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868 views28 pagesMicro Teaching
Micro teaching skills
Uploaded by
ayshamr10Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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INTRODUCTION TO MICRO-TEACHING
AND
EPISODES IN ENGLISH
Dr.S. RASUL MOHAIDEENPreface
CONTENTS
An Introduction to Micro-Teaching
Episodes
@
)
©
@
©
©
@
Skill of Stimulus Variation
Skill of Re-Inforcement
Skill of Probing Questions
Skill of Introduction
Skill of Using Chalkboard
Sal of Explaining
Skill of Integration-Link Practice
27
31
36MICRO TEACHING
Introduction
It is quiet obvious that learning outcomes are directly proportional to good teaching
Therefore, it goes without saying that learning outcomes could be improved only through
improving the quality of teaching.
“A poor teacher tells.
‘An average teacher explains,
A good teacher demonstrates and
A great teacher inspires."
To be a good teacher of any subject, a person requires two things.
a) Good mastery of the subject and
b) The teaching skills.
In school and colleges, a person acquires sufficient mastery of the subject. If such a person
desires to be a teacher, he/she joins a teacher training institution, where he/she is supposed to
acquire the teaching skills. In conventional teacher education colleges, some procedufes are
followed to make the graduate and post-graduate acquire the teaching skills. After observing 10 or
15 classes, they become ready to teach. They are given some instructions regarding the notes of
lessons and preparation of aids. Then, they are asked to teach a class consisting of 40 or 50
students for a period of 45 minutes. After some 15 or 20 classes, they are supposed to have
acquired the teaching skills. But many researches have clearly indicated that this type of teacher
training procedure is not at all very effective.
Evolution of Micro Teaching
Keith Achison got information through a newspaper article about portable video-tape
recorder invented by German Scientist in 1961. He was working with Robert Bush and Dwight
Allen. They had received a grant to study these expenders which might be relevant for teaching in
terms of an innovative teacher education programme. ("Technology of Teaching’ - R.A. Sharma).
For its developmental history abroad, we can refer to Allen and Ryan (1969), Turney (1973),
Brown (1975), Pasi (1976) and Singh (1979). The first impression that emerge form the study of
the developmental history of microteaching abroad is that it was a technique based on high
technology involving the use of sophisticated gadgets like Video Tape Recorder (VTR) and Closed
Cireuit Television (CCTV) for modeling the behaviour of student teachers in the use ofa particular
skill and for providing feedback on their teaching performance, Even pupils drawn from the school
to serve as pupils for microteaching sessions were paid in dollars and pound.
Allen and Ryan of the Stanford University had recommended the following fourteen
skills of Microteaching.
1, Stimulus Variation 2, Set Induction
3. Closure 4. Silence and non-verbal clues
5. Reinforcement of student participation 6. Fluency
a8. Higher Order Question
7. Probing Question : /
10, Recognizing attending behaviours
9. Divergent Question
11, Illustrating and use of example 12, Lecturing im
13. Planned repetition 14. Completeness of Communication
the developing countries where neither the sophisticatey
to be a reality in the near future. Unless the
Ie in the developing countries, its functiong,
This situation created a dilemma for
technology nor resources for its introduction appear
technique is modified to suit the conditions availabl
utility in their context is likely to remain a dream reality.
In the Centre of Advanced Study in Education (CASE), Baroda, interaction analysis using live
observation without the aid of gadgets was being successfully experimented upon to study teacher
behaviour and training of teachers in 1970s under the leadership of Prof. M. B. Buch This provided
a cue to adapting microteaching to the conditions prevailing in our teacher training institutions. So,
experimental try out of microteaching with no technology or low technology was carried out at
CASE, Baroda, Modelling was tried out through written material, lecture, demonstration and
discussion. Feedback was also based on systematic live observation. The results were encouraging
Meaning of Micro-Teaching
The systematic training that the would-be teacher or a practicing teacher or student- teacher
receives for each sub-skill of teaching is called Microteaching. It is teaching a small concept for
‘Smts to 7mts, for small group i.e. about 5 to 7 students, and using only one skill at a time. .
Definitions of Micro-Teaching:
1) ALLEN(1966)
Microteaching is a "Scale down teaching encounter in class size and class time."
2) M.B.BUSH (1968)
Microteaching is a "teacher education technique which allows teacher to apply well defined
teaching skills to a carefully prepared lesson in a planned series of 5 to 10 minutes encounter
with a small group of real classroom student, often with an opportunity to observe the
performance on video tape.”
3) ALLEN AND EVE (1969)
"A System of controlled practice that makes it possible to concentrate on specific teaching
behavior and to practice teaching controlled conditions.”
4) ALLEN AND RYAN(1969)
They describe five essential characteristics of microteaching.
a. It is a real teaching.
b. It has less complexity of normal classroom teaching.
c. There is focus on accomplishment of specific task.
d. There is increased control over the whole situation.
¢. There is provision for feedback which is greatly expanded in a specific mannef.
i .:
5) MC ALLEESE AND URWIN (1970)
“The term microteaching is most often applied to the use of CCTV [Closed Circuit
Television] to give immediate feedback to a training teachers performance in a simplified
environment. It is best viewed from stimulated teaching usually incorporating reduced
complexity and some feed back."
