Modification

of Teacher
Behavior
Samreen Manzoor
Trainee Teacher
MSN Part II
Objectives
At the end of this lecture learners will be able to
• Discuss Background of Teacher education program.
• Elaborate the causes of failure of teacher education program
• Describe the goal of teacher education program
• Understand the importance of DJ Ryan’s theory.
• Define feedback devices
• Explain types of feedback devices
• Discuss importance of feedback devices
Background of Teacher
Education Program
Since independence, a number of
teacher training institutions and
colleges of education have been
established but they could not produce
effective teachers.
Main focus of teacher education
program is

• To produce effective teachers.

Causes of failure of teacher education program

• The criterion for admission of pupil-teachers is not adequate

therefore the candidate who have the aptitude for teaching are not
admitted in the training institutions.

• The strategies which are employed by teacher education institution in

teaching practices are defective and traditional the teaching skills
cannot be developed by these devices.
Causes
Strategies to Address this issue
• The educationist and psychologist have made efforts to solve these
problems.
• The behavioral technology has contributed significantly in this
direction.
Behavioral Technology
• “Training Technology”
• Chief exponents : B.F. Skinner, Anderson, and Amidon
• Teacher behavior can be modified by training and by using
reinforcement devices
• Reinforcement and feedback are emphasized
• It aims at producing effective teachers by modifying the behaviour.
• It is more useful for teacher training institutions.
Ultimate Goal
• The teaching process can only be developed and improved
when teacher education institutions could prepare effective
teachers.
DJ Ryan's theory
• The major assumption of training technology is that the effective
teachers are not only born but they can also be prepared by the use
of feedback devices

• it is the postulate of DJ Ryan's theory of teacher behavior that

“Teacher behavior is modifiable”
Feedback Devices
The feedback devices are used to create situations for the
pupil teachers to bring desirable change in their behaviors
these devices are effective in developing teaching efficiency
and competency in pupil teachers.
Feedback Devices
The following are the main devices which are commonly used
• Simulated social skill training
• Microteaching
• Programmed instruction
• Interaction analysis
• T group training
Why Feedback Devices
• The traditional method of teaching practices do not emphasis on the
development of teaching skills.

• Main emphasis is on the preparation of lesson planning and

presentation of subject matter through question answer method.

• Therefore mechanism of feedback devices have been used for the last
one decade in teaching practices
Device Exponent Use

Simulated Cruick Shank 1. Developing social behavior of

social skill teaching
training 2. Social skill of teaching
3. General classroom manners and
patterns of behaviors

microteaching Robert Bush and 1. Most useful for developing various

DWL in 1963 teaching skills
these are 13 or 20
skills
Device Exponent Use
programmed BF Skinner (1954) 1. Helpful improving structure of
instructions Norman A Crowder content
2. Sequencing of content
elements

interaction analysis Ned A Flanders, 1. Developing classroom verbal

Amidor Hough Ober interchange of events and flow
(1963 to 1966) of behavior

T group Bethel and Mine 1. Solving teaching problems

(1947) 2. Insight into teaching task
Importance of Feedback Devices
1. Innovations and current practices
2. Development of teacher education program and teaching
practices
3. Concerned with the problems of teaching practices
4. Effective in bringing excellence in teaching
5. Useful for developing different skills and behavior pattern
 Better than a thousand days of
diligent study is one day with a great
teacher

-Japanese Proverb
Bibliography
• Basavanthappa, B., 2009. Nursing education. New Delhi:
Jaypee Brothers Medical Pub.
• https://www.slideshare.net/upycon/modification-of-teachers-behavio
urs
• https://www.brightnetwork.co.uk/career-path-guides/education-teac
hing/key-skills/
• https://drarockiasamy.wordpress.com/unit-i-concept-of-educational-t
echnology/
• Thank you
Simulated Social Skill Training
Tahira Aslam
Trainee Teacher (MSN Part II)
Objectives
At the end of lecture learner will be able to
 Define simulated social skill training
 Explain Assumptions of simulation technique
 Procedure of simulations social skill training
 Elements of simulation training
 DiscussTaxonomy of teacher behaviour
 Advantages and limitation of simulated
teaching
Simulated Social Skill Training
Itis most useful for developing social skills.
The main objective is to develop the social skills for
playing the roles in the situations.
Certain behaviours in artificial situations.
Imitation of particular appearance,form or skill.
Assumptions
Use of feed back devices
Effective pattern of teacher behaviours
Taxonomy of teacher behaviour
Practice & limitations
Procedure of SSST
Assignment of roles
Deciding skills to be practiced
Preparation of work schedule
Determining Procedure & techniques of
observations
Organization of first practice session
Alteration of procedure
Elements
Diagnostic
Prescription
Evaluative
Taxonomy of Teacher Behaviour
Source dimension
 provide interaction of relationship
Direction dimension
 identification and classicification of nature
of receptor entities
Cont…..
Function dimension
Perform certain task
Sign dimension
Mode of behaviour
 Taxonomy of teacher
behaviour

