The document discusses the skill of stimulus variation in teaching. It explains that stimulus variation involves changing teaching methods and stimuli to explain content lively and reduce boredom. This helps enhance student thinking, involvement, understanding and minimizes fatigue. The key components of stimulus variation discussed are movement, gestures, changes in speech patterns, interaction styles, focusing, pausing and using different media like oral, visual and combining both. Examples of applying different techniques like storytelling, using portraits and changing tone are also provided.
This document discusses stimulus variation, which is the skillful changing of stimuli by a teacher to maintain student attention and participation. Maintaining stimulus variation is important for drawing and holding student attention, increasing memory and knowledge retention, encouraging student participation, promoting effective learning, and enhancing academic achievement. Some ways for teachers to vary stimuli include changing voice modulation, using charts/models/specimens, varying facial expressions and body gestures, incorporating demonstrations/activities, varying questioning techniques, and switching between oral and visual presentation styles. The document provides examples of how a teacher might vary stimuli when teaching about the topic of amoeba fission.
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.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
The document discusses different modalities of teaching: conditioning, training, instruction, and indoctrination. It provides definitions and comparisons of each:
1) Conditioning is the lowest level and involves establishing automatic responses through reinforcement. It is not considered teaching.
2) Training focuses on developing skills through practice and is a higher level than conditioning. It can overlap with teaching when developing understanding.
3) Instruction imparts knowledge but only affects the cognitive domain, while teaching aims to develop the whole person. Instruction is part of teaching.
4) Indoctrination uncritically teaches a fixed set of beliefs through repetition without questioning. It aims to promote actions rather than independent thought, unlike educ
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
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 stimulus variation, which is the skillful changing of stimuli by a teacher to maintain student attention and participation. Maintaining stimulus variation is important for drawing and holding student attention, increasing memory and knowledge retention, encouraging student participation, promoting effective learning, and enhancing academic achievement. Some ways for teachers to vary stimuli include changing voice modulation, using charts/models/specimens, varying facial expressions and body gestures, incorporating demonstrations/activities, varying questioning techniques, and switching between oral and visual presentation styles. The document provides examples of how a teacher might vary stimuli when teaching about the topic of amoeba fission.
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.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
The document discusses different modalities of teaching: conditioning, training, instruction, and indoctrination. It provides definitions and comparisons of each:
1) Conditioning is the lowest level and involves establishing automatic responses through reinforcement. It is not considered teaching.
2) Training focuses on developing skills through practice and is a higher level than conditioning. It can overlap with teaching when developing understanding.
3) Instruction imparts knowledge but only affects the cognitive domain, while teaching aims to develop the whole person. Instruction is part of teaching.
4) Indoctrination uncritically teaches a fixed set of beliefs through repetition without questioning. It aims to promote actions rather than independent thought, unlike educ
The document discusses techniques for modifying teacher behavior, including interaction analysis, transactional analysis, action research, and microteaching. It specifically focuses on Flanders' system of interaction analysis, which involves encoding 10 categories of classroom interactions between teachers and students to analyze teaching styles. The categories are coded into a matrix that can be interpreted to determine the proportion of teacher/student talk, levels of direct/indirect teacher influence, and participation ratios. The matrix provides insights to help modify problematic teacher behaviors.
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.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
Glaser's Basic Teaching Model is a psychological model of teaching developed by Robert Glaser in 1962. It explains the relationship between teaching and learning through four basic components: (1) instructional objectives, (2) entering behaviors of students, (3) instructional procedures used by the teacher, and (4) performance assessments to evaluate student learning. The model assumes students have prior knowledge and the teacher guides students from their entering behaviors to achieving the instructional objectives through various teaching methods and strategies. It can be applied to any subject or grade level to systematically structure the teaching and learning process.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
The document discusses the purpose and definitions of internships. It states that the major purpose of internship programs is to develop students' skills and prepare them for their chosen profession. Internships provide hands-on experience and allow students to gain knowledge and skills required for their career field. They help students understand future working conditions and develop professional skills and contacts. Internships can be paid or unpaid and include research internships. The document also discusses the importance of internships and some potential problems in internship programs.
