SPRING

2022

Course Code: 8601

Student Name: M.Farhan

Student ID: 0000237611
Program Name: B.Ed. (1.5
years)
Semester: 1st
Assignment No: 01
Spring 2022

ALLAMA IQBAL OPEN UNIVERSITY

ISLAMABAD
 Q. 1
Specify the personal and professional characteristics of good teachers.

Answer:

Personal characteristics

1) Fairness

Fairness is one of the characteristics of the students’ favorite teachers. All humans
possess an inbuilt sense of fair play. Whenever a person violates, the other person in
this situation is prone to react negatively.

Any impression of favoritism, or lack of fairness, leaves scars on the life of persons
that lasts forever. The students report in great detail, the unfair actions of their
teachers when they had negative experience of competition between classmates, even
after many years have passed.

2) Positive Attitude

Another characteristic that students’ like most is the positive attitude and approach of
their teachers they use into the classroom. Scholars suggest that effective teachers are
those who use meaningful verbal praise to get and keep students actively participating
in the learning process. The effective teachers are generally positive minded individuals
who believe in the success of their students as well as their own ability to help
students achievements.

3) Sense of Belonging

Teachers developed a sense of family in their classrooms. A variety of strategies, such

as random act of kindness awards, class picture albums, and cooperative class goals
build a sense of unity and belongings and maintain an emotionally safe classroom.
Good teachers also took strong measures to prevent mean and hurtful behavior like
teasing and bullying. Effective teachers know well that when children feel emotionally
and physically safe, they learn far better.

4 ) Personal Touch

Teachers who are connected personally with their students; call them by name, smile
often, ask about students’ feelings and opinions, and accept students for who they are.
As well as the teachers who tell stories of their own lives events which relate to
subject matter currently being taught, motivate student’s interest and endorse bonding
with the students. Teachers who show interest in their students have interested students.

5) Creativity

Students always like the unusual things that their teachers do in creative ways.
Construction of models or things from wastage like plastic bottles provides a field
into which children could go and work by themselves quietly on academics activities like
puzzles and word-finds. Fun activities arranged by teachers into the classroom encourage
the students towards learning. Teachers can use unique ways of motivating their class.
Teacher can set a reward for the class on reaching a particular academic goal. For
example a teacher can give extra marks of work done by the students in a creative
way.

6) Forgiving

The effective teachers reflect a willingness to forgive students for misbehavior. For
example if a student repeatedly asks irrelevant questions and detracts others from the
lesson. The teacher can simply say the question is irrelevant and direct the student for
further study.
7) Respect

The teachers desire be respected by their students. The teachers who give respect to
their students are always respected by them. Effective teachers can train their students
be respectful by many ways such as, he can keep individual grades on papers
confidentially, or can speak to students privately after misbehavior not in front of
others. Good teachers show sensitivity for feelings and consistently avoid situations
that unnecessarily make students uncomfortable.

8) High expectations

Teachers with positive attitudes also possess high expectations for success. Teachers’
expectation levels affect the ways in which teachers teach and interact with students.
Generally, students either rise to their teachers’ expectations or do not perform well
when expectations are low or non-existent. The best teachers have the highest
standards. They consistently challenge their students to do their best.

9) Sense of Humor

If a teacher has the ability to break the ice in difficult situations with the use of
humor, this is an extremely valuable asset for teaching. According to McDermott &
Rothenberg (2000) students enjoy teachers with a sense of humor and remember those
teachers who made learning a fun. Good teachers enjoy a laugh with the class
occasionally.

Professional characteristics

Collaboration

The teacher works with others to achieve a common goal.

i) Interacts constructively with peers/colleagues, administrators, supervisors, staff, mentor

teachers, and parents

• Shows consideration and respect for thoughts and feelings of others

• Demonstrates effective verbal and non-verbal communication skills

• Demonstrates flexibility with others

• Solicits suggestions and feedback from others

• Maintains communication with colleagues, supervisors, and mentor teachers when
questions or concerns arise

• Recognizes a range of valid viewpoints

ii) Functions as a contributing member of an instructional team to achieve long-term

curriculum goals, state content standards, and district standards

• Communicates effectively both verbally and non-verbally

• Shares ideas and materials

• Offers ideas and observations at IEP meetings

Honesty and Integrity

The teacher demonstrates truthfulness, professional behavior, and trustworthiness.

