A training method is a "strategy" that we use to deliver the "content" so that the Trainees’ self- discipline CRM model:

CRM model: Is a voluntary adherence/devotion to norms

trainees will achieve the objectives. that promote trainees’ self-interest and to protect the wellbeing of others
A specific training method may use a variety of techniques to enhance the  It depends heavily on effective trainer-trainee and trainee-trainee relationships
effectiveness of the learning process.  It requires trainer’s genuineness, and involvement toward the trainee, and
Necessity of Variety of training methods acceptance and trust of the trainees
 To meet and maintain trainees’ interest, preference, and involvement so as to  So the trainer should be working with individual trainees on a one-to-one level to
enhance learning effectiveness. address behavioural or academic problems
 There isn’t just one way of delivering a lesson effectively  Trainer’s involvement means making trainee more responsible for his or her
 There might be many routes to the same destination behaviour by having the trainee constantly state what he or she is doing.
 No one route is the right one, but a particular path might be more effective for a Some strategies of trainees self discipline
specific situation.So, 1. Maslow hierarchy of need theory implication
 Each training method has its own strength and weakness for variety of reasons  individual’s behavior is determined the need she/he has at that situation.
Appropriate method selecting criteria  Therefore, the trainer has the opportunity to identify what need might be causing
1. Course objectives trainee’s behavioral problem
2. Equipment needed  Addressing trainees needs and priority should be vital task of trainer’s class room
3. Time available management so that trainees will be self disciplined.
4. Degree of participation expected  Trainees need to be shown that they are valued and respected and play important
5. Participant’s level of understanding roles in the class so as to make self discipline model effective.
6. Facilities available Any previous experience 2. Moral reasoning and character development
7. Size of group  Moral reasoning :refers development of reasonable thinking or reasonable analysis
8. Financial resources available of our judgement for bad /good or right or wrong.
Nature of training methods  Reasoning and critical thinking (cognitive development) are directly related
Broad approaches to teaching  Character development: refers to development of personal and civic virtues such
The direct approach : is source of direct instruction where most traditional training as honesty, courage, responsibility, carefulness, kindness and respect for the dignity
methods are used. E.g., lecture method. of all people
The authority of students learning is that of the teacher(i.e., teaching is 3. Reality therapy: requires positive, genuine, human involvement that allows people
emphasized). to recognize their own reality and to begin to reshape their own behaviours to meet
Whereas, selected needs without any threats or implied punishments
indirect teaching : recent methods are emanated from. E.g.,  It implies that an individual must acknowledge his or her own failures and be
group discussion. personally responsible for becoming successful.
 Field trip. Seven key principles to implement reality therapy:
 Discovery learning. Principle 1: Demonstrate human involvement
 Problem-based learning. Principle 2: Focus on current behaviour
 Project- based learning. Principle 3: Examine current inappropriate behaviour
 Resource-based learning. Principle 4: Create a plan for change
 Computer- assisted learning, etc. Principle 5: Require evidence of trainee commitment
 The authority students learning is that of the students (i.e., learning is Principle 6: Re-evaluate the plan
emphasized) Principle 7: Remove punishment
List of effective learning methods in TVET system B- Models of trainer-focused discipline/Imposed discipline model of CRM/