This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
Computer-assisted instruction (CAI) uses computers to deliver educational content to students. CAI provides an interactive learning experience where students receive instructional material from the computer, respond to it, and receive feedback. The computer controls the display and tracks student responses to guide further instruction based on the educational objectives. Key characteristics of CAI include interactivity between the student and computer, use of multimedia like text, images and audio, and a user-friendly layout. CAI aims to individualize learning through this interactive tutorial experience aided by computer technology.
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
reinforcement refers anything stimulus which strengthen and encourages the designated behaviour or increase the probability of specific response or participation of the pupils
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.
The document discusses Minimum Levels of Learning (MLL), which were proposed in India in 1978 to lay down minimum standards of learning that all students should achieve. It provides background on the development of MLL over time, including the goals of defining learning outcomes, ensuring all children reach a minimum level of literacy before finishing primary school. Key principles of MLL discussed are that they should be achievable, communicable, evaluable and follow a learning continuum. The document also addresses reducing curriculum overload and focusing on basic competencies and skills.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
This document discusses stimulus variation in teaching. It defines stimulus as anything that elicits a response, and variation as changing stimuli to make classroom teaching more lively and engaging. The key points are:
Stimulus variation refers to techniques teachers use to vary instructional methods to maintain student attention. This includes changing voice, movement, interactions, and using visual/verbal elements. Proper stimulus variation helps address different learner needs, breaks monotony, and increases retention. Example techniques provided are gestures, pausing, oral-visual switching between instruction and visual aids. The document emphasizes practicing these skills to enhance student thinking and engagement.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Computer assisted instruction vs computer managed instructionSurekha Gireesh
The document discusses computer-assisted instruction (CAI), which uses computers to present instructional material and monitor learning. CAI has advantages like individualized instruction and immediate feedback, but also disadvantages such as failing to consider student emotion. Different CAI methods are outlined, including drill and practice (repetitive questions), tutorials (computer acts as teacher), gaming (educational games), simulations, discovery learning, and problem solving. The document also discusses computer-managed instruction, which uses computers to manage learner performance data and resources to direct individualized instruction.
The document discusses stimulus variation, which refers to changing teaching methods and stimuli to engage students and reduce boredom. It outlines several components of stimulus variation, including focusing students' attention verbally or through gestures, using voice modulation and pausing, switching between oral, visual, and combined sensory channels, and changing interaction styles between teacher and students or among students. The objectives are to enhance student thinking, involvement, understanding, and attention while minimizing fatigue. Examples provided are using gestures, varying speech patterns, demonstrating concepts visually, and facilitating student discussions.
Positive relationships and behaviour managementbmb5s2h
This document provides information on positive relationships and behavior management in the classroom. It includes tips for setting expectations, effective lesson planning, building relationships with students, establishing routines, using positive language, and implementing behavior management strategies. The key aspects discussed are separating behavior from the student, focusing on student choices, modeling positive behaviors, repairing relationships, prioritizing issues, and gaining confidence in behavior management skills. Checklists are also provided to help evaluate lesson organization, relationships, student attitude, and implementing behavior strategies.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
Glaser's Basic Teaching Model is a psychological model of teaching developed by Robert Glaser in 1962. It explains the relationship between teaching and learning through four basic components: (1) instructional objectives, (2) entering behaviors of students, (3) instructional procedures used by the teacher, and (4) performance assessments to evaluate student learning. The model assumes students have prior knowledge and the teacher guides students from their entering behaviors to achieving the instructional objectives through various teaching methods and strategies. It can be applied to any subject or grade level to systematically structure the teaching and learning process.
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
Programmed learning, Origin of Programmed learning, Principles of Programmed learning, Types of programming, Linear programming, branched programming, Limitations of linear programming, Intrinsic styles of programming, Features of branched programming, limitations of branched programming, Developing a programmed learning material, Advantages of using Programmed learning techniques, Difference between learner and branching programming styles
The document discusses the skill of reinforcement in teaching. It defines reinforcement as strengthening the connection between a stimulus and response. There are different types of reinforcement including positive and negative reinforcement using verbal and non-verbal methods. The skill of reinforcement is important as it increases student learning, motivation, attention, and participation when applied properly through praise, encouragement, and acknowledging correct responses. Effective reinforcement involves using a variety of reinforcement strategies at appropriate times to strengthen desirable behaviors and responses from students.