6) CLIFT AND OTHERS (1976)
Microteaching is a "teacher training procedure which reduces the teaching situation to simple
and more controlled encounter achieved by limiting the practice teaching to a specific skill
and reducing teaching time and class size.”
IMPORTANT CHARACTERISTICS OF MICRO-TEACHING
1. It concentrates on only one skill of teaching at a time instead of the whole of complex teaching
behavior.
2. Toacquire one skill, it is enough if the trainee takes a lesson for 5 minutes [1 or 2 minutes more]
3, The student-teachers teach only 5-7 pupils so that they are saved from the more difficult
situation of facing 40 or 50 pupil in the beginning itself. (in many microteaching programme,
peer-trainees themselves are stimulated as pupils so that the trainees could get more courage)
4, Through appropriate feedback, the student-teacher immediately knows which of his/her acts are
correct and which are wrong. The right teaching acts are incorporated into his/her teaching
behaviour and the wrong teaching acts are eliminated. For this purpose, the student is given a
chance to re-teach.
5. The re-teach-session gives the student teachers the necessary practice for mastering the
concemed sub skills.
6. Video recording and play back are very helpful to microteaching. An observation schedule
especially deigned for the observation of the specific skill is distributed among the trainees and
they are also trained in its use before hand. Such observation of the model lesson and its
relevant criticism provide desirable feedback to the person giving the model lesson.
This enables the student teachers to see and analyse his/her own-teaching
MICRO CYCLE
1) THE SUB-SKILLS EXPLAINED
The teacher educator first explains the skill and its various sub-components. For example
"The Skill of Stimulus Variation" consists of the components such as Teacher Movement, Teacher
Gesture, Change in Speech Pattern, Change in Sensory Focus, Pupil Talk and Pupil Movement.
2) MODEL MICROTEACHING
‘The teacher educator gives a model microteaching (5-7mt) for the particular skill.
The particular film or video tape showing the model microteaching available for the skill can also
be used.
i3) PLANNING OF THE EPISODE
‘The student-teachers prepare a short note for lesson for their microteaching. This notes fessop
al usally be sort because the student teachers going to teach only for S-7mts. This consist of,
dialogue to be delivered by the teacher and the expected response of the student, the activities tg be
done by the teacher along, with the sub-components of the skill planned to be employed. This notes, of
lesson is called Episode.
4) TEACHING THE MICROLESSON
‘The student-teachers teach a group of 5-7 students. The teacher educator can observe the micry
lesson by the trainee and note down the observation ina specially developed proforma. The micro
lesson may be video taped or at least recorded using audio cassette recorder. The observation can
also be done and feedback given by the fellow student-teachers.
5) FEED BACK
The teacher trainees should know how he/she performed in the microteaching. This is called
feed ack. This feedback is provided by playing the video or audio tape recorder, or if not available
the observation schedule maintained by the teacher educators or the peer who can serve as @ good
basis of the feedback.
Sources of Feedback
The different sources of feedback are classified into two major categories. They are (i) live
source and (ii) mechanical source.
The live source of providing feedback includes (a) college supervisor, (b) peer supervisor,
(c) co-operative teachers, (4) pupils and (¢) student-teacher himself/herself. Each type has its own
advantage and limitations. For eg. the competency and the command of the college teachers, equal
maturity and tension free climate enjoyed with the peers, the pupils being the real judge of the
teachers and the interest in the self are some of the advantage of live source feedbacks. High
expectations of the college teachers, lack of competency and training possessed by the peers, lower
state and immaturity of the pupils and difficulty in self-analysis are some of the limitations of live
source feedbacks.
In the mechanical sources, the feedback is provided by the machines like audio or video tape
recorders. Actually machines do not provide any feedback. These are meant for recording the
lesson and after the lesson, the audio or video tape recorder is replayed. The student-teacher listens
or views form the audio or video tape. The lesson is analysed in terms of desirable and undesirable
behaviours. The student-teacher may compare his/her performance, with that of the supervisor's
model lesson recorded on the audio or video tape. This source of feedback has a few
advantages which are (i) objectivity and accuracy; (ii) replay facility and (iii) source of motivation.
This source of feedback has a few limitations also. They are (i) high cost and (ii) absence of
‘human interaction.
| ae aDifferent Feedback Setting
(ii) group feedback setting, Inthe individual feedback:
settings which are: (i) direct interaction; (ii) privacy; (iii) establishment of rapport; (iv) immediate
feedback and (v) change in activity. This feedback tting has a few limitations which are:
(i) domination by supervisors; ii) personality clash; lack of different view points; (iv) non
Availability of space: (v) complexity of skills; (vi) scarcity of supervisors and (vii) lack of time.
@ The Group Feed-back Settings : The group feedback settings are of three types;
(a) uni-supervisor/ multi-trainee setting; (b) multi-supervisor/uni-trainee setting and
(©) multi- supervisor/multi-trainee setting,
() Uni-supervisor/Multi-Trainee Setting : In this setting, feedback is provided by a single
Supervisor to a group of student-teachers. This can be done in two ways: After the completion of
one lesson of all the student-teachers, the supervisor may provide feedback. ‘The supervisor
Pin-points the undesirable teaching behaviours ofa Particular student teacher. After the completion
of the feedback on one lesson of a particular student teacher, the teacher Provides feedback to the
Second student-teacher on his/her lesson. In this way, the supervior provides feedback on all the
lessons of that group of student teachers one by one.
