PANEL DISCUSSION

Topic: INTEGRATED TEACHING,

TEAM TEACHING,CLASS ROOM
MANAGEMENT

Submitted To submitted by

Prof .Dr Blessy .Peter. Jinsi .P.G & Elsy Mayjo

Principal 1 st year Msc .Nursing
TMM college of nursing TMM college of nursing
Kaviyoor Kaviyoor

Submitted On:
 INTEGRATED TEACHING
INTRODUCTION:
Integration of teaching is defined as the organization of teaching matter to interrelate or
unify the subjects which are frequently taught in separate academic courses or
departments. It simply means bridging connections between academic knowledge and
practical ‘s. Integration 1s defined as organization of teaching matter to interrelate or unify
subjects frequently taught in separate academic courses or departments. An integrated
approach allows students to engage m purposeful, relevant learning. Integrated learning
encourages students to see the interconnectedness and interrelationships between the
curriculum areas. Rather than focusing on learning 1n isolated curriculum areas, an
integrated program 1s based on skill development around a particular theme that is
relevant to the children in the class.
DEFINITIONS
“An integrated approach allows learners to explore, gather, process, refine and present
information about topics they want to investigate without the constraints imposed by
traditional subject barriers”
(Pigdon and Woolley (1992)
OBJECTIVES OF INTEGRATED TEACHING
 To foster security and satisfaction.
 To promote cooperative learning.
 To help develop sense of value.
 To help develop self direction.
 To foster creativity
 To provide opportunities for social action
 To help evaluate learning.
. CHARACTERISTICS
• The development of the whole personality of the learner is more important
than the subject matter.
• Large units should be prepared accordingly.
• Learning should be recognized around real-life problems of the pupils, their
needs and interests.
• Learning should be characterized by group planning, group work and group
assessment.
• Teaching-learning activities should follow democratic procedure.
 • Individual differences should be provided for by a wide variety of learning
activities and experiences.
• The atmosphere of the classroom should be permissive and happy
MODES OF INTEGRATED TEACHING

Thematic Teaching
Thematic instruction is the organization of a curriculum around micro “themes.” Thematic
instruction is based on the idea that people acquire knowledge best when learning in the
context of a coherent “whole,” and when they can connect what they-re learning to the real
world. Thematic instruction seeks to put the teaching of cognitive skills such as reading,
mathematics, science, and writing in the context of a real-world subject that is both
specific enough.It provides a broad framework for linking content and process from a
variety of disciplines. The theme provides coherence; it gives a “focus” to the activities
that accompany by the unit.
Content Based Instruction
Content-based instruction emphasizes a connection to real life, real world skills (Curtain,
199)) in content-based classes, students have more opportunities to use the content
knowledge and expertise the)’ bring to class (they activate their prior knowledge, which
leads to increased learning of language and content material). Content-Based 1nstruction is
an approach to language teaching that focuses not on the language itself, but rather on
what is being taught through the language; that is, the language becomes the medium
through which something new is learned.
Focusing Inquiry
Inquiry is the dynamic process of being open to wonder and puzzlements and coming to
know and understand the world. (Galileo Educational Network, 2004). Inquiry-based
learning is a process where students are involved in their learning, formulate questions,
investigate widely understandings, meanings and knowledge. Based instruction is a
student centered and teacher-guided instructional approach that engages students in
investigating real world questions that they choose within a broad thematic framework.
Inquiry Based instruction complements traditional instruction by providing a vehicle for
extending and applying the learning of students in a way that connects with their interests
within a broader thematic framework. Students acquire and analyze information, develop
and support propositions, provide solutions, and design technology and arts products that
demonstrate their thinking and make their learning visible.
ADVANTAGES OF INTEGRATED TEACHING METHOD
 Children are grouped together according to their learning needs or cooperative
learning
 Effective integrated programs provide opportunities for experience based learning.
 Students are able to use their prior experiences to construct learning.
 Cross cultural sharing among students can occur.
 Students can think critically and to derive with their own patterns of thought and
meaning from the content presented
 Students learn to construct their own understanding, meaning, reasoning and
problem solving skills
DISADVANTAGES OF INTEGRATED TEACHING METHOD.
• Some students may lose interest in the lesson.
• Not all students may understand what is being taught
• The strategies used may not be accepted by all students