Mode of
communicati
on
Source of
stimulatio Target of
n behaviour

Purpose of
behaviours
Advantages of Simulated Teaching
Link between theory and practice
Critical teaching problems
Acquire class room manners
Reinforcement to students
Limitation of Simulated Teaching
 Can not made in all subjects of the curriculum
 A lot of preparation on the part of teacher
 Observer biases
 Difficult to practice all teaching skills
 No emphasis given on teaching the content
Uses of Simulated Social Skills Training
Appropriateness of open or close questions
Concepts and logical sequence
Confidence
Replacement of demonstration lesson
Rules of logic develops consistency
Predicting consequences of teaching
 Bibliography

• Basavanthappa, B., 2009. Nursing

education. New Delhi: Jaypee Brothers

Medical Pub.

•https://www.teaching.unsw.edu.au/simulation
https://wbsu.ac.in/wp-content/uploads/
2020/08/Sem-4-TE-Simulated-Teaching.
Programmed Instruction
AROOJ FATIMA
TRAINEE TEACHER (MSN II)
Objectives
At the end of this lecture, student will be able to:
o Define programmed instruction
o Explain principles of programmed instruction
o Elaborate assumptions of programmed instruction
o Discuss Objectives of programmed instructions
o Explain Characteristics of programmed
instructions
o Discuss steps for development of programme
instructions
o Discuss Programme instruction as a feedback
device
Origin
 The origin is from the psychology
of learning and not from
technology.
 Itis an application of operant
conditioning learning theory to
teaching learning situations.
 Itgot a historical momentum only
after the publication of the
science of learning and art of
teaching by BF Skinner in 1954.
Meaning and Definition
 Programmed instruction has been
defined as ‘’A method of giving
individualized instructions in which
the student is active and proceeds at
his own pace and is provided with
immediate knowledge of result the
physical presence of teacher is not
essential in this strategy ,,
 Principle of
Principle of active
small step responding

Principle of
Principle of self-
immediate
pacing
confirmation

Principle of student
testing
Assumptions of Programme
Instructions
 A student learns better by being active
 A student learns better if he is motivated to learn
by confirming his responses
 A student learns better if the content matter is
presented in small steps
 A student learns better if he commits minimum
errors in his learning
 A student learns better if the sequence of
content is psychologically valid
 The learning we may be effective if the
prerequisite are specified on the part of the
learner
Characteristics of programmed
Instruction
 It is not an audiovisual device.
 It is not a test as a teaching strategy.
 It is not the solution of educational problems as it is a new
instructional strategy for the modification of behavior of the learners
 The effective teacher can prepare a good program rather than
replacing teacher.
 It requires more creativity and imaginative efforts to develop highly
individualized instructions
 Linear
programming
Types of
programmed
instruction
Branching
programing
 Linear programing
 Frame size is small steps it include only one element of topic at a time. It can be taught
independently and can be measured independently. Frame structure is based on Stimulus-
Response Reinforcement.
 There are 4 types of frames:
1. Introductory frames
2. Teaching frames
3. Practice frames
4. Testing frames
 Branching programing
 Branching means “subdivision of stem or trunk”
 Itis similar to linear programmed learning except that it is more
complicated because it attempts to diagnose the learner’s
response. It usually involves the multi-choice format.
Development of programme
instruction
1. Selection of topic
2. Identifying the objectives
3. Content analysis
4. Writing objectives (beginning and terminal) in behavioral terms
5. Construction of criterion test
6. Appropriate paradigm and strategy of program
7. Writing program frames and individual try out
8. Group try out, (e.g. pilot project) revising, editing and preparing the
final dealt.
9. Master validation of program in terms of internal and external
criteria
10. Preparation of manual of the program
Program instruction as a
feedback device
 The procedure provides a deep insight and
understanding of the elements, structure and their
sequence
 Teaching by traditional method
 Recorded or evaluated
 Develop frames on same topic of programmed
instruction
 Re-teach the same topic to another class of same level
 Same criterion to record or evaluate
Skills by training
Following are the skills of content analysis
 Arranging content in learning sequence
 Presentation of content in small steps
 Reinforcement to learn by confirming their responses
 To develop the situation to achieve the desired learning objectives
 Trainers are able to consider individual variations
 Generate the learning situation
 The pupil-teacher are able to identify the objectives and are able to write them in
behavioral terms
Bibliography

