For bsc nursing 5th sem

1. NIRMALA M L
PRINCIPAL
GAYATHRI COLLEGE OF NURSING

2. CLASSROOM MANAGEMENT
 Classroom management is really the art of simultaneously
applying the teaching skills we have learned about
previously to achieve desired learning objectives. —Robert
Allen
 The actions taken by the teachers to create and maintain a
learning environment conducive for successful instruction.
—Evertson and Weinstein

3. Purpose of Classroom Management
 It creates both the best situation in which the students can learn, and
the teacher can teach.
 It fosters student engagement and cooperation for all classroom
activities.
 To establishes a productive work environment.
 To increases student achievement.
 Best utilization of classroom time.
 To provide a conducive learning environment to the learners.
 Primary purpose is to gain control of the classroom.

4. Principles of Classroom Management:
Implementing clear rules and procedures
Maintainig ideal teacher student relation ship
Building a trust with student
Creating positive attitude
Involving students
Being assertive
Establishing strategies to reinforce appropriate behaviuor
communication

5.  Be firm but fair
 Clearly communicate the expectations
 Using non verbal reminders and commands
 Using student names

6. Classroom Management Strategies:
 Be Aware of the Causes of Behavior
 Engage with Students
 Never Punish an Entire Class
 Build Relationships
 Accommodate All Types of Learners
 Understand Students
 Clarify the Objective
 Set Effective Limits, apply rules consistently
 Keep to the Schedule Set

7.  Be Enthusiastic
 Show a caring attitude
 Preparation is Key, plan and share the lesson structure
 Use first name often
 Implement GroupWork
 Engage the students in right way
 Stay positive
 Trust Them and Give Them Responsibility
 Keep Record
 Build respectful relationship

8. Keys to Good Room Arrangement
 Keep high-traffic areas free of congestion.
 Be sure students can be seen easily by the teacher.
 Keep frequently used teaching materials and student supplies readily
accessible.
 Be certain students can easily see whole-class presentations and
displays.
 Arrangement of student desks: Arrange desks so students are
facing and can readily see the primary whole-group instructional
area.
 Small-group instruction areas: Arrange small-group area so teacher
can monitor there students of the class from seated teaching position

9. Advantages
 Effective classroom management is extremely important for
ensuring students can learn in an environment that is free of
disruption.
 Good class room management is a vital component to ensuring
students reaches their full academic potential.
 When teachers can effectively control the direction and behavior
of a classroom, students are likely to achieve improved academic
results.
 This makes an effective classroom management system essential
for teachers and students alike

10. Disadvantages
 Travel time and expenses.
 Participation times can be restrictive or impractical.
 Shy students may have a hard time asking the teacher questions.
 Students usually have to follow each lesson, even if student
already know most of the material

11. CLASSROOM COMMUNICATION
Definitions
 Classroom communication is described as the face-to-face
interactions and communication between the persons in
the classroom, which support learning. —Kogut G, Silver
R
 Classroom communication is the interactive language and
responses between students and teachers. —Komal

12. Teachers
 To determine their personal communication style.
 To work effectively with various communication styles.
 To meet situational demands with negotiation skills.
 Identify barriers to communication and strategies to overcome
them.
 To listen effectively to ensure that they have received messages
as intended.
 To demonstrate active listening through communication.

13. Types of classroom communication
➢Verbal communication
➢Non-verbal communication
➢Written communication

14. Process of Classroom Communication
 According to Cole and Chan, a typical process of classroom
communication (and communication in general as well)
includes the following five distinct stages:
 Formulation of message
 Message encoding
 Message transmission
 Message decoding and interpretation
 Feedback and evaluation.

15. Modes of Interaction in Classroom
 Teacher—Student
 Teacher—Two students
 Students—Students
 Small peer group
 Teacher—All classroom students
 All students of the classroom

16. Other Attributes for Effective Communication
 Warmth
 Minimizing negative impact
 Using creative alternative approaches
 Goal-oriented communication
 Getting feedback of communication skills
 Improving communication skills
 Positive attitude
 Openness and respect

17. Facilitators to Classroom Communication:
1.Empathetic Understanding
2.larity of Message
3.Attention
4.Proper Use of Body Language
5.Participatory Approach
6.Appreciation and Patience
7.Active Listening
8.Timeliness
9.Use of Best Teaching Strategies
10.Use of Proper Technology
11.Utilize Visual Aids

18. Barriers to Effective Classroom
Communication
 Noise
 Lack of listening
 Language
 Medical or psychological issues
 Emotional states

19. Advantages of Classroom Communication
 It ensures the maximum participation of students in class discussion.
 Enhances the interaction of classmates with each other.
 The teacher easily focuses on the whole class as a group.
 Best suitable for high classes.
Disadvantages of Classroom
Communication
 Some of the students who are sitting on the sides cannot see the
black-board.
 Maximum interaction of students with each other can create
discipline problems in the class

20. INFORMATION COMMUNICATION
TECHNOLOGY (ICT)–ICT USED IN EDUCATION
Definition
 Information and Communication Technology(ICT) is defined as adverse set
of technological tools and resources used to transmit, store, create, share or
exchange information. These technological tools and resources include
computers, the Internet (websites, blogs and emails), live broad casting
technologies (radio, television and webcasting),recorded broad casting
technologies (podcasting, audio and video players, and storage devices)and
telephony(fixed or mobile, satellite, visio/video-conferencing, etc.)—
UNESCO