TEAM TEACHING
INTRODUCTION
Team teaching is an approach to program delivery where two of more educators share
teaching responsibilities within a classroom setting. Both teachers interact with all children
at different times. The two or more teachers plan, execute and evaluate the learning
experiences of a group of students.Team teaching is also known as co-teaching.
DEFINITION
“In team teaching method two or more teachers make a plan of subject, cooperatively
carry it out and always evaluate its effects on students periodically”.
- Naik M B
“Team teaching involves bringing together a number of classes whose teaching is then the
responsibility is then the joint responsibility of the teachers of these classes who constitute
a team”.
- Apter
PURPOSE OF TEAM TEACHING
 The goal of team teaching is the improvement of teaching through a better
utilization of a group of teachers
 It utilizes teachers specialized expertise interest instruction skill time and energy .
 It ensures preparation of lessons materials and other aids to create motivation among
the students and better learning situations .
 The team concept itself increases the possibilities of variety of instructions based on
pooled talent to the teachers .
OBJECTIVES OF TEAM TEACHING
 To make the best use of expertise of teachers under team- teaching.
 To improve the quality of teaching the services of the expert teachers are shared
by a large number of students.
 To develop the feelings of co- operation or group work in teaching – learning
situation.
 To help the students, to satisfy the needs and difficulties relating to the special
content.
 To utilize the better talents and interests of teachers.
 To increase grouping and scheduling flexibility.
 To improve the quality of instruction.
TYPES OF TEAM TEACHING
 Interactive team teaching– two faculty members present in front of the class
Simultaneously
 Rotational format team teaching– faculty alternate teaching the class. This
rotational format has a number of variations depending on the subject matter and the
number of faculty involved.
 Participant-observer team teaching– all participating faculty are present for all the
classes, but only one is “teaching” at a time. Roles that the other teachers could play
as participating observer(s) are model learner, observer, panel member, or resource
(Klein, 1990).
 Team coordination– faculty arrange and integrate a curriculum so as to maximize
learning and connections using paired or linked courses, an integrated cluster of
 independent courses, or freshman interest groups (McDaniels and Colarulli, 1997).
ROLES IN GROUPS OF THREE OR MORE

• Often there is need for a team leader when the team is larger than two or three
members.
• The team leader is in charge of internal operations of the team, such as setting
up meetings and coordinating schedules.
• The team leader is also responsible for external operations, for example
communicating with department heads to ensure that the team is meeting
departmental goals or that the resources and support are in place.
• The role of each team member is to participate in team discussion and
planning sessions.
• The members must act responsibly and follow through on decisions made by
the team within the timeframe decided upon by the team
PRINCIPLES OF TEAM TEACHING

 Size and composition of the group for team teaching should be appropriate in terms
of learning experiences and purposes of the group.
 Time should be allotted keeping in consideration the importance of the subject.
 Learning climate should be provided by making arrangements like laboratory,
library, audio, video etc.
 Level of team teaching must be appropriate to the learners.
 The nature and extent of the supervision of group activities depends on the purpose
of group.
CHARACTERISTICS OF TEAM TEACHING

• Role differentiation of team teaching

• Regrouping of students
• . Rescheduling of time
• Redesign of teaching space
• Common time for planning
• Integration of learning in a meaningful way .
• Development of resource centers.
 PROCEDURE FOR ORGANIZING TEAM TEACHING

 Planning
 Organizing
 Evaluating

STEP 1: PLANNING
 Decide the topic to be taught
 Writing objectives in behavior terms
 Identify the entering or initial behavior of the learner of the group
 Preparing tentative schedule of teaching
 Assigning duties to teachers, lead lecture, follow - up, supervision
 Fixing up the level of instruction
 Selecting appropriate teaching aids
STEP 2: ORGANIZATION
 Determining the level of instruction
 Presentation of the lead lecture by a competent teacher of the team
 Follow up of the other teachers to supplement the lead lecture by explaining the
elements of the topic
 Providing motivation by the teachers to the learners in both the cases
 Supervision of student activity which are assigned in lead lecture
STEP 3: EVALUATION
 Asking oral questions, writing and practical work
 Taking decision about the level of performance and realization of the objective
 Diagnosing the difficulty of the learner and providing remedies
 Revising the planning and organizing phases of team teaching on the basis of
evaluation of the students
TYPES OF TEAMS
• SINGLE SUBJECT TEAM
• INTERDISCIPLINARY TEAMS
• HIERARCHIAL TEAMS
• SYNERGETIC TEAMS
SINGLE SUBJECT TEAM
Two or more teachers agree to teach the same subject at a particular class level to
the same group in a common period.
 The strength of the students varies according to the number of students.

