime it leads to the destruction of the mind .Yet am unable to CWTCH my lyfe completely, because am not satisfied with  my achievements .Now am heading towards optimistic side of my life ,with I have to attain the serenity in the lyfe ,This serenity is the ultimate thing of mine in my life .

Sir now I want to speak about you (Dr.Ravi Narayan RIESI.Bangalore)  you are the one  man with complete values ,Ethic,discipline, Aristocrat of all the good human qualities. I am influenced by your way of talking, way of treating the people ,you are the master of Masters . What kind of thou are !!!!!! Am completely list in you sir .you are the gem of the character in the universe . Nowadays, that too in this generation our world is lag in your type of persons .How you have achieved all these thing sir in this deceived society!!! Let me learn lot from you sir . Thank you sir .

😀📚✒🖌🖊✍😊

This is Ashoka MN working as a graduate primary teacher in UGHPS Chinniga,at Mudigere ,Chikmagalur (Karnataka). Actually I love this profession from the bottom of my heart. Its my ambition to teach the children in a good manner . But after being really its disgusted, People or Some of the teachers not let to work properly.  I was working in a private sector  there I enjoyed my way of teaching very freely than money,but in the govt schools am taking good salary  but yet am unable to bring out the my best way of teaching .

I like my school children much ,I used to play with them . They are the innocent creature in this 21st century . But this pandemic damaged my wishes .Am not only teaching the children as just like others..Am creating the REVOLUTIONERIS Everyday I Ignite their souls to do something in their life .I am always telling my students to ask the different questions to Teachers,when our students became strong ,then automatically Teachers came with the proper preparation. When I was studying Graduation and Post Graduation ,and B.Ed ...that time I scared my teachers by throwing some different types of questions,some teacher's eyes watered ,some felt bad about me ,I was warned, etc ..But I never mind for all those things ,Because my ambition is totally different.

I wanna achieve the mastery over the English language and English literature ,later on dreaming to become a scholar and writer .I  have been practising  my writing of poetry, and also I published all those poems in my blog, I don't want to welcome anybody to stand with me  in knowledge. Sometime I feel these people are fluccsinosinihilipilification ,if I went these people ,there is no doubt oneday I would lost all of my knowledge .And also some time I feel am the man with overambitious, Really I scared for this ,because sometime it leads to the destruction of the mind .Yet am unable to CWTCH my lyfe completely, because am not satisfied with  my achievements .Now am heading towards optimistic side of my life ,with I have to attain the serenity in the lyfe ,This serenity is the ultimate thing of mine in my life .

Sir now I want to speak about you (Dr.Ravi Narayan RIESI.Bangalore)  you are the one  man with complete values ,Ethic,discipline, Aristocrat of all the good human qualities. I am influenced by your way of talking, way of treating the people ,you are the master of Masters . What kind of thou are !!!!!! Am completely list in you sir .you are the gem of the character in the universe . Nowadays, that too in this generation our world is lag in your type of persons .How you have achieved all these thing sir in this deceived society!!! Let me learn lot from you sir . Thank you sir .

😀📚✒🖌🖊✍😊

# data[].attributes.body
Action research on Reading

# data[].attributes.attachment_link.readable_text
[ 25/03, 9:05 pm] Kandasamy A: The Reading Difficulties of Grade Two Pupils in pups singalandapuram.

Teaching reading comprehension to non-readers and frustration level readers today is different from the past. Teachers need to focus on extensive comprehension instruction with all students, not just successful readers.

This action research investigated six grade two pupils . They have undergone reading assessment test to know their level of reading performance.

This action research discusses the causes and reasons of reading difficulties of non-readers and frustration level readers. It also presents multiple strategies that have proved to be successful in a grade two classroom, as well as strategies used and found to be successful. As new best practices in reading instruction are developed and researched, teaching strategies need to evolve as well.

This study aims to make an action plan for the poor reading difficulties of grade two pupils in my Elementary School.

Specifically it seeks to answer the following questions:

1. What is the level of reading comprehension of grade two pupils?

2. Why pupils in grade two were at the non-reader and frustration level?

3. How pupils in grade two will be helped by the teacher to address difficulty in learning to read?

4. How pupils in grade two improve their reading comprehension?

This action research used the descriptive correlational method of research.

Descriptive research involves description, recoding, analysis and interpretation of conditions that currently exist. The main aims are to describe the nature of a condition as it exists at the time of the study and to explore the causes of the particular situation.

This action research utilized triangulation method as a data gathering procedure through survey questionnaire, observation, interview and field notes.

This study involved six (6) grade two pupils of My Elementary School.

1. Profile of the Pupil Respondents

1.1 Profile of the respondents in terms of age

The youngest age of the respondents was 5 and the eldest was 10. The mean age of the respondents was 6.37. This implies that majority of the parents of the grade two pupils of entered their child in the school at an early age.

1.2 Profile of the respondents in terms of Gender

The result reveals that 50 % of the respondents were male 50% were female. It can be gleaned that male outnumbered the female probably because much number of the enrolees for A.Y 2020-2021 were male.

1.3 Profile of the Respondents in terms of Nutritional Status

Majority of the respondents' nutritional status were beyond the normal status. Probably the reason was that most of the pupil respondents' weight and height corresponds normally with their age and they were healthy enough in entering school.

1.4 Profile of the respondents in terms of Monthly Income of Parents

Majority of the respondents belonged to poor families of with monthly income that ranged below 5;,000 which means that most of parents can't provide all the necessary basic needs of their children.

1.5 Profile of the respondents in terms of educational attainment of mother and father

Majority of the respondents' they did not finish school education probably because most of them belonged to a poor family and their parents cannot send and support them for education.

