Introduction
     CCE  is  and  education  system  newly  introduced  by 
 central  Board  of  Secondary  Education  in  India  for 
 Students of sixth to tenth grades. The main aim of CCE is 
 to evaluate every aspect of the child during their presence 
 at the School. This is believed to help reduce the pressure 
 on the Child during before examinations as the Student 
 will have to sit for multiple tests thought the year of which 
 no test or the syllabus covered will be repeated at the end 
 of  the  year,  whatsoever. The CCE method is claimed to 
 bring enormous changes from the traditional chalk and talk 
 method of teaching. Provide it is implemented accurately.
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     Meaning of CCE
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         Objectives of CCE
 
    To help develop cognitive, Psychomotor & affective Skills.
 
    To lay emphasis on thought process and de-emphasis 
       memorization.   
 
    To make evaluation an integrate part of teaching –learning 
       process.
 
     To use evaluation for improvement of Student’s 
       achievement and teaching-learning. 
       strategies on the basis of regular diagnosis followed by 
 remedial instruction.   
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          Principles of CCE 
 1. Every teacher a CCE teacher
     The guiding principle indicates that teachers are in the best 
 position to lead and uphold core values. The collective and 
 individual  example  of  teachers  as  good  adult  role  model 
 served as illustrating and embodying the best expression of 
 adult living. In additions, teachers are able to create learning 
 opportunities, derived from classroom incidents, simulations 
 to shape and instill every student the core values. 
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 2. Values are both taught and caught
     The guiding principle  includes  intuitive  response  to  an  individual 
 situation  –  values  been  caught.  For  example,  if  fight  breaks  out  just 
 before  class  begins,  the  teacher  has  to  respond  to  that  unplanned 
 situation. The teacher can then use that opportunity to bring the involved 
 students to reconcile and make responsible decision. Values are caught 
 when students see values lived out of different learning experiences, first 
 in the role models and significant adults to them, then in their lives. This 
 principle also highlighted to me that the teaching of values should not 
 simply depend on ad hoc situations – rather the whole class needs to 
 make responsible  decision  making  after  kinds  of  painful  conflicts  or 
 misunderstandings. Such learning can be planned for the whole class and 
 need not depend on haphazard instances in which only a few students are 
 involved. This principle also accepts teaching of values by example. I 
 believe strongly that the example of adults who exhibit positive values is 
 the best way to teach values. 
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