Eg- Two chemistry teachers.

INTERDISCIPILINARY TEAM
Teachers of different subjects assume responsibilities for the same large group and
given time.
Eg- Botany , zoology teachers and history , geography teachers.
HIERARCHICAL TEAM
In these team one professional and experienced teacher taken as team leader. The
remaining teachers performs professional duties.
The structure of a hierarchic team teaching may be linked to a pyramid with a team
leader at the apex, master teachers just below and regular teachers at the base.
They consists of teachers, clerks, assistants. they work under one head.
SYNERGETIC GROUP
Synergetic team teaching groups are formed through the co-operation of two or
more teachers working together as professional equals.
They work Together as a team and there is a minimum of hierarchical approach
ADVANTAGES
• Opportunity for free discussion.
• Development of human relationships.
• Development of professional status of the teacher.
• Exposure of group to more specialist.
• It will save time and energy.
• Improves the quality of instruction
DISADVANTAGES
 Lack of co-operation among teachers.
 Disregard to the dynamics of small group.
 Traditional conservative attitude.
 Lack of interest.
 Lack of accommodation for larger groups.

CLASS ROOM MANAGEMENT

Classroom management and management of student conduct are skills that teachers
acquire over time. These skills will be developed only after a minimum of few years of
teaching experience. To be sure, effective teaching requires considerable skill in managing
the myriad of tasks and situations that occur in the classroom each day. Skills such as
effective classroom management are central to teaching and require "common sense",

consistency, a sense of fairness, and courage. These skills also require that teachers
understand in more than one way the psychological and developmental levels of their
students. The skills associated with effective classroom management are only acquired
with practice, feedback, and a willingness to learn from mistakes.
An effective classroom management context
These four things are fundamental for teachers:
1. Know what you want and what you do not want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it
4. When you get something else, act quickly and appropriately
MANAGEMENT OF PHYSICAL ENVIRONMENT
Room arrangement:
 While good room arrangement is not a guarantee of good behavior, poor planning in
this area can create conditions that lead to problems
 The teacher must be able to observe all students at all times and to monitor work
and behavior. The teacher should also be able to see the door from his or her desk
 Frequently used areas of the room and traffic lanes should be unobstructed and
easily accessible
 Students should be able to see the teacher and presentation area without undue
turning or movement
 Commonly used classroom materials, e.g. books, attendance, pads, and student
reference materials should be readily available
 Some degree of decoration will help add to the attractiveness of the room
 The space should be adequate for the students for easy movement and it should not
be too congested
 Natural lighting and ventilation can be enhanced by having adequate windows. Also
there should be provisions for artificial lighting and ventilation for use in case if the
natural lighting and ventilation is inadequate
 Classrooms are constructed in such a manner that the noises are contained
 Furniture for students and teachers are designed for comfort, utility and enhance
learning.
 Management of Students

Setting expectations for behavior:

• Teachers should identify expectations for student behavior and communicate those
expectations to students periodically.
• Rules and procedures are the most common explicit expectations. A small number
of general rules that emphasize appropriate behavior may be helpful. Rules should
be posted in the classroom. Compliance with the rules should be monitored
constantly.
• Regulations particularly safety procedures should be explained carefully.
• Because desirable student behavior may vary depending on the activity, explicit
expectations for the following procedures are helpful in creating a smoothly
functioning classroom:
 Beginning and ending the period, including attendance procedures and what
students may or may not do during these times
 Use of materials and equipment such as the pencil sharpener, storage areas,
supplies, and special equipment
 Teacher-led instruction
 Seatwork
 How students are to answer the questions, e.g. no student's answer will be
recognized unless he raises his hand and is called upon to answer by the
teacher
 Independent group work such as laboratory activities or smaller group
projects
 Good discipline is much more likely to occur if the classroom setting and
activities are structured or arranged to enhance cooperative behavior
 Managing student academic work.
 Effective teacher-led instruction is free of:
 Ambiguous and vague terms
 Unclear sequencing
 Interruptions.
 Students must be held accountable for their work.
 The focus is on academic tasks and learning as the central purpose of student
effort, rather than on good behavior for its own sake.
 Managing Inappropriate Behavior
• Address instruction and assignments to challenge academic achievement while
continuing to assure individual student success.
• Most inappropriate behavior in classrooms that is not seriously disruptive and can
be managed by relatively simple procedures that prevent escalation.

