Skill of Stimulus variation.pptx-Micro teaching skill
- 2. INTORODUCTION • Any external force that disturbs the equilibrium is known as stimulus. So by stimulus variation we mean the change in the intensity of the external force by a teacher while teaching. The skill of stimulus variation in other words mean the regulation of the stimuli by the while teaching.
- 3. MEANING • The skillful change in the stimuli is known as the skill of stimulus variation. ,Just to avoid boredom, it is the teacher’s skills to stimulate the students, increase their active participation, enthusiasm and spirit of study.
- 4. MEANING • The skill of stimulus variation involves deliberate change in attention drawing of the teacher in order to secure and sustain students' attention to what is being taught. The skill of stimulus variation implies attracting and focusing students attention by changing stimuli in the environment .The variation in the stimuli generates interest among students in their learning and hence helps in their academic achievement.
- 5. DEFINITION • The skill of stimulus variation may be defined as a set of behaviour for bringing desirable change or variation in the stimuli used to secure and sustain pupils' attention towards classroom activities.
- 6. COMPONENTS OF SKILL OF STIMULUS VARIATION
- 9. PURPOSEFUL MOVEMENT • The physical movements of the teacher in the class carry much importance. While excess of physical activities is undesirable the teacher is like a stone idol without these activities. It is observed that the teachers’ movement in the classroom draws the attention of the students. This behaviour of the teacher makes the student feel that his participation in instructional activities is being supervised by the teacher.
- 10. PURPOSEFUL MOVEMENT • The movements in the classroom should always be meaningful and related to the teaching that means the movements should have a pedagogic perspective . There should not be any aimless wandering in the classroom.
- 12. Teacher Gestures • Gestures are the movements of the parts of the body the teacher’s body movements – which communicate certain meaningful ideas to the students, 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.
- 13. TEACHER GESTURES • Gestures also prove helpful is making the lesson effective in the class room. These include facial gestures (laughing, raising eyebrows, emotions etc.), signals of eyes, nodding, hand signals (signal to stop, signal to continue the task and signal to keep quiet) etc. Gestures can be displayed by purposeful movements of the parts of the body.
- 14. • One should consciously attempt to extend the range and frequency of your gestures, For it • 1. Move hands and fingers to describe things, measurements, etc; • 2. While talking with the students, show agreements by nodding heads so as to encourage the students to go on explaining; TEACHER GESTURES
- 15. • 3. Show adoration or wonder by raising eyebrows high so as to show • interest in what the students are talking about; • 4. Use mimics to show agreements, disagreements, wonder and disbelief, • anger, or incomprehension, etc; • 5. Clasp hands to attract the students’ attention or to show happiness, wonder etc TEACHER GESTURES
- 17. CHANGES IN SPEECH PATTERN • The pupils feel boredom with the speech at the same pitch, and they get deviated from the lesson. The teacher should bring fluctuations in his voice. Change in tone, volume or speed of verbal communication is known as change in speech pattern. Take modulation of voice for example. Sudden variation in voice will attract the attention of the students.
- 18. • It should be noted that while teaching one should not speak in a monotonous tone. One should be able to change the speech pattern at proper points and situations, according to the need of. students to draw their attention and the subject to emphasize a point. Speak using different speech patterns to avoid boredom CHANGES IN SPEECH PATTERN
- 19. • 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. CHANGES IN SPEECH PATTERN
- 20. Pausing • As and where the need arises the teacher should use pauses in his teaching process.Make use of short pauses properly to attract the students’ attention and to increase the students’ desire to listen further to what the teacher is talking about; do not talk in a hurry so as to lose breath;
- 21. • Pausing means “stop talking” by the teacher for a moment. When the teacher becomes silent during teaching, it at once draws the attention of the students with curiosity towards the teacher. The message given at this point is easily received by the pupils. Pausing
- 22. • Silence can indicate that what has just said is important or it can indicate that what happened is unacceptable. Silence can also indicate the opportunity allowance for pupils to think and respond to the asked question. Remain silent until pupils are also observe silence Pausing
- 23. FOCUSSING • Focussing can be used when you want to direct your students' attention to a particular point which they are required to observe. Focussing can be obtained through verbal communication or gesture or both.
- 26. Oral visual • When the teacher while speaking, shows objects, maps, charts, globe etc. It is switching form oral to visual.