Related Courses Widget
Top Rated Course
EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
1( 1 REVIEWS )395 STUDENTSEBC 126- COMMUNICATION SKILLS
5( 1 REVIEWS )409 STUDENTS
Course Reviews
- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
1
Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
GoodMICHAEL AGGREY
EBC 126- COMMUNICATION SKILLS5
GoodABAKAH MONICA
UNIT 6: MICRO TEACHING AND PRACTICE
Unit Outline
Session 1: Microteaching
Session 2: Major skills of microteaching
Session 3: Questioning skills
Session 4: Board Management
Session 5: Class management
Hello Student! You are welcome to this unit. I believe you are much poised for this unit and ready action. This unit will deal with micro teaching and practice. This unit takes the teacher trainee training of assisting him/her to be able to teach effectively. The unit will equip the student to know and understand the importance of good planning and even how to manage his/her students in class.
Unit Objectives
By the end of this unit, you should be able to:
SESSION 1: WHAT IS MICROTEACHING?
Welcome to your first session of unit 6. I hope you have prepared very well in order to enjoy this lesson. This unit will enlighten you about is micro teaching and the purpose of micro teaching. This is to help you gain knowledge about micro teaching. This unit will help you in terms of practicality to understand what actually transpire in the classroom.
Objectives
By the end of this session, you should be able to:
1.1 Microteaching
Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting (Brent & Thomson, 1996). Microteaching can also defined as a teaching technique especially used in teachers’ pre-service education to train them systematically by allowing them to experiment main teacher behaviors. A method of teacher training/ teaching technique. Simplifies the complex teaching process so that the student-teacher can cope with it. It employs real teaching situation for developing skills and helps to get deeper knowledge regarding the art of teaching. It is basically Scaled Down Teaching Encounter. In microteaching, teaching reduced in class size, concept, time and number of pupils. Simulated teaching encounter designed for developing the competence in teaching skills. Microteaching involves a short lesson is taught to a reduced number of students (peers) for a short period of time (10-30 minutes). The emphasis is on how to teach rather than what to teach. Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent.
Procedure of micro teaching (micro teaching cycle)
to attain mastery. Microteaching is a system of controlled practice that makes it possible to focus on specific teaching behaviors and to practice teaching under controlled conditions. Competence in one skill is developed before proceeding to another.
The trainee teacher can observe his/her teaching activities on video. The awareness of his/her own teaching performance provides the reinforcement of the trainee teacher.
8.. Re-teaching: The revised lesson is re-taught to another small group of pupils of same class for the same class duration to practice the small skill. This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same. This is done to eliminate boredom or monotony of the pupil. The trainee teacher teaches the class with renewed courage and confidence to perform better than the previous attempt.
Phases of microteaching
Microteaching procedure has various phases of acquiring skills.
It is the preparatory pre-active phase in which the teacher gets trained on the skills and components of teaching through lectures, discussion illustration and demonstration of skills by experts. The trainee teacher gets theoretical as well as the practical knowledge of the skill.
In this inter-active skill acquisition phase the trainee teacher plans a micro-lesson for practicing the demonstrated skills and carries out the microteaching cycle and evaluation of the practiced skill (Feedback), then re-plan, re-teach and re-feedback till the desired level of skill achieved.
Here, the trainee teacher uses the mastered skill in the real class room teaching and tries to integrate all the different skills.
1.2 Purposes of microteaching
The following are the purposes of microteaching. Microteaching allows teacher trainee;
1.3 Microteaching vs traditional classroom
1.4 Benefits of Microteaching
1.5 Setbacks of Microteaching
In conclusion, microteaching works as a focused tool which helps teacher trainees to practice essential teaching skills effectively. Learning is a change in behavior, which is brought about by activity, training, or experiencing. When the learner is more experienced, learning becomes more effective. The most important quality of microteaching sessions is the ability to receive constructive feedback with an open mind and achieves appropriate teaching-learning goals. In addition, it increases self-confidence of teacher in an atmosphere of friendliness.
Self-Assessment Questions
Exercise 6.1
SESSION 2: MAJOR SKILLS OF MICROTEACHING
Welcome to the second session of unit 6. This unit will deal with some important skills a teacher should have before moving to the classroom. The unit is important to the teaching profession because it will enlighten the individual on the processes to follow when delivering a lesson and even the type of question to ask students in the classroom.
