SCHOOL TPDs

TCV Mcleod Day School:TPD Activites – 2019

Mcleod day school teachers are having their TPD period together instead of subjectwise. So, all the teachers participate in all the programs. Some of the professional development programs are:

• Tibetan Calligraphy practice for all the teachers
• Lesson Discussion is held
• Lesson Observation is done in the school
• Lesson Sharing session among the teachers

Tibetan Children’s Village School Ladakh
TPD Report – March – June, 2019

List of Activities done/doing as a part of TPD:

1. Subject wise deptt meeting once a week during common vacant period to
   discuss book review, sharing common problems and possible solutions.
   2)  Started Tibetan Language Improvement Program in all primary sections.
   Computer skill development program for Teachers.

3)  Working on Pre-primary children’s drawing book by Montessori Teachers
of all section/branch schools.
4) Working on learning of Riglam by TGT and TLT.

5) Developing story book and translation of book from other language

• TCV Gopalpur – Personal & Professional Development Plan- 2019

In 2018, we have focused on creating awareness about secular ethics among all the staff members and particularly among the teachers. We shared the learning’s from the workshop organized by DoE and given by Emory University. We also invited Prof. Samdhong Rinpoche to give a talk on secular ethics during the second day orientation program. Later, our teachers were divided into four groups and studied on four different topics related with secular ethics and finally celebrated secular ethics day.

After reflecting on what we have done last year, we strongly felt that a change must take place first in our teachers then only they would in a position to inspire & bring changes in the heart and mind of our children. We believe that for us, the main source of values lies in Buddhist Philosophy and being a Tibetan, it is also very important for us to have a sound knowledge. Then only we would be able to teach these values to our children by becoming role models. Therefore, at the end of 2018, in consultation with our philosophy teachers & the Tibetan department head, we have decided that 2019 will be used to learn the basics of Buddhist philosophy. We have decided to spend the last two periods of every Saturday for this purpose. Tibetan teachers having better knowledge will be requested to be the group leaders and give support while we have discussion in groups after sharing from our philosophy teachers on important topics. The methodology adopted by our teacher is sharing and group discussion. Till date, it is very encouraging to see the interest shown by our teachers in learning and improving our self and it will definitely affect our profession in a positive way. All the teaching staff from senior and primary teachers was involved. So far, the following topics were covered.

• Uncertainty of death
• Taking Refuge
• Ways to repent our sin
• Meditation and the body postures.

TCV Day School, Delhi: TPD Activities – 2019

Tibetan Children’s village school Suja – Mandi (HP) India  Brief report on Professional Development program initiated in our school- 2019

Refresher program for teachers on Lesson Plan and life skills teaching in school

One day refresher program to all the teachers was conducted by Mrs. Vijayam Kattha from Pune to share some her expertise on the subject and she touched many important points on lesson planning. She demonstrated few key points like setting of lesson objectives and creating learning outcome; along with this she did little presentation on how a teacher can play as a role of facilitator in the class room teaching. Some of her personal experience sharing gave huge insight and moved many of our teachers. Later we did little life skill teaching practices in the class room through discussion and role play.

  Induction program for teacher on Inclusive Education:

One day induction program for teachers on Inclusive teaching was conducted by Ms. Sini R. Thomas, an educator and a specialist on ‘Inclusive Learning Education’. The program was facilitated by Department of Education, CTA.from south India. Teachers teaching class 1st to 8th were presented in the program and shared many of insights on inclusive education in the school and discussed lots on learning difficulties faced among the students in the classroom learning.

She met few students having learning disabilities and did some exploration and diagnostic testing on them with help of the concerned teachers and staff.

Report sharing and analysis with the teachers on ‘Management of Learning Difficulties in an Inclusive Setting’ were the part of the program. Her main message was the importance of the inclusion of children with special needs in the classroom with the other children and the importance of a teacher’s role trying to maximize the learning potential of students with special needs.

Secular Ethic / Social Ethical Emotional Learning program in school:

Our teacher has chosen to take SEE learning program as a school wide professional development program of this academic year. Teaching curriculum in the class room learning will be based on the curriculum developed by the Emory University which was recently launched at Delhi.

Riglam program for the teachers: Two month from May and June were utilized by the teachers in learning the basic riglam skills by the teachers especially in the afternoon session. Riglam Teachers took special responsibilities in teaching Riglam skills to the teachers. Teachers were divided in to two groups one in the advance and other as fundamental level. One – two hours for three days in a week program were conducted and attended by all the teachers. The main objective of this program is that teachers can integrated this skills of riglam in their teaching and encourage critical thinking among the students learning.