21. Purpose of ICT in Education
 It assists students in assessing digital information.
 It promotes collaborate learning in a distance learning environment.
 It offers opportunities to develop critical thinking.
 It produces a creative learning environment.
 It improves the quality of teaching and learning process.
 It supports teaching by facilitating access to course content.
 It increases the availability of study material.
 It increases learner’s motivation and engagement

22. ICT Tool for Presentation
 There are various types of ICT tools for presentation:
 Slide share: It is used for presentations, documents, info
graphics,etc.
 Buncee: Fun to learn construction and presentations.
 Prezi: With the help of the Prezi, an online slides how can be created.
 Prowise: Using Prowise, we can build a learning environment in
schools that is more inspiring and engaging and elevates
collaboration.
 Google slides: With the help of Googles lides, we can work on the
same presentation simultaneously.

23.  Peardeck: By using Peardeck, we can create interactive
presentations, lessons, and assessments to engage each
student.
 ❑Sutori: With the help of the Sutori, we can make a
presentation for the classroom in a unique timeline format.
 ❑Lesson up: Lesson up is used to make digital lessons that
are fun and engaging.

24. ICT Tools for Studying
 There are various ICT tools for studying:
 Cram : With the help of the Cram, we can find flashcards to study or
make your own.
 WRTS: Easy and efficient study of vocabulary.
 Cobo Cards: Cobo Cards is a great online flashcard software.It is free.
 Vocabulary: With the help of the vocabulary ICT tool, we can quickly
acquire vocabulary.
 Learning pod: Practice questions is targeted to the success of the
student.
 Study blue : The Study blue ICT tool offers you intelligent tools
containing study guides ,notes ,flashcards, etc.

25. Advantages of ICT in Education
 The presence of ICT in education allows for new ways of learning for
students and teachers, e.g., e-learning or online learning.
 ICT helps the students to learn curriculum from any where (at home or
even in hospitals).
 Provides access to an unlimited amount of current information and data
from a variety of sources.
 It promotes higher-order thinking skills.
 It enhances subject learning.
 Children are fascinated with technology and it encourages and motivates
them to learn in the classroom.
 It helps the students to retain knowledge more effectively and efficiently.
 It supports the learners to learn differently at different rates and styles.

26. Disadvantages
 It is not accessible every where as it needs internet facility.
 Teachers require experience to handle ICT.
 Implementing computers and the Internet is expensive.
 Computers can limit imagination.
 Potentially diminishes cognitive development and reduces
problem-solving skills.
 Reduces direct peer interaction.
 The presence of technology can be distracting to students

27.  Unemployment
 Lack of security
 Cyber bullying
 Excessive reliance on technology
 Social media influence
 Preparation time

28. TEACHING METHOD
 Teaching method as the process of imparting knowledge and skills which
is used by a teacher in the classroom. It implies the use of principles and
theories of instructions ;it can include class participation,
demonstrations, recitation.—Geoffrey
 Teaching methods refers to the mode or manner of teaching, which can be
shaped as a lecture, tutorial, or laboratory work.—Doumas

29. Features of good teaching method

30. CRITERIA FOR SELECTING TEACHING
METHODS
 In selecting teaching method, the teacher’s analytical ability comes to play
considering the situation at hand. There are some factors that will guide the
teacher’s choice of method to use in teaching a particular lesson; such
factors include:
 The subject matter
 Instructional objectives
 The learner
 The teacher
 The time
 Instructional materials
 The classroom environment
 Group size.

31. Advantages of Choosing the Proper Teaching
Method:
 Enhanced Understanding
 Increased Engagement
 Improved Retention
 Individualized Learning
 Critical Thinking and Problem-Solving Skills
 Positive Learning Environment
 Motivation and Self-Efficacy
 Adaptation to Subject Matter
 Improved Assessment Outcomes
 Lifelong Learning Skills
 Increased Teacher Satisfaction
 Better Preparation for the Future

32. Disadvantages of Teaching Methods
 Ignoring Individual Needs
 Lack of Personal Interaction
 Conflict and Miscommunication
 Technical Challenges
 Passive Learning
 Lack of Critical Thinking

33. METHODS OF TEACHING
 Teaching methods are many and varied and could be used indifferent
ways, considering among others the age of the learners, body
configuration or physique of learners, (able or disabled learners).
Academic ability/intelligence of the learners, number of learners and of
course the type of curriculum discipline which recognizes the fact that
certain teaching methods are much more suitable to some disciplines
than others.

34. Types of teaching method
 In class room
o lecture method
o Group discussion
o Micro teaching
o Symposium
o Panel discussion
o Seminar
o Role play
o project

35.  In clinical area
o Case method
o Process recording
o Nursing clinic
o Bedside
o Individual conference
o Group disscussion
o Assignment
o Shift report
o Field trip

36.  In skill lab
 Simulations
 Demonstration
 Re-demonstration
 Work shop
 exhibition

37. LECTURE
 Definitions
 Lecture is a didactic instructional method, involving one-way
communication from the active presenter to the passive audience.—
Percival and Ellington
 Lecture is a period of uninterrupted talk from a teacher.—Bligh
 Purposes of Lecture
 To provide structured knowledge.
 To motivate and guide in hunting knowledge.
 To arouse students’ interest in a subject.
 Introduce students to new areas of learning.
 To clarify difficult concepts.
 To assist in preparing for a discussion.
 To promote critical thinking.
 To summarize and synthesize different sources of information.

