lOMoARcPSD|50899596

Teaching methods BPED II SEM

Bachelor of physical education (University of Calicut)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])
 lOMoARcPSD|50899596

CC-202 EDUCATIONAL TECHNOLOGY AND METHODS OF TEACHING

PHYSICAL EDUCATION
Unit – I Introduction
1. Education and Education Technology- Meaning and Definitions
2. Types of Education- Formal, Informal and Non- Formal education.
3. Educative Process
4. Importance of Devices and Methods of Teaching.
Unit – II Teaching Technique
1. Teaching Technique – Lecture method, Command method, Demonstration
method,
2. Imitation method, project method etc.
3. Teaching Procedure – Whole method, whole – part – whole method, part – whole
Method.
4. Presentation Technique – Personal and technical preparation
5. Command- Meaning, Types and its uses in different situations.
Unit – III Teaching Aids
1. Teaching Aids – Meaning, Importance and its criteria for selecting teaching aids.
2. Teaching aids – Audio aids, Visual aids, Audio – visual aids, Verbal, Chalk board,
3. Charts, Model, Slide projector, Motion picture etc
4. Team Teaching – Meaning, Principles and advantage of team teaching.
5. Difference between Teaching Methods and Teaching Aid.
Unit – IV Lesson Planning and Teaching Innovations
1. Lesson Planning – Meaning, Type and principles of lesson plan.
2. General and specific lesson plan.
3. Micro Teaching – Meaning, Types and steps of micro teaching.
4. Simulation Teaching - Meaning, Types and steps of simulation teaching.
Reference:
1. Bhardwaj, A. (2003). New media of educational [Link] Delhi:Sarup of
Sons. Bhatia,&
2. Bhatia,(1959). The principles and methods of [Link] Delhi: Doaba House.
Kochar,
3. S.K. (1982). Methods and techniques of [Link] Delhi: Sterling Publishers
4. Pvt. Ltd.
5. Sampath, K.,Pannirselvam, A. &Santhanam, S. (1981). Introduction to educational
6. [Link] Delhi: Sterling Publishers Pvt. Ltd.
7. Walia, J.S. (1999). Principles and methods of [Link]:Paul Publishers.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

UNIT I

MEANING, NATURE AND AIMS OF EDUCATION

Education is a systematic process through which a child or an adult acquires
knowledge, experience, skill and sound attitude. It makes an individual civilized,
refined, cultured and educated. For a civilized and socialized society, education is the
only means. Its goal is to make an individual perfect. Every society gives importance
to education because it is a panacea for all evils. It is the key to solve the various
problems of life.
WHAT IS EDUCATION?
Education means learning knowledge, skills, and attitudes. The most
important of these is learning how to learn. Learning means deciding about your own
lifestyle.
Teaching, by itself, does not constitute learning; neither does passive listening.
Learners must decide to incorporate any knowledge, skill or attitude into their own
set of values and behaviours (lifestyle), or the learning is not meaningful. Learning
happens outside the classroom as well as within. Some learning results from teachers
and some does not.
EDUCATION HAS BEEN DESCRIBED AS A PROCESS OF WAKING UP TO LIFE:
Waking up to life and its mysteries, its solvable problems and the ways to
solve the problems and celebrate the mysteries of life.
Waking up to the inter-dependencies of all things, to the threat to our global
village, to the power within the human race to create alternatives, to the obstacles
entrenched in economic, social and political structures that prevent our waking up.
Education in the broadest sense of the term is meant to aid the human being
in his/her pursuit of wholeness. Wholeness implies the harmonious development of
all the potentialities God has given to a human person.
True education is the harmonious development of the physical, mental, moral
(spiritual), and social faculties, the four dimensions of life, for a life of dedicated
service.
ETYMOLOGICAL MEANING OF EDUCATION
Etymologically, the word ‘Education’ has been derived from different Latin words.
a) ‘educare’ which means ‘to bring out’ or ‘to nourish’.
b) ‘educere’ which means ‘to lead out’ or ‘to draw out’.
c) ‘educatum’ which means ‘act of teaching’ or ‘training’.
d) ‘educatus’ which means ‘to bring up, rear, educate’.
e) ‘ēducātiō’ which means “a breeding, a bringing up, a rearing.”
· The Greek word ‘pedagogy’ is sometimes used for education.
· The most common Indian word ‘shiksha’ is derived from the Sanskrit verbal
root ‘shas’which means ‘to discipline’, ‘to control’, ‘to instruct’ and ‘to teach’.
· Similarly the word ‘vidya’ is derived from Sanskrit verbal root ‘vid’ which
means ‘to know’. Vidya is thus the subject matter of knowledge. This shows that

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

disciplining the mind and imparting knowledge where the foremost considerations in
India.
Back in the 1500s, the word education meant “the raising of children,” but it
also meant “the training of animals.” While there are probably a few teachers who
feel like animal trainers, education these days has come to mean either “teaching” or
“the process of acquiring knowledge.”

DEFINITIONS
Since time immemorial, education is estimated as the right road to progress
and prosperity. Different educationists’ thoughts from both Eastern and Western
side have explained the term ‘education’ according to the need of the hour. Various
educationists have given their views on education. Some important definitions are:
1. Mahatma Gandhi – “By education I mean an all-round drawing out of the best in
man – body, mind and spirit.”
2. Rabindranath Tagore – “Education enables the mind to find out the ultimate
truth, which gives us the wealth of inner light and love and gives significance to
life.”
3. Dr. Zakir Husain – “Education is the process of the individual mind, getting to its
full possible development.”
4. Swami Vivekananda – “Education is the manifestation of divine perfection
already existing in man.”
5. Aristotle – “Education is the creation of sound mind in a sound body.”
6. Rousseau – “Education is the child’s development from within.”
7. Herbert Spencer– “Education is complete living.”
8. Plato – “Education is the capacity to feel pleasure and pain at the right moment.”
9. Aristotle – “Education is the creation of a sound mind in a sound body.”
10. Pestalozzi – “Education is natural, harmonious and progressive development of
man’s innate powers.”
11. Froebel -“Education is enfoldment of what is already enfolded in the germ.”
12. T.P. Nunn – “Education is the complete development of the individuality of the
child.”
13. John Dewey – “Education is the process of living through a continuous
reconstruction of experiences.”
14. Indira Gandhi – “Education is a liberating force and in our age it is also a
democratizing force, cutting across the barriers of caste and class, smoothing out
inequalities imposed by birth and other circumstances.”
NATURE OF EDUCATION
As is the meaning of education, so is its nature. It is very complex. Let us now discuss
the nature of education:
1. Education is a life-long process- Education is a continuous and lifelong process. It
starts from the womb of the mother and continues till death. It is the process of
development from infancy to maturity. It includes the effect of everything which
influences human personality.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