1. Learning by watching • It is based on the trainer’s recognized authority to set standards within the classroom
2. Learning by imitating and practicing • The trainer also dictates appropriate classroom behaviours and consequences of
3. Learning through feedback misbehaviour.
4. Learning though conversation The three imposed-discipline strategies are :
5. Learning by teaching and helping 1. Desist strategies(to stop doing sth.): Systematic communication of the trainer’s
6. Learning by real-world problem solving desire for a trainee’s behaviour to stop or change.
7. Learning through enquiry Practiced by:
8. Learning by critical thinking  command such as “stop it stop that” or by glance or sign, movement etc
9. Learning by listening, transcribing and remembering  Exclamations like ” shame on you”.
10. Learning by drafting and sketching Desist technique strategy involves two basic concepts(dimensions )
11. Learning by being coached 1. The three levels of force i.e, tone of authoritative communication).They are:
12. Learning by competing  Low, Moderate, and High.
13. Learning through virtual environments 2. Two types of communication of trainer’s desires:
14. Learning through playing games Learning by listening, transcribing and remembering  Public and Private
15. Learning by drafting and sketching Exercise:- Find the appropriate combination of these two basic concepts to
16. Learning by being coached implement desist strategy effectively. E.g,
17. Learning by competing A. Low force with private comm.(for normal CRM discipline)
18. Learning through virtual environments B. High force with public comm. (For high deviant /abnormal behavioral problem)
19. Learning through playing games C. Medium force with public comm
Types of training methods and techniques 2. Assertive discipline : It is designed to assist trainers in running an organized,
1. The lecture method trainer-in-charge classroom environment
2. Group discussion method • A discipline plan basic element of assertive discipline
3. Role play method • This plan contains class room rules and corresponding behaviours
4. Case-method • A discipline plan also has the following parts:
5. Brainstorming method • Classroom rules.
6. Demonstration method • Positive recognition.
7. Field trips method • Consequences.
8. Reading method 3-Behaviour modification : The process of changing behaviour by rewarding
9. Exercise method desired actions and ignoring or punishing undesired actions is called behaviour
Class room discipline: It is preservation of order and maintaining of control of modification
behavior in the teaching and learning process. • It often uses its own behavioural therapy model
 It contains: Charters, rules and,regulations or behaving guidelines. The basic steps in the behavioural modification technique are:
Goals of class room management • Phase 1: Observe and record behaviours
 Establishment of conducive learning–teaching classroom environment • Phase 2: Think about intervention
 Promotion of learners’ desired behaviors • Phase 3: Recall the intervention conditions I.e, evaluate the intervention
 Extinction of undesired behaviors early and timely Frame work of trainer’s authority display :.
Approaches to classroom management 1. Force – this is the tone of authoritative communication level.
 Class room management should have a humanistic orientation It has three levels : low, moderate and high
 It should view trainees as diverse individuals seeking acceptance and fulfillment 2. The type of communication: Private comm.(Pr) And Public(Pb) communications
 I.e, teachers need to understand the influence of covert and overt behaviors. General principles of class room management
Principles of class room management • Emphasize on the positive criticizing the undesired behavior
1. Rationality-condition of being logical or reasonable • Praise with verbal and non verbal comm. And use reinforce for desired behavior.
2. Patience and Fairness • Identify productive br. For the class Use techniques that help and work for the
 Fairness: is existence of equity or equal opportunity for taking part or treatment class
 Patience: is to preserve calm, endure and becoming tolerant and hosting • Start small : Use a step by step approach to manage behavioral changes
 While exercising these principles, teachers need to consider basic concepts or issue • Be consistent : Keep your own behavior consistent and predictable especially
that help influence implementation of discipline. those are reactions to misbehavior.
1. Power-potential to influence Managing class room environment
Sources of power: 1. Begin with a good start
 Position/authority/.  Discuss CR procedures
 Role played by the individual and  Provide ample opportunities
 Relationship (clique, friendship, etc)  Ensure their understanding
2. Norm-Accepted way of behaving: Is way of behaving that is accepted by most  State your expectations
of the group members.  Demonstrate your determination to apply
It is having shared standard(which describes appropriate behavior that each member  Provide frequent feed back
ought to behave in a specific condition 2. Giving effective direction
3. Awareness : Is understanding that the class room is a social, emotional and learning  Provide clear and concise direction is one of the drive skills
environment  Often use positive tone to communicate
The teacher would be able to understand the class room by:  Provide students constructive alternatives to substitute the undesired behavior
 Analyzing any accessed information with care and focus 3. Monitoring classroom
 Having insight and attention to verbal and non-verbal clues of participants  Monitoring helps ensure students br. In taking responsibility and work on their
 Checking practice of fair and equitable roles to be played by each member. activities and duties
Class room management models: they are framework of strategies of  triggers/generate motivation
administering disciplines. Strategies of monitoring
Two Types class room discipline management models. A. Identifying ways of class room arrangement
1. Trainees’ Self- discipline CRM model and  Space for circulation
2. Imposed discipline CRM model  Shape or structure of the room and
 their table, desks etc arrangement
A. Questioning ; Questioning makes learners behave in the way they are expected. ✍️Gives the trainers and learners clear idea of where they are, where they are going
So, asking by walking around keeps learners engaged and what they are doing; Trainee/learner
B. Observation-Observing what learners are doing helps to: ✍️Records the training sessions that the trainers have completed;
 Catch behavioral problems and correct it early ✍️Gives the trainers a starting point if they have to do the training again with another
 Deter misbehavior by proximity E.g., Teacher’s walking around works for both learner or group of learners;
basking/relax and observing. ✍️Give the trainers a firm base to review their performance

4. Managing interruptions
 Interruptions are pauses, breaks or temporary halt of an on going activity.