In this setting, individual feedback is provided after the completion of one lesson of each of the
trainees of the group, whereas in individual feedback setting the feedback is provided just after the
completion of one lesson of a particular trainee. The feedback may be provided by a single
Supervisor to a group of student teachers simultaneously, In this setting, each student teacher teaches
one lesson, one after the other. During the teaching session, the supervisor observes the lesson of
cach student teacher on a prescribed observation schedule. The supervisor provides the group
feedback where all the trainees are present and participate in the discussion. Before providing
the feedback, the supervisor compiles a list of common errors and undesirable teacher
behaviours of all the trainees on the basis of individual observation,
from the
observation schedule,
i) Multi Supervisor/Uni-Trainee Setting : In this setting, there are more than one supervisor
for observing the lesson and providing the feedback toa particular student teacher. Due to the high
ratio of student teachers and teacher educator (20.1), it is not Possible to provide more than one
teacher educator as supervisor in each group. So in this setting, the peers act as supervisors in
addition to one teacher educator. The lesson of a student teacher is observed by a group of peer
supervisors. At the end of the lesson, the group of supervisors provides feedback to that particular
student teacher.
The advantages of the multi-supervisor/uni-trainee setting are related to: (i) thorough
observation; (ii) exposure of different view points: ii) less changes of domination; and
(iv) healthy competition, This. ‘setting has a few limitations which are: (i) non availability of college
supervisors; (i) differences of opinion; (ii) less economical and (iv) student teacher is neglected.ig : In this setting, a group of supervisors Provide
+h lesson is observed by a Broup of
s and list common point of strength and Weakney,
ide feedback to the whole group of students teachers
simultaneously. Some of the advantages of this tyPe of setting are; (i) critical observatioy
(ii) complexity reduced: and (ii) economical in time. This feedback setting has a few limitation,
which ae: (i) feedback is global and general; and (i) difficult to manage.
‘The above description indicates that each feedback setting has peculiar advantages as wel] as
some limitations Now question arises, which is the best setting or source for having given a
feedback. There is no single, direct and universally acceptable answer to this question. The
selection of particular feedback setting or source will depend upon the availability of physical
facilities, time and supervisory manpower. However, the feedback session helps the student-teacher
to know what act of his/her teaching are to be consolidated and what act to be eliminated.
6 REPLANNING
In the light of the feedback and the
micro lesson.
7) RETEACHING
‘The student-teachers re-teach the micro lesson. This time also,
audio taped and/or the observations are noted in the proforma.
8) RE-FEEDBACK
Re feedback is again provided for the re-taught lesson.
MICRO-CYCLE
ii) Malti-Supervisor/Multi-Trainee Settin
feedback to a group of student teachers simultaneously. Eacl
supervisors. They analyse all the lessons
After this, the group of supervisors provi
educator's commands, the student-teacher re-plans the
the micro lesson is video or
Explanation of Skill
By the Teacher - Educator
Pt TEACH
RE-TEACH FEEDBACK
Nena /Advantages of Micro Teaching
1. Teaching is simple with one skill for a small group and for short duration of time.
2. Immediate feed back is given.
3. The student-teacher can concentrate on specific aspects of teaching -learning process
4. Training becomes very meaningful with feedback and additional traits.
5. Alll the activities in the micro-teaching can be recorded and evaluated.
6. It gradually prepares the student-teachers for macro teaching
7. Classroom interaction can be objectively studied.
Conclusion
Micro teaching is a training technique but not a method of teaching in the classroom. Moreover,
itis not a substitute but a supplement to present a teacher training programme. It can be successfully
implemented in the preparation of teacher training for full classroom teaching.
The Skills Explained in the Booklet.
The following skills are incorporated in the episodes prepared in this booklet with
special reference to English Language Teaching, The short-notes for each sub - components are
also given.
1. Skill of Stimulus Variation
2. Skill of Reinforcement
3. Skill of Probing Questions
4, Skill of Introduction
5. Skill of Using Chalkboard
7. Skill of Explaining.
8. Integration of Skills - Link Practice
One model episode is also provided for all the above skills for both General English and
Special English. The components planned to be used are also given at the end of every skill.3 (a) SKILL OF STIMULUS VARIATION
Meaning:
For effective teaching, it is very essential to focus the students’ attention)/To focus OCUS the
attention, a teacher has to do different things, as going near black board, writing, avin,
something, showing or expressing through hands or body movement.) ‘These all come ung,
stimufus vatiation which help in focusing the attention of students. )
In short, the set of teacher behaviours that tend to secure and sustain the pupils’ attention in
teaching learning situation in the classroom constitutes the Skill of Stimulus Variation.
Components.
