6. SKILL OF INTRODUCING THE
LESSON
COMPONENTS
SECURING ATTENTION
ASSESSING MOTIVATION LEVEL
LINKING WITH PAST EXPERIENCE
SPECIFIC POINTS TO BE TAKEN FOR TEACHING {
TODAYS LESSON}
USING APPROPRIATE DEVICE {TLM}
7.
8. It is a skill of bringing about an understanding
in someone about a concept, a principle or a
phenomenon. It is regarded as a set of
interrelated statements.
11. SKILL OF USING TEACHING
AIDS
RELEVANT TO TOPIC
APPROPRIATE TO THE PUPILS LEVEL
CREATING INTEREST AND THINKING
PROPER DISPLAY
APPROPRIATE USAGE
12.
13. SKILL OF QUESTIONING
PRECISION AND CLARITY OF LANGUAGE
LINKING WITH SPECIFIC OBJECTIVES
REFOCUSSING AND REDIRECTING
USING STUDENTS RESPONSES FOR FURTHER
QUESTIONING
PROMPTING
14.
15.
16. PROBING QUESTIONING
What’s the idea?
Asking questions which encourage thoughtful, deep
and exploratory responses.
What does it mean?
Teachers can steer students’ thinking so that
their responses go beyond the surface-level and into
a deeper, more exploratory mode by asking well-
planned, probing questions.
17. Probing is an effective strategy for one-to one
interventions, as well as whole-class discussions.
Well-managed, effective probing should secure
the attention of all students, allowing the teacher
to direct the dialogue from student to student,
developing ideas through repeated exchanges
and deeper thinking.
18. Why Is Probing Important?
It is sometimes tempting, when a student gives you the
right answer on the first attempt, to move straight on
to the next part of your lesson or tutorial. By moving on
immediately, however, you are wasting a learning
opportunity for that child. They already had the
knowledge you were requesting, and although their
answer might have helped other students within a
classroom setting, their level of understanding (and the
understanding of students at the same level as them)
has been left unaltered.
and store it.
19. This is where probing comes in. Encouraging students
to explain their answer or to further develop an
element of their answer helps to push their own
understanding (and their levels or articulacy!) to the
next level. This is known as elaboration. Research
suggests that this process helps your brain to form new
connections between information, making it more
likely that you remember and store it.
20. Examples of probing questions might include:
• ‘Can you explain how you worked that out?’
• ‘Can you give an example?’
• ‘Is that always true?’
• ‘Do you agree with Michael’s answer?’
• ‘Can you think of a situation where this would
be different?’
• ‘How does that example compare to this
example?’
• ‘Which of those factors is the most important?
21. What are the implications for teachers?
Create a sense of energy and passion around
the dialogue (you’re discussing it because it’s
interesting) and include everyone in the
conversation. It might be helpful to use
strategies like ‘Think-Pair-Share’ and mini
whiteboards to elicit responses from the
whole class before focusing on an individual
22. It is also a good idea to deploy behaviour for learning
and classroom management techniques to ensure
that there is a supportive, disciplined atmosphere.
This will allow you to focus on the questioning.
Encourage students to use probing questions with
each other. This will need explicit teaching and
practice so model the kinds of questions you want
students to ask and explore the outcomes together.
All this takes preparation. Plan your probing
questions ahead and have a toolbox of questions to
use when appropriate.
23. Probing vs. clarifying questions
Though closely related, clarifying questions and probing
questions are fundamentally different in both nature and
intent. Unlike probing questions, the answers to clarifying
questions are based on facts. Clarifying questions are typically
brief and are designed to clarify the subject being discussed.
These types of questions often provide valuable information
that allows others to ask more effective probing questions.
Some examples of clarifying questions are:
•Is this what you said?
•Did I summarize what you said correctly?
•What criteria did you use?
•What resources were used?
24. When should you use probing questions?
Probing questions can be put to use in a variety of different
situations, including:
• After a presentation
• To promote critical thinking for students in a classroom
setting
• To ensure that you have an understanding of the entire
story
• When learning something new
• If you feel that someone is avoiding divulging something
• To gain insight into a person's thought process
• When assessing the needs of a children
• To facilitate brainstorming of possible solutions
25. Notes on Probing Questions
Clarifying
When you ask students to clarify an answer,
you are asking them to make it more clear:
• What do you mean by that?
• How would you explain that to a younger
student?
• Can you give me another example of that?
• How did you work that out?
26. Expanding
When you ask students to expand on an idea, you
are asking them to elaborate on and extend their
understanding of the idea:
• How do you think this would have an impact
on…?
• What evidence do you have for that?
• That’s an interesting word you used there – can
you explain why you chose it?
• What would this mean for… (related idea, topic,
step, or process)?
27. Contextualising
When you ask students to contextualise an
answer, you are asking them to place it in its
correct context to discover how this might affect
the accuracy of the answer:
• How did your knowledge of the time period
affect your answer?
• How would your answer change if we were
alive 100 years ago?
• Why do you think some people might
disagree with your answer?
28.
