Q.1 A teacher's personality traits are important to create and maintain a class room/learning environment why?
Answer
Knowledge and
skills are taught and learned at school. School is a little community in itself
where teachers and students interact with each other. During this interaction
teachers influence their learner’s behavior and learners influence their
teacher’s behavior.
The nature of this interaction
is an important factor in determining the learner's perceptions of school and
his/her attitudes toward school-related persons and activities. This factor
involves the relationship between the personality of the teacher and that of
the learner.
A teacher’s
personality traits are important as Callahan, (1966) says that the teacher
whose personality helps create and maintain a classroom or learning environment
in which students feel comfortable and in which they are motivated to learn is
said to have a desirable teaching personality.
Research says
that teachers are cognitively oriented toward pupils while pupils are
effectively oriented toward teachers. Teacher’s personality is, therefore,
directly and indirectly related to learning and teaching in the effective
domain as well as to that in cognitive and psychometric domains, (LEW, 1977).
Teachers have rights and
responsibilities to develop a climate in the classroom which supports effective
learning. Aristotle quoted in Stephen Covey, "The Seven Habits of Highly
Effective People", says we are what we repeatedly do.
Climate in
their classroom is based on the teachers’ personality and style of teaching,
the tone of their voice, and the little things they continually say and do on a
daily basis. In the classroom, the
learners’ behavior could be determined from the way their teachers behave with
them.
Best, (1991,
p. 275) says the teaching is “primarily concerned with developing qualities
such as curiosity, originality, initiative, cooperation, perseverance,
open-mindedness, self-criticism, responsibility, self confidence and
independence”.
Marchbanks, (2000) in a study,
examined the personalities of sixty students at the University of North
Carolina at Chapel Hill through a 110-question questionnaire. The traits of
passion, patience, cooperation, authoritativeness, and creativity were studied
in particular because these are the essential personality traits of an
effective elementary school teacher. He says teachers in the twenty- first
century are responsible for the overall well-being of their students, as well
as educating, disciplining, and stimulating their developing minds. Because
teachers have these additional duties, many more requirements are needed to be
an effective teacher. Let us read the personality traits, necessary to be able to accomplish all of the above
stated tasks and duties.
Personal qualities
Elementary school teachers need
the following characteristics:
- strong interpersonal and communication s kills
- a genuine interest in children and respect for their individuality
- the ability to sens e children's individual needs
- the ability to be creative, imaginative, patient, energetic, organized and resourceful
- the ability to establish rapport children and parents
- strong leadership and teamwork skills and a good sense of humor
- a high level of dedication to work which often impacts personal life style choice s
- a clear, pleasant speaking voice and the ability to convey confidence
- Positive conflc resolution skills and the ability to handle stress well.
They can enjoy finding different ways to solve problems and
present information, and organizing and coordinating the work of others.
One must be
passionate, patient, cooperative, authoritative, and creative in order to be an
effective teacher beside the basic and extended knowledge of the subject he/she
is teaching. A true passion for both the profession and the children is
indispensable; a teacher must look forward to his/her job every single day,
having the desire to instill in the students all the knowledge and skills
needed to lead a happy, healthy life in today’s world. Patience is needed to
maintain that passion and desire for teaching. In order to interact with the
children and other teachers most effectively, an overall cooperative personality
is needed. A degree of authoritativeness is necessary to preserve order and
discipline in the classroom. Finally, teachers have to be creative in their
approaches to instruction to earn the most successful results in educating
their students (Marchbanks, 2000).
Thompson,
Greer, and Greer (n.d) says that “every teacher should possess twelve
characteristics such as displaying fairness, having a positive outlook, being
prepared, using a personal touch, possessing a
sense of humor, possessing creativity, admitting mistakes, being
forgiving, respecting students, maintaining high expectations, showing
compassion, and developing a sense of belonging for students”. Let us read
these characteristics as given bellow:
1)
Fairness
Fairness is one
of the characteristics of the students’ favorite teachers. All humans possess
an inbuilt sense of fair play. Whenever a person violates, the other person in
this situation is prone to react negatively.
Any impression
of favoritism, or lack of fairness, leaves scars on the life of persons that
lasts forever. The students report in great detail, the unfair actions of their
teachers when they had negative experience of competition between classmates,
even after many years have passed.
2)
Positive Attitude
Another characteristic that
students’ like most is the positive attitude and approach of their teachers
they
use into the
classroom. Scholars suggest that effective teachers are those who use
meaningful verbal praise to get and keep students actively participating in the
learning process. The effective teachers are generally positive minded
individuals who believe in the success of their students as well as their own
ability to help students achievements.
If the
teachers have positive attitude they “catch students doing things right” rather
than “catching them doing something wrong.” The students often recall praise
and recognition that was given by their teachers at schools, and they point to
the confidence and direction that often resulted in their lives.
3)
Preparedness
Competence and
knowledge of the content area being taught is something that our college
students have always mentioned about their favorite teachers. In a research the
students pointed out that in classrooms where teachers were well prepared,
behavior problems were less prevalent. The well-prepared teacher is more likely
to be able to take time during lessons to notice and attend to behavioral
matters, and is less likely to miss the beginnings of potentially disruptive
activity. If, on the other hand, teachers have not spent sufficient time in planning and
preparation, they tend to be so focused on what they are doing that they miss
the early signs of misbehavior. This ultimately results in frequent disruption,
waste of valuable instructional time, and student’s frustration.
