"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
The document discusses the skill of explaining and providing effective explanations. It outlines important characteristics of explanations such as being explicit, formal or informal, and problem-centered. It also discusses establishing rapport with students, preparing lectures, controlling length, motivating students, establishing structure, using graphic organizers, and summarizing content. Examples of explanations are provided from religious texts. The document also discusses characteristics of effective teaching, including relating lesson content to its complexity, providing an advance organizer, checking prior learning, presenting information at the appropriate pace and level, and reviewing key points.
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
The document discusses the skill of explaining and providing effective explanations. It outlines important characteristics of explanations such as being explicit, formal or informal, and problem-centered. It also discusses establishing rapport with students, preparing lectures, controlling length, motivating students, establishing structure, using graphic organizers, and summarizing content. Examples of explanations are provided from religious texts. The document also discusses characteristics of effective teaching, including relating lesson content to its complexity, providing an advance organizer, checking prior learning, presenting information at the appropriate pace and level, and reviewing key points.
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Qualities of a Good Mathematics Text BookJasmin Ajaz
The document discusses the qualities of a good mathematics textbook. It states that a good textbook should stimulate reflective thinking, present real learning situations, and not promote rote learning. It then lists several key qualities under physical features, author, content, organization, language, exercises, and general qualities. A good textbook needs qualified authors, age-appropriate language, accurate illustrations, well-graded exercises, and up-to-date content organized logically from simple to complex. While textbooks are important, good teachers are also needed to guide students' understanding of mathematics.
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
The document discusses the skill of fluency in questioning, including properly framing questions to be relevant, concise, clear, specific, and grammatically correct, as well as presenting questions in class with a clear voice, proper speed and pausing, and evenly distributing questions. It also covers common student response situations like no response, wrong responses, partially correct responses, and incomplete responses, and how teachers should address each.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.
1. To understand the objectives, procedure & methods of conducting demonstration method in side the class room
2. To enhance the future teacher with this method
1. The document discusses best practices for using a blackboard when teaching, including maintaining clarity, layout, highlighting important points, and effective presentation techniques.
2. It recommends cleaning the blackboard before use, using good quality chalk, writing letters and diagrams large enough to be legible, leaving adequate spacing, and arranging notes and points systematically.
3. The document also provides a checklist to appraise blackboard usage, assessing clarity, layout, highlighting, presentation techniques, and cleaning.
Probing by questioning is one of the teaching skill that can enables the teacher to face the situation after asking the question in the classroom. The teacher who masters this skill can lead the students to correct response, if they give incorrect or partially correct response. Moreover the teacher can check the understanding of the students in terms of the answers given by them, he can involve more and more students in classroom interaction and can can make the students think logically and critically.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
1. The document discusses the meaning, nature, scope and importance of teaching commerce. It aims to provide students with knowledge about commerce and prepare them for vocational competency in trade.
2. Commerce education teaches students about various aspects of trade like wholesale, retail, export, import and port trade. It provides some knowledge about movement of goods.
3. The objectives of teaching commerce at the school level are to provide mental discipline, make students aware of commerce activities and their importance in life, help students learn about commerce professions, and prepare efficient traders.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
Qualities of a Good Mathematics Text BookJasmin Ajaz
The document discusses the qualities of a good mathematics textbook. It states that a good textbook should stimulate reflective thinking, present real learning situations, and not promote rote learning. It then lists several key qualities under physical features, author, content, organization, language, exercises, and general qualities. A good textbook needs qualified authors, age-appropriate language, accurate illustrations, well-graded exercises, and up-to-date content organized logically from simple to complex. While textbooks are important, good teachers are also needed to guide students' understanding of mathematics.
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Unit plan- Meaning - Elements - steps in unit plan - types of unit plan - principles involved in unit plan Advantages and Disadvantages - Example of Unit plan - Format of a Unit plan - Conclusion
The document discusses the skill of fluency in questioning, including properly framing questions to be relevant, concise, clear, specific, and grammatically correct, as well as presenting questions in class with a clear voice, proper speed and pausing, and evenly distributing questions. It also covers common student response situations like no response, wrong responses, partially correct responses, and incomplete responses, and how teachers should address each.
This document discusses the skill of stimulus variation, which involves deliberately changing teaching behaviors and activities to maintain student attention. It describes several techniques for stimulus variation, including movement within the classroom, gestures, modulated voice, different interaction styles, pausing, focusing on key points, and encouraging physical participation from students. The objectives of stimulus variation are to enhance student thinking, involvement, understanding, liveliness, and minimize boredom. Specific examples provided include moving around the classroom, using body language, varying the volume and tone of voice, and allowing students to participate at the board.
