Stimulus Variation is a Teaching Skill. Students practices it during microteaching activities. This presentation is describing all the components of stimulus variation skill in systematic manner. It prepared in two languages English and Urdu. It will cater the needs of English and Urdu medium students.

1. Dr.Faiza Altaf
(Assistant Professor)
MANUU,CTE Asansol

2. Nothing is pleasant that is not spiced with variety
Francis Bacon

3. Laymen concepts
 Stimulus refers to an agent, action, or condition that
elicits, accelerates or arouses physiological or
psychological action, activity or response.
 Variation deals with the approach of changing. such
stimulus to bring variety into the classroom and avoid
boredom.
 ‫محرک‬
‫مطلب‬‫کا‬
‫ائسے‬‫ایک‬
‫ردع‬‫یا‬‫سرگرمی‬،‫عمل‬‫نفسیاتی‬‫یا‬‫جسمانی‬‫جو‬‫ےہ‬‫ہوتا‬‫سے‬‫حالت‬‫یا‬‫عمل‬
‫مل‬
‫ےہ۔‬‫تا‬‫ر‬‫ک‬‫پیدا‬‫یا‬‫ےہ‬‫تا‬‫ر‬‫ک‬‫تیز‬،‫ےہ‬‫جاتا‬‫نکل‬‫سے‬
 ‫بچ‬‫سے‬ ‫غضب‬‫ر‬‫او‬‫النے‬‫کے‬ ‫قسم‬‫مختلف‬‫میں‬‫م‬‫و‬‫ر‬‫کالس‬‫ےہ۔‬‫متعلق‬‫سے‬‫نظر‬‫نقطہ‬‫کے‬ ‫بدالؤ‬‫تغیر‬
‫لےئ‬‫کے‬ ‫ےن‬
‫محرک‬‫کی‬‫طرح‬‫اس‬

4. ‫م‬
‫حرک‬
‫برق‬‫ر‬‫او‬‫محفوظ‬‫کو‬‫توجہ‬‫کی‬‫ان‬‫پر‬‫اس‬‫ےہ‬‫جارہا‬‫سکھایا‬ ‫کچھ‬‫جو‬‫کو‬‫توجہ‬‫کی‬‫طلباء‬‫میں‬ ‫مہارت‬‫کی‬‫تغیر‬
‫ار‬‫ر‬
‫مخ‬‫میں‬ ‫م‬‫و‬‫ر‬‫کالس‬‫یہ‬‫ےہ۔‬‫شامل‬‫تبدیلی‬‫کر‬ ‫بوجھ‬‫جان‬‫میں‬ ‫یے‬‫و‬‫ر‬‫مبذول‬‫توجہ‬‫کی‬‫اساتذہ‬‫لےئ‬‫کے‬ ‫رکھےن‬
‫قسم‬‫تلف‬
‫ےہ۔‬‫بچتا‬‫سے‬ ‫غضب‬‫ر‬‫او‬‫ےہ‬‫التا‬‫محرکات‬‫کے‬
‫وغیرہ۔‬،‫حرکت‬‫و‬‫نقل‬‫کی‬‫اساتذہ‬‫میں‬‫م‬‫و‬‫ر‬‫کالس‬،‫تبدیلی‬‫میں‬‫واز‬‫ا‬‫کی‬‫اساتذہ‬‫ر‬‫او‬‫اشارہ‬‫پر‬‫ر‬‫طو‬‫کے‬ ‫مثال‬
The skill of stimulus variation involves deliberate change
in attention drawing behavior of the teacher in order to
secure and sustain students’ attention to what is being
taught. It bring variety in stimulus in the classroom and
avoid boredom.
Example-change in gesture and voice of teacher, movement
of teacher in classroom, etc.

5.  It bring variety in stimulus in the classroom and
avoid boredom.
 It stimulates the students and increases their active
participation, enthusiasm and spirit of study.
 It is a way of enhancing children learning by
helping them to remain attentive.
 A stimulus situation that changes in different ways
is one of the most powerful influences in
maintaining orienting activity by the students.
 A teacher must develop the skills to attract and
hold the attention of students throughout the
teaching.

