TEACHING SKILLS

B.Ed Course code 8601

Unit: 8
BY
MUHAMMAD IMRAN ASGHAR
M.PHIL SPECIAL EDUCATION
 OBJECTIVES

 Gain knowledge about importance of teaching skills.

 Identify different teaching skills.
 Explain the nature, importance and different types of set induction.
 Discuss the process of identifying learning difficulties of students.
 Examine the worth of preparing lessons according to the individual needs.
 Analyze the importance of students’ evaluation
 Overview of the unit

The aim of teachers has always been to assist students to learn

efficiently. To meet with this target, teachers have to be expert in applying
different teaching skills during instruction.

To achieve learning targets and to maximize learning, teachers must

understand the significance of individual skill and the integration of various
skills. This is imperative in secondary classes where teacher uses various
techniques to keep students involved in the classroom, e.g. discussions,
questions answers, use of teaching aids to change the sensory focus and, in
particular, summarize to help students learn.
 TEACHING SKILLS

The teacher plays a fundamental role in imparting knowledge to the

learners. Hence, teaching does not primarily mean telling. It is rather helping students
to learn. This means the focus is on the learners instead on teachers. A teacher needs to
get into the shoes of the students to know what they need and where they are in
understanding a particular subject matter.

This demands certain teaching skills from teacher to have an insight

regarding the level of students’ understanding. The teaching skills are defined as a group
of teaching operations or behaviors or acts, which are aimed to assist students’ learning
directly or indirectly.
 SET INDUCTION

Set induction is about preparation of lessons. When the students are

set, they are ready to learn. Set induction is thus about getting them ready, inducing them
into the right mind-set.

Sets are used before any new activity, from introduction of a new concept to
giving homework. It is important in each set both to create clarity about what is expected
happen (both what you will do and what they should do), and to create motivation for
what to occur, with students being fully engaged in the learning.
 Steps during Set Induction

 Start: Welcome the students and settle them down and gain attention.
 Transact: Understand their expectations and explain yours. Link with previous learning.
 Evaluate: Assess the gap between their expectations and current reality. Clarify any
discrepancies for them.
 Progress: Move on to the main body of learning.
 Reasons for using Set Induction

 To focus attention on what is to be learned.

 To create a frame of reference before or during a lesson.
 To give meaning to a new concept or principle.
 To stimulate student interest and involvement.
 Sets are Appropriated

 At the start of a unit

 Before a discussion.
 Before a question-and-answer period.
 When assigning homework.
 Before hearing a panel discussion.
 Before student reports,
 When assigning student reports.
 Before a film or other media event.
 Before a homework assignment based on a discussion that followed a
filmstrip
 Types of Set Induction
 Facilitating Sets
Facilitating set is use d to summarize information presented in previous lessons. It is also used
to summarize information that will occur. In short, teacher can use facilitating set to
emphasize the cognitive aspects of a new lesson by reviewing or summarizing.

 Motivating Sets
By using this type of set, teacher can catch the students’ attention and arouse curiosity. In
motivating set, teacher poses interesting questions and uses dramatic appeal. It also creates
a need or interest among students and induces an affective or emotional response.

 Summary
It is best to provide both motivating and facilitating sets. Teacher can monitor behavior by
involving students in overt behavior.
 PRESENTATION

Presentation is comprised of learning experiences which a teacher sets up

to achieve the learning objectives. Basically, presentation introduces new information,
checks learner comprehension of the new material, and models the tasks that the learners
will do in the practice stage.
 Parts of Presentation
 Input:
The teacher provides the information needed for students to gain the knowledge
or skill through lecture, film, tape, video, pictures, etc.

 Modeling:
Once the material has been presented, the teacher uses it to show students
examples of what is expected as an end product of their work. The critical aspects are
explained through labeling, categorizing, comparing, etc. Students are taken to the
application level (problem-solving, comparison, summarizing, etc.)