2. Education is a systematic process- It refers to transact its activities through a

systematic institution and regulation.
3. Education is development of individual and the society- It is called a force for
social development, which brings improvement in every aspect in the society.
4. Education is modification of behaviour- Human behaviour is modified and
improved through educational process.
5. Education is purposive: every individual has some goal in his life. Education
contributes in attainment of that goal. There is a definite purpose underlined all
educational activities.
6. Education is a training- Human senses, mind, behaviour, activities; skills are
trained in a constructive and socially desirable way.
7. Education is instruction and direction- It directs and instructs an individual to
fulfil his desires and needs for exaltation of his whole personality.
8. Education is life- Life without education is meaningless and like the life of a beast.
Every aspect and incident needs education for its sound development.
9. Education is continuous reconstruction of our experiences- As per the definition
of John Dewey education reconstructs and remodels our experiences towards
socially desirable way.
10. Education helps in individual adjustment: a man is a social being. If he is not able
to adjust himself in different aspects of life his personality can’t remain balanced.
Through the medium of education he learns to adjust himself with the friends,
class fellows, parents, relations, neighbours and teachers etc.
11. Education is balanced development: Education is concerned with the
development of all faculties of the child. it performs the functions of the physical,
mental, aesthetic, moral, economic, spiritual development of the individual so
that the individual may get rid of his animal instincts by sublimating the same so
that he becomes a civilized person.
12. Education is a dynamic process: Education is not a static but a dynamic process
which develops the child according to changing situations and times. It always
induces the individual towards progress. It reconstructs the society according to
the changing needs of the time and place of the society.
13. Education is a bipolar process: According to Adams, education is a bipolar
process in which one personality acts on another to modify the development of
other person. The process is not only conscious but deliberate.
14. Education is a three dimensional process: John Dewey has rightly remarked, “All
educations proceeds by participation of the individual in the social consciousness
of the race.” Thus it is the society which will determine the aims, contents and
methods of teachings. In this way the process of education consists of 3 poles –
the teacher, the child and the society.
15. Education as growth: The end of growth is more growth and the end of
education is more education. According to John Dewey, “an individual is a
changing and growing personality.” The purpose of education is to facilitate the
process of his/her growth.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

Therefore, the role of education is countless for a perfect society and man. It is
necessary for every society and nation to bring holistic happiness and prosperity to
its individuals.
AIMS OF EDUCATION
Aims give direction to activities. Aims of education are formulated keeping in
view the needs of situation. Human nature is multisided with multiple needs, which
are related to life. Educational aims are correlated to ideals of life.
The goal of education should be the full flowering of the human on this earth.
According to a UNESCO study, “the physical, intellectual, emotional and ethical
integration of the individual into a complete man/woman is the fundamental aim of
education.”
The goal of education is also to form children into human persons committed
to work for the creation of human communities of love, fellowship, freedom, justice
and harmony. Students are to be moulded only by making them experience the
significance of these values in the school itself. Teachers could achieve this only by
the lived example of their lives manifested in hundreds of small and big transactions
with students in word and deed.
INDIVIDUAL AND SOCIAL AIMS:
Individual aims and social aims are the most important aims of education.
They are opposed to each other individual aims gives importance for the
development of the individuality. Social aim gives importance to the development of
society through individual not fulfilling his desire. But it will be seen that
development of individuality assumes meaning only in a social environment.
Individual Aims
Sir Percy Nunn observes, “Nothing goods enters into the human world except in and
through the free activities of individual men and women and that educational
practice must be shaped the individual. Education should give scope to develop the
inborn potentialities through maximum freedom.”
Social Aim:
The supporters believe that society or state is supreme or real. The individual
is only a means. The progress of the society is the aim of education. Education is for
the society and of the society. The function of education is for the welfare of the
state. The state will make the individual as it desires. It prepares the individual to
play different roles in society. Individuality has no value, and personality is
meaningless apart from society. If society will develop individual will develop
automatically. Here society plays an important role.
FORMAL EDUCATION
Organized, guided by a formal curriculum, leads to a formally recognized
credential such as a high school completion diploma or a degree, and is often guided
and recognized by government at some level. Teachers are usually trained as
professionals in some way.
Formal learning is organized and structured system of education i.e. organized
and structure curriculum and environment in a recognized education or training

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

institution leads to credentials like certification and validation.

Highlights
i. Planned with a particular end in view.
ii. Limited to a specific period.
iii. Well-defined and systematic curriculum
iv. Given by specially qualified teachers.
v. Includes activities outside the classroom
vi. Observes strict discipline.
(i) Planned with a particular end in view
Formal education is planned with a particular end in view. It is given in school,
college and similar other institutions which are established with the purpose. In this
way it is direct schooling, instruction and tuition.
(ii) Limited to a specific period
Formal education is limited to a specific period or stage. It is provided
according to certain set rule and regulations. It is in the form of systematic, planned
and guided instruction.
(iii) Well-defined and systematic curriculum
Formal education has a well-defined and systematic curriculum. This
curriculum is based on certain aims and objectives. These aims are in conformity with
the needs of the society and the state-.
(iv) Given by specially qualified teachers
Formal education given by specially qualified teachers they are supposed to
be efficient in the art of instruction.
(v) Includes activities outside the class-room
In modern progressive schools, the process of education is not merely
restricted the four walls of the class-room. There are more activities outside the
class-room than inside it.
(vi) Observes strict discipline
Formal education observes strict discipline. The pupil and the teacher are both
aware of the fact an engage themselves in the process of education.
It may, however, be mentioned that any process of teaching which involves
supervision, instruction, set plan, definite aims and principles amounts to formal
education.
NON-FORMAL EDUCATION
Organized (even if it is only loosely organized), may or may not be guided by a
formal curriculum. This type of education may be led by a qualified teacher or by a
leader with more experience. Though it doesn’t result in a formal degree or diploma,
non-formal education is highly enriching and builds an individual’s skills and
capacities. Continuing education courses are an example for adults. Girl guides and
boy scouts are an example for children. It is often considered more engaging, as the
learner’s interest is a driving force behind their participation.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

Non-formal education is one of the recent concepts getting into use. Indian
involvement in non-formal education has increased as a result of our interest in
making education a life-long affair rather than a matter of formal schooling.
We can say it is loosely organized in form of formal curriculum and structure
and in any credentials like certification and validation but it enriches the individual
capacity and skills. This kind of education involves more experiences teachers in the
process.

Highlights
(i) Derived from the expression 'formal education.
(ii) Outside the realm of formal education.
(iii) Conscious and deliberate.
(iv) To be organised for a homogeneous group.
(v) Serving the need of the identified group.

(i) Derived from the expression 'formal education

The expression 'non-formal' in non-formal education has been derive from the
expression 'formal' in formal education by using the pre-fix non-
(ii) Outside the realm of formal Education
Unlike inform education which is unstructured, spontaneous and without
formality non-formal education would be structured and planned, but outside realm
of formal education. "Any organised, systematic education activity, carried outside
the framework of the established formal system whether operating separately or as
an important feature of some broad activity, that is intended to serve identifiable
learning clienteles learning objectives."
(iii) Conscious and deliberate
Non-formal education consciously and deliberately organised and systematically
implemented.
(iv) To be organised for a homogeneous group
Non-formal education should be organised for a homogeneous group. Such a grot
has to be identified in terms of the learning needs of the group member
(v) Serving the need of the identified group
Non-form, education should be programmed to serve the needs of the identify
group. This will necessitate flexibility in design of the curriculum and the scheme of
evaluation.
Definition
The word "non-formal" is derived by using the pre-fix "non" to formal. It is usually
written NFE. It can be define "Any organized educational activity outside the
established formal system whether operating separately or as an important feature
of some broader activity that is intended to serve identifiable learning clienteles and
learning objective"