4)
Personal Touch
Teachers who are
connected personally with their students; call them by name, smile often, ask
about students’ feelings and opinions, and accept students for who they are. As
well as the teachers who tell stories of their own lives events which relate to
subject matter currently being taught, motivate student’s interest and endorse
bonding with the students. Teachers who show interest in their students have
interested students.
5)
Sense of Humor
If a teacher has
the ability to break the ice in difficult situations with the use of humor,
this is an extremely valuable asset for teaching. According to McDermott &
Rothenberg (2000) students enjoy teachers with a sense of humor and remember
those teachers who made learning a fun. Good teachers enjoy a laugh with the
class occasionally.
6)
Creativity
Students always
like the unusual things that their teachers do in creative ways. Construction
of models or things from wastage like plastic bottles provides a field xxxvi
into which
children could go and work by themselves quietly on academics activities like
puzzles and word-finds.
Fun activities
arranged by teachers into the classroom encourage the students towards
learning. Teachers can use unique ways
of motivating their class. Teacher can set a reward for the class on reaching a
particular academic goal. For example a teacher can give extra marks of work
done by the students in a creative way.
7)
Willingness to Admit Mistakes
Like
everybody, teachers may make mistakes. Sometimes students may know when their
teachers make mistakes. Unfortunately, some teachers try to let the mistakes go
unnoticed or cover over them quickly. Teachers who recognize their mistakes in
a very humble and pleasant way and apologize them. This act of teacher provides
an excellent model for the students, and they may be remembered as a good teacher.
8)
Forgiving
The effective
teachers reflect a willingness to forgive students for misbehavior. For example
if a student repeatedly asks irrelevant questions and detracts others from the
lesson. The teacher can simply say the question is irrelevant and direct the
student for further study.
9)
Respect
The teachers
desire be respected by their students. The teachers who give respect to their
students are always respected by them. Effective teachers can train their
students be respectful by many ways such as, he can keep individual grades on
papers confidentially, or can speak to students privately after misbehavior not
in front of others. Good teachers show sensitivity for feelings and
consistently avoid situations that unnecessarily make students uncomfortable.
10)
High expectations
Teachers with
positive attitudes also possess high expectations for success. Teachers’ expectation
levels affect the ways in which teachers teach and interact with students.
Generally, students either rise to their teachers’ expectations or do not
perform well when expectations are low or non-existent. The best teachers have
the highest standards. They consistently challenge their students to do their
best.
11)
Compassion
Hopefully, school
is a place where children can learn and be nurtured in an emotionally safe
environment. Sometimes in youngsters classrooms there may happens a significant
amount of cruelty and hurt feelings. In these situations a caring teacher tries
to reduce the impact of hurt feelings on learning xxxvii
12)
Sense of Belonging
Teachers
developed a sense of family in their classrooms. A variety of strategies, such
as random act of kindness awards, class picture albums, and cooperative class
goals build a sense of unity and belongings and maintain an emotionally safe
classroom. Good teachers also took strong measures to prevent mean and hurtful
behavior like teasing and bullying. Effective teachers know well that when
children feel emotionally and physically safe, they learn far better.
The teacher
quality is the most important factor in determining school quality. But what
factors determine the teacher quality? There are fifteen key characteristics
that the administrators look for in their teachers, given in an article from Teaching for Excellence. Let us read the
teacher’s characteristics from the administrator’s point of view:
Exhibit enthusiasm: The enthusiastic
teacher can make learning fun for the students. if the teacher
has willingness
to teach he can make a difference in the motivation of students. This quality
also helps in building a sense of teamwork even beyond the classroom.
Know
your content: Teachers must keep up with their field of expertise. The
teacher must have
mastery of the
knowledge and new developments in the field. For example if you teach
kindergarten, subscribe to an early childhood journal. If you teach chemistry,
attend the seminar at the local college. Only the knowledge of changing trends
can make the teachers expertise of the field.
Be organized: In
order to be organized, the teacher must learn how to handle the routine for
example collecting student work, handing out materials, posting assignments,
what to do when finished with an assignment, communicating class news, etc.
Organized planning of teaching lessons spare teacher’s time and let him/her
spend more time on student’ learning. Time with students. Established routines
keep the class on track and give you more time for teaching and engaging
students.
Teach actively: Hard working teachers
are always appreciated. Good teachers are actively involved in teaching. They
continuously move around, and notice the students’ behaviour and their learning
activity.
Show a good attitude: A philosopher,
Voltaire, said, "the most courageous decision one makes each
day is the
decision to be in a good mood”. The students need models with positive
attitudes. Notice what you say to others and your tone of voice. The teacher
must show care, concern, and respect.
Establish successful
classroom management: Teacher must establish the classroom management
system from the first day of class. Because the discipline and management
structure are essential for students to be on work. Teachers enforce management
rules for an orderly class environment by using their qualities of consistent
and fair. The inconsistent rules should not be enforced.
xxxviii
Maintain good people skills: On a
primary report card, this trait is referred to as "works well with
others". the teachers must have quality of work well with other people.
the teacher’s behavior is judged by
others. Education
is a people business. Good human relations skills are necessary for successful
teachers.