2. Level of Reading Performance of the Respondents

Specifically out of all grade two pupils, majority of the respondents were on the non-reader level and frustration level. This implies that almost all of the respondents were having problems in reading or experiencing difficulty in learning to read.

3. Reasons Why Respondents fall Under Non-reader and frustration Level

3.1 Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil's Perspective

Respondents have difficulty in reading and learning how to read in terms of Phonological and Phonemic Awareness. Their own perspective was supported by teacher's perspective. This implies that the respondents have difficulty in rhyming words, recognizing and producing sounds and syllabication.

3.2 Reading Difficulty in Terms of Phonological and Phonemic Awareness as Pupil's Perspective

Word decoding and phonics was one of the reasons for reading difficulty experience by the respondents based on the pupil's perspective and teacher's perspective. This implies that the respondents have difficulty in applying his/her knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. This also mean that the respondents have difficulty in letter-sound relationships, and how to sound out words.

3.3 Reading Difficulty in Terms of Vocabulary

Reading difficulty in terms of vocabulary is one of the reasons for reading difficulty experience by the respondents which from the pupil's perspective. This result was supported by the teacher's perspective. This denotes that the respondents have difficulty in understanding words to communicate effectively. This implies that the pupils had a hard time to find the words that they need to know to understand what they read. This also implies that a reader cannot understand a text without knowing what most of the words mean.

3.4 Reading Difficulty in Terms of Fluency

Fluency is one of the reading difficulties that the respondents experience in learning how to read. The pupil's perspective also relates with that of the teacher's perspective. This implies that pupil respondents have difficulty to read with speed, accuracy, and proper expression. They were not confident in reading aloud or silently do not read smoothly and has no proper expression.

3.5 Reading Difficulty in Terms of Comprehension

Comprehension is one of the major reasons for reading difficulties the respondents experience in learning how to read. This result from the pupil's perspective was supported by the teacher's perspective. This implies that pupil respondents have difficulty in understanding and interpretation of what is read. They find it hard to decode what they read, had a hard time to make connections between what they read and what they already know, and have difficulty to think deeply about what they have read. This also mean that they do not have a sufficient vocabulary, or their knowing of the meanings of words is not enough.

3.6 Other Sources of Reading Disability

Other sources of reading disability particularly auditory processing, memory and attention were some of the problems why respondents have a hard time to learn how to read based on the pupil's perspective. The same is true with that of the teacher's perspective. Problems related to auditory processing implies that there is something in pupil respondents that is affecting the processing or interpretation of the information a child hears. They often find it difficult to pay attention, listen to, and remember information presented orally. They may need more time to process information. This also mean that they often do not recognize subtle differences between sounds in words, even though the sounds themselves are loud and clear.

Reading difficulty related to memory implies that pupil respondents find it hard to place information into their memories and retrieve it when needed. Difficulty related to attention implies that the respondents is often failing to give close attention to details, often does not seem to listen when spoken to directly, often has difficulty organizing tasks and activities, and is often easily distracted by extraneous stimuli.

The following are the solutions to reading difficulties that the pupil respondents experience in reading.

A poor reader will be partnered to a good reader who will serve as his/her reading buddy every lunch break after meal.

Poor readers and non-readers will be pulled out from their class to be tutored/coached by other reading teacher. Reading related activities may be given by the special reading teacher.

This is being done at 1:00 to 1:30 (before classes start in the afternoon) to enhance reading and writing skills of the pupils. Teachers give reading materials for the pupils to read, so as exercise their writing skills.

Pupils are required to look for at least five unfamiliar words a week. They will study how to read and pronounce them properly, learn the correct spelling and know the meaning of these words so that they will be able to use them in their own sentences.

Pupils will be asked to read aloud a short paragraph every day before classes start in order to develop their oral reading skills.

List of words will be posted on one side of the wall inside the classroom for the pupils to read and master.

What pupils can do to help themselves

* Be willing to play word and sounds games with parents or teachers.

* Be patient with learning new information related to words and sounds. Giving the ears a workout is difficult!

* Practice hearing the individual sounds in words. It may help to use a plastic chip as a counter for each sound you hear in a word.

* Be willing to practice writing. This will give you a chance to match sounds with letters.

As an intervention program, a child will bring home a copy of a reading selection/story to read at home. His parents will rate his/her ability to read by putting a Star on the copy of his/her selection. The teacher will validate the rate of his patents by putting another Star on the copy, thus a child will be earning Stars depending on his/her reading skill. Reading materials will vary according to different types of readers (non-readers, frustration level, instructional and independent level).

# data[].attributes.attachment_link.description
25/03, 9:05 pm] Kandasamy A: The Reading Difficulties of Grade Two Pupils in pups singalandapuram. Teaching reading comprehension to non-readers and frustration level readers today is different from the past. Teachers need to focus on extensive comprehension instruction with all students, not just successful readers. This action research investigated six grade two pupils .

# data[].attributes.attachment_link.readable_text
Developing Writing Skill In English

INTRODUCTION

Students of class are very enthusiastic to read and write. They are very eager to write on their own. But few obstacles are compelling them to write. When I examined the situation I came to know that they were facing problem in the usage of " Have and Has ". This problem has made them so weak in writing that they could not able to write a paragraph on their own.