1. Teacher's Movement - (TM)
\ a The teachers who are in the habit of deliv livering their lessons from 0 one position for longer
duratiod[reflect their lack of alertness and enthusiasm. Thi leads t jmonotony INTHE Cassroo, )
Besides; the pupils would become tired due to focusing their atfention on the teacher in same posture
for an unreasonably long duration. So, teacher movement is an important teacher behaviour in the
classroom.\It contributes significantly towards securing and sustaining pupils' attention,
This enabes the pupil to change their postures which provides physical relaxation to them,,
This also contributes to the alertness, enthusiasm and variety in the teaching behaviour, Habitual
movement may fail to attract the students. Mc and purposeful movements are preferable. "
assignments, moving towards the students to listen them , etc. are some of the examples for the
Teachers' Movement, |
2. Teacher's Gestures (TG) : d '
Gestures are the non-verbal cues to expess feelings and emotions to emphasise significant
ideas grobjeets, to indivate shape, size and movements of objects; etc it consists of hand and head
movement, eye movement, facial sion, etc,)The teacher shows gestures according to the
content. A teacher can clarify or express feelings, weight, size, quantity thong gene. The
gestures also should be meaningful and purposeful
3. Change in Speech Patterns (CSP) :
(Teachers! behaviour in the classroom is predominantly verbal. Their voice plays vital role in
* classroom communication, ‘The voice ofthe teachers has several dimensions nail, pith, tone,
speed, etc. \Besides body €xpression, stimulus variation can also be shown through speech pattems.
Stress and intensity are the basic needs of this component. {Situations needing emphasis on
Particular words and phrases provide an opportunity for changes in tone and volume of the teacher.)
“Sudden changes in tone and pitch of teacher voice immediately attract pupils’ attention. |
Li i4, Change in Sensory Focus (CFS) :
- _Alll our five senses such as tongue, eye, ear, nose and skin are the gate ways of knowledge. |
Constant use of one particular sense for imparting knowledge distracts pupils’ attention,/ Change in
the sensory focus of the pupils helps a teacher to secure their attention, The teachers should,
therefore, bring variation in the sensory focus from aural to visual, aural to nasal, aural to tactile,
aural to taste, etc.|Drawing the some pictures and diagrams in the Blackboard, showing models and
charts, making the students smell, feel and taste something, etc. would secure and maintain the
pupil's attention.
5. Pupil's Talk (PT) :
Teaching is not a one way process. It is an interacti t/ It is a two way process.
In the classroom, there should be ani interaction between the student and teacher. So, the teacher has
to make the students speak also. The students may be asked to answer the questions of teacher.
The students voluntarily raise some questions and talk among themselves on the topic discussed in
the class.
6. Pupil's Movement (PM) :
__ Pupils tend to prefer those lessons in which they get opportunity for physical parti .
Pupils' Movement means the mobility of students from his /her place. The students may beasked to
write the answers on the blackboard, to converse among themselves in front of others, etc. Pupils’
movement can also be in the form of handling apparatus and dramatization.
EPISODE FOR GENERAL ENGLISH
Unit Types of Sentences
Duration 5 mts.
Components
1. Teacher's Movement - ™
2, Teacher's Gesture - 1G
3. Change in Speech Pattern - CSP
4, Change in Sensory Focus - CSF
5. Pupil's Talk - PT
6, Pupil's Movement - PM
Teacher : Good Moring students.
Student : Good Moming.
Teacher: Let us discuss ‘Sentence’ today. [The teacher writes 'sentence’ on the blackboard].
Can any one of you define the term? (TM, CSP, CSF)
Student : The sentence may be the group of words, (PT)
Teacher : (Writes on the blackboard "The sea full is of fish’ Is this a sentence? (TM, TG, CSF)
Student : No. (PT)
Teacher: Why?(TG)
Student : There is no meaning in it. (PT)
i‘Teacher :
Students:
‘Teacher :
Students:
‘Teacher :
Student :
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
‘Teacher :
Student :
Teacher :
‘Student :
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Itis.a group of words. But there is no meaning in it. So, sentence is a group Of org
which gives..... (CSP)
"Meaning" sit ;
on well amd that ‘sentence’ means a group of words that gives compa,
ar ol please see the group of ‘words written in this chart? (CSP) (the teacher
hangs the chart having the following sentences.
Rama is a good boy.
What are you doing?
What a beautifull building the Taj Mahal is!
Do you consider these ‘the sentence’? (CSP, CSF)
Yes. (PT). These seem to be different types.
‘Yes. (CSP) They are different types of sentences. (TM)
Then, (CSP) See the first sentence. (CSF) It asserts something? What type of
sentence is this? (TM)
Itis assertive sentence (PT)
Can one of you come and write the sentence of same type in the blackboard?
(Comes and writes an assertive sentence on the black board) (PM, CSF)
See the second sentence. This asks you question. Then what about this?
(CSF, CSP, TM, TG)
It is interrogative sentence or question (PT)
Can you give me one more example?
(Stands and gives an example) (PM)
(Showing the third one).
How do you call this type of sentence? (CSF, CSP, TM)
It is exclamatory sentence. (PT)
Yes. (CSP) The speaker here exclaims. Could any of you come forward to write one
more example for this type?
(Comes and writes an example on the board) (CSF, PM)
How do you call the last type? (TG, CSP, CSF)
Itis imperative sentence. (PT)
Why? (TG)
Since it commands.
