RPSC 2nd Grade Teacher key terms

A central law in India that makes free and compulsory elementary education a fundamental right for children aged 6 to 14. It sets standards for pupil-teacher ratios, school infrastructure, teacher qualifications, and bans screening at admission.

A nationwide program launched in 2001 to achieve universal elementary education by expanding access, improving school infrastructure, and reducing dropout rates. It has now been subsumed into Samagra Shiksha.

An integrated scheme launched in 2018 that merges SSA, RMSA, and teacher education programs into one framework covering pre-primary to senior secondary schooling, with emphasis on equity, quality, and digital learning.

A national digital infrastructure for teachers, hosting e-content, QR-coded textbook resources, and training modules aligned to school curricula. Teachers in Rajasthan use it for professional development and classroom resources.

The use of computers, internet, multimedia, and digital tools to support teaching, learning, and assessment. It includes smart classrooms, e-content, online assessment, and teacher training in digital pedagogy.

An assessment approach that evaluates students regularly through both scholastic and co-scholastic areas, using varied tools like observation, projects, and tests. It reduces dependence on a single terminal examination and supports holistic feedback.

Assessment conducted during the teaching-learning process to monitor progress and provide immediate feedback. It is diagnostic in nature and helps teachers adjust instruction rather than assign final grades.

Assessment carried out at the end of a unit, term, or course to judge overall achievement against learning outcomes. It typically results in grades or marks and is used for certification or reporting.

Specific, observable statements describing what learners should know or be able to do after a period of instruction. They guide lesson planning, classroom activities, and assessment design in competency-based education.

An approach where learning is organized around demonstrable competencies rather than time spent in class. Students progress by showing mastery of skills and applied knowledge, often through authentic tasks and performance assessment.

A learning theory holding that learners actively build knowledge by connecting new information with prior experience. Teaching therefore emphasizes exploration, questioning, group work, and reflection rather than passive transmission of facts.

Vygotsky's concept describing the gap between what a learner can do alone and what they can achieve with guidance. Instruction is most effective when targeted within this range, using support that is gradually withdrawn.

Temporary instructional support provided to a learner to complete a task beyond their independent ability. Support may include hints, models, or guided steps and is reduced as competence grows.

Gardner's theory proposing several relatively independent intelligences, such as linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. It encourages teachers to offer varied ways for students to demonstrate understanding.

Planning and delivering lessons with varied content, process, and products to match students' readiness, interests, and learning profiles. It aims to ensure all learners can access the same core curriculum.

An approach where all children, including those with disabilities or from marginalized groups, learn together in regular classrooms with appropriate support and accommodations. It values diversity and removes barriers to participation.

A written plan for a student with special needs that specifies goals, accommodations, services, and evaluation methods. It is developed collaboratively by teachers, parents, and specialists and reviewed periodically.

A hierarchical classification of cognitive objectives, ranging from remembering and understanding to applying, analyzing, evaluating, and creating. It helps teachers frame questions and tasks at appropriate levels of thinking.

Cognitive abilities involving analysis, evaluation, and creation rather than simple recall. Classroom questions and assessments that demand reasoning, justification, and novel problem-solving promote these skills.

A systematic inquiry conducted by teachers to solve a specific classroom or school problem. It follows cycles of planning, acting, observing, and reflecting, and aims to improve local practice rather than produce general theory.

A practice where teachers regularly examine their own planning, decisions, and classroom outcomes to improve instruction. Tools include teaching journals, peer observation, video review, and student feedback.

A teacher-training technique where a trainee teaches a short lesson focused on one skill to a small group, receives feedback, and re-teaches. The cycle of teach, critique, and re-teach builds specific teaching competencies.

A structured outline of a lesson covering objectives, prior knowledge, teaching aids, instructional steps, activities, and assessment. A good plan aligns activities with stated learning outcomes and anticipates learner difficulties.

A scoring guide that lists criteria and describes levels of performance for a task. It makes assessment transparent and consistent, and helps students understand what quality work looks like.

Evaluation based on a purposeful collection of a student's work over time, showing effort, progress, and achievement. It supports self-reflection and provides richer evidence than a single test.

A provision under the RTE Act preventing schools from holding back or expelling a child until completion of elementary education. It is paired with continuous evaluation and remedial support to address learning gaps.

The state board responsible for secondary and senior secondary examinations, curriculum, and affiliation of schools in Rajasthan. It is headquartered in Ajmer and conducts examinations for Classes 8, 10, and 12.

The state government department that administers primary, secondary, and senior secondary education in Rajasthan. It manages teacher recruitment, school administration, and implementation of central and state education schemes.

Celebrated on 30 March each year, marking the formation of Rajasthan in 1949 through the unification of princely states. It is associated with state pride, cultural programs, and official events, especially in Jaipur.

A historic region of southern Rajasthan centered on Udaipur and Chittorgarh, ruled by the Sisodia dynasty. It is known for prolonged resistance to Mughal expansion and for forts such as Chittorgarh and Kumbhalgarh.

A historic region of western Rajasthan around Jodhpur, associated with the Rathore dynasty. Its arid landscape, folk traditions, and cities like Jodhpur and Bikaner shape the state's cultural identity.

The Sisodia ruler of Mewar (1540-1597) who resisted Mughal emperor Akbar and is remembered for the Battle of Haldighati in 1576. He is a symbol of courage and independence in Rajasthani history.

A large arid region in western Rajasthan characterized by sand dunes, low rainfall, and extreme temperatures. It influences the state's agriculture, water scarcity, livestock economy, and folk culture.

A major irrigation canal drawing from the Harike barrage in Punjab and running through western Rajasthan. It has transformed agriculture in districts like Ganganagar, Hanumangarh, and Jaisalmer and reduced dependence on rain-fed farming.

The three-tier system of local self-government at village, block, and district levels, mandated by the 73rd Constitutional Amendment. In Rajasthan, panchayats manage local development and many school-level functions.

India's current education policy replacing the 1986 policy. It proposes a 5+3+3+4 school structure, foundational literacy and numeracy, mother-tongue-based early learning, multidisciplinary higher education, and greater use of technology.

The ability to read simple text with comprehension and perform basic arithmetic by the end of primary school. NEP 2020 and the NIPUN Bharat mission prioritize it as the base for all later learning.

An instructional model combining face-to-face classroom teaching with online or digital learning. It allows flexible pacing, personalized practice, and better use of multimedia resources.

The natural, unconscious process by which children learn a first language through exposure and interaction. It differs from language learning, which is a conscious, formal process often used for second languages.

An approach to language teaching that emphasizes meaningful interaction and real-life communication rather than memorizing grammar rules. Classroom activities include role-play, pair work, and task-based discussion.

A method where learners use the target language to complete meaningful tasks such as planning a trip or solving a problem. Language forms are addressed as needed, with fluency and communication as primary goals.

The ability to identify and manipulate individual sounds in spoken words, such as blending or segmenting phonemes. It is a strong predictor of early reading success and is developed through oral activities.