About


Join Our Whatsapp Group to Get Latest Updates... : Click Here

Join Our Facebook Page to Get Latest Updates... : Click Here

Join Our Telegram Group to Get Latest Updates... : Click Here

Search This Website

sponsor ads

August 21, 2019

SAMARTH ONLINE TALIM MAHTVAPURN QUESTIONS ANSWER MAST READ.

SAMARTH ONLINE TALIM MAHTVAPURN QUESTIONS ANSWER MAST READ.


* Able to answer some questions in context II *

 * 1.  Is it necessary to complete the module of section "B" other than the subject? *
 * Answer 1: * Yes, you have to complete all the modules you see on the dashboard.

 * 1.  What will be the training deadline? *
 * Answer 1: * You will be able to complete the training in a period of 6 months.

 * 1.  What to do in the module that instructs you to open from 7th? *
 * Answer 1: * This module will start on September 7, so you can study it only.

 * 1.  What to do if the wrong subject is mistakenly selected during registration? *
 * Answer 1: * If it was stated at the time of registration, it would have happened but now the subject will not be changed.

 * 1.  How do I start training if I don't get the message? *
 * Answer 1: * All the messages are given on the mobile number you have given at the time of registration, however if the message is not received then you can start with your teacher code, mobile number and password.  No need to wait for the message.

 * 6.  Is it possible to register and get training? *
 * Answer 6: * No,
 As many as 1,5,1 teachers have completed the registration in June and will be able to receive the same training.


* 7.  Login information has been forgotten. *





To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 20, 2019

BHAVNAGAR- PRATHAMIK SHALA MA SHIXAKO NI MAHITI MA SUDHARA BABAT PARIPATRA DATE- 19-8-2019.

BHAVNAGAR- PRATHAMIK  SHALA MA SHIXAKO NI MAHITI MA SUDHARA BABAT PARIPATRA DATE- 19-8-2019.


Online Colleges A teacher is a person who helps others to acquire knowledge, competences or values.Online Classes Informally the role of teacher may be taken on by anyone (e.g. when showing a colleague how to perform a specific task). In some countries, teaching young people of school age may be carried out in an informal setting, such as within the family, rather than in a formal setting such as a school or college. Some other professions may involve a significant amount of teaching.Massage School Dallas Texas In most countries, formal teaching is usually carried out by paid professional teachers. This article focuses on those who are employed, as their main role, to teach others in a formal education context, such as at a school or other place of initial formal education or training.Teaching is a highly complex activity. This is in part because teaching is a social practice, that takes place in a specific context (time, place, culture, socio-political-economic situation etc.) and therefore reflects the values of that specific context. Factors that influence what is expected (or required) of teachers nclude history and tradition, social views about the purpose of education, accepted theories about learning etc Online College Course.

Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students. Useful teacher-to-student interactions are crucial in linking academic success with personal achievement. Here, personal success is a student's internal goal of improving himself, whereas academic success includes the goals he receives from his superior. A teacher must guide her student in aligning her personal goals with her academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play Online College Course.



BHAVNAGAR- PRATHAMIK  SHALA MA SHIXAKO NI MAHITI MA SUDHARA BABAT PARIPATRA DATE- 19-8-2019.











To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 18, 2019

STD-2 MA KASOTI KEM ? VANCHVA LAYAK SAMACHAR.

STD-2 MA KASOTI KEM ? VANCHVA LAYAK SAMACHAR.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.


STD-2 MA KASOTI KEM ? VANCHVA LAYAK SAMACHAR.







To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 17, 2019

PRATHAMIK SHALA MA KHOTA PRAMANPATRA DVARA NOKRI MELVEL BABAT MAHTVAPURN LETTER.

PRATHAMIK  SHALA MA KHOTA PRAMANPATRA DVARA NOKRI MELVEL BABAT MAHTVAPURN LETTER.
Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.

PRATHAMIK  SHALA MA KHOTA PRAMANPATRA DVARA NOKRI MELVEL BABAT MAHTVAPURN LETTER.