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
The document discusses the purpose and definitions of internships. It states that the major purpose of internship programs is to develop students' skills and prepare them for their chosen profession. Internships provide hands-on experience and allow students to gain knowledge and skills required for their career field. They help students understand future working conditions and develop professional skills and contacts. Internships can be paid or unpaid and include research internships. The document also discusses the importance of internships and some potential problems in internship programs.
This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
Computer-assisted instruction (CAI) uses computers to deliver educational content to students. CAI provides an interactive learning experience where students receive instructional material from the computer, respond to it, and receive feedback. The computer controls the display and tracks student responses to guide further instruction based on the educational objectives. Key characteristics of CAI include interactivity between the student and computer, use of multimedia like text, images and audio, and a user-friendly layout. CAI aims to individualize learning through this interactive tutorial experience aided by computer technology.
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
reinforcement refers anything stimulus which strengthen and encourages the designated behaviour or increase the probability of specific response or participation of the pupils
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.
The document discusses Minimum Levels of Learning (MLL), which were proposed in India in 1978 to lay down minimum standards of learning that all students should achieve. It provides background on the development of MLL over time, including the goals of defining learning outcomes, ensuring all children reach a minimum level of literacy before finishing primary school. Key principles of MLL discussed are that they should be achievable, communicable, evaluable and follow a learning continuum. The document also addresses reducing curriculum overload and focusing on basic competencies and skills.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
This document discusses stimulus variation in teaching. It defines stimulus as anything that elicits a response, and variation as changing stimuli to make classroom teaching more lively and engaging. The key points are:
Stimulus variation refers to techniques teachers use to vary instructional methods to maintain student attention. This includes changing voice, movement, interactions, and using visual/verbal elements. Proper stimulus variation helps address different learner needs, breaks monotony, and increases retention. Example techniques provided are gestures, pausing, oral-visual switching between instruction and visual aids. The document emphasizes practicing these skills to enhance student thinking and engagement.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Computer assisted instruction vs computer managed instructionSurekha Gireesh
The document discusses computer-assisted instruction (CAI), which uses computers to present instructional material and monitor learning. CAI has advantages like individualized instruction and immediate feedback, but also disadvantages such as failing to consider student emotion. Different CAI methods are outlined, including drill and practice (repetitive questions), tutorials (computer acts as teacher), gaming (educational games), simulations, discovery learning, and problem solving. The document also discusses computer-managed instruction, which uses computers to manage learner performance data and resources to direct individualized instruction.
The document discusses stimulus variation, which refers to changing teaching methods and stimuli to engage students and reduce boredom. It outlines several components of stimulus variation, including focusing students' attention verbally or through gestures, using voice modulation and pausing, switching between oral, visual, and combined sensory channels, and changing interaction styles between teacher and students or among students. The objectives are to enhance student thinking, involvement, understanding, and attention while minimizing fatigue. Examples provided are using gestures, varying speech patterns, demonstrating concepts visually, and facilitating student discussions.
Positive relationships and behaviour managementbmb5s2h
This document provides information on positive relationships and behavior management in the classroom. It includes tips for setting expectations, effective lesson planning, building relationships with students, establishing routines, using positive language, and implementing behavior management strategies. The key aspects discussed are separating behavior from the student, focusing on student choices, modeling positive behaviors, repairing relationships, prioritizing issues, and gaining confidence in behavior management skills. Checklists are also provided to help evaluate lesson organization, relationships, student attitude, and implementing behavior strategies.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
How to teach English by Harmer, managing the classroom chapter 3.
• CLassroom management
• The teacher in the classroom
• Using the voice
• Talking to students
• Giving instructions
• Student talk and teacher talk
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student groupings
DAN GRUBESTU RYANSARAH LOWELLAMY STRINGEREffectiveOllieShoresna
DAN GRUBE
STU RYAN
SARAH LOWELL
AMY STRINGER
Effective Effective Effective
Classroom Classroom Classroom
Management Management Management
in Physical in Physical in Physical
Education:Education:Education:
StrategiesStrategiesStrategies
for Beginning for Beginning for Beginning
TeachersTeachersTeachers
Dan Grube ([email protected]) is an associate professor, Sarah Lowell is an
adjunct faculty member, and Amy Stringer is an assistant professor in the
School of Teaching & Learning at Western Carolina University in Cullo-
whee, NC. Stu Ryan is a professor in the Department of Health, Leisure, &
Exercise Science at the University of West Florida in Pensacola, FL.