38.  L- lively
 E- educative
 C- creative
 T- thought provoking
 U- understanding
 R- relevant
 E- enjoyable

39. Strategies of Lecture Method
 Maintain Regular Eye Contact
 Avoid Mannerisms
 Avoid Turning Away from Students
 Use a Microphone in Large Classes
 Speak Clearly but Use a Conversational Tone
 Convey Enthusiasm for the Material and the Students
 Ask Students Periodically if They Can Hear and See Everything
 Move Around the Room and Use Natural Gestures
 Interact with Students to Create Positive Rapport

40. Guidelines for Lecturing
 Decide what you want the students to know and be able to do because of the
lecture.
 Outline your lecture and share that outline with students.
 Choose relevant, concrete examples.
 Find out about the students, their backgrounds, and their goals.
 Permit students to you to ask questions, make comments, or ask for review.
 Intersprase periodic summaries.
 Start with a question, problem, or current event.
 Watch the students. If you think they do not understand you, stop and ask
them questions.
 Use active learning techniques.
 Present an outline of the lecture (use the blackboard, overhead transparency
or hand out) and refer to it as you move from point to point.

41. Advantages
 It makes students feel comfortable.
 It is inexpensive.
 It is conducive to groups of various size.
 It can be modified according to the audience, subject, or allotted
time.
 It provides an opportunity for the instructor to demonstrate
interest and enthusiasm.
 It is familiar and has clearly defined roles for the instructor and
participants

42. Limitations of Lecture
 Lectures risk losing students attention.
 Lectures may discourage questioning.
 Lectures may present too much information ,irrelevant
information, and too quickly.
 Lectures may ignore the social dimension of learning.
 It is passive and limits participants to listening and note-taking.
 It may be less effective for long-term retention than methods
where participants are more actively involved.

43. DISCUSSION
 Definitions
 “Discussions are orderly process of group interaction in which
students are exchanging ideas, listening to a variety of points of
view, expressing and exploring their own views, applying their
knowledge and reflecting on their attitudes and values.”—Killen
 “The activity in which people talk about something and tell each
other their ideas or opinions.”—Cambridge dictionary

44. Purpose
 Group discussion assists the students to enhance critical
thinking.
 It helps the students for the better understanding of the
concepts.
 To facilitate the communication skills.
 To arouse interest in lessons.
 To reach a solution on an issue of concern.
 It provides an opportunity to generate new ideas for solving a
problem.

45. Steps of discussion
 Planning
 Preparation
 Roles and responsibilities
 Introduction
 Encouraging participation
 Recording
 Intervention
 conclusions

46. Advantages
 Effective and higher level cognitive objectives are achieved.
 Group discussion helps in developing self-confidence among the
learners.
 It helps in organizing comparative discussion at favour and disfavour.
 It helps in providing freedom for expression to the learners.
 It helps in developing habit of cooperation.
 It provides opportunity for students to support one another in their
learning, which is a useful preparation for involvement in cooperative
learning groups.
 It helps in developing habit of listening one’s own criticism.

47. Disadvantages
 Group-discussion cannot be used as a teaching strategy, but it can be used as
a supplement technique after lecture and demonstration method of
teaching.
 This teaching strategy is quite time consuming. So, teacher must fix the time
schedule for discussion to make it a purposeful activity.
 It can only be applied for average and above average students.
 If not properly organized, it may create bitterness and results are unfruitful
.It is just a wastage of time. So, a teacher must plan for discussion before
hand to avoid irregularities and make it more effective.
 Adequate preparation is required by each member to have a fruit ful
discussion.
 Talkative students can dominate the discussion.

48. MICROTEACHING
 Definitions
 “Microteaching is defined as a system of controlled practice that
makes it possible to concentrate on specified teaching behaviour
and to practice teaching under controlled conditions.”—
DWAllen and AWEve
 “Microteaching may be described as a scaled down teaching
situation in which a teacher teaches a brief lesson to small
group people or fellow trainee.”—GABrown

49. Purpose
 To practice specific instructional skills or techniques of teaching
on a small group of learners.
 To learn technique of self-evaluation when reviewing the lesson
taught.
 To enable the student teacher learn and assimilate new teaching
skills under controlled situations.
 To enable the teacher trainees or student teacher gain
confidence in teaching and mastering a number of teachings
kills on a small group of students.

50. Components of Microteaching
 Microteaching situations : It consists of size of the class, length of the content
and teaching method, etc. There are 5 to 10 students in the class and the teaching
period ranges from 5 to 20 minutes. The content is presented in a unit.
 Teaching skill: The development of teaching-skills of the student’s teachers is
provided in the training program such as lecturing skill, skill of black-board
writing, skill of asking questions, etc.
 Student teacher :The student who gets the training of a teacher is called student-
teacher. During training his various capacities are developed in him, such as
capacity of class management, capability of maintaining discipline and capacity of
organizing various program of the school, etc.
 Feed back devices : Providing feed back is essential to bring changes in the
behaviour of the students. Feed back can be provided through video tape feed back
questionnaires.
 Microteaching laboratory: Necessary facilities to feedback can be gathered in
microteaching laboratory.

