Unit – I ( Part – C )

Question:- Merits of reflective teaching and strategies for making teachers reflective
practitioners?

Answer:- Reflective teaching provides opportunities to learner for critical examination of facts.
It gives emphasis on the goal oriented learning.

Merits and Advantages of reflective teaching

(I) In reflective teaching learner himself sets his goal and discover the path so it is the
learner centered approach
(II) The process of teaching is carried out at the thoughtful modes. It provides opportunities
for realization of cognitive abilities
(III) Reflective teaching helps the learner to solve problems and prepare the children to face
problems of life
(IV) Reflective teaching is not teacher centered learning so it creates exciting environment in
the class. There is free and direct interaction between teachers and students.
(V) Reflective teaching increases the understanding level of students. Students understand
the problem and the find facts.
(VI) Knowledge is endless; it is difficult to learn even a part of the whole knowledge.
Reflective teaching helps the students to discover the knowledge in this developing
age.
(VII) There is maximum of transfer of learning in reflective teaching; students do not
cram but understand the facts of the problem and find solution.
(VIII) In reflective teaching the emphasis is tried over the raising, developing and solving
of the problems.

Strategies for making Teachers reflective practitioner

(i) Reflective teaching helps the children in proper learning and development.
(ii) For the effective teaching there must be orientation of the teachers at the pre -services
and in -service stage to provide them proper knowledge and skills. The teachers
should learn to be a reflective practitioner.
(iii) Teachers should not only aim at finishing their syllabus but they should try to pour
information in the minds of the children. Teaches should help the students in solving
the problems
(iv) Teacher should not play the role of a transmitter of knowledge but as the facilitator of
knowledge
(v) Teacher should himself indulge with students in finding the facts as a Co-learner.
 (vi) Teacher should adopt discovering approach.
(vii) Teachers should provide proper feedback to the learner
(viii) Teacher should play the role of a reflective practitioner while creating proper
environment for learning
(ix) Teacher should have mastery over the subject matter of his topic.
(x) Teacher should have art and skill of reflective teaching.
(xi) Teacher should use teaching aids for effective teaching.

Teaching concept and nature

Question: - Define teaching? Concept teaching & establish relationship among teaching and
instructions?

Answer:- B.O. Smith “Teaching is a system of actions intended to produce learning".

Clarke “Teaching refers to activities that are designed and performed to produce change in
student (public) behavior”.

John Brubacher "Teaching is an arrangement and manifestation of a situation in which there

are gaps and obstructions which an individual will seek to overcome and from which he will
learn in the produce learning”

Teaching is a profession of a community known as teacher

Difference in teaching from instruction, training an

- The term training, instruction, conditioning, indoctrination are different forms of teaching.
Teaching is a larger concept.

Teaching aims at overall development of the children. Teaching includes the performance of a
task that contribute in enriching the knowledge of students. The teaching shapes the behavior
of the students. Teacher helps the students in acquiring knowledge and formation of belief.

Conditioning- Condition is the lower level of teaching. When the animals are taught to respond
to signals or bells, it is conditioning.The habits and behavior are the process of conditioning.

Training - it helps in shaping conduct. A worker may be trained to perform various tasks. A
worker may be taught to work on some machine; even if he does not know about its basic
structure.

Animals are trained to perform at circus shows. Human being can be given knowledge through
training as their capabilities. The behavior acquired from training is different from the behavior
acquired from teaching ;even a less intelligent human being can be given training to operate a
machine; If the training is complex then it is equated with teaching.

Instructions & indoctrination: -Instructions & Indoctrination needs more intellectual powers.
Instructions are concerned with the knowledge about a thing, system or process. Knowledge
and understanding are also one of the many objectives of teaching but teaching is much more
than knowledge and understanding. Teaching includes cognitive and affective domains of
behavior. Instructions only affect the cognitive domain of behavior. In instructions there may be
use of audio visual aids but in teaching there is need of direct contact between teacher and
students

Indoctrination: - It means a system of beliefs. It requires higher level of intelligence .Indoctrine

includes only teaching but teaching include indoctrines and other objectives.

Analytical concept of teaching: - Analytical concept of teaching includes

(I) activities undertaken in teaching task.

