PØÓ¾ PØ zu¾ (Learning and Teaching) (uªì õk B] º PÀ À ÀPø»UPÇP Bsk AÔ P kzv²òí u»õ Bsk B.Ed., mh i ØPõÚ õhzvmhzvß Ai øh À GÊu mhx). (TEXT

PØÓ¾ PØ zu¾ (Learning and Teaching) (uªì õk B] º PÀ À ÀPø»UPÇP 2016-2017 - Bsk AÔ P kzv²òí u»õ Bsk B.Ed., mh i ØPõÚ õhzvmhzvß Ai øh À GÊu mhx). (TEXT BOOK) N.@ õpß M.Sc., M.Ed., M.Phil., uàẠ(K#Ä) B] º PÀ Bµõ#a] ØÖ Ø] {ÖÁÚ, uªì õk R.P»UPsnß M.Sc., M.A., (Education), M.Phil., ( v P B] º SÊ, PÀ À Ä) v ÁÒÐÁº v P 1/5, RÇzöu, Áø» møh Ag\À uõµõ_µ (ÁÈ),S Põn 612702. : 0435-2416295, ö\à : 9245362313, 9488062313 Buy Books Online at : www.thiruvalluvarpublications.com E.Mail: thiruvalluvarpublications1970@gmail.com

v ÁÒÐÁº v P uø v : áúá & 2017 Ga\ UøP C ¼¼ x G uöáõ Svø ² ß AÝ v ßÔ öáî káx AÀ»x õøó ö\#x öáî káx AÆÁõÖ öáî±k ö\# mh zup[pøí ÂØ øú ö\#áx õßó ö\ ÀPÎÀ Dk k Áõº «x Q ªÚÀ ØÖ ]ÂÀ \mh[pîß RÌ Pk háiuøp GkUP k. ISBN : 890-94-88493-77-4 PRICE ` 296/- PRINTED AT : JASMINE PRINTERS, SIVAKASI - 626 123.

øó u G[PÒ v P {ÖÁÚº ÁÇUPÔbº v.m.r.cµõ a\ vµß MA.BL., AÁºPÐUS C À \ º n.

v øµ uªì õk B] º PÀ À ÀPø»UPÇPzvß B.Ed., u»õ õsk (2016-17) õhzvmhzvß Ai øh»õú C u zup õnáºpîß ß@ÚØÓzvøÚ P zvà öpõsk PÁÚ õp u õ UP mkòíx. CvÀ, zx A»SPÒ EÒÍh[Q C UQßÓÚ. uà A»QÀ PØÓ¼ß C À PÐ, CµshõÁx ØÖ ßÓõÁx A»QÀ PØ zuà C À PÒ ØÖ PØÓ¾UPõÚ hzøuu öpõòøppð ÂÍUP mkòíú. õßs ØÖ I uõáx A»QÀ PØÓ¾UPõÚ AÔuÀ vóß ØÖ Ûu @  À öpõòøppð øh õøóà AÀ»x AÔÄUPmhø öpõòøp² ÂÍUP mkòíú. Cx @ õà, BÖ, HÊ ØÖ GmhõÁx A»SPÎÀ PØ@ õº ø UPØ zuà, ÀÁøP ÁS øóupø zuà ØÖ ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ @ õßóøápò ÂÁ UP mkòíú. @ ¾, Jß x ØÖ zuõáx A»SPÎÀ B] º& õnẠEÓÄ ØÖ PØ zuà J E º öuõèà @ õßóøápò ÂÍUP mkòíú. CøÁPÒ õnáºpðus ªPÄ ÝÒÍuõP C US GßÖ EÖv TÖÁ@uõk, õnáºpò GÀ»õ»ßPøͲ ö ØÖ ÀÁõÌÄ ÁõÇ ÁõÌzxQ@Óõ. ßÔ C ius v Pzuõº

ö õ ÍhUP õhzvmh IX - XVIII A»S & 1 PØÓ¼ß C À õhgs uø» UP 1.0 PØÓÀ & AÔ P 1 1.1 PØÓÀ Gß uß ö õ Ò ØÖ Áøµ øó 2 1.2 PØÓ¼ß Ai øhu TÖPÒ 4 1.3 PØÓ¾UPõÚ Ai øhu öpõòøppò 6 1.4 PØÓ¾UPõÚ öpõòøppîß PÀÂzuõUP[PÒ 9 1.5 Ú õh öœ#x PØÓÀ ØÖ ö õ Ðnº x PØÓÀ 10 1.6 öœ ÀªUP PØÓ¾UPõÚ öpõòøppð ~m [PÐ ØÖ Auß PÀÂzuõUP 14 1.7 uõ@ú PØÓÀ 21 1.8 xøµus PØ zuà AqS øópò 23 {øúâà öpõòí Ási øápò 26 Ø] ÂÚõUPÒ 28 I

