Skills of Teaching
Dr. Deepak Sharma
Set Induction
Components:
1. Arrest attention
2. Focus attention on topic
3. Introduction an Element of interest
4. Arouse curiosity
Arrest Attention
Use of voice quality and eye contact
Use of Audio Visual Aids
Changing the pattern of Teacher pupil interaction
Focus attention on the topic
Test the previous knowledge relevant for learning the new topic
Knowledge acquired from various source like classroom, book etc.
Maintain logical continuity
Integrate the old knowledge with the knew knowledge
Introduce an Element of Interest
Using Teaching Aids
Using other devices, like storytelling, anecdote etc.
Bringing out the significance of the new lesson
Arouse the Curiosity
Creating a suitable problematic situation
Posing an intriguing problem
Undesirable Behaviour
Lack of continuity
Making irrelevant statement or asking irrelevant questions
Skill of Questioning
• Good question can server many purpose: -
• Questions stimulate thinking
• Questions challenge the students
• Questions help in recalling and relating relevant concepts, facts and principles.
• Questions ensure active student involvement in learning.
• Questions arouse the curiosity of the students
• Questions channelize the thinking process
• Motivate students to participate in the teaching-learning process
• Help students evaluate for themselves their understanding of the concepts.
Questioning is a very important technique which every teacher should know thoroughly. Successful teaching is highly dependent on questioning. It’s a lesson different types of questions, depending upon situation and purpose to be achieved, are used.
1. Questioning is a logical procedure of problem solving.
2. Questioning is useful for presenting the tentative nature of knowledge.
3. Questioning is used in solving problems.
4. The teacher encourages the learning to seek more than one answer for a question.
5. The teacher uses questioning to achieve learning objectives
6. It is a critical skill that can be used in teaching any subject and any grade.
Questioning and Levels of Thinking
Thinking is a continuous activity.
It acts as stimulates to though, and leads to solution of the problems faced by the students.
Questioning stimulate thinking
The level of students thinking depends upon the level of questions asked by the teacher.
Orders of Questioning
Low Order Questions
This type of level of questions are limited to memory level of thinking.
e.g. 1. Define the feeling of patriotism in your word?
2. Define 3rd law of Newton.
3. State Pythagoras them
Middle Order Questions
Middle level involves Interpretation of facts / concepts being taught or already learnt. Interpretation involves comparison or explanation of relationship between ideas, concept, and generalization etc.
e.g. 1. How can you prove that blood is purified in heart?
2. Why does the pressure cooker whistle after the liquid has started boiling?
High Order Questions
Comprehension, Application, Analysis, Synthesis and Evaluation.
Analysis
e.g. 1. How does the movement of eater cause the cycle of days and nights?
2. How does smoke pollute the air?
3. How do you prove the angle sum properly of a triangle?
Synthesis
What will happen when the population of a country doubles within just five years?
Evaluation
Why do you think that working condition in free Indian are better than British India?
Fluency and Delivery of Questioning
Fluency and good delivery of questions in class room is an integral part of the skill of questioning. The rate of meaningful questions put unit time by the teacher is called fluency of questioning. These are three components of the skill related to fluency and delivery of questions:
1. Structure 2. Process 3. Product (SPP)
1. Structure: - The content and language used play an important role in framing and delivery the question. It contain 5 parts:
a. Grammatical Correctness: You as a teacher are expected to use grammatically correct, unambiguous and simple language. Carelessly used language creates confusion
e.g. Where is Rani Durgawati born? (Wrong)
Where is Telephone Invented?
b. Conciseness: It means minimal but essential length of s question. A question should be direct and straight forward about the content. Avoid extra words. They confuse and bore students.
Incorrect – Does anybody in the class know, when India becomes a republic?
Correct- When did India become a Republic?
c. Relevance: - The questions should be relevant and suit the mental level of your students.
d. Specificity: - The question should be specific to the content and should call for a single answer.
e.g. Which is the largest river of the world?
e. Clarity: - Clarity increase following and delivery of questions
2. Process: - There are 4 major components of skills related to the process of questioning. These are:
Speed:- You should not ask question at slow speed in pieces or hurriedly.
Pause: - Which building…. (a little pause) in India is famous as the monument of love? (Pause)
Style: - You should take precaution to avoid unnecessary repetition of a question.