51. Principles of Microteaching:
 Principle of One Skill at One Time
 Principle of Small Scale Content
 Principle of Practice
 Principle of Experimentation
 Principle of Instantaneous Feedbacks
 Principle of Self-evaluation
 Principle of Continuous Efforts
 Principle of Reinforcement

52. Phases of Microteaching
 There are three phases of the micro teaching procedure.They are as follow:
 Knowledge acquisition phase (Pre active phase) : It includes the
activities such as; provide knowledge about teaching skills. Observe the
demonstration of teaching skill. Analyze and discuss the demonstration of
the teaching skill.
 Skill acquisition phase (interactive phase) : It includes the activities
such as; planning and preparation of micro lesson for a skill. Practicing the
skill. Evaluation of the practiced skill(Feedback). Re-plan, re-teach and re
feed back till the desired level of skill is achieved.
 Transfer phase(Post active phase) : Giving opportunity to use the
Mastered skill in normal classroom teaching. Integrate the different skill
practiced.

53. Advantages
 ❑It helps to develop and master important teaching skills.
 ❑It helps to accomplish specific teacher competencies.
 ❑It caters the need of individual differences in the teacher
training.
 ❑It is more effective in modifying teacher behaviour.
 ❑It is an individualized training technique.
 ❑It employs real teaching situation for developing skills

54. Disadvantages
 It is skill oriented; content not emphasized.
 Many trainees cannot be given the opportunity for re-teaching and re-
planning.
 It is very time consuming technique.
 It requires special classroom setting.
 It covers only a few specific skills.
 It deviates from normal classroom teaching.
 It may raise administrative problem while arranging micro-lessons.

55. SKILL LAB
 A skill lab is a controlled and structured learning
environment where nursing students can develop and
practice clinical skills in a safe and simulated setting.
These labs are an essential component to nursing
education and offer several benefits for students and
faculty. Here are some key aspects and advantages of skill
labs in nursing:

56.  Simulation of Real Clinical Scenarios Skill labs recreate
realistic health care settings, complete with mannequins,
equipment, and props. This allows students to simulate various
clinical scenarios, from basic procedures to complex patient care
situations, without the risks associated with live patient care.
 Safe Learning Environment
 Skill labs provide a safe and controlled environment for students
to make mistakes, learn from them, and gain confidence in the
inabilities without harming real patients. This reduces anxiety
and promotes a sense of security among learners.

57.  Immediate Feedback
 Instructors and simulation technology can provide immediate
feedback to students. This allows learners to correct errors and
refine their skills in real-time, enhancing their performance.
 Standardized Training
 Skill labs enable nursing programs to provide standardized
training to all students. This ensures that every student receives
consistent and high-quality education, regard less of their clinical
placement or instructor.

58.  Clinical Competence
 Nursing students can gain competence in a wide range of
clinical skills, including medication administration, wound
care, physical assessments, and more, before they work with
actual patients. This helps bridge the gap between theory and
practice

59. SIMULATION
 Definitions
 Simulation in the all-inclusive term which contains these
activities which produce artificial environments or which
provide artificial experiences for the participants in the
activity. It is reproduction of the reality.—Tansey
 Simulation is the controlled representation of reality.—
Fink

60. Characteristics of Simulated Teaching
 There are different important characteristics of simulating teaching.
 Simulated teaching implies an analysis of teaching act and of the
teaching situation from the point of view of the learner.
 It is dependent upon empathetic understanding of the reality
content on the part of participant, the practicing teacher.
 This technique requires very systematic planning in advance that
ensures attainment of desired goal.

61. DEMONSTRATION
 Demonstration method is a visual approach to examining
information, ideas and processes.
 “A demonstration provides a concrete, realistic learning
experience. It has the advantage of using visual as well as oral
perceptions. Other senses may be used such as smell or touch.
The emphasis is on what to do, rather than on what not to do.”—
CooperS

62. Characteristics of Demonstration Method
 The demonstration should be carried out in a step-by- step,
simple and easy manner.
 In this method, full attention should be paid to all the students
in the class.
 Goals and objectives of the demonstration should be very clear.
 It should be carried out with a well-planned strategy.
 The setting for a demonstration should possess as real as
possible.

63. Purposes of Demonstration
 To improve skill of the student.
 Provide a various learning experience.
 Visual representation helps to memorize the content.
 Observation skill will be improved.
 It enables students to see realities of life instead of learning in
abstract.
 It improves the confidence level.
 Demonstrate the uses ,functioning and care of an equipment.