C
lassroom management is often a big concern
for beginning teachers. Beginning teachers worry about
how they will uphold the same level of classroom man-
agement as veteran teachers. Frequently they worry
about pleasing the students so that they will want to
participate in their lessons. Often their biggest concern is how the
students will behave and how to distribute the discipline when
necessary. This approach is reactionary, akin to a referee calling
fouls on players in a game (Graham, Holt/Hale, & Parker, 2013).
According to Graham et al. (2013), a positive learning environ-
ment should be developed with a philosophy of “maintaining ap-
JoPerD 47
propriate behavior.” To this end, beginning teachers are faced with
a tough task. These teachers must develop strategies that help to
create an environment that is positive and conducive to learning
— specifi cally, strategies that allow for a high amount of activity
time coupled with clear and concise instructional segments. Learn-
48 Volume 89 Number 8 october 2018
ing to be efficient as a new teacher in a new environment can be a
challenge, but it can make all the difference in accomplishing one’s
goals and feeling successful.
Efficient use of time in physical education classes is critical given
the limited amount of physical education that children receive in
schools today. So it stands to reason that physical education teach-
ers feel pressured to deliver as much physical activity as possible.
Researchers have found that one third (Cousineau & Luke, 1990)
or more (Kelder et al., 2003) of class time is spent on instructional
and/or management tasks. Rink (2014) stated that it is surprising
that only about one third of the time in physical education class is
allocated to student activity. While these statistics vary, they indi-
cate that there is an inefficient use of time by physical education
teachers in their classes. Other studies have examined management
plans that focus on minimizing transitions (Dawson-Rodrigues,
Lavay, Butt, & Lacourse, 1997) and cueing exceptional students
on activity changes (Rosenkoetter & Fowler, 1986). Adopting
strategies for transitions will improve efficiency.
Another study looked at how teachers’ classroom management
has changed over time (Garrahy, Cothran ...
Memory and creating patterns of meaning 2nikkisue72
Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
Teaching is uncertain and interactional. Part of teaching well is using a combination of ones own talents, insights, skills, and professional judgments to encourage students learning and development. It is a very humanistic profession, and compassion is the utmost feeling of understanding, and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her/his actions, and as a result students will be more open to understanding the world around them. Teaching is difficult partly because classrooms are complex. First, teachers are required to serve in several roles. They need to serve as advocate, instructor, observer, evaluator, coach, activities director, supply master, tech support, and confidante, for instance. In their varied roles, teachers make many decisions about different kinds of issues. Teachers make hundreds of decisions per day. They need to think about students safety, their learning, and their other needs simultaneously, all while they also consider their own personal and professional issues. J. Jayapriya"Basic Requirements of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2199.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2199/basic-requirements-of-teaching/j-jayapriya
The document provides information from a professional development evening for first year teachers on what it takes to be an effective teacher. It discusses topics such as professionalism, commitment to students, specialized knowledge, Piaget's theory of intellectual development, decision making skills, and reflective practices. The summary emphasizes the importance of understanding child development, using knowledge to make informed decisions, and continually reflecting to improve teaching.
This document provides guidance on effective classroom management and interactive teaching techniques. It discusses establishing clear routines and procedures, communicating discipline plans, and organizing student time and space to promote learning. Interactive teaching methods like think-pair-share, questioning, demonstrations, and group work are recommended to actively engage students and increase participation and retention. The goal is to make 30% of the class lecture and 70% active discussion. Using a variety of techniques can help instructors teach interactively and keep students attentive while leading them to reflect on how to apply the content.
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
This document provides guidance for teachers on key teaching practices, including giving clear directions, modeling, monitoring student work, being sensitive to student needs, using the board effectively, using visual aids, cueing students, eliciting responses from students, checking comprehension, correcting errors effectively, and providing feedback. The document discusses techniques for each practice and emphasizes the importance of clear communication, understanding students' abilities and needs, actively involving students, and avoiding embarrassment when correcting errors.
