1.3 Philip Jackson Model-Phases of Teaching and Role of Teacher in these Phases.pdf

Shri Khanderai Pratishthan’s,
Shri Martand Bhairav Adhyapak Mahavidyalaya,
Balewadi, Pune-45
Asst. Prof. Dipak Patilba Khakal

B.Ed- 105
Advanced Pedagogy and Application
of ICT
¼izxr v/;kiu’kkL= o ekfgrh laizs"k.k ra=Kkukps
mi;kstu½
UNIT: 1 Introduction to Advanced Pedagogy
izxr v/;kiu’kkL=kph vksG[k

1.3 Philip Jackson Model-
fQyhi tWDlu izfreku&
1.3.1 Phases of Teaching-
v/;kiukps VIis&
1.3.2 Role of Teacher in these Phases of
Teaching-
;k v/;kiu VI;krhy f’k{kdkph Hkwfedk&

IMPLEMENT
PLAN EVALUATE
Feedbacks and Reflection

Teaching is a process which usually takes place
in classroom situations. The process of teaching is a
kind of transfer or shearing of knowledge from on
person to another. The person who transfers his/her
knowledge is known as teacher and the one who
receives it is known as taught. Its special function is to
impart knowledge, develop and skill.

STAGE-I
Pre-Active
Stage
STAGE-2
Inter-Active
Stage
STAGE-3
Post-Active
Stage
TEACHING
STAGE-I
Pre-Active
Stage
Fixing up Goals
& Content
Decision about
Strategies
Diagnosis of the
Learners
Actions and
Reactions
Appropriate
Testing Devices
Feedback and
Testing
TEACHING PHASES OPERATIONS
PHASES OF TEACHING ----- Philip. W. Jackson

Philip W Jackson analyses the teaching
systematically in three steps-
1. Pre-active phase of teaching
v/;kiu iwoZ VIik&
2. Interactive phase of teaching
v/;kiu varxZr VIik&
3. Post-active phase of teaching
v/;kiuksRrj VIik&

1. Pre-active phase of teaching
v/;kiu iwoZ VIik&
Pre-active phase as the name implies is concerned with
the preparation of teaching. Before actual classroom teaching
a teacher has to perform many tasks. These tasks include such
as preparing lesson plans, arranging furniture and equipment
within classroom, manning papers, studying test reports,
reading sections of a textbooks etc. the phase is therefore
called the planning stage.
ukokçek.ksp iwoZ&fØ;k'khy VIik v/;kiukP;k r;kjh'kh lacaf/kr vkgs-
okLrfod oxkZr f'kdo.;kiwohZ f'k{kdkyk vusd dkes djkoh ykxrkr- ;k
dkekae/;s /kMîkakpk vkjk[kMk r;kj dj.ks] oxkZr QfuZpj vkf.k midj.ks O;ofLFkr
dj.ks] isij r;kj dj.ks] pkp.kh vgokykapk vH;kl dj.ks] ikBîkiqLrdkaps Hkkx
okp.ks bR;knhapk lekos'k gksrks- R;keqGs ;k VII;kyk fu;kstukpk VIik Eg.krkr-

This stage involves the following
activities.
1)The formulation or fixing up of goal:-
/;s; fuf’pr dj.ks
First of all, the teacher formulates the teaching
objectives in behavioral terms by using taxonomy of
educational objectives. These objectives are of two
types-
loZ çFke] f'k{kd 'kS{kf.kd mfí"VkaP;k oxhZdj.kkpk okij d:u orZukRed –"Vhus
v/;kiukph mfí"Vs r;kj djrkr- gh mfí"Vs nksu çdkjph vkgsr&
I] in the form of entering behavior of pupil. fo|kF;kZaP;k çkjaHkh
orZukP;k Lo:ikr-
II] In the form of terminal behavior of pupils. fo|kF;kZaP;k vafre
orZukP;k Lo:ikr-

2) Selection of content or subject matter to
be taught:-
f’kdfoY;k tk.kkÚ;k vk’k; fdaok fo”k; lkexzhph
fuoM
The Teacher prepares the contents to be presented before
learners. The demand of syllabus/curriculum, the entry
behavior of the accepted learners, Level of the motivation of
learners etc are some of the points to be considered while
preparing the contents.
f'k{kd fo|kF;kZaleksj lknj dj.;klkBh lkexzh r;kj djrkr-
vH;klØe@vH;klØekph ekx.kh] Loh—r fo|kF;kZaaph ços'kkph orZ.kwd]
fo|kF;kZaP;k çsj.kspk Lrj bR;knh dkgh eqís lkexzh r;kj djrkuk fopkjkr ?ksrys
ikfgtsr-