 

Upper TCV Dharamsala – TPD Programs – 2019

Activity Report: School Based Teacher Professional Development

1. Total direct beneficiaries, if applicable

            Total:              5        Male:                 2       Female:   3

2. Progress or status Update:
3. a) Had a discussion with TPD incharge, Gyen Dhargyal la on various TPD programs for the year.
4. b) Planning a visit to Agricultural University, Plampur (a day long program)
5. Lessons Learned &/or Problems faced, if any:

            Lessons: Received good sharing, brainstorming and discussion opportunity.

            Problems: Time constrains

4. Suggestions for Future Improvement or Corrective Action, if any:

            Make the program more realistic & adoptable to our local conditions. 

5. Important next steps, if any:
6. a) Sharing science documentaries, video clips.
7. b) ICT lesson planning
8. c) Making of active learning teaching aids
9. Brief Description of Potential Success Story, if any:

—–Submitted by:       Science Department

Activity Report: School Based Teacher Professional Development

1. Total direct beneficiaries, if applicable

Total: 5    Male: 2       Female: 3

2. Progress or Status Update:

• Usage of teaching aids( smart class)
• Formation of uniform internal assessment from class 6 to 10

3. Lessons learned &/or Problems faced, if any:

• Availability of class and problems with electricity.
• Uniform internal assessment as fair and effective

4. Suggestions for Future Improvement or Corrective Action, if any:

• Required power backup
• Separate room for smart class

5. Important Next Steps, if any:

• Development of ICT will be further more helpful with the ongoing teaching trend.

6. Brief Description of Potential Success Story, if any:

• Less time required to explain the concepts with animation videos
• Students really enjoyed & learned better
• Mentoring new teacher by senior teachers was helpful.

——  Submitted by:  Math’s department

Activity Report: School Based Teacher Professional Development

1        Total direct beneficiaries, if applicable

Total:7     Male:5     Female:2

2        Progress or Status Update:

3        Lessons learned and /or Problems faced, if any:

4        Suggestions for Future Improvement or Corrective Action, if any

5        Important Next Steps, if any:

༡        བདུན་ཕྲག་དང་པོར་སློབ་ཚན་སྐོར་ལ་གྲོས་བསྡུར།

༢        བདུན་ཕྲག་གཉིས་པར་ཡིག་གཟུགས་སྐོར་ལ་མཁས་དབང་གདན་ཞུ།

༣       བདུན་ཕྲག་གསུམ་པར་དཔེ་དེབ་ཀློག་བརྡར།

༤       བདུན་ཕྲག་བཞི་པར་སྡེ་ཚན་གྱི་ལས་རིམ་ཁག་ལ་གོ་བསྡུར་སོགས།

—- དྷ་སྟེང་བོད་ཁྱིམ་སློབ་གྲྭ་ཆེ་བའི་བོད་ཡིག་སྡེ་ཚན་ནས།༢༠༡༩།༦།༢༠

 

Activity Report: School Based Teacher Professional Development

1. Total direct beneficiaries, if applicable

Total: 8    Male: 2    Female: 6

2. Progress or status update

Geography lab.  is going to shift at class IX S  as ICT room.

3. Lessons learned or problem faced, if any

Teaching aids in geography lab need to be update.

4. Suggestions for future improvement or corrective action, if any:

Mentioned above

5. Important next steps, if any

We are planning to create a social folder once we get ICT room.

6. Brief description of potential success story, if any:

                                                      ——-   Submitted by: Social Department

 

TCV Lower Dharamsala – 2019 TPD Programs

Lesson Study Phase- 1

ClassIX B                                                                                                     SubjectEnglish

Topic: – The Happy Prince

Aim: – To Enjoy the fiction story

Explore: –

Teacher will see if the students have read the story in their home by asking few questions

• Who are the main characters in the story?
• What is the location of the story?

Experience: –

• Teacher will divide the entire class into three groups and name them A B and C
• Two groups will be given the role of the swallow and the happy prince while one group will play the role of the narrator.
• Students will be told to read their parts with proper expressions.

Expand: –

• Students will find the words / phrases / sentences that made the story heart touching

 

 

 

 

 

 

 

Lesson Study Phase -2

 

ClassIX K                                                                                         SubjectEnglish

Topic: – The Happy Prince

Aim: – To Enjoy the fiction story

Explore: –

Teacher will see if the students have read the story in their home by asking few questions

• Who are the main characters in the story?
• What is the location of the story?

