UNIT -III MICROTEACHING

          K.NANJAPPA GOUNDER COLLEGE OF EDUCATION

                                          DINDIGUL

Branch: B.Ed.BIO SCIENCE

Subject: BIOLOGICAL SCIENCE – I (OPTIONAL-I)               

UNIT -III  MICROTEACHING

¨        

Introduction:

Education is an important instrument of human development. The quality of education largely depends upon the quality of teachers in general. It is the felt need to improve the quality of teacher education programme. The educationists wanted to reshape teacher education programmes. The method of approach for training in teaching adopted in training institutions needs scientific approach. Supervision of practice teaching is haphazard and mostly unreliable. There is no organized form of feed back regarding the performance of the teacher in the class room.

The suggestions offered by the teacher educators are mostly subjective. They are based on general impressions. In this context, the alternative approach is adopted. This innovative method is MICORTEACHING.

Microteaching technique was first adopted by Dwight W. Allen and his coworkers in 1961 at Stand ford University, USA.

Microteaching is one of the most important developments in the field of teaching practice. Microteaching is a constitute teacher training technique. It is a versatile tool that simplifies the teaching skills. Microteaching is a stimulated skill teaching to provide the feedback to teacher trainee for the modifications of teacher behaviour. It is more analytical method and completely new approach to provide the feedback to modify teacher’s behaviour according to the specified objectives. Microteaching is a controlled practice in which the normal complexities of classroom are reduced and that makes possible to concentrate on teaching behaviour in the student teacher training programme.

Microteaching is a training procedure for teacher preparation aimed at simplifying the complexities of the regular teaching process.

Microteaching is a scaled down sample of teaching in which a teacher a small unit group of 5 to 10 pupils for a small period of 5 to 10 minutes. Such a situation offers a helpful setting for a teacher to acquire new teaching skills and to refine old ones.

Microteaching is a new design for teacher training with feed back about their performance immediately after completion of lessons.

What is the meaning of Microteaching?

Microteaching is a simulated social skill teaching to provide the feedback to teacher trainee for the modification of teacher behaviour. It aims at simplifying the complexities of the regular teaching process. Basically microteaching is a ‘Scaled down teaching encounter’. It is scaled down in terms of class size to a group of 5 to 10 pupils. The lesson is scaled down in length of class time and is reduced to five to 10 minutes. It is also scaled down in terms of teaching tasks.

These tasks may include: the practicing and mastering of a specific teaching skill such as lecturing, questioning or leading a discussion, instructional of specific teaching strategies, flexibility instructional decision making, alternative uses of specific curricula, instructional materials and class room management.

The basic principles of microteaching are simple. A pupil teacher teaches a short lesson of about five minutes duration to a small group of pupils which is recorded on an audio or video tape recorder and the trainer gets to hear and see him immediately after the lesson.

The pupils who attend the lesson are asked to fill questionnaires evaluating specific aspects of the lesson. The trainee’s own analysis of the lesson based on the authentic feed – back from the tape together with the pupils, reactions and a supervisor’s analyse and suggestions, assists the trainee in restructuring the lesson, which he then immediately re-teaches to a new group of pupils.

Further assessments by the learner and the supervisors lead to further improvement when the teachers again either immediately after or several days. Microteaching involves only a very small piece of content and concentrates at a time on a single sub skill of the major skill, which is magnified.

Thus microteaching attempts to reduce the complex teaching into manageable proportions.

Define microteaching

MICROTEACHING has been defined in a number of ways. Some are given here.

Allen. D.W.(1966) :  “Microteaching is the scaled down teaching encounter in a class size and class time

Passi B.K. and Talita M.S.(1976) : “Microteaching is a training technique which requires student teachers to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time”.

Write briefly about the characteristics of microteaching?

It is a real teaching. It focuses on developing teaching skills and competencies.

It is an analytical approach to training.

It is a relatively new innovation in the field of teacher effective education.

It is a highly individualized training device to prepare effective teachers.

It produces adequate feedback for trainee’s performance.

It is a scaled down teaching.

It reduces the class size up to 5 to 10 pupils.

It reduces the duration of period 5 to 10 minutes.

It reduces the size of the topic.

It reduces the teaching skill. A single skill is practiced.

Use of video – tape and closed circuit television makes observation very objective.

The teacher – trainees are enabling to gain confidence in teaching and to master a number of skills by dealing with a small group of pupils.

The teacher – trainees are enabled to learn and assimilate new teaching skills under controlled :

Discuss about the preparation of micro lesson?

Plan Session: The teacher trainees prepare a lesson plan based on pre decided model on a suitable topic relating to the particular skills which he proposes to practice.