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

Objectives of Non Formal Education

1. To enable maximum out of school children from 9 to 14 years and attend the non-
formal stream.
2. Learning of basic skill i.e. reading, writing and general mathematic
3. To enable them about the handle different tools and techniques
4. To make them socially and morally active towards and national values and ideas
Characteristics of Non Formal Education
1. It is well planned and no need of any school system.
2. A participatory learning system
3. It is open ended educational system
4. No need for structured course and curriculum
5. Age, Time and curriculum flexibility
6. Involvement of both public and private sector in the process
7. It is not necessary to conduct exam on regular basis
8. Credentials like certificate and awards are not necessary to be awarded
9. Self-learning is appreciated
Types
1. Para formal education
2. Popular education
3. Personal development
4. Professional and vocational training
5. Literacy with skill development
6. Supplementary NFE Pogroms
Examples
1. Sports programs organized of community organization
2. Non-credit adult education programs
3. Computer and Language Classes in a Community
4. Online free courses
INFORMAL LEARNING
In informal learning is not structured and organized in terms of curriculum and
credentials and time. The teacher my elder of family like mother, father, grandfather
No formal curriculum and no credits earned. The teacher is simply someone
with more experience such as a parent, grandparent or a friend. A father teaching his
child to play catch or a babysitter teaching a child their ABC’s is an example of
informal education.
These may be overly simplified explanations. There are times when the lines
between each type of learning get blurred, as well. It isn’t always as cut and dry as it
seems, but these definitions give you a general idea of each type of learning.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

If you’re interested, the two reports (one I wrote and the other I co-authored), they
have been archived in 3 countries are available free of charge. There are links to the
full reports here:
Education in its all-inclusive form goes beyond what takes places within the four
walls of the classroom.
A child gets education from his experiences outside the school as well as from those
within on the basis of these factors. So, there are mainly three types of education,
namely, Formal, Informal and Non-formal. Each of these types is briefly described
below.
Highlights
(i) Incidental and spontaneous
(ii) Not-pre-planned.
(iii) Not imparted by any specialised agency.
(iv) No prescribed time-table or curriculum.
(v) May be negative also
(i) Incidental and spontaneous
Informal education is incidents and spontaneous. There is no conscious effort
involved in it. Courtesies gentleness, etc. learnt in a market place or in a hotel or in
one's sitting room amount to informal education.
(ii) Not-pre-planned nor deliberate
Informal education is an educative activity which is neither pre-planned nor
deliberate. The child learns many habits, manners and patterns while living with
others or moving in different spheres like home, society, groups etc.
(iii) Not imparted by any specialised agency
Unlike formal education, informal education is not imparted by any
specialised agency such as school or college.
(iv) No prescribed time-table or curriculum
Informal education is not given according to any fixed time-table or through
formal means of education. There is no set curriculum required. Informal education
consists in experiences and actual living in the family or community.
(v) May be negative education also
Informal education may take to negative direction also. Instances are not rare
when one learns stealing, or some other forms of misbehaviour from the experiences
which the child may casually have in the street, in the market, in the cinema hall or in
some other such place.
In the words of an expert, Informal Education is "the process, by which a
person imbibes attitudes, develops skills, cultivates values and acquires knowledge,
without there being any organisation or system about it. This would include the
deliberate attempts of parents and elders in the family and community to help the
young ones grow and adapt themselves to the environment. Informal Education
would also include all incidental learning that takes place while at work or at play and
during travels-as well as spontaneous learning through films, radio and television."

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

10

EDUCATIONAL TECHNOLOGY
Educational technology is defined by the Association for Educational
Communications and Technology as "the study and ethical practice of facilitating
learning and improving performance by creating, using, and managing appropriate
technological processes and resources."
Educational technology refers to the use of both physical hardware and
educational theoretic. It encompasses several domains, including learning theory,
computer-based training, online learning, and, where mobile technologies are
used, m-learning. Accordingly, there are several discrete aspects to describing the
intellectual and technical development of educational technology:

• Educational technology as the theory and practice of educational approaches to

learning
• Educational technology as technological tools and media that assist in the
communication of knowledge, and its development and exchange
• Educational technology for learning management systems (LMS), such as tools for
student and curriculum management, and education management information
systems (EMIS)
• Educational technology itself as an educational subject; such courses may be
called "Computer Studies" or "Information and communications technology
(ICT)".
FACTORS AFFECTING TEACHING
To know factor affecting teaching is so important because after analysis all
factors which affecting teaching, teacher can improve himself and can become
good teacher and create better citizen for country. If study teaching subjects, we
find many factors which affecting teaching which can write in list of these factors.
1. Educational qualification of teacher
Higher qualified teacher can provide high scholarly instructions which can
effect than general graduate teacher. Many teachers hold different degrees which
is the sign of their higher education qualification. A teacher is just B.A. and other
teacher is M.A., [Link]., PhD, if we compare both, then is sure that higher qualified
teacher can cede good teaching result.
2. Skills
Skill is an ability to do any work with better way. If a teacher has teaching
skill then he can provide effective teaching. Often says that teaching is God gifted
but getting good education training and Psychologise best educational books, we
can get this skill and create better result. In teaching talent we can include following
skills
Communication skill of teacher
Taking teaching aids
Technique of teaching
Method of teaching
Human relation skill

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

11

3. Experience of Teacher
Experience of teacher affects also the teaching. After increasing teaching experience,
a teacher learns many new things in teaching experience which he can employ in
next time teaching. First day teacher may not effect on students but after 5 years
teaching, a teacher can more effect on students.
4. Class – room environment
Class room environment effects also on teaching. This environment is made both by
teacher and students.
Without both active participation in education, teaching never effects. If the
concentration lives in class room and students listen teacher’s voice and teacher also
cares the activity of teacher doing interacting with students.
5. Economic Factor
Economic background of teacher and student is also affected teaching. Even salary of
teacher effects on his thinking level. Poor and rich students can also classify
economically and sometime these factors can effect on effective teaching.
6. Administrative policies of school or college or university
Administrative policies also effect teaching. Teacher wants to instruct with his way
but administrative policies is not allowed, so the voice of teach can stop and effect of
teaching may slow in class room.
7. Subject Matter
Sometime when a teacher teaches that subject in which he is not specialize , he can
not create any effect through his teaching but same teacher can teaches his
specialize subject with better way .
8. Parental expectations
What are the expectations of parent on students? This factor can be defined
psychologically. If parent wants to frame up his children doctor or engineer and
continually stress on student, sometime student may not at that rank, so mentally he
can create depression and which can stop effective teaching of teacher.
TEACHING PROCEDURES
Each teacher runs his or her classroom differently, so it is important to decide on the
procedures you need to run your classroom smoothly and then teach students the
procedures of your classroom. Regardless of the age of the students, simply posting
the expectations or procedures on the wall is not enough: procedures must be
taught, practiced, and reinforced throughout the school year.
How to Use
1. Write out expectations
For each procedure, students must know what to do and how to do it correctly. The
teacher must explicitly describe each step of the procedure. Some teachers choose
an acronym to remind students of the most important elements of the
procedure. For example, a teacher could se the acronym “BAC” to help when writing
procedure expectations. The “B” is for bodies- how should the students be moving?
Can they get up from their seat? The “A” is for assistance- how should the students

