Chapter 6 Methods Of Teaching Questions and Answers
Question 1. Enlist the various methods of teaching.
Answer:
Read And Learn More: Bsc Nursing 2nd Year Communication And Education Technology Previous year Question and Answers
1. Lecture Method
- Lecture Method Introduction: The lecture is one of the most well-known, highly effective teaching methods, through which some educational purposes are well served. The lecture, when it is adjusted to stimulate and organize thinking, active learning.
- Lecture Method Definition: “The lecture is essentially a formal exposition, which makes only incidental use of narrative description setting forth the basic and all-inclusive structure of an entire topic”.
- Lecture Method Purposes: Stimulates process of thinking among teachers and learners Teacher will gain teaching skills and learn how to attack a problem in a systematic way
2. Team Teaching Definitions: A method of coordinated classroom teaching that involves a team of teachers working together with a single group of students. An arrangement whereby 2 or more teachers, with or without teaching aides cooperatively plan, instruct, and evaluate one or more class groups in an appropriate instructional space and given length of time so as to take advantage of the special competencies of the team members”.
Pupil-Centered (inside classroom):
- Exhibition: Exhibitions are familiar items in our environment today. When we go round an exhibition, our
attention is often focused on a group of objects and materials that are displayed according to a
deliberate plan. - Assignment Method: I personally advocated for teaching different subjects to learners in the higher classes. The syllabus is split into significant units of topics. Each unit or topic, in its turn is subdivided into learning assignments for learners, The learners are usually required to prepare the assignments in writing. Written assignments help in organization of knowledge, assimilation of facts, and better preparation for examinations
Pupil – Centered (Socializes classroom techniques)
- Seminar Meaning:
- A meeting for discussion or training.
- Group of student meeting together to discuss topic with teacher
- Group of supervised students doing research or advanced study.
- Seminar Definition: A Seminar is a group of members come together to exchange views of current problems of to share with others their own experiences, experiments, discoveries, etc.
- Symposium: Symposium is a type of socialized technique where each of the participants is expected to
Present a well-reasoned argument or point of view concerning the problem being discussed. - Symposium Meaning: Syn- together Posis- a drinking
- A drinking parting at which there was intellectual conversation.
- Any meeting or social gathering at which ideas are freely exchanged.
- Symposium Definition: A Symposium is a method of group discussion in which two or more persons under the direction of chairman present separate speeches which gives several aspects of one question.
Members Involved In Symposium: 1. Chairman 2. Speaker 3. Audience
3. Panel discussion: Panel discussion is discussion in which 4 to 8 qualified personnel sit and discuss the topic in front of large group or audience. Panel discussion has a chairperson (moderator) and 4 to 8 speakers. The success of the panel discussion depends upon the chairperson. He is the one who has to keep the discussion going and develop train of thought.
Panel discussion Use of Instructional Technology
- Programmed Instruction: A Programme is a device to control the student’s behavior and help them to learn without the direct supervision of a teacher. Instruction is the purposeful, orderly, controlled sequencing of experiences, to reach a specified goal. Programmed Instruction is the presentation of material in a step-by-step procedure with knowledge of results and the possibility of different courses through instruction.
- Field trip: Direct experience with reality provides an excellent opportunity for sensory learning, field trip is the first audio-visual aid to be introduced in audio-visual media for effective learning. The
The specific advantage of field trip is that after the trip students just say, I have seen, instead of I have read about or I have been told.
Question 2. Explain the principles of teaching.
Answer:
Principles of teaching: Teaching principles help teachers develop an insight regarding their strengths and weaknesses and provide information pertaining to teaching like
- Whom to teach?
- Why to teach?
- Where to teach?
- What to teach?
- How to teach?
- When to teach?
The principles of teaching are discussed under two subheadings: general and psychological principles
General Principles Of Teaching
- General Principles Of Teaching Definite Aim: Teaching should start with a definite aim that is of great help to both the
teacher and the student. It makes teaching and learning interesting, effective, precise, and definite. Without definite aim the teacher might go astray and his teaching might lack coherence and definiteness. The students do not gain much if the lesson plan is haphazardly and aimlessly planned. Without a definite aim, even the best lesson would fail to achieve its objectives. - General Principles Of Teaching Activity (learning by doing): Teaching is effective when students actively participate in the lesson. Learning becomes active and quicker if the student is physically as well as mentally active. Students learn through self activity but the activity must be psychologically sound. Learning by doing removes the dullness of the lesson and puts children in life situations. The child engages himself fully and learns qualitatively as well as quantitatively. Teaching should be organized to provide the child with the maximum opportunity to learn by doing.
- Principle of correlation (linking with actual life and other subjects): Life and learning should become two poles of the same magnet they are interdependent and cannot exist without one another. The teacher should not teach in water-tight compartments. Good teaching implies that learning must be vitally linked with the life of the learners and other subjects of their syllabus. For example, before teaching a topic in medical–surgical nursing, one must correlate it with the basic anatomy and physiology of a particular system.
- Principles of planning: The success of the teaching–learning process is directly proportional to planning. Successful teaching is always well-planned. Planning involves selection, division, and revision.
- General Principles Of Teaching Selection: The teaching material should be carefully selected. The teaching material should be selected according to the instructional objectives, the teacher’s ability to impart knowledge, and the learner’s capacity to digest the subject matter.
- General Principles Of Teaching Division: The division breaks breaking the chosen subject matter into convenient and meaningful units to make it more understandable. The technique of dividing the subject into units and subunits facilitates the teaching–learning process.
- General Principles Of Teaching Revision: Drill and practice are essential for the assimilation of knowledge. Revision helps assimilation and helps the teacher to test the understanding of his students.
- Principle of flexibility and elasticity: Teaching should not be rigid and stereotyped. It should be flexible and elastic. The teacher should be resourceful, original, imaginative, and creative enough to adapt himself to the requirements of the students and the teaching-learning situation.
- Principle of utilizing past experiences: New knowledge can be acquired based on past experiences. Teaching should be linked with already acquired knowledge and experiences. It facilitates teaching and helps achieve the stipulated objectives with great ease and economy.
- Principle of pupil-centredness: Teaching should be pupil-centred, i.e. the needs, interests, abilities, and aspirations of the students should be given due importance in teaching.
- Principle of individual differences: No two individuals are alike. They differ in their attitudes, abilities, interests, achievements, aims, ambitions, and aspirations. Some are slow learners and some are quick learners. Good teaching always respects the individuality of students. By considering each student as a unique individual, the teacher can pay attention to individual differences and develop strategies to cater to the educational needs of the individual student.
