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.

1. Stimulus variation skill
PRESENTED BY:- Ms. SHIKHA CHOUDHARY
ASSISTANT PROFESSOR
IAMR B.Ed COLLEGE GHAZIABAD

2. MEANING OF STIMULUS VARIATION
 Stimulus refers to an agent, action or condition that
elicits, accelerates or rouses to physiological or
psychological action, activity or responses.
 Variation means changing these stimuli to explain
content lively and remove the boredom from the
classroom teaching.
 Stimulus Variation the set of teacher behaviors that
tend to secure and sustain pupils attention in the skill of
stimulus variation.

3. Important word Meaning
 Stimulating = Inspiring
 Focus = Centre
 Variation = Deviation
 Pattern = Prototype
 Movement = Changing the position
 Verbal = Oral
 Gesture = Signal

4. Objectives
1.To enhance the students capacity of thinking.
2. To enhance the active involvement of the students in the
teaching.
3. To enable the students for understanding the concept.
4. To enhance liveliness in teaching.
5. To enhance continuous thinking of students for
understanding concepts.
6. To grab the attention of the students.
7. To minimize students mental fatigue and boredom.
8. To learn how to use teaching aids.

5. Components
 Focusing
 Gestures
 Voice modulation
 Pausing
 Change in Interaction Style
 Switching sensory channel (oral/visual)

6. Components
FOCUSING:- 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.

7. Components
GESTURE:- These include movements of 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 more expressive.
 The teacher's gestures - the teacher's body movements - which
communicate certain meaningful ideas to the students. Move
hands and fingers to describe things, measurements, etc.
 While talking with the students, show agreements by nodding
heads so as to encourage the students to go on explaining;
 Show adoration or wonder by raising eyebrows high so as to
show interest in what the students are talking about.
 Claps hands to attract the students' attention or to show
happiness, wonder etc.

8. Components
VOICE MODULATION:- Change in Speech Pattern.
 The change in the speech pattern makes the pupils
attentive and creates interest in the lesson.
 Speak using different speech patterns to avoid
boredom.
 Do not be monotonous.
 Speak attractively and 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.

9. Components
PAUSING:- 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/pausing can be used in different ways:-
 To emphasize an important point.
 To create suspense & arouse thinking.
 To provide time for students to think for something before they
response.
 To give students time to make notes before continuing with the
lecture or dictation. To show disapproval for student misbehavior.

10. Components
CHANGE IN INTERACTION STYLE:-In the
classroom the following three styles of interaction
are possible:-
 Teacher ↔ class (Teacher talks to class and vice
versa)
 Teacher ↔ Pupil (Teacher talks to pupil and vice
versa)
 Pupil ↔ pupil (Pupil talks to pupil)

11. Components
SWITCHING SENSORY CHANNEL (ORAL/VISUAL):- 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.
 If the teacher is giving information to the pupils through any one medium (oral,
visual, oral visual) for a long time., it is possible that the students may lose attention
to what the teacher is conveying to them.
 Therefore it is essential for the teacher to change medium rapidly in order to secure
and sustain pupils’ attention to what he says.
 There are three types media :-
1.Oral ⇄ oral –visual :- when the teacher while speaking shows objects, charts and
models and explains their various parts. It is switching from oral to oral- visual.
2. Oral ⇄ visual :- when the teacher while speaking, shows objects, maps, charts, globe
etc. It is switching form oral to visual.
3. Visual ⇄ oral – visual when the teacher demonstrates the experiment silently and
then explains the phenomenon with the help of charts, maps, diagram etc. It is visual-
oral switching. These devices are used interchangeably to secure and sustain pupils’

12. DO’S
 Purposeful Questions.
 Dialogues in large and small groups.
 Assisted Performance and Scaffolding.
 Assistance with question, clarifications.
 Physical demonstration, model.
 Talking aloud with gestures.
 Interaction with students.

13. Don’ts
 Avoid Unnecessary movements.
 To come forward & go backward unnecessary.
 To seat on the table.
 To touch head or hear.
 To touch lips with the tongue.
 To stand on the same place for long time.
 Avoid board work.
 Repetition of the same activity.
 To move shoulders.
 To rotate neck again and again.
 To move the eyebrow
 To play with chalks.