(II) Educational objectives to be achieved through these activities

Teaching includes component teaching skills, component teaching behavior and component
atmostic.Behaviour teaching involves interaction. Teaching involves interaction.The
personality,attitude, interests and way of exercising desirable influence counts towards
effective teaching

There are different variable's involved in process of teaching

(a) Independent variable (b) dependent variable (c) increase variable

Teachers play the role of an independent variable and students play the role of dependent
variables. There is an interaction between dependent and independent variables that is known
as intervening variable. Teacher is free to act in the teaching process and a student is
dependent on him/her for seeking knowledge. The content of teaching, methods and
techniques of teaching and strategies of teaching etc are all known as intervening variables
Teaching variables perform diagnosis perspective and evaluative function.

(i) Diagnostic functions bring desirable changes in the behavior of the students. A teacher
diagnosis the behavior of students and formulate specific educational objectives and diagnose
students potential to bring desirable improvement in his/her own behavior for effective
teaching.
Prospective functions: - Accomplishment of objectives needs an appropriate interaction
between the teachers and students. The prescription is made for students to bring desirable
changes in the behavior of students.

Evaluation function: - The evaluation devices in the form of tests, observation, interviews help
in evaluating function.

Unit – II ( Part – a )

Simulated teaching
Question: - What is simulation? Advantages & Disadvantages?

Answer: - Simulation means process of role playing. It means a kind of imitation.As in a play,
characters play the role of another ‘king’ or ‘courtier’. soldiers, pilot, engineer, and doctors are
trained through simulations.

Simulated Teaching: - Simulated teaching means teaching through simulation technique. In

simulated teaching the desirable changes are brought in the behavior of children through some
systemic and organized learning experiences eg artificial laboratory.

Advantages of simulated Teaching

Artificial Laboratory - There should be arrangement of some artificial laboratory for the Teacher
trainee. As no doctor is allowed to operate a living human being before experimenting upon
some non-living or animal object similarly teacher trainee should teach fellow teacher trainee
before teaching to students. In this way one teacher trainee should play the role of a teacher
and other teacher trainees should play the role of students. Then the teacher trainees who are
playing the role of teacher should suggest improvent in the performance of teacher trainees.

Disadvantages of simulated Teaching

1. Difficulty in real classroom situations - As in simulated teaching there is simulated
conditioning, so the teacher may have difficulty in facing real classroom situations.

2 Inefficient method- In Simulated teaching, teacher trainees play different role as a student,
teacher and supervisor. So teacher trainee may be inefficient in playing different role.

3.No much expectations - The teacher trainees are evaluating their fellow teacher trainees in
simulated teaching, but a teacher trainee cannot play the role of evaluating teacher trainee
successfully
Question: - Mechanism of simulated Teaching?

Answer: - 1. Orientation - In simulated teaching, artificial teaching learning situations are

created. In beginning teacher trainees are given theoretical background containing

(i) Concept of simulation (ii) Concept of simulated teaching (iii) procedure to be use (iv) role of
teacher trainee in simulated teaching

2. Topics for teaching: - The topics and the method or technique used should be planned in
advance.

3. Demonstration lesson: - The teacher educator should try to give demonstration of a good
teaching for the practice of topic to the teacher trainee.

4. Formation of groups: - The Teacher trainees are divided in different groups based on their
teaching subjects and their ability

5. Assignments of roles: - Teacher trainee play different roles i.e. teacher, pupil and observer.
Every teacher has to play these roles in the over all process of simulation teaching.

6. Planning: - Teacher educators helps the teacher trainees in making micro lesson plan. The
teacher trainee who are playing micro lesson plan, the teacher trainees who are playing the
role of pupils are helped in planning for role of pupils. The techniques of teaching are also
decided.

7. Execution of first practice lesson:- The teacher trainee demonstrate their lecture one by one
to the teacher trainee who are playing the role of people. The teacher trainee who is playing
role of observer notes down the good and weak points of teaching. Then after the lectures
there is discussion. The role of teachers, people and observer and discussed.

8. Follow up during subsequent practice session:- What changes are decided in first session are
practice in second session. The Teacher Trainee plays different roles i.e. of teacher, pupils and
observer. All the teacher trainee are given opportunity to practice.
 Unit – II ( Part – b )
Question: - Micro teaching? Micro teaching procedure?

Answer: - Micro teaching technique has improved the student- teaching programme.