RESEARCH QUESTIONS

1) Can you write an essay in simple present tense ? (To my students)

2) Does your child write every day the given home work ? ( To parents)

3) Can you write at least 50 verb and recall all their 3 forms ?( To students)

4) Can we create an English environment and build a small language lab in our school ( To my HM)

5) Students can you use 'have , has , is , am, are,' properly while writing an essay? ( To students)

DATA COLLECTION PROCESS

The students who study in vernacular medium they all face the same problems while studying a foreign language. In my school Kannada is the mother tongue of all my students. Hence I went through many websites to find solution for my students' problems. Even I checked and read some journals in RIESI library. These all resources helped me to get some idea to find resolve for my classroom problem.

ACTION PHASE

I wanted my children to write independently and construct small sentences without any grammatical mistakes. As soon I entered the the 6th class of my school I wrote small sentences on the black board and told them to fill the blanks with either have or has. I made them to sit aloof from one another and did not allow any kind of mall practices in the hall. The exam was conducted fairly. In the first test I found many mistakes and came to know that the students have many confusions in the usage of have and has. Later I engaged the class for an hour and taught about the usage of have and has , used many TLMs took assistance of you tube and google chrome. Next day again I conducted the same exam for the same class and gave same question to the students, this time surprisingly they wrote correct answers for all those 10 question.

This exam was conducted after the teaching of the usage of "have" and "has"

If the rules and regulation of grammar are imposed upon students they won't enjoy the teaching and learning process. If the same content is taught with examples and fun games the students will learn the lesson with great joy and they will try to remember all the teaching points. I have created 4 groups in my class due to that group a healthy competition has been erupted among the students. This creation of groups is also one reason which made my students to lean the lesson enthusiastically.

# data[].attributes.attachment_link.description
Developing Writing Skill In English INTRODUCTION Students of class are very enthusiastic to read and write. They are very eager to write on their own. But few obstacles are compelling them to write. When I examined the situation I came to know that they were facing problem in the usage of " Have and Has ".

# data[].attributes.body
EXPLORATORY RESEARCH
YELLANNA MADARI
http://yellannariesi042.blogspot.com/2021/03/report-of-my-exploratory-research.html

# data[].attributes.attachment_link.readable_text
Topic:
Many of my pupils of class VII and VIII feel difficulty to read English.
Action research Questions:
1. Where am I failing? What strategy should I adopt to get better result? (To myself)

2. What makes you hard to read English? (To students)

3. Do the pupils facing same problem in your subject also? (To teachers who teach other language)

4. Does you child practise reading English at home? Is any practice materials provided at home? (To parents)

With all those question asked above questioner were prepared for all students of classes 7 & 8 and for parents of both classes and for my peer teachers respectively. There was a huge response I got from all the people who come under my survey through google forms. The analysis below explains all.

To understand difficulties of my pupils to read English a questioner was prepared on google form and sent to all students of class VII and VIII . forty-six pupils out of fifty-seven replied with their genuine responses.

we can see all responses of students by clicking following link.

Then I asked some questions to parents of both class students to understand what facilities are provided to encourage their children in English reading. Eighteen perents responded my survey questions through google form. Many of them are ready to support school in improvement of english reading ability among the pupils of our school.

You can see all responses of parents by clickingllll to understand parents'complete responses.

Eventually, I asked some questions to understand what strategy they used to make our students joyful busy in reading. They share the ideas that implemented in the class. All my colleagues said yes to observe my class and give me some suggestion for better teaching. I am thankful for that.

Click on the link given below to see all responses of my colleagues.

After this survey I got answer for my first question that where I am failing to help my pupils to come out from the difficulty. Because somewhat I need to plan in better way. And I answered myself for my second question by planning some activities to improve my pupils reading ability in one month of time.

Week-I - Reading simple stories and

Week-II - Reading extract and drawing

picture to show the theme.

Week-III - Picture Reading.

Week-IV - Reading passages and

These are the activities planned for the action I want to expose my students to technology through this challenge. So I plan some digitalized activities during the implementation.

Chandrayya Chapparadallimath

# data[].attributes.attachment_link.description
Topic: Many of my pupils of class VII and VIII feel difficulty to read English. Action research Questions: 1. Where am I failing? What strategy should I adopt to get better result? (To myself) 2. What makes you hard to read English? (To students) 3. Do the pupils facing same problem in your subject also?

# data[].attributes.body
Akbar Basha
My Identity as a Writing Teacheer

# data[].attributes.attachment_link.readable_text
I am a writer.

There was a time in my not-so-distant past when I never would have uttered those words. I didn't believe them. After all, I had no published work. I was not getting paid to write. How could I call myself a writer?

Those two things are still true - I have no published work and I don't get paid to write. Yet, I do consider myself a writer today. Why?

I have been grappling with this question for some time now. Not so much as it applies to me, but rather how it might apply to our students. I see so many kids who "do" writing workshop. They are engaged and attentive during instruction. They write every day in accordance with whatever writing unit they are currently studying. They share during reflection time. However, they don't really consider themselves writers the same way they might consider themselves soccer players or ballerinas or video game players. They don't talk about themselves as writers. They have no writing identity.

This is the crux of the matter: how might we help kids build a writing identity? Where does identity come from anyway?

When I consider my own writing journey, I realize it was when I finally gave myself t ime and space to write what was in my heart that I began to consider myself a writer. Specifically, it was when I started blogging and writing stories about my family and my daughters. Once I embraced my own agency as a writer, other factors began to develop as well. I started to make time for writing. I found a real audience for my writing. I started to develop my own writing process. I started to love writing. Eventually, writing became a part of who I am.

It is a tall order, I know, but I think maybe it all starts with having choice and the space to write what is in our hearts.

I would love to hear your thoughts about the idea of developing writing identities. Please share in the comments below.

# data[].attributes.attachment_link.description
I am a writer. There was a time in my not-so-distant past when I never would have uttered those words. I didn't believe them. After all, I had no published work. I was not getting paid to write. How could I call myself a writer?