Black Recourse Centre (BRC)
Block Resource Centre (BRC): In Karnataka BRCs plays a pivotal role in the implantation of in-service education programmes for teachers. All most all the Elementary in-service training programmes have been implemented through the DIETs, BRCS and Cluster Recourse Centres.
Black Resource centres came into existence earlier under the District Primary Education Programme (DPEP) aims at providing teacher Support activities and facilities for decentralised training. Presently BRCS have been functioning under Sarva Shiksha Abhiyana from 2000.
This has been working in bringing in uniformity in training and monitoring through out the stale, A BRC is managed by Headmaster grade officer, Block Resource coordinator taluka level and he is assisted by few Block Resource Persons.
BRCS are required to providing in-service training to teachers, headmasters and cluster resource persons.
Functions of BRCs:
Organising and conducting in-service training for elementary school teacher covered under SSA.
Co-operating with BEO in smooth functioning of various programmes such as Dhakalati, Hazarathi Andolana and Chinnara Angala.
Undertaking Children survey.
Implementing the new programmes introduced by the department for universilation of elementary education.
Supervision of mid-day meal programme.
Providing in-service training to teachers, headmasters and cluster resource persons.
Visiting and supervising Cluster Resource Centres.
Organising satellite based training.
Orientation of in-service teachers in different curricular subjects.
Providing material support to CRC's and elementary schools.
Developing the problem solving and consultancy based approach.
Fulfilment of the local academic requirements through in-service training.
Evaluation of educational programmes of the schools.
Organising workshops, seminars and cultural programmes for teachers.
Developing scientific and research attitude among teachers.
Organising awareness programmes.
The academic responsibility of BRCs has considerably increased due to the advent of SSA. The BRCs have been further strengthened through additional infrastructure Support by SSA, XI Finance Commission and State Government.
The Block Resource Centres are playing very significant role in formulating plans and coordinating the implementation of the various teacher training programmes at the taluka level.
Thank You
The document discusses diagnostic testing as a process to identify the causes of learning difficulties in children. It explains how diagnostic testing helps identify strengths and weaknesses, plan appropriate instruction, and ensure effective learning. The key steps in diagnostic testing are identifying problems, locating errors, determining causes, and suggesting remedies. Remedial teaching then focuses on providing additional support to address weaknesses, using different teaching strategies and resources. The document outlines the role of teachers in diagnostic testing and remedial teaching, as well as different types of diagnostic tests, test construction, administration, and the diagnostic testing-remedial teaching cycle.
1. To understand the objectives, procedure & methods of conducting demonstration method in side the class room
2. To enhance the future teacher with this method
1. The document discusses best practices for using a blackboard when teaching, including maintaining clarity, layout, highlighting important points, and effective presentation techniques.
2. It recommends cleaning the blackboard before use, using good quality chalk, writing letters and diagrams large enough to be legible, leaving adequate spacing, and arranging notes and points systematically.
3. The document also provides a checklist to appraise blackboard usage, assessing clarity, layout, highlighting, presentation techniques, and cleaning.
Probing by questioning is one of the teaching skill that can enables the teacher to face the situation after asking the question in the classroom. The teacher who masters this skill can lead the students to correct response, if they give incorrect or partially correct response. Moreover the teacher can check the understanding of the students in terms of the answers given by them, he can involve more and more students in classroom interaction and can can make the students think logically and critically.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
The document discusses the skill of explanation in teaching. It defines explanation as showing relationships among concepts, ideas, events or phenomena. Explanation involves selecting appropriate statements to interrelate ideas and using those statements to bring about understanding. Good explanation skills include using an introductory statement, concluding statement, explaining links, and testing student understanding, while undesirable behaviors involve irrelevant statements, lack of continuity or fluency. The document also categorizes explanations as interpretive, descriptive or reason-giving and provides guidance on developing explanation skills.
This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
1. The document discusses the meaning, nature, scope and importance of teaching commerce. It aims to provide students with knowledge about commerce and prepare them for vocational competency in trade.
2. Commerce education teaches students about various aspects of trade like wholesale, retail, export, import and port trade. It provides some knowledge about movement of goods.
3. The objectives of teaching commerce at the school level are to provide mental discipline, make students aware of commerce activities and their importance in life, help students learn about commerce professions, and prepare efficient traders.
This document introduces computer assisted instruction (CAI) through a presentation by Habib Ullah Qamar. It begins with Qamar introducing himself and his background and objectives for the presentation. He then asks if the audience has used computers for learning or teaching. The bulk of the document defines and describes CAI, including the various terms used, how it works, typical features, and types like drill and practice, tutorials, discovery approaches, and problem solving. The advantages of CAI are discussed, such as individualized learning, feedback, and multimedia aids. Limitations include overreliance on multimedia and lack of infrastructure. The presentation concludes by recapping the objectives and inviting questions.