3. Product: - The product means the student’s answer to the question asked by teacher. The product of questioning depends on various factors:
• The students may not be intelligent enough to understand the question you have asked.
• The students may not be teaching interest in your class.
• The students may be inattentive in your class or may be disturbed by the noise
• There may be lack of support between the teacher and the students.
In all these situations you should Re-examine your teaching strategies and find out the cause of student’s non-response.
Components: -
1. Structure
2. Variety
3. Pause
4. Voice
5. Reinforcement
6. Fluency
7. Distribution
1. Structure:
Grammatically correct
Relevant – Related to topic discussed
Specific – Calls for single and specific response
Concise – Minimal length. Avoid extra words
2. Variety:
Low order questions- Recall or recognition type of question.
Middle order questions
Higher order questions – Stimulate higher level thinking
3. Pause
Speed of asking
Sufficient time for pupils to think and answer
4. Voice
Audible to entire class
Clear and loud voice
5. Reinforcement:
Encourage correct answer / Response
Discourage incorrect responses
6. Fluency: Sufficient number of questions
7. Distribution: Even distribution of the question to the entire class
Probing Skill
Components:
1. Prompting
2. Seeking further information
3. Re-focusing
4. Re-direction
5. Increasing Critical Awareness
Seeking Further Information
Questions that lead the students from partially correct or incomplete responses to correct answers.
Asking the student to clarify, elaborate or explain the response
e.g. Can you define it in some other words?
Can you give some examples to support your view?
The purpose of seeking further information is to encourage the students to supply additional information and bring the initial response to the criterion level. You can motivate them by asking questions like.
What more can you add to your response?
How can you make your answer more clear?
Prompting
A teacher when he gives clues or hints and helps his students by asking them leading questions.
Teacher gives hints or clues.
e.g. T – How is blood purified in lungs?
S – I do not know.
T – Can you tell what happens to the oxygen when we in hale.
S – It is filled in the lungs.
Re-focusing
Generally when a pupil gives a correct response, the teacher relates that answer with the topic already taught. The main aim behind this is to make the student aware of the implications of a given response in more complex and novel situations.
SKILL of STIMULUS VARIATION
Attention is an essential condition for effective learning. The skill of stimulus variation involves deliberate change in attention drawing behaviour of the teacher in order to secure and sustain student’s attention to what is being taught.
The skill of stimuli variation implies attracting and focusing student’s attention by changing stimuli in the environment.
Some of the Main Factors
1. Intensity: - A louder sound a brighter light can capture any one’s attention
2. Contrast: - Anything which is bigger than other things in the surrounding environment attracts attention e.g. when the ticking of clock stops at attracts the person present there.
3. Movement: - A moving thing attracts our attention more in comparison to a fixed thing
4. Self Activity: - Attention is sustained if the students are asked or motivated to engage themselves in instructional activities.
5. Audio-Visual Aids: - It has been proved through research studies in INDIA and else where that Audio visual aids have great potential to help students in their learning e.g. TV is a powerful medium and called THIRD EYE.
6. Teacher’s Personal Behaviour: - If the teacher is Enthusiastic, stimulating, energetic and expressive. He gets more attention than when s(he) is detail and monotonous
Components of Skill
1. Teacher Movement: - Purpose for the movement of the teacher from one spot to another. You should remember that your movements in the classroom should always be meaningful and related to teaching i.e.- the movements should have a pedagogic function you however should avoid the habit of aimless wandering in the classroom.
2. Teacher Gestures: - Gestures are the movements of the parts of the body (Head, Hands, Facial). The body movements perform the following pedagogical functions: -
• Direction attention
• Explaining emotions and feelings
• Combining verbal exposition with gesture
3. Change in Speech Pattern: - Change in TONE, volume of SPEED of verbal communication is known as change speech pattern.
• Modulating the voice
• Variation in time, pitch, speed of voice to emphasise certain points
• Deliberate pause of 3 to 4 seconds
4. Focusing: - Focusing can be obtained trough verbal communication or gesture or both.
a. Verbal Focusing: - You should use statements like - Listen carefully, Look at this chart, watch this experiment, now. This is really very important.
b. Gestural Focusing: - The movements of Head, Heads, Facial
c. Verbal and Gestural Focusing
5. Change in Interaction Style: - Classroom interaction takes place in three ways.
SKILL OF REINFORCEMENT
The skill of Reinforcement involves teachers encouraging student’s response using verbal praise, accepting their responses or using non-verbal clues like smile, nodes etc.