# data[].attributes.body
Kumaravel Su
Action Research
https://kumaravel3585.blogspot.com/2021/03/action-research-modify.html?m=1

# data[].attributes.headline
We have faced many problems inside the classroom.still facing different kind of problems .which are..
1.why are students not interested in English language ?
2.why do students make mistakes in a grammar ?
3.why parents do not take interest to improve English of their children ?
4.How can I cteate English and learning environment in my class room?
5.Which techniques can be used to improve LSRW skills in students ?
These are all my different types of questions .

# data[].attributes.subject
We have faced many problems inside the classroom.still facing different kind of problems .which are..
1.why are students not interested in English language ?
2.why do students make mistakes in a grammar ?
3.why parents do not take interest to improve English of their children ?
4.How can I cteate English and learning environment in my class room?
5.Which techniques can be used to improve LSRW skills in students ?
These are all my different types of questions .

# data[].attributes.body
We have faced many problems inside the classroom.still facing different kind of problems .which are..

1.why are students not interested in English language ?

2.why do students make mistakes in a grammar ?

3.why parents do not take interest to improve English of their children ?

4.How can I cteate English and learning environment in my class room?

5.Which techniques can be used to improve LSRW skills in students ?

These are all my different types of questions .

Thank you.

# data[].attributes.headline
Akbar Basha - Exploratory Action Resesrch

# data[].attributes.subject
Akbar Basha - Exploratory Action Resesrch

# data[].attributes.body
click - Exploratory Action Research

# data[].attributes.attachment_link.readable_text
Questionnaire about listening activities in English:
1.How do you feel when listening to English?

2.How do you feel when the teacher speaks in English?

3.How do you feel when your classmates speak in English in class?

4.How understandable are instructions in English for you, either given by the teacher or in CDs?

5.What topics do you prefer listening to in the English class?

6.What English listening activities do you like?

# data[].attributes.attachment_link.title
Akbar Basha - Exploratory Action Research

# data[].attributes.attachment_link.description
Questionnaire about listening activities in English: 1.How do you feel when listening to English? 2.How do you feel when the teacher speaks in English? 3.How do you feel when your classmates speak in English in class? 4.How understandable are instructions in English for you, either given by the teacher or in CDs?

# data[].attributes.body
My identity as writing teacher

# data[].attributes.attachment_link.readable_text
My identity as a writing teacher.

I am Eswar ,working as SGT at MPPS-NAGAYA PALLI in YSR KADAPA district.

As a teacher , i can say that our responsibility is to act as writing teacher while dealing with teaching learning process in the school.

Writing is the most challenging area in learning second language.It is based on appropriate and strategic use of language with structural accuracy and communicative potential.

In the pandemic time I wrote around 10 letters to the RIMS director ,DM&HO ,Sub Collector,District Nodal Officer and Joint Collector etc..These are my experience as a teacher (act as a Nodal officer for Covid Care Center during the period August-2020 to December-16,2020 at Harticultire University in YSR KADAPA district)

In the school to develop the writing skills among the students I focus on the below points

1.Asking the students to write leave letters, permission letters to take permission.it is useful to develop writing abilities.

2.Reading news paper and preparing news headlines and important news to present in the assembly .

3.I ask the students to read the stories and write it as a short story.

4.Asking the students to prepare the announcement ,notice board bullets etc .

# data[].attributes.attachment_link.description
My identity as a writing teacher. I am Eswar ,working as SGT at MPPS-NAGAYA PALLI in YSR KADAPA district. As a teacher , i can say that our responsibility is to act as writing teacher while dealing with teaching learning process in the school.

# data[].attributes.body
EXPLORATORY REASERCH

# data[].attributes.attachment_link.readable_text
Hi..I am MUPPURU SUBBAIAH(ESWAR)

1.Where I am failing? (my self)

2.What is your problem to remembering the spelling? ( to child)

3.Will you facing the same problem?(to co teachers/collegues)

4.What's the best advice you've been given about teaching?

5.How can I use Technology to overcome this type of problems?(My self)

6.What have you tried eith that student worked well?

- I have much of ability to maintain relationship with students.

-I have more patience,caring and kind personality.

-I have full of Defication while teaching the students

-I am enthusiastic person

-I have the ability to creating some tasks.

-Littering sentences with grammatically

-Discomfort talking big risks

-Tendency to care too much responsibility

-Inexperience with specific software or a non essential skill

# data[].attributes.attachment_link.title
Action Research Questions and My Strengths & Weaknesses of Writing Skills

# data[].attributes.attachment_link.description
Hi..I am MUPPURU SUBBAIAH(ESWAR) 1.Where I am failing? (my self) 2.What is your problem to remembering the spelling? ( to child) 3.Will you facing the same problem?(to co teachers/collegues) 4.What's the best advice you've been given about teaching? 5.How can I use Technology to overcome this type of problems?(My self) 6.What have you tried eith that student worked well?

