Teaching skill word
- 1. Teaching skills Definition Teaching skill is a set of related overtbehaviours of the teacher(verbaland nonverbal) which are observable, definable, measurable, demonstratableand refinable through practice. According toB.K.Passi the following are some of the teaching skills. Writing instructionalobjectives Introducing a lesson. Fluency in questioning. Probing questions. Explaining. Illustrating with examples. Stimulus variation. Reinforcement. Silence and non verbal cues. Increasing pupilparticipation. Recognizing attending behaviour. Using black board. Core teaching skills Someof the skills are extensively used in routine teaching by all teachers. These skills are known as core teaching skills. Someof the core teaching skills are. Skill of introducing a lesson. Skill of stimulus variation. Skill of explainig.
- 2. Skill of illustrating with examples. Skill of using black board. Skill of questions. Skill of reinforcement. 1.Skill of introducing a lesson. When a teacher introduces a lesson, he gives a brief introduction about the lesson inorder to pre-disposethe pupil’s mind to it. This has to serve two main functions, namely refreshing and ensuring the pre-requisites and motivating the pupil’s to learn the new lesson. Components of the skill Desirable Behaviours. Use of previous knowledge/pre-requisites. To satisfy the maxim of teaching from known to unknown, the teacher has to judiciously decide upon the pre-requisites that will be essential for properly presenting the new learning material. Use of appropriatedevices. Many devices such as lecturing, describing, narrating, illustrating, story telling, role playing analogy, dramatization, audio-visualmaterials, experimentation/demonstrations etc. are used for motivating the pupils. Undesirable Behaviour Lack of continuity. Uttering irrelevant statements and questions. 2.Skill of stimulus variation. Itinvolves deliberate change in the stimuli presented by the teacher for the purposeof drawing, stimulating and maintaining the attention of the learners through out the class.
- 3. Components of the Skill Teacher movements Meaningful, purposefulmovements Teacher gestures. Gestures arethe movements of the parts of the body used for expressing emotions, size, shape, direction etc. Change in speech pattern. Changein volume, tone or speed of verbalcommunication for attracting at Change in interaction style Teacher- class interaction Teacher- pupil interaction Pupil- pupil interaction Focusing Drawing attention to specific aspects to be stressed. Pausing Deliberate use of silence during talk. Oral- visualswitching (Changein senory focus) Change of sensory channelfromverbalto visualand vice- versa. Oral Visual Visual Oral Oral Oral Visual.
- 4. 3. Skill of explaining Explaining is the skill by which taecher can clearly bring out the exact meaning of a concept or an idea and also arriveat relationships among various concepts,events and ideas. Generally a teacher explains when he describes ‘how’, and ‘what’ of a concept,phenomenon or event. Components of the skill Desirablebehaviours Use of beginning statements. For maintaining attention andmaking the students mentally ready for learning and giving them someclues of explanation. Use of explaining links. Words or phrases which increaseeffectiveness of explanation. They bring continuity in statements. Use of mediators Presentation of various mediators to make the explanation lucid and meaningful to the pupils. These may be in the formof example, diagrams, anecdots etc. Use of concluding statements. Statement made at the end of explanation to summariseand conclude it. Question to test pupil’s understanding. In the courseof the explanation, frequently ask some questions which will help the teacher get immediate feedback fromthe students. Undesirable behaviours. Use of irrelevantstatements Lack of continuity. Lack of fluency.
- 5. Deviating fromthe main points. 4.Skill of illustrating withexamples. This is the skill for timely useof examples for the purposeof making an idea, concept or principle lucid. Components of the skill Formulating simple examples. Formulating relevant examples. Formulating interesting examples. Use of appropriatemedia for examples. Use of inductive-deductiveapproach for examples 5.Skill of using black board. Black boar d is the most widely used of all visualaids. Itis one of the quickestand easiest means of illustrating an important point. Matter once written on the black board can be erased easily and new materials added as the lesson progresses. Components of the skill Legibility of handwriting. Maximum ease in reading what is written on the black board even for students sitting on the back bench should be ensured. The subcomponents are, Distinct difference between letters. Adequate spacing between letters. Adequate spacing between words. Slant of the letter nearly vertical. All small letters of the same size. All capital letters of the same size
- 6. Size of the letters large enough to be read Thickness of the line uniform Neatness in black board work Organisation of blackboard work Appropriateness of blackboard work 6.Skill of fluency in questioning Successfulteaching is highly dependent on questioning. During a lesson the teacher will have to ask different types of questions, depending on the situation and purposeto be achieved. Questioning promotes involvement, initiates thinking, creates motivation and enhances learning. The rate of meaningful questions put per unit time by the teacher is called fluency of questioning. Components of the skill Structure Structuring of the question is the technique of formulation of questions. a) Grammatical correctness and lucidity. Use grammatically correct, unambiguous simplelanguage. b) Conciseness A question should be direct, straight forward and understandable. c)Relevance. Questions should be relevant to the content and the context. Process. The process of asking question involves more than one aspect. a) Speed b) Voice Voice should be audible and clear so that every student understands the question properly
- 7. c)Pause. A brief pauseputting the question will help the students to understand and think about the question and formulate the answer. Product Productis the answer expected of the question. In mostcases pupil’s do not answer becauseof they do not understand the nature of the answer expected . 7.Skill of probing questions. This is the skill required in applying the technique of effectively dealing with student responses for going deep into their knowledge. Components of the skill Prompting When there is no responseor incorrect responseteacher gives hints or clues for leading the pupil to the desired correctresponse. Seeking further information If the initial responseof the pupil is partially corrector incomplete, teacher helps the pupil to clarify or elaborate or explain the response by asking subsidiary questions. Refocusing. When pupils give correctresponse, the teacher relates their responsewith something already taught. 8.Skill for reinforcing Reinforcement is a major condition for effective learning. Hence every teacher has to master the skill for adopting appropriatestrategies for reinforcing the learners. This skill has to be exhibited by teachers in the manner in which they respond to the responses and actions of pupils. Components of the skill Positive verbalreinforcement Positive nonverbalreinforcement Negative verbalreinforcement
- 8. Negative non verbal reinforcement Denial of reinforcement Inappropriateuseof reinforcement Teaching skills specially requiredfor biology teacher Biology teachers should be enthusiastic, positive and encouraging. Biology teachers have good eyesightand are able to distinguish things under a microscope. Help students develop the skills and strategies for scientific problem solving. Understand the basic concept of science. Teach students how to obtain knowledgeabout nature. Show students what biologists do a individuals and a community. Show students historical models of biological processes and conceptand explain how they have changed. Demonstratehow scientific knowledgeis generated and tested. Explain to students what are the benefits and risks of using biological discoveries. Help students understand the concepts behind individual scientific facts. Show students relationship between facts and big ideas – underlying concepts Demonstrates safety in the classroomwith teacher selected equipment for observation and measurement. Teaches students how to record data in an objective fashion using pictures writing and charts. Be open to receive teaching feedback and supportfromteaching partners and administration. Be an active listener
- 9. Communicate with families about student progress. Conduct all work activities in a professionalmanner. Research skills are an importantquality of a biology teacher. A biology teacher should be a life long learner as the profession both in subjectmatter and teaching methodology. According to Richard Dawkins “Biology is the study of complicatedthings that have the appearance of having beendesignedwitha purpose.” So biology teachers are highly skillfulin science specifically in biology.