Communicative: Good teachers give
information clearly. They are concise, demonstrate and explain in detail.
Teachers must give accurate directions when presenting new information. This
process includes
explaining,
outlining, summarizing, and reviewing. Too often children have no idea what
they are learning or why they are learning it.
Question effectively: Questioning
is a powerful teaching tool. The productive thinking occurs only through
questioning. Ask questions directed to the whole class as well as to
individuals. The questions are asked directly to the students by calling them
by their names. Give time for students to think through their responses. This
wait time keeps everyone involved and gives students a chance to think.
Differentiate instruction: One of the
biggest challenges to teaching is working with students having a great range of
learning styles, personalities, and rates of learning. Teachers need to mix
different teaching
techniques such
as auditory, visual, and hands-on techniques. For specific lessons, make
subgroup of the students with similar weaknesses or skills.
Build success into your
class: Success rate is important. If a student continuously makes mistakes,
he/she can become frustrated which may result in behavior problems and loss of
effort. Researches indicate that eighty percent success rate is acceptable.
When students are not successful, provide them,
i)
further instruction and/or ii) simplify the task until they can master the
task.
Hold
high expectations: High expectations need to be communicated for good
performance.
Successful
teachers don't just accept participation but they require it. In fact, students
respect teachers who expect them to do their best.
Create a pleasant atmosphere: Don't
allow your classroom to send out the aura of the haunted house on the hill.
Miserable, dull, and boring environment will decrease the percentage of
learning. Cheerful and
happy classrooms
will stimulate learning. Teachers have to create a pleasant situation where
students feel comfortable is a must for turning up the academic burner.
Be flexible: teaching
requires flexibility. Teachers must be able to adjust and their teaching
according to the available time and resources. During teaching it usually
happens when teacher is sensitive enough to student needs. He/she can vary from
the routines and rules to help a child? As a recent saying goes,
"The flexible shall not be
bent out of shape."
Let us have a knowledge of the teachers’ professional
qualities.
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
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Q No 2. Describe the process of course design planning?
Answer
A lesson plan is
a road map of the instructions. It shows what will be taught and how it will be
done effectively during the class time. Teachers require a lesson plan to
describe their course of instruction for one class. The lesson plan is
necessary to guide the instruction. A lesson plan is required to describe the
preferences of the, subject being covered, activities being held in the class,
and to ensure the progress of the students about the lesson being taught to
them
A well-developed
lesson plan reflects the interests and needs of students. It contains the
objectives of the lesson formulated in behavioral terms (indicate the change in
behavior). The best and appropriate practices of teaching methodology and
techniques to achieve the objectives are included in the lesson plan. The
content to be covered in a class is indicated in a lesson plan. The evaluation
procedures are also included in the lesson plan.
Lesson
planning is beneficial for the teacher in many ways; such as:
It he lps
in a chieving goals and objectives, and same can be said on the part of
the students.
It he lps to ge t rid of proble ms or a void
the m.
It gives a rea lity check of e ve ryda y pe rformance.
It
improve s the ha bit a nd a ttitude of the s tude nts .
It improve s the teaching skills.
It ma ke s te a ching ordina ry a nd e a s y.
It ma ke s the te a che r orga nize d during
te a ching.
Le s s on pla nning de te rmine s whe n to
include the inte re s ting fa cts to a ttra ct the s tude nts a tte ntion.
It enables the teacher to impa rt the thni gs the students can do at
the best of their abilities.
1.1
Process of lesson planning
First of all, a
teacher need to identify the learning objectives for the class, then design
appropriate learning activities and develop strategies to obtain feedback on
student learning. A successful lesson plan addresses and integrates these three
key components:
Obje ctive s for s tude nt le a rning
Te a
ching/le a rning a ctivitie s
S tra te
gie s to che ck s tude nt unde rs ta nding
Figure No. 1: Planning
of a lesson
A
detailed planning of a lesson is emphasized through following stages:
Pre-Planning Stage
Before teaching
the teacher has to think about the lesson plan for a particular class. The
Center of Excellence in teaching (1999) recommends that the answers to the
following questions may help the teachers to proceed for effective planning:
-
What are my objectives for this class?
Objectives are
the statements of what the teacher wants students to learn. The objectives are
most likely to be the same, or close to, the goals outlined during course
planning. These are specific for a particular class.
- What
are the objectives for this class?
Objectives
are the specific goal statements written in behavioral terms. They state
exactly what the students should be able to do, in a class/ on a paper/ in an
exam, etc. Objectives also specify the conditions under which the students
should learn the material.
- Why
is this material important?
The teacher thinks
about the importance of the skills or knowledge being taught to the students.
- What
content will be covered in the particular class?
Statement of the rationale (logical reasoning) will help the
teachers to decide What content needs to be conveyed? Or
What will students need to know to meet the goals and
objectives laid down in the course? Or What content is most essential for them
to understand?
- What
will the students already know?