Definition: - Micro teaching is a scaled own teaching encounter in class size and time."

R.N. Bush " Micro teaching is a teacher education technique which allow teachers to apply
clearly defined teaching skills to carefully prepared lesson in plan series of 5 to 10 minutes
encounter with a small group of real students,often with an opportunity to observe the result
on video tope.

Nature and characteristics of Micro teaching

1. It is new experiment in the field of teacher education.

2. It is a technique that is used for training of teachers.

3. It scales down the completion of real teaching.

4. It has small class size of 5-10 pupils and class duration is 5-10 minutes.

5. The content is a single concept.

6. There is feedback immediately after the completion of a lesson in micro teaching procedure.

Micro teaching has three phases knowledge acquisition phase, skill acquisition phase
and transfer phase. knowledge acquisition phase is known as pre-active phase it includes
observation and analysis of demonstration skill and interactive phase include Micro lesson
,practice skill and performance evaluation. Post-active phase include transfer of skill to teaching
situation. It included following steps.

1. Orientation: - The teacher trainee should be given necessary theoretical background about
micro teaching as (i). Concept of micro teaching, (ii) Significance of using micro teaching,

(iii) Procedure of micro teaching (iv) Requirements for adopting micro teaching technique

2. Discussion of teaching Skills: - this includes analysis of teaching into component skills,
discussion about the component teaching behavior comprising various skills.
3. Selection of a particular teaching skill: - the teacher trainees are provided with necessary
orientation & material for practice. The teacher trainees can find the literature from the NCERT
books.

4. Presentation of a model demonstration lesson: - The teacher trainees are provided with
demonstration lessons in the form of a) written material such as handbooks, guides,
illustrations, video tapes b) by making the trainees listen to audio tapesc) a teacher educator
demonstrating the lesson.

5. Observation of the model lesson & criticism: - The teacher trainees note down the
observations of the specified skill. An observation schedule is designed for the teacher trainee.

6. Preparation of micro lesson plan: - Teacher trainees prepares the micro lesson by selecting
concept. Teacher trainees may take the help of teacher- educator or books related to the
subject.

7. Creation of micro teaching setting: - Micro teaching model development by NCERT is:-

(i) no. of students- 5-10

(ii) Types of students- real or teacher trainees

(iii) Type of supervisor - Teacher- Educator and teacher trainee.

(iv)Duration of micro lesson- 6 mins.

(v) Time duration of a micro teaching cycle- 36 mins.

8. Practice of the skill: - Teacher trainees prepare lesson for 6 minutes in class of 5-10
pupils.Pupils are either real or teacher trainees. The lesson is observed by teacher-educator and
teacher trainee. Teacher trainees use audio- visual aids for making teaching effective.

9. Providing feedback: - There should be immediate feed back provided to the teacher trainees.
The feed back is provided by teacher educators.

10. Re-planning Re-teaching Re-feedback section: - The re-planning is for 12 minutes then re-
teaching is for 6 minutes and the re-feedback session is for 6 minutes.

11. Repitition of micro teaching cycle: - Micro teaching cycle consists of planning, teaching,
feedback, re-planning, re-teaching, and re-feedback operation.

12. Integration of teaching skills: - Micro teaching helps in bridging a gap between training in
isolated teaching skills and real teaching situation faced by a teacher- trainee.
Question: - Advantages of micro teaching? Disadvantages of micro-teaching?

Answer: - Advantages of micro teaching

1. Helpful in organising Art of teaching: - Micro teaching approach incorporates simulation
technique in overcoming the hardships faced in the task of organising teacher trainees for
learning the art of teaching.

2. Analytical concept of teaching: - The analytical concept is used in micro teaching. Simple skills
are used and this helps in proper understanding of the team teaching.

3. Reduces the complexities of normal classroom teaching: - Micro teaching helps in reducing
the complexities of the normal class room teaching. It reduces the size of class and duration of
the class.

4. Appropriate techniques of learning: - In micro teaching the teacher trainees practice well
defined teaching skill.

5. Laboratory exercise of teacher trainee: - In micro teaching the teacher- trainee learns
through experiment. As a student doctor works in medical laboratory, similarly a teacher
trainee works in micro teaching laboratory

6. Micro- teaching saves the time and energy of teacher-trainees: - Micro teaching helps the
teacher trainee in mastering teaching skills in easy way

7. Micro teaching helps in systematic learning: - Micro teaching provides systematic learning
with pin-pointed and objective feed back.