i) Displays honesty and integrity

• Maintains confidentiality

• Elicits trust and respect from both peers and supervisors

• In completing course and field experience assignments, produces original work and
credits sources when appropriate

Respect

The teacher honors, values, and demonstrates consideration and regard for oneself and
others.

i) Is respectful of cultural patterns and expectations within a community context •

Presents self in a professional manner (e.g., dress, communication)

• Speaks and behaves in a manner that is sensitive to linguistic and cultural

differences and respects the dignity and worth of others

• Establishes good rapport with students and colleagues

• Seeks to address the varied learning needs of students in his/her classroom, including
lower-performing children and those with disabilities

• Recognizes and respects identities informed by a group’s historical context

Commitment to Learning
The teacher values learning for self and students.

i) Exhibits energy, drive, and determination to make one’s school and classroom the
best possible environment for teaching and learning •

• Plans and delivers instruction that engages all students in his/her classroom and
addresses their learning needs Values ongoing assessment as essential to the
instructional process

Emotional Maturity

The teacher demonstrates situation appropriate behavior.

i) Is self-confident and enthusiastic

• Displays enthusiasm for teaching and the subject matter

• Demonstrates self-confidence through body language, voice tone, eye contact,

preparedness

• Exhibits energy, drive, and determination to become a professional educator

ii) Is dependable, conscientious, and punctual

• Arrives early or on-time

• Completes assigned tasks in a timely manner

• Follows through with assignments and expectations

iii) Models social skills, character traits and dispositions desired in students.

• Establishes caring and mutually respectful relationships with students

• Explicitly teaches and models desired behaviors and attitudes

Leadership and Responsibility

The teacher acts independently and demonstrates accountability, reliability, and sound
judgment.

i) Is aware of and acts according to school policies and practices

• Has obtained and read school policy manual

• Adheres to class, school, and district rules and policies.

 Q.2
Define effective teaching. Discuss the factors contributing towards effective
teaching ?
Answer

Effective Teaching

The concept of “Effective Teaching” is considered as a range of factors that

collectively work together and result in effective learning. Most of the people agree
that the basic purpose of teaching is to enable learning. An elaboration to this concept
is required to fulfill the needs of today’s youth in a knowledge-driven society where
information rapidly increases at great scale. Therefore the concept of teaching should
move beyond the lower order skills of acquisition and reproduction of knowledge and
facts.

The students require equipping them with more recent and advanced body of knowledge,
and enabling them to apply, upgrade and create knowledge.
There are various aspects of effective teaching, such as;

1. Effectively managing a classroom,

2. Starting each class with a clear objective, Engaging students with questioning
strategies, Consolidating the lesson at the end of a period, and Diagnosing common
student errors and correcting them that can be systematically measured by observing
classrooms and by asking students.

Factors of Effective Teaching

Gurney, (2007) suggests five key factors that could contribute to an effective learning
and teaching environment.

KEY FACTOR 1: Teacher Knowledge, Enthusiasm and Responsibility for

Learning Good classroom is one in which knowledge is shared among teacher and
students. Teacher not only gives instructions but takes ideas of students during the
teaching- learning process and carry out discussions. In such an environment the
knowledge is shared; students and teachers all become learners and discover the world
of the subject. In such an environment, a teacher takes responsibility for the sharing
and enjoyment of the knowledge.

KEY FACTOR 2: Classroom Activities That Encourage Learning

In a classroom of opportunity and experience, the learners explore and do experiment.

In such a climate the process of learning become a measure of success and the students
feel that they are the masters of their own learning. Attitudes of the teacher in such a
classroom can influence the outcome. A teacher needs to be prepared to test what is
going on in the class. The class activities used to engage the students must be
reviewed, revisited and refocused in order to draw students into an effective interaction
with the subject.