64. Steps of Demonstration Method
 Planning and Preparation
 Introduction of the Lesson
 Presentation of the Subject
 Demonstration Method
 Teaching Aids
 Evaluation

65. Advantages
 It follows a systematic procedure; hence students will be able to learn
the procedure skill fully.
 Curiosity and keen observing ability are instilled among the
observers.
 It helps in involving various sense to make learning permanent.
 Though, teacher behaviour is autocratic , he invites the cooperation
of learners in teaching learning process.
 It develops interest in the learners and motivates them for their active
participation.
 It helps in achieving psychomotor objectives.
 It improves the understanding of complex topics and principles

66. Disadvantages
 It can be used only for skills subjects.
 Only the attention of the learners is invited towards the activity
demonstrated .They are not free to discuss about it.
 Demonstration method is costly because it requires costly
materials.
 Demonstration method is time-consuming method.
 Require careful preparation and rehearsal.
 Requires special laboratory with necessary equipment.
 It is not suitable for a large group.

67. RETURN DEMONSTRATION
 Definitions
 Return demonstration is an educational technique in which
student demonstrates what they have just been taught or had
demonstrated to them .— Wiktionary
 Re-demonstration is an instructional method by which the
learner attempts to perform a psycho motors kill, with cues or
prompting as needed from the teacher.—Susan B B astable,
Pamela Gramet, KarenJacobs

68. Purpose
 offer the learner an opportunity to show what they have learned
in a comfortable environment.
 It enables student nurse to grasp ideas of what nurses do in the
hospitals or procedures to them.
 It provides opportunity for teachers to evaluate the effectiveness
of teaching and learning process.
 There demonstration method is a way of checking
understanding level and psychomotor skills of students.

69. Advantages
 Re-demonstration increases the ability and confidence.
 It fosters the problem solving skill.
 It helps the students to follow the principle of learning by doing.
 Actively engage the learner by stimulate all the senses.
 It improves student’s confidence in delivering care to their
patient.
 It enhances individuality and in dependability among student
nurses.

70. Disadvantages
 It is a time consuming process.
 It needs special preparation.
 It is hard to watch and control students who are misbehaving
while the teacher is focusing on there- demonstration.
 The student might have technical difficulties with the
equipment.
 It is not appropriate for many students.

71. SYMPOSIUM
 Definition
 The symposium is a method of group discussion in which
two or more persons under the direction of chairman
present separate speeches which gives several aspects of
one question.—Collins

72. Characteristics of Symposium
 Symposium is relatively a formal method and comparatively easy
to organize.
 It allows for systematic and relatively complete expression of
ideas in an un interrupted fashion.
 Complex subject problems may readily be divided into logical
component parts.
 Structuring of presentation is obtained by pre-symposium
agreement among participants.
 There should be a minimum of duplication and time allotment
should lead to precise and logical presentation.

73. Purposes
 To present basic information ,i.e. ,facts or points of view of a
particular subject problem
 To present a relatively complete and systematic expression of
ideas without interruption.
 To bring together and focus different points of view within a
logical, more generalized frame work or content.
 To provide effective judgment regarding a problem.
 To encourage the learners to study independently.

74.  Symposium needs an Organizer/Chairperson, Speakers and
Audience or listener.
 Responsibilities of an Organizer/ Chairperson
 The Chairperson is responsible for the overall planning and
execution of sessions to facilitate the sessions’ success.
 The chairperson should determine the topic, location, timing
and the speakers.
 Discuss with the speakers to formulate agenda.
 Orient and lead the group in accordance with agenda

75. Responsibilities of Speakers
 The speaker must be an eminent person and researcher on particular
field.
 They should attend the “planning meetings” organized by the
moderator.
 It is the primary responsibility of a speaker in delivering concise,
high-quality, well organized presentation to audiences with in the
time limit. Responsibilities of Audience
 The audience must adapt to the topic.
 Active participation on floor discussion.
 Engaging in decision making.

76. Advantages
 It is well suited for large group of audience.
 Provide deeper understanding about the topic.
 Used in political meeting.
 Introduce a wider variety of experience and knowledge of the subject
than a lecture
Disadvantages
 Speech is limited to10–20 minutes.
 Questioning and answering time are limited to 3–4 minutes.
 Does not provide opportunity to every audience for questioning.

77. PANEL DISCUSSION
 Definition
 A panel discussion, or simply a panel, involves a group of people
gathered to discuss a topic in front of an audience, typically at
scientific, business, or academic conferences, fan conventions,
and on television shows. Panels usually include a moderate or
who guides the discussion and sometimes elicits audience
questions, with the goal of being in formative and entertaining.

78. Objectives
 To provide information and new facts.
 To analyze a problem from different angles.
 To identify the values.
 To organize for mental recreation.
 To provoking thoughts and insightful

79. Types of Panel Discussions
 Public panel discussions: The public panel discussion provides a
unique opportunity for a wide audience to experience and
understand the latest advances and current trends in the
technologies, current problems of the country, social values , price
hiking of commodities, annual budget, etc.
 Educational panel discussions: Used in educational institutions
to provide factual, conceptual knowledge and clarification of
certain theories and principles. Sometimes these are organized to
find out the solutions of certain problems.

80. Characteristics of Panel Discussion
 A panel discussion is typically facilitated by a skilled “panel
moderator” who guides the panel and the audience through a
lively conversation about a specific topic.
 The panelists are a group of people typically 4–10 experts or
practitioners in the field, who share facts, offer opinions, and
responds to audience questions either through questions curates
by the moderator or taken from the audience directly.
 The panel session typically lasts for 60–90 minutes.