While planning for a micro lesson, the importance is given to the technique of maximizing the use of the behavioral components involved in that skill than the subject matter.

With the help of teacher educator, each teacher trainee prepares a micro lesson plan for a particular skill with one concept for five minutes. Each component is carefully included.

Teach Session: The teacher trainee teaches the prepared lesson to a small group of pupils preferably of peer group in a simulated condition. The peer group acts as pupils.

The teacher trainees divide themselves into groups of about ten each. One trainee teaches, one fills in observation schedule, one act as tamer, and the remaining 7 trainees act as pupils (teacher educator act as supervisor).

The seating plan may be as follows:

            M.T.    Micro Teacher

            P          Peer Group

            T          Timer

            C         Coder

            T.E.     Teacher Educator

The lesson can be video taped or audio tapped if facilities are available. Teacher educator may also observe the class. The coder carefully fills in the coding sheet. He notes down the occurrence of the components of the particular microteaching skill in every 30 seconds / ½ minute. The timer helps the coder informing the time period. The teaching goes for 5-7 minutes. In turn every teacher trainee teaches once and coder once in a session providing feed back.

Feed back session: Feed back is provided immediately to the student teacher by audiotape or videotape. In the absence of the videotape or audiotape, peers who acted as pupils and peer observer (coder) can discuss with the micro teacher and provide the necessary information.

The tallies made in the observation. Schedule will help to make reinforcing comments about the instance of effective use of the skills and the situations where the skills could have been used.

The suggestions are made for modifications and improvement. This session is also called as critique or discussion session.

Re-plan session: In the light of the feed back and supervisor’s comments, the student teacher re-plans or restructures the same lesson or a different lesson in order to use the same skill effectively. The mistakes are removed and necessary modifications are made.

Re-teach session: The revised micro lesson is taught by the same trainee to the same or different comparable group of pupils. The same procedure of observation as used in teaches session is followed.

Re-feed back session: On the basis of the audio tape or video tape or/and observation schedule feedback is provided again.

Draw and explain about microteaching cycle?

The plan, teach, feedback, re-plan, re-teach and re-feedback constitute a single microteaching cycle. This cycle may be repeated till the selected skill is mastered. Like this one by one teaching skills are mastered.

The exact teach – re teach cycle of microteaching can be presented diagrammatically as given below.

Diagrammatic Representation of Microteaching Cycle

Write the duration of each phase in microteaching cycle?

Duration of microteaching cycle is given below.

Teach                – 6 minutes

Feed back         - 6 minutes

Re plan             - 12 minutes

Re teach            – 6 minutes

Re feed back     – 6 minutes

Total                 - 36 minutes

What do you mean by link lesson?

In microteaching technique, teaching skills are practiced one by one separately. At a time, only one skill can be practiced. While practicing one skill, the use of that particular skill is maximized and other related skills may also occur taking indirect role. Skills practiced in isolation have no meaning unless they are integrated in teaching.

Hence after attaining mastery in various skills, opportunity should be given to the teacher trainees to teach in real situations integrating the skills mastered already. So separate training programme is necessary for this purpose. This programme is called Link practice.

Link practice is a bridge between microteaching and full-class teaching where microteaching skills are effectively integrated and transferred.

There is a big contrast between microteaching and full class teaching. In microteaching, there is a scaled down process in terms of class room size, skills, scope of the lesson, time etc. Micro teaching is practiced under stimulated conditions. In macro teaching in addition to the existence of macro elements, there are also class room management problems. In link practice, the trainees are given chance of teaching real pupils.

There are many methods for link practice. On of the method is that after practicing three sub skills separately, the trainee may combine all the three sub skills in a lesson of 10 minutes. He then practices another three sub skills separately and links them. He then combines all the six sub skills in a single lesson of 15 minutes. And so on till the entire sub skills are combined in a macro lesson of 40 minutes and teaching a full class.

Link practice sessions are arranged with about 20 pupils for about the normal class period i.e. 20 minutes. The trainee prepares a series of eight short lessons on single unit and teaches each lesson for 20 minutes using appropriate skills particular to the content. The number of lessons used in link practice is flexible but selected topic should be adequately covered. The teaching skills namely ‘Set Induction’ and Closure can not be practiced in microteaching session in isolation. So, in link practice, the trainees include these skills also. At the end of each lesson, the trainee should get feed back about the lessons.

Write about the merits of microteaching?

 The followings are the advantages of microteaching.