- Principle of effective strategies and instructional material: The teacher must take care to choose appropriate strategies, devices, and instructional material for teaching a particular topic/subject. For example, to teach fetal circulation, the teacher can use diagrams or live videos to make teaching more effective
- Principle of conducive environment and proper control: A conducive environment and proper control facilitate teaching and learning. Various factors can affect the teaching-learning process such as teacher, principal, teacher–teacher, principal–teacher and pupil-teacher relationship, group dynamics, classroom interaction, discipline, room temperature, light, ventilation, cleanliness, and seating arrangement.
- Principle of diagnostic and remedial teaching: In successful teaching, it is necessary that a teacher should know the difficulties and problems of the students with a view to removing them. A successful teacher is one who is able to remove the difficulties of the students and solve their problems.
- Principle of suggestiveness: Good teaching proceeds on the basis of suggestion rather than direction. The teacher suggests activities, materials, and modes of response. Suggestions help in securing the cooperation of the pupils. Good teachers give suggestions instead of giving orders.
- Principle of progressiveness: The ultimate aim of the education is overall development and progress of the child. Therefore, good teaching always strives for the progressiveness of the child towards the development of skills, abilities, attitude, and interest in the essential domain of personal and professional life.
- Principle of democracy: Each individual is entitled to equal rights. The teacher should create a democratic environment in the class. Students should not be taught with their caste, creed, or religion in mind.
- Principle of liberating the mind: The ideal of good teaching is to liberate the mind of students from any fear, which they may incidentally feel, and to develop independence in thought and method of procedure so that they may be able to solve their problems independently and work out solutions.
Psychological Principles Of Teaching
- Motivation or interest: Teaching is directed towards promoting learning through motivating the learner or creating an interest in learning. Motivation is the key to the success of learning. Furthermore, motivation is like a petrol engine that drives the psychological engine. The teacher should properly motivate the students by creating interesting learning situations.
- Cooperation: Teaching is a cooperative affair between the teacher and the students. Poor cooperation leads to a poor teaching–learning process.
- Creativity and recreation: Teaching is not to be continued as a routine affair, but should arouse creativeness in the child. A sense of creativeness brings interest and pleasure in learning among learners, which ultimately leads to effective learning. Good teaching must strive to bring creativeness and a sense of recreation in the learners.
- Principle of sympathy and kindness: Successful teaching cannot take place in a situation that lacks sympathy and kindness with the interests and needs of the students. Students learn more when they are taught in a kind and polite manner.
- Principle of repetition and exercise: ‘Practice makes a man perfect’ is a well-known proverb. It applies well to the field of teaching and learning. If students are asked to repeat learning tasks, they will understand, retain, and recall the subject matter more effectively.
- Principle of readiness: If students are not ready to learn, the teacher must make them ready for learning. Teachers can choose the teaching tasks according to the student’s psychology, i.e. their abilities, interests, attitudes, aspirations, maturation, and development level.
- Principle of change and rest: Monotony fatigue and lack of attention decrease the speed of learning. Teaching–the learning process followed by rest and change refreshes the mind and prepares the learners for more effective learning.
- Principle of providing training to senses: Senses are gateways of knowledge. The power of observation, identification, discrimination, experimentation, application, and generalization can be developed through proper training and functioning of the senses. The teacher should make proper arrangements for training the senses, especially the senses of sight and hearing.
- Principle of feedback and reinforcement: Feedback about the progress of the student and further reinforcement are the most essential components of the teaching–learning process. Students are motivated for effective learning through timely and effective feedback and reinforcement.
- Principle of group dynamics: Group dynamics plays an important role in the achievement of teaching objectives. Students tend to learn better in a group and also develop qualities of cooperation, mutual respect, sacrifice, etc. Therefore, the teacher should encourage group learning.
- Principle of creativity and self-expression: The development of the society and nation depends on creative ideas. It becomes imperative that the teacher should create situations in a classroom that inculcates creativity and self-expression in students. Usually, teachers feel happy if the students reproduce the same material in the same manner. This practice can hinder a student’s development and needs to be discouraged.
- Principle of encouraging self-learning: The teacher should inculcate habits of self-study, independent work, and self-learning in the students by providing students with opportunities and training for this purpose.
Question 3. Explain in detail about the lecture method.
Answer:
Lecture Method Introduction: The lecture is one of the most well-known, highly effective teaching methods, through which some educational purposes are well served. The lecture, when it is adjusted to stimulate and organize thinking, active learning.
Lecture Method Definition: “The lecture is essentially a formal exposition, which makes only incidental use of narrative description setting forth the basic and all-inclusive structure of an entire topic”.
Lecture Method Purposes
- Stimulates the process of thinking among teachers and learners
- Teachers will gain teaching skills and learn how to attack a problem systematically.
- Expertise teaching skills are necessary to make teaching effective and facilitate Learning, to teach varied subjects to a larger group of students, the lecture method is ideal
- Good teacher with efficient teaching skills and vast subject knowledge is always beneficial for the students as those teachers will be role models for the learners throughout their lifetime.
- A good teacher is an asset to an organization.
- A lesson taught by an effective teacher is always more beneficial than several hours of independent studying or unlimited group discussions.
- A teacher opens a topic in a field of study, draws attention to a group of students to its vital elements, extracts the essentials, and brings students abreast of development at the forefront of Research.
- The lecture should illuminate, supplement, and reinforce the topic being studied, The teacher has to do a vast review of the content and thoroughly prepare about a specific topic in advance, formulate a lesson plan, and plan the method of teaching quite ahead of time.
- The lecture should not be a mere representation of exactly what is in the textbooks or assigned reading, nor it should be completely unrelated to the subject topic. The teacher should be very careful while teaching the group of students by whatever method of teaching they adopt.
- The teacher will illustrate with suitable examples from other related sources, out of their professional experience as it enhances students thinking and understanding of the subject effectively and promotes long-lasting learning with a factual basis with relevant concepts, practices the same principles wherever it is applicable.
- A well-prepared lecture will be more beneficial for the students to have organized knowledge in an integrating fashion as the student uses cross-references, correlates lecture material with
other resources.
- A well-prepared lecture will be more beneficial for the students to have organized knowledge in an integrating fashion as the student uses cross-references, correlates lecture material with
- The teacher will exemplify the techniques of analysis in a field of study by using scientific principles The teacher can introduce organized content in the presentation, involve the student with appropriate teaching-learning activities, and make the students in arriving at the generalizations and conclusions.