Good. (CSP) The sentences that command, request, suggest etc. are known as
imperative sentences.Could you give an example?
(Tells one example). (PT)
Good (CSP). What do we understand in this class? (TG)
Sentence and its types, Sir.
Well. (CSP) Thank you.
Thank you Sir.
| MIE ©PARTICULARS OF THE COMPONENTS PLANNED TO BE USED
Teacher's Movement (TM)
Teacher's Gestures (TG)
Change in Speech Pattern (CSP)
Change in Sensory Focus (CSF)
Pupil's Movement (PM)
TOTAL 473 (b) SKILL OF REINFORCEMENT
Meaning
Reinforcement is aterm taken from the psychology of learning, ‘The term implies the use of the
technique for influencing behaviour of individuals in the desired direction, ‘The concept of
reinforcement is based on the hedonistic principle which envisages that an individual tend to repeat
the pleasant experiences and avoid the unpleasant ones, Reinforcement,
. . therefore, constitutes one
of the essential conditions of leaning.
Reinforcement is of two types :
a. Positive Reinforcement
b, Negative Reinforcement
The stimuli that provide or contribute to the pleasant experiences are called positive reinforcers,
while the stimuli providing unpleasant experiences can be termed as negative reinforcers. By and
large, positive reinforcers are used for strengthening the responses or behaviours of individuals and
negative reinforcers for weakening or eliminating the undesirable responses or behaviours.
Components of Reinforcement Skill :
A. Positive Verbal Reinforcement (PVR) : Use of good, very good, nice, splendid, correct, g0
ahead, fine, excellent, well-done, keep it up, yes, wonderful, fantastic, fabulous, exactly etc. by the
teacher, comes in this category. Another category refers to a teacher's verbal behaviour other
than the use of Praise words, They are statements accepting the pupils’ feelings, summarizing the
pupils’ ideas. etc.
“2, Positive Non-Verbal Reinforcement (PNVR) : This type of reinforcement is given without
speaking or without using words, like smiling, nodding the head, delighted laugh and moving
towards the student, patting the back, listening to answers attentively, clapping, etc.
_ 3. Repeating and Rephrasing (RPR) : This is used to correct or improve the answer in a manner
so that it is audible to everyone. It can be repeated or rephrased by the teacher as well as the students.
4, Writing Pupils' Answers on Blackboard (WPA) : In this component, the teacher's
proximity to the pupil is included. It is done so that every student can see it and read it.
There are some negative reinforcers like Negative verbal, Negative non-verbal, Inappropriate
reinforcers, etc. Since, it is recommended that the negative reinforcers are not to be used, the
discussion on them has been avoided.
EPISODE FOR GENERAL ENGLISH
Unit A Quotation from Robert Frost's Poem
Duration 5 mts
Components
1. Use of Positive Verbal Reinforcers PV
2. Repeating and Rephrasing Pupil's Reponses - RPR
3. Use of Positive Non-verbal Reinforcers -PNV
4, Writing Pupil's Answers on the Blackboard - WPA
>Teacher :
Student :
Teacher :
Student :
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
‘Teacher :
Students:
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Students:
‘Teacher :
Student ;
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Good Morning
Good Morning Madam
When we think of Indian politics,
Sonia, Manmohan Singh, Advani, etc.
Good. (PV) What do you know about S
She is foreign origin,
Good (PV)
She is the wife of Mr.Rajiv
(raising the eye brow)
Who is Rajiv? (PNV)
Son of Indira Gandhi and Grandson of Jawaharlal Nehru.
(Smiling), Yes, He is the grandson of Jawaharlal Nehru. (RPR, PNV)
Do you know the quotation, very much liked by him?
(Keep silence)
‘You should know all these things. Any how, I will tell you.
(Hanging the chart, the teacher reads).
Woods are lovely, dark and deep; I have promises to keep.
Miles to go before I sleep; ‘And miles to go before I sleep.
Do any body know the author of these lines?
Itis Robert Frost. Madam.
(Writes Robert Frost on the board) (WPA)
Exactly. Do you know what do these lines mean? (PV)
It tells about the wood madam.
Yes. It explains the beautiful surrounding of the wood? (RPR)
It is only the surface meaning. Is there any other implied meaning?
(Keep silence)
Don't worry if you can't guess this? (PV)
Sir, I think these lines explain the mood of the poet.
(Showing the hand as a mark of acceptance). (PNV) Yes. They explain the optimistic
mood of the poet. (RPR). The duty consciousness of the poet is also understood here.
What do you mean by the line. ‘woods are lovely dark and deep"?
The forest is beautiful madam.
Very good. Forest is beautiful (PV, RPR).
‘There are more opportunities in our life madam.
There you are (PV) What about the second line?
‘This line means 'I have more duties to perform’ madam.
(Write the word ‘duties on the board) (WPA). This means my duties are more.
Can you guess why the line "Miles to go before I sleep" is repeated.
I think it means “we have to do something, before we go to bed’.
whose name would come to your mind?
‘onia's family?
Is there any other meaning?Teacher: (Smiling) (PNV)
Yes. We should do something before we go to sleep. (RPR)
What does the 'sleep' in the next line mean?