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

12

ask for the teacher’s help? The “C” is for conversation- are the students allowed to
talk? If so, to whom?
2. Prepare visuals
It is very helpful to create a visual to aid in the explanation of a procedure. One
example of a visual is a “Looks Like, Sounds Like” chart. A poster listing the “BAC”
expectations may also be created for each procedure or activity (see Visuals section
to the right).
3. Teach procedures
Using the prepared visual, take time to specifically teach each procedure or activity.
Explain what the students should do, how they should move, who they should be
talking to, and any other details they are expected to know.
4. Practice procedures
In addition to the teacher’s explanation, students need a chance to actually practice
the procedure. For example, after teaching students how to properly enter the
classroom, have them line up outside the door and act as if they are just arriving.
Students should be able to demonstrate the correct procedure. They also enjoy
having fun with this process by showing the “example” and, once mastered, being
able to perform the “non-example."
5. Monitor and assess
Within the first few days after teaching the procedure, be sure to monitor the
students and assess how well they are meeting the procedural expectations.
Implement a class-wide motivation system like Fill-in-the-Blank, 100 Squares, or
Marble Jar to reinforce your procedure.
6. Re-teach
After assessing the students’ performance of the procedure, it may be necessary to
re-teach the procedure or provide reminders as to how it should be executed
properly.
When to Use
Common procedures that teachers need to plan and teach to students include one
for entering the classroom, leaving the classroom, working independently, working in
groups, going to the restroom, and sharpening pencils. Procedures need to be taught
at the beginning of the year, but students will need reminders throughout the year. It
is especially important to re-teach procedural expectations when students return
from an extended breaks from school, such as Winter Break.
Variations
Other procedures
See lists of procedures on the right for more ideas of procedures to plan for and
teach.
During lessons and training sessions, the teacher or coach must provide guidance to
the athletes to ensure they learn effectively. To do this the demonstration and
practice of the new skill will be manipulated by the coach to best suit the individual,
skill and situation.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

13

There are four parts to teaching a new skill:

1. Instructing - instructions must be given for them to complete the task or skill.
These may be written or verbal. The teacher must ensure the student knows
what is required of them
2. Demonstrating - The teacher may provide a demonstration of the skill or may
get a peer to perform it. It is key that this is a good demonstration to allow the
student to form a model in their memory and mentally rehearse the skill to be
performed
3. Applying - The student then practises the skill in a planned situation to help
them transfer the learning from practise to a competitive situation
4. Confirming - This is all about feedback and providing information for the
student about how successful they have been. Testing or assessing the skill
allows the teacher and the student to evaluate performance.
Types of Practice
There are four types of practice which can all be used in different situations and
dependant on the skill being learned:
I. Fixed practice - These are sometimes also known as drills and involve
repeatedly practising a whole skill in order to strengthen the motor
programme. This type of practice is best with discrete, closed skills
II. Massed practice - This is a continuous form of practice which is best for
simple skills. An example would be a rally in badminton where the learner
must repeatedly perform drop shots. This causes fatigue and therefore
simulates the late stages of a game
III. Variable practice - This is used best for open skills and involves repeating a
skill in varying situations. For example shooting practice in football, where the
coach may set up drills and alter the starting position and involvement of
defenders. This helps to build up schema to use in game situations
IV. Distributed practice - Attempts at the skill are divided up with intervals in
between to allow for rest and mental rehearsal. This is best used in difficult,
dangerous or fatiguing skills and with young or lowly motivated individual
METHODS OF PRACTICE
Certain skills are best taught in different ways depending on the learner and the skill
in question:
I. Whole method
The skill is first demonstrated and then practised as a whole, from start to
finish. It helps the learner to get a feel for the skill, timings and end product. It is best
used for fast skills which cannot easily be separated into sub-parts, such as a javelin
throw. It is unsuitable for people with low attention spans, complex or dangerous
skills.
II. Part method
The parts of the skill are practised in isolation which is useful for complicated
and serial skills and is good for maintaining motivation and focusing on specific
elements of the skill. It is possible; however, that the transfer of the skills from parts,

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

14

to a whole may not be effective and it may also reduce the kinaesthetic awareness
(feel) for the full skill.
III. Whole-part-whole method
The whole skill is first demonstrated and practised, before being broken down
into the constituent parts to practice the individual elements and improve on these,
before putting the whole skill back together. This can be very effective in skills which
have easily distinguished parts, where the whole skill together is complex. A good
example comes in swimming, where the learner would practice the whole stroke,
then isolate a weak component, such as the kick and use a float in the hands to
ensure using only the legs, before putting the whole stroke back together. This gives
the performer a sense of the whole skill before they break it down and improve on
the weak aspects of the performance. As with the part method this may affect the
transfer of the skill from parts to the whole.
IV. Progressive part method
This is sometimes also known as the chaining method, as the parts of a skill
are practised individually, in order, before being linked together and expanded. For
example in the triple jump, the hop will be practised and learnt, before the skip is
then practised and learnt. The two are then linked together. Finally the jump will be
learnt individually and then tagged on the end of the skip. This is slow process but
allows weaknesses to be targeted and for the performer to understand the
relationship of the sub-routine
GOOD TEACHER QUALITIES
Below are some marks and characteristics of a great teacher.
1. Opportunities for Activities. The child is inherently active. Passiveness on the part
of the child implies that he is not in good physical and mental health. He keeps the
students active. He is aware of the fact that to keep the student’s discipline, he must
have to fill the time with work and involve them in various activities.
2. Involves Careful Planning. Teachers keep in view that everything cannot be taught
to children at every time. He carefully studies the mental makeup and the pupils he
teaches, studies the individual differences of pupils and then prepares his subject-
matter. An unplanned lesson often results in a failure and involves waste of time,
energy and money also.
3. Desired and Selective Information. A class teacher does not try to teach all the
available information that he gathers from books and experience. On the other hand
he makes as judicious selection and teaches all that is useful to live a good lite as
responsible member of the society.
4. Involves Skills in Guiding Learning. Teacher motivates and stimulates students
through his activities in the classroom to make his teaching effective. He involves the
student into the studies. He creates such situation as lead to desired types of
learners.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

15

5. Cooperation. Good teaching is an active and living process. A good teacher seeks
the cooperation of the learners.
6. Causing to Learn. Good teacher enables the child to learn for himself. It is snot
stuffing the mind of the child with information. It is what we can make the child do
for himself.
7. Kind and Sympathetic. A great leader always creates a cordial atmosphere in the
classroom. He always ensures his pupil’s emotional stability and security. He is kind,
affectionate and sympathetic to his pupils. He avoids scolding and sarcasm.
8. Democratic. Another trait is that he respects the individuality of his pupils. He
does not consider them to be inferior. He keeps the contents, methods and objective
sin view while teaching.
9. Adjust Students to his Environment. Man has been struggling against natural
forces since ages. He is expected either to adjust the forces to himself. A good
teachers helps child in both direction.
10. Progressive. A good teacher aims at improving his modes and teaching
strategies. He also helps the child to make suitable progress in life.
11. Emotional Stability. There are very powerful inherited urges which always cry for
expansion. A good teacher knows that unguided expression leads to wilderness, and
therefore, helps in proving his pupils suitable opportunities which assist in training
and sublimating the urges and emotions.
[Link] Teaching is both diagnostic and remedial. A teacher makes use of the
various measurement instruments which have been provided by psychology and
discovers the intelligence, aptitudes and interest of children and accordingly plans his
work.