Factors related to the subject matter content and learning material and method of learning; attention, motivation and readiness as factors influencing scholastic learning
Promoting Seal In The Classroom Practical SuggestionsDavid Drake
The document discusses strategies for promoting social and emotional learning in the classroom. It focuses on creating a positive learning environment, helping students develop self-awareness and manage their feelings, and encouraging positive attitudes and social skills. Some key recommendations include using praise and rewards to reinforce positive behavior, clearly establishing and referring to expectations and rules, teaching and modeling listening and communication skills, and providing opportunities for student voice and peer support.
This document discusses teaching strategies for adult learners. It emphasizes considering learning styles, critical thinking skills, and cultural perspectives when teaching adults. Effective teaching strategies engage students, make the material fun and easy to understand, and incorporate motivation and reflection. The document also discusses evaluating new teaching methods over multiple terms to assess their impact on student learning and feedback.
general education & instructional planningmonicz05
The document discusses cooperative teaching where general education and special education teachers work together in an inclusive classroom. It describes how both teachers jointly share responsibilities for instruction, goals, assessments, and classroom management. The teachers must think of the class as "ours" and work collaboratively. Their goal is to provide appropriate assignments so that all students are learning, challenged, and participating.
The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.
The document discusses stimulus variation, which refers to deliberately changing teaching behaviors and stimuli in the classroom to maintain students' attention. It provides examples of stimulus variation techniques like teacher movement, gestures, varying speech patterns, focusing on different senses, and encouraging verbal and physical student participation. The purpose is to help students understand lessons, stay engaged, and avoid boredom through changes in stimuli that capture attention. Stimulus variation is based on principles showing that contrasting or moving stimuli attract more attention than uniform environments.
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
Children’s Response to Art Activities Describing how a childJinElias52
Children’s Response to Art Activities
Describing how a child does what helps us understand a child’s feelings. Observing art activities allows a unique insight into every child, for no two children work with materials in the same way. Observe a child during an art activity. In the following section, complete each of the applicable items you observed. Give a brief statement for each applicable item.
Age/Grade Level of Child: ___________________________________________________________ Place/Time of Observation: __________________________________________________________ Amount of Time Spent Observing: ____________________________________________________
Movement:
What is the child’s posture like? What is the rhythm of body movements? What is the tempo of the body movements? How much and what kind of effort does the child expend? What kind of freedom does the child show in his or her body movements?
Facial Expression:
Describe the eyes of the child during the activity. Describe the mouth.
Sounds and Language:
From the items observed above, what can be surmised about the child’s emotional response to the materials? About the child’s self-awareness and self-concept?
If the voice is used, what is it like? What does the child say? (Direct quotes, if possible) Does the child chant, sing, use nonsense syllables or phrases, or tell stories while working?
Summary of Observation:
Describe the child’s self-awareness and self-concept as reflected in the use of art materials.
Week 6 Part 3
Nicole Richardson
Student Demographics
Sally is an eight-year-old Caucasian female in third grade, she is an only child with a diagnosis of ASD. Sally lives at home with her mother and father, Sally parents both work and Sally spends a majority of her time with her babysitter Sara.
Sally is a sweet kid most of the time. She loves to color and likes everything Jojo Siwa!
When Sally becomes agitated her behaviors included eloping, self injury, biting, hitting and screaming.
Interfering Behavior
Sally behaviors can be presented in different ways, from avoidance, fleeing, outburst, to getting out of her seat talking out of turn, becoming aggressive, and not completing assignments. She lacks the ability to think through her actions. (inpulsive)
Preventative strategies
Providing Sally with strategies to meet her needs, and give her different ways to prevent behaviors. Give Sally positive praise, encouragement and model positive behavior. Check the often for overstimulation. Offer Sally choices in manipulative tools for the task and guidance and positive redirection. Use a token board to reward positive beahvior, getting tokens as frequenly as a minute apart at first and then in time waiting longer.
Functional assessment
According to Sally’s school record, behaviors happen for attention or to escape work that she is not interested in. Her behavior continues until she either gets the attention she desires or until she does not have to complet ...
Educational psychologists help understand individual learning styles to inform instruction. Teachers should recognize different learning styles like visual, auditory, kinesthetic, and provide appropriate reinforcement for each student. Teachers also need to address common psychological issues students may face like divorce, abuse, bullying, depression, anxiety, and lack of social skills, by providing a supportive environment, recognizing symptoms, seeking help, and teaching coping strategies. A positive learning environment can help students dealing with traumatic issues by giving them emotional support and tools for academic success.