Each learner
has different knowledge, the teacher must try to assess, what it is the
students already understand or are able to do. Having the knowledge of the
students’ previous learning the teachers are in a better position to decide
where to begin the class and how to help students learn.
- What
materials will be needed?
These are the equipment to accomplish the goals the teacher
decides if he/she needs equipments, overheads. Well planning in advance will
allow the teachers to be prepared.
1.2 Designing
a Lesson Plan
There are three
main elements to a lesson plan that most of the teachers use. There is
variation among these components. All of these may not be used in every class,
because some plans may spread out over two or more classes. The elements are as
following:
i) Introduction
The introduction is a way to warm up students, to ease them
into the class and to give them a context for what they are about to learn. Any
of the following will be helpfull to take a good start:
P rovide a
n outline of wha t will be done in the cla s s . Giving a s tructure he lps the
s tude nts to orga nize
their thoughts and integrate new
ideas.
S umma rize the pre vious les s on if the
ideas a re s imilar to this clas s . Re call of previous knowledge helps
the students to relate
new ideas too.
P re s e nt a n is s ue re la te d to the topic a nd a s k s tude nts to ge ne ra te a lis t of que s tions . Conne cting the lesson
with these questions will give a picture of students’ experiences, they are
familiar with and be able to relates the topic to their lives. This shows that
what you are teaching is relevant and draws their attention.
ii) Development
Development is an important part as it describes about
teaching, or “instructional methods” such as, lectures, discussions, labs,
collaborative learning, etc.
Try to e nga ge s tude nts a s much a s pos s
ible in the le a rning proce s s . Active le a rning is one of the wa ys
to engage students. It not only retains students’ attention
but also helps them to develop higher-level thinking skills.
Atte mpt to us e
a va rie ty of teaching
methods in a class. Any single method may not work for all
students.
A variety of methods keeps their attention and enhances learning.
Give s tude nts
the cha nce to a pply the ta ught s kills by us ing
the conce pts . This will
he lp the m le a rn a nd give a chance to the teacher to assess informally. This
assessment will provide clarification of learning and need for further practice.
iii) Conclusion
Planning of how to tie it all together for the students is
also important. Tell them once again what they would learn and why it is
important to them. Consider the following activities in conclusion:
iv) Ask
for questions:
The last few minutes of class are an excellent time to have
students raise questions and explore the ideas on their own.
v) Summarize
the main points and explain how they relate to the course:
Students do not
always see how everything fits together. The teacher makes the link between the
activities of one class to the larger course. In this way a teacher best helps
the students develop a conceptual understanding.
vi) Next lesson:
Again, this shows relevance to the lessons linked to one
another and helps students develop a conceptual understanding.
vii) Recapitalize
or one-minute writing about the taught lesson:
With one or two
minutes remaining in class, ask students to take out a sheet of paper and,
without putting their name on it, write what they believe was the main idea of
the class and one question they have about the lesson content.
1.3 The
Post-Planning Stage
The teacher’s lesson planning process should take into
consideration the need to assess whether students have learned? How effective
the lesson was?
This
assessment is not a complicated or difficult task. It is very simple and
informal. For instance, using part of the class to let students work on
problems you have given them, or discuss issues and apply concepts, can give
you a good sense of what and how much they have learned. The one-minute writing
about the lesson or homework problems can be similarly helpful.
Let us do an activity to ensure the learning of the read concept.
Q No.3 What strategies a teacher canuse in the classroom
to motivate students?
Answer
“The strategic teacher”. A strategic
teacher is a model and mediator who demonstrates how to think through a given
task, how to apply the strategies, and “what to do when you don’t know what to
do”. Intercedes between the students and the learning environment to help
students learn and grow. Anticipates problems in learning and plans solutions
to solve them. Guides and coaches students through the initial phases of learning
to independent learning.
Tkfinley (2011) has suggested different
ways to create classroom discussion where students enjoy more freedom and
safety to express them. These are as followings: clvi
1. Classroom arrangement: Chairs and desks
arranged in a circle is a preferred classroom arrangement for a discussion
group. Students do not feel comfort in sitting in rows because it covers too
much space and classroom looks confined. With a circle, the room will also feel
less cluttered and students are likely to have more conversations because they
can see each other's faces.
2. Respect of opinions: Teacher should
establish rules before generating classroom discussion. An environment where
every one’s ideas are given respect is highly
appreciated.
3. Tackle the opinions: Teacher should
tackle the wrong answers very carefully. Students with wrong answers should not
be openly disagreed in front of the class. It may create unrest and fear among
students of giving wrong answers. If a student gives an incorrect answer or
doesn't understand the material, he/she may be asked questions to get him to
reconsider. These questions can also be directed at the group. This process of
asking questions will help him to rethink his position, help other students who are confused and give their peers the
opportunity to answer correctly.
4. Memorization of students’ names: It is
important for a teacher to motivate students to learn each other’s names. The
first few days of class, if students have learnt their names and shared
something interesting among the class, it would give them an opportunity to
develop some rapport for onward classroom discussions. Teacher can play his
role to help students to memorize their names by playing a game where students
try to match names with personal information. When students are given
permission to speak, call names. Identifying everyone by name will make the
class more personable.
