- Gurmeet Kaur- Gurmeet Kaur

A Brief Understanding� The skill of stimulus variation involves deliberate

change in attention drawing behaviour of the tr in order to secure and sustain student’s attention to what is being taught.is being taught.

� Researchers have shown that it is relatively unusual for Ss to attend to something continuously. It is very difficult for us to attend to the same stimulus. So as a resourceful tr; you have to develop the skill in you to attract and hold the attention of the Ss through teaching.

A brief Understanding Contd.� The Trs. need variation in stimulus to prevent

monotony in the class and this can be done by variation in presentation.

� Tr needs to concentrate on three main areas � Tr needs to concentrate on three main areas

1. Personal style of teaching – Use of eyes, voice, gestures, movement

2. The materials and media used for instruction

3. The tr – pupil relationship during the lesson

Components of the Skill1. Teacher movement: Tr’s movement in the C.R. draws the

attention of the students.

2. Teacher gestures: Gestures are the movements of the body parts (head, hands, etc.)

2. Teacher gestures: Gestures are the movements of the body parts (head, hands, etc.)� For example – discussing the shape of an object, Tr can use hands to

show the shape of the object.

3. Change in Speech Pattern – In tone, volume or speed of verbal communication – Modulation in voice attracts the attention of the students and evades monotony from the class

Components of the Skill contd.4. Focusing: It can be used when the Tr directs the Ss

attention to a particular point, object, word, idea, rule, etc.

� Verbal Focusing - Listen carefully� Verbal Focusing - Listen carefully

- Look at this chart

- Watch this experiment

- Now, this is really very important

� Gestural Focusing - Attracting the attention of the students by the use of movements of head and hand,

underlining a word or a statement

Components of the Skill contd.� Verbal and Gestural Focusing : Use of both verbal and

gestural focusing to hold the attention of Ss and to have more impact on imp. points.

(e.g) “Look at the diagram” – the same time Tr draws the diagram on the black board.diagram on the black board.

Thus both verbal and gestural focusing make teaching more effective.

5. Change in interaction style � Tr – Class interaction

� Tr – Student interaction

� Peer – Group interaction

The teacher’s role is to facilitate the interaction among the students in order to get maximum benefit.

Components of the Skill contd.6. Pausing: When Tr becomes silent suddenly while

teaching, we call it a use of ‘Pause’. Usually ‘Pause’ is and should be used when Tr asks a question to the whole class – time to think and respond . In absence of ‘Pause’, the Ss become respond . In absence of ‘Pause’, the Ss become inattentive and at times non-cooperative.

Pausing can be effective if

� introduced at appropriate time and point

� neither short nor too long

� aimed to attract the attention of Ss

Components of the Skill contd.7. Change in Sensory Focus: Tr changes the sensory

channel

- from listening (verbal speech) to looking (visual display),

- from speaking to doing, - from speaking to doing,

- from writing to demonstration, etc.

It helps maintain the level of attention and motivation of the Ss.

� Oral to Visual (while explaining, show a chart)

� Oral to Oral-Visual (Tr speaks and explains the chart or picture)

� Visual to Oral-Visual (Tr can demonstrate experiment and explain later with the help of a diagram on BB.

Components of the Skill contd.8. Student movement : Tr can change the focus of

attention by involving the Ss physically in doing something.

(e.g.) experiments, dramatization, miming the (e.g.) experiments, dramatization, miming the statements, etc.

Observation-cum-Rating ScaleSTIMULUS VARIATION

Name of the pupil Teacher. : Date:

Roll No: Class:

Subject: Time:

Topic: Supervisor:

TALLIES COMPONENTS RATINGS

1. Movements 0 1 2 3 4 5 6

2. Gestures 0 1 2 3 4 5 6

3. Change in Voice 0 1 2 3 4 5 6

4. Focusing 0 1 2 3 4 5 6

5. Pausing 0 1 2 3 4 5 6

0- Extremely Poor 1. Very Weak 2. Weak 3.Average

4. Good 5. Very Good 6. Excellent

MODEL LESSON

STIMULUS VARIATIONName of the pupil Teacher. : Date:

Roll No: Class:

Subject: Time:

Topic: Supervisor:

Teacher’s Activity Pupil Response Component UsedTeacher’s Activity Pupil Response Component Used

So, we are going to read the poem ………………….. (Tr. Pauses & looks towards the class.)Okay, listen carefully –the Tr. ReadsWhile reading, the Tr. moves & modulates voice

Somebody’s Mother

Ss look and listen

Ss listen & read silently

-Tr class interaction

-Pause

-Verbal focusing-Gestures-Tr’s movement-Voice pattern change

Teacher’s Activity Pupil Response Component Used

The Tr. pauses & asks –“Why was the old woman standing there?”

The Tr. Again recites & makes gestures to demonstrate the adjectives

The Ss listen to the question and reply.

The Ss look attentivelytowards the Tr.

Focusing & Pausing

Tr. gestures, movements, change in voice.

The Tr. Continues & pauses and focuses towards the picture and asks – “Can you read the line loudly matching with the picture?”

Then the Tr. Invites the Ss to dramatize the poem read.

The Ss keenly look towards the picture.

Some Ss willingly & some reluctantly come forward.

PauseChange in Voice.Focusing.

Ss movement Tr’s movement

Thanks!