3) The arrangement of ideas and style of
teaching:
v/;kiukPkh dYiuk vkf.k ‘kSyhph ekaM.kh
The arrangement of ideas and style of teaching is the third
activity where a Teacher arranges the elements of the content
in a logical and psychological sequence.
dYiuk vkf.k f'kdo.;kP;k 'kSyhph ekaM.kh gh frljh fØ;k
vkgs ftFks f'k{kd lkexzhP;k ?kVdkaph rkfdZd vkf.k ekul'kkL=h;
Øekus ekaM.kh djrks-

4) Selecting Intuitional Methodology:-
varKkZu i)rhph fuoM
Selecting Intuitional Methodology is the fourth activity
wherein the teacher has to select appropriate strategies and
tactics of teaching.
varKkZuh i)rh fuoM.ks gh pkSFkh fØ;k vkgs- T;ke/;s
f'k{kdkyk ;ksX; j.kuhrh vkf.k v/;kiukps Mkoisp fuoMkos ykxrkr-

5) Development of teaching strategies:-
v/;kiu dk;Zuhfrpk fodkl
Development of teaching strategies is the fifth activity
wherein a Teacher has to work upon the tricks and strategies
which needs to be used during the course of the classroom
f'kdo.;kP;k j.kuhrhapk fodkl gk ikpok miØe vkgs T;ke/;s
f'k{kdkyk oxkZP;k njE;ku okijY;k tk.kkÚ;k ;qä;k vkf.k /kksj.kkaoj
dke djkos ykxrs-

6) Deciding the duration, place, and
management of classroom teaching.
oxZ v/;kiukpk dkyko/kh] fBdk.k vkf.k oxZ
O;oLFkkiu fuf’pr dj.ks
Teaching Decision regarding the duration, place, and
management of classroom teaching is the sixth activity under
Pre-active phase.
oxkZrhy v/;kiukpk dkyko/kh] fBdk.k vkf.k O;oLFkkiukckcr
v/;kiu fu.kZ; gk iwoZ&fØ;k'khy VII;krhy lgkok miØe vkgs-

7) A decision about evaluation tools and
techniques.
ewY;ekiu lk/kus vkf.k ra=kfo”k;h fu.kZ;
A decision about evaluation tools and techniques is the
seventh activity.
ewY;ekiu lk/kus vkf.k ra=kacíy fu.kZ; ?ks.ks gh lkroh fØ;k vkgs-

A) Role of the Teacher in the
Pre-teaching Phase
v/;kiuiwoZ VII;kr f'k{kdkph Hkwfedk

1.To Develop the accurate plan of teaching.
v/;kiukps vpwd fu;kstu fodflr dj.ks-
2. Analyzing the content.
vk’k;kps fo’ys”k.k dj.ks
3. Deciding on the position of the content to be selected for
instruction.
v/;kiuklkBh fuoMysY;k vk’k;kph fLFkrh fuf’pr dj.ks-
4. Deciding on instructional objectives for the chosen content
on the basis of the knowledge about-
KkukP;k vk/kkjkoj fuoMysY;k vk’k;klkBh v/;kiukph
mfn~n”Vs Bjfo.ks&
(a) Lend/Need of students
fo|kF;kZP;k xjtk
(b) Their socio-cultural context
R;kapk lkekftd &lkaLd`frd lanHkZ
(c) Time available.
osGsph miyC/krk Asst. Prof. Dipak Patilba Khakal

5. To study different learning experiences that are suitable for
achieving the set objectives
fuf’pr mfn~n”Vs lk/; dj.;klkBh ;ksX; vlysY;k fofo/k
v/;;u vuqHkokapk vH;kl dj.ks-
6. To decide on the best alternative from a repertoire of
learning experiences and deciding the best sequencing of these,
to bring about pre-specified learning.
iwoZ&fu/kkZfjr v/;;u vk.k.;klkBh] v/;;u vuqHkokrwu loksZRre
i;kZ; Bjfo.ks vkf.k R;krhy loksZRre Øeokjh Bjfo.ks-
7. Deciding the method of evaluating learning and the specific
item of evaluation.
v/;;u ewY;ekiu i)rh vkf.k ewY;ekiukpk fof’k”V uequk
Bjfo.ks-