6. ‫ےہ‬‫التا‬ ‫محرکات‬‫کے‬ ‫قسم‬‫مختلف‬‫میں‬‫م‬‫و‬‫ر‬ ‫کالس‬
‫ح‬‫و‬‫ر‬‫کی‬ ‫مطالعے‬ ‫ر‬‫او‬‫جوش‬ ، ‫شرکت‬‫فعال‬‫کی‬ ‫ان‬‫ر‬‫او‬‫ےہ‬‫ہوتی‬‫ائی‬‫ز‬‫اف‬ ‫حوصلہ‬ ‫کی‬ ‫طلباء‬ ‫سے‬‫اس‬
‫ےہ۔‬‫ہوتا‬ ‫اضافہ‬‫میں‬
‫ےہ۔‬‫طریقہ‬‫ایک‬‫کا‬‫بڑھانے‬ ‫کو‬‫تعلیم‬‫کی‬‫بچوں‬ ‫کرکے‬‫مدد‬‫میں‬‫دیےن‬‫توجہ‬‫یہ‬
‫مبنی‬‫سے‬‫جانب‬‫کی‬ ‫طلبا‬ ‫وہ‬‫ےہ‬‫ہوتی‬‫تبدیل‬ ‫سے‬‫طریقوں‬ ‫مختلف‬‫جو‬ ‫تحال‬‫ر‬‫صو‬ ‫محرک‬‫ایک‬
‫ےہ۔‬ ‫ایک‬‫سے‬‫میں‬‫ات‬‫ر‬‫اث‬ ‫ر‬‫طاقتو‬‫زیادہ‬ ‫سے‬‫سب‬‫کے‬ ‫رکھےن‬‫ار‬‫ر‬‫برق‬ ‫کو‬ ‫سرگرمی‬
‫تو‬ ‫کی‬ ‫اس‬ ‫ر‬‫او‬‫کرنے‬ ‫اغب‬‫ر‬‫طرف‬ ‫اپنی‬‫توجہ‬ ‫کی‬ ‫طلباء‬ ‫ان‬‫ر‬‫دو‬‫کے‬ ‫تعلیم‬ ‫ری‬‫پو‬‫کو‬ ‫استاد‬‫ایک‬
‫جہ‬
‫حاصل‬
‫توں‬‫ر‬‫مہا‬‫کےباد‬ ‫کرنے‬
‫ہوگا۔‬‫نا‬‫ر‬‫ک‬‫تیار‬ ‫کو‬

7. 1. Teacher’s movement
Varying movements within the classroom for pedagogic
purpose.
E.g. writing on the board, movement to the student who is responding to
some question, conducting experiment, etc.
‫حرکات‬‫بامقصد‬
:
‫درس‬
‫جیسے‬ ‫حرکات۔‬‫ہوتی‬‫مختلف‬‫میں‬‫م‬‫و‬‫ر‬ ‫کالس‬ ‫لےئ‬‫کے‬ ‫مقصد‬‫تدریسی‬
‫ڈ‬‫ر‬‫بو‬ ‫۔‬
‫رہا‬‫کر‬‫تجربہ‬، ‫ےہ‬‫رہا‬‫دے‬‫جواب‬‫کا‬ ‫سوال‬‫کسی‬‫جو‬ ‫حرکت‬‫و‬‫نقل‬‫کی‬ ‫علم‬‫طالب‬‫اس‬ ،‫لکھنا‬‫پر‬
‫ےہ‬
‫وغیرہ۔‬

8. 2. Teacher’s Gestures:
Purposeful movements of the parts of the body of
the teacher to communicate certain meaningful ideas
to the students.
Example- movements of head, hand and body parts to arrest
attention.
‫حرکات‬‫خیز‬‫مانئ‬

