The document discusses the skill of stimulus variation in teaching. It explains that stimulus variation involves changing teaching methods and stimuli to explain content lively and reduce boredom. This helps enhance student thinking, involvement, understanding and minimizes fatigue. The key components of stimulus variation discussed are movement, gestures, changes in speech patterns, interaction styles, focusing, pausing and using different media like oral, visual and combining both. Examples of applying different techniques like storytelling, using portraits and changing tone are also provided.

1. SKILL OF STIMULUS VARIATION
Dr.G.M.SUNAGAR
Assistant Professor
Vijayanagar College of Education, Hubballi.

2. What is Teaching
Teaching is an Art..
?

3. What is teacher in the classroom ?
An Artist

5. Stimulus refers to an agent, action or
condition that elicits, accelerates or
rouses to physiological or psychological
action, activity or responses.

6. Variation meanschanging these
stimuli to explain content lively
and remove the boredom from
the classroom teaching.

7. The set of teacher behaviors that
tend to secure and sustain pupils
attention in the skill of stimulus
variation.

8. ⚫ Toenhance the studentscapacityof thinking.
⚫ Toenhance theactive involvementof thestudents in the
teaching.
⚫ Toenable the students forunderstanding the concept.
⚫ Toenhance liveliness in teaching.
⚫ Toenhance continuous thinking of students for
understanding concepts.
⚫ Tograb theattentionof the students.
⚫To minimize students mental fatigueand boredom.
⚫ To learn how to use teaching aids.

9. Need / Importance
Typesof learner:
Mainly thereare two typesof learners
1 Visual
2 Audible
As researcher says men collect knowledge
from theirsensory organs. Men receive most
of the knowledge by audio- visually and it is
up to 85%. So while teaching teacher has to
keep in mind to use as much sensory organ
as s/hecan use.

10. Rule of Fluctuating Attention
One more interesting research about the
human tendencies that is man can’t pay
attention continuously on one stimuli
more than 5 minutes. So teacher has to
use some tricks to switch students’
attention from one place to another. It
removes boredom from the teaching.
It sustains student’s attention towards the
teaching.

11. Deal with individual Differences
There are different types of students in
the class like different IQ’s EQ’s,
hobbies , interests and various aspects
of personality. So to make student
understand your topic easily and
actively this skill is very important.

12. To break the monotonyof the lesson
(boredom caused by lack of variety)
Students tend to remain interested,
listen, watch ordo something only fora
limited period of time. Therefore,
teachers need tovary their presentation
to keep students focused on the lesson.

13. Motivate the students to learn
Variety in itself enhances children’s motivation and
interest. A class is more interesting and appealing
when students can look forward to discussions,
projects, games, demonstrations, role-plays, and
other strategies. A monotonous, predictable
routine reduces both motivation and retention of
ideas.

14. Meet the needsof all the learners
Students differ greatly in their ability and
aptitude to learn. Individual differences
are normal and should be expected,
celebrated, and explicitly embraced by
teachers in an effort to build capacity in
learners of multi- abilities.

15. Interesting Facts
Murgio: Of whatwe know, we have learned, about:
1 % through TASTE,
2 % through TOUCH
4 % through SMELL
10 % through HEARING
83 % through SIGHT

16. Increase the retention powerof thestudents
through the involvement of all the senses.
According to Murgio, of whatwe learn, we retain:
10% of what we READ,
20% of what we HEAR,
30% of what we SEE,
50% of what we HEAR & SEE
70% of what we SAY and
90% of what we SAY & DO

17. Topic Selection
Well Beginning is half done.
If you choose the correct topic for this skill
then you can easily prepare lesson plan.
Follow the following instruction for selection
of the topic. Study the sub skills and
accordingly select the topic.

18. No Subject Topic
1 Languages Poem, Dialogue based lesson, Story based lesson, writing part etc.
2 Science Experiment, Laws, Rules, States of matter, Vaccination, Nutritional Values. Life cycle of
plants, human body structure, Classification of plant and animal etc.
3 History World war-1 & 2, Culture of different countries, Indian freedom struggle, French
revolution, industrial revolution, age of renaissance etc.
4 Geography Geographical regions, political geography, types of rocks, types of soil, earth & planets,
solar eclipse, map reading, practical geography.
5 Economics
or commerce
Source of Income, Functioning of Banks, currency, Loan- calculation of loan installment
Saving and Investing , Economic Growth, etc.
6 Computer Peripherals of the computer, Use of Word, Use of power point, viruses, Use of Excel etc.
7 Mathematics Graphs, Statistics, Algebraic expressions, Indices and surds , Ratio and proportion,
Numbers and the four operations, Percentage etc.
8 Geometry Geometrical Constructions, triangles, quadrilaterals, Pythagoras theorem, congruence,
similarity, perimeter, area and volume, circles, and angles and intersecting lines etc.
9 Environmen Environmental issues like Pollution, flood, earthquake, Disaster management etc.
tal Science Biosphere, Greenhouse effect, Ozone layer depletion, Use of fertilizers and pesticides,
Wildlife protection, Gas leak, Environmental laws and acts etc.
10 Value Spirit of Sportsmanship, Respecting others, Gender Equality, Responsibility, Positive
Education attitude, Dignity of labor, Sensitivity etc.