Experience: –

• Teacher will tell the students to find the heart touching words/phrases and sentences from the lesson.
• Students will write them on the green board in clean legible handwriting in proper order.
• Teacher will tell the students to read those sentences with proper expression.
• An activity will be done in the class to read the sentences with full expression.
• Few students will be called to come in the front to read the parts of narrator, the swallow and the happy prince.

Expand: –

• Students will be told to write the summery of the story

Mr. Penpa Tsering, Mrs. Tenzin Kelsang & Mrs. Tenzin Tsolha

 

Junior English Department

                                              Teacher’s Development Plan

How it was organised:

 In the month of March, April and Beginning of May we discussed and shared the lesson that we are going to take to class 4 and 5.

We sat together and did some revision on jolly phonic lessons that we have learnt during our workshop. We also discussed the lessons of class 5 and shared materials which we have. We also talked about the lesson that we need to take for class 5.

Future plan:

 After the first term exam we plan to do as many lesson study as we can.

Summited by

Tsering Dolma(Mrs.)

Phuntsok Dolkar (Mrs.)

 

 

༄༅།།ཕྱི་ལོ་༢༠༡༩ལོའི་དྷ་ཤོད་བོད་ཁྱིམ་སློབ་གྲྭའི་དགེ་རྒན་ཐུན་མོོང་གི་ཆེད་ལས་ཡར་རྒྱས་ཀྱི་སྙན་ཐོ།

སྡེ་ཚན།་་་་་་བོད་ཡིག་དགེ་རྒན།      བརྗོད་གཞི།་་་་་འོས་སྦྱོར།    དགེ་རྒན་གྱི་གྲངས།་་་་་་་དྲུག  སློབ་མཁན།་་་་་་བོད་དགེ་དོན་གྲུབ་རྡོ་རྗེ།

དམིགས་ཡུལ།

དུས་རབས་ཉི་ཤུ་རྩ་གཅིག་གྱི་དགེ་རྒན་ལྟར་ཆ་རྐྱེན་ཚང་བའི་བོད་དགེ་ཚད་ལྡན་ཞིག་འགྱུར་ཐབས་སུ་ཡིན།

 

ཀ༽ སྦྱང་སའི་གནས།་་་་་་བོད་ཀྱི་སྐད་ཡིག་འཛིན་ཁང་།

ཁ༽ བརྗོད་གཞི་གདམ་ཚུལ།་་་་་་་་ཐོག་མར་བོད་དགེ་རྣམས་བོད་ཡིག་གི་སྐད་ཡིག་འཛིན་ཁང་དུ་འཛོམས་ཤིང་གྲོས་བསྡུར་ཞུས་རྗེས་བརྗོད་གཞི་བདམས་པ་རེད།

ག༽ བརྗོད་གཞི།་་་་་་་འོས་སྦྱོར་སྒྲིག་སྟངས།(PowerPoint)

ང༽ སློབ་གཉེར་གནང་ཚུལ།་་་་་སློབ་གྲྭའི་དགེ་ཆེ་མཆོག་གིས་ཉིན་གསུམ་པའི་ཚོགས་ཐེངས་ལྔ་པར་བོད་ཡིག་སྡེ་ཚན་གྱི་ཆེད་དུ་དུས་ཚོད་གོ་སྒྲིག་གནང་ཡོད་པ་བཞིན་བོད་དགེ་རྣམ་པས་ཀྱང་དེ་ལྟར་ཚོགས་པ་རེད། ད་ལན་ང་ཚོའི་བརྗོད་གཞི་འོས་སྦྱོར་འཛིན་དགོས་དོན་ནི། དེང་གི་དུས་རབས་ཀྱི་དགེ་རྒན་ལྟར་འཕྲུལ་ཆས་(Computer)བེད་སྤྱོད་གཏང་ཤེས་མཁན་ཞིག་ཡོང་བའི་ཆེད་དུ་ཡིན། དེ་ནི་སློབ་འཁྲིད་ཀྱི་འཁྲིད་ཆས་བཟོ་སླ་ཞིང་རིན་གོང་སྤྲད་དགོས་མེད་པ། ད་ལན་བོད་དགེ་ཚོགས་གཙོས་སློབ་ཁྲིད་ཞུས་པ་བཞིན་བོད་དགེ་ཚོས་ཀྱང་གང་གཟབ་ངང་སློབ་གཉེར་གནང་སོང་། དེ་སྐབས་བོད་ཡིག་ཚོགས་གཙོས་གསོལ་ཇ་དང་མཆོད་ཡས་དངོས་པོ་ཁ་ཤས་ཀྱང་གྲ་སྒྲིག་ཞུས་པ་ཡོད། དེ་སྐབས་འགན་གཙོ་བོ་འཁྱེར་མཁན་ནི་བོད་ཡིག་སྡེ་ཚན་གྱི་ཚོགས་གཙོ་དོན་གྲུབ་རྡོ་རྗེ་ཡིན།