9. 3.Changes in voice
This is the use of pitch in voice projection to
indicate relative importance of information.
variation in volume or accent of voice to avoid
boredom.
‫تبدیلی‬‫کی‬‫وآز‬‫آ‬
‫معلومات‬
‫ک‬‫پچ‬ ‫میں‬‫جیکشن‬‫و‬‫پر‬‫صوتی‬‫لےئ‬ ‫کے‬ ‫کرنے‬‫نشاندہی‬‫کی‬ ‫اہمیت‬‫کی‬‫نسبت‬ ‫کی‬
‫استعمال‬‫ا‬
‫ےہ۔‬
‫کے‬ ‫واز‬‫ا‬‫یا‬‫تبدیلی‬ ‫میں‬‫حجم‬
‫ہیں۔‬ ‫شامل‬ ‫تلفظ‬

10. 4.Focusing
Focusing used to concentrate the attentions of the students on
some specific point or event. Used when the teacher wants to
direct the students’ attention to a particular point which they are
required to observe. Focusing can be obtained through verbal
communication or gesture or both. In three ways:
verbal focusing (look here” listen to me” “note it carefully”
“this is very important”),
gesture focusing (pointing towards some object with fingers
or underlining the important words on the board, and
highlighting on the projector)
verbal and gesture focusing (combination of both).

11. ‫کی‬ ‫استعمال‬‫لےئ‬ ‫کے‬ ‫کرنے‬ ‫ز‬‫مرکو‬‫کو‬‫توجہ‬ ‫کی‬ ‫طلباء‬‫پر‬‫واقعہ‬‫یا‬‫نقطہ‬‫خاص‬ ‫کسی‬‫توجہ‬
‫ےہ۔‬‫جاتی‬
‫کر‬ ‫اغب‬‫ر‬ ‫طرف‬‫کی‬‫نقطہ‬‫خاص‬ ‫کسی‬‫توجہ‬ ‫کی‬ ‫طلبہ‬‫استاد‬ ‫جب‬‫ےہ‬‫جاتا‬ ‫کیا‬ ‫استعمال‬‫وقت‬ ‫اس‬
‫نا‬
‫یا‬ ‫مواصالت‬‫زبانی‬ ‫ز‬‫مرکو‬‫توجہ‬ ‫ےہ۔‬‫ہوتی‬ ‫رت‬‫و‬‫ضر‬‫کی‬ ‫کرنے‬ ‫مشاہدہ‬‫انہیں‬‫پر‬‫جس‬‫ےہ‬‫چاہتا‬
‫حاصل‬ ‫ذریعہ‬‫کے‬ ‫دونوں‬‫یا‬ ‫ے‬‫ر‬‫اشا‬
‫کیا‬
‫طریقوں‬‫تین‬‫ےہ۔‬‫تا‬‫جاسک‬
‫سے‬
:
‫ز‬‫مرکو‬‫توجہ‬‫زبانی‬
-
(
‫دیکھو‬ ‫یہاں‬
"
‫سنو‬ ‫ی‬‫میر‬
" "
‫و‬‫کر‬‫نوٹ‬ ‫سے‬ ‫ر‬‫غو‬ ‫اسے‬
""
‫ےہ‬‫اہم‬‫بہت‬‫یہ‬
)"
،
‫ز‬‫مرکو‬ ‫اشارہ‬
-
(
‫ڈ‬‫شنی‬‫و‬‫ر‬‫کی‬ ‫الفاظ‬‫اہم‬‫پر‬ ‫ڈ‬‫ر‬‫بو‬‫یا‬‫نا‬‫ر‬‫ک‬ ‫اشارہ‬ ‫طرف‬‫کی‬‫چیز‬ ‫کسی‬ ‫سے‬ ‫انگلیوں‬
،‫النا‬
‫ڈالنا‬‫شنی‬‫و‬‫ر‬‫پر‬‫ٹر‬‫جیک‬‫و‬‫پر‬ ‫ر‬‫او‬
)
‫توجہ‬‫پر‬ ‫ے‬‫ر‬‫اشا‬ ‫ر‬‫او‬‫زبانی‬
‫ز‬‫مرکو‬
-
(
‫مجموعہ‬‫کا‬‫دونوں‬
)

12. Interaction style can be used as stimulus, for example
teacher/student or student/student or student /teacher.
Teacher-Students Interaction Style: The teacher has a dialogue
with the whole class, communicates to the students as a whole,
not to individual students
Teacher-Student Interaction Style: The teacher has a dialogue
with a certain student, communicates the students as individuals
Students-Students Interaction Style: The teacher is not
involved in the students' activities; functioning as an observer,
he lets the students discuss in groups.

