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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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Innovative techniques
Future wheel -Brainstorming
Identify the problem Supply of sub sequences
Analysis of future wheel
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Innovative techniques
Z to A approach
Application part of a particular concept Effect of such application Understand the whole concept in detail
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Innovative techniques
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
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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.
Characteristics of an Educational
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Characteristics of an EducationalManager
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.)
Characteristics of an Educational
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Characteristics of an EducationalManager
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
Characteristics of an Educational
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Characteristics of an EducationalManager
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.