ང༽ ད་ལན་ལས་འཆར་འདིར་འཛུལ་བཞུགས་གནང་མཁན་གྱི་མཚན་གཞུང་།

༡།ལྟ་གྲུབ་དགེ་རྒན་ངག་དབང་བཀྲིས་ལགས།             ༢།བོད་དགེ་ཕུར་བུ་སྒྲོལ་མ་ལགས།

༣།བོད་དགེ་སྐལ་བཟང་བདེ་སྐྱིད་ལགས།                ༤།བོད་དགེ་རྡོ་རྗེ་བཀྲ་ཤིས་ལགས།

༥།བོད་དགེ་བསྟན་འཛིན་དཔལ་སྐྱིད་ལགས།             ༦།བོད་དགེ་ངག་དབང་སྦྱིན་པ་ལགས།

TEACHERS  DEVELOPMENT PROGRAM  REPORT – 2019

SUBJECT DEPARTMENT – SOCIAL SCIENCES

TOPIC – BOOK READING ON TEACHING STRATEGIES

OBJECTIVES          – To make our teaching in the class more effective and interesting.

• To get more ideas on teaching strategies in social science subject.

HOW IT WAS DONE

We are three teachers in the social department teaching from class 6 to 10. Although we were assigned to discuss on our TDP once a week but we often have discussion and sharing on our teaching methods. This year we chose a book on social teaching strategies from our teachers’ corner. The book is ‘The Practices for teaching Social Studies’ by Randi Stone. The chapters were divided among us to read and for sharing. We also surfed through the internet which was helpful. The website wegrowteachers.comprovided us with information on good teaching strategies and how to assess the students.

One of our teachers shared the Project Based Learning method which was quite different from the usual project work. The students enjoyed the learning which is done in group and has to be finished within the period. Students also write report on their work. This method was practiced by the other social teachers in their classes.

One of our teachers shared a teaching method ‘Alternatives to homework’. It is a new way of giving homework to students. Instead of teacher giving questions, the students will be told to frame questions by reading the sub-topic from the text book. They won’t be able to frame questions without reading and understanding the topic. 

We usually shared other teaching methods informally during our free time and try to bring changes in our teachings.

 

Mr. Sangde Kyap

Mrs. Phurbu Chokpa

Mrs. Chemey Youdon

 

 

This year as a TPD project our science department has decided to do the book reading. Three different books are distributed among three of us. The books are

1. ENGAGE LEARNING
2. TEN BEST TEACHING PRACTICES

• 300+CLASSROOM MANAGEMENT STRATEGIES

Every (day 5) on 5^thperiod we are having briefing

• Discussion on the topic which we have read.
• Sharing of opinions
• Techniques and strategies which are relevant or not
• Technique which are suitable for our students are going to implement.
•  

Science department

1. Lhundup Namgyal
2. Madam Rashmi
3. Tsering Phuntsok

 

 

TPD Program: Mathematics (2019-2020)

Teachers:

1. Thupten Thinley
2. Sonam Paljor
3. Tenzin Youdon

Topic:Book Reading

Objective:To read book based on Mathematical teaching and to cultivate knowledge based on teaching Mathematics in fun and enjoyable way through understanding the concept not by memorizing the process.

Report:

• In March, we decided to read books based on mathematical teaching so that student can enjoy learning math through the understanding the concept based on activities, visualization and patterns not by memorizing the facts and the methods.
• We then decided to search for appropriate books. We came to know about a Professor named Jo Boaler, Professor in mathematical education and her books. With the help of school administration, we bought three books namely, Mathematical Mindset, Elephant in the classroom and What Math got to do with it.
• In May, We distributed the book among the teachers. Gen Thupten Thinley is reading Mathematical Mindset. Gen Sonam Paljor is reading Elephant in the classroom and Gen Tenzin Youdon is reading What Math got to do with it.
• Most of the time, we are not able to sit together during the TPD period due to heavy periods in on that day. But, we do share lots of ideas we read in the book during spare times such as ideas to teach math, interesting activities and games, different methods to solve a concept. We are also able to make teaching aid.
• We are still in process of reading the books and we will continue do the sharing among ourselves during any sort of spare time.

Challenges:

• Due to heavy periods during TPD day of Math Dept, we become exhausted and are not able to sit together to share.