KEY FACTOR 3: Assessment Activities That Encourage Learning

Through Experience The assessment contributes towards the creation of an effective

learning process. If the students know the value of assessment in the ongoing
learning process, not at the end, then they can work well and take part in the process
and use it to gain better results. The effective learning environment involves the
processes of peer tutoring, co-operative learning, questioning, clarifying and
summarising. All of these processes are used to empower the learners. For example if
teacher asks the question: ‘What do you do in the classroom?’ If assessment activities
are part of the ‘doing’ then they become a central part of the learning process.
KEY FACTOR 4: Effective Feedback That Establishes the Learning

Processes In the Classroom Appropriate learning related feedback is one of the

important factors in effective teaching. Different methods of feedback enable the
teacher to engage the students with learning. All explanations, questioning methods,
instructions are part of feedback and student input (Hattie, 1999, p.9). In an effective
classroom the students actively seek the feedback of their performance. Alton Lee
(2003) highlights the value of feedback but warns that too much can be harmful as
too little. The feedback that a teacher gets from the students is also essential to the
creation of a learning environment. The more feedback that a teacher can obtain from
students, and the more the teacher can act on that feedback, the better the learning
environment will be that is created.

KEY FACTOR 5: Effective Interaction between the Teacher and the Students,
Creating an Environment That Respects, Encourages and Stimulates Learning
through Experience Learning is an emotional exercise. Students like those things or
actions that appeals to them emotionally. The teacher who brings a sense of personal
involvement to the classroom, and who wants to share the knowledge with the class,
who shows that he/she is also a part of the learning cycle, is setting up a relationship
with the learners. The working environment generated by the interaction can remove the
stigma of ‘working’ and turn the learning process into rewarding.

Q.3
Highlight the steps of planning "development of instruction".

Answer:

STEPS IN LESSON PLANNING

The plans of class room activities to be happened each day make the teaching
effective. The teachers go through many steps for planning a lesson. Six steps are given
below to guide the teachers to create their first lesson plans. Each step is comprised
by a set of questions:

1. Outline learning objectives

The lesson objectives are usefully stated in terms of what students will achieve at the
end of the lesson. The first step is to determine as a teacher what you want students
to learn and be able to do at the end of class. To help you specify your objectives for
student learning, answer the following questions:

• What is the topic of the lesson?

• What do I want students to learn?

• What do I want them to understand and be able to do at the end of class?

• What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of
their importance. This step will prepare you for managing class time and completing the
learning objectives. Consider the following questions:

• What are the most important concepts, ideas, or skills I want students to be able to
grasp and apply?

• Why are they important?

• If I ran out of time, which ones could not be omitted?

• Which ones could be skipped?

2 Develop the introduction

After determining learning objectives and specifying them in order of their importance,
the teacher has to design the specific activities for the students. They may already be
familiar with the topic; therefore it is necessary to gather background information from
the students prior to lesson. You may start with a question or activity to assess
students’ knowledge of the topic. For example you can ask a question or take a
simple poll: “How many of you have heard about this? Raise your hand if you have”
or ask them to write comments on paper. This additional information can help you to
shape the introduction and learning activities of the new concept.

Develop a creative introduction to the topic to encourage thinking. You can use a
variety of approaches to engage students for example, personal anecdote, historical
event, real example, short video clip, practical application, probing question, etc.
following questions may help you in planning your introduction:

• How will I check whether students know anything about the topic?
• What are some commonly held ideas (or misconceptions) about this topic that
students might be familiar with?

• What will I do to introduce the topic?

3. Plan the specific learning activities (the main body of the lesson)

Prepare several and different examples (ways) to explain the topic/concept (reallife
examples, similarities, visuals, etc.) to catch the attention of all students. After planning
examples and activities for the lesson, estimate how much time you will spend on
each. Manage the time for different applications or problems, and for the check of
learning and understanding of the students. The following questions would help you
design the learning activities you will use in the class:

• What will I do to explain the topic?

• What will I do to illustrate the topic in a different way?

• How can I engage students in the topic?

• What are some relevant real-life examples, similarities, or situations that can help
students understand the topic?

• What will students need to do to help them understand the topic better?

4 Plan to check for understanding

Up till now the topic has been explained with different examples. At this stage you
need to check for student understanding. Therefore you are required to plan for how
will you know that students are learning? Think about specific questions you can ask
students in order to check for understanding, and write them down. Try to predict the
answers to your questions. Decide on whether you want students to respond orally or
in writing. Ask yourself the following questions:

• What questions will I ask students to check for understanding?

• How will students demonstrate that they are following?

• Going back to the list of learning objectives, what activity students can do to check
whether each of those has been completed?