MAXIMS / PRINCIPLE OF TEACHING

Every teacher wants to make maximum involvement and participation of the
learners in the learning process. He sets the classroom in such a way so that it
becomes attractive for them. He uses different methods, rules, principles etc in order
to make his lesson effective and purposeful. He uses general rule or formula and
applies it to particular example in order to make teaching – learning process easy and
upto the understandable level of students.
These settled principles, tenets, working rules or general truths through which
teaching becomes interesting, easy and effective are called the maxims of teaching.
They have universal significance. Every person who is expected to enter into the
teaching profession have to familiarize himself with the maxims of teaching. Their
knowledge helps him to proceed systematically.
The different maxims of teaching are briefly explained below. The teacher should
always proceed keeping them in view.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

16

1. From known to unknown:-

When a child enters into school, he possess some knowledge and it is the duty of
teacher to enlarge his previous knowledge. Whatever he possesses should be linked
with the new knowledge. If we link new knowledge with the old knowledge our
teaching becomes clearer and more definite.
This maxim facilitates the learning process and economises the efforts of the teacher
and the taught. For example is teaching English to the children and he is to teach the
word ‘water’. He reminds them the Kashmiri word ‘Aab’ which they already know
and then tells them that in English we say ‘water’. This way of teaching helps the
learners to understand things fully. This way the teaching becomes definite, clearer
and more fruitful.
2. From simple to complex:-
The main objective of teaching is to teacher and the learners objective is to learn
something. In this process of teaching and learning, simple or easy things should be
first presented to the students and gradually he should proceed towards complex or
difficult things. The presentation of simple material makes the learners interested,
confident and feels encouraged. As they will show interest towards the simple
material, they becomes receptive to the complex matter. On the other hand, if
complex matter is presented first, the learner becomes upset, feels bored and finds
himself in a challenging situation. For example in mathematics we first present the
idea of +, - , x and then division.
When the child gets admitted to 9th and 10th class we introduce algebra, surds,
trigonometry, geometry etc. As he proceeds further he becomes familiar with the
complex material like matrices, integration, differentiation etc. In this way a learner
shows interest by proceeding from simple mathematics to complex one. But if we
reverse the situation, he will find himself in a challenging situation and will left his
studies due to complexity of matter. Simplicity or complexity of the subject matter
should be determined according to the view point of the learners. It makes learning
convenient and interesting for the students.
3. From concrete to abstract:-
Concrete things are solid things and they can be visualized but abstract things are
only imaginative things. The child understands more easily when taught through
their senses and never forget that material. On the other hand if abstract things or
ideas are presented, they forget it soon. As Froebel said, “Our lessons ought to start
in the concrete and end in the abstract”. For example when we teach the solar
system, we first visualize the sun through our senses and gives the concept of eight
planets, galaxies, meteorites etc. Through this process, the learners understand the
materials more easily. Some power of imagination also develops in them .But if we
reverse the situation, it will become difficult for learners to understand anything.
Another example, when we teach counting to the students we should first take the
help of concrete objects like beads, stones etc. and then proceed to digits and
numbers.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

17

4. From analysis to synthesis:-

When we divide a thing into easy parts or separate elements in order to understand
it easily is called analysis. It is the process which helps in understanding the hidden
elements of a thing or the cause of some incident or behaviour. For instance, in order
to tell about the structure or functions of heart, the parts of the heart are shown
separately and knowledge of every part is given. After it the students are made to
understand the structure or system of working of the heart. In this way, even a very
difficult thing can be easily understood. Synthesis is just opposite of analysis. All parts
are shown as a whole. The process of analysis is easier than synthesis for
understanding a thing. This process develops the analytical power of the students. It
is the best method of starting the teaching process. For example while teaching
digestive system, we should first analyse the different parts of digestive system one
by one and then gives the synthetic view of it. Hence a good teacher always proceeds
from analysis to synthesis.

5. From particular to general:-

A teacher should always proceed from particular to general statements. General
facts, principles and ideas are difficult to understand and hence the teacher should
always first present particular things and then lead to general things. Suppose the
teacher is teaching continuous tense while teaching English, he should first of all give
few examples and then on the basis of those make them generalize that this tense is
used to denote an action that is going on at the time of speaking. Hence a teacher
should proceed from particular to general.
6. From empirical to rational:-
Empirical knowledge is that which is based on observation and first and experience
about which no reasoning is needed at all. It is concrete, particular and simple. We
can feel and experience it. On the other hand rational knowledge is based upon
arguments and explanations. For example suppose the students are to be taught that
water boils on heating. They should first be made to heat the water and see it
boiling. Then the teacher should explain that when water is heated, the molecules
gain kinetic energy and there is thermal agitation of the molecules which make the
water boil. This maxim is an extension of some of the previous maxims, namely
proceed from simple to complex proceed from concrete to abstract and from
particular
to general.
7. From induction to deduction:-
The process of deriving general laws, rules or formulae from particular examples is
called induction. In it if a statement is true in a special situation; it will also be true in
other similar situations. It means drawing a conclusion from set of examples. For
example when hydrogen reacts with boron, it gives Boron hydride, potassium reacts
hydrogen, it gives potassium hydride, we come to the conclusion that all elements
when reacts with hydrogen they from hydrides. While using this process in teaching,
a teacher has to present particular examples or experiences and tell about similarity

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

18

of their attributes. Deduction is just opposite of induction. In it, we derive a certain

particular conclusion from general laws, rules or principles. For example in language
teaching, before giving the definition of noun, the students are acquainted with the
example of noun like man, chair, Delhi etc and then they are led to general definition
of noun. So a good teacher always proceeds from induction and finishes at
deduction.
8. From psychological to logical:-
Modern education gives more emphases on psychology of the child. The child`s
psychological development is of utmost important than any other thing. A teacher
while teaching should follow this maxim viz from psychological to logical.
Psychological approach takes into consideration the pupil his interests, abilities,
aptitudes, development level, needs and reactions. The teacher should keep in mind
the psychological selection of the subject matter to be presented before the pupils.
Logical approach considers the arrangement of the chosen content into logical order
and steps. It is child cantered maximum. For example a teacher tells the story of a
poem to students when they are not interested in reading, with this a teacher
proceeds from psychological to logical sequence.
9. From Actual to Representative:
First hand experiences makes learning more vivid and efficient than to give them
representative ones. A teacher while selecting the content for presentation should
make all efforts possible to present it through actual, natural or real objects than
from their improvised representative one’s like pictures, models etc. For example to
teach about ‘Golden Temple Amritsar’, a teacher should try his best to visit the actual
place and that learning will be more vivid and the pupils will retain it for a long time
in spite of teaching through sketches, model or a picture. Representative forms
should be used at the higher classes than in lower classes.
10. From Whole to Parts:
This maxim is the offshoot of gestalt theory of learning whose main emphasis was to
perceive things or objects as whole and not in the form of parts. Whole is more
understandable, motivating and effective than the parts. In teaching, the teacher
should first give a synoptic view of lesson and then analyze it into different parts. For
example the teacher while teaching the pollination in plants, he should first take the
flower then analyze it into different parts and give detailed information about each
and every part like the sepals, petals, androceium, gynaecium etc. In this way,
maximum learning is possible. It is actually the reverse of the maxim “analyses to
synthesis”.
11. From definite to indefinite:
A teacher should always start from definite because definiteness has its limited
boundaries and jurisdiction than indefinite things. We always have confidence on
definite and tested things. We learn easily indefinite things on the basis of definite
things. Hence a teacher while teaching any content should first present definite
things, ideas and then he can learn indefinite things easily. Definite things, definite