To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

411 TEACHER Raja Manjuri vagar ger hajar rahya.


411 TEACHER Raja Manjuri vagar ger hajar rahya.
Computer software, or simply software, is a collection of data or computer instructions that tell the computer how to work. This is in contrast to physical hardware, from which the system is built and actually performs the work. In computer science and software engineering, computer software is all information processed by computer systems, programs and data. Computer software includes computer programs, libraries and related non-executable data, such as online documentation or digital media. Computer hardware and software require each other and neither can be realistically used on its own.
At the lowest programming level,[clarification needed] executable code consists of machine language instructions supported by an individual processor—typically a central processing unit (CPU) or a graphics processing unit (GPU). A machine language consists of groups of binary values signifying processor instructions that change the state of the computer from its preceding state. For example, an instruction may change the value stored in a particular storage location in the computer—an effect that is not directly observable to the user. An instruction may also invoke one of many input or output operations, for example displaying some text on a computer screen; causing state changes which should be visible to the user. The processor executes the instructions in the order they are provided, unless it is instructed to "jump" to a different instruction, or is interrupted by the operating system. As of 2015, most personal computers, smartphone devices and servers have processors with multiple execution units or multiple processors performing computation together, and computing has become a much more concurrent activity than in the past




To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 16, 2019

ONLINE PROFESSIONAL DEVELOPMENT OF TEACHERS - LOGIN . SAMRTH TALIM.

ONLINE PROFESSIONAL DEVELOPMENT OF TEACHERS - LOGIN . SAMRTH TALIM.

"Helping Students Learn, Through You.


CLICK HERE TO LOGIN.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.




ONLINE PROFESSIONAL DEVELOPMENT OF TEACHERS - LOGIN . SAMRTH TALIM.

"Helping Students Learn, Through You.




To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 15, 2019

KAIZALA MOBILE APPLICATION BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.

KAIZALA MOBILE APPLICATION BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



KAIZALA MOBILE APPLICATION BABAT MAHTVAPURN SAMACHAR PAR EK NAJAR.







To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 14, 2019

BADLI NA NIYAMO MA ANYAY NAHI THAY- SHIXAN MANTRI

BADLI NA NIYAMO MA ANYAY NAHI THAY- SHIXAN MANTRI .


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



BADLI NA NIYAMO MA ANYAY NAHI THAY- SHIXAN MANTRI .





To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 13, 2019

4500 TEACHER NI BHARTI BABAT MAHTVAPURN SAMACHAR VANCHVA LAYAK.

4500 TEACHER NI BHARTI BABAT MAHTVAPURN SAMACHAR VANCHVA LAYAK.



Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.


4500 TEACHER NI BHARTI BABAT MAHTVAPURN SAMACHAR VANCHVA LAYAK.




To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

August 11, 2019

SHALA AAJU BAJU PANI BHARAY TO RAJA RAKHVA BABAT SAMACHAR PAR EK NAJAR.

SHALA  AAJU BAJU PANI BHARAY TO RAJA RAKHVA BABAT SAMACHAR PAR EK NAJAR.


Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively..
Science Activities and Experiments
Science activities help little learners of all ages understand important concepts, and these science activities for kids give them the opportunity to discover something completely new. What's more, science activities are fun! Some, like Oobleck, are messy. Others are impressive, like the classic erupting volcano project. Whatever activity you end up trying, your child will be developing new skills as he forms predictions and makes observations. No matter where your child's interests may lie, we have a science experiment that will teach him something cool and make him smile.



SHALA  AAJU BAJU PANI BHARAY TO RAJA RAKHVA BABAT SAMACHAR PAR EK NAJAR.





To Get Fast Updates Download our Apps:Android||Telegram

Stay connected with us for latest updates

Important: Please always Check and Confirm the above details with the official website and Advertisement / Notification.

Categories

Our Followers

Popular Posts

Any Problem Or Suggestion Please Submit Here

Name

Email *

Message *

Search On Google