B.ed Teachings

8/6/2019 B.ed Teachings

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APPLICATION

OF

B.EDTEACHINGS INMSB KHIDMAT

Prepared by : Abde Sayedna TUS

Mufaddal M.Zakirhusain Ezzy


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Teachingskills


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Basic 4 skills of teaching

Set induction Explanation Stimulus variation Questioning


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Set induction ( introduction)

Need of Introduction:To check the previous knowledge of students

( questioning, pictures, documentary)To motivate studentsTo make students alert & readyTo create interest and curiosity among

studentsTo bring back their attentionTo establish rapport between teacher &

studentsTo make lesson more effectiveTo allow students to participate


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Set induction ( introduction)

Different Devices: Demonstration - to show Analogy - to give similar examples

Story telling B B work- writing on board Posing problem- (ITM) Audio visual aids- different instructive

materials Questioning Role playing ( without costumes) &

Dramatization ( with costumes)


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Desirable Teachers behaviourduring Explanation

Use of introducing statements Use of concluding statements Use of exploring links Use of visual techniquesTechnical words defined Interesting to pupil Covering essential points Questions to test pupils understanding


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Desirable Teachers behaviourduring Stimulus Variations

Movement Gestures Change in speech pattern

Focussing Interaction Pausing

Oral visual switching Pupils participation physical/ verbal activity


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Desirable Teachers behaviourduring Questioning

Grammatical correctness Relevancy Specificity

Clarity Consciousness/precisions Level of questions (low- recalling, middle-

interpretation, high- analysis ) Proper speed Proper voice Pause Fluency Distribution


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eac ng a sEdgar Dales Cone ofexperience

ess e

ffective


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Maxims of learning

Known to unknown Simple to complex Concrete to abstract Definite to indefinite Whole to part Particular to general


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TeachingModels


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Simulated Teaching

CAM (Content AttainmentModel)

Phases:

Presentation of data & identification ofconcept:1.Students compose attributes2.Students generate test hypothesis

Testing attainment of the concept:1.Students identify unlabelled examples2.Teacher confirm hypothesis, names, concepts

and restates definition.

3.Students generate examples.Anal sis of thinkin strate


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Simulated Teaching

Role PlayPhases:

1.Warm up2.Select participants

3.Set the stage

4.Prepare observers

5.Enact

6.Discuss & evaluate


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Simulated Teaching

Gaming / Play wayPhases:

1.Orientation ( topic , concept)

2.Participants training ( rules, goals, scoringpattern, short practice )

3.Simulation operation ( game, referee,

misunderstanding clarification,scoring)

4.Participants debriefing ( summary,

analysing, relating with reality, subjectmatter)


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Few examples of Gaming

Make cards, pictures, materials of different things Ask students to pick the similar things in a limited time Give marks as per the collection

To evaluate any lesson ,ask questions not randomly. Select participants as per the winner of passing the

parcel.

Make different flash cards of different information on atopic.

Make columns on board for sub topics. Ash children to select a card & put it into correct

subtopic column.


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Co operative learningCharacteristics

Self learning Group learning Get involved in learning activity Cooperative environment/ not competitive Small groups of different abilities Sharing information

Mutual help Learning by doing Learning by imitation

Learning by practice


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Co operative learningNeed:

We learn 90% when we teach to someoneTo create the classroom environmentTo capitalize the collective strength of

students. It facilitate peer to peer activity in non

threataning environment.

To make optimum use of teaching aidsTo raise self esteem of studentsTo improve the conversation skill of

students


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Co operative learning

Techniques/ strategies:

Three step interview Round tableThink pair share Gallery walkJigsaw

Circle the sage


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Innovative techniques

Reversal Social InquiryMethod

Different ways of perceiving issues Looking at both the sides

Understand cause & effect relationship


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Future wheel -Brainstorming

Identify the problem Supply of sub sequences

Analysis of future wheel


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Z to A approach

Application part of a particular concept Effect of such application Understand the whole concept in detail


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Sense of humour

Presentation of joke & listen toprofessional comic

Taking notes

Understanding the meaning & content


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Story Telling Method

Characteristics As per the age level

Short & simple

Teacher should be confident

Story to be told not read Teacher should have interest in it

Plenty of actions non verbal communication

To involve audience

In natural way

Use of humour but within limitations

Use pictures , diagrams

Story teller to play the role himself

i d i l i i


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Jurisprudential inquirymodel

