.

n Role of a Saathi

nClasses for English Language development shall be assigned to you. You will need to plan

nfor each class to ensure that you are able to perform the role assigned in the following

nmanner.

n

nUnderstanding, connecting, and building relationship with each child and family

n

nCreating a positive learning environment , where each child feels welcomed and

nencouraged to question and learn.

n

nDesign and Implement teaching learning processes where the child is able to connect

nand apply concepts learnt to real life situat ions. Learning to be fun!

n

nConsistently record and track the observation and progress of each child across

nvarious defined parameters of holistic development

n

nWorking with peer group s on regular basis to identify the critical needs of every child

nand applyi ng innovative, positive methodologies to help each child overcome different

nchallenges

n

nMaintain a respectful , progressive, and in depth relationship with the family of the child

n

nFocus on s elf learning and development to address the needs of each child in the

nclassroom.

n

nBuilding academic rigour in children, e nabling children to create and implement self

nstudy plans

n

nFacilitating sessions through which children can learn about different learning

nmethodologies according to their interest, aptitude, and abili ties.

n

nAlign the academic work with academic work happening in the schools where children

nstudy. Track their performance at school. This is specifically for children in Class 9 and

nClass 10.

nFocus on English Exposure

nTaking English Exposure Classes for

nClasses 3 to 10

nFocus on Listening, Speaking and Reading Skills in English.

nThe child is not comfortable with the English language, exposure needs to be built to enable

nthe child to apply learning in daily life. This will enable the child to be able to le arn the

nLanguage and retain interest to further academic and career development in the future.

nThe child

ns learning is dependent on the facilitator being able to reach out to EACH CHILD,

nrelating the engagement in the class to the Child s life and observi ng the learnings

ndemonstrated by the child at each STEP of the learning process. Lesson plans implementation

nwould need to ensure that it is customised keeping the interest of the child.

n Vidya & Child

n Saathi English Language Development – R&R;

n3

n

n Focus on building exposure for Listening, Speaking and Reading SkillFocus on building exposure for Listening, Speaking and Reading Skills in English. s in English.





n

n Apply different tools as per a customised lesson plan, depending on the needs of the Apply different tools as per a customised lesson plan, depending on the needs of the class/ child class/ child -- Audio/ Visual, Group Discussion/ Activities/ Role Plays, Reading, Audio/ Visual, Group Discussion/ Activities/ Role Plays, Reading, Narrating.Narrating.

n

n Learning process encourages the Child to be a SelfLearning process encourages the Child to be a Self--learner. learner.

n

n LeaLearning to focus on the child implanting learnings in Daily life. rning to focus on the child implanting learnings in Daily life.

nPreparing Lesson Plans

nPreparing Lesson Plans for English Exposure Classesfor English Exposure Classes

nFocus on Listening, Speaking and Reading Skills in English.

nFocus on Listening, Speaking and Reading Skills in English.

n

n Preparation of lesson plans for each class keeping in mind the child. Every child Preparation of lesson plans for each class keeping in mind the child. Every child engages differently, and it is important that the learning be focused on the child engages differently, and it is important that the learning be focused on the child applying the learning in regular life. applying the learning in regular life.

n

n Research/ Curate content through which the child caResearch/ Curate content through which the child can be exposed to English. Develop n be exposed to English. Develop solid skills in Listening, Speaking and Reading in English through various tools strong skills in Listening, Speaking and Reading in English through various tools applied in classrooms. applied in classrooms. –– Audio/ Visual, Group Discussion/ Activities/ Role Plays, Audio/ Visual, Group Discussion/ Activities/ Role Plays, Reading, Narrating.Reading, Narrating.

n

n Preparation of lesson plans customised Preparation of lesson plans customised to each specific classroom and child to each specific classroom and child requirements.requirements.

n





n Organising materials for implementation of the lesson plans Organising materials for implementation of the lesson plans –– Audio Visual Material/ Audio Visual Material/ Books/ other material. Books/ other material.

n

n Ensure flexibility in lesson plans to address challenges and be able to respond to Ensure flexibility in lesson plans to address challenges and be able to respond to immediate sitimmediate situations in the classrooms. uations in the classrooms.

nTracking Progress for EACH CHILD

nn

n Understand progress of each child.Understand progress of each child.

n

n Build the next steps, depending on where the child is in the learning process. Build the next steps, depending on where the child is in the learning process.

nWe have a child

nWe have a child--wise tracking process, what and how the child has learnt definewise tracking process, what and how the child has learnt defines the next s the next steps in the engagement in the classroom. Each child would need to be tracked to understand steps in the engagement in the classroom. Each child would need to be tracked to understand how the content needs to be adjusted to ensure that every child learns. how the content needs to be adjusted to ensure that every child learns.

n

n Meeting with Class teachers at regular intervals to build understanding of eachMeeting with Class teachers at regular intervals to build understanding of each child.child.

n

n Direct Interaction with Children in classrooms.Direct Interaction with Children in classrooms.

n

n Documentation of progress of each child and define next steps.Documentation of progress of each child and define next steps.

n

n Participating Participating inin ChildChild--wise review process related meetings and identifying & tracking wise review process related meetings and identifying & tracking actions for both children and familiesactions for both children and families..

n

n Curating/ Curating/ Researching/ Changing content to focus on specific needs of children. Researching/ Changing content to focus on specific needs of children.

nOverall

nOverall

nn Collaboratively working with different stakeholders to ensure effective, robust and longCollaboratively working with different stakeholders to ensure effective, robust and long--term engagement with children and their families term engagement with children and their families

nn Continuous thinking & work around Continuous thinking & work around building an atmosphere of positivity, learning and building an atmosphere of positivity, learning and motivation for children & families.motivation for children & families.

📌 English Language Teacher (OUTSTATION CANDDIDATES NEED NOT APPLY) (Noida)
🏢 Vidya u0026 Child
📍 Noida