{"id":3831,"date":"2024-02-28T13:25:31","date_gmt":"2024-02-28T07:55:31","guid":{"rendered":"https:\/\/accollege.in\/new\/?page_id=3831"},"modified":"2024-02-28T14:24:23","modified_gmt":"2024-02-28T08:54:23","slug":"best-practices","status":"publish","type":"page","link":"https:\/\/accollege.in\/new\/best-practices\/","title":{"rendered":"best practices"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"3831\" class=\"elementor elementor-3831\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<header class=\"elementor-section elementor-top-section elementor-element elementor-element-216e26e elementor-section-full_width elementor-section-height-min-height elementor-section-content-middle elementor-section-stretched elementor-section-height-default elementor-section-items-middle exad-glass-effect-no exad-sticky-section-no\" data-id=\"216e26e\" data-element_type=\"section\" data-e-type=\"section\" id=\"header\" data-settings=\"{&quot;stretch_section&quot;:&quot;section-stretched&quot;,&quot;background_background&quot;:&quot;gradient&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-ade1200 exad-glass-effect-no exad-sticky-section-no\" data-id=\"ade1200\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-inner-section elementor-element elementor-element-76c17cf elementor-section-full_width elementor-section-height-min-height elementor-section-content-middle elementor-section-height-default exad-glass-effect-no exad-sticky-section-no\" data-id=\"76c17cf\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-inner-column elementor-element elementor-element-db4142a exad-glass-effect-no exad-sticky-section-no\" data-id=\"db4142a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-86af88a premium-type-row exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-premium-icon-list\" data-id=\"86af88a\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;rbadges_repeater&quot;:[]}\" data-widget_type=\"premium-icon-list.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t<ul class=\"premium-bullet-list-box\">\n\t\t\t\t\n\t\t\t\t\t\t\t<li class=\"premium-bullet-list-content elementor-repeater-item-a48e01e premium-bullet-list-content-grow-effect\">\n\t\t\t\t\t\t\t\t<div class=\"premium-bullet-list-text\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"premium-bullet-list-wrapper\">\n\t\t\t\t\t\t\t\t\t\t\t<div class=\"premium-drawable-icon\"><i class=\"premium-svg-nodraw fas fa-archive\" aria-hidden=\"true\"><\/i><\/div>\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<div class=\"premium-bullet-list-text-wrapper\">\n\t\t\t\t\t\t\t\t\t\t<span class=\"premium-bullet-text\" data-text=\"Archives\"> Archives <\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"premium-bullet-list-badge\">\n\t\t\t\t\t\t\t\t\t\t<span >\n\t\t\t\t\t\t\t\t\t\t\tNew\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"premium-bullet-list-link\" aria-label=\"Archives\" href=\"https:\/\/drive.google.com\/drive\/folders\/1fnMpoHWuBC1KOMXOBC8pJmSqm-6LVt2G?usp=sharing\" target=\"_blank\" rel=\"nofollow\">\n\t\t\t\t\t\t\t\t\t\t<span>Archives<\/span>\n\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/li>\n\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"premium-bullet-list-divider-inline\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<div class=\"elementor-element elementor-element-e42a64a elementor-widget__width-initial exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"e42a64a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h4><strong><u>BEST PRACTICES OF 2020-2021<\/u><\/strong><\/h4>\n<h4><strong>&nbsp;<\/strong><strong>&nbsp;<\/strong><strong style=\"background-color: transparent; font-size: 1rem;\"><u>Best Practice 1:<\/u><\/strong><\/h4>\n<h5><strong>&nbsp;<\/strong><strong>&nbsp;<\/strong><span style=\"color: inherit; font-family: inherit; font-size: 1.25rem; background-color: transparent;\">1.&nbsp;&nbsp;&nbsp;&nbsp; Title of the Practice<\/span><\/h5>\n<p><span style=\"background-color: transparent; font-size: 1rem;\">Online Teaching and Learning<\/span><\/p>\n<h5>&nbsp;2.&nbsp; Objectives of the Practice<\/h5>\n<p>Covid-19 pandemic caused a worldwide shutdown and brought the world to a standstill. The formal face to face interactions between students and teachers had to be suspended; and so to sustain the teaching-learning process amid the COVID-19 pandemic, the practice was adopted with the objective of catering to the need of the mentioned time of distress.<\/p>\n<h5>3.&nbsp; The Context<\/h5>\n<p>The onset of the Covid-19 pandemic led to significant disruptions in traditional face-to- face education, prompting the suspension of the conventional teaching and learning methods. The adoption of online method of teaching-learning became imperative, buti n the initial phase not everyone was acquainted with technology and\/or the online mode of instruction; but the teachers as well as the students upgraded themselves gradually and very soon became familiar with platforms such as Google Meet, Google Classroom, YouTube. Teachers also got themselves, through workshops, webinars, Google, acquainted with various educational materials available online.<\/p>\n<h5>4.