Micro Teaching. Meaning, Definitions, Assumptions, characteristics, Difference, Methodology, steps, Merits and Limitations of Micro Teaching. / Pedagogy of social Science by Youtube channel Mr. Competition5669 / Tarun Kumar Mevaliya /
Learning Objectives
After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to
relate the competencies and skills as given in the Learning outcomes with the state syllabus
conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes
integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
The document discusses referencing and citation styles. It provides definitions of citations and explains their purposes, which include avoiding plagiarism and allowing readers to verify sources. The document outlines several common referencing styles like APA, MLA, Chicago and their origins. It also compares the key differences between APA and MLA formats for formatting papers, in-text citations, references, and citing various sources like books, websites, social media posts etc. Finally, it discusses patterns of in-text citations using ibid and loc. cit. and how to add and customize footnotes.
The document describes Robert Glaser's basic model of teaching which includes five components: instructional objectives, entering behavior, instructional procedures, performance assessment, and feedback loops. The model shows how performance assessment feeds back to each component to improve the teaching process. The components are then defined in more detail, with entering behavior describing students' prior knowledge and skills, instructional procedures outlining the teaching methods used, and performance assessment evaluating how well students achieved the objectives.
- Introduction skills are used to connect students' prior knowledge to new knowledge being taught through questions, statements, and teaching aids.
- A micro-teaching lesson plan format is provided that includes objectives, components, pupil-teacher statements, student responses, and evaluation.
- The purpose of introduction skills is to motivate students and build their interest and attention in the lesson through properly extending terminology and chaining ideas.
- This document discusses internal and external evaluations of projects and programs.
- Internal evaluations are carried out by project team members, while external evaluations are done by those outside the project team.
- Both types of evaluations have advantages and disadvantages - internal evaluations have better implementation understanding but less impartiality, while external evaluations have greater impartiality but less understanding of implementation issues.
2. Lecture is a teaching method consistof explanation of
facts, principles which the teacher wishes the class to
understand.
Teacher talks moreor less continuouslytoclass.
The class listen takesnotes.
It is a greatart.
व्याख्यान एक शिक्षण पद्धशि है शिसमें िथ्यों, शसद्धाांिों की व्याख्या होिी है, शिसे
शिक्षक वर्ग को समझना चाहिा है।
शिक्षक कक्षा में कम या ज्यादा बाि करिा है।
कक्षा सुनने के शिए नोट्स िेिी है।
यह एक महान किा है।
3. Oxford Dictionary : Lecture method is talk giving
specified information to class or long serious speech.
ऑक्सफोर्ग शर्क्िनरी: व्याख्यान पद्धशि कक्षा या िांबे र्ांभीर भाषण को शनशदगष्ट िानकारी देने वािी
बाि है।
एक व्याख्यान एक मौशिक प्रस्िुशि है शिसका उद्देश्य शकसी शविेष शवषय के बारे में िोर्ों को
िानकारी देना या शसिाना है।
A lecture is an oral presentation intended to present
information or teach people about a particular subject.
4. Lecture is derived from Latin word Lectare
which means to read aloud.
िेक्चर िैशटन भाषा के िेक्चर से शिया र्या है शिसका अर्ग है िोर से
पढ़ना।
मध्य अांग्रेिी, पढ़ने का कायग, िेशटन िैशटन िेक्टुरा से, पहिे ज्ञाि
उपयोर्: 15 वीं ििाब्दी।
Middle English, act of reading, from Late
Latin lectura, First Known Use: 15th century.
5. A. Traditional oral essay
The teacher is an orator and the only speaker.
A. मौशिक मौशिक शनबांध
शिक्षक एक वक्ता और एकमात्र वक्ता होिा है।
B. सहभार्ी व्याख्यान
िैयारी में उन्होंने िो पढ़ा है, उस पर व्याख्यान शवषय पर शवचार मांर्न करने वािे
शिक्षाशर्गयों के सार् िुरू होिा है
B. Participatory Lecture
begins with learners brainstorming ideas on the
lecture topic on what they have read in preparation
6. Lectures can be an efficient means of
introducing learners a new topic.
It helps to clarify the concept
व्याख्यान शिक्षार्थियों को एक नए विषय को पेि
करने का एक कु िल साधन हो सकता है।
यह अिधारणा को स्पष्ट करने में मदद करता है
7. इसका उपयोग ककसी विषय में छात्रों की रुर्ि को
प्रोत्साहहत करने के शलए ककया जा सकता है।
इसका उपयोग लोगों को प्रेररत करने के शलए भी
ककया जा सकता है।
It can be used to stimulate students’
interest in a subject .