 Interruptions are two type: Anticipated interruption and unanticipated interruption
 Both of them account 30% of the lost time in a lesson period
 Some of the interruptions are coming from transitions in the teaching learning
process.
 Transitions are states of ending an activity and beginning of another
 Anticipated interruptions include transitions required in the process.
 There are three expected transitions in a lesson: pre-lesson, during lesson and
post( after) lesson transitions. Definition of a plan
 So. Setting time limit, providing clear directions before, during and after instruction ✍️A plan is a guide map for action.
help to reduce wastage and manage anticipated interruptions.(These are ✍️A plan is an experience in anticipatory teaching.
interruptions that occur accidentally like, power failure, appearance of visitor, urgent ✍️A plan is a blue print.
issues like meeting, etc.) ✍️A plan is a direction for future activities, etc.
Managing abusive attitudes and behavior Merits of an instructional plan
 Abusive behaviors are those that are wrongly reflected ,accepted and inappropriate. ✍️Helps ensure subject mastery.
 E.G, harassment, alcoholic, and drug affiliated behaviors. ✍️Enables to select appropriate instructional methods.
A. Cognitive domain : concerned with development of mental abilities and skills of ✍️Develops more confidence.
learners. ✍️Enables to use different instructional media.
B. Affective domain: concerned with development of feelings, emotions ,attitudes ✍️Realizes wise usage of time.
together with personal and interpersonal skills. ✍️Fixes the direction of teaching-learning process.
C. Psychomotor domain: concerned with physical movement and coordination ✍️Helps avoid needles repetition.
resulted in skill development. ✍️Gives outline to follow as one teaches a lesson.
Types Cognitive domain ✍️Enables to anticipate the implementation of activities.
❤Knowledge: fact, information or definition about something in the environment or ✍️Assures the attainability of instructional objectives.
event. Major criteria that a quality lesson plan should fit
✍️Learners are expected to store and recall those information as they are. ✍️Objectivity: denotes that a session plan
✍️Thus verbs used are recall, list, name, define, label . that require retrieval of ✍️Logical Sequence: plan should be arranged in logical order. proceed from simple to
information stored in the mind difficult, etc.
❤Comprehension: understand the material merely to integrate it into their own frame ✍️Flexibility: plan should be open to make necessary amendments
of reference but not to extend the information ✍️Comprehensiveness: a session plan should include the major elements such as
✍️It is an essential gateway to higher levels objectives, contents, methods, media, time, activities, evaluation mechanisms.
✍️Its four components are interpretation, translation, examples, and definitions ✍️Clarity and Simplicity: an instructional plan should be written in clear and simple
❤Application:It is bringing of separate components together to arrive at a solution languages.
✍️E.g, Application of a simultaneous equation to solve real life situation. Fundamental Questions of Instructional (session) Planning.
✍️Verbs often used to set such instructional objective are: apply, perform, execute, ✍️Why to teach? >Understanding the objectives to be achieved.
solve. ✍️What to teach? >mastering the contents.
❤Analysis: It is the reverse of application process ✍️How to teach? >Selection of appropriate methods.
❤Synthesis: It is creative networking of elements to form a new and unique entity. ✍️Whom to teach?>identification of the learners and background of the learners.
✍️E.g, A research paper can belong to either the application or the synthesis. ✍️When to teach? >Knowing the solid number of working days and total allotted
✍️Thus,we use more subjective judgment in evaluating synthesis operation periods for the subject.
❤ Evaluation: requires making decisions on controversial topics and substantiating ✍️How much to teach? >w/c refers to making decision on the amount of contents and
these decisions with sound reason. activities within the given time.
Affective domain instructional objectives ✍️Where to teach?> Understanding the environment such as climate, location of the
❤ Receive: Become aware of or willing to receive particular messages about the school and out of the school.
env’t. Types of Instructional plan
✍️Verbs: Listen, ask, read,acknowledge and so on ❤Annual lesson Plan.
❤Respond:This refers to the learners’ reaction or participation to the stimulus ❤Semester plan.
around. ❤Unit plan.
✍️Verbs: respond, contribute participate, write, etc ❤Course plan.
❤Valuing:-Learners start to adapt ideas and values voluntarily as their own. Verbs: ❤Periodic (daily) plan).
argue, persuade, criticise, A Course plan : The main body will have:
❤Organize: At this stage, learners start to organize ideas and beliefs and to develop ✍️The course description.
value system. ✍️Learning outcomes.