# data[].attributes.body
http://venkatshkusuma.blogspot.com/2021/03/identifying-some-classroom-problems.html

Venkat kusuma

# data[].attributes.body
http://archanatelangana.blogspot.com/2021/03/action-research.html

# data[].attributes.body
Kumaravel  S
https://kumaravel3585.blogspot.com/2021/03/action-research-2.html?m=1

# data[].attributes.body
MANICKAM . A, TAMILNADU
http://manickam1979.blogspot.com/2021/03/research-questions.html

# data[].attributes.body
Self introduction

# data[].attributes.attachment_link.readable_text
Dear Ravinarayana sir

I am ESWAR(MUPPURU.SUBBAIAH) ,working as Second Grade Teacher in MPPS-NAGAYA PALLI,PENDLIMARRI mandal,YSR KADAPA District,Andhra Pradesh.I have completed my Post Graduate in PHYSICS(spectroscopy)

from Sri Venkateswara University,Tirupati.B.Ed from Viswavani College of Education,Nandyala(Sri Krishna Devaraya University).I have also completed PGDCA and I got TOT certificate from Marrichennareddy Human Resource Development,Hyderabad.I am good Swimmer and trained in using 303 and LMG wepons in KADAPA

My home town is "JAMMALAMADUGU"

It is fully factionated area,even though I can't affected ,but I observed like RAKTHA CHARITHRA situations directly at my childhood, now people changed from faction atmosphere to education system.My native village is VEPARALA .I living with my mother and sister.my village is four kilometers away from hometown,ten kilometers away from GANDIKOTA FORT and two kilometers away from MYLAVARAM DAM.VEPARALA is well known village for preparation of PATTU SAREES.

My strength is Self motivated ,friendly nature,flexibility,hardworking ,optimistic and having zeal in learning new skills.my weakness is lack of writing skills (grammatical structure ,river flow writing) and fluency.But I hope that I shall must learn writing skills from you and RIE with my maximum effort sir.

Thanking you sir

Yours sincerly
MUPPURU SUBBAIAH
(ESWAR)
89787 14970.

# data[].attributes.attachment_link.title
Introduction My self (Formal letter)ESWAR -YSR KADAPA@AP

# data[].attributes.attachment_link.description
Dear Ravinarayana sir I am ESWAR(MUPPURU.SUBBAIAH) ,working as Second Grade Teacher in MPPS-NAGAYA PALLI,PENDLIMARRI mandal,YSR KADAPA District,Andhra Pradesh.I have completed my Post Graduate in PHYSICS(spectroscopy) from Sri Venkateswara University,Tirupati.B.Ed from Viswavani College of Education,Nandyala(Sri Krishna Devaraya University).I have also completed PGDCA and I got TOT certificate from Marrichennareddy Human Resource

# data[].attributes.body
ACTION RESEARCH ON WRITING
http://yellannariesi042.blogspot.com/2021/03/action-research-on-legible-hand-writing.html

# data[].attributes.body
https://farooqmahyd.blogspot.com/2021/03/pendamic-experience-by-ma-farooq.html?m=1

# data[].attributes.body
https://farooqmahyd.blogspot.com/2021/02/writing-teacher.html?m=1

# data[].attributes.body
https://farooqmahyd.blogspot.com/2021/02/asif-farooq-hyd_24.html?m=1

# data[].attributes.body
https://farooqmahyd.blogspot.com/2021/02/asif-farooq.html?m=1

# data[].attributes.body
http://prabhuarumani62.blogspot.com/2021/02/about-glossophobia.html

# data[].attributes.body
http://fathima1984.blogspot.com/2021/02/about-my-passion.html

# data[].attributes.body
http://ashokamnckm.blogspot.com/2021/02/my-action-research-questions-regarding.html

# data[].attributes.body
http://ratnarao7.blogspot.com/2021/03/my-identity-as-writing-teacher.html

# data[].attributes.body
MADARI YELLANNA
AS A WRITING TEACHER

http://yellannariesi042.blogspot.com/2021/02/writing-teacher.html

https://youtu.be/QmQ1UpcF8AM

https://youtu.be/N73CaSxXmVo

https://youtu.be/-BOYoi5YejY

https://youtu.be/w4_gu_wjqoQ

# data[].attributes.body
Logamani https://logamanimaha.blogspot.com/2021/02/my-action-reasearch-questions.html?m=1

# data[].attributes.body
https://kalai1972.blogspot.com/2021/03/my-introduction.html?m=1
https://kalai1972.blogspot.com/2021/03/action-research.html?m=1

# data[].attributes.body
http://ashokamnckm.blogspot.com/2021/02/my-action-research-questions-regarding.html

# data[].attributes.body
https://goanjel.blogspot.com/2021/03/pandemic-experience.html?m=1

# data[].attributes.body
K.Israel Arun Kumar
https://goanjel.blogspot.com/2021/03/pandemic-experience.html

# data[].attributes.body
https://bijujosephbalal.blogspot.com/2021/02/opportunities-in-darkness.html

# data[].attributes.body
http://kandasamy15041980.blogspot.com/2021/02/my-teaching-experience-in-pandamic.html

# data[].attributes.body
http://kamalakashi.blogspot.com/2021/02/kamalakshi-ganiger.html

# data[].attributes.body
http://kamalakashi.blogspot.com/2021/02/kamalakshiganiger.html

# data[].attributes.body
http://prabhuarumani62.blogspot.com/2021/02/writing-teacher.html

# data[].attributes.body
http://narendragoud18.blogspot.com/2021/02/my-identity-as-writing-teacher.html

# data[].attributes.body
Logamani s
Tamilnadu
https://mahamathis.blogspot.com/2021/02/my-action-reasearch-questions.html?m=1

# data[].attributes.body
http://hinakouser.blogspot.com/2021/02/hina-kouser_23.html

# data[].attributes.body
http://kandasamy15041980.blogspot.com/2021/02/as-writing-teacher.html

# data[].attributes.body
http://babuts.blogspot.com/2021/02/my-experiences-of-teaching-learing.html

# data[].attributes.body
https://ananathakrishnasamy1978.blogspot.com/2021/02/action-research.html?m=1

# data[].attributes.body
http://ashokamnckm.blogspot.com/2021/02/hoping-against-hope.html

# data[].attributes.attachment_link.readable_text
As a teacher of English I find many spelling mistakes being committed by my students. There are some students who are suffering from dislexia. There are some students who never listens properly in the class. Many students make mistakes while copying from the text. Many don't know the correct order of the phonemes. This all leads them to read wrongly and makes them to commit mistakes while writing and copying.