 Checking for Understanding:

Determination of whether students have "got it" before proceeding. It is essential
that students practice doing it right so the teacher must know that students understand
before proceeding to practice. If there is any doubt that the class has not understood, the
concept/skill should be re-taught before practice begins.
 The Components of Presentation Skills

 Voice
Teacher should speak in a clear, firm voice and vary his volume and pitch when
he wants to emphasize something. Make sure that all students can hear teacher’s voice
easily but be sure not to shout or talk so loud that his/her sound irritates students.
 Tone:
Many teachers confuse voice and tone. Tone is the ‘feeling’ that
emanates/come out from voice and mannerisms. A tone that is confident and warm,
and not dry or egocentric works well in projecting a comfortable feeling to the
students.
 The Components of Presentation Skills

 Vocabulary
While presenting a lecture, teacher should stay away from unfamiliar terms
and jargon (special words about any profession )as much as possible. If there is a need to
introduce technical terms and jargon, teacher should take the time to define them for
students to understand. Acronyms fall into this category. If teacher has to use them, then
students should be told what the acronyms stand for.
 Humor
A teacher with a good sense of humor can actually help to create a more
relaxed learning atmosphere for the students. Humor in teaching has been known to liven up
boring material and helps to diminish the traditional idea that the teacher is dominant and
the students are subordinate. Too much humor can be detrimental. Teacher wants the
students to know that he takes his work seriously so they will too.
The Components of Presentation Skills

 Body Language:

It is a known fact that students respond better to a teacher who is moderately active
and moves around the room to connect with students. The teacher who stands at the
board or sits at his chair all the day does nothing to present an image of comfort in
the classroom.
On the other hand, getting too close to a student’s personal space is not
good either. Teacher might want to try teaching from the back of the room when
students are doing exercises so that teacher can readily see if anyone if having
problems without making them draws attention to themselves.
Questions such as "how is it going" as teacher approaches a workstation
prevents him from startling the student.
 Tips to make Presentation more
Effective and Attractive
 Teacher should know the material. He should have the content well in hand.
Most problems can be alleviated by being very well prepared
 Look sharp and expect butterflies. Teacher shouldn’t be fooled! Everyone is
nervous to some degree; some people hide it better than others. Preparation
is an important event. Teacher should dress, eat, and sleep appropriately.
 Teacher should try to smile, speak and gesture as naturally as possible. It is
important to remember that the more one practice’s the more at ease one
will become.
 Giving a good presentation requires skill. Above all, teacher must be well
prepared and practiced. Be observant of others. Watch what they do well and
how teacher thinks they can improve
 IDENTIFYING LEARNING DIFFICULTIES
OF STUDENTS …Standard one

To accomplish this standard, the teacher should understand major

concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central
to the discipline(s) s/he teaches. The teacher should also understand how students
'conceptual frameworks and their misconceptions for an area of knowledge can influence
their learning. In this regard, the teacher relates his/her disciplinary knowledge to other
subject areas
 Performance of Teacher in Standard
one
 The teacher effectively uses multiple representations and explanations of
disciplinary concepts.
 The teacher can represent and use differing viewpoints and theories.
 The teacher can evaluate teaching resources and curriculum materials
 The teacher engages students in generating knowledge and testing
hypotheses
 The teacher can create interdisciplinary learning experiences
 IDENTIFYING LEARNING DIFFICULTIES
OF STUDENTS…Standard two

 The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.
 To accomplish this standard, the teacher should understand how learning occurs-how
students construct knowledge, acquire skills, and develop habits of mind-and knows
how to use instructional strategies that promote student learning for a wide range of
student abilities. The teacher should also understand that students 'physical, social,
emotional, moral, and cognitive development influence learning and knows how to
address these factors when making instructional decisions.
 Performance of Teacher in Standard
two

 The teacher assesses individual and group performance in order to design

instruction.
 The teacher stimulates student reflection on prior knowledge and links new
ideas to already familiar ideas.
 The teacher accesses students 'thinking and experiences as a basis for
instructional activities.
 IDENTIFYING LEARNING DIFFICULTIES
OF STUDENTS…Standard three
 The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.

 To achieve this standard, the teacher should understand and identify differences in approaches to
learning and performance, including different learning styles, multiple intelligences, and performance
modes, and may design instruction that helps use students' strengths as the basis for growth.