Student : It may be ‘death’ madam.
Teacher : (Writes the ‘death’ on the board) (WPA) Yes. Excellent, (PV) Not only on that day, before
death also we have more duties to perform (RPR). O.K. Shall we recall the ideas we
discussed so far?
‘There are more opportunities in our life.
(Smiling and asking the students proceed further). (PNV)
We have more duties to perform.
‘Yes. We have more duties to perform. When? (RPR)
Before our death, Madam.
‘Yes. Good. Can any of you read the lines?. (PV)
(Reads)
Good. Thank you. (PV)
Thank you madam.
Student :
Teacher :
PARTICULARS OF THE COMPONENTS PLANNED TO BEUSED
Components
Use of Positive Verbal Reinforcement (PV)
Repeating and Rephrasing Pupil's Responses (RPR)
Use of Positive Non-verbal Reinforcement PNV) |__|
Writing Pupil's Answers on the blackboard (WPA)3 (c) SKILL OF PROBING QUESTIONS
! Spb? or L
Meaning »
(“Many a time, students are not able to answer or they give wrong, answers. fin such cases, the
teachers prompt the student with the help of different questions which one by one lead the student
from previous knowledge to new knowledge.) The quality of this skill is that on the basis of the
pupils’ answers, different questions are asked so that the students very well anticipate the correct
answer and the reason for its being correct. )
Components |. ae
(a Prompting (P) : When the student gives an incorrect answer, this component is used by
the teacher as hints af-cases-to lead the students towards the right answer. It is the same as
prompting done during a drama when an actor forgets his/her dialogues. In technical language,
prompting means presenting a stimulus to the terminus, stimulus to make the correct response
more likely when the student is learning. Prompts are used when no response or wrong response
situation occur.
2, Seeking Further Information(SFI) : To go deep into the answer or seek further
information, this component is used when the initial response is either incomplete or partially
consists of eliciting additional information from the responding pupil to bring the
: if questions seek further information»
sect oe pete repens lel) "What else’ type of questions
‘Pup!
“3, Refocussing (RF) : Generally when a pupil gives a correct response, the teacher relates
that answer with the topic already taught. . This refocuses his (i.e.the student's) or classes’ attention
to the related topic.) The main aim of this isto make the student aware of the implications ofa given
response in less complex and novel situations. \..,(), : -
oq. Wro
4, Redirection (RD) :
(Asingle ‘question is asked to different students to get participation of more students) Aquestion
is asked to many students through different small question and then back to the main question.
( Whenever, after- prompting, the student is not able to answer, then asking\another student is also
called redirection: \ ~
5. Increasing Critical awareness (ICA) :
This technique is also used to deal with correct response situations. When the teachers
ask questions like ‘how’ and ‘why’, they expect an increase in critical awareness in students.
Students had better understand the logic behind their answer in a better. a:EPISODE FOR GENERAL ENGLISH
Unit Uses of Indefinite Articles - ‘a’ and ‘an'
Duration 5 mts.
Components
1. Prompting - P
2. Seeking Further Information - SFI
3. Refocusing - RF
4, Redirecting - RD
5. Increasing Critical Awareness - ICA
Teacher; Good Moming
Student : — Good Moming
Teacher: Today, We'll discuss the articles. What are the articles?
Student : (Blink)
Teacher: — The articles are'a','an', and.........(P)
Student : ‘The’
Teacher: What is ‘a' and ‘an’ and 'the'? (RF)
Student : We don't know.
Teacher : There are two types of articles. One is definite article another is indefinite article.
‘What type of article are 'a and an’? What type of article is 'the’? (RD)
Student : ‘the’ is definite article.
Teacher: — Then what about'a and an'? (SFI)
Student : They are indefinite article.
Teacher: — Very good. Where do we use them? (SFI)
Student : Before singular countable noun
Teacher: Yes. But where do we use’‘a' and where do we use ‘an'? Give example (RF)
Student : ‘a’ is used before a consonant; ‘an! is used before a vowel.
Teacher; Excellent. Can we say ‘a uniform’? (RF)
Student: Yes
Teacher: Of course. But if'a' is to be used before consonant. How can ‘a uniform’ be correct?
Is'u' not a vowel? (ICA)
Student : 'u' may be a vowel, but not a vowel sound sir.
Teacher: — Then, what constitutes ‘vowel’ and ‘consonants’? (ICA)
Students: (Blink)
Teacher : You only said'u'isnota vowel. So, what differentiates ‘vowels from ‘consonants? (RD)
Student : It is sounds only.
Teacher: — Then, why do we call ‘a,e,i,0,u' vowels? (ICA)Student :
Teacher ;
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
I don't know sir.
Its O.K. Normally the sound produced by 'a,¢,i,0,u' are vowels. That's why we
consider them vowels.
‘Well. Is it ‘a one rupee coin' or 'an one rupee coin? (RF)
an one rupee coin.
No. it is 'a one rupee coin’? Do you know why? (P)
The first letter here is not pronounced as / au / but as / w/ as in ‘won'. So, we call it
‘a one rupee coin’.