It can also be used to inspire people.
8. C. Feedback Lecture
Consists with mini lectures with 10-minute
small group discussion.
opportunity to manipulate the lecture content.
D. Mediated Lecture
Use of media such as films, slides, Web-
based images etc.
9. To integrate and synthesize a large body of
knowledge. (Parker, 1993)
“The lecture is valuable where knowledge is
advancing and up- to-date textbooks are not
available.” (Jones,1990)
It is an appropriate method making available for
large group.
10. • Principle of aim.
• Principle of activity.
• Principle of co-relation.
• Principle of looking ahead.
• Good lecture effectivepreparation.
• क्ष्य का शसद्धाांि।
• र्शिशवशध का शसद्धाांि।
• सह-सांबांध का शसद्धाांि।
• आर्े देिने का शसद्धाांि।
• अच्छा व्याख्यान प्रभावी िैयारी।
11. It is economical in terms of student time.
A great deal of information can be communicated in
a one hour lecture.
More relevant information can be taught to a
student.
यह छात्र समय के शहसाब से शकफायिी है।
एक घांटे के व्याख्यान में सूचना का एक बडा सौदा शकया िा सकिा है।
अशधक प्रासांशर्क िानकारी एक छात्र को शसिाई िा सकिी है।
व्याख्यािा शकसी शवषय को बढ़ाकर और उसे िीवन में उिारकर पाठ्यपुस्िक को
पूरक बना सकिा है।
The lecturer can supplement a textbook by enhancing
a topic and making it come to life.
12. 3. The teacher serves as a role model for students.
4. Lectures bring enjoyment to the learners.
5. It helps students develop their
listening skills.
शिक्षक छात्रों के शलए एक रोल मॉडल के रूप में कायि
करता है।
व्याख्यान से शिक्षार्थियों को आनंद शमलता है।
यह छात्रों को उनके सुनने के कौिल को विकशसत
करने में मदद करता है।
13. 1. It lends itself to the teaching of the facts while placing
little emphasis on problem solving, decision making,
analytical thinking, or transfer of learning. (Black. 1993)
2. Lecturing is not conducive to meeting students’
individual needs.
3. Lecturing brings with it the problem of limited
attention span on the part of the learners.
यह समस्या के समाधान, ननणिय लेने, विश्लेषणात्मक
सोि या सीखने के हस्तांतरण पर बहुत कम जोर देते
हुए तथ्यों के शिक्षण के शलए उधार देता है। (ब्लैक।
1993)
छात्रों की व्यक्ततगत जरूरतों को पूरा करने के शलए
व्याख्यान देना अनुकू ल नह ं है।
व्याख्यान देने से शिक्षार्थियों के हहस्से पर सीशमत
ध्यान देने की समस्या आती है।
14. 1. Control your anxiety. अपनी शचांिा पर शनयांत्रण रिें।
An effective control mechanism is imaging.
एक प्रभावी शनयांत्रण िांत्र इमेशिांर् है।
2. सहििा Spontaneity
कक्षा में पढ़ने से बचें।
पूणग वाक्यों में अपना व्याख्यान न शििें।
घर पर शर्िीवरी का पूवागभ्यास करें।
Avoid reading to the class.
Do not write your lecture out in full sentences.
Rehearse the delivery at home.
15. Voice quality आवाि की र्ुणवत्ता
Beware of lecturing in monotone.
मोनोटोन में व्याख्यान देने से सावधान रहें।
िारीररक हाव – भाव Body language
Do not stand glued to the podium.
Use your hand for emphasis but not too much.
Be aware of your body language.
Maintain eye contact.
पोशर्यम से शचपके मि िडे रहो।
िोर देने के शिए अपने हार् का उपयोर् करें िेशकन बहुि ज्यादा नहीं।
अपनी बॉर्ी िैंग्वेि से अवर्ि रहें।
आांि से सांपकग बनाये रशिये।
16. . Speed of delivery
Affects both the learner’s comprehension and
enjoyment of the material.
Elicit feedback from student
To know how much student has received knowledge.
शविरण की र्शि
सामग्री के शिक्षार्ी की समझ और आनांद दोनों को प्रभाशवि करिा है।
छात्र से एशिशकट फीर्बैक
यह िानने के शिए शक छात्र को शकिना ज्ञान शमिा है।
17. समय प्रबांधन
व्याख्यान समय पर समाप्त होना चाशहए।
यशद यह शिक्षक को िनाव देिा है और सामग्री को नुकसान पहुांचािा है
Time Management
Lecture should finish on time.
If it exceed gives tension to teacher and
damages content.