Best Practices

Best Practices at BTTC


The BTTC Week Celebrations (since 1979)

The BTTC Week Celebrations is a longstanding tradition and best practice in our college since 1979. Ours is the only college of education in the city which conducts such a series of intercollegiate and inter-school events. The practice was initiated in an era when there was not much of networking between colleges of education and with the schools. During the BTTC Week, we conduct competitions such as Elocution, Music, Dance, Cookery, Rangoli, Pooja Thali Decoration, Flower Arrangement, Music and Movement, Puppet Show, Teaching Aids and Personality contests. We also organize seminars, panel discussions, workshops on very contemporary themes and issues during this week. An exhibition of SUPW products prepared by the DECE student teachers is on display throughout the week. A Nutritious Diet Competition is also held during the week. All the students enrolled in the college are involved during the BTTC Week Celebrations. The event gives an opportunity to our student teachers to try out their hand at event management. The week is a time for celebration of our achievements during the year. Medals and Rolling Shields and Trophies are given to the winners along with Certificates of Merit. Participation Certificates are also given to all in order to lift their level of confidence. We also invite our alumni for the occasion and the event is a good opportunity to connect with them. The practice has resulted in a good networking with both the schools in our neighbourhood as well as the colleges of education.

 

Cultural Kaleidoscope (since 2005)

Education, to be effective and result-oriented has to be culture-based. It must take into account the cognitive, emotional and spiritual needs of the student. This can only be achieved by linking education with culture, which is the focus of this best practice. Following the initial training programme in 2005, the institution had been gifted a Cultural Kit by the Centre for Cultural Resources and Training (CCRT). We wished to put the kit and the training received to good use. As a result, we were inspired to initiate a cultural education programme in the college. The practice was initiated in this context from 2005 - 2006. The institution has designed a Model of Cultural Education. An orientation seminar is conducted about the importance of Cultural Education and the components of the CCRT gifted Cultural Kit. Students are familiarized with various activities that can be presented like dance, music, narrative art forms, drama, puppetry, etc. The students are then divided into four or five groups and one cultural region is allotted to each group. The students prepare a cultural presentation on the particular region of India, based on their own research and with the help of the items in the CCRT Cultural Kit. The practice has developed an understanding and appreciation of the philosophy, aesthetics and beauty inherent in Indian Art and Culture among the student teachers, school children and even the faculty members. The student teachers have made effective use of CCRT Kit and created awareness among Secondary School students about our rich heritage. The practice has also given student teachers an opportunity for team work and led to a constructivist approach and experiential learning. . The activity has its roots in respecting cultural diversity which also forms the basis of inclusive education.


The LENS Series - Learning Experientially Novel Strategies (since 2007)

We live in a world, which is heavily influenced by mass media. Popular culture such as films, television, drama, music lyrics and books often present educational themes in fascinating ways. The LENS Series was introduced in 2007-08, with the intention of drawing lessons from popular culture while making learning a joyful experience for the student teacher. The analysis of popular culture through the lens of the educationist was conceived of as a great way of introducing multiple perspectives about discourses that surround teachers and teaching. The practice also intended to provide opportunities for student teachers to focus on novel strategies. The series marked a shift from traditional lecture based teaching to experience-based learning. An added feature was getting student teachers comfortable with the use of multimedia and technology. The practice was also conceptualized to encourage reflective practice among teachers, while aiming at high interest levels. The practice involves the process of integrating elements of popular culture with the learning process.  Learning is intended to take place through team teaching as well as greater involvement of students. An attempt is made to correlate topics from different papers. Reflecting on personal experience and engagement of students in discussion is also an important component of this practice. The outcome of the practice has thus far been very encouraging in terms of the response we have received from the students. The practice encourages reflection, new perspectives, discussion and healthy debate. Communication skills are developed and students actively participate and put forward their points of view.


Students’ Portfolio (since 2010)

The institution promotes learning through reflection. The review and reflection on learning outcomes prove to be of great value in order to decide the new goals of learning. In order to achieve this objective the institution has designed and developed a format for individual portfolio of student teachers. This Best Practice was initiated in the year 2010-11. The portfolios of the individual student teachers developed by the institution derives from the visual and performing arts tradition in which student teachers showcase their accomplishments and personally favoured works. This portfolio acts as a compilation of a student teacher’s best pieces of work and the student teacher’s evaluation of the same. Portfolios developed by the student teachers have helped them in capitalizing on their natural tendency to showcase their work and become an effective way to get them to take a second look and think about how they could improve future work. It also helps them to present themselves in a concise and yet holistic manner. “Pictures speak more than words”- This saying comes alive when one talks of portfolios. The student portfolio helps student teachers consciously learn and explore their strengths and weaknesses, threats and opportunities that come their way. They learn new experiences, methods and skills as they see the other students collate their work. This adds to their personality.