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Tamilnadu results site publishes all state boards,matriculation,Anglo-Indian,CBSC,ICSC both 12th results and 10th results and all university results as much as quickly.We give tnresults.nic.in,dge1.tn.nic.in,dge2.tn.nic.in,dge3.tn.nic.in for 10th results and 12th results.dge.tn.nic.in for 12th and 10th supplementary results.we give annamalai university dde results 2016,ignou b.ed results 2016,tnteu results 2016, tndte results 2016,madras university results 2016( unom results 2016 ),anna university results 2016,bharathiar university results 2016,periyar university results 2016, thiruvalluvar university results 2016,bharathidasan university results 2016,alagappa university results 2016, mgr university results 2016,tnou results 2016,tamil university results 2016,tndalu results 2016,mku results 2016,tntet results 2016,pg trb results 2016,tnpsc group 4 results 2016,tnpsc group 2 results 2016,tnpsc group 1 results 2016,mbbs results 2016,tnusrb results 2016,ctet results 2016,all university b.ed entrance results 2016,schools9 results 2016 , south india results 2016 , squarebrothers results 2016,webdunia results 2016,vao results 2016,lab assistant selection results 2016,AEEO seniority list 2016,HM promotion list 2016,DEEO promotion list 2016,DEO promotion list 2016 and many more available here...Upsc,Tnpsc,TRB,Tntet,Bank Clerical,SBI Recruitment,VAO.Exam,IAS,IPS,IFSC,GPAT,MAT,SLET,TOEFL,CET,ENGINEERING,M.B.B.S,B.Ed,all U.G programmes and all P.G.programmes model question papers and study materials and answer keys are available.

hsc results by sms 2011

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Directorate of Public Libraries has arranged for publishing Plus 2 results online through their official website . As an add on service candidates can register with us get the marks via SMS on 9th of May 2011. Candidates can also avail the Internet facility for free on 9th,10th and 11th of May at all the District Central Libraries & Branch Libraries scattered all over the state to view results/register to get results via SMS


12th results by sms


hsc results by sms 2011


central teacher eligibility test 2012

central teacher eligibility test 2012,teacher eligibility test 2012Link

i). The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
ii). CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
iii). Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.

Frequency of conduct of CTET and validity period of CTET certificate:

The CTET is presently being conducted annually. The Validity Period of CTET qualifying certificate for appointment will be seven years for all categories.
There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.

BACKGROUND AND RATIONALE

The implementation of the Right of Children to Free and Compulsory Education (RTE) Act, 2009 requires the recruitment of a large number of teachers across the country in a time bound manner. In spite of the enormity of the task, it is desirable to ensure that quality requirement for recruitment of teachers is not diluted at any cost. It is therefore necessary to ensure that persons recruited as teachers possess the essential aptitude and ability to meet the challenges of teaching at the primary and upper primary level.
In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) had vide Notification dated 23rd August, 2010 laid down the minimum qualifications for a person to be eligible for appointment as a teacher in classes I to VIII. It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in clause (n) of section 2 of the RTE Act is that he/ she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE.
The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under:
i). It would bring national standards and benchmark of teacher quality in the recruitment process;
ii). It would induce teacher education institutions and students from these institutions to further improve their performance standards;
iii). It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality

The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education which shall be held on 26.6.2011.



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central teacher eligibility test 2012


central teacher eligibility test 2012


CTET and TET Syllabus

STRUCTURE AND CONTENT OF SYLLABUS (Paper I and Paper II)

Paper I (for classes I to V) Primary Stage

I. Child Development and Pedagogy 30 Questions

a) Child Development (Primary School Child) 15 Questions
• Concept of development and its relationship with learning
• Principles of the development of children
• Influence of Heredity & Environment
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• Concepts of child-centered and progressive education
• Critical perspective of the construct of Intelligence
• Multi Dimensional Intelligence
• Language & Thought
• Gender as a social construct; gender roles, gender-bias and educational practice
• Individual differences among learners, understanding differences based on diversity of language, caste,
gender, community, religion etc.
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment,
Continuous & Comprehensive Evaluation: perspective and practice
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and
critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs 5 Questions
• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties, ‘impairment’ etc
• Addressing the Talented, Creative, Specially abled Learners

c) Learning and Pedagogy 10 Questions
• How children think and learn; how and why children ‘fail’ to achieve success in school performance
• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity;
social context of learning.
• Child as a problem solver and a ‘scientific investigator’
• Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the
learning process.
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning- personal & environmental

II. Language 30 Questions

a) Language Comprehension 15 Questions
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar
and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development 15 Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in
written form
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
III. Language- II 30 Questions

a) Comprehension 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15Questions
• Learning and acquisition
• Principles of language Teaching
• Role of listening and speaking; function of language and how children use it as a tool
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in
written form;
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Language Skills
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
• Remedial Teaching
• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money
b) Pedagogical issues 15 Questions
• Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and
strategies of making meaning and learning
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics