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

19

rules of grammar help the learner to have good knowledge. Gradually he can be
taught about indefinite things.
Methods of Teaching
Teaching methods in common use, such as the lecture method, the guided
discussion method, and the demonstration-performance method are covered in this
chapter. A discussion on cooperative or group learning also is included since this type
of learning may be useful in conjunction with either the lecture or guided discussion
methods. A teaching method is seldom used by itself. In a typical lesson, an effective
instructor normally uses more than one method. For example, a demonstration is
usually accompanied by a thorough explanation, which is essentially a lecture.
Introduction
Physical education is an integral part of the educative process which uses
physical activity as a primary means to promote psychomotor, cognitive, and socio-
affective growth in order to enhance the quality of life (Holst, 1993). Traditionally
physical education classes have only focused on the psychomotor, or physical, aspect
of learning (Poynton, 1986). The idea nowadays is to address all domains of learning.
When teaching there is an assortment of styles or methods a teacher may
choose from. These methods are ways of organizing and presenting the learning
experiences to children. The styles range from a direct, teacher-cantered approach to
an indirect, more student-cantered approach. In the past direct, teacher-cantered
methods have been used predominately, however recently the trend seems to be
shifting towards a more indirect, student-centered approach.
Normally the student-centered teaching style is more time consuming and
requires more preparation by the teacher, however the benefits to be gained from
these methods are definitely worth the extra time spent developing the lesson. The
methods are not easy for a teacher to grasp without putting an effort into it. In order
for a teacher to become comfortable and successful with using these methods it will
take substantial practice on the part of the teacher involved.
The teaching styles discussed in this report will start with the teacher-centered,
command approach, followed by practice, reciprocal, and the task approach.
Thereupon it will continue with increased student-centered methods, such as guided
discovery, problem solving, and exploration. As you go across the continuum of
teaching styles the teacher has less influence in the decision making, and the student
becomes the prime decision maker.
LECTURE METHOD
The lecture method is the most widely used form of presentation. Every
instructor should know how to develop and present a lecture. They also should
understand the advantages and limitations of this method. Lectures are used for
introduction of new subjects, summarizing ideas, showing relationships between
theory and practice, and reemphasizing main points. The lecture method is
adaptable to many different settings, including either small or large groups. Lectures
also may be used to introduce a unit of instruction or a complete training program.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

20

Finally, lectures may be combined with other teaching methods to give added
meaning and direction.
lecture method of teaching needs to be very flexible since it may be used in
different ways. For example, there are several types of lectures such as
the illustrated talk where the speaker relies heavily on visual aids to convey ideas to
the listeners. With a briefing, the speaker presents a concise array of facts to the
listeners who normally do not expect elaboration of supporting material. During
a formal lecture, the speaker's purpose is to inform, to persuade, or to entertain with
little or no verbal participation by the students. When using a teaching lecture, the
instructor plans and delivers an oral presentation in a manner that allows some
participation by the students and helps direct them toward the desired learning
outcomes.
Definition of Lecture Method of Teaching
Lecture method of teaching is the oldest teaching method applied in educational
institution. This teaching method is one way channel of communication of
information. Students’ involvement in this teaching method is just to listen and
sometimes pen down some notes if necessary during the lecture , combine the
information and organized it.
One of the problems in this method is to grab the attention of students in class
room. Another big problem is that many students in the class cannot follow the
theme. Learning has a strong influence on method of teaching.
Advantages of Lecture Method of Teaching
1. In this teaching method a large amount the topics can be covered in a single class
period.
2. Using of this method exclude the using of any equipment or Lab.
3. Learning material is not required.
4. Student listening skills developed.
5. Logical arrangement of the material in order to present it orally
6. Help to learn languages
Disadvantages of Lecture Method of Teaching
1. Psychologically this method is acceptable because individuals are not alike.
Teacher delivers the same lecture to both students without recognizing the
individual differences.
2. Learning is an active process thus study should encourage to actively participate in
the class room instead of just listening the teacher.
3. Language using in the lecture is above the standard of the students. They are not
able get full advantage of the lecture.
4. Lecture are often forgotten by the students soon after while learning is retained if
activities are experienced.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

21

5. Attention level is not the same while student listening the lecture.
Learning is not a simple process. The pouring process is educationally not perfect or
recommended for secondary level students. At this level it is difficult for student to
pick new concepts using lecture method of teaching. They actually are meaningful,
active and interesting experiences or activity in the class.
Preparing the Teaching Lecture
The competent instructor knows that careful preparation is one key to successful
performance as a classroom lecturer. This preparation should start well in advance of
the presentation. The following four steps should be followed in the planning phase
of preparation:

1. Establishing the objective and desired outcomes;

2. Researching the subject;
3. Organizing the material; and
4. Planning productive classroom activities.
COMMAND METHOD
The command style is the most teacher-directed style of the seven styles (Mosston,
1992). In this type of style the teacher is the exclusive decision maker. Decisions on
what to do, how to do it, and the level of achievement expected are all determined
by the teacher (Nichols, 1994).
With this style the teacher will give a demonstration of the expected performance, as
well as emphasize and explain specific important points of the movement. The
demonstration gives the students an opportunity to see the skill performed
accurately and observe the critical elements of the task. The teacher may guide the
class through the various steps in carrying out the task. The students repeat the
performance many times as they put the movements together in the proper
sequence and timing. The teacher also makes additional helpful commits to a
student or a group of students when necessary.
Some examples of when it would be advantages to use the command style is when
showing a child how to overhand throw, instructing a specific dance step, or teaching
someone to shoot a free throw in basketball. These are all tasks that have to be done
in a specific fashion making the command style a very efficient method of
accomplishing the task.
DEMONSTRATION METHOD OF TEACHING
Demonstration method of teaching is a traditional classroom strategy used in
technical and training colleges and in teacher education.
Demonstration involves showing by reason or proof, explaining or making clear by
use of examples or experiments. Put more simply, demonstration means 'to clearly
show'. In teaching through demonstration, students are set up to potentially
conceptualize class material more effectively as shown in a study which specifically
focuses on chemistry demonstrations presented by teachers. Demonstrations often

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

22

occur when students have a hard time connecting theories to actual practice or when
students are unable to understand application of theories.
Teachers not only demonstrate specific learning concepts within the classroom, they
can also participate in demonstration classrooms to help improve their own teaching
strategies, which may or may not be demonstrative in nature. Although the literature
is limited, studies show that the effects of demonstration classroom teachers
includes a change of perspective in relating to students, more reflection in the
teachers’ own classroom strategies, and more personal responsibility for student
learning.
Focus, Structure and Principles
Demonstration Strategy focus to achieve psychomotor and cognitive objectives. If we
talk about its structure, it is given in three successive steps:
1. Introduction: In this step objectives of the lesson are stated. The teacher may be
called demonstrator. He demonstrates the activity before the student that is to be
developed.
2. Development. Students try to initiate the demonstrated activity. If there is any
query the teacher tries to satisfy them by further demonstration and illustrations.
3. Integration. At this step, the teacher integrates all the activities and then these
activities are rehearsed revised and evaluated.
Principles
This teaching strategy is based on the following principles
1. Learning by doing maxim is followed
2. Skills can be developed by limitation
3. The perception helps in imitation
Application
This strategy is applied mainly in technical or training institutes. In teacher education
programs it is used to develop skills in the student teacher. At school level, a teacher
applies it in teaching science, biology, nature study arts and crafts.
Advantages of Demonstration Method
1. It helps in involving various sense to make learning permanent
2. Though, teacher behavior is autocratic, he invites the cooperation of pupils in
teaching learning process
3. It develops interest in the learners and motivates them for their active
participation
4. It helps in achieving psychomotor objectives
5. Any simple or complex sill becomes easy to understand