Disadvantages of micro teaching

1. Artificially controlled learning: - Micro teaching is performed in the artificially controlled
conditions. The teacher trainees do not feel comfortable in micro-teaching.

2. Fragmented teaching- Teacher trainee practices isolated teaching skills, so they have
difficulty in facing real classroom.

3. Micro-teaching is challenging task- It is quite difficult for having proper supervision and
proper feed back to all teacher trainees practicing teaching skills at a time.

4. Practice in simulated conditions:- The teacher trainees practice in simulated conditions.

Teacher trainee play the role of a teacher, it creates difficulty in facing real teaching situations.
5. To much expectations from teacher-trainee: - Teacher educators are not such competent to
provide proper guidance to teacher trainees.

Question: - Skill of probing Questions?

S/Answer: - The skill of probing questions is the art of response management comprising a
technique for going deep into pupil’s responses with a view to remove the desired responses.
Skill of probing questions include

(i) Prompting: - Prompting is role playing. It refers to the hints provided by the teacher through
well framed questions.

(ii) If the responses are incorrect, then the technique of further information is applied. It is the
technique of getting additional information from the responding pupils to bring his incomplete
response to desired response level.

(iii) Refocusing is used in a correct response situation to strengthen the response given by pupil.

(iv)Redirection is applied in no response situation.Redirection help the teachers in seeking

further information.

In increasing critical awareness a teacher requires to ask ' how' and 'why'. These questions are
helpful in asking the responding pupil to justify his response for the purpose of increasing
critical awareness in him.

Question: - Skill of stimulus variation?

S/Answer: - TeacherS use stimulus for desired response. The skill of stimulus variation involves

1) Movements: - Moving objects catch more attention. A teacher while practicing the skill of
stimulus variation should learn to make well planned meaningful movements for learning the
sustaining pupil’s attention.

2) Gestures: - Gestures are eye, hand, head, body, facial, expression which increase value of the
massage.

3) Change in voice: - Change in tone, pitch and speed of voice also influence the pupils

4) Focusing: - It refers to the behavior that helps in focusing pupils attention on particular
object, word, idea, rule or generalization.
5) Change in interaction styles: - There should be teacher pupil interaction for bringing
effectiveness in his teaching an interaction styles.

6) Pausing: - Pausing refers to the be

havior related with introducing during talk.

7) Physical involvement of the students: - This behavior involves the physical involvement of
pupils in the class.

Question:- Skill of introducing the lesson?

S/Answer: -Skill of introducing the lesson is proficieny in the use of verbal and non-verbal
behavior.

(i) Utilization of previous experience: - The new learning is too based with previous learning,
knowledge, or experiences acquires through formal or informal education.

(ii) Use of appropriate devices:- A teacher should essentially acquire the ability of using
appropriate devices e.g. questioning, story telling, using audio visual aids, Excursions, use of
examples.

(iii) Maintenance of continuity: - There should be logical sequence between introduction.

(iv)Relevancy of verbal or non-verbal behavior: - A teacher should try to observe relevancy in

his verbal or non-verbal behavior.It includes testing the previous, knowledge, & aims of lesson.

Question: - Skill of using black-board?

Answer: - A teacher has to learn the art and skill of using black- board effectively

(i) Component of skill- The skill of using black board involves legible handwriting, neatness of
blackboard walk and relevancy of black board work.

(ii) Neatness of the blackboard work: - There should not be cutting, rubbing, over writing in the
material presented on the black board.

(iii) Relevancy of the black board: - Black board work done by the teacher must have its
relevancy with the progress of the lesson.
Question: - Skill of explanation?
S/Answer: - The skill of explaining is the art of learning. The use of inter- related appropriate
statement by the teacher for making the pupils understand the desired concept,the skill of
explaining includes the components of desirable behavior and undesirable behavior

Desirable behavior: - (i) Using appropriate beginning and authentic concluding statement

(ii) Using explaining links (iii) Covering essential points (iv) Testing pupil’s understandings

Undesirable behavior: - (i) using irrelevant statement (ii) Lacking continuity in statement

(iii) Lacking fluency (iv) Using Inappropriate vocabulary