1. Microteaching is an effective feed back device for the modification of teacher- behaviour.
2. Microteaching is useful for developing teaching efficiently in pre-service and in – service teacher education Programme.
3. It can be done either in real classroom conditions or in stimulated conditions.
4. It is a training device for improving teaching practice and to prepare effective teachers.
5. The knowledge of practice and teaching skill can be given by the use of microteaching.
6. The specific teaching skills are developed by the microteaching experiences – e.g. Reinforcement skills, Probing questions etc.
7. It lessons the complexities of the normal classroom teaching by scaled down teaching.
8. The training of teachers becomes individualized. Each trainee makes progress in developing teaching skills at his own rating dependent upon his ability.
9. The mechanism of feed back device can be combined with other devices such as simulated social skill training (SSST) and interaction analysis device which provide continuous reinforcement to the trainee performances.
10. It permits increased control and regulated teaching practice.
11. It is an economical device and use of videotape enables the trainee to analyse his own teaching performances.
12. It focuses attention on teaching behaviour to modify and improve in a desired direction.
13. It makes trainees familiar with various teaching styles e.g. Black-board writing, Use of aids, Asking questions etc,

Write about the draw backs of microteaching?

Following are the drawbacks of microteaching.

1. Microteaching tends to reduce creativity of teachers.
2. For successful implementation, microteaching requires competent and suitably trained teacher educators.
3. Microteaching can be carried on successfully in a controlled environment only.
4. Microteaching is very time consuming.
5. The application of microteaching to new teaching practices is limited.
6. Microteaching alone may not be adequate. It needs to be supplemented and integrated with other teaching techniques.

Differentiate between microteaching and traditional teaching?

Comparison between Microteaching and Traditional Teaching

Microteaching

Traditional teaching

Objectives are specified in behavioral terms. Class consists of a small group of 5 to 10 students. The teacher takes up one skill at a time. Duration of time for teaching is 5 to 10 minutes. There is immediate feedback. Teaching is carried on under controlled condition/situation. Teaching is relatively simple. The role of supervisor is specific and well defined to improve teaching. Patterns of classroom interaction can be studied objectively.

Objectives are general and not specified in behavioral terms. Class consists of 40 to 60 students. The teacher practices several skills at a time. The duration is 40 to 60 minutes. Immediate feed back is not available. There is no control over situation. Teaching becomes complex. The role of supervisor is vague. Pattern of class-room interaction can not be studied objectively.

What do you mean by microteaching skill?

Introduction: -.

A skill is a specific behaviour or activity, which requires doing on particular work of job or t ask. The performance of the concerned activity is automatically improved through its learning and practice. Teaching activity involves different skills, and which are essential to teach effectively.

A teaching skill has been identified by N.L. Gage (1968) as “Teaching skills are specific instructional activities and procedures that a teacher my use in his classroom. These are related to the various stages of teaching or in the continuous flow of the teacher performance”.

Teaching constitutes a number of verbal and non-verbal acts. A set of related behaviours on teaching acts aim at specific objectives. These may be called as a teaching skill. All these teaching skill contribute to good teaching. These skills can be defined, observed, measured and controlled by means of practice.

Microteaching concentrates on specific teaching behaviours. Here complex act of teaching is broken into simple components. Only one particular skill is practiced and mastered during session. ‘How to teach’ is considered more important that ‘What to teach’.

The Australian Advisory Committee on Research and Development in Education ha analysed teaching into 140 skills. Allen of the Stand ford University (2969) has identified 14 teaching skills. In India, BK.Passi has given a list of 13 teaching skills. M.K. Jangira and Ajit Singh (1982) of NCERT provide a list of 20 teaching skills.

Stand Ford University has given the following list of the teaching skills.

1. Stimulus variation
2. Set induction
3. Fluency in question
4. High order questions 
5. Probing question
6. Silence and non-verbal cues
7. Reinforcing pupils participation
8. Illustrating and use of examples
9. Divergent questions
10. Planned repetition
11. Completeness of communication
12. Recognizing attending behaviour
13. Lecturing and 
14. Closure

Dr. B. K. Passi (1975) in his book, ‘Becoming Better teacher’ has given the following list of teaching skills.

1. Writing instructional objectives
2. Introduction of the lesson or Set Induction
3. Fluency of questioning
4. Problematical questions
5. Explaining
6. Illustration
7. Stimulus variation
8. Silence and non-verbal cues
9. Reinforcement
10. Increasing pupil’s participation
11. Use of Black Board
12. Achieving Closure and
13. Attending behaviour of the pupils.

Define microteaching skill?