Similar to Skill of stimulus variation by Dr.G.M.Sunagar. (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Answers about how you can do more with Walmart!"
5. Stimulus refers to an agent, action or
condition that elicits, accelerates or
rouses to physiological or psychological
action, activity or responses.
7. The set of teacher behaviors that
tend to secure and sustain pupils
attention in the skill of stimulus
variation.
8. ⚫ Toenhance the studentscapacityof thinking.
⚫ Toenhance theactive involvementof thestudents in the
teaching.
⚫ Toenable the students forunderstanding the concept.
⚫ Toenhance liveliness in teaching.
⚫ Toenhance continuous thinking of students for
understanding concepts.
⚫ Tograb theattentionof the students.
⚫To minimize students mental fatigueand boredom.
⚫ To learn how to use teaching aids.
9. Need / Importance
Typesof learner:
Mainly thereare two typesof learners
1 Visual
2 Audible
As researcher says men collect knowledge
from theirsensory organs. Men receive most
of the knowledge by audio- visually and it is
up to 85%. So while teaching teacher has to
keep in mind to use as much sensory organ
as s/hecan use.
10. Rule of Fluctuating Attention
One more interesting research about the
human tendencies that is man can’t pay
attention continuously on one stimuli
more than 5 minutes. So teacher has to
use some tricks to switch students’
attention from one place to another. It
removes boredom from the teaching.
It sustains student’s attention towards the
teaching.
11. Deal with individual Differences
There are different types of students in
the class like different IQ’s EQ’s,
hobbies , interests and various aspects
of personality. So to make student
understand your topic easily and
actively this skill is very important.
12. To break the monotonyof the lesson
(boredom caused by lack of variety)
Students tend to remain interested,
listen, watch ordo something only fora
limited period of time. Therefore,
teachers need tovary their presentation
to keep students focused on the lesson.
13. Motivate the students to learn
Variety in itself enhances children’s motivation and
interest. A class is more interesting and appealing
when students can look forward to discussions,
projects, games, demonstrations, role-plays, and
other strategies. A monotonous, predictable
routine reduces both motivation and retention of
ideas.
14. Meet the needsof all the learners
Students differ greatly in their ability and
aptitude to learn. Individual differences
are normal and should be expected,
celebrated, and explicitly embraced by
teachers in an effort to build capacity in
learners of multi- abilities.
15. Interesting Facts
Murgio: Of whatwe know, we have learned, about:
1 % through TASTE,
2 % through TOUCH
4 % through SMELL
10 % through HEARING
83 % through SIGHT
16. Increase the retention powerof thestudents
through the involvement of all the senses.
According to Murgio, of whatwe learn, we retain:
10% of what we READ,
20% of what we HEAR,
30% of what we SEE,
50% of what we HEAR & SEE
70% of what we SAY and
90% of what we SAY & DO
17. Topic Selection
Well Beginning is half done.
If you choose the correct topic for this skill
then you can easily prepare lesson plan.
Follow the following instruction for selection
of the topic. Study the sub skills and
accordingly select the topic.
18. No Subject Topic
1 Languages Poem, Dialogue based lesson, Story based lesson, writing part etc.
2 Science Experiment, Laws, Rules, States of matter, Vaccination, Nutritional Values. Life cycle of
plants, human body structure, Classification of plant and animal etc.
3 History World war-1 & 2, Culture of different countries, Indian freedom struggle, French
revolution, industrial revolution, age of renaissance etc.
4 Geography Geographical regions, political geography, types of rocks, types of soil, earth & planets,
solar eclipse, map reading, practical geography.
5 Economics
or commerce
Source of Income, Functioning of Banks, currency, Loan- calculation of loan installment
Saving and Investing , Economic Growth, etc.
6 Computer Peripherals of the computer, Use of Word, Use of power point, viruses, Use of Excel etc.
7 Mathematics Graphs, Statistics, Algebraic expressions, Indices and surds , Ratio and proportion,
Numbers and the four operations, Percentage etc.
8 Geometry Geometrical Constructions, triangles, quadrilaterals, Pythagoras theorem, congruence,
similarity, perimeter, area and volume, circles, and angles and intersecting lines etc.