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

23

Disadvantages of Demonstration Method

1. It can be used only for skills subjects
2. Only the attention of the learners is invited towards the activity demonstrated.
They are not free to discuss about it
3. Due to poor economic conditions of the government schools, there is scarcity of
audio-visual aids and equipment and the teachers are not so creative to produce
handmade models for demonstration
4. There is a general lack of sincerity and diligence among teachers who wish to
complete the syllabus or syllabi at the earliest without putting sincere efforts
Suggestions
1. The teacher should be a sincere, diligent and skilled person
2. Teacher should himself prepare the models for demonstrations and encourage the
learners tool
3. Demonstration should be followed by discussion
4. A teacher must have the ability to use audio-visual aids with expertise
Project Method of Teaching
Project method of teaching has evolved from the philosophy of programatists. It is
experience-centered strategy related to life-situation.
PROJECT METHOD OF TEACHING
Project method of teaching has evolved from the philosophy of programatists. It is
experience-centered strategy related to life-situation. This teaching strategy focus on
1. To socialize a child
2. To achieve cognitive, affective and psychomotor objectives
This teaching strategy is based on the following principles
1. Principle of Utility. Choose those projects which are closer to the social life.
2. Principle of readiness. Involve the learners in finding the solution of the problem
with their active participation.
3. Learning by Doing. Learner performs certain tasks and experiences new things.
This adds to his knowledge and results in learning.
4. Socialization. It develops the feeling of cooperation and group work.
5. Inter-disciplinary Approach. To involve the knowledge of different subjects in
solving the social problems.
Types of Project Method of Teaching
According to Kilpatric, “A project is a whole-hearted purposeful activity proceeding in
a social environment. Kilpatric has classified the project method in four types.
1. Constructive. When learners have to construct some things related to social life.
e.g. charts, models, maps, parcels etc.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

24

2. Artistic. These projects are generally allotted in the aesthetic fields of life. e.g. in
music, drawing, painting art and culture.
3. Problem-Solving. These projects are given to solve the problems related to any
life-situation or related to any subject e.g. how to operate bank accounts? Or how to
send an email or letter. These general problems if solved, will make a child efficient
for social-life.
4. Group-Work. A team of students is assigned a work to be performed. e.g. to
develop a garden in the school.
There are four basic elements of this teaching strategy which make it purposeful 1.
Spontaneity, Purpose, Significance, and Interest or Motivation.
Advantages
1. It helps in developing social norms and social values among the learners.
2. It provides invaluable opportunities for correlation of various elements of the
subject matter and for transfer of training or learning.
3. It helps in growing knowledge very effectively as results of their close cooperation
on social participation in the spirit of democracy.
Disadvantages
1. The project cannot be planned for all subjects and whole subject matter cannot be
taught by this strategy.
2. It is not economical from the point of view of time and cost.
3. It is very difficult for a teacher to plan or to execute the projects to the learners
and supervise them.
Suggestions
1. This teaching strategy should not be used an independent teaching strategy but as
a supplementary teaching technique.
2. Teacher should try to utilize the inexperience and waste projects to prepare
models etc.
3. To avoid the problem of supervision, teacher may appoint a leader to each group
of students.
4. Teacher should fix a time limit for each project.
TEACHING AIDS
A teaching aid is a tool used by teachers to help learners improve reading and other
skills, illustrate or reinforce a skill, fact, or idea, and relieve anxiety, fears, or
boredom, since many teaching aids are like games. Teaching aids are the tools that
teachers use them in the classroom such as flash cards, maps, cassette and
blackboard.
Audio Visual Aids are also called instructional material. Audio literally means
“hearing” and “visual” means that which is found by seeing. So all such aids, which
endeavour to make the knowledge clear to us through our sense are called “Audio

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

25

Visual Aids” or Instructional Material . All these learning material make the learning
situations as real as possible and give us firsthand knowledge through the organs of
hearing and seeing. Therefore, any device which can be used to make the learning
experience more concrete and effective, more realistic and dynamic can be
considered audio visual material.
We learn through our sense organs. Senses are the ways of knowledge. All the sense
organs help us in understanding the environment. Most of the knowledge, which we
acquire from the school, comes through our ears and eyes.
Audio Visual Aids Definition
According to Burton. These are sensory objectives and images which stimulate and
emphasis on learning process . Carter V. Good. It is a trainable (motivation,
classification and stimulation) process of learning.
Objectives of Teaching Aids
1. To enhance teachers skills which help to make teaching-learning process effective
2. Make learners active in the classroom
3. Communicate them according to their capabilities
4. Develop lesson plan and build interest
5. To make students good observer
6. Develop easy and understandable learning material
7. Follow child cornered learning process
8. Involve intimation in objectives
9. To create interest in different groups
10. To make teaching process more effective
Types
It can be classified simply on the bases of sensory experience. Because human beings
derive their experiences mainly through direct sensory contact. Keeping this in view,
it can be classified in to three main groups:
1. Audio Aids examples are Radio, Tape-recorder, Gramophone, Linguaphone, Audio
cassette player, Language laboratory
2. Visual Aids examples are Chart, Black and while board, Maps, Pictures, Models,
Text-books, Slide projector, Transparency, Flash-cards, Print materials etc.
3. Audiovisual Aids examples are LCD project, Film projector, TV, Computer, VCD
player, Virtual Classroom, Multimedia etc.
Advantages
1. Its helps to make learning process more effective and conceptual.
2. Its helps to grab the attention of students
3. It builds interest and motivation teaching students learning process
4. It enhance the energy level of teaching and students

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

26

5. It is even better for over burden classrooms

6. It provides students a realistic approach and experience
Disadvantages
1. Technical Problems
2. Students Distractions
3. Expensive
4. Time consuming
5. Need Space
6. Convenience
Characteristics
1. Relevancy
2. Useful and purposeful teaching
3. Accuracy
4. Interest
5. Minimize verbalism
6. Comprehensibility
7. Motivation
8. Realism
Who can take benefit from Visual Aids
Though every children can take benefit while using visual aids for learning. But it is
more helpful for those students:
[Link] Language Disorder
[Link] Spectrum Disorder
[Link] Syndrome
[Link] who have Learning Disabilities
[Link] who have English as a secondary Language
[Link] having Oppositional Defiant Disorder
[Link] Development Delay
[Link] the problem of Hearing Impairment
[Link] the symptoms of Attention Deficit Hyperactivity Disorder ADHD

TEAM TEACHING METHOD

The Team Teaching idea originated in USA in 1954 and it found its way to develop
courses. It a good innovation in teaching strategies. In simple words, team teaching
strategies are simplest form where all teachers of a subject collectively teach a class
in that subject. There are some definitions by educationists. Team teaching is also
called collaborative teaching or co teaching strategy. It is used for different subjects
especially in middle grades with the help of different teaching method. To provide