• Microteaching or Teaching skill is defined as  a set of teacher behaviour which are especially effective in bringing about desired changes in pupils-teachers.
• According to Singh, “Teaching skill is a set of teacher behaviours which are effective in bringing about desired changes in pupils”.
• Menon defines teaching skill as “a group of behaviours which can be developed through practice and can be used in an equally efficient manner in situations other than these utilized for its practice”.

Write about the different types of microteaching skill?

 The classification of teaching skills is given under:-

1. Motivational skills
2. Presenting and communication skills
3. Questioning skills
4. Skills of small group and individual instruction
5. Developing pupil thinking
6. Evaluative skills and
7. Classroom management and discipline.

.

How do you allocate time in planning of microteaching?

Assumptions:

1. 50 trainees
2. One subject
3. Any type of microteaching
4. Teach and re-teach process of practice
5. Each trainee practices at least 5 skills and the end link practice ( which is nothing but a macro lesson )
6. The link practice can be practiced with in 25 /30 minutes covering all the practiced skills.
7. All trainee should cover  identified teaching skills in a subject
8. Teach / re-teach and feed back / re- feed back can be covered within 15 minutes i.e. 5 to 10 minutes for teach / re – teach and 5 to 10 minutes for feed back / re-feed back, in total 15 minutes only.

Time schedule:

Four weeks or one-month continuous process:

For 50 students, 4 weeks of full time that is each week 6 days and each day 6 hours.

Total 25 working days each day 6 hours

Total 150 hours.

I)                   First hour 4 trainees only will teach and get feed back. In second hour the same trainees re-teach and get re-feed back.

II)                First hour covers 2 trainees to teach in first half an hour and re-teach in the second half an hour. Second hour covers other 2 trainees as in the first hour schedule.

For one skill:

Teach and feed back consists of 15 minutes time i.e. 5 to 10 minutes to each and 5 to 10 minutes to get feed back, in 15 minutes time

For one skill practice for one trainee it takes 30 minutes.

For 5 skills and link practice it takes 3 hours, i.e. 150 minutes ( 2^nd half-an hours ) for 5 skills practice plus half an hour for link practice.

For 50 students, 50 * 3 = 150 hours.

Different timings:

1. Four weeks or one month continuous process: For 50 students, 50 * 3 = 150 hours or 25 working days or 4 weeks or one month.
2. Three hours per week: For 50 students 50 week * 3 hours for week = 150 hours in 50 weeks or one year course.

      For  2 semester course 25 weeks for first semester and 25 weeks for second semester.

            One hour day takes 150 working days.

Write about the component and the use of explaining skill?

Explaining skill: Explaining skill makes the pupils to understand ideas, concepts and principles, a teacher has to explain vividly. Explanation is a set of inter – relation statements made by the teacher related to an idea or phenomenon. In order to be a good listener the teacher trainee has to develop the following components.

Components:

• Cognitive Link (CL): While introducing a new concept the teacher is to follow the principle of ‘known to unknown’ establishing a link between the old ( already known ). Concepts  and the new one. A new concept, if it is complex, can be introducing and developed only through a series of sub concepts. A new concept all sub-concepts must be linked with one another logically.
• Use of illustration (ILL): A new concept is to be adequately illustrated in terms of vital situations or life experiences. Illustrations also include citing example and non example (if needed and if possible) illustrations must serve the purpose of concretizing the abstract concepts concerned.
• Comparing and contrasting (CC): Some concepts are often so closely interrelated that the pupils may find it difficult to discriminate between them. These may bring effectively to the attention of the learner. Besides his component serves the purpose of discriminating between two related but different concepts.
• Meaningful repetition (MM): By repeating a brief description of a concept, a term or a definition at regular intervals, the ideas get fixed in the minds of the learners. Repletion must be purposive, deliberative, meaningful and relevant. Over – repetition creates boredom to the learners. As such over-repetition should not be used.

Write about the component and the application of black board skill?

Black board skill: Black board is the powerful teaching aid to teach from KG to PG. Black board; the visual aids is widely use in all sections of education and training. The development of information and communication technology is reducing the chalkboard work. Still it is the most suitable for giving a holistic picture of the lesson. A good black board work brings clearness in perception and it can be suitably used for displaying notes and diagrams during a lesson and for working through calculations in a classroom situation.