- Teacher creates interest and enthusiasm in the subject and promote respect in students’ minds for the ideas worth wholeness of intellectual values through their mode of presentation and instructional material.
Question 4. Advantages and disadvantages of lecture method.
Answer:
The lecture is one of the most well-known, highly effective teaching methods, through which some educational purposes are well served. The lecture, when it is adjusted to stimulate and organize thinking, and active learning.
Lecture Method Definition: “The lecture is essentially a formal exposition, which makes only incidental use of narrative description setting forth the basic and all-inclusive structure of an entire topic”.
Advantages of lecture methods
- Factual information
- Useful for a large gathering
- Cost-effective
- A quick and straightforward way
- Useful Methods for Auditory learner
- Easier to create
- Familiar methods
- Time-saving
Disadvantage of lecture methods
- Content centered
- One-sided affair
- Need proficient oral skills- Teachers need special oral skills in delivering lectures. If they don’t have this skill then lecture become uninteresting.
- Passive audience
- Minimizes feedback from students.
Question 5. Microteaching.
Answer:
Microteaching Introduction: A training procedure aimed at simplifying the complexities of the regular teaching process.
- The trainee is engaged in a scaled-down teaching situation. Scaled down in terms of class size (small group 4-6 learners length of class time (5 to 10 minutes), teaching tasks (practicing and mastering of a specific teaching skill.
- Example, lecturing, questioning, or leading a discussion) and strategy, flexibility, instructional decision-making, alternative use of specific curriculum , instructional materials, and classroom management
Microteaching Definitions: ” A scaled-down teaching encounter in class size and class time. The number of students is from 10. and the duration of period ranges from 5-20 minutes ”
- A device that provides novice and experienced teacher alike new opportunities to improve teaching, it is a real teaching scaled down in time and size of the class, 1-5 students for 5-20
- A teacher training procedure that reduces the teaching situation to simpler and more controlled encounter achieved by limiting the practice teaching to a specific skill and reducing teaching time and class – size.
- Microteaching is a scaled-down sample of teaching. The complex act of teaching is broken down into simple components. Only one particular skill is attempted and developed during the Microteaching session. The teaching act is scaled down in terms of the content of the lesson, duration of the lesson, and size of the class. A student teacher teaches a short lesson of 5 to 8 minutes to a small group of learners (5 to 8).
- The lesson is self – and a single concept is taken up in the lesson. At the end of the lesson, the learners in the class leave, and the teacher trainee discusses with the supervisor. Then the teacher-trainee is given time to think about the discussion modify his lesson and plan accordingly. The process can be repeated till the desirable skill is developed. the success depends on the teach-reteach cycle, which can be completed in about 30 minutes.
Microteaching Meaning: The short lesson is recorded on an audio or video tape recorder and the trainee gets to hear and see himself immediately after the lesson. The learners who attend the lesson are asked to fill in rating questionnaires evaluating specific aspects of the lesson.
Benefits of micro-teaching
- Visual feedback (through watching a recorded lesson) has been found to provide one of the most effective means of evaluating teaching strengths and identifying areas of improvement.
- Micro-teaching enables both intrinsic (self-assessment) and extrinsic (peer-review) assessment of teaching behaviors.
- Through micro-teaching, one can seek to identify and improve these observable teaching skills and behaviours. Some such skills and observable teaching behaviours include:
- Oral presentation skills (voice modulation and articulation, enthusiasm, gestures, nonverbal cues, clarity of explanations and examples)
- Organization skills (structure of lessons, strong opening and closing, good transitions between sections, clear learning objectives, effective use of time, and good pacing)
- Relating to the student (speaker engages the audience, the material is audience-appropriate, effective questioning and use of real-life examples)
- Effective use of teaching aids (handouts, blackboard, presentation software, overhead transparencies, props and charts, etc.).
- Aside from helping to identify teaching skills to be improved as well as teaching strengths, micro-teaching sessions can also provide an opportunity for the following:
- Practising a part of a lecture running an activity or explaining a procedure before you have to deliver a course or demonstrate a lab for the first time.
- Practising a guest lecture you have been asked to deliver in someone else’s course.
- Practising a job talk before you visit campus when applying for jobs.
- Practising public speaking skills before you address students for the first time.
- Polishing your questioning techniques or your opening and closing skills, if you are already an experienced instructor.
Steps of micro-teaching It is also known as the micro-teaching cycle and includes the following six steps
- Microteaching Plan: This involves the selection of the topic and related content of a nature in which the use of components of the skill under practice may be made easily and conveniently.
- The topic is analyzed into different activities of the teacher and the students. The activities are planned in a logical sequence such that the maximum application of the components of a skill is possible.
- Microteaching Teach
- This involves the attempts of the teacher trainee to use the components of the skill in suitable situations in the process of teaching–learning per his or her planning of activities.
- If the situation is different and not as visualized in the planning of the activities, the teacher should modify his or her behaviour per the demand of the situation in the class.
- The teacher should have the courage and confidence to handle the situations arising in the class effectively.
- Microteaching Feedback
- This term refers to giving information to the teacher trainee about his performance.
- The information includes the points of strength as well as weakness relating to his or her performance.
- This helps the teacher trainee improve his or her performance in the desired direction.
- Re-plan: The teacher trainee re-plans his lesson incorporating the points of strength and removing the points not skilfully handled during teaching in the previous attempt either on the same topic or on another topic suiting the teacher trainee for improvement.
- Microteaching Re-teach
- This involves teaching the same group of students if the topic is changed or a different group of students if the topic is the same.
- This is done to remove boredom or monotony in the students.
- The teacher trainee teaches the class with renewed courage and confidence to perform better than the previous attempt.
- Microteaching Re-feedback: This is the most important component of micro-teaching for behaviour modification of the teacher trainee in the desired direction in each and every skill practice.
Question 6. Write a short note on Group Discussion.
Answer:
Group Discussion Introduction: The term group discussion stands for the discussion held within the group, i.e. interchange of ideas between students and the teacher or among a group of students.
Group Discussion Organizational procedure: The teacher is the leader of this group on account of his status, functions, and responsibilities, usually Three stages and steps are there in group discussion:
- Planning and setting
- Active, democratic, and useful
- Evaluating the outcome
General instruction:
- Speak clearly, concise,ly and not repeat yourself.