A»S & 2 PØ zu¼ß C À 2.0 PØ zuà & AÔ P 31 2.1 PØ zu¼ß Áøµ øópò 32 2.2 PØ zu¼ß ö õ Ò 35 2.3 À» PØ zu¼ß Sn[PÒ 36 2.4 PØ zuø» ØÔ ] uøú õíºpò ØÖ uzxábõûpîß P zxupò 41 2.5 BÌ] uøú²hß Ti B] µõp C zuà 63 2.6 BÌ] uøú²hß Ti B] ß C À PÒ 68 2.7 B] µõú GÚx C»USPÒ 70 2.8 xøµus PØ zuà AqS øópò 72 {øúâà öpõòí Ási øápò 75 Ø] ÂÚõUPÒ 77 A»S & 3 PØÓÀ ØÔ hzøu À öpõòøppò 3.0 hzøu À öpõòøppò & AÔ P 80 3.1 hzøuuöpõòøp ß Ai øh À PØÓÀ Gß uß ö õ Ò 81 3.2 õæ@»õâß "]Ó ' BUP{ø»²ÖzuÀ 83 II

3.3 uõºsøhuqß @ŒõuøÚ ß ÂÍUP ØÖ ÂøÍÄ ß Âv 94 3.4 ìqßú ß ußûaøœ õú BUP{ø»²ÖzuÀ (AÀ»x) öœ À k BUP{ø»²ÖzuÀ 100 3.5 BÀ ºm õßlµõâß Œ PU PØÓÀ öpõòøp 110 3.6 hzøuuöpõòøppîß Ai øh AÝ õú[pò 112 3.7 hzøuuöpõòøppîß Á¼ø ØÖ Áµ PÒ 113 3.8 xøµus PØ zuà AqS øópò 116 {øúâà öpõòí Ási øápò 120 Ø] ÂÚõUPÒ 122 A»S & 4 PØÓ¼À AÔuÀvÓß ØÖ Ûu@ öpõòøppò 4.0 AÔuÀvÓß EÍ À & AÔ P 125 4.1 AÔuÀvÓß EÍ»õͺPÎß Ai øh À PØÓ¾UPõÚ ö õ Ò 126 4.2 @Põ»º APUPõm] ÁÈ PØÓÀ 127 4.3 ¹Úº AÔuÀvÓß @ õmk Âu[PÒ 134 4.4 SÇ øu ß AÔÄ @ õmià õ@á ß i{ø»pò 138 III

4.5 @PõÀ ß PØÓÀ õopò 143 4.6 õì@»õâß uß C À UP AÀ»x ußûøóäupõú öpõòøp 149 4.7 PõºÀ @µõá ß " Êø õp öœ À k Ûuß' öpõòøp 158 4.8 Ûu@ EÍ À öpõòøp 162 4.9 xøµus PØ zuà AqS øópò 165 {øúâà öpõòí Ási øápò 168 Ø] ÂÚõUPÒ 170 A»S & 5 AÔÄUPmhø U öpõòøp 5.0 AÔÄUPmhø U öpõòøp & AÔ P 173 5.1 AÔÄUPmhø Gß uß ö õ Ò 174 5.2 AÔÄUPmhø öœ#x PØ Á ß C À PÒ 176 5.3 AÔÄUPmhø ø õnáºpîh E ÁõUSÁvÀ B] ß [S 178 5.4 AÔÄUPmhø ø E ÁõUS PØÓÀ öuõhº öœ À õkpîß C À PÒ 180 5.5 AÔÄUPmhø ø Aø UP Cøn x PØÓÀ 183 5.6 AÔÄUPmhø öœ#x PØÓ¼À PØ zuà øó 186 IV