The components of the skill of use of black board are:-

1. Legibility ( L )
2. Size and alignment (SA)
3. High lighting main points (HMP)
4. Utilization of the space (US )
5. Correctness ( C)
6. Position of the teacher (PT)
7. Eye contact with pupils (ECP ) and
8. Cleaning of black board (CB)

• Legibility (L): Legible handwriting of the teacher on the blackboard draws the attention of the learners and encourages them to improve their handwriting. Illegible hand writing irritates the learners and results in maximum mistakes. The teacher should see that a clear distinction is ensured between every letter. Adequate space is maintained between individual letters and words etc,. to make handwritings more eligible.
• Size and Alignment (SA): In black board writhing the size and alignment of the letters is very important. The size of the letters on the black board should not only be uniform but also the size of the letters should be large enough to be read by the students in the last row. The size of the capital letters should be as nearly vertical as possible without being diverged from a line.
• Highlighting Main Points (HMP): The teacher should underline to highlight the main points or words on the black board. Colored chalks should be used suitably to draw the learner’s attention on the main points.
• Utilization of the Space (US): For the proper utilization of the space important words or statements should be written on the board. Overwriting on the letters should be avoided as it makes the black board work untidy. Only essential material should be retained on the black board and unnecessary words should be rubbed off.
• Correctness (C): The teacher should be careful about correct spelling, punctuation , grammar etc,. in constructing sentences on the blackboard. While writing on the black board ,inadequate knowledge of English grammar or mistakes done by the teacher reduces the attentiveness of the learners in the classroom.
• Position of the Teacher (PT): At the time of writing, the teacher should stand on one side of the blackboard with an angle of 45 degrees, so that the written work is visible to the learners on the black board. This means the teacher’s position should not be in between the learners and the black board.
• Eye Contact with Pupils (ECP): the teacher should maintain eye contact with his learners at the time of writing on the board. This controlling interaction maintains discipline and sustains the attention of the learners. Too much or too less eye contact will be counter production in the classroom.
• Cleaning Of Black Board (CB): Teacher should clean the blackboard from top to bottom and not spread dust in the room. He should rub the points on the black board after the student notes them down. After completion of the lesson, the teacher should clean the entire blackboard leaving the classroom.

Explain about the component and the use of stimulation variation skill?

Stimulus variation Skill: Continuous use of the same stimulus for a long period reduces the attention in that activity. The teacher behaviours influence pupil’s attention. Variation in stimulus secures more attention among the students.

The following components of the skill, stimulus variation, influence the teaching – learning process effectively.

1. Teacher’s movement ( TM )
2. Pupil’s movement ( PM )
3. Teacher’s gesture ( TG)
4. Sensory focus ( SF )
5. Change in voice (CV)
6. Change in interaction pattern (CIP)
7. Pausing ( P ) and
8. Audio visual switching (AVS )

• Teacher’s Movement (TM): The teacher should move from one place to another on the teaching dais and towards all the students to attract attention of the entire class and to focus the attention of students the teacher. The movement of the teacher secures and maintains attention of the students.
• Pupil’s Movement (PM): A pupil moves from one place to another. The physical participation holds pupil’s interest and attention in this task in which they are engaged physical participation can be in the form of handling apparatus, dramatization and writing on the blackboard.
• Teacher’s Gesture (TG): Expression of feelings and emotions involving non- verbal behaviours are called gestures. Gestures consists of hand and hand movements, eye movements, facial expressions, etc,. use of gestures increase the effectiveness of verbal communication. Gestures: Eyes movement, facial expression, body movements and movement of hands and legs.
• Change in Voice (CV): The teacher’s voice dominates the entire class. Voice modulation pitch, tone, and speed play a vital role in the class room. Communication constant use of the same level of pitch, tone, and speed by the teacher makes his communication dull, inactive and has an adverse effect. So, the teachers should modulate their voice.
• Sensory Focus (SF): The movements, gestures and change in the voice of teacher secure pupil’s attention. The verbal statements and gestures together are known as verbal-cum- gesture focusing. Verbal-cum-gesture focusing is termed as sensory focus. The sensory focus influences the attention of the students.
• Verbal Statement    : Excellent
• Gesture                   : Nodding of head
• Verbal-cum-gesture: Excellent and nodding of head at a time.
• Change In Interaction Pattern ( CIP ): The interactive act of teaching constantly communication between the teacher and pupils as an initiatory or responsive act. The interaction is broadly of two types: Verbal and Non-verbal. This interaction is nothing but communication. When the teacher or pupil communicate in verbally, interaction operation through gestures without talking. The main patterns of interaction between teacher and pupils are teacher-pupil interaction, teacher- group interaction, pupil-pupil interaction, and teacher-whole class interaction. The teacher should introduce variation in the interaction patterns to secure and maintain pupil attention.

Pausing (P): Pausing is silence for some seconds. The silence indicates pause during talk. Silence has a meaning of its own and if it is used effectively, it helps in securing and sustaining pupil attention.

      A short pause before saying something important is an effective way of attracting pupil attention.

      A pause of 3 seconds duration is considered appropriate for this purpose.