Can you say what are the indefinite articles that proceed the following nouns? (SFL)
(Showing the chart)
One month's salary, university, eunuch, Urdu speaker
‘We have to add 'a' before the word.
Why? (ICA)
Though these words start with vowel sounds, it cannot be taken as vowel. That's why
‘a’ is added.
O.K. What indefinite articles would you add before the following nouns?
(Showing the chart) (SFI) hour, horse, SI, MP, DSP, LSS Bus, Member of
Legislative Assembly
(Answers the question)
How do you say so? (ICA)
(Answers)
Thank you
PARTICULARS OF THE COMPONENTS PLANNED TO BE USED
Seeking Further Information (SFI)
Refocusing (RF)
Redirecting (RD)
Increasing Critical Awareness (ICA)
[tom3(d) SKILL OF INTRODUCTION
Introduction
thas been said that ‘well beginning is half done!. ‘The teucher is supposed to begin the class
effectively, ‘Introduction’ is not merely Announcing the topic. Before doing so, a teacher should know
the entry behaviour ofthe leamers. ‘This knowledge is to be sequenced properly. ‘Skill of Introduction’,
in this regard, empowers the student-teachers with the ability to introduce the concept effectively.
Components
@ Beginning Statement (BS): First impression is the best impression. Before explaining a
‘concept or generalization, a teacher should make ‘opening statement i.c. announcing what is to be
explained. This prepares the pupils for receiving the explanation, ‘The statement should be made in
such a way that it has to converge the pupils’ mind, attract their attention, ete. Vivekananda's
beginning statement at Chicago, ‘brothers and sis
s the best example for this component.
(ii) Testing Previous Knowledge (TPK) : Before teaching anything, the teacher requires to
know the already Icarned facts, generalizations, definitions, value and skills of the learners.
‘The teacher, then, can lay emphasis on the important facts and information that are the basics to the
learning task. The teacher can test the students’ previous knowledge mainly by asking ‘recall’ and
‘recognition’ questions.
(iii) Proper Sequence (PS) : ‘Sequence! should be there in between statements uttered by the
teacher. The sequencing statement will make the explanation clear by bringing continuity.
The teacher can use different sequencing link like ‘on the other hand’, ‘and so’, 'so that’, "but, ‘and’,
‘therefore’, however’, ‘due to', ‘while! etc. to make the ideas sequent.
(iv) Statement Relating Objective and Content (SROC) : you as a teacher, during
curriculum transaction, have to tell three important things.
(a) Tell, what you are going to tell, (b) Tell, (c) Tell, what you have told.
In the first phase, the teacher has to relate both objective and content, The teacher could better
use the phrase, ‘we are going to lear . tead of'Lam going toteach ......: For example, if
the content is ‘The Solitary Reaper’ the teacher can relate this content by uttering the statement, we
are going to enjoy ‘the Solitary Reaper’ written by Wordsworth.
(iv) Creating Interest and Motivation (CIM) : The teachers are supposed to raise the
curiosity of the learners so that their involvement in classroom would be more, The teacher,
therefore, has to create interest among the learners and motivate them. This can be done by uttering
the gist, the theme, the interesting clements and the utility nature of the subject matter taught.
EEEPISODE FOR GENERAL ENGLISH
Unit : Poem (‘Mending Wall’ - Frost)
Duration =: Smits
SUB COMPONENTS
1, Beginning Statement (BS)
2. Testing the Previous Knowledge (TPK)
3. Proper Sequence (PS)
4. Statement Relating with Objectives and Contents (SROC)
5. Creating Interest and Motivation (CIM)
Teacher :
Students:
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
Teacher :
Teacher :
Student :
Teacher :
Student :
Teacher :
Student :
‘Teacher :
Student :
Teacher :
Student :
Teacher :
Students:
Teacher :
Students:
Good morning students
Good moming madam
Poem is that that begins in delight and ends in wisdom. (BS)
Do you like to read poems?
Yes, madam,
Good, You might have come across so many poets. Who is your favourite poet?. (TPK)
Shelley
Good, is there any other poet? (TPK)
Wordsworth
‘Yes, could you mention any other poets? (PS)
Tagore
Good. Tell me any American poet. (PS, TPK)
Rebert Frost
Well said. What do you know about him? (PS, TPK)
He is an American poet. His poems are simple but with message.
Good. Could you mention some of his poems? (TPK, PS)
Road not Taken, Stopping by Woods on a Snowy Evening. Mending Wall
O.K. Shall we enjoy his poem 'Mending Wall' today? (SROC)
Yes, Madam
Can you guess the subject matter of the Poem? (PS, TPK, CIM)
‘The poet or someone is going to repair the wall.
Right. If the wall is broken down, what will you do? (PS)
We will repair the wall, madam.
‘Yes, Right, In this poem, the poet introduces two different ideas. One is something is
there that hates a wall’ and another is 'good fence makes good neighbours’ (CIM)
The poem seems to be lovely madam
Of course, in the next class, we will see the poem elaborately. Thank you .