To fix this issue I used some method and techniques

1) I made them to write 20 words every day. To fix the pronunciation issue I sent them a Oxford dictionary's vocabulary video which consists 3k words

2) I listed out the words and made charts regarding which they were making mistakes.

3) In my class some had problems in the usage of p and q. Whenever I would tell them to write pig they would write qig. So then on I started to highlight the words while using on the board.

# data[].attributes.attachment_link.description
As a teacher of English I find many spelling mistakes being committed by my students. There are some students who are suffering from dislexia. There are some students who never listens properly in the class. Many students make mistakes while copying from the text. Many don't know the correct order of the phonemes.

# data[].attributes.body
http://ananathakrishnasamy1978.blogspot.com/2021/02/ananthakrishnasamy.html

# data[].attributes.body
https://indirani1972.blogspot.com/2021/02/indiraniv.html

# data[].attributes.body
https://christy1984.blogspot.com/2021/02/christy.html

# data[].attributes.body
My Experiences with Pandamic

After a long time these were the black days in my life . I want to prepare my kids good at English , Our A.P Govt., also prepared modules of VARADI to introduce English Medium in our primary schools.

During the pandemic we face so many webinars held by A.P Govt., collaboration with SCERT . In this webinars we meet
Dr.Suman Bandi and  Dr.Ravi Narayan. These webinars was so useful for us to empower our language.

Our Govt.Of A.P also created a channel to enreach low, medium, high tech., Peoples. I am also created a What's up group . I pin the useful info and online classes scheduled in that group.
On February 1st ,2021 we started regular classes. Thank God it's another opportunity to meet my lovely kids.

K ISRAEL ARUN KUMAR
PRAKASHAM
A.P.

# data[].attributes.body
My identity as a writing teacher

# data[].attributes.body
http://kamalakashi.blogspot.com/2021/02/kamalakshiganiger.html

# data[].attributes.body
http://kamalakashi.blogspot.com/2021/02/kamalakshiganiger.html

# data[].attributes.body
http://prabhuarumani62.blogspot.com/2021/02/writing-teacher.html

# data[].attributes.body
https://manickam1979.blogspot.com/2021/02/manickam-a_95.html?m=1

# data[].attributes.body
https://9744317911.blogspot.com/2021/02/my-experiences-in-pandamic-periods-in.html

# data[].attributes.headline
CHENNA KRISHNA G. KRISHNAGIRI DIST. TAMIL NADU.

# data[].attributes.subject
CHENNA KRISHNA G. KRISHNAGIRI DIST. TAMIL NADU.

# data[].attributes.body
http://chenna123krishna.blogspot.com/2021/02/chenna-krishna-g-krishnagiri-dist.html

# data[].attributes.body
http://ksuvarna-1234.blogspot.com/2021/02/my-experiences-of-teaching-and-learning.html

# data[].attributes.body
http://yellannariesi042.blogspot.com/2021/02/writing-teacher.html

https://youtu.be/q_eQIAkwxBE

https://youtu.be/QmQ1UpcF8AM

https://youtu.be/1f4BkUN6GNA

https://youtu.be/rM_6u2D-cuM

https://youtu.be/r8VdyoI8cbs

# data[].attributes.body
My teaching learning experiences during Pandemic

# data[].attributes.body
http://archanatelangana.blogspot.com/2021/02/archana-telangana.html

# data[].attributes.body
Kumaravel SU
https://kumaravel3585.blogspot.com/2021/02/pandemic-experience-in-my-view.html?m=1

# data[].attributes.body
https://mahamathis.blogspot.com/2021/02/my-experience-during-this-pandamic.html

# data[].attributes.body
M Kesavarao
http://malipeddikesavarao.blogspot.com/2021/02/my-experience-during-pandamic.html

# data[].attributes.body
http://smamatha692.blogspot.com/2021/02/identify-as-writing-teacher.html

# data[].attributes.attachment_link.readable_text
If we compare the Pre pandemic and post pandemic classrooms ,now we are more enthusiastic and inspired to teach. Earlier the classes would run passively, only teacher used to speak in the classes, but now the students have become more active than the earlier, because they have got more platforms to speak and express themselves before the teacher. They ask questions in youtube comments, what's app groups ​and google meet classes . We have got many places to interact with the students compared with the Pre pandemic era

During pandemic I conducted classes through google meet, used to send notes and videos in what's app groups. And I also would record my model reading n send it to the groups ,this helped them to learn how to pronounce the new words . The video lessons regarding the part of speech helped them a lot to make small sentences on their own , and I would assess their learning by conducting examinations in google form. This is my personal teaching and learning experience during the pandemic.

# data[].attributes.attachment_link.description
If we compare the Pre pandemic and post pandemic classrooms ,now we are more enthusiastic and inspired to teach. Earlier the classes would run passively, only teacher used to speak in the classes, but now the students have become more active than the earlier, because they have got more platforms to speak and express themselves...

# data[].attributes.body
http://venkatshkusuma.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.attachment_link.readable_text
Yes, it was really very hard time to all, specially to my sweet little pupils whose privilege of flying like butterflies in the garden of our school was banned by the worst Pandemic. The situation was blamed here for it's worst impact on these littles' academic study because they are from remote area where their parents satisfy them by providing low quality cloths and raw rice which can be purchased from government ration shop; axpecting more than that would be beggar's dream of coronation. Most of the days all these blooms of school dried in the sunny fields of paddy.