Decide what kinds of questions will be productive for discussion and what questions
might sidetrack the class. Think about the balance between achieving learning
objectives and ensuring that students understand.
5 Develop a conclusion and a preview

Repeat the material covered in class by summarizing the main points of the lesson. You
can do this in a number of ways: you can state the main points yourself (“Today we
talked about…”), you can ask a student to help you summarize them, or you can even
ask all students to write down on a piece of paper what they think were the main
points of the lesson. You can review the students’ answers to estimate their
understanding of the topic and then explain anything unclear the following class.

Conclude the lesson not only by summarizing the main points, but also by making its
link to the next lesson. How does the topic relate to the one that’s coming up next?
This opportunity will increase students’ interest and help them connect the different
ideas within a larger context.

6. Create a realistic timeline

A realistic timeline will reflect your flexibility and readiness to adapt to the specific
classroom environment. Here are some strategies for creating a realistic timeline:

• Estimate how much time each of the activities will take, then plan some extra time
for each

• When you prepare your lesson plan, next to each activity indicate how much time
you expect it will take

• Plan a few minutes at the end of class to answer any remaining questions and to sum
up the key points

• Plan an extra activity or discussion question in case you have time left

• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on
what seems to be more productive rather than sticking to your original plan

Q.4
(a) Describe difference between intrinsic and extrinsic motivation.
 Intrinsic motivation.

Answer:

The motivation arises from internal factors such as a child’s natural feeling of
curiosity, exigent, confidence and satisfaction when performing a task. People who are
involved in a task because of intrinsic motivation appear to be engaged and even
consumed, since they are motivated by the activity itself and not some goal that is
achieved at the end or as a result of the activity. Intrinsic motivation is the ultimate
goal in education at every level.

Example: Children play game for no other reward than the fun they get from the game
itself or students who are intrinsically motivated may study hard for a test because he
or she enjoys the content of the course. Intrinsic motivation refers to motivation that is
driven by an interest or enjoyment in the task itself, and exists within the individual
rather than relying on any external pressure. Intrinsic motivation has been studied by
social and educational psychologists since the early 1970s. Research has found that it
is usually associated with high educational achievement and enjoyment by students.
Explanations of intrinsic motivation has been given in the context of fritz Hieder’s
attribution theory, Bandura’s work on selfefficiency, and Deci and Ryan’s cognitive
evaluation theory.

Students are likely to be intrinsically motivated if they:

• Attribute their educational results to internal factors that they can control (e.g. the
amount of effort they put in),
• Believe they can be effective agents in reaching desires goals (i.e. the results are not
determined by luck),

• Are interested in mastering a topic, rather than just rote-learning to achieve good
grades.

Extrinsic Motivation

Motivation is concerned with the factors that stimulate or inhibit the desire to engage
in behavior. Teachers use extrinsic motivation to stimulate learning or encourage
students to perform in a particular way. It is one of the most powerful motivations. It
is operative when an individual is motivated by an outcome that is external or
somehow related to the activity in which she or he is engaged. In other words,
“Extrinsic motivation refers to rewards that are obtained not from the activity, but as
a consequence of the activity.”(Morris &Maisto, 2002)

This motivation arises from the use of external rewards or bribes such as food, praise,
free time, money or points toward an activity. These incentives are all external, in that
they are separate from the individual and the task.

Example: a child may does chores not because he enjoys them but because doing so
earns an allowance and students who are extrinsically motivated may study hard for a
test in order to obtain a good grade in the course.

Extrinsic motivation refers to motivation that comes from outside an individual. The
motivating factors are external, or outside, rewards such as money or grades. These
rewards provide satisfaction and pleasure that the task itself may not provide.

An extrinsically motivated person will work on a task even they have little interest in
it because of the anticipated satisfaction they will get from some reward. The rewards
can be something as minor as a smiley face to something major like fame or fortune.
For example, an extrinsically motivated person who dislikes math may work hard on a
math equation because he wants the reward for completing it. In the case of a student,
the reward would be a good grade on an assignment or in the class.

Extrinsic motivation does not mean, however, that a person will not get any pleasure
from working on or completing a task. It just means that the pleasure they anticipate
from some external reward will continue to be a motivator even when the task to be
done holds little or no interest. An extrinsically motivated student, may dislikes an
assignment, may finds it boring, or has no interest in the subject, but the possibility of
a good grade will be enough to keep the student motivated in order for him or her to
put forth the effort to do well on a task.

(b) Define the term inquiry approach and enlist the methods that come
under the umbrella of this approach.