- Speak audibly, if you do not understand, ask them to clarify in a polite manner.
- Have to speak in a proper tone, not be harsh.
- If you do not speak in an intelligent manner, other member assume that you are unintelligent.
- If a statement has to be disagreed, do it in a manner that is tactful.
- Avoid using technical terms that are not understood by the group.
- Cultural background of individuals will also play a role, how they speak.
Group Discussion Advantages:
- Active participation of students.
- Motivates students for group activities and cooperative tasks.
- Motivates to listen but at the same time you can speak like a leader.
- Students develop critical thinking, analyzing, synthesizing, evaluating, inferring, problem-solving, etc.
- It teaches students not to accept any idea blindly.
Group Discussion Disadvantage:
- Group discussion may go out of track.
- Require more space than lecture.
- It is time consuming.
- It is difficult to monitor the progress of many small group.
- When dominant members are not controlled it can affect the other member participation.
Question 7. Write a short note on the Seminar
Answer:
Seminar Meaning:
- A meeting for discussion or training.
- Group of student meeting together to discuss topic with teacher.
- Group of supervised students doing research or advanced study.
Seminar Definition: A Seminar is a group of members come together to exchange views of current problems of to share with others their own experiences, experiments, discoveries, etc.
Seminar Objectives:
- Opportunity to participate in methods of scientific analysis and research procedure
- To promote deeper understanding.
- Help students to develop skills in reading and comprehension.
- It enable students to gain experience in self-evaluation and evaluation of others.
Steps Involved In Presentation Of Seminar:
- Participants preparation
- Preparation of contents
- Preparation of environment for presentation
- Presentation of seminar
- Evaluation and grading of seminar
Seminar Format: For discussing about disease conditions contents are
- Introduction
- Definition
- Related anatomy and physiology
- Etiology and risk factors
- Incidence and occurrence
- Pathophysiology
- Diagnostic evaluation
- Clinical manifestation
- Management
- Complications
- Summary
- Bibliography
Criteria For Good Seminar:
- Seminar group preferably is limited to 10 to 15 students with a maximum of 25.
- The duration of meeting is usually 1 to 2 hours.
- Leader of the discussion is the teacher.
- Students also function as chairman.
- Effective use of the seminar method requires a background of knowledge.
- Members must come prepared with material for presentation and discussion.
Good Seminar Advantages:
- Seminar helps students to increase their responsibilities.
- It helps to do thorough study on the subject.
- It helps to improve leadership qualities.
- It is an effective method of problem-solving.
- It will help to improve the curriculum.
Good Seminar Disadvantages:
- It is useful only for upper-division students.
- It needs preliminary planning.
- Members must come prepared with material for presentation and discussion.
- Proper planning is needed to arrange seminar.
Role Of Members In Seminar:
- Student:
- Expected to do library work
- Collect the relevant content
- Content should be clear and well-stated
- Utilize the AV Aids
- Should be well prepared before presentation
- Teacher:
- Help student to select an appropriate topic
- Guide student to select the content
- Suggest available sources of information
Question 8. Write a short note on the Field Trip.
Answer:
Field Trip Introduction: Direct experience with reality provides an excellent opportunity for sensory learning, field trip is the first audio- visual aid to be introduced in audio-visual media for effective learning. The specific advantage of field trip is that after the trip students just say, I have seen, instead of I have read about or I have been told.
Field Trip Definitions: Field trip is defined as an educational procedure by which the student studies first-hand objectives and materials in the natural environment. Field trip is defined as most concrete and the real best visual techniques that bring the pupil into direct contact with a real-life situation.
Field Trip Objectives:
- To apply theory into practice
- To evaluate the result of new practice
- To enrich the classroom instruction
- To develop observational skills
- To improve social interaction among the students
- To refresh students knowledge
- To obtain baseline data
- To develop creativity skill among students
Field Trip Purpose:
- It helps to furnish first hand information
- It helps to co-relate and blend school life without side world by providing a direct touch with the community situation
- It helps to develop keenness and observational skills
- Field trip provide an opportunity to apply what is taught and verify what is learned
- Field trip provides actual source material for study
- Field trip helps to develop aesthetic sense in students
Types Of Field Trips:
- Local school trip
- Community trip
- Tour or journey
- Imaginary tour
- Inter-school visits or inter college visit
- Individual trip
Responsibilities Of Teacher:
- Check the presence of all students and see that no student is missing
- Adequate information should be given to the students
- Guide and supervise the students during the trip
- Safety rules to be followed strictly throughout the trip
- Teachers should encourage unity, and discipline among the group
- First aid box should be taken and kept in the vehicle for the trip
Responsibilities Of Student:
- Each student is personally responsible for knowing place of visit, vehicle used for the trip, time and place of getting on and off the vehicle
- Student should be punctual and obey the command or instruction of the teacher
- Student should wear suitable dress based on place of visit
- Questions should be framed and kept ready
- All luggage of the student should be labeled and should be ready on time for departure
- Each student should take notes whenever they are instructed to take
Responsibilities Of Teacher And Student Advantages:
- Observation of active participation with reality
- Opportunity for cooperative group work and sharing responsibilities
- Enable the students to develop self-confidence
- Ensure close contacts with reality
- It increases the variability
- It is good method for individual motivation
- It gives relief from the monotonous life of classroom
Responsibilities Of Teacher And Student Disadvantage:
- Costly in time and transport
- Field trip possible for limited audience only
- Requires careful planning for its effectiveness
- Distracters cannot be controlled
- Advance knowledge regarding the place should be known to teachers
- Finding appropriate site may be difficult
- Schedules are difficult to maintain.
Question 9. Write a short note on Classroom management
Answer:
Classroom management: The principal is the head of an institution and a class teacher is the head of a class. Institutional management comes under the preview of the head of the institution but classroom management is the ultimate responsibility of the class teacher.
The class teacher is expected to manage his class. The academic success of an institution principally depends on efficient class management by a competent class teacher. A teacher must possess some core qualities for efficient management of a class such as general academic proficiency, professional and managerial efficiency, and positive personality traits.
Definitions of classroom management: Classroom management is an organizational function in which tasks are performed in a variety of settings, resulting in the inculcation of certain values such as human respect, personal integrity, self-direction group cohesion, etc. Classroom management is a system of action and activities are managed in the classroom to induce learning through teacher–taught relationships. Teacher and students are the basic components for managing classroom activities.