21. Components
 With the purpose of covering the whole class and creating better and
more intimate atmosphere in the teacher-student interrelationship
Moving from one place to another with some purpose.
(For writing on the black board; to conduct experiment; to explain
the chart or model; to pay attention to the pupil who is responding to
some question etc.)
Move freely and relax to avoid fear and to control the
students'behavior;
Never write on the board while talking;
No explanation while walking around all the time;
No looking downstairs or upstairs while teaching; look around the class
to see the situation; look into the students' eyes;
Move away from the student asking a question so as to involve the other
students;
To observe the whole class, move slowly from the back to the front.
Movements
The
teacher's
overall
physical
movement

22. These include movementsof head, hand and body parts to arrest
attention, to express emotions or to indicate shapes, sizes and movements.
All these acts are performed to become moreexpressive.
 The teacher'sgestures - the teacher's body movements - which
communicatecertain meaningful ideas tothestudents.
 Move hands and fingers todescribe things, measurements, etc;
 While talking with the students, showagreements by nodding heads so as to
encouragethe students togoon explaining;
 Show adorationorwonder by raising eyebrows high soas toshow
interest in what the studentsare talking about;
 Use mimics toshowagreements, disagreements, wonderand disbelief,
anger, or incomprehension, etc;
 Claps hands toattract the students' attentionortoshow happiness,
wonderetc.
Components-2

23. £ÀªÀgÀ¸ÀUÀ¼
ÀÄ
• ±ÁAvÀ (Shanta) - Peace
• PÀgÀÄuÁ (Karuna) -
Compassion, Mercy
• ºÁ¸Àå (Hasya) - Laughter
• ±ÀÈAUÁgÀ (Shrungra) - Love
• «ÃgÀ (Veer) - Heroic Mood
• gËzÀæ (Roudra) - Fury
• ¨sÀAiÀiÁ£ÀPÀ (Bhayanayaka) - Horror
• ©Ã¨sÀvÀì (Bheebhatsa) - Disgust,
Aversion

24. ±ÁAvÀ(Shanta) - Peace

25. PÀgÀÄuÁ (Karuna) - Compassion, Mercy

26. ºÁ¸Àå(Hasya)- Laughter

27. ±ÀÈAUÁgÀ (Shrungra) -
Love

28. «ÃgÀ (Veer) -Heroic Mood

29. gËzÀæ (Roudra)- Fury

30. ¨sÀAiÀiÁ£ÀPÀ (Bhayanayaka)-
Horror

31. ©Ã¨sÀvÀì (Bheebhatsa) - Disgust,
Aversion

32. CzÀÄãvÀA (adbhutham)-
Wonder

33. ⚫ When the teacher wants show emotions or to put emphasis on a particular
point, sudden or radical changes in tone, volume or speed of the verbal
presentation are brought out.
⚫ The change in the speech pattern makes the pupils attentive and creates
interest in the lesson.
⚫ Speak using differentspeech patterns toavoid boredom;
⚫ Do not be monotonous;
⚫ Speak attractivelyand energetically;
⚫ Speak loudly enough for the students at the back to hear what the
teacher is saying, but not too loud so that the students at the front get
shocked
Components-3 Change in Speech Pattern

34. When twoor more personscommunicatetheirviews witheach other, theyaresaid
to be interacting.
In theclassroom the following threestylesof interaction are possible:
1. Teacher↔ class (Teachertalks toclassand viceversa)
2. Teacher↔ Pupil (Teachertalks to pupil and viceversa)
3. Pupil ↔ pupil (Pupil talks topupil)
 TWC (TeacherWholeclass)
 TWC (TeacherWholeclass)
 TSG (TeacherSmallgroup)
 TSG (TeacherSmallgroup)
 PP (PupilPupil)
 PWC (PupilWhole class)
 TP (TeacherPupil)
 Ind. Work (Individual work)
⚫ All typesof interaction should goside byside tosecureand sustain pupils’
attention.
Change in Interaction Style

35. The teacher draws the attention of the pupils
to the particular point in the lesson either
by using verbal or gestural focusing.
In verbal focusing the teacher makes
statements like, “look here” “listen to me”
“note it carefully”.
In gestural focusing pointing towards some
object with fingers or underlining the
important words on the black board.
Focusing