9 Environmen Environmental issues like Pollution, flood, earthquake, Disaster management etc.
tal Science Biosphere, Greenhouse effect, Ozone layer depletion, Use of fertilizers and pesticides,
Wildlife protection, Gas leak, Environmental laws and acts etc.
10 Value Spirit of Sportsmanship, Respecting others, Gender Equality, Responsibility, Positive
Education attitude, Dignity of labor, Sensitivity etc.
19.
20.
21. Components
With the purpose of covering the whole class and creating better and
more intimate atmosphere in the teacher-student interrelationship
Moving from one place to another with some purpose.
(For writing on the black board; to conduct experiment; to explain
the chart or model; to pay attention to the pupil who is responding to
some question etc.)
Move freely and relax to avoid fear and to control the
students'behavior;
Never write on the board while talking;
No explanation while walking around all the time;
No looking downstairs or upstairs while teaching; look around the class
to see the situation; look into the students' eyes;
Move away from the student asking a question so as to involve the other
students;
To observe the whole class, move slowly from the back to the front.
Movements
The
teacher's
overall
physical
movement
22. These include movementsof head, hand and body parts to arrest
attention, to express emotions or to indicate shapes, sizes and movements.
All these acts are performed to become moreexpressive.
The teacher'sgestures - the teacher's body movements - which
communicatecertain meaningful ideas tothestudents.
Move hands and fingers todescribe things, measurements, etc;
While talking with the students, showagreements by nodding heads so as to
encouragethe students togoon explaining;
Show adorationorwonder by raising eyebrows high soas toshow
interest in what the studentsare talking about;
Use mimics toshowagreements, disagreements, wonderand disbelief,
anger, or incomprehension, etc;
Claps hands toattract the students' attentionortoshow happiness,
wonderetc.
Components-2
33. ⚫ When the teacher wants show emotions or to put emphasis on a particular
point, sudden or radical changes in tone, volume or speed of the verbal
presentation are brought out.
⚫ The change in the speech pattern makes the pupils attentive and creates
interest in the lesson.
⚫ Speak using differentspeech patterns toavoid boredom;
⚫ Do not be monotonous;
⚫ Speak attractivelyand energetically;
⚫ Speak loudly enough for the students at the back to hear what the
teacher is saying, but not too loud so that the students at the front get
shocked
Components-3 Change in Speech Pattern
34. When twoor more personscommunicatetheirviews witheach other, theyaresaid
to be interacting.
In theclassroom the following threestylesof interaction are possible:
1. Teacher↔ class (Teachertalks toclassand viceversa)
2. Teacher↔ Pupil (Teachertalks to pupil and viceversa)
3. Pupil ↔ pupil (Pupil talks topupil)
TWC (TeacherWholeclass)
TWC (TeacherWholeclass)
TSG (TeacherSmallgroup)
TSG (TeacherSmallgroup)
PP (PupilPupil)
PWC (PupilWhole class)
TP (TeacherPupil)
Ind. Work (Individual work)
⚫ All typesof interaction should goside byside tosecureand sustain pupils’
attention.
Change in Interaction Style
35. The teacher draws the attention of the pupils
to the particular point in the lesson either
by using verbal or gestural focusing.
In verbal focusing the teacher makes
statements like, “look here” “listen to me”
“note it carefully”.
In gestural focusing pointing towards some
object with fingers or underlining the
important words on the black board.
Focusing
36. This means “stop talking” by the teacher for a moment. When the teacher
becomes silent during teaching, it at once draws the attention of the
pupils with curiosity towards the teacher. The message given at this point
is easily received by the pupils.
⚫ Silence/pausingcan beused indifferentways
⚫ Toemphasizean importantpoint
⚫ Tocreatesuspense & arouse thinking
⚫ Toprovide time forstudents to think forsomething before they
respond
⚫ Topromotestudent participation by providing encouragementand
opportunity tocommentorquestion.
⚫ Todraw attention bycontrasting speech with silence
⚫ Togive students time to make notes beforecontinuing with the lecture or
dictation.
⚫ To showdisapproval forstudent misbehavior.