Dimensions of classroom management: In behavioral terms, classroom management can be classified in four different dimensions
- Physical or environmental dimension,
- Psychological dimension,
- Ethical dimension, and social and
- Cultural dimension of classroom management.
1. Physical/environmental dimension: Physical or environmental dimension of classroom management includes light and ventilation of the classroom, seating arrangement for students, availability and functioning of blackboard and/or other audiovisual facilities in the classroom, offering aesthetic academic environment inside and/or outside classroom. A teacher as a classroom manager should ensure the optimum and efficient management of these physical or environmental facilities/services which are essential for overall learning in the students.
2. Psychological dimension: Psychological dimension of classroom management is considered similar to software of the computer without its presence mere hardware (physical/environmental dimension) is of no use and vice versa. Psychological classroom management includes an infusion of motivation in students to promote the learning process.
Motivation could be infused verbally or nonverbally through continuous feedback, behavioural reinforcement, and positive encouragement in students. The psychological dimension of classroom management plays a pivotal role in the overall management of a classroom.
3. Social and cultural dimension: A classroom is a miniature replica of an institution as well as of society. The new society is shaped in the classroom through its desirable social and cultural environment.
Classroom management involves the relationship of social and cultural environment in its overall management which depends on certain factors such as the teacher–taught relationship, the relationship among students, the relationship among teachers, relationship between teachers and the head of the institution. A teacher must know the background of his students and their entering behavior, learning activities, and interests.
4. Ethical dimension: The ethical dimension of classroom management is concerned with the feelings, attitudes, values, and ethical aspects of students. A teacher is the manager of the class and an ideal to his students. He should look like and behave like a teacher. Further, the teacher should maintain classroom code and conduct which should be value-based or ethics-oriented.
Specific principles of classroom management: Specific principles of classroom management can be adapted and used in certain specific situations and can be very helpful for overall classroom management. These are discussed below:
- Classroom Management Planning: Plan independent activities as well as organized lessons so students can be motivated to achieve their educational goals.
- Classroom Management Encouragement: Encourage effort and cues and reinforce positive and appropriate behavior so students can be motivated to learn.
- Classroom Management Responsibility: Let students assume independent responsibility so they can develop a sense of responsibility and accountability towards their own education.
- Classroom Management Minimum disruption: Teachers must ensure that there is minimal disruption in natural learning among the students so they can have uninterrupted natural learning.
- Classroom Management Clear rules: The rules established for the students must be crystal clear so that ambiguity can be avoided and following rules and their implementation becomes easy.
- Classroom Management Reward and punishment: Students must be rewarded for their behaviour so they can be reinforced for repeating positive behaviour and discouraged from negative behaviour.
- Classroom Management Conducive learning environment: It is believed that the environment influences a person more than anything else. Therefore, a conducive teaching–learning environment can help a class teacher achieve the expected positive behaviour in students.
Classroom management problems
- Inadequate light and ventilation: Effective classroom work can take place only in a congenial classroom atmosphere that includes adequate light and ventilation, temperature, furniture, seats, etc. Inadequate light and ventilation can create problems for the student. It has an adverse effect on their learning as well as health.
- Inadequate furniture and lack of conducive seating environment: In the absence of proper seating arrangements, the students find themselves uneasy and uncomfortable. They do not feel like working wholeheartedly. They find it difficult to concentrate on learning in the class.
- Inadequate Overcrowded classrooms: It is not possible for the teacher to teach effectively in a fully packed classroom. The teacher cannot give individual attention to all students. Therefore, the number of students in a class should not exceed more than 50.
- Inadequate apparatus: In an overcrowded class, it is difficult to provide adequate equipment to all students affecting their learning.
- Lack of routine: Breaking a routine creates confusion, chaos, disorder, and indiscipline in the class. Routine should be followed in taking roll calls, performing practicals, entering or leaving the classroom, and other activities.
- Lack of adequate distance between classrooms: Many classrooms are so near each other that the noise of one class disturbs students sitting in other classrooms. This can affect their studies.
- Problems of indiscipline: Absenteeism among teachers and the taught can also affect classroom teaching.
- Poor teacher–taught interpersonal relationship: In ancient times, there was a strong teacher–pupil relationship; however with the present changing cultural values, there is a lack of teacher–taught relationship these days that ultimately affects the teaching–learning outcome in an institution.
Question 10. Role of a teacher in classroom management.
Answer:
Role of a teacher in classroom management: A teacher plays a pivotal role in classroom management because he is the central component of classroom management and has the authority, responsibility, and accountability to manage a class. He plays variety of roles such as teacher, manager, philosopher, guide, researcher, and leader.
Efficient classroom management demands strong interpersonal relationship skills in a teacher, where he/she needs to build strong interpersonal relationships with students, colleagues, head of the institution, and even parents of students and society as a whole. The main roles of the teacher in classroom management are as follows.
Role Of Teacher: The core aim of classroom management is to achieve the expected outcome of the particular teaching–learning process. Therefore, the primary role of the teacher in classroom management is to function efficiently as a teacher.
Role Of Manager: Classroom management demands managerial skills from teachers. They are expected to perform the responsibilities of planning, organizing, supervising, directing, coordinating, and controlling the teaching–learning process.
Role Of Leader: The teacher is expected to lead the class as a classroom manager for its overall functioning taking desired messages to higher authorities and convincing them with the expected demands.
Role Of Philosopher: The teacher is expected to have a strong hold and mastery over the subject content that has to be delivered to students. In addition, a teacher is expected to teach moral values, ethics, and discipline to the students.
Role Of Mentor and Guide: Each of us requires a mentor or guide to help us choose the right path in life. Students also require a mentor or guide to help them take the right decisions for learning activities. Therefore, a teacher is expected to perform the role of a mentor or guide for a particular group of students to solve their personal as well teaching–learning related problems.
Role Of Researcher: Solutions for problems are generated through research. A teacher also faces a lot of problems related to classroom management that can be easily solved by generating evidence-based solutions through action research. Therefore, a teacher must act as a researcher to generate the empirical solutions for classroom management-related problems.
Role Of Technocrat: Advancement in science and technology has offered a wide range of technologically sophisticated audiovisual aids to educational institutions. A teacher must be technologically skilled to operate and manage these technologically sophisticated audiovisual aids as and when required.
Question 11. Programmed instructions
Answer:
Programmed instructions: The instructions provided by a teaching machine or programmed textbook are referred to as programmed instructions.