5.7 PõU@Ú ß Gmk {ø»»õú PØÓÀ 189 5.8 xøµus PØ zuà AqS øópò 192 {øúâà öpõòí Ási øápò 195 Ø] ÂÚõUPÒ 197 A»S & 6 PØ@ õº ø UPØ zuà 6.0 PØ@ õº ø UPØ zuà & AÔ P 199 6.1 PØ@ õº ø UPØ zuà AÀ»x PØ@ õº ø UPØÓÀ Gß uøpõú ö õ Ò 200 6.2 PØ@ õº ø UPØ zuà AÀ»x PØÓ¼ß C À PÒ 201 6.3 PØ@ õº ø UPØ zu¾upõú @uøápò AÀ»x AÁ] 204 6.4 PØ@ õº ø U PØ zu¾us B] º ø UPØ zu¾us Cøh@ EÒÍ ßø PÒ ØÖ Áµ PøÍ @ÁÖ kzxuà 206 6.5 PØ@ õº ø UPØ zuà ~m [PÐ AøÁPÎß ßø PÐ 209 6.6 xøµus PØ zuà AqS øópò 215 {øúâà öpõòí Ási øápò 222 Ø] ÂÚõUPÒ 223 V

A»S & 7 ß P ÁS øóupõú PØ zuà 7.0 ß P ÁS øó & AÔ P 225 7.1 ß P ÁS øó ß ö õ Ò 226 7.2 ß P ÁS øó À PØ zu¾ AuØS B] ß u õ 227 7.3 ß P ÁS øó À PØ zu¾upõú ~m [PÒ AÀ»x ß Pzußø ø U öpõsh PØ@ õ UPõÚ ÀÁøP õú PØ zuà ~m [PÒ 232 7.4 ß P ÁS øó À ÂøÍÄ ßªUP ÁøP À PØ zuà AÀ»x vó hu PØ zuà 235 7.5 ÁS øó ß ß P 238 7.6 xøµus PØ zuà AqS øópò 240 {øúâà öpõòí Ási øápò 244 Ø] ÂÚõUPÒ 245 A»S & 8 ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ 8.0 ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ & AÔ P 247 8.1 ÒÎUS EÒ@Ͳ öáî@ ² PØ uß @ õup 248 VI

8.2 ÒÎUS öáî@ PØ và EØÖ@ õup¼ß UQ zxá 250 8.3 ÒÎUS öáî@ PØÓÀ 253 8.4 Pø»zvmhzøu ÒÎUS öáî@  ÁõUP öœ#uà 253 8.5 Pø»zvmh  ÁõUP» EÒÑ À ÒÎUS öáî@ PØÓ¾UPõÚ AqS øópò 255 8.6 ÒÎUS öáî@ EÒÍÁØøÓ PØÓÀ 259 8.7 ÒÎUS öáî@ PØ uß ßø PÒ 261 8.8 xøµus PØ zuà AqS øópò 263 {øúâà öpõòí Ási øápò 267 Ø] ÂÚõUPÒ 268 A»S & 9 B] º & õnẠEÓÄ 9.0 B] º õnẠEÓÄ & AÔ P 270 9.1 B] º& õnẠEÓÄ{ø» ß ö õ Ò 271 9.2 B] º & õnẠEÓøÁ {ø»{özu¾upõú @uøá 273 9.3 ÁS øó @»õsø À B] º& õnẠCøhÂøÚ ² öuõhº AqS øó 276 9.4 õnáºpîß Dk õmkhß PØÓ¼À öœ À káøu @ kzx EzvPÒ 279 VII

9.5 B@µõUQ õú ÁS øó @»õsø ² õnáºpîß PØÓÀ AøhÄPÐ 282 9.6 xøµus PØ zuà AqS øópò 287 {øúâà öpõòí Ási øápò 291 Ø] ÂÚõUPÒ 292 A»S & 10 PØ zuà J E ºöuõÈÀ 10.0 PØ zuà & J AÔ P 295 10.1 PØ zu¼ß C À PÒ 296 10.2 PØ zuà Gß x J E º o AÀ»x E ºöuõÈÀ 300 10.3 ÂøÍÄ ßªUP PØ zu¼ß C À PÒ 302 10.4 PØ zuà J UQ õú E ºöuõÈ»õP C uøpõú Põµn[PÒ 306 10.5 B] º PÀ õnáºpîß B] º E ºöuõÈÀ «uõú Ú õßø 307 10.6 B] º öuõèø» E ºöuõÈ»õPU P x B] ß C À PÒ 308 10.7 B] º o @ õmkz vmh[pò 309 10.8 {ø» kzu mh GvºPõ»zvØPõÚ PØÓÀ & PØ zuà 311 10.9 xøµus PØ zuà AqS øópò 313 {øúâà öpõòí Ási øápò 315 Ø] ÂÚõUPÒ 317 VIII

