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Children should be encouraged to tap sources other than textbooks and teachers in EVS. Why? A. Textbook and teacher are not the only sources of EVS learning. B. It will promote the involvement of parents and communities. C. It will provide opportunities to teachers to know the child’s background. D. It will develop psychomotor skills and aesthetic sense of the children.

Children should be encouraged to tap sources other than textbooks and teachers in EVS. Why? A. Textbook and teacher are not the only sources of EVS learning. B. It will promote the involvement of parents and communities. C. It will provide opportunities to teachers to know the child’s background. D. It will develop psychomotor skills and aesthetic sense of the children. Correct Answer A, B and C

‘Resource’ means something that can be used to help achieve an aim. As a teacher, you must already be using a number of resources like a dictionary, a map or a model, etc. to help you transact EVS lessons better.

  • A textbook is one of the learning resources and not only resource both for children as well as teachers.
  • Other learning resources such as family members and community, newspapers, books and worksheets, etc. should be used for better learning.
  • While interacting with parents/elders, children collect past information and also get the opportunity to develop discussion/ questioning skills.

Additional Information

EVS learning supports working outside the school walls because it:

  • promotes peer learning.
  • improves social interaction.
  • ensures the active participation of all children.
  • boosts brainstorming and critical thinking skills.
  • promotes hands-on experience.
  • promotes real-life experience.
  • promotes learning on the basis of previous and home knowledge of the child.
  • encourage native or acquired language called mother tongue.
  • discourage rote learning and encourage self-learning, experiment, curiosity, questioning, exploration from the surroundings that include people, society, culture, and environment.
  • develops communication and lifelong learning skills.
  • increases the ability to understand other's perspectives.
  • allows collaboration and cooperation of maximum children.

Hence, we conclude that children should be encouraged to tap sources other than textbooks and teachers in EVS.

Related Questions

As an EVS teacher, which criteria will you consider to be most important in selecting a textbook for students of primary classes? A. The textbook should not have any stereotypes related to gender, caste, class and religion. B. The language in the textbook should be a standard language. C. The textbook should be cheaply priced and thin. D. The textbook should be illustrated and visually appealing. Choose the correct option.
Objective/s of EVS teacher who encourages his / her children to observe animals and make pictures on their own is / are to A. Develop creativity of children B. Develop observation and design skills of children C. Develop aesthetic sense of children
Answer the question after reading the following passage: The traditional! approach to parenthood is completely unsatisfactory. Women have to spend many hours in child-rearing. Those with professional skills may sacrifice their career in all respects for the benefit of only one child. Because women spend time caring for their children, the services cf many expensively trained teachers, nurses, doctors and other professionals are altogether lost to society. Even if child-rearing is shared by the father, it simply means that two people waste time on an unproductive task for which they may be entirely ill-equipped. Society would be much better served if parenthood was made the responsibility of well-trained professional parents who would lock after groups of children as a paid occupation. This would end amateur childrearing and allow the biological parents to fully develop their careers for the benefit of society. Critics may argue that children rested in this would feel rejected, at least to some extent, by their natural parents. This is quite untrue. Evidence from societies where collective childrearing is practised shows that children merely experience minor upsets and are hardly affected by the separation. What is the function of expressions like ‘completely, in all respects, altogether, simply, entirety, Much, at least to some extent, quite, merely and hardly" in the passage?
Given below are quantities named A,B and C. Based on the given information, you have to determine the relation between the quantities. You should use the given data and your knowledge of mathematics to choose among the possible answer. Quantity A: Tap1 and Tap2 can fill the tank in 16 hours and 25 hours respectively. Both the taps opened together. After some time Tap 1 is closed and after that the tank is filled in 12 hours. In how many hour Tap 1 and 2 work together? Quantity B: Three taps 1, 2, 3 can fill a cistern in 10,14,18 hours respectively. If tap 1 is kept open all the time and tap 2 and 3 is opened alternatively for an hour then find in how many hours the tank will be filled? Quantity C: Two taps 1 and 2 are such that tap 1 fills the tank in 10 hours and tap2 empties it in 20 hours. If tap 1 is opened first and after 5 hours tap 1 is closed and tap 2 is opened, then the tank emptied in x hours and find the value of x?
Eight teachers of different departments - English, math, accounts, economics, geography, biology, chemistry and sociology went for a meeting. There are 2 rows. Each row contains 4 teachers. Teachers of biology and chemistry are sitting adjacent to each other. Opposite to chemistry teacher is accounts teacher who is at extreme left end of south face row. Teacher of English department is sitting somewhere in north facing row but not at any extreme end. Math teacher is sitting second to the right of accounts teacher. Economics teacher is not sitting opposite to biology teacher and not adjacent to English teacher. Where is economics department teacher sitting?
Which of the following are salient features of Parent Education?
1. Non-involvement of parents leads to better grades in children.
2. Involvement of parents leads to better grades of children.
3. Education of children and parents is interdependent.
4. Parents do not care for their child's cognitive development.
5. The Adult Education and Family Literacy Act reflects dual goal.
In a group of 450 Teachers, 22% of the total Teachers take the English department, 34% of the total Teachers take the quant. department, and 26% of the total Teachers take the LR department. 8% of the total Teachers have taken both English and quant department only. Out of the total Teachers in the English department, 1 / 3 have taken both English and LR department only. Out of the total Teachers in the quant department, 1 / 3 have taken both quant and LR department only. Only 20 Teachers take all the three departments. Find the number of Teachers who have not taken any department. 
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?