Teaching skill is a set of related overt behaviours
of the teacher (verbal and non-verbal) which are observable, definable,
measurable, demonstrable and refinable through practice.
According to B.K. Passi (1976),
Teaching skills are a group of teaching acts or behaviours intended to
facilitate pupil’s learning directly or indirectly.
Some of the teaching skills are extensively used in
routine teaching by all teachers. These skills are known as Core teaching
skills.Many experts in this field have listed the following skills as Core
teaching skills.
·
Skill of introducing a lesson.
·
Skill of Stimulus Variation.
·
Skill of Explaining.
·
Skill of Illustrating with
Examples.
·
Skill of using Blackboard.
·
Skill of Probing questions.
·
Skill of Questioning.
·
Skill of Reinforcement.
SKILL OF INTRODUCING A
LESSON
When a teacher introduces a lesson, he gives a
brief introduction about the lesson inorder to pre-dispose the pupil’s minds to
it.
This has to serve two main functions, namely
refreshing and ensuring the pre requisites and motivating the pupils to learn
the new lesson.
COMPONENTS
OF THE SKILL
Desirable behaviours
a)
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.
b)
Use of Appropriate devices- Many devises such as lecturing, describing,
narrating, illustrating, storytelling, role playing analogy, demonstration,
audio-visual materials, experimentation/demonstrations, etc.are used for
motivating pupils and to gradually lead them to the new learning material.
Undesirable behaviour
a)
Lack of continuity.
b)
Uttering irrelevant statements and questions.
2. SKILL OF STIMULUS VARIATION
It involves deliberate change of stimuli presented
by the teacher for the purpose of drawing, stimulating and maintaining the
attention of the learners throughout the class.
COMPONENTS
OF THE SKILL
•
Teacher movements- Meaningful, purposeful movements with pedagogical
function.
•
Teacher gestures- Gestures are movements of the parts of the body, used
for expressing emotions, size, shape, direction etc. and also for directing
attention.
•
Change in Speech pattern- Change in volume, tone or speed of verbal
communication for attracting attention.
•
Change in interaction style- Teacher-class interaction, teacher-pupil
interaction and pupil-pupil interaction should be there.
•
Focussing- Drawing attention to specific aspects to be stressed, by
verbal or gestural focusing,
•
Pausing- Deliberate use of silence during talk.
•
Oral-Visual Switching.- Change of sensory channel from verbal to visual
and vice versa.
3. SKILL OF EXPLAINING
Explaining is the skill by which teacher can
clearly bring out the exact meaning of a concept or an idea and also can arrive
at relationships among various concepts.
COMPONENTS
OF THE SKILL
Desirable behaviours
·
Use of beginning statements- For drawing and maintaining attention and
making the students mentally ready for learning give them some clues of
explanation.
·
Use of Explaining links- Words and phrases which increase the
effectiveness of explanation should be used. Foreg. As a result of, Therefore,
In order to, Because, Due to etc.
·
Use of mediators- Presentation of various mediators in the form of
examples, diagrams etc. should be used to make explanation lucid and meaningful
to the pupils.
·
Use of concluding statements- The purpose of it is to present a
consolidated pricture of what has been explained.
·
Questions to test pupil’s understanding- In the course of explanation,
frequently questions should be asked which will help the teacher get immediate
feedback from the pupils.
Undesirable behaviour
· Use of
irrelevant statements.
· Lack of
continuity.
· Lack of
fluency.
· Using inappropriate
vocabulary.
· Use of
vague words and phrases
· Deviating
from the main points.
SKILL OF ILLUSTRATING WITH EXAMPLES
This is the skill for timely use of examples for
the purpose of making an idea , concept or principle lucid.
COMPONENTS
OF THE SKILL
•
Formulating simple examples.
•
Formulating relevant examples.
•
Formulating Interesting examples.
•
Use of appropriate media for examples.
•
Use of Inductive-deductive approach for examples.
5. SKILL OF USING BLACKBOARD
Blackboard is the most widely used of all visual
aids.It is one of the quickest and easiest means of illustrating an important
point.
COMPONENTS
OF THE SKILL
Legibility of handwriting
Maximum
ease in reading what is written on the blackboard even for the students sitting
on the back bench should be ensured.
·
Distinct difference between
letters.
·
Adequate spacing between letters.
·
Adequate spacing between words.
·
Slant of letters nearly vertical.
·
All small letters of the same
size.
·
All capital letters of the same
size.
·
Size of the letters large enough
to be read.
·
Thickness of the line uniform.
Neatness in blackboard work.
·
Adequate spacing between lines.
·
Lines parallel to the base of the
board.
·
No overwriting.
·
Focussing the relevant matter.
Organisation of blackboard work.
·
Systematic planning of the space.
·
Spacing to exhibit the sequence
of the items being presented.
·
Adjustment of the space for
presenting related items in totality.
Appropriateness of blackboard
work.
·
Continuity in points.
·
Points brief(Brevity).
·
Appropriate presentation of
illustrations and diagrams.
·
Proper use of colour chalk.
·
Underlining the important points
to be stressed.
6. SKILL OF FLUENCY IN
QUESTIONING
Successful teaching is highly dependent on questioning.
The rate of meaningful questions put per unit time by the teacher is called
fluency of questioning.
COMPONENTS
OF THE SKILL
a)
Structure
Structure of
the question is the technique of formulation of questions. The following
aspects have to be taken care of while framing questions.
·
Grammmatical correctness
·
Conciseness
·
Relevance
·
Specificity
b)
Process
The process of asking questions involves more than
one aspect
Speed
Voice
Pause
Style
c)Product – Product is the answer expected of the
question
7.
SKILL OF PROBING QUESTIONS
This is the skill required in applying the
technique of effectively dealingwith student responses for going deep into
their knowledge.
COMPONENTS
OF THE SKILL
•
Prompting- When there is no response or incorrect response teacher gives
hints or clues for leading the pupil to the desired correct response.
•
Seeking further information- teacher should ask subsidiary questions
in order to seek further information.
•
Refocusing- When the pupil give correct response, the teacher relates
their responses with something already taught.
•
Increasing critical awareness- Teacher asks why and how of a correct
response for increasing critical awareness in pupils.
•
Re-direction – Asking the same question to another pupil for increasing
pupil participation.
8. SKILL OF REINFORCING
Reinforcement is the major condition for effective
learning.Hence the teacher has to master the skill for adopting appropriate strategies for reinforcing the learners.
COMPONENTS
OF THE SKILL
Positive verbal reinforcement- Students can be motivated through verbal
expressions like Good, Right, Fine, Well done, Excellent, Carry on, Go ahead
etc
•
Positive Non-verbal reinforcement- Nodding the head, Smiling, Patting,
friendly look etc.
•
Negative verbal reinforcement- Words like wrong, incorrect, No etc.
Useful.
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