Below are a number of skills that are necessary in teaching. These teaching skills are:
Objectives
By the end of this session, you should be able to:
2.1 Major skills of microteaching
Skill of lesson planning
Skill of Introducing a Lesson
Skill of presentation
Skill of Explaining
Skill of Questioning
Skill of probing questions
Probing questions are those which help the pupils to think in depth about the various aspects of the problem enabling pupils to understand the subject deeply. It is important to allow and encourage the fellow trainee teachers to ask structured questions and clarify doubts. Redirection, refocusing, and increasing critical awareness are important components of this skill.
Skill of Reinforcement
Skill of stimulus variation
Skill of illustration
Skill of board writing
Proper use of audio-visual aids
Skill of achieving closure
Skill of managing the class
Self-Assessment Questions
Exercise 6.2
SESSION 3: QUESTIONING SKILLS
Objectives
By the end of this session, you should be able to:
Questioning skills
Purposes of teachers’ classroom questions
Self-Assessment Questions
Exercise 6.3
SESSION 4: BOARD MANAGEMENT
Boards have been valued by educators for decades because of their inherent accessibility, versatility, and adaptability as teaching tools. They can be utilized in class by both students and teachers for a variety of reasons, such as:
Objectives
By the end of this session, you should be able to:
Board management is the process of managing a blackboard/whiteboard with chalk/marker in class in order to improve teaching effectiveness, classroom management and student academic success. Writing or chalkboards are reusable writing surface on which text or drawings can be made. They are widely used in schools and in most cases what the teacher writes on the board is what the students will put in their notes. They are used for points and presentation of notes. They require good use for quality classroom instruction. Have a clear purpose in mind. Will what you write provide focus for students? Will they need to write it down? Erase all unrelated materials on the board, otherwise things on the board will distract. Keep ready everything needed for board use (chalk, ruler, marker, etc.).
Before you start your class, teacher trainees should:
During the class, teacher trainees should follow the following board management basics.
After class, teacher trainees should;
Reflect on class session – Given time, immediate reflection following a class session can help instructors preserve and remember strong and weak moments. The board can often serve as an assistant memory device.
Copy out or capture board – The board can often serve as a map of conversation, a record of important student points, and a blueprint for future class sessions. Instructors can photograph the board or copy out key moments for use in later class planning.
Erase the board – If the next class’s instructor would like to arrive early and prepare the board, erasing will help to make their time more efficient.
Give out “board notes” – If vital concepts or exciting conversation points were recorded on the board, consider sharing those points with students after class. This practice will enhance and extend the board’s function in student learning and content mastery.
Self-Assessment Questions
Exercise 6.4
SESSION 5: CLASS MANAGEMENT
Hi there! I hope you are having a nice time learning this unit. This is session 5 of unit 6 where class management is discussed. Identify the best teacher you ever had and why they were the best. What is one strategy that teacher used for classroom management? Now identify a teacher that you would consider one of the worst teachers you ever had. Identify specific actions that you feel have earned them this title. Class management is very important to the teacher and to the students. Proper classroom management create a serene environment for the teaching and learning process. It helps to correct improper behaviours of students and also assist weak students.
Objectives
By the end of this session, you should be able to:
CLASSROOM MANAGEMENT
Classroom management refers to all of the things a teacher does to organize students, space, time, and materials so student learning can take place. Classroom management is ways of organizing the resources and pupils so that teaching and learning can proceed in an efficient and safe manner. Management skills are crucial and fundamental. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. A well-managed classroom has a set of procedures and routines that structure the classroom. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention.
WHY IS CLASSROOM MANAGEMENT IMPORTANT?
Classroom management strategies
You Set the Tone
Model ideal behavior
Fair, Firm and Consistent
Positive is a Plus
Plan, Plan, Plan
Be Prepared
Classroom Arrangement
With-it-ness
Withitness refers to a teacher’s awareness of what is going on in the classroom. A teacher has “with-it-ness” if:
Proximity and Body Language
Encourage Questioning
Encourage Group Projects
Accommodate all learners
Offer praise
Students misbehave for several reasons:
Ways in dealing with certain misbehaviours in the classroom
Behavior: Rambling — wandering around and off the subject. Using far-fetched examples or analogies.
Possible responses:
Behavior: Talkativeness — knowing everything, manipulation, chronic whining.
Possible responses:
Behavior: Sharpshooting — trying to shoot you down or trip you up.
Possible responses:
Behavior: Grandstanding — getting caught up in one’s own agenda or thoughts to the detriment of other learners.
Possible responses:
Behavior: Overt Hostility/Resistance — angry, belligerent, combative behavior.
Possible responses:
Behavior: Griping — maybe legitimate complaining.
Possible responses:
Behavior: Side Conversations — may be related to subject or personal. Distracts group members and you.
Possible responses:
Self-Assessment Questions
Exercise 3
Attachments1