      If the pause is unduly long, it loses its effectiveness in serving pupil attention.

      Appropriate pausing time: Response of the student to the teacher’s question or change from one concept

      to another is: 3 seconds.

´ Audio – Visual Switching ( AVS ): Visual medium can be in the form of showing a chart, pictures, graph, map, model on in the form of drawing pictures, figures and graphs on the black board. But the audio in the form of speech only.

Only audio medium or only visual medium creates boredom in the class. A teacher while imparting      

knowledge to his pupils uses either audio or visual medium.

A teacher should vary his medium in order to secure and sustain attention i.e. from audio to visual,

visual to audio, audio or visual too audio visual, vis – a – vis. The same can be diagrammatically

represented as follows:

Explain about the different component and the application of reinforcement?

Reinforcement Skill: All pupils generally need social approval of their behaviour. When they answer a question, they are eager to know whether their answers are correct or not. When they are appreciated for the correct answers they are eager to continue their responses in future also. This increases their participation.  The appreciation for correct responses is positive reinforcement. The positive reinforcement are use for strengthening the responses or behaviours of individuals. On the other hand, if the pupils are scolded of not encouraged for their responses, they never participate in future. This kind of disencouraging activity of the teacher’s called negative reinforcement. The negative reinforcements are used for weakening of eliminating the undesirable responses or behaviors. These reinforcements are in the form of verbal and non-verbal.

Theses reinforcements are classified into four types as given below.

1. Positive verbal reinforcements ( PVR )
2. Positive non-verbal reinforcements ( PNVR )
3. Negative verbal reinforcements ( NVR )
4. Negative non-verbal reinforcements ( NNVR )

Components of reinforcement skill :

´ Positive Verbal Reinforcement ( PVR ) : The verbal behaviour ( statement) of teacher accepts student feelings, repeats, rephrases student responses, surroundings student ideas etc.,  Using  responses words such as – excellent, fantastic, splendid, right , yes, correct, fine, continue, go-ahead, carryon, well done, etc., and extra verbal expressions such as ‘uh-uh’, ‘hm-hm’ etc., are positive verbal reinforcements.

´ Positive Non – Verbal Reinforcement (PNVR): Using extra verbal cues like ‘um-um’, aha to encourage pupils while answering, writing the responses in the board, teacher’s gestures, conveying pleasant feelings, approval of student responses such as smiling, nodding of head, delighted laugh, clapping, keeping eyes on the responding student and giving ear to the student indicate positive non-verbal reinforcements.

´ Negative Verbal Reinforcements ( NVR ): Teacher’s statements such as the use of discouraging words like, ‘no’ wrong, incorrect, stop it , non – sense,  try something else, remark in a sarcastic way , I don’t like what you are doing, do not do like this, that is not good, etc., correspond to negative verbal reinforcements.

´ Negative Non- Verbal Reinforcements (NNVR) : The teacher demonstrates his disapproval to indicate non-verbal expression of a student’s in appropriate behaviour or incorrect response to his questions. Frowning, raising the eye brows, staring, disapproval by hands, negative reinforcements.

The first two PVR and PNVR indicate the skill of desirable reinforcements where as NVR  and NNVR indicate the skill of undesirable reinforcements.

Trainee should be encouraged to participate reinforces to increase pupil’s participation.

The undesirable reinforcements which affect students learning adversely, one to be avoided as far as possible.

The teacher can with draw the negative reinforcements in classroom interaction by practicing the reinforcement skill in microteaching.

Explain about the different types, components and the use of questioning?

Questioning Skill: Questioning has two aspects i.e. Fluency in questioning and probing questioning.

Fluency in questioning refers to the rate of meaningful questions asked per unit of time.

Probing questioning refers to depth in a pupil’s response by asking a series of subsequent questions.

Let us now consider fluency of questioning.

The questioning of the teacher stimulates thinking of the students. The teacher classifies and facilitates understanding of the concepts by questioning the students.

In the teaching – learning process, questioning is very significant technique. The new knowledge is assimilated with the previous knowledge by putting some questions. The questions develop curiosity among the students.

The effective ness of questions depends on their particular use. The type of questions is:-

         Introductory questions

         Thought provoking questions

         Prompting questions

         Information seeking questions

         Refocusing questions

         Redirected questions

         Increasing critical awareness questions

         Open ended questions

         High order questions

         ‘Yes’ or ‘No’ type questions

         Recapitulatory  questions etc.,

The questions should be interesting and should arose curiosity but they must be simple and undesirable to the students during the presentation of the lesson.

Thought – provoking questions and probing questions are to be used.