Thank you madam.PARTICULARS OF THE COMPONENTS PLANNED TO BE USED
Beginning Statement (BS)
| 2 | Testing the Previous Knowledge (TPK)
2
Proper Sequence (PS)
; 4 | Statements Relating Objectives and Contents (SROC)
Creating Interest and Motivation (CIM)
TOTAL
No. of Time used
2
163 (e) SKILL OF USING CHALK BOARD (BLACK BOARD)
Introduction
The blackboard (Chalkboard) is the traditional symbol of the classroom. It is the most useful
and easily available aid in the classroom. It is one of the feet of the teacher. It is also known as a
teachers’ note book. If properly used, the teacher can get a lot out of this dependable aid. Every
teacher should be proficient in using black board.
i, Title (T) : "Title for the lesson is like initial for the name’. Immediately after motivation, the
title has to be announced and written on the blackboard, It should be written in the middle of the
board. The font Size of the ttle should be bigger. The title should preferably be written with colour
chalk and in capital letter.
ii, Legi (L) : Legibility, speed, beauty are said to be the three pillars of handwriting of
which legibility is the most important characteristic. It is a kind of concern extended on the part of
the writer to the reader. So, the letter written on the blackboard by the teacher should be legible.
The legibility, in general, refers to i) distinct letters, ii) adequate spacing between letters and word,
iii) adequate size for the letters, iv) different sizes for capital and small letters, v) uniform size for all
capital letters, vi) uniform size for all small letters vii) uniform thickness for lines,
iii) Appropriateness : (A) The blackboard must be used appropriately. The teacher has to write
from left to right. The ideas should not be scattered here and there. The continuity of the idea is to
be maintained properly. The points given in the blackboard must be brief and simple.
The black board should be used in such a way that it should draw the attention of the students.
iv) Spelling Out While Writing : (SWW) The understanding would be better when we use the
maximum senses. So, it is advisable to make the students use their ears and eyes. It is, therefore,
necessary that one should spell out the word while writing them on the blackboard. It will enable the
teacher to avoid spelling mistakes.
¥) Highlighting the Main : (H.M) The pupils should understand the important points only by
seeing the blackboard. So, the important point written on the blackboard may be highlighted.
Itcan be done by writing the words in block letters, with colour chalks, by underlining them, etc.
vi) Proper Deleting (PD) The teacher is supposed to delete the chalkboard immediately after the
class is over. Proper deleting is as important as proper using. When deleting, one can erase from top
to bottom. The blackboard should be erased without any impression on it.
EPISODE FOR GENERAL ENGLISH
Unit Plural formation
Duration 5 mts
List of Components :
L Title -T 4, Spelling out While Writing - SWW
2. Legibility -L 5. Highlighting the Mains - HM
3. Appropriateness -A 6. Proper Deleting - PD‘Teacher :
Students:
Teacher :
Student +
Teacher :
Teacher :
‘Student :
‘Teacher :
‘Students:
Teacher :
Students:
Good Morning
Good Morning . | . ;
Today we are going to discuss Plural formation [Writes with capital letters on, tte
black board] (T). In English language there are two numbers-singular and ph
th letters] (A, L, SWW) singular indicates g,,
[Writes and spells the words wit
person or thing [Underline singular] (HIM) Plural denotes more than one person ie
thing. Shall we see Plural formation in detail?
Yes Mam.
‘There are many rules to form plurals. But today, we are going to discuss only 4 rules,
(1) Byadding's' atthe end of singular noun, we can. make plurals [Writes's' on the
blackboard and spells out] some examples are.
pent+s> pens
bed+s-> beds [Underlines 's'] (L, A, SWW, HM)
Can we see the next rule?
‘Yes
Ifa singular countable noun ends with “s, ss, x, sh, ch, 0” add "es" to make plurals,
(eg) bus+es> buses
kiss +es > kisses
box+es> boxes
bush+es > bushes
bench +es > benches
hero+es > heroes (underlines 'es") (L, A, SWW, HM)
Can we see the next rule?
Yes Mam.
If a singular countable noun ends with "y" add ‘ies’ and remove "y" [Underlines
'y’ and spells out] (HM, SWW, L, A)
(eg) baby > bab + ies babies
lady > lad +ies > ladies
Can we see the next rule?
Yes Mam.
If the word ends with 'f or 'fe' remove ‘f and 'fe' and add "ves"
(eg) wolf > wol+ves> wolves
life > lit ves > lives
(Spells f, fe, ves) (A, L, SWW, HM)
Thope you understand this 4 rules well.
[Deleting the contents on the blackboard] (PD)
OX. Thank you students.
Thank you.PARTICULARS OF THE COMPONENTS PLANNED TO BE USED
fsine [___Canponsas [Naot ire
5
fie
Legibility - L
Po ling oor We Wig -SuRW_ | —s
[5 tah te Mai
[6 Ponerbeking=PD
TOTAL
22IVOR we dufal,
: 30 SKILL OF EXPLAINING :
rept phmomenon
; yeonite r 5 ;
Explanation’ ene Jeans ‘act of clearing up’. The term, here, refers to ‘clearing the
(During th
ps Without any’ doul \ teaching leaming process of some concepts, principles and
¢ enoment, mere aie of theme does not make them understandgble to the pupils,
spe weather bas to Bie Proper explanation and reasons to bring clarity and prefer understanding of