TCV GOPALPUR

(Funded by the Department of Education, CTA)

1) Tibetan Language Improvement Project for primary teachers: Similar to the past two years, this year too has been used to continue with the special program for the primary teachers to improve their Tibetan language proficiency. The main object of the project is that with the implementation of the Basic Education Policy, CTA, the most important thing is to improve the standard of Tibetan language of our primary teachers. This will definitely make a difference in the teaching of our language. Mrs. Sangay Tsamchoe and Mr. Wangchuk Tsering have been requested to teach Tibetan language and Tibetan handwriting for two months. This program was implemented during the summer time table so that there is free time after lunch for the teachers. This kind of project is really beneficial for the primary teachers and we could see the result while going through their lesson observation. There was remarkable improvement in their hand writing, lesson planning and Tibetan language fluency. We would like to take this opportunity to thank DoE for their financial support and we would like to request them to continue with this kind of project for the years to come. Teacher professional development programs should be conducted continuously so as to achieve the expected progress which will benefit the children and it is the ultimate goal.

Mrs. Sangay Tsamchoe teaching Tibetan language and Mr. Wangchuk teaching Tibetan handwriting during TPD program for the year 2018.

2) Teaching of Buddhist Dialectics for the senior teachers: Teaching of Buddhist dialectics to the students have reached a level which is quite satisfactory. But teaching of Buddhist dialectics for the teaching staff needs to be improved. Hence we have started this program for the teachers last year. This program was also given so much importance because if the teachers have this knowledge then they can teach their own subjects like Science, Social etc. through the dialectical method. So, all the teaching staff of senior section was involved in this program. After the initial program for all the teachers, around nine teachers were selected and once again they are trained in a particular topic and they visited few institutions too. Fortunately, this group has got an opportunity to present our learning during June teaching in the presence of His Holiness the Dalai Lama.

3) Teacher Professional Development project on Secular Ethics:Since secular ethics was given so much importance everywhere, hence we have also decided to involve all the teaching staff of both the sections in this program. About 50 teachers were benefitted from this program. The details of the program were as follows:

      a) Awareness program on secular ethics for staff members:At the end of the year 2017, 4 days workshop on secular ethics was organized at Sarah by the Department of Education and the participants from TCV schools have strongly felt the need to meet and discuss the ways to implement programs on secular ethics which was done at the beginning of the academic session. As per the resolution of the workshop, sharing of what we learned must be done in the respective schools.

The school management committee has decided to arrange staff awareness program on secular ethics for the year 2018.  At the beginning of the year, the school Principal has shared the gist of the workshop on the 1^stday of staff orientation program. As decided, the management committee members have invited Kalon Trisur Samdong Rinpocheto give a talk on secular ethics during the second day of the orientation program. 

Orientation program, workshop sharing & briefing for teachers on Secular Ethics.

b) Awareness program for all the staff and the students of senior section:In this connection, special meeting was conducted by school heads with the department heads. We worked out the details of the program and the following were the resolutions.

• As per the resolution of 32^ndEDC meeting, 5^thand 6^thperiod will be used for secular ethics and life skill program. Since the duration of the period was only 40 minutes and both involves movement of students and teachers hence we decided to combine both the periods and will be used for secular ethics and life skill.

• Further, it was decided that Saturdays (11) from April to August will be used for secular ethics and at the end of the month secular ethics day will be organized for the whole school involving all the staff and the senior students.

• With regard to the secular ethics program, the department heads and school heads decided to study five areas/books/topics to get a better understanding of the concept and content of secular ethics. The department heads lead the groups and following are the groups and their topics.

Group I has presented a beautiful drama on the theme ethical values with regard to our exile   community based on the book “Beyond Religion”.

The Art of Happiness group (II) having discussion.

Group III preparing on SEE learning through activities & discussion.

The members of group IV studying the meaning of secular ethics through discussion & activity.

Group V has analyzed the speeches on secular ethics by His Holiness & other professors.

Orientation program for senior students:Awareness program for the senior students on Saturdays from April to August was done by the school Principal and the Senior Tadrup Lopon through presentation at the school hall.

This year, our main focus was the creation of a clear understanding among all the teaching staff some awareness program for the general staff members and also for the senior students about secular ethics.

Celebration of Teacher Professional Development Day: As per our previous resolution, teacher professional day was celebrated on 29^thAugust 2018. All the students of senior section and all the staff members of TCV Goplapur were presented from 9:30 a.m to 4 p.m. We have invited the abbot of Namgyal Monastery as our Chief Guest and Teacher Professional Development Incharge, Mr. Tenzin Dhargyal as our guest of honor. Each group has shared what they learned through power point presentation and one of the groups has prepared a drama on “human values” as the theme based on the book “Beyond religion”.