13. ‫استاد‬‫پر‬‫ر‬‫طو‬‫کے‬ ‫مثال‬،‫ےہ‬‫تا‬‫جاسک‬‫کیا‬ ‫استعمال‬‫پر‬‫ر‬‫طو‬‫کے‬ ‫محرک‬‫کو‬‫انداز‬‫کے‬ ‫عامل‬
/
‫طال‬‫یا‬‫علم‬‫طالب‬
‫علم‬‫ب‬
/
‫علم‬‫طالب‬‫یا‬‫علم‬‫طالب‬
/
‫اساتذہ۔‬
‫اساتذہ‬
-
‫انداز‬‫کا‬‫چیت‬‫بات‬‫کی‬‫طلباء‬
:
‫ری‬‫پو‬‫سے‬‫طلباء‬،‫ےہ‬‫ہوتا‬‫مکالمہ‬‫ساتھ‬‫کے‬ ‫کالس‬ ‫ری‬‫پو‬‫کی‬ ‫اساتذہ‬
‫طرح‬
‫ہوتی‬‫فتگو‬‫گ‬
‫ےہ‬
‫نہیں‬‫سے‬‫طلبہ‬‫ادی‬‫ر‬‫انف‬،
‫اساتذہ‬
-
‫انداز‬‫کا‬‫تعامل‬‫کے‬ ‫علموں‬‫طالب‬
:
‫ک‬‫طلباء‬،‫ےہ‬‫ہوتا‬‫مکالمہ‬‫سے‬‫علم‬‫طالب‬‫مخصوص‬ ‫ایک‬‫کا‬‫اساتذہ‬
‫و‬
‫ےہ‬‫تا‬‫ر‬‫ک‬ ‫چیت‬‫بات‬‫سے‬‫حیثیت‬‫کی‬‫فرد‬
‫انداز‬‫کا‬‫چیت‬‫بات‬‫کی‬‫طالبات‬‫و‬‫طلباء‬
:
‫ک‬‫مبصر‬ ‫ایک‬‫ےہ۔‬‫ہوتا‬‫نہیں‬‫شامل‬‫میں‬‫سرگرمیوں‬‫کی‬‫طلباء‬‫اساتذہ‬
‫ی‬
‫ےہ۔‬‫دیتا‬ ‫کرنے‬ ‫خیال‬‫تبادلہ‬‫میں‬‫پوں‬‫و‬‫گر‬‫کو‬‫طلباء‬‫وہ‬، ‫ہوئے‬ ‫کرتے‬‫کام‬ ‫سے‬‫حیثیت‬

14. Silence by the teacher for a moment. Can attract
students’ attention and increase their desire to
listen. Silence can indicate that what has just been
said/done is important or unacceptable. Silence
can also be done after asking question from
students.
‫وقف‬
‫ا‬
‫ایک‬
‫ر‬‫او‬‫ہیں‬ ‫ےت‬‫کرسک‬ ‫اغب‬‫ر‬‫طرف‬‫اپنی‬‫توجہ‬ ‫کی‬ ‫طلباء‬‫خاموشی۔‬ ‫کی‬ ‫استاد‬‫لےئ‬‫کے‬ ‫لمحہ‬
‫سنےن‬
‫اب‬‫کچھ‬‫جو‬ ‫کہ‬‫ےہ‬ ‫تی‬‫سک‬‫کر‬‫نشاندہی‬ ‫کی‬‫بات‬ ‫اس‬‫خاموشی‬ ‫ہیں۔‬‫ےت‬‫سک‬‫بڑھا‬ ‫کو‬‫خواہش‬ ‫کی‬
‫ھی‬
‫کہا‬
/
‫بھی‬ ‫خاموشی‬ ‫بعد‬‫کے‬ ‫پوچھےن‬ ‫سوال‬ ‫سے‬‫طلباء‬‫قبول۔‬‫ناقابل‬‫یا‬‫ےہ‬ ‫اہم‬‫وہ‬‫گیا‬ ‫کیا‬
‫کی‬
‫ےہ۔‬‫تی‬‫جاسک‬