Reinforcement is events which help students in increasing their rate of correct responding. The skill of Reinforcement implies providing the reinforcement of an appropriate interval.
Reinforcement responses tent to be reapted in given situations; non-reinforced responses to be discontinued. The skill of reinforcement is a tool in the hands of the teacher to make this teaching more productive. It is not only used to promote learning but also to secure attention of and to motivate the students for learning.
Components of Skill
• + ve Verbal reinforcement skill
• + ve Non-Verbal reinforcement skill
• - ve Verbal reinforcement skill
• -ve Non-Verbal reinforcement skill
• Extra Verbal (cues) reinforcement skill
• Repeating and rephrasing students responses
1. + ve Verbal Reinforcement Skill
You can motivate the student through various verbal expressions – Good, Very Good, Right Correct, Fine, Well Done, Excellent etc., or by saying – Carry on, Go-ahead
2. + ve Non-Verbal Reinforcement Skill
Nodding head, smiling, moving towards the student responding the question, giving a friendly look at him, keeping an eye on the responding student, writing the student’s answer on the black board etc. It is very effective.
3. - ve Verbal Reinforcement Skill
A +ve reinforcement is a +ve reward while a –ve reinforcement is a –ve reward.
You should try to avoid giving negative type of reinforcement e.g. – Wrong, No, Incorrect, Not True, Nonsense.
4. - ve Non-Verbal Reinforcement Skill
Frowing, giving students discouraging looks moving away from the responding student etc. you may not approve such behaviour. Such behaviour may disrupt report between you and your students.
5. Extra Verbal (cues) reinforcement skill
Without uttering any word or phrase, you can utter Wah, Humm, Aha….. to encourage a student to continue his/her response. However you should not develop this behaviour as a habbit.
6. Repeating and Rephrasing Students Response
• Unnecessary repetitions would make your teaching boring
• Encouraging all the students in class is a healthy practice
• Do not over use of reinforcement
• Use wide range of reinforcement strategies
Dr. Deepak Sharma
Set Induction
Components:
1. Arrest attention
2. Focus attention on topic
3. Introduction an Element of interest
4. Arouse curiosity
Arrest Attention
Use of voice quality and eye contact
Use of Audio Visual Aids
Changing the pattern of Teacher pupil interaction
Focus attention on the topic
Test the previous knowledge relevant for learning the new topic
Knowledge acquired from various source like classroom, book etc.
Maintain logical continuity
Integrate the old knowledge with the knew knowledge
Introduce an Element of Interest
Using Teaching Aids
Using other devices, like storytelling, anecdote etc.
Bringing out the significance of the new lesson
Arouse the Curiosity
Creating a suitable problematic situation
Posing an intriguing problem
Undesirable Behaviour
Lack of continuity
Making irrelevant statement or asking irrelevant questions
Skill of Questioning
• Good question can server many purpose: -
• Questions stimulate thinking
• Questions challenge the students
• Questions help in recalling and relating relevant concepts, facts and principles.
• Questions ensure active student involvement in learning.
• Questions arouse the curiosity of the students
• Questions channelize the thinking process
• Motivate students to participate in the teaching-learning process
• Help students evaluate for themselves their understanding of the concepts.
Questioning is a very important technique which every teacher should know thoroughly. Successful teaching is highly dependent on questioning. It’s a lesson different types of questions, depending upon situation and purpose to be achieved, are used.
1. Questioning is a logical procedure of problem solving.
2. Questioning is useful for presenting the tentative nature of knowledge.
3. Questioning is used in solving problems.
4. The teacher encourages the learning to seek more than one answer for a question.
5. The teacher uses questioning to achieve learning objectives
6. It is a critical skill that can be used in teaching any subject and any grade.
Questioning and Levels of Thinking
Thinking is a continuous activity.
It acts as stimulates to though, and leads to solution of the problems faced by the students.
Questioning stimulate thinking
The level of students thinking depends upon the level of questions asked by the teacher.
Orders of Questioning
Low Order Questions
This type of level of questions are limited to memory level of thinking.
e.g. 1. Define the feeling of patriotism in your word?