To us it was the feeling of fish out of the water. We met togather online to discuss all possible ways to reach our students; many meetings ended and proved we are just alive! Eventually, By the state a programme named 'Vidyagama' was planned. All teachers who were eagerly waiting to see their students stepped towards the schools enthusiastically. We made list of students according to their areas to start up Vathara Shale where students of particular area gather in particular spot at same area. Here we gave some assignments to help students to keep touch with learning. During vidyagama as we had to engage small discussion at all vathara shales (area schools) it was passible to meet each area once in a week. So, we tried other possible ways to fill the gaps and help to reach students every day. One among those idea was teaching through mobile phone idea.

We many teachers started online classes, made videos to clarify concepts which had to lean in the academic period and shared them with pupils. But we teachers somewhat felt the feeling of unsetisfiction as there was not space for black board work. Specially I worried lot about it a lot. In that time, luckily, I got an opportunity to discuss with our beloved DDPI about challenges of teaching during the pademic. He wondered that the LED boards are used to teach online but our government schools' students are unlucky to have such specialities as these boards cast high price. I thought a while and asked him to give me that challenge LED Board (LEDB) with time of eight days. I thought for few days, searched for ideas online and tried with with a small table glass but I faild. Next day, I roamed all over the market and understand the verieties of glasses. But I get ultra clear glass nowhere in the market near by me which actually used to LEDB. Indispensably, I purchased 12mm 2.5X3 feet glass with a cardboard, LED cerise, focus light bulb, black screen and some other things to set it up on a table. That whole night with the helpbof my friends I fought hard to set it up. The markers that used to write on LEDB are fluorescent markers which are little costly. So, instead of fluorescent marker I highlighters.. This highlighter colour reflects to the light that flows from one edge to another edge by cerise LED which pre-fixed around the glass adges. By next day I just started video recording. But I had to face another challenge of video editing. I explore many video efiting applications and worked with them. Finally 'Kine Master' proved itsrlf a better application for teaching learning.

When I succeeded in my challenge I create one video on a concept and send it to my pupils and DDPI. He was so happy as my pupils called me on phone and encouraged the implementation of the idea. His happiness was multiplied when he got answer for his question; awhat price a teacher can install the LEDB? Yes, it would possible only within 4000 to 5000 rupeess!

Youtube link of the LEBD is

Chandrayya Chapparadallimath

# data[].attributes.attachment_link.title
My Experience of Teaching During Pandemic...

# data[].attributes.attachment_link.description
Yes, it was really very hard time to all, specially to my sweet little pupils whose privilege of flying like butterflies in the garden of our school was banned by the worst Pandemic.

# data[].attributes.body
https://minimolalaka.blogspot.com/2021/02/my-teaching-experience-during-pandemic.html

# data[].attributes.body
http://soejanya1990.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.body
http://kandasamy15041980.blogspot.com/2021/02/my-teaching-experience-in-pandamic.html

# data[].attributes.body
MAHALAKSHMI
https://abhilovely.blogspot.com/2021/02/my-teaching-experience-during-panic.html?m=1

# data[].attributes.body
ManikandanG ramnad Tamilnadu
https://manig1975trr.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.body
My teaching experiences during corona pandemic

http://akbarbasha97313.blogspot.com/2021/02/my-experiences-regarding-teaching.html

# data[].attributes.attachment_link.readable_text
My teaching experiences during corona pandemic

I'm Akbar Basha from Ballari of Karnataka. I'm working as a Graduate Primary Teacher (6-8) of English Language at Government Higher Primary School Hire Hadligi in Ballari Taluk & District.

In the wake of the COVID-19 pandemic, the Education Department has launched Vidyagama, a continuous learning plan for children.

A release from the department said that every child will be covered under this learning plan, which also promotes self-learning in children. Special attention will be given to out-of-school and specially abled children, while food materials of the midday meal scheme will be sent to the homes of government and aided schoolchildren.

Under the plan, every school must form a virtual class with 20-25 students and appoint a mentor. Based on the geographical area of their residences, children should be grouped from classes 1-5 as one group, 6-8 as another, and 8-10 as yet another. Parents and children will be guided to continue their self-learning at home making use of the learning materials provided.

The release added that a class-wise and subject-wise 'Annual Programme of Work' had been prepared to ensure uniformity in schools across the State and uploaded in the KTBS and DSERT websites (www.ktbs.kar.nic.in and www.dsert.kar.nic.in). Children should be grouped in different categories - those without any type of technology-based gadgets, including mobile phones, those with mobiles but no Internet access, and those with computers/tabs/smart phones with Internet access.

Mentors will be required to visit homes of children in their neighbourhood as many times as possible in a week to monitor their progress in learning and co-curricular activities. These meetings may be conducted in community centres, religious places, under the shade of any big tree appropriately following the norms of social distancing strictly.

Volunteers, non-governmental organisations, any educated youth in that neighbourhood may be identified. They may, under the guidance of the mentor, teach children in their neighbourhood.

A survey found that 90% of children have TV in their homes. Following this, "Samveda" - a TV based learning programme has been designed as part of the "Vidyagama" programme.

# data[].attributes.attachment_link.title
my experiences regarding teaching learning during Corona pandemic

# data[].attributes.attachment_link.description
My teaching experiences during corona pandemic I'm Akbar Basha from Ballari of Karnataka. I'm working as a Graduate Primary Teacher (6-8) of English Language at Government Higher Primary School Hire Hadligi in Ballari Taluk & District. In the wake of the COVID-19 pandemic, the Education Department has launched Vidyagama, a continuous learning plan for children.