IV. Mathematics
a) Content

• Evaluation through formal and informal methods
• Problems of Teaching
• Error analysis and related aspects of learning and teaching
• Diagnostic and Remedial Teaching
V.Environmental Studies
a) Content
1. Family and Friends:
1.1 Relationships;
1.2 Work and Play;
1.3 Animals;
1.4 Plants
2. Food
3. Shelter
4. Water
5. Travel
6. Things We Make and Do
b) Pedagogical Issues
• Concept and scope of EVS
• Significance of EVS, integrated EVS
• Environmental Studies & Environmental Education
• learning Principles
• Scope & relation to Science & Social Science
• Approaches of presenting concepts
• Activities
• Experimentation/Practical Work
• Discussion
• CCE
• Teaching material/Aids
• Problems
30 Questions
15 Questions
15 Questions

Paper II (for classes VI to VIII) Elementary Stage

(1) Child Development and Pedagogy (30 Questions)

(a) Child Development (Elementary School Child) (15 Questions)

  • Concept of development and its relationship with learning
  • Principles of the development of children
  • Influence of Heredity & Environment
  • Socialization processes: Social world & children (Teacher, Parents, Peers)
  • Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  • Concepts of child-centered and progressive education
  • Critical perspective of the construct of Intelligence
  • Multi Dimensional Intelligence
  • Language & Thought
  • Gender as a social construct; gender roles, gender-bias and educational practice
  • Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  • Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  • Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.



(b) Concept of Inclusive education and understanding children with special needs (5 Questions )

  • Addressing learners from diverse backgrounds including disadvantaged and deprived
  • Addressing the needs of children with learning difficulties, ‘impairment’ etc
  • Addressing the Talented, Creative, Specially abled Learners


(c) Learning and Pedagogy (10 Questions)

  • How children think and learn; how and why children ‘fail’ to achieve success in school performance
  • Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  • Child as a problem solver and a ‘scientific investigator’
  • Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
  • Cognition & Emotions
  • Motivation and learning
  • Factors contributing to learning- personal & environmental

(2) Language I. (30 Questions)

(a) Language Comprehension (15 Questions)

  • Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)



(b) Pedagogy of Language Development (15 Questions)

  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

(3) Language- II (30 Questions)


(a) Comprehension (15 Questions)


  • Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability


(b) Pedagogy of Language Development (15Questions)


  • Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and how children use it as a tool
  • Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  • Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  • Language Skills
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  • Remedial Teaching

(4) (A) Mathematics and Science or (B) Social Studies/ Social Sciences (60 Questions)


(A) Mathematics and Science: (60 Questions)


(a) Mathematics (30 Questions)


(I) Content (20 Questions)

(i) Number System

Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions

(ii) Algebra

Introduction to Algebra
Ratio and Proportion

(iii) Geometry

Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)

(iv) Mensuration
(v)Data handling

(II) Pedagogical issues (10 Questions)

Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problems of Teaching

(b) Science (30 Questions)

(I) Content (20 Questions)

(i) Food

Sources of food
Components of food
Cleaning food

(ii) Materials

Materials of daily use

(iii) The World of the Living

(iv) Moving Things People and Ideas

(v) How things work

Electric current and circuits
Magnets

(vi) Natural Phenomena

(vii) Natural Resources

(II) Pedagogical issues (10 Questions)

Nature & Structure of Sciences
Natural Science/Aims & objectives
Understanding & Appreciating Science
Approaches/Integrated Approach
Observation/Experiment/Discovery(Method of Science)
Innovation
Text Material/Aids
Evaluation- cognitive/psychomotor/affective
Problems
Remedial Teaching

(B) Social Studies/ Social Sciences (60 Questions)

(I) Content (40 Questions)

(i) History

When, Where and How
The Earliest Societies
The First Farmers and Herders
The First Cities
Early States
New Ideas
The First Empire
Contacts with Distant lands
Political Developments
Culture and Science
New Kings and Kingdoms
Sultans of Delhi
Architecture
Creation of an Empire
Social Change
Regional Cultures
The Establishment of Company Power
Rural Life and Society
Colonialism and Tribal Societies
The Revolt of 1857-58
Women and reform
Challenging the Caste System
The Nationalist Movement
India After Independence

(ii) Geography

Geography as a social study and as a science
Planet: Earth in the solar system
Globe
Environment in its totality: natural and human environment.
Air
Water
Human Environment: settlement, transport and communication.
Resources: Types- Natural and Human
Agriculture

(iii) Social and Political Life

Diversity
Government
Local Government
Making a Living
Democracy
State Government
Understanding Media
Unpacking Gender
The Constitution
Parliamentary Government
The Judiciary
Social Justice and the Marginalised

(II) Pedagogical issues (20 Questions)

Concept & Nature of Social Science/Social Studies
Class Room Processes, activities and discourse
Developing Critical thinking
Enquiry/Empirical Evidence
Problems of teaching Social Science/Social Studies
Sources – Primary & secondary
Projects Work
Evaluation


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