The name is absent

Anglo-Indians were DOING AND KNOWING activities in which
they possessed skills.

They were relaxed, laughed, chatted animatedly in Indian
languages without being self-conscious, and cooperated with
enthusiasm during the activities within the peer group.

The Stimulus (S) and Response (R) is the psychological
catalyst for introducing the theory-practice into the
classroom.

During the field study, students were found to be
knowledgeable and insightful about classroom processes.
Teachers introducing the theory-practice into their
classrooms would need to reflect on the substantial social
changes of the last forty years since Indian independence.
The model enables teachers to conduct their own Action
Research and Case Studies (34) in the classroom. The model
is structured on doing and knowing, and teaching is also
concerned with action, doing things.

The theory-practice model makes an attempt to bridge the
gorge which exists between theory and skilful teaching.
The teacher can observe the characteristics of the Anglo-
Indian students and conduct a case study. Case study
observations take place over a period of time and teachers
are in a position to develop informal relationships with
Anglo-Indian students whom they observe. The students
should be offered an opportunity to discuss their own study
skills and comment on classroom processes.

The next section discusses the theory-practice model in
more precise detail.

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