Pausing
37. The teacher gives information to the class verbally about something.
This is called oral medium. When the teacher is showing maps, charts and object
without saying something. This is called visual medium.
1. Oral ⇄oral –visual :- when the teacherwhilespeaking showsobjects, chartsand
modelsand explains theirvarious parts. It is switching from oral tooral- visual.
1. Oral ⇄visual :- when the teacherwhilespeaking, showsobjects, maps, charts,
globe etc. It is switching form oral tovisual.
2. Visual ⇄oral – visual when the teacher demonstrates the experiment silently
and then explains the phenomenon with the helpof charts, maps, diagram etc. It
is visual-oral switching.
Thesedevices are used interchangeably to secureand sustain pupils’ attention to the
lesson.
There are three types media
38. Do’s
1. Managing Student Discussion: Structure classroom discussions with purposeful
questions
1. Manage dialogue in large and small group discussions. By doing this the teacher
can learn where students are in their understanding and provide timely
assistance through his/her own questions, clarifications and follow up activities
based on what he/she has learned
3. Assisted Performance and Scaffolding: Teachers can provide various forms of
assistance such as providing a model, demonstrating a process physically and
talking aloud about how experts think on an issue. Teachers can also help by
breaking up a task into smaller units.
4.Developing Learning Communities: Learning communities consist of student-
to- student interactions and the exchange of ideas in a social context.
39. Don’ts
1. To move like pendulum.
2. To come forward & go backward unnecessary.
3. To seat on the table.
4. To touch head or hear
5. To touch lips with the tongue.
6. To stand on the same place for long time.
7. Avoid board work.
8. Repetition of the same activity.
9. To move shoulders
10. To rotate neck again and again.
11. Touch the eyes
12. To move the eyebrow
13. To play with chalks
14. To tight the pant
40. The Stimulus Variation involves the following Steps
Step I Stimulus Variation skill to be practiced is explained to the teacher trainees in terms of
the purpose and components of the skill with suitable examples.
Step II The teacher trainer gives the demonstration of the Stimulus Variation skill in simulated
conditions to the teacher trainees.
Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated
of Stimulus Variation skill for his/her practice.
Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is
supervised by the supervisor and peers.
Step V On the basis of the observation of a lesson, the supervisor gives feedback to the
teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not do well.
Step VI In the light of the feed-back given by the supervisor, the teacher trainee re plans
the lesson plan in order to use the skill in more effective manner in the second trial.
Step VII The revised lesson is taught to the same group of pupils.
Step VIIIThe supervisor observes the re-teach lesson and gives re-feed back to the
teacher trainee with convincing arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery
level is achieved.
41. Sl.
No.
T
eacher’sActivity
Pupils’
Activity
Components of the
Skill
1 I shall tell you a story. Try to be attentive What is the story? Verbal Focussing
2 For what Jhansi is famous for ? For Rani Laxmi Bai
3 Yes, I shall tell you the story of Rani of Jhansi. It is very
interesting. Listen carefully.
They become very curious to know. Verbal Focusing
4 She was born in Kashi on June, 16, 1835. Listening carefully Pausing
5 Do you know ? She was married to Shri Gangadhar Rao, a ruler
of Jhansi in 1842.
Listening attentively Non-verbal cues to show size of child, Pausing.
6 Shri Gangadhar Rao died in 1853 and she became the queen of
Jhansi at the small age of 18 years.
Listening attentively.
…………………………..
Change in speech Pattern,
Pausing
7 Though the span of her reign was very short but she proved
herself very efficient and just ruler and great administrator
(shows the portrait)
Attending with amazement Change speech pattern
Oral-visual switching pausing
8 She fought against the Britishers for the independence of
country in 1858
Showing her Portrait and changing the tone of speech.
the Enthusiastically attentive. Oral-visual switching
Change of speech pattern
9 (The teacher writes bravest on Black Board) She was accepted
as the bravest soldier of the battle field by the English Generals
Listening
interest
with full attention and Pausing
10 Listen to me Do you know what was her age at that time ? She
was simply 22 years.
Feeling amazed. Pausing Verbal focusing
11 She fought the last battle in Gwalior on June, 17, 1858.
She had to cut through the enemy ranks but was overtaken by
stream where she died fighting. (The changes his speech pattern
Felt sorrowful and sad. Change in speech pattern gestures.