2. Interactive phase of teaching
v/;kiukarxZr VIik&
This phase refers to the execution of the plan also
known as actual classroom Teaching. The Teacher gives
students the learning experiences through some suitable
modes. A pre-determined environment is provided by the
Teacher to the learners. Some of the examples are asking
questions, listening to students response, providing guidance
etc.
v/;kiukarxZr gk VIik ;kstusP;k vaeyctko.khpk lanHkZ nsrks- T;kyk
okLrfod oxZ f'kdo.ks vlsgh Eg.krkr- f'k{kd fo|kFkZ~;kauk dkgh ;ksX;
i)rha}kjs v/;;ukps vuqHko nsrkr- ;ke/;s f'k{kd fo|kFkZ~;kauk iwoZfu/kkZfjr
okrkoj.k çnku djrkr- dkgh mnkgj.ks Eg.kts ç'u fopkj.ks] fo|kFkZ~;kaps çfrlkn
,sd.ks] ekxZn'kZu dj.ks b-

This stage involves the following activities-
(1) Setting up the class:-
oxZ jpuk dj.ks
Setting up the class is the first operation which refers to
the activity of perceiving the due size of the class. The Teacher
should be awarded of the number of learners attentive in the
group, number of learners who are negligent and
disinterested, sharper ones and the troublemakers.
oxZ jpuk gh ifgyh fØ;k vkgs th oxkZpk ;ksX; vkdkj y{kkr
?ks.;kP;k fØ;kdykikauk lanfHkZr djrs- xVkr y{k ns.kkjs fo|kFkhZ] fu"dkGth
vkf.k jl ulysys] dq'kkxz vkf.k =klnk;d v/;;ukFkhZ ;kaP;k la[;so:u
f'k{kdkyk iqjLdkj fnyk ikfgts-

(2) Knowing the learners:-
v/;;ukFkhZauk tk.kwu ?ks.ks
Knowing the learners is the second activity which means
to know about the previous knowledge of the new learners.
f'kd.kkÚ;kauk tk.kwu ?ks.ks gh nqljh fØ;k vkgs T;kpk vFkZ uohu
f'kd.kkÚ;kaps iwohZps Kku tk.kwu ?ks.ks gks;-

(3) Starting teaching:-
v/;kiu lq: dj.ks
Starting teaching is the third operation wherein the
teacher starts teaching. Initiation and response are the two
types of involved activities also known as ‘verbal interaction’ .
f'kdo.ks lq: dj.ks gh frljh fØ;k vkgs T;ke/;s f'k{kd f'kdo.;kl lq#okr
djrks- vkjaHk vkf.k çfrlkn gs nksu çdkjps layXu fØ;kdyki vkgsr T;kauk
^ekSf[kd ijLijlaokn* ns[khy Eg.krkr-

Role of the Teacher in the
Interactive phase of teaching :
v/;kiukarxZr VII;kr f'k{kdkph Hkwfedk

(i) To sense that students are becoming bored, a teacher
decides to stop teaching.
िव ाथ कं टाळले आहेत हे समज यावर िश क िशकवणे थांबव याचा िनणय घेतो.
(ii) To realize that a student has not understood a point
fully, a teacher decides to simplify the explanation with
more examples.
िव ा याला एखादा मु ा पूणपणे समजला नाही हे ल ात आ यावर िश क अिधक
उदाहरणांसह प ीकरण सोपे कर याचा िनणय घेतात.
(iii) To make a lesson more interesting, a teacher decides to
narrate a related story.
/kMk vf/kd euksjatd cuo.;klkBh] f'k{kd lacaf/kr dFkk lkax.;kpk
fu.kZ; ?ksrkr-

(iv) As students start making too much noise and could
not be managed by a teacher. He / She decides to let them
go out and play.
िव ाथ जर खूप आवाज क लागले आिण िश क वग यव थापन क शकत
नसतील तर िश क यांना बाहेर जाऊन खेळू दे याचा िनणय घेतो.
(v) As the prepared plan does not prove effective to make
students understanding the point, a teacher decides to
deviate from the plan and tries out another sequencing of
learning experiences.
िव ा याना मु ा समजून घे यासाठी तयार के लेली योजना भावी ठरत नाही
हणून, िश क योजनेपासून िवचिलत हो याचा िनणय घेतो आिण अ ययन अनुभवांचा
दुसरा म वाप न पाहतो.