81. Advantages
 Encourages social learning.
 Higher cognitive and affective objectives are achieved.
 Used to develop ability of problem solving and logical thinking.
 Develops capacity to respect others ’ideas and feelings and
ability to tolerate.
 It provides opportunities of assimilation of theme and content.

82. Disadvantages
 There are chances to deviate from the theme of discussion.
 Some members may dominate.
 There is possibility to split the group in to two sub groups(for and
against).
 If panelist belongs to different groups , it may not create appropriate
learning situation.
 It requires more time in planning, organizing, and presentation.

83. SEMINAR
Definition
 Seminar is a teaching technique for higher learning. A specific subject or
topic is delivered as an article or report in the seminar. The article and its
concepts submitted in the seminar are analyzed and discussed through
group discussion to arrive a final decision or concept.— CN Raja and
TPRao

84. Purposes of Seminars
 Providing an opportunity to explore a topic in depth.
 To surveying and critically evaluating different view points.
 To develop a wide range of communication and study skills.
 To build confidence.
 Easing communication between students and tutors.
 To exchange information on techniques and approaches being explored by
members of the group.

85. Types of seminar
 Mini seminar
 Major seminar
 National Seminar
 International seminar

86. Steps involved in seminar
 Pre-seminar phase
 Seminar phase
 Post-seminar phase

87. Advantages
 Seminar method gives good motivation and learning experience.
 Help to evaluate the learn- ability of learners
 Develop these lf-reliance and self confidence
 Inculcate the responsibility and cooperation.
 It improves socialization.
 Student’s interaction is possible in participation and production
of teaching learning process

88. Disadvantages
 Require highly competent instructor.
 It faces evaluation problem.
 It is costly than most other methods.
 It consumes considerable time on the part of students and
teachers inplanning , organizing, preparing, etc. for
investigations, library search, analysis, and presentation, etc.
and thus, can be used for selected problem areas.
 It cannot be applied to new students.

89. WORKSHOP
 Definition
 A workshop is a period of discussion or practical work on a particular
subject in which a group of people share their knowledge or experience.—
COBUILD Advanced English Dictionary

90. Purpose of Workshop
 To improves professional qualifications throughout the field of work.
 It helps participants to build a sense of unity, cooperation, and
partnership.
 Provide new information and knowledge to participants according to their
field of study.
 To provide in-service education or training for staff.
 To demonstrate a new concept.

91. Characteristics
 Workshop is usually conducted for a small group. This enhances
personal attention.
 It is often designed for people who are working to gather or
working in the same field.
 Workshop is conducted by people who have real experience in
the subject under discussion.
 Participants are active and each member get an opportunity to
make their own contributions further more they have a chance
to practice the technique and skills under supervision

92. EXHIBITIONS
 Definition
 Exhibition is a planned display of models, charts , specimens , posters,
etc., to present the public view for instruction and to put in a competition,
advertising or entertainment.— Gilbert

93. Purpose of Exhibition
 To achieve specialized knowledge among students and aim to consider
learning as an adventure through exhibition.
 To develop student’s abilities in imagination and train them to focus on
facts and figures in a manner that will attract the attention of viewers.
 To reveal the ideas clearly and effectively

94. Types of Exhibition
 Educational exhibitions : Educational exhibitions are conducted in
educational institutions to educate the learners, generally these are
organized by the students.
 Consumer exhibitions : These are horizontal market and they
usually involve a large range of products from a number of different
industries on display to the general public.
 Trade exhibitions : These are generally designed to meet the needs
of one particular type of business or product or country. In this type
of exhibition only people involved in the field are invited to attend
and the general public is rarely admitted.

95. ROLE PLAY
 Definitions
 Role plays engage students in real life situations or scenarios that
can be “stressful, unfamiliar, complex, or controversial” which
requires them to examine personal feelings toward others and their
circumstances. —Bonwell and Eison
 Roleplayisaformofexperientiallearningwherestudentstakeonassigne
drolesandactoutthoserolesthroughascriptedplay.—Russelland
Shepherd

96. Principles of Role Play
 Role play is flexible.
 The role play should best to think and not escape from the discipline of learning.
 There is no single best method of selecting the characters; the group may do the
assigning.
 Analysis and evaluation is essential to attain the maximum learning benefits.
 Enough time should be allowed for discussion and analysis of the situation.
 Role play should be brief.
 Evaluation concerns the teacher and participants through discussion or follow-up as
to specific individual behaviour or group action

97. Types
 Multiple role play : In this type of role play , all trainees are in
groups, with each group acting out the role play simultaneously
.After the role play, each group analyzes the interactions and
identifies the learning points.
 Single role play :One group of participants plays the role for the
rest, providing demonstrations of situation. Other participants
observe the role play, analyze their interactions with one another
and learn from the play

98.  Role rotation : It starts as a single role play. After the interaction
of
participants, the trainer will stop the role play and discuss what
happened so far. Then the participants are asked to exchange
characters. This method allows a variety of ways to approach the
roles.
 •Spontaneous role play: In this kind of role play, one of the
trainees plays herself while the other trainees play people with
whom the first participant interacted before.

99. Advantages
 It creates interest among both participants and observers.
 Gives participants an opportunity to express their feelings.
 Fosters group cooperation.
 Encourages creativity in learning.
 Develop initiative on the part of the participants.
 Stimulate student participation and group involvement.