To sum up, I personally felt that we all have spend lot of time in planning these programs and felt very happy and satisfied with the result. I take this opportunity to thank all the concerned management committee members, all the teachers and particularly the department heads for their support and cooperation. We have organized all these programs in such a way that not so much burden were given to the teachers. 

Finally, I would like to request the Department of Education to continue their support for such programs which are really important and also which needs to be continued for the years to come. Such supports are needed from the beginning of the academic session for the successful planning and implementation. I would also like to thank Mr. Tenzin Dhargyal, TCV Teacher Professional Development Program In-charge for his guidance and support in this regard.

Compiled by:Mr. Phuntsok Tashi PRINCIPAL TCV School, Gopalpur

UPPER TCV SCHOOL

1. Buddhist Dialectics (Riglam) Improvement Program for Senior Section:-

Senior Section teachers were classified into three groups as beginners, intermediate and advance level based on their prior knowledge on riglam. The beginners group consist of 16 teachers who are studying riglam for the first time and Geshe Gyaltsen la was their instructor, intermediate consist of 10 teachers and Geshe Ngawang Delek la the junior philosophy teacher had taught them and the advance level consist 7 teachers and Geshey Aten la had taught rig lamon every afternoon from 4:15 to 5:15pm during winter time table and from 2:30-3:30 pm during summer time table. The program went on from 19^thJuly to 18^thAugust, 2018. On the last day of one month teachers special learning programmes, we had observed Teachers Riglam concluding day by organising Riglam presentation from each group. The School Director, Mr Tsultrim Dorjee has graced the concluding day with his presence. During this time, participant teachers attended without any absence and the committee has supervised effectively and we believe this workshop greatly benefited our teachers.

1. Tibetan Language Improvement Program for Primary Teachers:-

Primary teachers were given workshop on Tibetan calligraphy by Mr.Thupten Choephel. Junior Section teachers were divided into two groups and the teacher educator to the group consisting of Tibetan teachers was our senior Tibetan teacher Mr. Tenzin Dhargyal (TGT Tibetan) and the instruction to the group consisting of English, Math and EVS teachers was given by our senior school Tibetan teacher Ven. Tsering Khando.

1. དགེ་རྒན་སྒེར་གྱི་ཆད་ལས་ཡར་རྒྱས་གཏོང་ཐབས་ལས་རིམ་ལ་ཤུགས་སྣོན་ཇི་བྱེད་ཀྱི་སྙན་ཐོ་གཤམ་གསལ།

འདི་ག་སྔོན་འགྲོའི་དགེ་རྒན་རྣམས་སློབ་ཕྲུག་ལ་བོད་ཡིག་གི་ཡིག་གཟུགས་ཐོག་མར་ངོ་སྤྲོད་གནང་མཁན་དགེ་རྒན་དང་པོ་དེ་ཆགས་ཀྱི་ཡོད་སྟབས།དགེ་རྒན་རང་ཉིད་ཀྱི་ཡིག་གཟུགས་ཚད་ལྡན་ཞིག་མེད་པ་དང་དེ་མཚུངས་ཡིག་འབྲུ་རེ་རེ་བཞིན་འབྲི་སྟངས་ཐོག་ལའང་མཁྱེན་རྟོགས་དེ་ཙམ་མེད་པའི་སྟེང་ནས་སློབ་མར་སྟོན་གནང་བ་ཡིན་ན་སློབ་ཕྲུག་དེའི་ཡིག་གཟུགས་འབྲི་རྩལ་ལ་འཐུས་སྒོ་ཚང་པ་ཞིག་སློབ་སྟོན་ཡོང་ཐབས་སུ་འདི་ག་དགེ་རྒན་རྣམས་ལོ་ངོ་གཉིས་རིང་རྒན་བློ་བཟང་ལགས་ལྟ་བུ་ནས་བོད་ཡིག་ཚུགས་རིང་དང་ཚུགས་ཐུང་སྦྱོང་བརྡར་འཐུས་གཙང་བྱས། འབྲུ་ཙའི་ཡིག་གཟུགས་

ཤེས་རྒྱུ་ཡང་གལ་གནད་ཆེན་པོ་མངོན་སྟབས།འདི་ལོ་ཕྱི་སླ་༨ ཟླ་ཚེས་༡ ནས་ཟླ་མཇུག་བར་ཟླ་བ་གཅིག་གི་རིང་སློབ་གྲྭ་གྲོལ་ནས་ཉིན་ལྟར