Monitor students carefully and frequently so that misbehavior is detected early

before it involves many students or becomes a serious disruption.
• Act to stop inappropriate behavior so as not to interrupt the instructional activity or
to call excessive attention to the student by practicing the following unobstructive
strategies.
Moving close to the offending student or students, making eye contact and giving a
nonverbal signal to stop the offensive behavior. Calling a student's name or giving a short
verbal instruction to stop behavior. Redirecting the student to appropriate behavior by
stating what the student should be doing, citing the applicable procedure or rule. Example:
"Please, look at the overhead projector and read the first line with me, I need to see
everyone's eyes looking here."More serious, disruptive behaviors such as fighting
continuous interruption of lessons and stealing require direct action according to college
regulation.
Promoting Appropriate Use of Consequences
In classrooms, the most prevalent positive consequences are intrinsic student satisfaction
resulting from success,accomplishment, good grades, social approval and recognition.
• Students must be aware of the connection between tasks and grades
• Frequent use of punishment is associated with poor classroom management and
generally should be avoided.
• When used, negative consequences or punishment should be related logically to the
misbehavior
• Milder punishments are often as effective as more intense forms and do not arouse
as much negative emotion
• Misbehavior is less likely to recur if a student makes a commitment to avoid the
action and to engage in more desirable alternative behaviors
• Consistency in the application of consequences is the key factor in classroom
management.
Role of Teacher in Classroom Management
The teacher has to take special interest in the classroom management. She should check
daily for any problem in the classroom. It is also her prime responsibility to inform the
concerned members for any problems like broken furniture, repair of electrical items and
non-functioning of any objects in the classroom and get it repaired as early as possible.
She should instruct the students regarding the proper and effective use of furniture and
other goods and also give appropriate punishment for any misuse.
Role of Student in Classroom Management

The effective classroom management lies in the hands of students too. They should
develop the sense of discipline and accept the responsibility for their actions in the
classroom. They should cultivate the habit of maintaining cleanliness, proper use of
furniture and electrical goods. They should appreciate the value of each item in the
classroom. Students should cooperate with the teachers in the classroom management.
Role of Student in Classroom Management
The effective classroom management lies in the hands of students too. They should
develop the sense of discipline and accept the responsibility for their actions in the
classroom. They should cultivate the habit of maintaining cleanliness, proper use of
furniture and electrical goods. They should appreciate the value of each item in the
classroom. Students should cooperate with the teachers in the classroom management.
CONCLUSION
There are several strategies that may be used to enhance the psychosocial dimension of the
classroom environment and create a positive classroom climate. Teachers should strive to
be authoritative in their classroom to encourage a productive and positive classroom.
Authoritative teachers are loving and supportive, and are just and fair in implementing
classroom rules. Often, students take part in developing these rules
.BIBLIOGRAPHY
1. R.Sudha “Nursing education principles and concepts” 2nd edition,Jaypee brothers
medical publishers..2021
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4. D.Elakkuvana Bhaskara Raj’’ Text book of nursing education”second
edition,Emmess publications,Bangloor
5. BT Basavanthappa, "Communication and Educational Technology for Nurses,"
Jaypee Brothers Medical Publishers PT Ltd, New Delhi, 2011
Web Reference
 Marzano RJ, Marzano JS. The key to classroom management. Educational
leadership. 2003 Sep 1;61(1):6-13.
 Wolff CE, Jarodzka H, Boshuizen HP. Classroom management scripts: A
theoretical model contrasting expert and novice teachers’ knowledge and awareness
of classroom events. Educational Psychology Review. 2021 Mar;33(1):131-48.