In recapitulation, recapitulatory questions are to be used.

‘Yes’ or ‘NO” type questions, elliptical questions, suggestive questions (echo questions), rhetorical questions etc should not be used.

Questions should be grammatically correct, relevant to the topic discussed, specific and concise, put with proper speed and pause, put to the class with proper voice and not to be repeated unnecessarily.

Questions for seeking further information are needed. The teacher asks prompting questions to lead to the pupil’s expected response. The teacher asks questions to increase critical awareness of the pupils about their responses.

In process of questioning, speed should be used appropriately by providing sufficient pauses and the voice of the teacher should be clear and audible to the learners with please tone and friendly manner.

Write about the component of probing questioning?

Probing questioning: The skill of probing questioning involves going deep into student responses through step by step questioning with a view to eliciting the required responses. Each question is followed by a variety of student responses, such as to no response, wrong response, partially correct response, incomplete response and correct response.

Let us consider the five response situations one by one.

No response situation: No response situation may be there due to a student’s inability to understand the questions, to structured response, or due to the lack of requisite facts, concepts, generalizations needed for the purpose of responding or the failure to recall the related facts.

Wrong response situation: Wrong responses to a question indicate the lack of knowledge of facts, concepts and generalizations on the part of the student.

Partially correct response situation: It represents the response parts, which are similar to the criterion or correct responses. The respondent a partial knowledge o facts, concepts, and generalizations on the part of the students.

Incomplete responses situation: Some times when  an incomplete response situation occurs,  we infer that either the student is not having the necessary facts, concepts or generalization in his memory or  it may be due to he is inability to understand or structure a response to the question.

Correct response situation: Correct response situation refers to the statements expressed by the student, which completely satisfy the response.

These specific sets of behavior (student response situation) are out lined in the ensuing skill components. The skill of probing questioning comprises component behaviors of seeking further information, redirecting, refocusing and developing critical awareness. The components are

1. Seeking further information ( SFI )
2. Re focusing  (RF )
3. Re directing ( RD ) and
4. Developing critical awareness (DCA)

´ Seeking Further Information (SFI): Dealing with an incomplete response situation and partially corresponsive situation consists of eliciting additional information from the responding pupil to bring the initial response to the expected response in more complex ad novel situations.

´ Re Focusing (RF): To deal with ‘correct response situation’ the teacher re focuses pupil responses and wants the pupil to relax it to some area already learnt or requires the pupil to consider the implications of the given response in more complex and novel situations.

´ Re Directing (RD): For more students’ involvement and to deal with ‘no response’, ‘incomplete response’ and partially correct response, the same question is redirected to more students for response.

´ Developing critical awareness: This involves asking ‘why’ and ‘how’ of the correct response. The teacher expects the pupil to justify his response or explain its rationale. This process develops his critical awareness

List the components of skill of Introducing a Lesson or Set of Induction?

            Success of teaching a lesson depends on its introduction. The attention of the students towards learning the matter starts with the introduction of the lesson. In this the new knowledge may be properly linked with the existing knowledge of pupils. The introductory questions should be based on the previous knowledge related to the present content and the teacher has to proceed from known to unknown. The skill of introducing a lesson establishes rapport with the learners and facilitates concentration on his teaching. Effectiveness of introducing a lesson depends on the maximum use of previous knowledge and attention gaining of the learners, adopting appropriate devices, continuity, and relevant questions or statements pertaining to the content.

            Introducing a lesson significantly influences the learning of a new lesson. The various components of the skill involved in introduction of a lesson are:

1. Use of previous knowledge (UPK)
2. Preliminary attention gaining (PAG)
3. Use of appropriate device (UAD)
4. Arousing motivation (AM)
5. Relevance and Continuity or Sequencing of questions and Statements (RC)
6. Topic Declaration (TD)

Use of Previous Knowledge (UPK)

            Previous knowledge of students refers to the level of achievements from previous experiences. Testing the previous knowledge of students helps the teacher to establish integration between the pre-existing knowledge of the student and the new knowledge that the teacher wants to impart. Through this skill, the teacher knows the status of motivation, intellectual abilities and socio-cultural background of the student.

Preliminary Attention Gaining (PAG)

            In the beginning of a lesson, the students may not be in an attentive mood being mentally unprepared for learning. The teacher’s duty is to create desire for learning among the students. The teacher attracts the students towards his teaching by doing some attractive activity and creating curiosity. To gain attention at the preliminary stage interest or curiosity should be aroused among the students. The teacher can employ different attention attracting activities such as telling a story, recalling the previous experiences etc.