3. Post-active phase of teaching
v/;kiuksRrj VIik&
This is the evaluator phase of teaching. The activities
include tests or quizzes, by observing students reactions to
questions, instructional situations and comments etc.
Summing up the teaching tasks means asks the questions from
the learners, verbally or in written form.
gk v/;kiukrhy ewY;ekiukpk VIik vkgs- miØekae/;s pkp.;k fdaok
ç'ueatq"kk] ç'ukaojhy fo|kF;kZaP;k çfrfØ;k] lwpukRed ifjfLFkrh vkf.k fVIi.;k
bR;knhaps fujh{k.k dj.ks lekfo"V vkgs- f'kdo.;kP;k dk;kaZpk lkjka'k Eg.kts
fo|kF;kZaadMwu rksaMh fdaok fyf[kr Lo:ikr ç'u fopkj.ks-

Activities at the post-active phase:
(1)Determining the exact dimensions of
behavior changes:-
orZu cnykaps useds ifjek.k Bjo.ks%&
Here the teacher compares the actual behavioral
changes in students with their expected behavioral changes. If
desired behavioral changes are observed in maximum
students then it means that teaching strategies are very
effective.
;sFks f'k{kd fo|kF;kZaae/khy okLrfod orZukrhy cnykaph
R;kaP;k visf{kr orZukrhy cnyka'kh rqyuk djrkr- tj tkLrhr tkLr
fo|kF;kZae/;s bfPNr orZ.kqdhrhy cny fnlwu vkys rj ;kpk vFkZ
vlk gksrks dh f'kdo.;kps /kksj.k [kwi çHkkoh vkgs-

(2) Selection of testing devices and
techniques:-
pkp.kh lk/kus vkf.k ra=kaph fuoM% &
For comparing desired and actual behavior changes,
the teacher has to select appropriate, testing devices which
are valid and reliable. For this criterion, tests are more
preferred than the performance tests.
bfPNr vkf.k okLrfod orZukrhy cnykaph rqyuk
dj.;klkBh] f'k{kdkus ;ksX;] pkp.kh midj.ks fuoMyh ikfgts th
oS/k vkf.k fo'oklkgZ vkgsr- ;k fud"kklkBh] dkefxjh pkp.;kais{kk
pkp.;kauk vf/kd çk/kkU; fnys tkrs-

(3) Changing strategies of testing:-
pkp.khph cnyrh /kksj.ks %&
The student’s testing result is also used for evaluating
the effectiveness of instructions and teaching strategies. It
should provide a base for improving the teaching and
changing strategies of teaching.
fo|kF;kZaP;k pkp.kh fudkykpk okij lwpuk vkf.k
f'kdo.;kP;k /kksj.kkaP;k ifj.kkedkjdrsps ewY;ekiu
dj.;klkBh ns[khy dsyk tkrks- rs v/;kiu lq/kkj.;klkBh
vkf.k v/;kiukP;k /kksj.kkae/;s cny dj.;klkBh vk/kkj
çnku dsyk ikfgts-

C) Role of the Teacher in the Post-
teaching Phase
v/;kiuksRRkj VII;kr f'k{kdkph Hkwfedk

(i) Post-teaching phase involves teacher’s
activities such as – v/;kiuksÙkj VII;kr f'k{kdkaP;k
fØ;kdykikapk lekos'k gksrks tls dh &
• analyzing evaluation results to determine student’s
learning, fo|kF;kZaps v/;;u fu/kkZfjr dj.;klkBh ewY;kadu ifj.kkekaps
fo'ys"k.k dj.ks]
• especially their problems in understanding specific
areas, fo'ks"kr% fof'k"V {ks= letwu ?ks.;klkBh R;kaP;k leL;k
• to reflect on the teaching by self, and Lor% v/;kiukoj
çfrfcafcr dj.ks
• to decide on the necessary changes to be brought in
the system in the next instructional period.
iq<hy funsZ'kkRed dkyko/khr ç.kkyhe/;s vko';d cny dj.;kckcr fu.kZ;
?ks.ks

(ii) As a result in the post - teaching phase,
• a teacher analyses results, िश क िनकालांचे िव ेषण
करतो
• reflects on self and modifies the teaching-
learning process, वत: वर ितिबंिबत करतो आिण अ ययन -
अ यापन ि या सुधा रत करतो
• all with purpose of being an effective as a
teacher. िश क हणून भावी हो या या उ ेशाने सव.

1.3 Philip Jackson Model-Phases of Teaching and Role of Teacher in these Phases.pdf

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