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Introduction CCE is and education system newly introduced by central Board of Secondary Education in India for Students of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the child during their presence at the School. This is believed to help reduce the pressure on the Child during before examinations as the Student will have to sit for multiple tests thought the year of which no test or the syllabus covered will be repeated at the end of the year, whatsoever. The CCE method is claimed to bring enormous changes from the traditional chalk and talk method of teaching. Provide it is implemented accurately. 2 Meaning of CCE 3 Objectives of CCE To help develop cognitive, Psychomotor & affective Skills. To lay emphasis on thought process and de-emphasis memorization. To make evaluation an integrate part of teaching –learning process. To use evaluation for improvement of Student’s achievement and teaching-learning. strategies on the basis of regular diagnosis followed by remedial instruction. 4 Principles of CCE 1. Every teacher a CCE teacher The guiding principle indicates that teachers are in the best position to lead and uphold core values. The collective and individual example of teachers as good adult role model served as illustrating and embodying the best expression of adult living. In additions, teachers are able to create learning opportunities, derived from classroom incidents, simulations to shape and instill every student the core values. 5 2. Values are both taught and caught The guiding principle includes intuitive response to an individual situation – values been caught. For example, if fight breaks out just before class begins, the teacher has to respond to that unplanned situation. The teacher can then use that opportunity to bring the involved students to reconcile and make responsible decision. Values are caught when students see values lived out of different learning experiences, first in the role models and significant adults to them, then in their lives. This principle also highlighted to me that the teaching of values should not simply depend on ad hoc situations – rather the whole class needs to make responsible decision making after kinds of painful conflicts or misunderstandings. Such learning can be planned for the whole class and need not depend on haphazard instances in which only a few students are involved. This principle also accepts teaching of values by example. I believe strongly that the example of adults who exhibit positive values is the best way to teach values. 6
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