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  • Purnima Singh Pundeer

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    Akanksha Sethi
    29 views2 pages
    The teacher noticed that 7 students in their class struggled on math exams despite understanding concepts in class. The issue was that the students could not understand the language of the exam questions. To help, the teacher implemented a bilingual approach, providing the exam in both the students' native language and English. They were given extra time to translate their answers. This helped the students understand the questions and improve their scores over time as their English comprehension grew. The teacher also introduced a data interpretation chapter and had students collect real-world data to make math concepts more practical and increase the struggling students' confidence.

    Original Description:

    Understanding the medium

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    The teacher noticed that 7 students in their class struggled on math exams despite understanding concepts in class. The issue was that the students could not understand the language of the exam questions. To help, the teacher implemented a bilingual approach, providing the exam in both the students' native language and English. They were given extra time to translate their answers. This helped the students understand the questions and improve their scores over time as their English comprehension grew. The teacher also introduced a data interpretation chapter and had students collect real-world data to make math concepts more practical and increase the struggling students' confidence.

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    © All Rights Reserved
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    29 views2 pages

    Purnima Singh Pundeer

    Uploaded by

    Akanksha Sethi
    The teacher noticed that 7 students in their class struggled on math exams despite understanding concepts in class. The issue was that the students could not understand the language of the exam questions. To help, the teacher implemented a bilingual approach, providing the exam in both the students' native language and English. They were given extra time to translate their answers. This helped the students understand the questions and improve their scores over time as their English comprehension grew. The teacher also introduced a data interpretation chapter and had students collect real-world data to make math concepts more practical and increase the struggling students' confidence.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 2

    MISSINGLINK

    ENVIRONMENT

    UNDERSTANDING
    THE MEDIUM
    As the class teacher of one of the Eighth class sections in our school, I was
    responsible for the annual result analysis. The outcome left us in particular
    dazed about as many as seven students’ performances in Mathematics.
    Despite their classroom clarity of concepts, they could not perform expectedly.
    Upon further scrutiny, we found that the language of the questions did the
    damage. They could not understand what to do.
    I conceived a definite modus-operandi to get over this challenging situation
    and discussed the same with the Principal. Hitherto detested in new English
    medium schools, I tried the Bi-lingual approach to assess the selected
    students. The question paper was set in both languages, and the targeted Purnima Singh Pundeer, TGT
    group of students was allowed extra time proportionately to write the answers. Science in East Point School,Delhi

    28 EDU TALKS APRIL - JUNE 2021


    MISSINGLINK
    ENVIRONMENT

    are expected to read, understand


    and write their answers. By the
    time of the Half-yearly exams, the
    students in focus started showing
    a promise as the extra time meant
    specifically for them was gradually
    becoming redundant for them.
    They have gained their much-
    needed confidence to understand
    the questions by their hands-on
    experience in dealing with the
    subject's practical side and were
    now taking relatively much lesser
    time in answering them.
    Overall, it was a relieving effort on
    my part as it fulfilled the objective.

    However, the answers were to school administration gleefully


    be written in English alone by all accommodated my request on
    the students, including the target the strong and credible backing of
    audience. Before the exams, we the targeted students' improving
    explained to those students that performance. As a part of the
    they could utilize the extra time in Data Interpretation chapter, I
    translating their original answers experimented with the idea of
    to English and provisioned the real-time Data-collection. For that,
    spare time. The results of this it was asked from all the students
    periodic exercise were not only to contribute to the creation of a
    encouraging, but they also questionnaire. This questionnaire
    kept bettering with time. As a and subsequent data collection
    Mathematics teacher, there was through informal social exchanges
    hardly any role for me to get into of the students with the outside
    my student’s language curriculum world helped all the students. Still,
    or classroom engagement with particularly it was of great help
    the subject teacher. I had to resort to the target group of students.
    to alternate means and that too They employed the conceptual
    in a subtle manner. When the nomenclature like Data, Class,
    students wrote their third exam Mean, Median, Mode, Correlation,
    on a Bi-lingual pattern, they Frequency, Coefficients, etc., with
    made considerable progress in tremendous ease and almost
    their scores. As a complementary broke the theoretical form of the
    exercise, I decided to introduce subject/topic. The introduction
    the chapter on Data Interpretation of the practical topic and the
    out of turn. subject, in general, increased their
    There was a need for a minor confidence level. It also added
    change in syllabus allocation to their knowledge of the much-
    for Term exams. Still, our desired language in which they

    APRIL - JUNE 2021 EDU TALKS 29

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