5. Grouping: grouping is another important
thing to create a smooth discussion. Small groups are more preferable. In these
smaller groups, each student may be given a mini-assignment. Now everyone in
the small group has a responsibility and something to share. This encourages students
who are shy or less
comfortable with speaking in front of larger
groups.
6. Students’ involvement: Keep students
involved in the discussion. Some students are very open and feel comfortable to
share their opinions but some students are very shy to share their views with
others. Teacher should ask follow-up questions to encourage students to get involved.
7. Flexible schedule: flexible class
schedule is also very important. Local, national, and international events can
grab students' attention. Take some time to discuss these events. It will show
to students that they are being valued what they're thinking about.
Q
No.4 What is meant by inductive reasoning? Provide examples regarding
application of this method in classroom setting?
Answer
In any class
students come from different backgrounds and contexts, they have different
capabilities and different styles of learning. This situation demands different
teaching techniques, strategies and methodologies, which teacher adjusts
according to the situation and requirement. There are variety of techniques and
methods which teachers use under the umbrella term inquiry approach. Inquiry is
an approach that roots in the Socrates logical thinking. Teachers often use
logic to foster the thinking of their students. During this process the
teachers impose questions to their students after judging the level and
ability. If the student answers the question correctly the question of higher
order is asked. On the other hand if he/she could not the follow up questions
are imposed to create the link between the known and the unknown. There is variety of techniques
but many teachers prefer inductive method according to Prince and Felder (2006)
in inductive teaching learning process the instruction begins with specifics
for example a set of observations or experimental data to interpret, a case
study to analyze, or a complex real-world problem to solve. As the students
attempt to analyze the data or scenario or solve the problem, they generate a
need for facts, rules, procedures, and guiding principles, at which point they
are either presented with the needed information or helped to discover it for themselves.
The inductive
reasoning method moves from specific to general. These examples will help us to
understand the concept of inductive reasoning. Consider this “Previous car
accidents of this sort were caused by brakes
failure, and therefore, this accident was also caused by brakes failure.” Similarly while doing exercises of mathematics children
use induction method “as previous question was solved by adding the numbers,
therefore, this question may also be solved by same method”, and most of the
time it comes true.
Some
important aspects of the inductive teaching method are given as below.
1. It
gives new knowledge as student are supposed to involve in the process of
knowledge construction.
2. It
is a method of discovery, where students discover the fact by their own involvement.
3. It
is a method of teaching; teachers used this by starting from the known facts
and using different inquiry techniques to discover the hidden ones.
4. Child
acquires firsthand knowledge and information by actual observation.
5.
It is a slow process,
as all the steps are interlinked and the students
cannot move forward without the
mastery of the previous
one.
6. It
trains the mind and gives self confidence and initiative to the students after
being exposed to inductive method the students has more positive attitude
towards taking initiatives in their studies.
7.
It is full of activity, many activities lead
towards the generation of new knowledge.
8. It
is an upward process of thought and leads to principles, the students
understand the philosophy behind that principle.
Examples:-
Education is back
bone in the development of a society and teacher has a pivotal role in the
education system. Effectiveness of a teacher is always gauged on the basis of
teaching skills. Effective teaching skills are a precondition for translating
theory into practice. The criterion of effective teacher includes not only the
subject expertise, but ability to create an effective classroom environment in
the classroom to reshape and redesign the knowledge, stimulate intellectual
curiosity, encourage innovative and independent thinking of students. To
inculcate these attributes in teachers, teacher training programs put utmost stress
on developing skills among student teachers. During teaching practice, the
novice student teacher uses teaching skills strictly per guidelines given by
the teacher educator, but this state of affair becomes different in real class
room situations.
Most
importantly, the aim of teachers has always been to assist students to learn
efficiently. To meet with this target, teachers have to be expert in applying
different teaching skills during instruction. To achieve learning targets and
to maximize learning, teachers must understand the significance of individual
skill and the integration of various skills. This is imperative in secondary
classes where teacher uses various techniques to keep students involved in the
classroom, e.g. discussions, questions answers, use of teaching aids to change
the sensory focus and, in particular, summarize to help students learn. A thorough knowledge of content matter is
fundamental for teaching effectively. Besides this, logical presentation of
subject matter is also essential for effective instruction. To plan the
instruction in a logical sequenced way, teaching expertise is crucial. Even
experienced teachers need to refine this aspect and add value to maximize the
effect of teaching in the classroom (Sharma,
2000).
Teacher
training programs inculcate effective teaching skills among teachers. Such
Pre-service training programs assist teachers in grasping different
teaching-learning theories related to help them to design subject matter,
develop curriculum, and know psychological principles of andragogy and
pedagogy. Such trainings foster teachers to learn the basics to
teaching-learning process. Without understanding of how and under what
circumstances a pupil becomes engaged in instructional activities, mapping a
learning environment is vague. The circumstances under which students engage in
learning include the classroom environment, the explicit teaching strategy
used, and the place of the learning goal. In executing plans for instruction, a
significant role is the introduction of introductory experiences a teacher
applies to produce the yearning high level of students’ involvement. Techniques
for set induction are crucial for planning and following precise procedures for
getting the best of instruction. Pre-service training programs make use of a
range of techniques i.e. simulation, demonstration, and especially, micro
teaching to increase teaching skills among novices. Much value is attached to
proper use of set induction, presentation, understanding
students’ psychological
needs and students’ evaluation (Murthy, 2008).