100. Disadvantages
 Self-conscious students may not be spontaneous in acting out the
roles.
 Role plays can be time-consuming, and their success depends on the
willing ness of participants to take active part.
 Participants may not get into the spirit of the role playing

101. PROJECT METHOD
 Project is a unit of educative work in which the most prominent feature
is some form of positive and concrete achievement. — Snedden
 A project is a bit of real life that has been imported in to the school.—
Ballard
 A project is a unit of activity in which pupils are made responsible for
planning and purposing. — Parker

102. Principles of Project Method
 Principle of Definite Purpose
 Principle of Activity or Learning by Doing
 Principle of Freedom
 Principle of Social Development
 Principle of Experience
 Principle of Reality
 Principle of Utility

103. Characteristics of Project Method
 This method is totally scientific and gives an opportunity for self-
expression.
 A good project should be used upon a real–world problem.
 A project must be based on sensitive issues related to current situations.
 The method aims at teaching the learners to get the best out of life, not in
the future, but here and now.
 A good project should best understand, and student directed.
 A good project should provide a change of reflective thinking and self-
assessment to students.

104. Types of Project Method
 Kilp atrick has classified the project method in four types.
 Constructive project :Practical or physical tasks such as
construction of article, making a model, digging the well and
playing drama are done in this type of projects.
 Aesthetic project : Appreciation powers of the students are
developed in this type of project through the musical programs,
beautification of something, appreciation of poems and so on.

105.  Problematic project: This type of project develops the
problem-solving capacity of the students through their
experiences. It is based on the cognitive domain. For instance,
how to take ECG? OR how to operates ventilator?
 Drill project : It is for them astery of the skill and knowledge of
the students. It increases the work efficacy and capacity of the
students

106. Advantages
 It is a teaching strategy that emphasizes “learning by doing”.
 Constructing projects develop the student’s manipulative skills.
 It can be employed among students who are weak in oral.
 The finished product of the projects can serve as evidence of the
learning achieved in communications.
 The completed project adds to one’s feeling of accomplishment
and satisfaction , thus motivating students to continue
constructing new projects in school and at home.
 It installs the values of initiative, industry, and creativity

107. Disadvantages
 The project can not be planned for all subjects and whole subject matter
cannot be taught by this strategy.
 It is not economical from the point of view of time and cost.
 It is very difficult for a teacher to plan or to execute the projects to the
learners and supervise them.
 It takes more time.
 Knowledge is not acquired in a sequential manner.
 It is difficult to complete the syllabus by this method

108. FIELD TRIP
 Definitions
 Fieldtripisaneducationalprocedurebywhichthelearnersobtainfirst-
handinformationbyobservingplaces,objects,phenomenaandprocessesinth
eirnaturalsetting.—Heidgerken
 Fieldtripisdefinedasmostconcreteandtherealbestvisualtechniqueswhichbr
ingthepupilintodirectcontactwiththereallifesituation.—Bhatia

109. Values of Field Trip
 ❑Gives first hand experiences.
 ❑Supplements and enriches classroom teaching.
 ❑Creates spirit of scientific enquiry.
 ❑Gives training in observation.
 ❑Stimulates interest in nature and learning.
 ❑Correlates the school life with the outside world.
 ❑Provide opportunities for utilizing community resources.

110. Types of Field Trips
 Agricultural Field Trips
 Astronomical Field Trips
 Geological Trips
 Zoological Field Trips
 Ecological Field Trips
 Architectural Field Trips
 Societal Field Trips
 Historical Field Trips

111. Advantages
 Field trip enriches the classroom learning.
 Field trips provide an opportunity to the learners to get first-hand in
formation from natural settings.
 The monotony and boredom of classroom teaching is eliminated through
field trips.
 Field trip gives natural stimulation and motivates the learner to bemore
interactive and creative.
 Field trips help learners learn things very quickly and remember themfor
longer of time.

112. Disadvantages
 If the field trip is not planned well with specific learning objectives, It will
result in wastage of teaching learning resources.
 Field trips are expensive.
 Safety and security of the students is a real concern.
 If the sought permission is not got, the scheduled plan of the curriculum
suffers

113. SELF-DIRECTED LEARNING
 Self-directed learning is a learning strategy that encourages learners to
take responsibility for their learning process (diagnosing learning needs,
determining learning objectives , choosing learning strategies, and
evaluating learning success and outcomes).

114. Purpose of self-directed learning
 There are a wide range of benefits that come along with self-directed learning.
 Natural development : these lf directed learning facilitates students to one the
skill of evaluating situations and trusting themselves to choose the right path.
 Positive systematic reinforcement : in self directed learning, there are no
winners or losers so there is no way for negative reinforcement.
 Supports interests : students can explore a wider range of interests while
learning a particular topic.
 Reinforces collaboration : students can collaborate with peers or family
members in their learning process.

115. Characteristics of Self-directed Learning
 Self-directedness
 Independence
 Readiness
 Organizing time
 Set a plan

116. Components of SDL
 Management and Monitoring
 Assessing Learning Needs
 Collaboration
 Self-Evaluation

117. Advantages
 Self-directed learning promote self-confidence.
 Self-directed learning strategy improves coercive learning.
 It provides opportunities to pursue arrange of interests.
 Self-directed learning is rooted the application of skills like thinking skills
, research skills, self-management skills, social skills and communication
skills among learners.