Answer:

Enquiry Approach

Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information
by questioning." Individuals carry on the process of inquiry from the time they are born until
they die. This is true even though they might not reflect upon the process. Infants begin to
make sense of the world by inquiring. From birth, babies observe faces that come near, they
grasp objects, they put things in their mouths, and they turn toward voices. The process of
inquiring begins with gathering information and data through applying the human senses --
seeing, hearing, touching, tasting, and smelling.

(a) Planning Behavioral Objective

In the process of planning the inquiry method, teachers should focus on students’
abilities. In this case, the teacher should be aware of the students’ background and their
ability to carry out the activities in the inquiry method. This is important because each
student will go through specific processes in the inquiry process, and teachers also need
to know about the abilities of the students in their different classes.

(b) Designing Teaching Materials

Teachers should also provide students with appropriate titles. At the same time, teachers
should also ensure that the resources for a title are adequate and provide the resources
needed to implement them. For example, teachers can provide appropriate reference
materials to enable students to gather information. Reference materials may include
reference books, textbooks, newspaper and magazine clippings, documents, maps,
electronic media, and others.

(c) Designing Questioning Strategies

In the inquiry method, the questioning strategy is more important than the answer. In this
case, the teacher should plan the questions that can guide the students towards the
learning objectives they want to achieve. The questions submitted must be able to develop
critical and creative thinking among students. Questions that are more complex and
challenge students’ thinking. There are three levels of questions (i) for information (Recall
Questions), (ii) questions that require interpretation, and (iii) High-Level questions in which
students are required to develop tentative answers. The questions usually begin with the
question of ‘why’ then ‘how’ and so on.

(d) Designing Teaching and Learning Strategies

Before implementing the inquiry method, teachers must be clear about what their
students need to achieve and learn. Next, teachers should plan student activities according
to specific steps. Teachers also need to instruct students to understand what they need to
do. In this case, teachers can also decide whether the inquiry is to be conducted individually
or in groups. If it’s group work, teachers should take into account specific factors such
as group size, group members of the same or different gender, problems to solve, and
so on. In this regard, teachers need to be more democratic in the formation of groups. Also,
teachers should consider the techniques and methods that will be used in teaching and
learning. For example, teachers can use the discussion method within the group they have
formed.

(e) Evaluation

Teachers should also know how to evaluate the inquiry process. Evaluation can be done
through questions that students ask, how they perform in learning activities, and how
they handle information. Evaluation can also be done using media or audio visual tools
for viewing, listening, and analyzing.
 Q.5
What is an activity? Discuss the importance of activity method. Name the
different types ofactivities you would use in English.

Answer:

Activity Method

Before explaining the activity method, it seems better to answer this question, what is
an activity? Anything which is carried out with a purpose in a social environment
involving physical and mental action. Such activities help in the establishment of
stimulating environment for creative expression.

Importance of Activity Method

The learners are actively involved as the environment is democratic. The activities are
interactive and student-centered. The teacher facilitates a process of learning in which
students are encouraged to be responsible and autonomous. Children learn on their own
pace. Provision of more time for self-directed learning and teacher directed learning is
reduced considerably. Group learning, mutual learning and self learning are promoted.
Teachers teaching time is judiciously distributed among children. Only needy children
are addressed by teachers. Children participation in every step is ensured in the process
of learning. Evaluation is inbuilt in the system it is done without the child knowing
it.
Activity-based learning can successfully be used to improve both learning as well as
teaching. One of the greatest challenges that an educator is mentoring students successfully
by teaching hordes of students, all of whom have different personalities, capabilities and
learning preferences. With high expectations of everything digital, students wish for a variety
of activities, rewards, surprises and humour to stay abreast in their interest in learning. When
you find new ways to grab the attention of learners and engage them in the learning process
is becomes one of the main challenge and issue nowadays.

Activity based teaching and learning method is a technique adopted by teachers to emphasize
their method of teaching through activity in which the students participate willingly and get
efficient learning experiences. It is a child-centered approach. It is a method in which the
child is actively involved in participating mentally and physically. Learning by doing is the
main focus in this method. Learning by doing is important in successful learning since it is
well proved that more the senses are stimulated, more a person learns and longer he/she
retains.

Types of Activities:

Activities can be of three types:

1. Exploratory – Knowledge getting

2. Constructive – Experience getting

3. Expressional – Presentation