36. This means “stop talking” by the teacher for a moment. When the teacher
becomes silent during teaching, it at once draws the attention of the
pupils with curiosity towards the teacher. The message given at this point
is easily received by the pupils.
⚫ Silence/pausingcan beused indifferentways
⚫ Toemphasizean importantpoint
⚫ Tocreatesuspense & arouse thinking
⚫ Toprovide time forstudents to think forsomething before they
respond
⚫ Topromotestudent participation by providing encouragementand
opportunity tocommentorquestion.
⚫ Todraw attention bycontrasting speech with silence
⚫ Togive students time to make notes beforecontinuing with the lecture or
dictation.
⚫ To showdisapproval forstudent misbehavior.
Pausing

37. The teacher gives information to the class verbally about something.
This is called oral medium. When the teacher is showing maps, charts and object
without saying something. This is called visual medium.
1. Oral ⇄oral –visual :- when the teacherwhilespeaking showsobjects, chartsand
modelsand explains theirvarious parts. It is switching from oral tooral- visual.
1. Oral ⇄visual :- when the teacherwhilespeaking, showsobjects, maps, charts,
globe etc. It is switching form oral tovisual.
2. Visual ⇄oral – visual when the teacher demonstrates the experiment silently
and then explains the phenomenon with the helpof charts, maps, diagram etc. It
is visual-oral switching.
Thesedevices are used interchangeably to secureand sustain pupils’ attention to the
lesson.
There are three types media

38. Do’s
1. Managing Student Discussion: Structure classroom discussions with purposeful
questions
1. Manage dialogue in large and small group discussions. By doing this the teacher
can learn where students are in their understanding and provide timely
assistance through his/her own questions, clarifications and follow up activities
based on what he/she has learned
3. Assisted Performance and Scaffolding: Teachers can provide various forms of
assistance such as providing a model, demonstrating a process physically and
talking aloud about how experts think on an issue. Teachers can also help by
breaking up a task into smaller units.
4.Developing Learning Communities: Learning communities consist of student-
to- student interactions and the exchange of ideas in a social context.

39. Don’ts
1. To move like pendulum.
2. To come forward & go backward unnecessary.
3. To seat on the table.
4. To touch head or hear
5. To touch lips with the tongue.
6. To stand on the same place for long time.
7. Avoid board work.
8. Repetition of the same activity.
9. To move shoulders
10. To rotate neck again and again.
11. Touch the eyes
12. To move the eyebrow
13. To play with chalks
14. To tight the pant

40. The Stimulus Variation involves the following Steps
Step I Stimulus Variation skill to be practiced is explained to the teacher trainees in terms of
the purpose and components of the skill with suitable examples.
Step II The teacher trainer gives the demonstration of the Stimulus Variation skill in simulated
conditions to the teacher trainees.
Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated
of Stimulus Variation skill for his/her practice.
Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is
supervised by the supervisor and peers.
Step V On the basis of the observation of a lesson, the supervisor gives feedback to the
teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not do well.
Step VI In the light of the feed-back given by the supervisor, the teacher trainee re plans
the lesson plan in order to use the skill in more effective manner in the second trial.
Step VII The revised lesson is taught to the same group of pupils.
Step VIIIThe supervisor observes the re-teach lesson and gives re-feed back to the
teacher trainee with convincing arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery
level is achieved.

41. Sl.
No.
T
eacher’sActivity
Pupils’
Activity
Components of the
Skill
1 I shall tell you a story. Try to be attentive What is the story? Verbal Focussing
2 For what Jhansi is famous for ? For Rani Laxmi Bai
3 Yes, I shall tell you the story of Rani of Jhansi. It is very
interesting. Listen carefully.
They become very curious to know. Verbal Focusing
4 She was born in Kashi on June, 16, 1835. Listening carefully Pausing
5 Do you know ? She was married to Shri Gangadhar Rao, a ruler
of Jhansi in 1842.
Listening attentively Non-verbal cues to show size of child, Pausing.
6 Shri Gangadhar Rao died in 1853 and she became the queen of
Jhansi at the small age of 18 years.
Listening attentively.
…………………………..
Change in speech Pattern,
Pausing
7 Though the span of her reign was very short but she proved
herself very efficient and just ruler and great administrator
(shows the portrait)
Attending with amazement Change speech pattern
Oral-visual switching pausing
8 She fought against the Britishers for the independence of
country in 1858
Showing her Portrait and changing the tone of speech.
the Enthusiastically attentive. Oral-visual switching
Change of speech pattern
9 (The teacher writes bravest on Black Board) She was accepted
as the bravest soldier of the battle field by the English Generals
Listening
interest
with full attention and Pausing
10 Listen to me Do you know what was her age at that time ? She
was simply 22 years.
Feeling amazed. Pausing Verbal focusing
11 She fought the last battle in Gwalior on June, 17, 1858.
She had to cut through the enemy ranks but was overtaken by
stream where she died fighting. (The changes his speech pattern
Felt sorrowful and sad. Change in speech pattern gestures.