Training in Punjab
Training in Punjab

In Punjab, between 2013 and 2016, the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and the British Council worked in partnership to develop the English language teaching skills and language confidence of all secondary level English language teachers in government schools across the state. This is a  continuation work done as part of the Punjab English Enhancement Programme initiatives between 2010 and 2012.

After carefully selecting 190 suitable Master Trainers, the British Council has directly trained these Master Trainers in classroom practice and training skills over a period of eight days (split into two blocks) per year, and the Master Trainers have then trained 3000 secondary school teachers of English for five days per year. Teachers and Master Trainers have been given opportunities to access British Council digital and print resources and to carry out a range of tasks, as part of their continuing professional development.

As a legacy of PELTI, teachers have developed their use of learner-centred teaching approaches, learners have better opportunities to improve their English proficiency and the RMSA now has a cadre of 190 Master Trainers who can facilitate future in-service teacher development initiatives in the state.

Objectives

1. To improve the English language confidence and enhance the lesson delivery of government school teachers of English in grades 9 and 10.

2. To further develop the skills of 191 Master Trainers (MTs):

  • classroom practice (Year 1)
  • teacher training skills including skills in monitoring and evaluation and observing and giving feedback to teachers (Year 2)
  • planning and writing training sessions and training and classroom resources (Year 3).

3. To build capacity within the state to enable effective monitoring and evaluation of English language teaching and training.

4. To develop individual and institutional commitments to Continuing Professional Development (CPD) through the provision and support of a CPD framework.

Key activities

• 190 Master Trainers have received 24 days of training and a range of CPD tasks and resources to develop their use of learner-centred classroom approaches, English language proficiency and training skills
• 3,000 secondary teachers have received 15 days of training and a range of CPD tasks and resources to develop their use of learner-centred classroom approaches and English proficiency
• 45 Master Trainers attended an academic materials writing workshop, to develop their skills and practice in evaluating and writing teaching and learning materials.
• teacher Education Planning Guide workshop (1Day), to design and plan effective teacher education interventions.
• an Edusat session to brief 3,000 Head Teachers and officials about the programme and how they could support it.
• a baseline study of Master Trainers and teachers’ classroom practice
• midline and endline studies to investigate programme impact.

Impact

A cadre of 190 Master Trainers have developed their knowledge and practice of English language teaching at the secondary level, their training skills and their experience of facilitating in-service teacher training. The Government of Punjab can now utilise this cadre to facilitate future in-service teacher development initiatives in the state.

  • observed teachers exceeded, met or partially met 80 per cent of agreed performance standards in their classroom practice, including 22 per cent of standards being met or exceeded.
  • 63 per cent of observed teachers met expectations in terms of their appropriate use of English, as opposed to 22 per cent in the baseline study conducted at the start of project. For Master Trainers, it increased from 36 per cent to 71 per cent.
  • 88 per cent of teachers met or partially met agreed standards in terms of their awareness of CPD, as opposed to 30 per cent in the baseline.

Secondary school learners are increasingly active in their English classes, and engaged in a wider variety of activities, taking part in more tasks involving pair and group work andgroup work and using English more and more in class. They therefore have better opportunities to develop their English proficiency.

 

What the stakeholders say

'The project started in 2011, and since then approximately 6,000 English and Social Studies teachers of Punjab have been trained under this project per year. The programme helps the teachers to understand that in a communicative classroom, the students will have more talking time than teachers. Teachers have been trained practically during training by assigning them tasks in pair and groups thereby teaching them classroom management which will help them teach English to students more easily.' -- Sikandar Singh Maluka, Punjab Education Minister

'The learner centred classroom approach has improved my English. It has also changed my view of how students learn English in classrooms.' -- Master Trainer, Amritsar

‘The most interesting session was guided action research planning, because I finally made an action research by myself and showed it to our trainer who helped where needed and I am confident to put it into action in my class.’ -- Sushma Sharma, PELTI Master Trainer from Jalandhar

‘One thing that I learnt today and will try when I get back to my school is … the value of CPD, reflection and feedback as it helps us in our personal and professional development. I also learnt the advantages of having the right body language and an impressive way of presentation to interact our learners. One thing I talked to another teacher about today was … about online apps, networking and digital material which can help us in being innovative. With the use of these technologies we can make our teaching more effective.’

‘The training also changed my belief that teaching English to kids in government school is an impossible task. I now know that it is possible with the right methodology.’

Reflection has helped us improve our teaching skills.’

‘We feel more confident about speaking the language and also more fluent in the language.’

‘Our classes are more learner centred, there is more use of English than earlier.’

‘We use pair and group work to make students help each other and learn.’

‘PELTI techniques have helped learners understand the text of lessons from their books, and have made it easier for them to memorise questions and answers.’

See also

External links