118. Disadvantage
 Does not work if the learner has no self-discipline.
 It does not allow the learner for face-to-face interaction.
 Lack of inputs from trainers.
 Lack of transformational power.
 Learners can easily be distracted by their own needs, assumptions, values
and misperceptions.

119. COMPUTER-BASED LEARNING
 Definition
 Computer-based learning is the learning which ensures when students
engage with material that is delivered and supported by computer.—
Clarke
 Computer-assisted learning(CAL) may be defined as any learning that is
mediated by a computer and which requires no direct interaction between
the user and a human instructor in order to run. Instead ,CAL presents the
user with an interface (constructed by an educator skilled in the field of
study ) which allows the user to follow a lesson plan or may allow self-
directed access to particular information of interest.—SNerlich

120. Process of Computer-Assisted Learning
 Choose the relevant topic.
 Decide the cognitive level of student.
 Decide the CAL mode to be used.
 Develop CAL sequence in the form of frame.
 I-Introductory frames give direction to the learner.
 L-Learning frames present the matter to be learned.
 T-Test frame, test the learners, and gives appropriate feedback

121.  Pre validate the CAL by sharing them with peers and students
and get feed back. Too easy, rigid, difficult, or boring parts need
to be revised.
 ❑Get the written CAL module converted to a computer
program.
 ❑Do post validation of CAL and make corrections if needed.
 ❑Release CAL unit for learners to use and learn.

122. Advantages
 CAL is individualized, that is each student is free to work a this own
place, totally unaffected by the performance of any other students.
 Information is presented in a structured form. It proves useful in the
study of a subject where there is hierarchy of facts and rules.
 CAL for active participation on the part of the student, which
contrasts with the more passive role in reading a book or attending a
lecture.
 CAL utilizes a reporting system that provides the student with a clear
picture of his progress. Thus, students can identify the subject areas
in which they have improved and in which they need improvement.

123.  Disadvantages
 There are administrative problems associated with computer
installation. The problems particularly related to the physical
location of the computer resources ,the cost of hard ware
maintenance and insurance and time-tabling.
 The rapid development of hard ware makes it difficult to select a
system before it becomes obsolete. If a new system is installed
by a maximum number of institutions, they may not get course
ware required for the system and course ware developed so far
may become useless.

124. ONE-TO-ONE INSTRUCTION
 Definition
 An instructional method in which the teacher delivers personally
designed instruction to a learner, delivering in formation specifically
designed to meet the needs of an individual learner.—Bastable
 Characteristic Features of one-to-one Instruction
 The teacher provides the student with their undivided attention.
 The student can ask an unlimited number of questions.
 The student and teacher get to know each other better (an increase in
rapport).

125.  Importance of One-to-One Instruction
 Important features according to Gordon (2003):
 Close behavioural observation of both teacher and learner.
 No other setting provides same opportunity.
 Learner knowledge and skills apparent.
 Opportunity for trusting relationship.
 Conveying personal and professional attitudes and values.
 Opportunity to customize teaching.
 Diagnose and respond to every individual learning need.
 Match learning experience to learner. One of the most powerful
ways of influencing students

126.  Stages
 Pre contemplation stage :Provide information in an on
threatening manner so that the learner becomes aware of the
negative aspects or consequences of his or her behavior.
 Contemplation stage : Support decision making for change by
identifying benefits, considering barriers to the change, and
making suggestions for dealing with these obstacles

127.  Preparation stage : Support a move to action by contracting
with the learner in establishing small, realistic, and measurable
goals; providing information on effective ways to achieve the
desired change ;and giving positive reinforcement.
 ▪Action stage: Encourage constant practice of the new behavior
to instill commitment to change by pointing out the benefits of
each step achieved, providing rewards and incentives, and
assisting the learner to monitor his or her behavior through the
implementation of such strategies as keeping a food diary.
 ▪Maintenance stage: Continue encouragement and support to
consolidate the new behavior and prevent relapses.

128. Theory on One-on-One Teaching
 Constructivism: Humans generate knowledge and meaning from an
interaction between their experiences and their ideas.
 Pedagogical: The instructor’s own philosophical beliefs of
instruction are harbored and governed by the pupil’s background
knowledge and experience, situation, and environment, as well as
learning goals set by the student and teacher.
 Andragogical : The process of engaging adult learners with the
structure of learning experience.
 Cognitivism: That the memory system is an active organized process
or of information and that prior knowledge plays an important role in
learning

129.  Disadvantages
 Many learners feel more comfortable practizing new language
and making mistakes in a group dynamic rather than in front of
teacher.
 Classes can be physically and mentally exhausting for learner
and teacher.
 The class may become boring if the teacher does not find new
approaches or the learner does not respond to the class.
 There are no opportunities to interact with other learners
,develop a group dynamic and to receive support

130.  Advantages
 The learner has the un divided attention of the teacher .This
means more opportunity to engage in real communication,
more feed back and better understanding of the learner’s needs.
 The learner often has more control over the aims of the class, the
pace and the materials.
 The learner has more opportunities to use the teacher as a
resource–to ask questions, to see models of language, and to
practiseskills.