- According to J.E. Espich and Bill Williams, ‘programmed instruction is a planned sequence of experiences, leading to proficiency, in terms of stimulus–response relationship that has proven to be effective’.
- According to Susan Markle (1969), ‘programmed instruction is a method of designing a reproducible sequence of instructional events to produce a measurable consistent effect on a behaviour of each and every acceptable student’.
Characteristics of programmed instructions: The subject matter is broken down into small steps called frames and arranged sequentially.
- Frequent response of the student is required.
- There is an immediate confirmation of the right answer or correction of wrong answers given by the learners, i.e. ‘self-correcting feature’.
- The content and sequence of the frames are subjected to actual try out by students and are revised on the basis of data gathered by the programmer, i.e. ‘diagnostic feature’.
- Each student progresses at his own pace without any threat of being exposed to any humiliation in a heterogeneous class.
- The assumption about the learner is clearly stated in the programmed learning materials.
- The objectives underlying programming instructions are defined explicitly and in operational terms so that the terminal behaviour is made observable and measurable.
- The interaction between the learner and the programme is emphasized in programmed learning.
- In a programmed material, continuous evaluation is possible by recording the student’s response.
- The strategy provides sufficient situations for teaching the students to discriminate between a range of possibilities and reduce generalizations.
Advantages of programmed instructions: Programmed instructions are more successful in critical sagacity (discernment) of the logic of various subjects and inspiring students’ creative thinking and judgment.
- Good teachers are freed from the humdrum of routine classroom activity and they are in a position to devote their time to more creative activities.
- Some educationists fear that the programmed instructions will deteriorate the quality of instruction. On the other hand, their use has improved the quality of education in general.
- The use of programmed instructions has brought a revolution in the social setting of the classroom. Many emotional and social problems have been eliminated and problems of discipline have been solved automatically.
- Programmed instruction is a great thrust in the direction of individualized instruction. A well-organized programmed instructional device is tailored to cater to the needs of individual students of the class.
- It helps the teacher diagnose the problems of the individual learner.
- By presenting the material in small segments of information, i.e. frames, it makes learning an interesting game in which the learner is challenged by his own capabilities
Disadvantages of programmed instructions: Programmed instruction does not eliminate competition or grades as often claimed.
- Mere manipulation of machine is not rewarding to children as Skinner seems to think. Once the novelty wears and if, at the start, too many errors appear, the students lose interest and motivation. Later reinforcements often do not accelerate learning.
- Programmed instructions restrict the learner’s freedom of choice resulting in cramping of his imagination and initiative.
- Operant conditioning is found successful only with some students in some cases and not in all. Programmed instructions ignore or make inadequate provisions for variables like cognitive, personality, and motivational variables.
- The teacher–pupil contact, which is so vital for development of human personality and relationships, is completely lost.
- In language learning, speech is equally important as development of reading and comprehension skills. There is no scope for providing this experience.
Question 12. Computer-assisted learning Application of computers in nursing
Answer:
Computer-assisted learning: The word computer is derived from the word compute, which means to calculate justifying its usefulness.
A computer is an electronic machine, which works under the control of a stored program, automatically accepting processing of data to produce designed results. Computer-assisted learning (CAL) is also known as computer-assisted instruction (CAI).
Application of computers in nursing: The main areas for the application of computers in nursing are as follows.
Computers In Nursing Education:
- Knowledge of computers can be applied to prepare slides in MS PowerPoint on the topics to be taught to students.
- Knowledge of multimedia helps the nursing teachers and students teach effectively
- Education through internet and CAL has simplified education in nursing schools.
- A computer aids in learning and instructions:
- By providing information and instructions.
- By asking questions.
- By doing difficult calculations.
- By being tireless and repetitive.
- By simulated process.
- By selecting the right speed for providing information to individual learners.
Computers In Nursing Administration
- Preparing records of nursing students by lecturers and nursing superintendent.
- Preparing and maintaining records of assessment and results.
- Preparing duty rosters that saves time.
- Preparing drafts of a plan annually, monthly, and weekly.
Computers In Nursing Hospital: Computers keep records of patient’s health status during hospital stay and OPD.
- A hospital information management system (HIMS) helps to have access to the patient treatment chart, operation list, or anesthetic record; this is possible with computer knowledge.
- Computer helps nurses manage routine documents in a fraction of the time, which may otherwise take up a lot of time manually. It increases the productivity of nurses.
- Other functions in hospitals, i.e. automatic generation of reminder letters, determination of milestones, are performed with the help of appropriate softwares.
Features of HIMS
- Data is retrieved quickly and easily.
- Entry of data is easy.
- It has a high degree of security of data.
- Data validation is stringent. Benefits of HIMS
- Improvement in the doctor’s productivity.
- Reduced patient waiting time.
- Eliminating wastage of stationary.
- Prompt medical attention.
- Accuracy and timeliness of data.
- Eliminating any possibility of mixing of blood samples
- Authorization check and accuracy of billing.
- Prompt issue of medication for patients.
- Maintaining inventory of medication.
- Safe recording of data and saving the time that has to be spent in the medical record department.
- Carrying legal value.
- Prescribing diet from the ward through a computer.
- Giving secret code to prevent manipulation for security reasons.
- Blood bank module for donor registration and certification helps make referrals within the hospital, prepare duty rosters, OT scheduling, diagnostic appointments and patient records.
Computers In Nursing Research work
- Computers are used to get information on the research works being carried out via the Internet.
- They help support research findings with other research that has been carried out.
- Knowledge of computers helps nurses increase their productivity and provide the best patient-centred care.
- A knowledge of computers reduces the time taken to for documentation which usually takes time when done manually.
Question 13. Clinical teaching methods
Answer:
Clinical teaching methods: Nurses need learning in three domains i.e. cognitive, affective, and psychomotor. However, the psychomotor domain of learning is most essential in nursing discipline because nurses need to have hands-on skills to provide the best quality nursing care to their patients or clients.
Therefore, it is essential for nurse educators to provide clinical teaching through most robust and advanced methods so that nursing students can swiftly learn real-life clinical knowledge and clinical skills.
According to Schweer (1972), ‘clinical teaching is a vehicle that provides students with the opportunity to translate basic theoretical knowledge into the learning of a variety of intellectual and psychomotor skills needed to provide patient centred quality nursing care’.
Responsibilities of clinical teacher
- Plan and implement the clinical learning experiences through most effective methods of clinical teaching.
- Plan and prepare required clinical area and needed resources for effective clinical experiences.