# data[].attributes.body
Bheemesh Raichur
https://bheemeshghpsdinni.blogspot.com/2021/02/bheemesh-raichur.html

# data[].attributes.attachment_link.readable_text
If we compare the Pre pandemic and post pandemic classrooms ,now we are more enthusiastic and inspired to teach. Earlier the classes would run passively, only teacher used to speak in the classes, but now the students have become more active than the earlier, because they have got more platforms to speak and express themselves before the teacher. They ask questions in youtube comments, what's app groups ​and google meet classes . We have got many places to interact with the students compared with the Pre pandemic era

During pandemic I conducted classes through google meet, used to send notes and videos in what's app groups. And I also would record my model reading n send it to the groups ,this helped them to learn how to pronounce the new words . The video lessons regarding the part of speech helped them a lot to make small sentences on their own , and I would assess their learning by conducting examinations in google form. This is my personal teaching and learning experience during the pandemic.

# data[].attributes.attachment_link.description
If we compare the Pre pandemic and post pandemic classrooms ,now we are more enthusiastic and inspired to teach. Earlier the classes would run passively, only teacher used to speak in the classes, but now the students have become more active than the earlier, because they have got more platforms to speak and express themselves...

# data[].attributes.body
http://archanatelangana.blogspot.com/2021/02/archana-telangana.html

# data[].attributes.body
https://venkatshkusuma.blogspot.com/2021/02/my-experiences-of-teaching-learning.html?m=1

# data[].attributes.body
https://arjunananamalai.blogspot.com/2021/02/my-education-service-during-pandemic.html

# data[].attributes.body
https://dhemanthkumarwest.blogspot.com/2021/02/my-teaching-experience-during-pendamic.html

# data[].attributes.body
http://madhavimunikuntla.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.body
https://yellannariesi042.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.body
http://kavitharathod.blogspot.com/2021/02/my-experiences-of-teaching-learning.html

# data[].attributes.body
http://narendragoud18.blogspot.com/2021/02/experience-in-teaching-during-pandemic.html

# data[].attributes.body
http://bagalakot11.blogspot.com/2021/02/my-experience-of-teaching-learning.html

# data[].attributes.body
https://maheshtm44.blogspot.com/2021/02/my-teaching-learning-experiences-during.html

# data[].attributes.attachment_link.description
Free weblog publishing tool from Google, for sharing text, photos and video.

# data[].attributes.body
https://ubaidbaigteacher.blogspot.com/2021/02/my-teaching-experiences-during-corona.htmlUbaidullah Baig - AP - Teaching Learning Experiences during Corona Pandemic

# data[].attributes.attachment_link.readable_text
My name is Ubaidullah Baig. I am a teacher from Guntur district of Andhra Pradesh.

I am working as an SGT in MPUP school Chagallu, Nekarikallu mandal of Guntur District.

COVID-19 pandemic has added some challenges to teachers and to their jobs. In our state Andhra Pradesh the SCERT-AP has taken some daring decisions to deal with Corona pandemic as well as to ensure teaching learning and no loss of academic year.

To continue with the guidelines framed by the authorities, Government and the SCERT, we had started teaching online. Vidyavarathi program is very much useful for the children and under this program we used to bring the children to school for one or two hours, and if parents thing that their child doesn't have immunity, we motivated the parents to come to the school and get the doubts be clarified by the teachers and convey the same to the child. Actually very few parents used to come to us.

An expert group taught the lessons in Doordarshan Vidyavarathi program, for which we submitted weekly workdone statements for that particular week, lessons telecasted on DD SAPTAGIRI,target class and some student experiences and other details. I am very fortunate to get the opportunity to teach the lessons on DD SAPTAGIRI under Vidyavarathi program.

This pandemic has taken us to new dimensions. We delt with training to create Diksha e Content Creation at state, district as well as division level. I was resource person for this training. Here we learnt a lot how to create assessments on diksha platform, how to create videos, video editing techniques, audio techniques etc and we applied the same and prepared the videos also.

I am very happy that i have created and edited some videos during this training.now we are confident enough that we can create effective videos to make classroom environment vibrant. I feel these tools will be helpful for better understanding, concept learning etc for the students community.

# data[].attributes.attachment_link.title
My teaching experiences during corona pandemic

# data[].attributes.attachment_link.description
My name is Ubaidullah Baig. I am a teacher from Guntur district of Andhra Pradesh. I am working as an SGT in MPUP school Chagallu, Nekarikallu mandal of Guntur District. COVID-19 pandemic has added some challenges to teachers and to their jobs.

# data[].attributes.body
https://bommabharathshashank.blogspot.com/2021/02/teaching-and-learning-experience-during-pandemic.html

# data[].attributes.body
http://ashokdonupala.blogspot.com/2021/02/teaching-learning-experience-during.html

# data[].attributes.body
http://baddild.blogspot.com/2021/02/my-exerience-of-teaching-learning.html

# data[].attributes.body
http://hinakouser.blogspot.com/2021/02/hina-kouser.html

# data[].attributes.body
https://atmjss.blogspot.com/2021/02/my-teaching-learning-experiences-during.html

# data[].attributes.body
http://jishavipin99.blogspot.com/2021/02/my-experience-of-teaching-learning.html

# data[].attributes.body
http://hm1507.blogspot.com/2021/02/my-pendamic-experience.html

# data[].attributes.body
https://bijujosephbalal.blogspot.com/2021/02/opportunities-in-darkness.html

# data[].attributes.body
https://christy1984.blogspot.com/2021/02/christy.html