&nbsp; The Practice<\/h5>\n<p>In the absence of face-to-face interaction, teachers adapted to the situation of crisis, by initially utilizing platforms such as WhatsApp and Gmail for communication and information dissemination. Within a month, Google Meet emerged as the primary tool for delivering lectures, while platforms like WhatsApp and Google Classroom facilitated the sharing of lecture notes. Some educators took the initiative to record and post lectures on YouTube, enhancing accessibility for students and also promoted self-paced learning in the process. Evaluation methods evolved with the incorporation of Google Classroom and Google Forms for class tests, and the submission of soft copies of exam papers through Gmail. Online resources like Swayam, e-PG Pathshala, JSTOR were also used in the teaching-learning process. Over time, both teachers and students progressively embraced technology as a fundamental component of their educational experience.<\/p>\n<h5>5.&nbsp; Evidence of Success<\/h5>\n<p>The primary evidence of success is that with time the students and the teachers learned the skill of using the online platforms wonderfully, and the attendance of the students in spite of various impediments was noteworthy. The students adopted the self-paced learning and modulated themselves to the new learning process. The time-bound restriction in student-teacher interaction vanished into thin air due to the facilities of technology.<\/p>\n<h5>6.&nbsp; Problems Encountered and Resources Required<\/h5>\n<p>Online classes and online mode of teaching had its own challenges.<\/p>\n<ol>\n<li>The benefit of face-to-face interaction of a traditional classroom was missed. This resulted in reduced opportunities for spontaneous discussions and personal connections between students and<span style=\"letter-spacing:.05pt\">&nbsp;<\/span>instructors.<\/li>\n<li>Adapting and learning novel and unfamiliar technologies required time both on the part of the educators and the students&nbsp;<\/li>\n<li>Students in remote or economically disadvantaged areas did face challenges in accessing the required devices or a stable internet connection. Teachers tried to tackle this by providing notes and tutorial which could be accessed in addition to live lectures.<\/li>\n<\/ol>\n<h4><u>&nbsp;<\/u><\/h4>\n<h4><u>Best Practice 2:<\/u><\/h4>\n<p><strong>&nbsp;<\/strong><\/p>\n<h5><strong>1. Title of the Practice<\/strong><\/h5>\n<p>Social work initiatives during Covid-19 Pandemic<\/p>\n<h5>2.&nbsp;&nbsp;&nbsp;&nbsp; Objectives of the Practice<\/h5>\n<p>Providing social service during the COVID-19 pandemic in order to foster a sense of community solidarity and address in the process, the immediate needs of people affected by the pandemic.<\/p>\n<h5>3.&nbsp;&nbsp;&nbsp;&nbsp; The Context<\/h5>\n<p>The COVID-19 period presented unprecedented challenges, particularly for individuals hailing from economically disadvantaged backgrounds. The pandemic exacerbated existing socio-economic disparities, disproportionately impacting vulnerable communities. People with limited financial resources faced heightened difficulties in coping with the multifaceted effects of the crisis.<\/p>\n<h5>4.&nbsp;&nbsp;&nbsp;&nbsp; The Practice<\/h5>\n<p>The COVID-19 period proved to be challenging, particularly for those from economically disadvantaged backgrounds. In a compassionate response, teachers chose to contribute a day&#8217;s salary towards the Chief Minister&#8217;s relief fund to support those in need. Both students and educators actively engaged in raising awareness about COVID-19. NSS volunteer teachers and students played an important role in relief work, distributing essential materials to affected communities.<\/p>\n<p>As conditions improved in 2021, Dr Sudip Chakraborty, Associate Professor Department of Economics, initiated an open-air school for underprivileged individuals, exemplifying a commitment to education and community welfare beyond the immediate crisis.<\/p>\n<h5>5.&nbsp; Evidence of Success<\/h5>\n<p>The college staff and students showed incredible fortitude and solidarity in the face of numerous obstacles, working together to make sure that social work programmers were successful. Teachers demonstrated their dedication by willingly contributing to the Chief Minister&#8217;s Relief Fund in recognition of the seriousness of the situation.<\/p>\n<p>In addition, the National Service Scheme (NSS) students enthusiastically partnered with the instructors and staff, enhancing the effectiveness of relief operations. Their combined commitment and teamwork made it possible to carry out the relief effort successfully, highlighting the importance of community involvement and solidarity in times of need. The communities were benefitted by this practice. The open-air school had helped in keeping intact the interest towards education and teaching-learning in the underprivileged section living near the river Teesta.<\/p>\n<h5>6.&nbsp;&nbsp;&nbsp;&nbsp; Problems Encountered and Resources Required<\/h5>\n<p>The relief efforts faced resource constraints, including funding, personnel, and supplies. Coordinating relief efforts was difficult as the college was closed and people could not gather in large groups. 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