Orientation to the case

Identify the issues

Taking positions

Exploring the stances, patterns ofargumentation

Refining and qualifying the position


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Team teaching

Plan, execute and evaluate in acooperative way

Two or more teachers join hands for

achieving desired objectives Sharing responsibility for planning,

carrying and evaluating

Improved instructions Consider the needs of learners Best utilization of available teachers

expertise


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Brainstorming

Planning the problem Selection of sub problemsThinking about solution Selection of sources Collection of data Free wheeling

Testing the ideas Final solution


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hilosoph


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Curriculum

Principles of Utility Child centeredness Life centeredness Community

centeredness

Activitycenteredness

Characteristics:Content not rigidEnvironment Present needs of

students &Interests

abilities ofstudents

Social forcesHuman development


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Curriculum - process


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sycholog


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Adolescents

Problems:Adjustments to Growth

Mental competition Home adjustment Emotional

disturbances

Friends Society

Education Physical exercises &

activities Sex education Respecting

individuality Co curricular

activitiesTask of

responsibility High moral &

religiouseducation

T f D f


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Types of DefenceMechanism

Escape - regression: at the time of failure recall the days of success,you will feel motivated. Eg: at the older age recall the days of youngage , you will motivate yourself to live further.

Day dreaming: dream or think about your unachieved goals and feelhappy by achieving it in dreams, you will feel motivated for yourdefence.

Denial rationalization: to give excuses to deny and defend ourselves.Eg: when we dont get job we defend by thinking that the job was givento someone close to owner.

Projection: to blame others for our failure

Repression/ Depression: to take tensions and pressurize ourselves. Not

to share with others. This is very much suggested type of defencemechanism.

Substitution sublimation: to find any substitute activity where we canfind success. Eg: if you are not good in academics think about yoursuccess in sports. To utilize our energy in any substitute activity. To

adopt a child if you not have one of your own. Displacement: to burst out our pressure on other people or thing . Eg: if


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Nature of learning

Observation/ imitationTraining Adjustment / Adaptation Goal oriented Universal Continuous process

All 3 domain oriented


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Steps of learning

Goal Motivation Exploration Adjustment Repetition of movements


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Strategies to develop Memory-

Will to learn

Interest & motivation Adopting proper method of memorization

Following the principles of association (

) Grouping

Rhyming ( ( Utilizing as many senses

Arranging better learning situations

Provision for change & proper rest

Repetition & practice

Initial letter strategy

Eff ti l


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Effective class roomCommunication

Effective voice Eye contact Physical & Mental health

Mastery over subject Proper skill Proper use of channels of communication

Sense of respect & understanding towardsstudents Faith in the abilities of students Environmental conditions

Enough space for movements.

R l f T h i d i


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Role of Teacher in reducingAcademic Stress

Homework Timetable Usage of different teaching aids

Regular Parents meeting Quality teaching / not quantitative

teaching Daily & internal assessment/ no periodical

or external assessment Seminars on stress management

R ti l E ti B h i


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Rational Emotive BehaviourTherapy (REBT)

Is a form of psychotherapy and aphilosophy of living created byAlbert Ellis in the 1950's.

REBT (pronounced R.E.B.T. ) is based onthe premise that whenever we becomeupset, it is not the events taking placein our lives that upset us; it is the

beliefs that we hold that cause us tobecome depressed, anxious, enraged,etc
http://www.rebtnetwork.org/whois.htmlhttp://www.rebtnetwork.org/whois.html


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The ABC Model

Albert Ellis and REBT posit that our reaction to having our goals blocked(or even the possibility of having them blocked) is determined by ourbeliefs. To illustrate this, Dr. Ellis developed a simple ABC format toteach people how their beliefs cause their emotional and behaviouralresponses:

A. Something happens.B. You have a belief about the situation.C. You have an emotional reaction to the belief.

For example:

A. Your employer falsely accuses you of taking money from her purse andthreatens to fire you.B.You believe, She has no right to accuse me. She's a bitch!C. You feel angry.

If you had held a different belief, your emotional response would havebeen different:

A. Your employer falsely accuses you of taking money from her purse andthreatens to fire you.B.You believe, I must not lose my job. That would be unbearable.C. You feel anxious.