15. Change in the sequence of using audio visual aids
concentrates the attention of the pupil upon the
teacher.
Example-Use visual, audio, and sometimes audio-
visual materials.
‫تبدیلئ‬‫کئ‬‫وسیلؤں‬‫حسئ‬
‫ڈیو‬‫ا‬ٰ
‫سلسےل‬‫کے‬ ‫استعمال‬‫کے‬ ‫ایڈز‬‫ول‬‫ژ‬‫و‬
‫تبدیلی‬‫میں‬
‫تو‬‫کی‬ ‫علم‬‫طالب‬‫طرف‬‫کی‬ ‫استاد‬
‫ز‬‫مرکو‬‫جہ‬
‫مواد‬‫ی‬‫تصویر‬ ‫ر‬‫او‬‫صوتی‬‫کبھی‬ ‫کبھی‬ ‫ر‬‫او‬،‫ڈیو‬‫ا‬،‫مواد‬‫ی‬‫بصر‬‫پر‬ ‫ر‬‫طو‬ ‫کے‬ ‫مثال‬‫ےہ۔‬‫تی‬‫ر‬‫ک‬
.

16. The students takes part in the activity or task assigned to
the class . All the students are involved and enjoy what is
being taught.
Example-They may form groups for discussing and
concluding ,they may participate in solving on the board
or drawing the diagram or labeling etc.
‫شمولیت‬‫میں‬ ‫یس‬‫ر‬‫تد‬‫کئ‬‫طلباء‬
‫طلباء‬
‫ک‬‫جو‬‫ر‬‫او‬‫ہیں‬‫شامل‬‫طلباء‬‫تمام‬‫ہیں۔‬‫لیےت‬‫حصہ‬‫میں‬‫کام‬‫یا‬‫سرگرمی‬‫کردہ‬‫تفویض‬‫کو‬‫کالس‬
‫چھ‬
‫اٹھائیں۔‬‫لطف‬‫سے‬‫اس‬‫ےہ‬‫جارہا‬‫سکھایا‬
‫مثال‬
-
‫وہ‬
‫کر‬‫تشکیل‬‫پ‬‫و‬‫گر‬‫لےئ‬‫کے‬ ‫اختتام‬‫ر‬‫او‬‫بحث‬
‫ڈ‬‫ر‬‫بو‬ ،‫ہیں‬‫ےت‬‫سک‬
‫تصویر‬‫یا‬‫کرنے‬‫حل‬‫پر‬
‫یا‬
‫لیبلنگ‬
‫ہیں‬‫ےت‬‫سک‬‫لے‬ ‫حصہ‬‫میں‬‫وغیرہ‬‫ائنگ‬‫ر‬‫ڈ‬

17. 1. Movement ‫حرکات‬ ‫بامقصد‬
2. Gesture ‫حرکات‬‫خیز‬‫مانئ‬
3. Change in voice ‫تبدیل‬‫کی‬ ‫وآز‬‫آ‬
4. Focusing ‫نا‬‫ر‬‫ک‬ ‫نمایا‬
5. Change in the pattern of Interaction ‫تبدیلئ‬‫میں‬ ‫تباط‬‫ر‬‫آ‬‫یقء‬‫ر‬‫ط‬
6. Pausing
7. Audio –Visual Switching ‫تبدیل‬‫کئ‬‫وسیلؤں‬‫حسئ‬
8. Pupils Physical Participation ‫شمولی‬‫میں‬‫یس‬‫ر‬‫تد‬‫کئ‬‫طلباء‬