 Basavanthappa, B., 2009. Nursing education. New Delhi: Jaypee Brothers

Medical Pub.
 http://www.edugyan.in/2017/03/programmed-instruction.html
 https://www.slideshare.net/maheswarijaikumar/programmed-instruction-
92749684
INTERACTION ANALYSIS
AND T GROUP TRAINING
AS FEEDBACK DEVICES

Shazia Saleem
MSN Part II
Objectives
At the end of this session learner will be able
 To define interaction and interaction analysis
 To elaborate dimension and characteristics of interaction analysis
 To explain procedure of interaction analysis
 To know about pros and cons of interaction analysis
 To define T group training
 To describe characteristics of T group training as feedback device
 To explain procedure of sensitivity training
 To know about pros and cons of T group training
Define Interaction
It is defined as the learner’s engagement with course
content, other learners, the instructors and technological
medium use in the course.
Ultimate goal of interaction is to increase the
understanding of the course content and mastery of
defined goal.
Interaction Analysis

Definition:
It is technique for analyzing and observing the class room
behaviors. It provide structure , components and flow of
behaviors of class room activities.
 It is a feedback device for modification of teachers
behavior.
 It is a process of encoding and decoding the study
patterns of teaching and learning
Characteristic Of Interaction Analysis

1. Classroom verbal interaction

2. Increase students participation
3. Direct behavior to indirect behavior.
4. Develop creative behavior patterns
5. Develop insight and understanding flow of events
6. Encode and decode his/her own behavior by using videotape
and tape recorder
Dimensions of Interaction

 According to Daniel G Bobrow, there are three

dimensions of interaction

Coordination Integration Communication

Classroom Interaction Analysis

An instrument which is design to

record categories of verbal
interaction and recorded teaching
learning session.it is a technique
for capturing qualitative and
quantative dimensions of teacher
verbal behavior in classroom
 Categories of Interaction Analysis by Flanders’s
A) teacher talk
Direct influence

1:Praise or
encourage
5: Lecturing

influence
Indirect
2: Accept
6: Giving feelings
direction
3: Accepts or use
7: criticizing ideas of pupils

4: Ask question
b) Pupil talk
8: Response
9: Initiation

c)10: Silence or confusion

Procedure Of Interaction Analysis by Flanders

Encoding

Decoding
Encoding Process

 Memorize code number

 Place of sitting
 Recording category number
 Observer give the code according to category
Decoding

 Tabulating a matric
 Interpreting the matric
 Teacher trainee is asked to decode his/her own behavior
 Proportion of teacher talk, pupil talk and silence
 Advantages Disadvantage
1. Feedback to teacher 1. Trainee should be trained
2. Observation technique for and knowledgeable about
classroom behavior flow charts and models.

3. Effective diagnostic tool to 2. Observer reliability should

measure social emotional be estimated before the
climate in classroom encoding process

4. Useful for theory of 3. It is done by same

teaching homogenous group of
trainee’s.
4. The traditional approach
should not be employed.
T-group Training
 It is developed by Bathel and Mine in 1947
 A feedback device for the modification of teacher
behavior
 It is also known as sensitivity training or laboratory
training.
 A T-group( “T” for training) is an essentially informal,
unstructured, agenda less group session, for about 08 to
12 members and has a professional “trainer” who act as
a facilitator for the group
Sensitivity Training

 Sensitivity: An awareness and understanding of the feelings of

others.
 Training : The action of teaching a person or animal a
particular skill or behavior.
 Sensitivity training : A form of training with the goal of making
people more aware of their own preconception and more sensitive
to others.
Characteristics of T group as a Feedback
Device
 The trainee becomes more sensitive.
 Behaviors become more flexible.
 Essential trait of effective teacher.
 Diagnostic ability is developed among the trainees
 It is leaderless group as facilitator has a passive role.
Procedure of Sensitivity Training

Unfreeze the old

values
Development of new
values
Re freezing the
new ones
Advantages Disadvantages
 Mechanism of feedback device.  More time, energy and resources
 Unplanned group discussion needed.
emerges real problems and  Conflict among members.
solution.  Sleeping members
 Deep insight into the problems.  Expert trainer needed
 Pupil teacher realize their own
mistake and try to improve them.
 Helpful for developing social
relations.
 Focuses on being sensitive and
aware of the feelings of others.
 Improve functioning with in a
group.
 Bibliography

•Basavanthappa, B., 2009. Nursing education. New Delhi: Jaypee Brothers

Medical Pub.
https://www.slideserve.com/mick/interaction-analysis-powerpoint-ppt-
presentation

https://www.slideshare.net/competents2011/flanders-
interaction-analysis-7360971
https://www.slideshare.net/MohitKumar184/sensivity-
training