2. Define 3rd law of Newton.
3. State Pythagoras them
Middle Order Questions
Middle level involves Interpretation of facts / concepts being taught or already learnt. Interpretation involves comparison or explanation of relationship between ideas, concept, and generalization etc.
e.g. 1. How can you prove that blood is purified in heart?
2. Why does the pressure cooker whistle after the liquid has started boiling?
High Order Questions
Comprehension, Application, Analysis, Synthesis and Evaluation.
Analysis
e.g. 1. How does the movement of eater cause the cycle of days and nights?
2. How does smoke pollute the air?
3. How do you prove the angle sum properly of a triangle?
Synthesis
What will happen when the population of a country doubles within just five years?
Evaluation
Why do you think that working condition in free Indian are better than British India?
Fluency and Delivery of Questioning
Fluency and good delivery of questions in class room is an integral part of the skill of questioning. The rate of meaningful questions put unit time by the teacher is called fluency of questioning. These are three components of the skill related to fluency and delivery of questions:
1. Structure 2. Process 3. Product (SPP)
1. Structure: - The content and language used play an important role in framing and delivery the question. It contain 5 parts:
a. Grammatical Correctness: You as a teacher are expected to use grammatically correct, unambiguous and simple language. Carelessly used language creates confusion
e.g. Where is Rani Durgawati born? (Wrong)
Where is Telephone Invented?
b. Conciseness: It means minimal but essential length of s question. A question should be direct and straight forward about the content. Avoid extra words. They confuse and bore students.
Incorrect – Does anybody in the class know, when India becomes a republic?
Correct- When did India become a Republic?
c. Relevance: - The questions should be relevant and suit the mental level of your students.
d. Specificity: - The question should be specific to the content and should call for a single answer.
e.g. Which is the largest river of the world?
e. Clarity: - Clarity increase following and delivery of questions
2. Process: - There are 4 major components of skills related to the process of questioning. These are:
Speed:- You should not ask question at slow speed in pieces or hurriedly.
Pause: - Which building…. (a little pause) in India is famous as the monument of love? (Pause)
Style: - You should take precaution to avoid unnecessary repetition of a question.
3. Product: - The product means the student’s answer to the question asked by teacher. The product of questioning depends on various factors:
• The students may not be intelligent enough to understand the question you have asked.
• The students may not be teaching interest in your class.
• The students may be inattentive in your class or may be disturbed by the noise
• There may be lack of support between the teacher and the students.
In all these situations you should Re-examine your teaching strategies and find out the cause of student’s non-response.
Components: -
1. Structure
2. Variety
3. Pause
4. Voice
5. Reinforcement
6. Fluency
7. Distribution
1. Structure:
Grammatically correct
Relevant – Related to topic discussed
Specific – Calls for single and specific response
Concise – Minimal length. Avoid extra words
2. Variety:
Low order questions- Recall or recognition type of question.
Middle order questions
Higher order questions – Stimulate higher level thinking
3. Pause
Speed of asking
Sufficient time for pupils to think and answer
4. Voice
Audible to entire class
Clear and loud voice
5. Reinforcement:
Encourage correct answer / Response
Discourage incorrect responses
6. Fluency: Sufficient number of questions
7. Distribution: Even distribution of the question to the entire class
Probing Skill
Components:
1. Prompting
2. Seeking further information
3. Re-focusing
4. Re-direction
5. Increasing Critical Awareness
Seeking Further Information
Questions that lead the students from partially correct or incomplete responses to correct answers.
Asking the student to clarify, elaborate or explain the response
e.g. Can you define it in some other words?
Can you give some examples to support your view?
The purpose of seeking further information is to encourage the students to supply additional information and bring the initial response to the criterion level. You can motivate them by asking questions like.
What more can you add to your response?
How can you make your answer more clear?
Prompting
A teacher when he gives clues or hints and helps his students by asking them leading questions.
Teacher gives hints or clues.
e.g. T – How is blood purified in lungs?
S – I do not know.
T – Can you tell what happens to the oxygen when we in hale.
S – It is filled in the lungs.
Re-focusing
Generally when a pupil gives a correct response, the teacher relates that answer with the topic already taught. The main aim behind this is to make the student aware of the implications of a given response in more complex and novel situations.