 The teacher should also understand and provide adaptations for areas of exceptionality in learning,
including learning disabilities, visual and perceptual difficulties, and special physical or mental
challenges. The teacher should have knowledge about the process of second language acquisition and
about strategies to support the learning of students whose first language is not English
 Performance of Teacher in Standard
three
 The teacher believes that all children can learn at high levels and persists in
helping all children achieve success.
 The teacher respects students as individuals with differing personal.
 The teacher is sensitive to community and cultural norms.
 The teacher makes students feel valued for their potential as people, and
helps them learn to value each other.
 The teacher can identify when and how to access appropriate resources to
meet the needs of students with particular talents.
 The teacher brings multiple perspectives to the discussion of subject matter.
 The teacher creates a learning community in which individual differences are
respected.
 Universal Teaching Principles

 Apply Multi Sensory Strategies

 Practice to the Point of Automatization (use to for a process)
 Micro-Unit and Structure Tasks
 Provide Direct, Systematic Instruction
 Review and Spiral Back
 Provide Immediate Feedback and Opportunities for Success
Universal Teaching Principles

 Apply Multi Sensory Strategies:

Multi sensory instruction means teaching that utilizes all learning modes,
including visual, auditory, and tactile-kinesthetic. The principle of multi-sensory
instruction is useful beyond simply teaching reading and spelling. It should be used to
teach any information or skill. Educators should encourage students to see, hear, re-
verbalize, read, copy, write, discuss, and touch what they are learning. When teachers
present information, they should appeal to all three modes of learning visual, auditory
and tactile-kinesthetic. Students need to be shown as well as told how to do
something. Whenever possible, teachers should give an example or demonstrate skill.
Universal Teaching Principles

 Practice to the Point of Automatization:

Automatization is not only essential to reading. Automatization is important for
all language arts tasks. Every writing, spelling, comprehension, organization, and
study skill should be practiced until it becomes a habit (e.g., spelling rules and
patterns, strategies for identifying and formulating main ideas, grammar and
punctuation rules, sentence and paragraph structures, and study skills strategies
such as note taking and summarizing).
Universal Teaching Principles

 Micro-Unit and Structure Tasks:

Micro-uniting, also known as task analysis means breaking down a skill or task
into a series of smaller steps or units. Each step is taught in turn, and then
Eventually. Structure is key to micro-uniting. Tutorial goals should be clear and
specific.
Tutorial lessons should be planned and presented step by step. Directions should be
clear and given one at a time. combined to learn the larger skills or complete the
larger task.
Universal Teaching Principles

 Provide Direct, Systematic Instruction:

Instruction should be systematic, starting with the most basic element of a
skill, and progressing to more advanced elements. There is a scope and
sequence for learning reading, spelling, writing and study skills, and it is best
to follow those sequences without skipping steps.
Universal Teaching Principles

 Review and Spiral Back:

Sometimes students appear to learn something only to forget it a day,
week, or month later. To achieve automatization, students need to constantly
review and spiral back over previously learned skills and information. Teachers
should provide frequent repetition of “old” skills, while slowly introducing and
practicing new skills.
Universal Teaching Principles

 Provide Immediate Feedback and Opportunities for Success:

Provide immediate, specific feedback. When students make a mistake, you
should offer corrective negative feedback, which doesn’t threaten or harm their
confidence, but does allow them to see their mistakes. “Can you do this in
another way?” or “You did this part O.K., but then what happened?”
Finally, offer praise that is genuine. When the student does something well,
provide positive feedback, but not to the point that it becomes meaningless with
overuse.
PREPARING LESSONS ACCORDING TO
THE INDIVIDUAL NEEDS
Preparation is the teacher’s best assistance in performing his duty whatever
his lesson is (easy or difficult). A teacher should plan for his lesson whatever
excellent the teacher is. It is not reasonable for anyone to excel any work
without preparation and being ready to perform it. Inefficiency in this domain
is considered an inefficacy in one of the main duties of his job. The teacher
plans his year or term plan before the school year begins by specifying the
main features of the subject (distribution, objectives, methods, techniques,
suggested time and methods of evaluation).
 Steps to prepare Lessons

 Preparation
 Presentation
 Practice
 Evaluation
 Expansion
 STUDENTS EVALUATION

There are different techniques for students’ evaluation

 Questioning
 Classroom Response Systems
 Open Class Discussion
 Minute Paper
 Index Card
 Course Exams and Assignments
 Mid-quarter evaluation