29. SKILL OF
REINFORCEMENT
POSITIVE REINFORCEMENT
CORRECTION OF WRONG RESPONSES
PROVIDING FURTHER INFORMATION
POSITIVE NONVERBAL REINFORCEMENT
WRITING PUPILS RESPONSES ON
BLACKBOARD
30. The components of the skill
of reinforcement may be
listed as below:
A. Desirable Behaviours
(i) Use of Positive Verbal Reinforcers
(ii) Use of Positive Non-Verbal Reinforcers
(iii) Use of Extra Verbal Reinforcers
B. Undesirable Behaviours
(i) Use of Negative Verbal Reinforcers
(ii) Use of Negative Non-Verbal Reinforcers
(iii) Inappropriate or wrong use of Reinforcement
31. A. Desirable Behaviours
1. Use of Positive Verbal Reinforcers:- Positive verbal reinforcers
refer to those verbal behaviours of the teacher that bring positive
reinforcement, i.e., increase the chances for the pupils to respond
correctly. They may be divided in the categories like below:
The use of praise words such as 'good', 'very good', 'fine', 'yes',
'well done', 'excellent', 'right', etc.
The use of statements accepting pupils feelings like "yes, you have
judged correctly, now explain it in detail."
Repeating and rephrasing or summarizing pupil's responses.
32. 2. Use of Positive Non-Verbal
Reinforcers:-
Positive non-verbal reinforcers refer to all those non-
verbal (without words) behaviours of the teacher which
bring positive reinforcement. They may be divided into
the categories like below:
1. Writing the responses on the blackboard.
2. Use of gestures and other non-verbal actions
conveying pleasant feelings of approval of pupil
responses like nodding of head, smiling, clapping,
keeping eyes, turning ears or moving words the
responding pupil.
33. 3. Use of the Extra Verbal
Reinforcers:-
This type of reinforcers fall midway
between positive verbal and non-
verbal reinforcers and consists of such
remarks as hm-hm', 'Uh-Uh' or 'Aaa
ah', etc.
34. B. Undesirable Behaviours
1. Use of Negative Verbal Reinforcers:- Negative verbal
reinforcers refer to those verbal behaviour of the teacher
that bring about negative reinforcement i.e., decreasing the
chances for the pupils to participate in the class-room or
respond correctly. Such reinforcers may be categorized as
under:
1. The use of discouraging words like 'no', 'wrong',
'incorrect', 'stop it, non-sense', etc.
2. The use of discouraging cues and voice tones as 'humph'
in sarcastic voice.
3. The use of discouraging statements like, 'I do not like
what you are doing', 'Do something else', 'That is not
good', etc.
35. 2. Use of Negative Non-Verbal Reinforcers:-
Negative non-verbal reinforcers are those non-
verbal behaviours of the teacher that bring about
negative reinforcement. The examples of such
behaviour are frowning, raising the eye-brows,
hand and disapproving stares, tapping foot
impatiently and walking around etc.
36. 3. Inappropriate or Wrong use of Reinforcement:-
It is only the proper and right use of the possible reinforcers
that bring encouraging results. The following types of
reinforcers belonging to the category of undesirable
behaviour should be avoided by the teacher:
1. Using reinforcement when not needed
2. Not using reinforcers when needed
3. Using the reinforcers in a less or excess amount than
desired.
4. Excouraging or reinforcing only a few responding pupils.
In the light of the meaning of the above discussed
behaviours, a teacher is required to practice the occurrence
of all the desired behaviours avoidance of the undesired
ones.
37.
38. It is a skill in which there is a change
in the teacher’s behaviour to attract
the attention of the students. The
teacher uses various stimuli in the
classroom so that they may produce
maximum responses.
39. Components of Stimulus
Variation:
1. Movements: To secure and sustain the attention
in the students, teacher has to move in the class.
The purposeful movements help in attracting the
attention of the students.
2. Gestures: Moving the parts of the body to direct
attention, to express emotions, to emphasise the
importance etc.
3. Change in speech pattern: Expressing emotions
or feelings or to put an emphasis on a particular
point. It includes a change in tone, volume (pitch)
or the pace of the verbal presentation.
40. 4. Focussing: It refers to teacher’s behaviour to focus
or to direct student’s attention to a particular object.
It includes:
(a) Verbal focussing
(b) Gestural focussing
(c) Verbal and Gestural focussing
5. Pausing: To introduce deliberate silence during
the lecture. It helps in assimilating the ideas or
concepts in the mind of the students.
6. Change in Interaction styles: A class lecture should
include any one of the following:
(a) Teacher-Class Interaction
(b) Teacher-Student Interaction
(c) Student-Student Interaction
41. 7. Physical Involvement of the students
8. Oral- Visual switching
42.
43. SKILL OF ILLUSTRATION
RELEVANT EXAMPLE
CLARITY OF CONCEPT
SIMPLE AND EASY EXAMPLE
STUDENTS INTERACTION
CORRELATION WITH THE TOPIC
44.
45.
46.
47.
48.
49. MERITS OF MICROTEACHING
HELPS IN REAL TEACHING
DEVELOPS THE VARIOUS SKILLS OF TEACHING
HELPS IN SYSTEMATIC AND OBJECTIVE ANALYSIS
OF CLASSROOM COMMUNICATION THROUGH
SPECIFIC OBSERVATION SCHEDULE
REDUCES COMPLEXITIES OF CLASSROOM
TEACHING