There are two
aspects of effective teaching. One aspect focuses on the teaching behavior and
second aspect emphasizes on learning outcomes. Effective teacher is one who
intellectually effective and utilizes different approaches during instruction
by applying different learning activities. Implementation of teaching
principles in the classroom is facilitated with certain skills acquired by
teachers through education and training. Teaching skills is the combination of
verbal and non-verbal behavior of a teacher. These skills can be examined and
gauged in terms of a student’s change in behavior. This indicates that teaching
skills are instructional techniques used by teachers to make teaching learning
viable by initiating two way communications between teacher and student.
Teacher’s performance is judged by the ability to know where and how to apply
these skills. Teaching skills are essential for teachers as the means to accomplish the eventual target of bringing
constructive and desired change in the behavior of the students. All the
teaching skills are interrelated and indispensible for each other. Teacher’s
success is not determined not by the number of skills he/she applies in the
class, but depends on how these skills are interlinked, regulated and adapted
to make teaching an effective tool in helping students to become active
learners, explorers and critical thinkers (Bhargava, 2009).
Example:
Here is a simple example of how induction works.
Below is a proof (by induction, of course) that the th triangular number is
indeed equal to 
(the th
triangular number is
 |
 |
defined as dots).imagine an equilateral triangle
composed of evenly spaced
 |
Base Case: If
then 
and
and
for
So,
 |
 |
||
Inductive
Step: Suppose the
conclusion is valid
for 
.
That is, suppose
we have
.
That is, suppose
we have
Adding to both sides, we get
 |
conclusion holding for complete. so the
implies that it holds for and our induction is
 |
Please Check Solutions to Other B. ed Assignments (Autumn 2018)
Q No. 5 a) What is an activity ?Discuss the importance of activity method.Answer
What is Activity Method?
Before explaining
the activity method, it seems better to answer this question, what is an
activity? Anything which is carried out with a purpose in a social environment
involving physical and mental action. Such activities help in the establishment
of stimulating environment for creative expression.
Types of Activities:
Activities can be of three types:
1.
Exploratory – Knowledge getting
2.
Constructive – Experience getting
3.
Expressional –
Presentation
Activities will
vary according to the age group of the students. At elementary level of
education pupils may involve in different activities such as listening
observing, planning, collecting, talking, singing, dramatizing, experimenting
and constructing. The variety of activities grows as children progress in
elementary program. This may include, painting, drawing, designing, wood
carving, writing, composing, interviewing, acting, reading, map-making and
graph making, field trips, gardening and camping. It is not always necessary
that activity should only be motor or manipulative. It can also be mental.
Knowledge-getting activities occupy a prominent place.
a) Knowledge
– Getting Activities
(i) Here
a group of pupils may be asked to make a study of the various sources of food
articles consumed at home by questioning parents, merchants etc; by consulting
labels on the foods. The data may be compiled and interpreted by the group.
(ii) A
committee of pupils may undertake to find out in a rural area, how many
families have members who work also in the city or town for a part of the time. In a city, it may be enquired how many people in the
local
community have come from rural areas and why they have come. With the teachers
help, rough estimate of probable experience can be made.
b)
Experience – Getting Activities
For selection of
activities and giving firsthand knowledge to the students teacher may arrange
some field trips of any area such as industrial or agricultural. But for
arranging the visit of any area, the provision of the available local resources
must be focused, otherwise school will never allow for having this experience.
Overall focused must be laid on no cost field
visits.
c)
Presentation
A debate can be
arranged on the topic “In the opinion of the house, mechanized agriculture is
the only way of economic uplift in the Punjab. Maps showing the distribution of
(1) agriculture crops, (2) major industries,
(3) outstanding and localized cottage
industries in the Punjab can be drawn. Charts showing
(a) The
classification of industries on the basis of nature of goods produced, (b) flow
of raw materials, labour and power to few major industries can be made. Graphs
showing the member of industrial laborers in the Punjab from 1947 to 2010 etc
can be prepared.
Practical and
productive work can help in the better understanding of almost every subject.
In geography, it may take the form of drawing maps, making models,
illustrations, organizing excursions, keeping weather records, constructing in
appropriate materials scenes from the life of different region is of the world
etc. In history, in addition to the preparation of suitable illustrations, they
may prepare and stage historical plays making the costumes, the stage effects,
fixing the lights etc, themselves or co-operatively study local history or set
up a small history museum and in fact, take up any projects that will bring
history to life, in connection with the study of languages – particularly the
mother tongue – they may undertake to write small booklets on subjects of
special interest to them. The collection of material from relevant sources, its
writing, editing, the binding of the booklets attractively will all form parts
of a joyous project. Illustrated charts about great writers may be
prepared-containing their pictures, short notes on their lives and works and
brief appropriate question in prose or poetry from their writings or they may
possibly attempt translations of some easy books and articles in English with
the object of providing rich reading material for their fellow students in the
library. Taking in view these three types of activities, some of the activities
are suggested as under:
1.