Syllabus õhzvmh (Syllabus) IX COURSE - 3 PØÓ¾ PØ zu¾ (Learning and Teaching) UNIT - I Nature of Learning Learning: meaning and definition - elements of learning basic principles of learning and their implications rote learning vs. meaningful learning principles and techniques of active learning and their implications self learning. Suggested instructional approaches/methods: i) Student seminar on principles of active learning. ii) Invited talk by experts based on the nature of learning. PØÓ¼ß C À PØÓÀ Gß uß ö õ Ò ØÖ Áøµ øó & PØÓ¼ß Ai øhu TÖPÒ & PØÓ¾UPõÚ Ai øhu öpõòøppò ØÖ CUöPõÒøPPÎß PÀÂzuõUP[PÒ & Ú õh öœ#x PØÓÀ ØÖ ö õ Ðnº x PØÓÀ & öœ ÀªUP PØÓ¾UPõÚ öpõòøppð ~m [PÐ ØÖ Auß PÀÂzuõUP & uõ@ú PØÓÀ. xøµus PØ zuà AqS øópò : i). öœ ÀªUP PØÓø» ØÔ õnáºpò P zuµ[s.

X Syllabus ii). PØÓ¼ß C À PøÍ ÂÁ UP B] ºPÀ PÀ US PÀ õíøµ AøÇzx @ ŒøÁzuÀ. UNIT II Nature of Teaching Teaching: Definition and meaning Characteristics of good teaching Views of great thinkers and philosophers on teaching - Becoming a reflective teacher and his characteristics - My goals as a teacher. Suggested instructional approaches/methods: i) Group discussion on characteristic of a good teacher. ii) Student seminar on becoming a reflective teacher. PØ zu¼ß C À PØ zuà Gß uß ö õ Ò ØÖ Áøµ øó & À» PØ zu¼ß Sn[PÒ & PØ zuø» ØÔ ] uøú õíºpò ØÖ uzxábõûpîß P zxupò & BÌ] uøú²hß Ti B] µõp C zuà ØÖ BÌ] uøú²hß Ti B] ß C À PÒ & B] µõú GÚx C»USPÒ. xøµus PØ zuà AqS øópò : i). À»õ] ß Sn[PøÍ ØÔ SÊÂÁõu. ii). BÌ] uøú²hß Ti B] º ØÔ õnáºpîß P zuµ[s.

Syllabus XI UNIT III Behavioral Theories of Learning Learning meaning of learning as defined by behaviourists classical conditioning (Pavlov) Law of effect (Thorndike) operant conditioning and shaping (Skinner) social learning (Bandura) - Basic assumptions of behavioural theory strengths and limitations. Suggested instructional approaches/methods: i) Invited talk by the experts on the behavioural theories of learning. ii) Student seminar on basic assumptions of behavioural theory. PØÓÀ ØÔ hzøu À öpõòøppò hzøuuöpõòøp ß Ai øh À PØÓÀ Gß uß ö õ Ò & õæ@»õâß ]Ó BUP{ø»²ÖzuÀ & uõºsøhuqß @ŒõuøÚ ß ÂÍUP ØÖ ÂøÍÄ ß Âv & ìqßú ß ußûaøœ õú BUP{ø»²ÖzuÀ AÀ»x öœ À k BUP{ø»²ÖzuÀ & BÀ ºm õßlµõâß Œ PU öpõòøp & hzøuuöpõòøppîß Ai øh AÝ õú[pò ØÖ CUöPõÒøPPÎß Á¼ø ØÖ Áµ PÒ. xøµus PØ zuà AqS øópò : i). hzøuuöpõòøppîß Ai øh»õú PØÓø» ØÔ EÍ À { n ß Eøµ. ii). hzøuuöpõòøppîß Ai øh AÝ õú[pøí ØÔ õnáºpîß P zuµ[s.