་དུས་ཡུན་ཆོུད་གཅིག་རིང་བོད་དགེ་རྒས་ཡོལ་བ་རྒན་ཐུབ་བསྟན་ཆོས་འཕེལ་ལགས་ཀྱིས་འབྲུ་ཙའི་ཡིག་གཟུགས་འབྲི་སྟངས་སློབ་སྟོན་གནང་བ་དང་དེ་མཚུངས་སྐབས་འགར་ཞེ་སའི་ཐོག་ནས་བཀའ་མོལ་གནང་སྟངས་དང་བོད་པའི་གཏམ་དཔེ་འགའ་རེ་ནག་སྤང་སྟེང་འབྲུ་ཙའི་གཟུགས་སུ་འབྲི་སྟེ་དེ་དག་གི་དོན་གྱི་གོ་བ་ཇི་ཡིན་འགྲེལ་བརྗོད་སྟེང་ནས་དགེ་རྒན་རྣམ་པས་སྦྱོང་བརྡར་འཐུས་ཚང་གནང་ཡོད་ལགས། 

1. Teacher Professional Development on Secular Ethics cum Riglam:

His Holiness the Dalai Lama has been constantly focusing on the importance of Riglam and its implication on academics. In February 2017, during an audience of the members of TCV Managing members with His Holiness the Dalai lama, His Holiness emphasized on the significance of Tibetan language and the traditional Buddhist dialectics/Riglam, and practice of Secular Ethics. Thus, following the wish and the vision of His Holiness the Dalai Lama, a committee for Riglam cum Secular Ethics was formed for the immediate implementation of these core values. 

Taking into consideration the benefits of ‘Riglam’ which includes inter alia application of riglam in daily teaching as well as motivating the students and creating ‘Riglam environment’ in the school, the teachers of Senior Section, TCV School, Upper Dharamsala started learning Riglam as a part of TPD from 2017. The program was set as a 3 years program and thus, the teachers continued learning Riglam in the afternoon during the summer time table of the school this year as well. Since the teachers have different level of Riglam understanding, they were divided into 3 major groups namely: Beginners, Intermediate and Advanced. The 3 philosophy teachers of the school took a class each. The teachers showed deep enthusiasm in learning the tactics of riglam, and they actively took participation in the debates and discussion during the class. 

The learning of Riglam has been a success. Not only were a group of 15 teachers of the Advanced level debated on ‘Living Organisms’ before His Holiness the Dalai Lama during the 2017 Dharma teaching, but some teachers also use riglam tactics in their daily teaching. This year, on the last day of the Riglam learning program, all the different levels presented a glimpse of their understanding before the School Director and the Headmistress. With one more year for the Riglam Learning Program for teachers, we believe that more teachers would be able to apply the tactics of Riglam not only in their teaching learning process, but also in their daily lives. 

1. Teachers Professional Development Conclusion Day:-

Teachers Professional Development means a process of improving and increasing capabilities of staff through access to education and training opportunities in the workplace, through outside organization, or through watching others perform the job. Professional development helps build and maintain morale of staff members, and is thought to attract higher quality staff to an organization. It is also called staff development. In TCV schools, it is a teacher led collaborative, continuous and school based intervention which is implemented in all the schools. The aim is to see changes in the school culture, class room practice and thereby improving the standard of education in the schools. TPD is six years old and it has now become an annual feature in our school calendar. 20^thof September is observed as TPD in our school. 

TPD Day was held in the afternoon of 20^thSept 2018 at Dekyi Tsering Hall where all the teachers were invited as participants. Mr Sonam Sichoe, the Education Director of TCV was the Chief Guest. The glittering function began with the introductory speech by Mr Tenzin Dhargyal, the TPD Officer followed by a short report /presentation by the Heads of all the three Sections. As a reminder and a food for thought to all the teachers, a video message on the role of a teacher by Tulku Thupten Wangchuk , The Philosophy teacher of Peton Mewon School , was presented. Mrs Karma Choedon, a teacher’s representative gave a brief feedback on the book entitled “Never Work Harder than the Students and Other Principles of Great Teaching” by Robyn R Jackson. The talk pertains to the importance of grading and feedback in the class room teaching. Mr Tsering Ngodup, the Asst Head Master of TCV Suja, enlightened the audience by presenting a song inauguration entitled “In dedication for Teachers” It is a self-composed song with very good pictures and footage on TCV Suja School. The key note speech was given by Mr Sonam Sichoe, the ED of TCV School. He empowered the teaching faculties with a motivational speech where he emphasized every teachers to think about the significant role that every teacher is playing in the upbringing and education of the young Tibetan. He further said that although we are passing through financial constraints but we should see the things from wider perspective and face the challenges with positive frame of mind. 