Local survey and excursions.
2.
Debates, discussions, dialogues and symposiums.
3.
Hobbies
4.
Dramatization
5.
Clubs and societies
6.
Projects
7.
Competitions
8.
Re-creational and cultural programmes
9.
Social Service
squads
10. Students-self Government
11. Camping
12. Writing
of community books in games etc.
In modern
education, creative activities are occupying a prominent place in the school
programme. Creative experiences and social activities are breaking away from
the other approaches and exploring the new avenues of learning. This emerging
pattern for teaching requires that teachers play a more vital role. The
creation of a stimulating atmosphere for the learner, both in the learning
laboratory and in the community is essential for an experience approach to
function. Education for children should be rich enough to meet all needs in a
way that will contribute to society.
Examples of Classroom
Activities
Furthermore, in
the classroom, students work primarily in group and learning and knowledge are
interactive and dynamic. There is a great focus and emphasis on social and
communication skills, as well as collaboration and exchange of ideas. This is
contrary to the traditional classroom in which students work primarily alone,
learning is achieved through repetition, and the subjects are strictly adhard
to and guided by a text book. Some activities encouraged in the classroom:
Experimentation:
Students individually perform an experiment and then come together as a
class to
discuss
the results.
Research
Project: Students research a topic and can present their findings to the
class.
Field
Trips: This allows students to put the concepts and ideas discussed in
class in a real-world context.
Films: These provide visual context and
thus bring another sense into learning experience.
Classroom Discussions: This
technique is used in all of the methods described above. It is one of the most
important distinctions of student centered teaching methods.
Activity
method is more applicable in computer assisted teaching and online learning.
Role of Teacher
The teacher
occupies very important position in the activity method. While it is really a
sound practice that pupils should involve practically in different learning
activities but, in all this accomplishment, the teacher and has to play a vital
role. The teacher has got mature experience, deeper and broader knowledge than
the pupils. For this very reason, his guidance and prompting is not only
desirable but also indispensable. The pupils are out on a venture; they need
suggestions and guidance at every step. The teacher has to save the pupils from
faltering and floundering. So the teacher has skilfully guided in the selection
of activities. The teacher is supposed to give help when help is required. So,
let the teacher be a good prompter, just behind the curtain and not make his
appearance on the stage itself, for stage is meant and reserved for the actors
and actresses, the pupils.
The
relations of the teacher to the pupils are to be much closer and informal than
it is in an ordinary classroom teaching. He is there like a friend or elder
brother with rich and mature experience. He is a
director and not a
dictator. His psychological knowledge must be thorough and scientific.
The teacher must
be a keen observer and a true sympathizer. He should be able to win the good
will of the pupils so that they would not feel discouraged. He should be a
storehouse of information and knowledge so that he may anticipate the
difficulties before-hand and suggest remedies as and when necessary. He should
command respect of the pupils so that the pupils might look to him for help,
guidance, support and affection. No method, however good, is ever superior to
its teachers. So the need is for devoted educational leaders.
The teacher
has still another role to play. He has to see that all the pupil’s work
co-operatively. The activity method is based on correlated teaching. This
presupposes that the teacher should have knowledge of many subjects. He has to
guide the selection and execution of the activities in such a way that the
maximum number of subjects concerned is learnt by the pupils; gaps are properly
filled. He should see that not only practical knowledge is to be imparted but
complete and integrated knowledge is given. Experiences and contributions of
the group should provide increased knowledge in the particular context.
Lastly, the
teacher should be able to spare enough time for the success of this method.
Only a devoted and enthusiastic teacher can make a success of this method, not
the discouraged, time-serving, bell- watchers.
Overall in
the activity based teaching learning classroom, the teacher’s role is to prompt
and facilitate students. Thus, the teacher’s main focus should be on guiding
students by asking questions that will lead them to develop their own
conclusions on the subjects.
Benefits of Activity
Based Learning Approach
- The
learners are actively involved as the environment is democratic.
- The
activities are interactive and student-centered.
- The
teacher facilitates a process of learning in which students are encouraged to
be responsible and autonomous.
- Children
learn on their own pace.
- Provision
of more time for self-directed learning and teacher directed learning is
reduced considerably.
- Group
learning, mutual learning and self learning are promoted.
- Teachers
teaching time is judiciously distributed among children. Only needy children
are addressed by teachers.
- Children
participation in every step is ensured in the process of learning.
- Evaluation
is inbuilt in the system it is done without the child knowing it.
- Role
learning is discouraged and almost no scope for rote learning.
- Periodical
absence of child from school is properly addressed.
- Classroom
transaction is based on child’s need and interests.
- Freedom
to child in learning as he chooses his activity.
- Multigame
and multilevel in learning is effectively addressed.
- No
child can move to the next higher step of learning unless attains the previous one.
- Sense
of event boosts child’s confidence and morale.
- Attractive
cards and activity create interest among children.
- Scope
for child’s development in creative and communicative skills.
- Children
will have a feel of security as they sit in rounds in the groups.
- Children
are allowed to move in the classroom as they choose their activity.
- Moreover
the distance between teacher and the child is largely reduced and the teacher
acts as a facilitator rather than teacher.
