The document discusses the importance and various aspects of assignments in the teaching-learning process, emphasizing their role in enhancing student independence, self-reliance, and engagement. It outlines different types of assignments, their purposes, suggested procedures for effective assignment preparation, and potential difficulties faced by educators. Additionally, it highlights methods of correction and the merits and demerits of using assignments in an educational context.

1. Assignment
S. Anbalagan,
Assistant Professor of Mathematics
Thiagarajar College of Preceptors,
Madurai

2. Assignment
.
W.N. Drum suggests, “Teachers generally do not appreciate the importance of
the assignment, and the work of the public probably suffers as much from hasty
or careless assignment as any other single case.
H.R. Douglass and others are of the view, “The assignment represents one of
the most important phases of teaching”.

3. Assignment
• Assignment is allotment to some one a
particular job or work. In this sense, the
term assignment in the teaching- learning
process refers to the learning activities
allotted by the teacher to the students.
• This is may be drill or practice of knowledge
already acquired or carrying out theoretical
study or practical activities on individual or
group activates aimed to the realization of
stipulated instructional objectives

4. Type of assignment
• 1. Writing of essay type answers to questions arising out of the
subject – matter already done in the class.
• 2. Verbal memorizing work pertaining to curricular and co – curricular
activities. It may take the form of cramming facts, principles,
memorizing work in respect of debates etc.
• 3. Practical work, eg preparation of charts, maps and models, advance
preparation for the coming lesson.
• 4. Problem assignment 5. Group assignment. Purpose of Assignment

5. • Definitions • N.L. Bossing has observed, “The central position of the
assignment in the techniques of teaching has remained
unquestioned”.
• • G.H. Betts assets, “Upon the proper assignment of the lesson
depends much of the success of the recitation, and also much of the
pupil’s progress in learning how to study
Assignment

6. Purpose of Assignments
• To provide opportunities to students to work independently and
thereby to develop in them self – reliance and initiative.
• To develop habits of reading regularly among the students.
• To provide opportunities to the students to utilize their leisure time
profitably.
• To give them an opportunity to do practice what is done in the school.
• To finish the prescribed courses in time. The syllabi is too heavy to be
finished in the classroom work.

7. • To serve as a link in the parent teacher co operation.
• It enables the parents to know that regular work is being done in the
school.
• To develop permanent interests and to train the students in the
profitable use of leisure.
• To provide the child to revise his previous lesson and prepare the next
one.
• To provide remedial measure for backward children. 10. To give
chance to every child to progress at his own speed.
Purpose of Assignments continure..

8. Suggested assignment procedure
• Analyse the nature of the learning process required in the advance unit.
• Study the various types of assignments available and select the one, or
modified form of it that appears to fit best the learning situation.
• Provide the essential background for the advance work where uncertainty
exists that such background obtains.
• Whether this is the next step in the assignment procedure or not, it is
obvious that very early in the assignment phase the teacher must throw
out a challenge to the student that will enlist his interest and maximum
effort in the new unit.
• Outline in sufficient detail the advance unit be studied.
• Suggest some plan of attack upon the new unit.
• Where reference to source material other than the textbook is necessary,
this should be made specific.

9. Difficulties in the preparation of a good assignment
• Insufficient thought and preparation in planning the assignment.
• Inability to obtain an acceptance by the pupil of a worthy purpose for performance of the task.
• Simulation of preparation of the assignments by appealing to the interests of adolescents and by providing
for real needs growing out of pupil experience.
• Prevention of loss of interest due to too long phase of time between the assignment and preparation.
• Avoidance of assignments so long that successful accomplishment is impossible in the time available for
preparation, with consequent loss of interest.
• Guarding against too many and too varied activities, resulting in dividing interests with consequent bad
habits of work and unsatisfactory accomplishments.
• Difficulty in presenting work to be done so that it is clearly understood by the pupils; also the difficulty of
ascertaining whether every pupil understands.
• Gauging the difficulty of work so that success is possible for each pupil.
• Determining essential requirements and differentiation of assignments to suit the various levels and types
of ability existing in the class.
• Inclusion of challenges to mental exploration by the pupil, thereby simulating real thinking.
• Provision for continuity of work by presenting new problems as a continuation of previous experience and
anticipation of future problems.

10. Method of correction
• Correction by the teacher.
• Correction with the help of the bright students in the class.
• Correction with the help of the blackboard.
• Correction by interchanging the exercise books among the students.
• Glance checking and signing by teachers.

11. Merits
• Sense of responsibility to finish the
task undertaken.
• Undertaking self-study and work with
self confidence.
• Students may go to library or lab and
gather the required information
• Rap between students and teacher
• More attention
• Learning by doing

12. Demerits
• 1.Not suitable all the students
• 2. Gives room for cheating
• 3. Increased the work-load teacher
• 4. Expensive
• 5. Time consuming