Use of Appropriate Device (UAD)

            The teacher should make use of appropriate devices or techniques while introducing a lesson to motivate the students. The teacher creates such a situation by use of different types of devices such as

1. Questioning
2. Use of examples, analogies, similarities
3. Story telling, describing related instances
4. Lecturing, describing, narrating
5. Use of A.V aids
6. Role-playing, dramatization
7. Demonstration, experimentation etc.

In order to motivate the learners, the use of such devices should be suitable to the age, experience, maturity, etc. of the learner. The devices could be relevant only if they are related to the aims of the lesson/content. Unrelated devices confuse the learners and do not contribute towards establishing a healthy rapport with them.

Arousing Motivation (AM)

            The teacher should link the required previous knowledge of the present knowledge with motivation of the present knowledge with motivation in introducing a lesson. The teacher should use the questions or activities to motivate the students towards the current topic or concept before declaring the topic or lesson.

Relevance and Continuity or Sequencing of questions and Statements (RC)

            The teacher should use relevant and sequence questions to recall previous knowledge, to generate motivation towards the lesson and attract attention of the students.

Topic Declaration (TD)

            The teacher should declare the topic or lesson after introducing the lesson. It indicates the beginning of presentation of the lesson. By this topic declaration, the students understand what they are going to be learning in that period.

Write the components of demonstration skill?

            Demonstration is an activity or process of teaching involving the showing of specimens or experiments or devices to explain and describe the concerned concept, idea, teaching point etc., in the teaching – learning process. That process makes the subject matter concrete with real life situation. The demonstration in teaching makes learning simpler and meaningful to the learner.

            The components of demonstration skill are:

1. Appropriate topic, concepts, ideas, and teaching points (A)
2. Sequence order of presentation (SOP)
3. Adequacy of manipulative skill (AMS)
4. Creation of appropriate situation (CAS) and
5. Generalization (G)

Appropriate topic, concepts, ideas and teaching points (A)

            The demonstration should be appropriate to the topic, concept, idea and teaching point. The appropriate specimens, experiments, or devices should be related to the topic, concept and teaching point in the demonstration to make teaching effective.

Sequence order of presentation (SOP)

            The presentation material such as specimens or experiments or devices should be arranged in sequence order and presented in a systematic way. The sequential procedure in presentation of material indicates better preparation of the teaching learning activity.

Adequacy of manipulative skill (AMP)

            In the demonstration of experimentation, the instruments or equipment should be repeatedly displayed in the teaching – learning process. Adequate manipulative or manual skills would certainly result in creating interest in the minds of the learners.

Creation of Appropriate Situation (CAS)

            In the demonstration process appropriate physical situation with proper aids, instruments, diagrams, gestures, movements etc. should convey the idea appropriately. The demonstration arouses the curiosity of the learner.

Generalization (G)

            Whenever the demonstration comes to an end, the teacher should conclude the theory and frame a rule or a principle. The teacher performs the demonstration to consolidate the learned points with the help of the learners.

Discuss the various components of the skill of Closure?

            In closure or recapitulation, the teacher can consolidate the main points by putting a few questions based on the topic taught. The questions should be logically liked to cover the whole lesson as summary of the lesson. He may use charts, models, diagrams etc. for consolidation of the lesson. The questions may be oral or / and written by using nonverbal media including experimentation. The students can use this situation of what they have learnt during the lesson in solving the problems in a new situation or in different situations. The teacher can review the past knowledge of the students, both provide for future learning in the form of homework or assignment. The various components of the skill closure / Recapitulation are:

1. Consolidation of Major points (CMP)
2. Providing opportunity to apply new knowledge to a new situation or different situation (OP)
3. Linking previous knowledge to new knowledge and new knowledge to future knowledge among the students (LK) and
4. Home work or Assignment (HW)

Consolidation of Major Points (CMP)

            The teacher should consolidate the major points of his presented content matter at the closure or recapitulation process. It helps in remembering important points of the lesson.

Providing Opportunity to apply new knowledge to new situation or indifferent situations (OP)

            Whatever the students gain new knowledge in the lesson taught, they apply their knowledge in a new situation or different situations in the recapitulation. That opportunity is felt at the closure of a lesson. Without providing this opportunity, the students are unable to apply their gained knowledge to new or different situations.

Linking previous knowledge to new knowledge and new knowledge to future knowledge of the students (LK)

            The teacher establishes a link from the previous knowledge to new knowledge and from the new knowledge to future knowledge by taking different examples.

Home Work or Assignment (HW)

            Home work or Assignment is an important task in closure. At the end of his teaching, the teacher provides homework or assignment to recall or to apply or to learn different situations.

Unit-III-Completed