✍️The learners will be able to, for example, defend, contrast, compare. ✍️Contents to be taught.
5 . Characterization: Learners adapt and internalize values and ideas and behave ✍️The modes of delivery.
consistently with them. ✍️The resources required.
✍️Verbs: learners will be able to, for example, display, influence, practise. ✍️The assessment techniques to be employed with the allotted values.
Types of Psychomotor Domain: ✍️Finally the references that students can read for successful accomplishment of the
❤Imitation: The learner observes a skill demonstrated by another and tries to repeat course.
or replicate it. B. Daily instructional plan: The daily instructional plan is on the basis of the syllabus
✍️Eg. He will be able to copy, repeat, replicate he/she has set.
❤Manipulation: The learner is able to perform the skill from instruction or memory. ✍️It instructor does within classroom instruction for a single or double period(s).
✍️Eg The learner will be able to build, recreate, perform ✍️In a daily instructional planning, the teacher: fixes the instructional objectives:
❤Precision: The learner can carry out or reproduce the skill reliably, usually ✍️The objectives are to be written by using action verbs of specific nature
independent of help. ✍️They need to be SMART.
✍️Eg The learners will be able to demonstrate, show, control. All objectives need to combine at least the behavior and content with or without a
❤Articulation: Learners can adapt, combine or integrate, skills, consistently and with context.
expertise. ✍️Fixes concrete contents by considering the time available and didactic elements
✍️Eg The learners will be able to construct, combine, coordinate (introduction, presentation, stabilization and evaluation)
❤Naturalization: Learners demonstrate automatic, unconscious mastery of one or ✍️Fixes the methodological – organizational arrangement; the roles of the teacher can
more skills at strategic level. be easily observable.
✍️Eg The learner will be able to design, manage ,invent ✍️Fixes the teaching aids to make the lesson clear;
Performance objectives : Are objectives expressed by behavioral words, or terms to ✍️Sets the evaluation mechanisms.
describe actions carried out to a tangible performance level in a situation. ❤General Objectives: are used in preparing the annual plan.
Elements of performance objectives: Examples: at the end of this unit, the students will be able to know the different
✍️Statement of an observable behavior or performance on the part of the learner. method of teaching.
✍️Minimally accepted level of performance(also called criterion measure) ❤it serves as medium of communication b/n the teacher &student.
✍️Situation or condition under which learner’s behavior occurs ❤It serves as a valuing mechanism of what the teacher teaches.
Example:The trainee will be able to list the atomic weights of the first ten elements ❤It serves as a means of report out about students progress.
with the aid of the periodic table. Types of assessment
action verb, criterion measure and situations. ✍️Norm-referenced assessment: measures a student’s achievements compared to
Action verbs other students
A.Cognitive domain: Name, translate, solve, break down, construct, justify. ✍️Criterion-referenced assessment: student’s achievement is compared to the
B.Affective domain: Ask, contribute, persuade, prioritize, display standard or specific criteria set ahead.
C.Psychomotor domain: Copy, execute, accomplish(master),coordinate, create ✍️Formative assessment: It is an ongoing assessment of students progress during
Upon completion of this chapter , you will be able to : teaching learning process.
❤Discuss what is session plan and its uses. ✍️It helps to get feed backs on weaknesses and strengths of teaching –learning
❤Discuss the modality of training. ✍️summative assessment : This type of assessment is performed at at the end of a
❤Explain the development process of curriculum. course or program
❤Prepare a module of instruction. Methods of gathering assessment data
Session Plan 1.written sources of assessment data : Are data obtained through tools like:
✍️It is a set of notes in logical order for the trainer to follow and ensure that the ❤Tests and written examinations (including essays);
objectives set for the session are met. ❤portfolios - samples of students’ work; records, and self-completed, self-referenced
✍️It is a tool for trainers to ensure that they head towards the objective(s) of the assessments
session. 2.Non-written sources of assessment data: Are data obtained through tools like :
✍️It is also a checklist of the resources required for the lesson. ✍️Observation (visual, oral).
✍️It is a blueprint that identifies the basic 5Ws (who, what, where, when and why). ✍️Practical activities with concrete outcomes.
Uses of Session Plan to Trainers/Teachers ✍️Questioning.Interviews.
✍️Conferencing. presentations.
✍️exhibitions, Video, Audio.
✍️Recordings, photographs .