SKILL of STIMULUS VARIATION
Attention is an essential condition for effective learning. The skill of stimulus variation involves deliberate change in attention drawing behaviour of the teacher in order to secure and sustain student’s attention to what is being taught.
The skill of stimuli variation implies attracting and focusing student’s attention by changing stimuli in the environment.
Some of the Main Factors
1. Intensity: - A louder sound a brighter light can capture any one’s attention
2. Contrast: - Anything which is bigger than other things in the surrounding environment attracts attention e.g. when the ticking of clock stops at attracts the person present there.
3. Movement: - A moving thing attracts our attention more in comparison to a fixed thing
4. Self Activity: - Attention is sustained if the students are asked or motivated to engage themselves in instructional activities.
5. Audio-Visual Aids: - It has been proved through research studies in INDIA and else where that Audio visual aids have great potential to help students in their learning e.g. TV is a powerful medium and called THIRD EYE.
6. Teacher’s Personal Behaviour: - If the teacher is Enthusiastic, stimulating, energetic and expressive. He gets more attention than when s(he) is detail and monotonous
Components of Skill
1. Teacher Movement: - Purpose for the movement of the teacher from one spot to another. You should remember that your movements in the classroom should always be meaningful and related to teaching i.e.- the movements should have a pedagogic function you however should avoid the habit of aimless wandering in the classroom.
2. Teacher Gestures: - Gestures are the movements of the parts of the body (Head, Hands, Facial). The body movements perform the following pedagogical functions: -
• Direction attention
• Explaining emotions and feelings
• Combining verbal exposition with gesture
3. Change in Speech Pattern: - Change in TONE, volume of SPEED of verbal communication is known as change speech pattern.
• Modulating the voice
• Variation in time, pitch, speed of voice to emphasise certain points
• Deliberate pause of 3 to 4 seconds
4. Focusing: - Focusing can be obtained trough verbal communication or gesture or both.
a. Verbal Focusing: - You should use statements like - Listen carefully, Look at this chart, watch this experiment, now. This is really very important.
b. Gestural Focusing: - The movements of Head, Heads, Facial
c. Verbal and Gestural Focusing
5. Change in Interaction Style: - Classroom interaction takes place in three ways.
SKILL OF REINFORCEMENT
The skill of Reinforcement involves teachers encouraging student’s response using verbal praise, accepting their responses or using non-verbal clues like smile, nodes etc.
Reinforcement is events which help students in increasing their rate of correct responding. The skill of Reinforcement implies providing the reinforcement of an appropriate interval.
Reinforcement responses tent to be reapted in given situations; non-reinforced responses to be discontinued. The skill of reinforcement is a tool in the hands of the teacher to make this teaching more productive. It is not only used to promote learning but also to secure attention of and to motivate the students for learning.
Components of Skill
• + ve Verbal reinforcement skill
• + ve Non-Verbal reinforcement skill
• - ve Verbal reinforcement skill
• -ve Non-Verbal reinforcement skill
• Extra Verbal (cues) reinforcement skill
• Repeating and rephrasing students responses
1. + ve Verbal Reinforcement Skill
You can motivate the student through various verbal expressions – Good, Very Good, Right Correct, Fine, Well Done, Excellent etc., or by saying – Carry on, Go-ahead
2. + ve Non-Verbal Reinforcement Skill
Nodding head, smiling, moving towards the student responding the question, giving a friendly look at him, keeping an eye on the responding student, writing the student’s answer on the black board etc. It is very effective.
3. - ve Verbal Reinforcement Skill
A +ve reinforcement is a +ve reward while a –ve reinforcement is a –ve reward.
You should try to avoid giving negative type of reinforcement e.g. – Wrong, No, Incorrect, Not True, Nonsense.
4. - ve Non-Verbal Reinforcement Skill
Frowing, giving students discouraging looks moving away from the responding student etc. you may not approve such behaviour. Such behaviour may disrupt report between you and your students.
5. Extra Verbal (cues) reinforcement skill
Without uttering any word or phrase, you can utter Wah, Humm, Aha….. to encourage a student to continue his/her response. However you should not develop this behaviour as a habbit.
6. Repeating and Rephrasing Students Response
• Unnecessary repetitions would make your teaching boring
• Encouraging all the students in class is a healthy practice
• Do not over use of reinforcement
• Use wide range of reinforcement strategies
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