The ABC model shows that A does not cause C. It is B that causes C. In the'

oc ome ry ec n que


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oc ome ry ec n que( measurement of a socialgroup)

Study of psychological relationships ofindividuals in a group

Acceptance & rejection of his ideas/views

Awareness of lack of feeling of oneness Efforts of individuals towards common goal Follow the norms of the group Remedies to improve the group behaviour Improve leadership behaviours Identify the need of assistance in social

relationships Appropriate guidance to the disturbed students Conflict between two teams can be solved

Constructivist Learning


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Constructivist LearningDesign

Teachers Develop the situation for students to explain Select a process for grouping of materials &

students Build a bridge between what students

already know and what they want them tolearn

Anticipate questions to ask and answerwithout giving any explanation

Encourage students to exhibit a record oftheir thinking by sharing it with others

Solicit students reflections about their


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Management

School management -


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School management -Objectives

Division of work To give authority

To motivate creativeness

To maintain records and evaluate

To observe the school administration

To develop leadership qualities

School discipline

To make ideal citizens Experimentation

Well organized work

communication

Characteristics of an Educational


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Characteristics of an EducationalManager

Effectiveness: Capacity, alertness,judgement, originality, verbal capability

Achievements: scholarship, knowledge,accomplishments

Responsibility: dependability, initiative,aggressiveness, self confidence, desire toexcel

Participation: activity, cooperation,

sociability, adaptability, humour Status: socio economic position, popularity Situation: mental ability, skills, needs &

interests of the followers, objectives to be

achieved & tasks to be performed.



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Ability to perform present duties when inones position

Ability to command respect & to win theconfidence of others

Ability to get through the people atvarious levels

Ability to reach sound conclusions based

on evidences Effective use of time in producing

necessary quantity n quality work Ability to cope with change and to adjust

the unexpected ( cont.)



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Relevant professional knowledge-teaching methodologies, evaluationtechniques, managerial principles,

sources of finance, etc. Hard information (facts & figures) + soft

information ( feelings & emotions) Dedication to work n duties Presence of mind to complete a taskTaking responsibilities for things that

happen

Decision making skills



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Social & interpersonal skills Emotional maturity in situation involving

authority, conflicts , etc Mental ability to grasp problems quickly n to

think several things at once Creativity which includes the ability to come

up with new processes and to recognizeuseful approaches.

Self awareness Self confident & diplomatic Ability to face reality

Cooperative relationship with employees


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Principles of Time table

Type of school Departmental regulations Amount of time available Incidence of fatigue Difficulty of subjectsJustice to teachers Variety in learning Free periods for teachers Play & recreation Development of an individual


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Steps of organizing events

Planning: Type of event

Time

Place

Participants

Judges Guest

Chief guest

Spectators

Invitees

Refreshment Stock checking for required items &

things available

Things to purchase

Preparing duty list

Preparing list of activities inchronological order

Organizing: organization ofthe event with the team

Directing: directing theduties and responsibilities

to the team

Coordinating: coordinatingthe action plan with the,team

solving the problems if any

Evaluating: evaluate thefour processes using feedbac

strategy

Listing the negative pointsand preparing the action pla


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valuatio


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Functions ofEvaluation

1.Diagnosis- pinpoint areas where remediesmeasures may be desired

2.Modification- basis for modifying curriculum

3.Prediction- bring out the capabilities of students

4.Selection- suitable students for particular course5.Motivation- towards better attainment and growth

6.Teaching- provide evidences about theeffectiveness of teaching strategies

7.Guidance- enable learner to know his pace

8.Testing- to develope a comprehensive criterion test

9.Grading- assign rank or grade to learners

10.Feedback- reinforcement and feedback toteachers & learners

Characteristics of Tools of


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Characteristics of Tools ofEvaluation

Planning Reliability Validity

Objectivity Discriminating power Adequacy

Practicality Comparability Utility


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Types of Tests

Performance tests Orals Practical

Written- essay type / objectiveObservation tools Check list

Rating scale Anecdotal records


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anguag


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Effective note taking

Attend all lectures Read the chapter before the lecture

Sit up front

Take notes on loose leaf paper and use a 3 ring binder

Keep your notebooks organized

Write in short telegraphic phrases

Develop your own system of abbreviations and symbols

Skip lines and leave lots of space between ideas

Write down the why & how as well as the facts, terms &

definitions Record the instructors examples

Put your notes in your own words

Develop your own style of note taking

Dont give up


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Types of Reading

Loud reading Silent reading Intensive reading

Extensive reading Supplementary reading skills

Scanning

Skimmingphrasing

Advantages of Extensive


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Advantages of Extensivereading Enriches the vocabulary of the pupils Great lust for more & more reading is

created

General knowledge is acquired It makes the pupils independentTeacher remains in back-ground

He should give selected books to pupils He should check, test & encourage

whenever he can.

B.ed Teachings

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