- Orient the new group of students to the clinical environment to promote their adaptation to the new clinical setting.
- Facilitate in arranging all the essential resources required for clinical learning.
- Demonstrating clinical nursing skills and motivating the students to carryout return demonstrations to ensure that they have acquired the required clinical learning.
- Helping the students to gradually become independent in performing the learned clinical knowledge and skills.
- Assessing the students to ensure that they have achieved optimum level of desired learning in the particular clinical field/area.
- Keep himself/herself updated with most advanced and effective methods of clinical teaching.
Qualities of a good clinical teacher
- Available, approachable and non-threatening.
- Resourceful.
- Clinically competent.
- Nonjudgmental.
- Enthusiastic and passionate in clinical teaching and learning.
- Empathetic and tolerant.
- Three ‘A’ qualities of a clinical teacher are – Ability (attitude, knowledge, and clinical skills). – Availability (physical presence of teacher in clinical setting/bedside). – Affability (approachable, affectionate, gentle, gracious, and friendly).
Type of Clinical Teaching Method
- Nursing case study: A nursing case study is in-depth study and analysis of progress of a patient with a specific disease, who received nursing care for an extended period ranging between 7 and 10 days. In the case study, students get an opportunity to understand the effects of particular nursing interventions on specific nursing problems/diagnoses.
- Nursing case presentation: Nursing case presentation refers to a formal discussion of a particular patient in details regarding medical diagnosis, clinical features, diagnostic tests, medical/surgical treatment, nursing assessment findings, identified nursing problems, and best possible planned nursing care interventions considering best-recommended practices.
- Nursing rounds: It is a clinical teaching method in which a group of nursing students are taken for a selected patient’s bedside visit by one or more nursing faculties to discuss about the progress of the patient and further plan of care, which provides the students with first-hand clinical learning experiences.
- Bedside nursing clinics: Bedside nursing clinic is a method of clinical teaching, which is also called as bedside teaching where a small group of students are taught about a disease condition or nursing care practices directly on a real patient at the bedside, which provides rich opportunity of visual, auditory, tactile and olfactory experiences.
- Nursing assignments: Nursing assignment refers to the assignment of particular patient or nursing task of the patient to the nursing students under the direct supervision of nursing teacher, where he/she gets an opportunity to obtain direct clinical learning experiences.
- Nursing care conferences: A conference is the act of coming together of two or more nursing individuals in a formal meeting for the purpose of giving or exchanging ideas or in a formal discussion of problems and their possible solutions. It could be a group or individual activity based on the needs and purposes of conference
- Health team conference: Health team conference is a multidisciplinary team activity, where professionals from different disciplines formally meet together to discuss a particular case or issue of the common interest.
- Process recording: Process recording is a method of clinical teaching in which students get an opportunity to directly interact with patients in the supervision of clinical faculty where he/she gets a chance to obtain skills of communication, history taking, critical thinking, and recording of the interaction.
- Field visits: Field visit is defined as a planned activity to take the students out of classroom for observation of a particular place, person, organization, or situation
Question 14. Explain in detail Project method of teaching.
Answer:
The project method has been recognized as a teaching technique for many years; it has its primary inception in the field of agriculture sciences where students carried out some planned creative activities in a natural environment or a planned work field to produce certain products. Later it was used in vocational education programmes.
The essential characteristics of the project method are planned activity of the individual and production of tangible results. This method is a teaching method where students learn to work individually or in a group to achieve preplanned learning objectives.
Characteristics of a good project method
- The method aims at teaching the learner to get the best out of life.
- An attempt to use experience, trust and the best master whose lessons are unforgettable.
- The project method gives an opportunity for self-expression.
- The experiments of the project method want to reset the whole curriculum and break all barriers of the subject matter.
- The project matter proposes the whole sequence of activities involved in complete understanding.
- A project can be a large unit of appreciational learning or of attitude development that increases motor skills and technical knowledge.
- A project is a play activity and learners are engaged in carrying out the activity.
- The project method is a complete surrender to the learner’s point of view.
- In the project method the procedure of the school is liable to be determined by the technique of a workshop because the individual learns much better from his own activity than by constant instruction.
- An attempt is made to establish a positive relation with life.
- The project method lends itself naturally to group work.
- It is a large unit plan of teaching.
- The method seeks to have individuals see and understand life in its unity.
- The role of teacher in the project method
- The teacher has to skilfully guide in the selection.
- The student has to be given help when required.
- The teacher should be good prompter.
- The relations of the teacher and students should be much closer and informal than in ordinary classroom teaching.
- The teacher is like a friend with rich and mature experience.
- The teacher acts as a director, i.e. the teacher’s psychological knowledge must be thorough and specific.
- The teacher must be a keen observer and a true sympathizer.
- The teacher should be a store house of information and knowledge.
Advantages of the project method: It follows the psychological laws of learning
- Law of readiness.
- Law of exercise.
- Law of effect.
- It gives freedom to the students.
- It suited to the psychological concept of maturation.
- It drives social values.
- It trains for social adjustments.
- It saves children from insincerity and superficiality.
- It trains for a democratic way of life.
- It promotes learning through practical problem-saving.
- It helps the students and teachers grow. The student stimulated by and encouraged in his exploration of many materials will ultimately approach other areas of learning in a similar manner. The teacher will grow in his or her understanding of a child’s creative developments.
- It confers on schoolwork a much-needed sense of reality.
- It sets up an intrinsic standard of evaluation.
- It leads to satisfaction of completing the whole task.
- It is economical; the students take more interest and learn in the shortest possible time.
- It is ideal for science work, handicrafts practical geography, and dramatic work literature.
Disadvantages of the project method
- The role of communication is subordinated to the glorification of active learning.
- The practical difficulties of covering a syllabus rule out the project method as the basis of teaching in most schools.
- It is time-consuming and limited by availability and cost of materials.
- It is most valuable in students with lesser academic interest, for it provides an opportunity for the practical enthusiast.
- It leaves gaps in student knowledge.
- It may be too ambitious: beyond a student’s capacity.
- Opportunity for the correlation with the academic subjects is extremely limited.
- In this method instructions are more planned therefore it may disturb the regular instructional schedule.
- It involves difficulty to ensure any kind of systematic progress in instructions.
- A complete reorganization of the school is needed for a new teacher.
- Children may ignore maxims, working from simple to complex.
- Time-bound projects are introduced artificially and may require more than necessary help.
- Projects may be adopted or abandoned at will.