XII Syllabus UNIT - IV Cognitive and humanistic theories of learning Learning meaning of learning as defined by cognitive psychologists Insight learning (Kohlberg) - Modes of cognitive development (Bruner) Stages of intellectual development (Piaget) Learning styles (Kolb) Selfactualization (Maslow) - Theory of a fully functioning person (Carl Rogers). Suggested instructional approaches/methods: i) Student seminar on the cognitive theories of learning. ii) Invited talk by experts on the humanistic theory of learning. PØÓ¼À AÔuÀvÓß ØÖ Ûu@ öpõòøppò AÔuÀvÓß EÍ»õͺPÎß Ai øh À PØÓ¾UPõÚ ö õ Ò & @Põ»º APUPõm] ÁÈ PØÓÀ & ¹Úº AÔuÀvÓß @ õmk Âu[PÒ & SÇ øu ß AÔÄ @ õmià õ@á ß i{ø»pò & @PõÀ ß PØÓÀ õopò & õì@»õâß uß C À UP AÀ»x ußûøóäupõú öpõòøp & PõºÀ @µõá ß Êø õp öœ À k Ûuß öpõòøp. xøµus PØ zuà AqS øópò : i). AÔuÀvÓß öpõòøp ß Ai øh À PØÓø» ØÔ õnẠP zuµ[s. ii). Ûu@ U öpõòøpø ØÔ EÍ À { n ß Eøµ.

Syllabus XIII UNIT - V Theory of Constructivism Constructivism meaning and definitions - The nature of constructivist learners the role of teachers, the nature of learning process, collaboration among learners and pedagogical approaches to constructivism - Gagne s eight levels of learning. Suggested instructional approaches/methods: i) Presentation of a report based on the group discussion on constructivism. ii) Group discussion on Gagne s eight levels of learning. AÔÄUPmhø U öpõòøp AÔÄUPmhø U öpõòøp Gß uß ö õ Ò ØÖ Áøµ øó & AÔÄUPmhø öœ#x PØ Á ß C À PÒ, AÔÄUPmhø ø õnáºpîh E ÁõUSÁvÀ B] ß [S, AÔÄUPmhø ø E ÁõUS PØÓÀ öuõhº öœ À õkpîß C À PÒ, AÔÄUPmhø ø Aø UP Cøn x PØÓÀ ØÖ AÔÄUPmhø öœ#x PØÓ¼À PØ zuà øó & PõU@Ú ß Gmk {ø»»õú PØÓÀ. xøµus PØ zuà AqS øópò : i). õnáºpò SÊÂÁõu öœ#x AÔÄUPmhø ØÔ AÔUøP Œ º zuà. ii). PõU@Ú ß Gmk {ø»»õú PØÓø» ØÔ õnáºpîß SÊ ÂÁõu.

XIV Syllabus UNIT - VI Learner - Centered Teaching Meaning - characteristics of learner-centered teaching/learnercentered learning. Need for learner-centered approaches in teaching advantages of learner-centered teaching vs teachercentered learning, teaching Learner - centered techniques of teaching and their advantages. Suggested instructional approaches/methods: i) Student seminar on learner - centered teaching. ii) A debate on leaner-centered teaching vs teacher-centered learning. PØ@ õº ø UPØ zuà PØ@ õº ø UPØ zuà AÀ»x PØ@ õº ø UPØÓÀ Gß uß ö õ Ò ØÖ C À PÒ. PØ@ õº ø UPØ zu¾upõú @uøápò. PØ@ õº ø UPØ zu¾us B] º ø UPØ zu¾us Cøh@ EÒÍ ßø PÒ ØÖ Áµ PøÍ @ÁÖ kzxuà & PØ@ õº ø UPØ zuà ~m [PÐ AøÁPÎß ßø PÐ. xøµus PØ zuà AqS øópò : i). PØ@ õº ø UPØ zuà ØÔ õnẠP zuµ[s. ii). PØ@ õº ø UPØ zuà ØÖ B] º ø U PØ zuà ØÔ mi ßÓ.

Syllabus XV UNIT - VII Teaching in Diverse classrooms Meaning and definitions of diverse classroom-teaching in a diverse classroom-preparations of teachers of diverse classroom-techniques of teaching in a diverse classroom/ Diverse teaching strategies for diverse learners-effective teaching in a diverse class room-diversity in the classroom. Suggested instructional approaches/methods: i) Talk by the expert on preparation of teachers for diverse classroom. ii) Student seminar on effective teaching in a diverse classroom ß P ÁS ØPõÚ PØ zuà ß P ÁS øó Gß uß ö õ Ò ØÖ Áøµ øó & ß P ÁS øó À PØ zu¾ AuØS B] ß u õ & ß P ÁS øó À PØ zu¾upõú ~m [PÒ AÀ»x ß Pzußø ø U öpõsh PØ@ õ UPõÚ»ÁøP õú PØ zuà ~m [PÒ & ß P ÁS øó À ÂøÍÄ ßªUP ÁøP À PØ zuà AÀ»x vó hu PØ zuà & ÁS øó ß ß P. xøµus PØ zuà AqS øópò : i). ß P ÁS øó À PØ zu¾upõp B] º vmhªmkz u õ zuà ØÔ { nº Eøµ. ii). ß P ÁS øó À ÂøÍÄ ßªUP PØ zuà ØÔ õnáºpò P zuµ[s.

