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The study was conducted to analyze the methods adopted by teachers towards instructional planning and to analyze the mechanism used by teachers to develop sense of social responsibility among students. For this purpose data was collected from the respondents regarding Instructional Planning; majority of the respondents opinioned that Lesson plan was written occasionally with specific and clear objectives. Considering motivation of the learner as a key factor, previous knowledge questions were prepared for the lesson and linked with new knowledge in lesson planning. Appropriate teaching method was selected that suited the learners, keeping in view individual differences and presentation of objectives prior to teaching. It was kept in mind objectives were relevant, realistic and always theme of the lesson to be presented in the beginning of the lesson focused on learner`s needs activities for the lesson, problem solving exercises, in lesson planning. Moreover, A.V aids were occasionally used. Most of the respondents were of the view that they planned to evoke critical thinking of students through questioning, considering relevancy of the subject matter, paper pattern, scheme of studies and maximum participation of students.             Skills development of pupils like speaking, reading and writing, were considered along with practical application. However, variety in teaching methods, in lesson planning and innovation in instructional methods were very frequently considered. Students were enabled to summarize, comprehend, analyze and conclude, the lesson. However, occasionally pupils could synthesize the knowledge. Furthermore, Conclusion of the lesson, home assignment was included keeping in view organizing the lesson according to learner`s needs, evaluation, time specification, flexibility of the planner considering outcome of pupils, visualizing with classroom reality, group discussion, pupil`s group work, presentations and encouraged students’ relevant questions. Moreover, the instructional planning was found significant.             Data was collected regarding social responsibility, majority of the respondents were always aware about Self hygiene, cleanliness through lectures and activities. Pupils were encouraged to keep school, classrooms, clean by helping in painting walls, co-curricular activities, students weak in studies and Sports. However, occasionally, pupils were encouraged to water plants, plant greenery, paint flower pots, exhibition of Science and Art projects, encouraged recycling, facilitation to raise school income by stalls, ICT skill development, field trips. While, very frequently students helped the sick fellows, library group study, developed communication skills. However, students were never encouraged to volunteer, help parents at home and at medical store. They always visited hospital/ orphanage and literary society of pupils was also always functional. Occasionally, Career counseling programs were arranged, professionals were invited for briefing about vocation selection, guidance about vocational training, guest speakers were invited for lectures on mental health and drug abuse, students proctors board maintained discipline and parents were counseled. However, they never inculcated ethical values, groomed students, encouraged Arts society, Home Economics society, Sports club, first aid program, arrangement for school donation and encouraged pupils to conduct class as a teacher.             Pupils were encouraged to join gyms, recreational centres, taught skills of kitchen gardening, helped in kitchen, motivated to work independently on home assignments, planned their own timetable. However, very frequently there was Science Club at school, teamwork encouraged in curricular and curricular activities, helped neighbors in H.W. Occasionally, leadership skills were developed, volunteer for rescue programs, feedback was taken from students, parents and staff about programs at school. Very frequently, security and safety programs arranged, suggestions were invited from teachers, parents and students about improvement in Community service programs. Moreover, developing skills of social responsibility was also found significant. Recommendations are stated that teachers must write lesson plans and it must be ensured by school administration. Community service programs must be integral part of the curriculum. Moreover, different clubs at school and seminars aid in socially grooming of students.