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.

3.  MEANING OF EXPLAINNG SKILL
 )Explaining is an action skill in which the teacher tries
to satis1fy student’s queries related to any principles,
conditions /situations or views.
 2)This can be done by relating it to the previous
knowledge of students.
 3) Explanation is based on the interrelationship
between previous knowledge and new knowledge.

4.  PSYCHOLOGICAL BACKGROUND OF
EXPLANATION SKILL
 It has a base of constructivism. Where Teacher does not do
spoon feeding of teaching for the students.
 Teacher helps the students to learn. Teacher does not pour the
knowledge into the student’s mind.
 Students mind is not a blank slate.
 Teacher help them to construct the knowledge.
 In explanation teacher arranges their previous knowledge to new
knowledge.

5.  To correlate old knowledge to new knowledge.
 To help the students to understand new concepts, points,
event, principles clearly.
o To Clarify the questions about new content i.e. why?
How? How much?
 To enlarge the scope of knowledge for students.
 To make them capable of understanding the sequence of
new content.
OBJECTIVES OF EXPLANATION

6.  Types of explanaton- 1. Descriptive. 2. Interpretative.3. Reason
giving
 1 .DISCRIPTIVE EXPLANATION- A descriptive explanation
describes the process, structure, or procedure of phenomenon,
generalization or principle. For example, the concept such as, How
does barometer work? How is oxygen prepared? Require descriptive
explanations on the part of the teacher.
 2. Interpretative Explanation- An interpretative explanation
specifies the central meaning of the concept, generalization or the
phenomenon for example what do you understand from the poem?
 3.Reason giving Explanation-reason giving explanation specifies
reasons for the occurrence of the phenomenon, event or the basis of
a principle, for instance when a teacher has to explain the
phenomenon such as why are most girls deprived from education
in rural area?

7. COMPONANTS OF
Narration/Explanation
 1. Use of accurate Language
 2. Clear pronunciation
 3. Fluency
 4. Change in voice
 5. Stress on main points
 6. Gestures
 7. Harmony in presentation
 8. Audibility
 9. Time Management
 10. Effectiveness

8.  1. Use of accurate language
 For the explanation of any content accurate language is
necessary to understand any topic.
 It involves the purity in language. e.g. English, Hindi,
Marathi etc.
 Language should be used with correct grammar.

9. 2.Clear Pronunciation
 Every word should be uttered clearly .
 Intonation tone or pattern should be maintained.
 Correct use of punctuation should be there.

10. 3. Fluency
 The sentence or statement if not uttered fluently one
after the other, the meaning of the content will not be
understood by the listeners.

11. Use OF Maxims of Teaching
 Known to Unknown
 This maxim is based on the assumption that the
student knows something. We are to increase his
knowledge and widen his outlook. We have to
interpret all new knowledge in terms of the old. So
while teaching we should proceed from known and go
towards unknown. For example, while teaching any
lesson, the teacher can link the previous experiences of
the child with the new lesson.

12.  Concrete to Abstract Concrete things are solid things
and they can be touched with five senses. But abstract
things can only be imagined. So it is rather difficult to
teach the children about abstract things. The students
are likely to forget them soon. On the other hand, if we
teach the students with the help of concrete objects,
they will never forget the subject matter.
 For example when we teach counting to the students
we should first examine concrete nouns like, laptop,
book, Pen etc. and then proceed to digits and
numbers. The stars, the moon, the sun etc. being
taught first whereas the abstract thing:, like planet,
satellites etc. should be taught afterwards.

13.  Easy to Difficult By learning simple things, they feel
encouraged and they also gain confidence. On this
basis, they become further receptive to the complex
matter. On the other hand, if complex types of things
are presented to the learner first, he become, upset,
feels bored and finds himself in a challenging situation

14. Particular to General:
While teaching, the teacher should first of all take
particular statements and then on the basis of
those particular cases, generalization should be
made. Suppose the teacher is teaching Present
Continuous Tense while Teaching English, he
should first of all give a few examples and then on
the basis of those make them generalize .

15. 4. planned repetition-
 The content must be repeated and highlighted.
 Teacher should repeat the important concepts and
words orally and should emphasize on it.

16. IMPORTANCE OF THE SKILL IN
LESSON.
1) Clear explanation makes the teaching
learning process effective.
2) Mastery over the skill of explanation
increases teachers confidence.
3) Explanation is the main skill in of
teaching because it takes more time in
comparison to other skills.
4) It requires fluency in speaking, mastery
over the language, skill of giving daily
and simple examples. This makes the
explanation effective.

17. REFERENCES-
Singh Y.K. (2004)-MICROTEACHING, APH Publishing Corporation.
Gopalkrishnan, M,(2001)- Techniques of Teaching Education,Sonali Publication.
Joshi, Anant,(1991), Kolhapur sukshma kaushale,shikshan prashikshan prakashan
kolhaour