XVI Syllabus UNIT - VIII Learning in and out of School Purpose of learning in and out of school: what we know? and what we need to know? Importance of observation learning out of school- out of school learning: extending curriculum learning to the local area -approaches to learning outside the class room- learning for outside the classroom-advantages of learning outside the classroom. Suggested instructional approaches/methods: i) Teacher talk on importance of observation learning. ii) Discussion on approaches to learning outside the school. ÒÎUS EÒ@Ͳ öáî@ ² PØÓÀ ÒÎUS EÒ@Ͳ öáî@ ² PØ uß @ õup & ÒÎUS öáî@ PØ và EØÖ@ õup¼ß UQ zxá & ÒÎUS öáî@ PØÓÀ : Pø»zvmhzøu ÒÎUS öáî@  ÁõUP öœ#uà & Pø»zvmh  ÁõUP» EÒÑ À ÒÎUS öáî@ PØÓ¾UPõÚ AqS øópò & ÒÎUS öáî@ EÒÍÁØøÓ PØÓÀ & ÒÎUS öáî@ PØ uß ßø PÒ. xøµus PØ zuà AqS øópò : i). EØÖ@ õup»õà PØ øu ØÔ B] ß Eøµ. ii). ÒÎUS öáî@ PØÓø» ØÔ ÁS øó ÂÁõu.

Syllabus XVII UNIT - IX Teacher- Student Relationship Meaning - Need for maintaining teacher-student relationship - inter-personal approach in classroom management - strategies for improving student engagement in learning - Healthy classroom management and academic achievement. Suggested instructional approaches/methods: i) Invited talk by experts on the effective teacher student relationship. ii) Seminar on healthy classroom management and academic achievement. B] º & õnẠEÓÄ B] º & õnẠEÓÄ{ø» Gß uß ö õ Ò ØÖ CuøÚ {ø»{özu¾upõú @uøá & ÁS øó @»õsø À B] º & õnẠCøhÂøÚ ² öuõhº AqS øó & õnáºpîß Dk õmkhß PØÓ¼ß öœ À káøu @ kzx EzvPÒ & B@µõUQ õú ÁS øó @»õsø ² õnáºpîß PØÓÀ AøhÄPÐ xøµus PØ zuà AqS øópò : i). ÂøÍÄ ß ªUP B] º & õnẠEÓøÁ ØÔ PÀ õí ß Eøµ. ii). B@µõUQ õú ÁS øó @»õsø ² PØÓÀ AøhÄPÐ GßÝ uø» ß «uõú õnáºpîß P zuµ[s.

XVIII Syllabus UNIT - X Teaching as a profession Nature of teaching - Teaching as a profession - characteristics of effective and ineffective teaching - why teaching is the most important profession -Attitude of student-teachers towards teaching profession - Qualities of a professional teacher - Faculty development programmes - Teaching and Learning for sustainable future. Suggested instructional approaches/methods: i) Teacher talk on qualities of a good teacher. ii) Student seminar on teaching as the noblest profession. PØ zuà J E ºöuõÈÀ PØ zu¼ß C À PÒ & PØ zuà Gß x J E º o AÀ»x E ºöuõÈÀ & ÂøÍÄ ß ªUP PØ zu¼ß C À PÒ & PØ zuø» ªP UQ õú E ºöuõÈ»õP Hß P xq@óõ & B] º PÀ õnáºpîß B] º E ºöuõÈÀ «uõú Ú õßø & B] º öuõèø» E ºöuõÈ»õPU P x B] ß C À & B] º o@ õmkz vmh[pò & {ø» kzu mh GvºPõ»zvØPõÚ PØÓÀ ØÖ PØ zuà. xøµus PØ zuà AqS øópò : i). À»õ] ß Sn[PÒ ØÔ B] º Eøµ. ii). B] º o J EßÚu õú o Gß x ØÔ õnáºpò P zuµ[s. iiiiiii