Limitations of Activity Method
- Careful
consideration of emotionalized controls may be overlooked during classroom
activities. Apparently some teachers forget that all classroom activities
contribute directly or indirectly to the formation of attitudes, favorable or unfavorable.
- Some
classroom activities become contradictory with values of and culture of the students.
- This
method is time consuming and does not cover the course/subject matter timely.
- Our
teachers are over burden. So they feel difficulty to plan relevant and
appropriate activities all the time.
- Our
classes are overcrowded so there is problem to arrange, organize and manage
classroom activities properly.
- Lack
of professional training of teachers affects to plan and process the innovative
classroom activities such as computer based activities.
- Lack
of physical, financial and instructional facilities become hurdles in the
application of activity method.
b) Summarize the main points bearing on the role of research project.
Answer
Uses of Projectors:
1. Large image: It projects a very large
image on the screen form a minimum of projection distance.
2. Face the class: In this projector the
image is projected over the shoulder of the teacher. Therefore, he can face the
class at all times. He can maintain eye contact with the students. It helps the
teacher to keep watch on the class as or indicates points of importance on the transparency.
3. Lighted room: O.H.P. can operate in an
illuminated room. There is no need of darkening the room. It enables the
teacher to develop a ‘circuit of understanding’ by watching expression of others.
4. Bright image: The lens and mirror
arrangement in overhead projector makes it possible to have a bright image even
in a well lighted room.
5. Simple operation: It is simple, easy
and convenient to operate the overhead projector. It does not need separate
projector operator or the instructor. It permits the teacher to face the class
and at the same time operate the machine. Slides can be changed quite easily.
6. Light weight: The light weight of the
equipment makes it portable.
7. Class control: The teacher can maintain
complete class control and interest in a lesson by turning a switch on or off.
He, while sitting on hi desk, can indicate specific items on the screen buy
location them with his pencil on the slides.
8. Process on the screen: By putting a
piece of ground glass over the slide space the teacher can draw a diagram
sketch with pencil or wax pencil and the class can watch the process on the
screen. He can also place sheets of transparent plastic over the slides for
writing on them. Thus the overhead projector permits the teacher to use the
screen as a blackboard.
9. Large slide: Due to largeness of its
aperture it may allow the use of slides of the size 20 X 20 cms or 25 X 25 cms.
It may facilitate the preparation of art work for slides.
10. Use of pointer: The teacher can use a
pointer or pencil to point out important details of a slide. He has not to run
about the machine to the wall to explain things to the students.
11. Preparation and presentation of
transparencies: Transparencies can be prepared ahead of time, presented
exactly when required and quickly remove, when they serve their purpose.
12. Low cost: Effective visuals can be made
in a minimum of time and at low cost. Once a transparency is made, it is
permanent. It need not be erased as in a blackboard. It can be stored for
recall at any later time.
13.
Easier to write on horizontal surface.
14. Permits
the use of color.
(iv)
Limitations:
1.
Cannot be used for long time.
2.
Writing by some types of writing pens get
blotted out on plastic.
3.
Transparencies create a storage problem.
(v)
Advantages:
It permits the
teacher to stand in front of the class while using the projector, thus enabling
her to point out features appearing on the screen by pointing to the materials
at the projector itself and at the same time, to observe the students reactions
to her discussion. Gains attention of the student
5.6 Multimedia
Multimedia is a
term frequently heard and discussed among educational technologists today.
Unless clearly defined, the term can alternately mean .a judicious mix of
various mass media such as print, audio and video or it may mean the
development of computer-based hardware and software packages produced on a mass scale and yet allow
individualized use and learning. In essence, multimedia merges multiple levels
of learning into an educational tool that allows for diversity in curricula presentation.
According Fenrich, 1997 Multimedia is
the exciting combination of computer hardware and software that allows you to
integrate video, animation, audio, graphics, and test resources to develop
effective presentations on an affordable desktop computer.
Multimedia is
characterized by the presence of text, pictures, sound, animation and video;
some or all of which are organized into some coherent program. (Phillips,
1997).
Throughout the
1980s and 1990s, the concept of multimedia took on a new meaning, as the
capabilities of satellites, computers, audio and video converged to create new
media with enormous potential. Combined with the advances in hardware and
software, these technologies were able to provide enhanced learning facility
and with attention to the specific needs of individual users. A primary
application of the interactive multimedia for instruction is in an
instructional situation where the learner is given control so that he/she may
review the material at his or her own pace and in keeping with his/her own
individual interests, needs, and
cognitive processes. The basic objective of interactive multimedia material is
not s much to replace the teacher as to change the teacher’s role entirely. As
such multimedia must be extremely well designed and sophisticated enough to
mimic the best teacher, by combining in its design the various elements of the
cognitive processes and the best quality of the technology. With today’s
multimedia courseware, once a programme has been designed and built in with the
appropriate responses, it should be flexible and permit change and alteration.
Today’s
multimedia is a carefully woven combination of text, graphic art, sound,
animation, and video elements. When you allow an end user, i.e. the viewer of a
multimedia project, to control ‘what’ and ‘when’ and ‘how’ of the elements that
are delivered and presented, it becomes interactive multimedia.