- The project approach often results in an incomplete mastery of the tools of learning, which are essential to student education later.
Question 15. Define lesson plan.
Answer:
Lesson planning Lesson planning is an important activity of daily teaching. The lesson plan might include the main points to be covered in the lesson activities for the students to do, questions related to the topic being taught, and some form of assessment for the realization of stipulated instructional objectives.
It indicates clearly what has already been done, what the students are to do, how the students are to be engaged in various activities, and what activities are to be pursued. Lesson planning is the heart of effective teaching.
Definitions of lesson plan: Lesson plan is the title given to a statement of achievement to be realized and specific meanings by which these are to be attained as a result of the activities engaged during the period. Daily lesson planning involves defining the objectives, selecting and arranging the subject matter, and determining the method of procedure.
Question 16. Write the purposes of lesson plan.
Answer:
Significance and importance of a lesson plan
- In a teaching education program, the lesson plan provides guidelines to students and the teacher during their teaching–learning practices.
- It helps in achieving the definite objectives.
- It makes teaching systematic, orderly, and economical.
- It helps teachers overcome feelings of nervousness and insecurity and gives them the confidence to face the class.
- It links new knowledge with previous knowledge acquired by a student.
- It prepares pivotal questions and illustrations.
- It enables the teacher evaluate his work as the lesson proceeds.
- It helps the teacher use a wider variety of teaching materials and learning activities in the classroom through a wider acquaintance with resources.
- It also helps the teacher plan the teaching–learning process per the availability and accessibility of resource materials.
Question 17. Prepare the lesson plan on the topic
Answer:
Format of a lesson plan An effective lesson must have the following format
- Lesson Plan Cover page: This page must include the topic of the lesson, date of submission, name of the supervisor, and name and details of the presenting teacher.
- Lesson Plan First page: This page must include the following basic information: Basic lesson plan information:
- Lesson Plan Previous knowledge: The group has some knowledge about the topic: Assessment of learning needs.
- Lesson Plan General objective: At the end of the class, students will be able to acquire knowledge about the assessment of learning needs.
- Lesson Plan Specific objectives: At the end of teaching, students will be able to
- Define various terms related to assessment of learning needs.
- Explain about historical perspective.
- Enlist types of assessment.
- Enumerate principles of assessment for learning.
- Describe purposes of conducting assessment of learning needs.
- Main body of lesson plan
- Appendix of lesson plan: This includes giving the assignment to students and recommending further reading, writing the bibliography, and references.
Question 21 Steps of lesson planning.
Answer:
Steps of lesson planning
- Lesson Planning Preparation or introduction: Exploration of the student’s knowledge helps to lead them on to the lesson. The teacher needs to prepare the students to receive new knowledge.
- Lesson Planning Presentation: The aim of the lesson should be clearly stated before the presentation of the subject matter, which helps both the teacher and students have common pursuit.
- Lesson Planning Comparison of association: Quote examples and associate facts with two examples so that learners can understand easily and arrive at generalizations on their own.
- Lesson Planning Generalizations: The knowledge presented by the teacher should be thought-provoking, innovating, and stimulating to assist the students generalize the situation.
- Lesson Planning Application: The students should be able to make use of the knowledge acquired and test the validity of the generalization arrived at in theory. It has to apply in the clinical field to make learning more permanent and worthwhile.
- Lesson Planning Recapitulation: The teacher has to ask suitable, stimulating, and pivotal questions on the topic. The answer will give feedback to the teacher regarding the efficacy of the method of teaching and he can decide whether or not clarification is needed.
Question 22. Essential characteristics of a good lesson plan
Answer:
The essential characteristics of a lesson are discussed below
Good Lesson Plan Wrote: Lesson plans must preferably be in written form. It must be appropriately written and depict who will be taught, who will teach when will be taught, where the class will be taken, what will be taught, why it will be taught, how it will be taught, and what should be expected from students after the lesson.
Good Lesson Plan Definite aim and objectives: A good lesson plan must have a clearly defined aim and objectives that very clearly specify the purpose of the lesson and the purpose of each activity included in the lesson plan.
Good Lesson Plan Extension of existing knowledge: The topic of a lesson plan should be planned in a consecutive sequence of the previously taught topics or existing knowledge for a better understanding of the topic. It should not be a repetition or an isolated topic plan.
Good Lesson Plan Simple and comprehensive: Each lesson plan must be simple, lucid, concise, and precise and must include all activities that are expected to be carried out by a teacher in the classroom during the teaching–learning process comprehensively.
Good Lesson Plan Flexible plan: A planned lesson must not be rigid; it must be flexible to adopt the changes expected to arise in specific classroom situations. A flexible lesson plan facilitates the teacher adapt to specific incidental situations in the classroom.
Good Lesson Plan Ensures active teaching–learning process: A good lesson plan ensures active participation of both the teacher and the student for the effective achievement of educational objectives. A passive lesson plan fails to motivate the teacher and/or the student for an effective teaching–learning activity outcome.
Good Lesson Plan Division with the essence of wholesomeness: A lesson plan must be divided into subsections for better presentation however, its wholesomeness must not be distorted. A logical sequence and efficient cohesion of the subsections of the lesson may help in the preservation of the lesson plan’s wholesomeness.
Good Lesson Plan Individualized and Customized: The content of the lesson plan should be designed according to the needs, interests, abilities, and level of the students. This individualized and customized approach helps the teacher achieve the expected aim of a lesson plan.
Good Lesson Plan Feasibility and Significance: A lesson plan must be planned in a manner that it is feasible in terms of time and available resources. It must be as practical as possible without overestimations in a hypothetical manner. In addition, a lesson plan must have significance to a particular group of students because nonsignificant topics fail to create interest in learners as well as the teacher. Therefore, the teaching–learning activity may not be fruitful without the significance of a lesson/topic.
Good Lesson Plan Proceed from general to specific: A lesson plan must be planned such that it proceeds from general or basic knowledge to specific knowledge so students can easily understand the lesson.
Good Lesson Plan Completeness: A good lesson plan must be complete in itself without leaving any essential components like the topic of the lesson, general and specific objectives, content, teacher–student activity and methods of presentation, audiovisual aids, questions to be asked for students, summary, recapitalized and assignment for the students.
Inclusion of summary, recapitalization, bibliography, and student assignment: In addition to a basic introductory plan and body of the lesson, the lesson plan must include the summary, recapitalization, bibliography, and student assignment.
Leave a Reply