This presentation is intended to enable teachers to enhance their teaching ability and skill. Each slide of the presentation is quite meaningful.

1. Fundamentals
of
Teaching Skills
By:
Dr. A. K. Chakrawal
Professor and Coordinator
Internal Quality Assurance Cell
Saurashtra University
Rajkot 360 005

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Teaching
“Science”
Or
“Art”

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Teaching
“Art” = “Skill”

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Teaching
Competent Skill
Requires
Professionalism#

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Teaching Skill: Enthusiasm
Use of non-verbal behavior
to solicit student
attention and interest

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Enthusiasm
 Speaks in an expressive way;
 Moves about while lecturing or presenting;
 Gestures with hands or arms, yet avoids distracting
mannerisms;
 Tells humorous anecdotes;
 Maintains eye contact with students;
 Walks up aisles beside students;
 Reads from lecture notes or texts;
 Avoids reading lecture verbatim from prepared notes or
text;
 Smiles while teaching.

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Teaching Skill: Clarity
Method used to
explain or clarify
concepts and principles

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Clarity
 Gives several examples of each concept;
 Uses concrete everyday examples to explain
concepts and principles;
 Defines new or unfamiliar terms;
 Repeats difficult ideas several times;
 Stresses most important points by pausing,
speaking slowly, raising voice, etc.
 Uses graphs or diagrams to facilitate
explanation;

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Clarity
 Points out practical applications of
concepts;
 Answers students’ questions thoroughly;
 Suggests ways of memorizing complicated
ideas;
 Writes key terms on blackboard or
overhead screen;
 Explains subject matter in familiar
colloquial language.

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Teaching Skill: Interaction
Techniques
used to
foster students’
class participation

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Interaction
 Encourages students’ questions and
comments during class;
 Avoids direct criticism of students when
they make errors;
 Praises students for good ideas;
 Asks questions of individual students;
 Asks questions of class as a whole;
 Incorporates students’ ideas into
presentation;

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Interaction
 Presents challenging, thought-provoking
ideas;
 Uses a variety of media and activities in
class;
 Asks rhetorical questions;
 Listens and responds to students’
contributions and learning.

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Teaching Skill: Organization
Ways of organizing
or
structuring
subject matter

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Organization
 Uses headings and subheadings to organize
presentation;
 Puts outline on blackboard or overhead screen
 Clearly indicates transition from one topic to the
next;
 Gives preliminary overview at beginning of class;
 Explains how each topic fits into the course as a
whole;
 Begins class with a review of topics covered last
time;
 Periodically summarizes points previously made.

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Teaching Skill: Pacing
Rate of information
presentation,
efficient use of time

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Pacing
 Covers the important material in class
sessions;
 Asks and confirms if students understand
before proceeding to next topic;
 Sticks to the point in answering students’
questions.

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Teaching Skill: Disclosure
Explicitness concerning
course requirements
and
grading criteria

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Disclosure
 Advises students on how to prepare for
tests or exams;
 Provides sample exam questions;
 Tells students exactly what is expected of
them on tests;
 States objectives of each meeting;
 Reminds students of test dates or
assignment deadlines;
 States objectives of course as a whole.

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Teaching Skill: Speech
Characteristics of voice
relevant to classroom
teaching

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Speech
 Speaks at appropriate volume;
 Speaks clearly;
 Speaks at appropriate pace.
 Leaves pauses in speech silent and avoids
"um" or "ah“.

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Teaching Skill: Rapport
Quality of interpersonal
relations between
teacher and students

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Rapport
 Addresses individual students by name
(to the extent possible in larger classes);
 Announces availability for consultation
outside of class;
 Offers to help students with problems;
 Shows tolerance of other points of view;
 Talks with students before or after class;
 Acknowledges diversity in learners and
their culture.

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Teaching Skill: Relevance
Bridges made between
course content, processes
and the world

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Relevance
 Provides broad (holistic) context for specific
learning concepts and skills;
 Integrates materials (examples, cases,
simulations) from "real world“;
 Bridges specific learning concepts and skills to
learners’ experiences;
 Provides learners with access to external sources
and experts to validate learning;
 Provides opportunities for learners to apply
learning to external world.

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Teaching Skill: Flexibility
Openness to change
and diverse ways of looking
and approaching material
as appropriate to discipline.

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Flexibility
 Teaching appeals to different learning
styles;
 Awareness of inter-subjective construction
of knowledge;
 Appreciation of multiple perspectives and
intellectual curiosity;
 Willingness to "give" responsibility of
learning to learners where appropriate.

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Teaching Skill: Learner
Centered
Focuses squarely
on student
learning and mastery

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Learner Centered
 Focuses on learning outcomes and growth, not content
taught;
 Pre/during/post assessments used to ensure learning,
 Instructor elicits student discovery and construction of
knowledge;
 Learners have some control over learning process;
 Active, collaborative, and cooperative learning favored
over passive learning;
 Instructors are primarily designers and coaches;
 Instructors and learners work in teams where
appropriate;
 Learners are empowered to take over their own learning;
 Motivates learners by supporting their self-efficacy –
ability to succeed.

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Teaching Skill: Leadership
Models civil behavior,
intellectual rigor
and respect for diversity.

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Leadership
 Models and requires a learner’s behavior
that supports teaching and learning;
 Models intellectual engagement with
ideas, concepts and materials;
 Provides intellectual challenge for all
levels of learner abilities;
 Demonstrates respect for diversity and
requires similar respect in classroom.

31. Thanks