Mrs Nawang Lhamo, the school Principal proposed a vote of thanks to the Chief Guest, Organizers, teachers and particularly to Mr Tenzin Dhargyal, TCV TPD Officer for making this day a huge success.

TIBETAN CHILDREN’S VILLAGE SCHOOL, SELAKUI

PGP Report

Every school is different in its nature and human resources and each school conducts different PGP program in accordance with ones need and availability of resources around ones area. In TCV Schools PGP is considered as one of the most important activity and is discussed every year in the EDC meeting. The PGP related activities are well planned and spaced throughout the academic months. To upgrade knowledge and skills we are encouraging teachers to attend workshop and short term course available in and around our locality. Following are some of the activities that our school has conducted.

1. We have invited professor Ngawang la from USA to our school. He gave two days’ work shop on how to do an action research to all the teachers and office staff. (one of our action plan for the year 2018) 
2. The school Principal and our computer instructors gave one full day intensive workshop to teachers and office staff members on Cyber Safety on 11^thof June 2018.
3. 10 teachers with School Principal and Headmaster attended the CBSE workshop on Value Education in Jaswant Modern Senior Secondary School, Dehradun on 22^ndMay, 2018. Although the seat limit for the workshop was two teachers from each school but on request we were able to send 12 participants. 
4. 10 teachers were sent for 2 days workshop organized by CBSE in Indian Public School, Selakui. The workshop was on “Classroom Management”.
5. We   sent 13 teachers to Indian Public School, Selakui for one day CBSE Workshop on “Life Skill”.
6. During the monthly teachers meeting the subject department head shares on the activity and discussions that they had during the PGP weekly period.
7. The computer teacher and the school Principal attended one week workshop on Cyber Security in Mussoorie from 23^rdto 29^thof March 2018.   
8. GesheLobsangDawa la from Dharamsala was also invited to the school. Geshe la provided valuable teachings to the teachers, staff and the students for three days from 9^thto 11^thof July 2018. The topics he covered were on Buddhist Psychology, Buddhists Science, Buddhist Philosophy, Motivation and Meditation.
9. All the teachers had learnt Riglam and practiced dialectics on every Thursday and Friday evening for four months – from 6^thApril to 13^thJuly 2018 from the Philosophy teacher, Geshe Tenzin Thekchokla. The science teachers, Maths teachers and Tibetan teachers had a wonderful Riglam presentation in the school hall during the birth day of His Holiness the 14th Dalai Lama.  
10. Home mothers, science teachers, school nurse and 18 students from class XI got the opportunity to attend Nutrition workshop in the month of May 2018. The resource person was Mrs. Bianca from Switzerland. Initially this workshop was meant only for home mothers but on special request we were able to send few staff members. The workshop was for 3 days.
11. The school had created Watsapp account for all the 52 staff members. All the circulars, announcements and daily responsibilities are all sent through Watsapp. Staff members are very active using Watsapp and share informative video clippings related with education, Ethics, and Environment. 
12. We have purchased four jiofi-5 to increase the efficiency and speed of internet to staff members and students. Almost all the information between the teachers and administrators are carried out through social media using internet. 
13. The department of science in our school has initiated and designed a web page to share PGP related materials, programs and activities of the school. Our PET also had designed a webpage to share information about his activities to all the staff members. The web page link are: tcvselakuiscience and tcvselakuigamesandsport.  
14. We are very thankful to DoE for subscribing magazines meant for teacher as part of PGP program.     
15. We have a well-structured PGP period. All the subject team members meet and discuss on any topics that they feel it worth sharing to their team members- be it a student problem, on assessment, on student result, on homework, on subject team’s special programs, team checking of essays, team checking of TCV Selakui selection papers etc. 
16. On 18^thof Oct. all the staff members of the school participated in the meditation session conducted by the school philosophy teacher in the school chapel from 6.45pm to 7.30pm. The meditation session for the staff members is on Thursday and Friday of a week. Although we have planned the program from September but due to one month long TOC program and Science project month the meditation session was postponed to October month. 
17. All the teachers are writing their lesson plan in typing instead of writing in note books. They print out and submit the same to the Headmaster for checking. Teachers keep the soft copy in their computer for future reference.
18. On 29^thof October Mr. Tsering Lodhen la gave information on how to use excel sheets to all the teachers in the computer lab after the class hours for about 50 minutes. Many teachers still need practice and familiarise formulas to make their result tabulation work easy. 

TCV MCLEOD DAY SCHOOL

LESSON SHARING