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

27

supportive environment, there are teams of two or four teachers working

collaboratively to prepare lesson plans.
TEAM TEACHING DEFINITIONS
1. Spanish defines it as “Team teaching is a type of instructional organization
involving teaching personnel and the students assigned to them in which two or
more teachers are given responsibility, looking together, for all or a significant part of
the instruction for some group students”.
2. Another definition by educationist runs as follows, “In this teaching strategy two
or more than two teachers involve to make a plan of any given subject, or subjects
cooperatively, carry it out, and always evaluate its effect on the students
periodically”.
3. According to David Warwick “It is a form of organization in which individual
teachers decide to pool resources, interest and expertise in order to device and
implement a scheme of work suitable to the needs for their pupils and the facilities
of their school”.
CHARACTERISTICS OF TEAM TEACHING
1. Economic Factors: It is traditional teaching, if a film is shown to six sections, it is
projected six times. This method would organize one or two shows and thus
economize use of projector, bulbs, electricity and energy of the teachers.
2. Structuring in the Enthusiasm: We teach those topics of the syllabus the best
which we known bets and for which we have a liking. This enthusiasm of the teacher
be structured by say factual lessons in few large senior groups with adequate follow
up in smaller groups.
3. Development of Staff: How do we deploy the teachers in brain teaching? The
deployment of teachers is done according to areas and methods in which they feel
most at home.
4. Experience Cantered Work: it means realistic field work of all kinds is undertaken
on some afternoons and two or more members of the staff are involved in one
project.
Examples of team teaching strategy
suppose, there are four teachers of Educational psychology in your college. All of
them will teach your section the subject; they may divide topics amongst themselves.
The senior teacher is team leader.
The main ingredients of co-teaching strategy are
1. Scheduling
2. Group of students
3. Assigning specific responsibilities to the teachers
4. New building arrangement

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

28

5. Independent study time for pupils

6. Use of para professionals known as teacher-aids a person who assists the teachers
and students
7. Replacement of the centralized library with resources centres

THE IMPORTANCE OF LESSON PLANNING ARE AS FOLLOWS:

Lesson-Planning has certain definite functions to perform which are indispensable in
good teaching.
1. Lesson- Planning gives the teacher greater assurance and greater freedom in
teaching. The teacher, who has planned his lesson wisely, enters the class-room
without anxiety, ready to embark with confidence upon a job he understands and
prepared to carry it to a workman like conclusion.

2. It provides for adequate lesson summaries, ensures a definite assignment for class,
and availability of materials for lesson when needed.

3. It stimulates the teacher to introduce pivotal questions and illustrations.

4. Since lesson planning establishes proper connections between different lessons or

units of study, it provides and encourages continuity in the teaching provides and
encourages continuity in the teaching process.

5. It ensures association between various lessons in the same main, unit, the
selection and organisation of subject-matter, materials and activities.

6. It enables the teacher to know the most desirable type of teaching procedures and
to prepare tests of progress and checks for judging the outcomes of instruction.

7. Lesson-planning prevents waste because it helps the teacher to be systematic and

orderly. It saves him form haphazard teaching.
Definition of Lesson Plan
When student teachers are asked what their difficulties in practice teaching are, one
of the usual answers given is “Making lesson plans.” Critic teachers also complain
that students do not know how to make a lesson plans when they should been
taught how in their methods classes.
A lesson plan is an indispensable tool to a teacher. An engineer would not dare build
a bridge without a plan. An architect makes a plan for every house he constructs and
no homeowner can dispense with the services of an architect if he wants a good
house. Neither can a teacher afford to teach without a lesson plan.
Why is a lesson plan important?
1. A pupil’s educational growth depends on the selection of the subject matter,
activities, experiences, and methods adapted to his interests, needs, abilities, and
level of maturity. The wise teacher who plans his lesson well gets optimum results in
his reaching.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

29

2. A lesson plan includes framing objectives and choosing subject matter,

procedures, materials, and evaluation techniques. A teacher who has to do all these
things is forced to prepare and organize his lesson well.
3. Making a lesson plan involves foreseeing what is likely to happen and choosing
experiences that will change children for the better. Foresight contributes to good
teaching which, incidentally, is the aim of every teacher. A lesson plan stimulates the
teacher to be creative.
4. A lesson plan serves as a guide to the apprentice teacher. With so many things on
his mind, the student teacher may forget the subject matter or its sequential
organization. The lesson plan serves as a reminder.
5. Planning prevents waste of time that usually accompanies or haphazard teaching.
A lesson plan helps the teacher to be systematic and orderly. It also helps him
determine what is to be taken up so that it will neither be too broad nor too limited.
If too much is attempted, teaching becomes superficial and not much learning
results. If too little is covered, needless repetition may ensue. In either case, time is
wasted.
6. A lesson plan prevents wandering away from the subject matter by making the
teacher conscious of what he has to accomplish for the day. A chance question may
easily lead the discussion away from the topic, but the lesson plan can always direct
the teacher back to his lesson.
7. A lesson plan gives a feeling of security especially to the beginning teacher who
always feels nervous and tense. A well-prepared lesson plan gives a measure of self-
confidence and minimized feelings of inadequacy.
8. The principle of self-activity applies to the learning of both teachers and pupils. If
the children learn by doing, so do teachers. By making lesson plans, the teacher
learns to be more effective teacher inasmuch as a good preparation insures good
instruction. In the course of time, he gains insight into effective preparation of
lessons.
9. Lesson plans are of use not only to teachers but also to principals and supervisors.
Through the lesson plans, principals and supervisors can trace what the teacher has
taught and what the class has covered.
10. Past lesson plans will be of use to a substitute teacher who may take over in an
emergency. A substitute teacher will frame future lessons based on what the class
has already covered.
Suggestion in Making Lesson Plans
1. The lesson plan is an aid to teaching. It should not be a bible to be followed to the
letter. Otherwise, one will be teaching the lesson plan instead of teaching children.
Sometimes there may be a need to put aside the lesson plan to meet an emergency
or to take advantage of a learning situation that comes up.
2. A lesson plan should not be too detailed. Numerous details may obscure the main
points and cause confusion. Neither should a lesson plan be too skimpy and
inadequate, especially for a beginning teacher. A lesson plan that is too fragmentary
will not be of much help.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

30

3. Lessons should be planned within the time allotment for the subject. Beginning
teachers sometimes cover too much ground resulting in teaching becoming
superficial and the class does not learn much. They are tempted to leave subject
matter half taught in an effort to cover everything in the syllabus.
4. The textbook should not be regarded as infallible. After all, textbooks are made by
human beings who are also subject to mistakes. The teacher may consult other
sources and persons of authority in organizing lesson content.
5. The lesson plan may serve as a basis for future plans and a means of evaluating the
success of learning. A lazy teacher who teaches the same subject year after year may
continue using the same plan. But subject matter grows; the environment changes.
How can the same lesson plan be perennially used? However, one need not throw
away an old plan. It can be improved and serve as the basis for measuring the results
of teaching.
MICRO-TEACHING
Micro-Teaching is one of the most recent innovations in teacher education
programmes which aim to modify teacher’s behaviour according to the specified
objectives.
Educationists in our country have recently recognized the importance of Micro-
Teaching in preparing efficient class-room teachers.
A beginning has been made at some centers in the country, in the direction of
conducting researches on Micro-Teaching to replace traditional methods of class-
room teaching in teachers’ training institutions.
It is assumed that if a person is trained to acquire the sub-skills of teaching one by
one, and then if all these sub-skills are integrated together he becomes an efficient
teacher. The systematic training that a would-be-teacher or a practicing teacher,
receives for each sub-skill of teaching is called micro-teaching.
Micro-Teaching was developed by Professor Dwight Allen and Robert Bush in the
teacher preparation programme at Stanford University between 1960-1967 it can be
used for pre-service and in- service teacher training programmes.
It is a laboratory technique of teacher training in which the complexities of normal
class-room teaching are simplified. It is based on Skinner’s operant conditioning. It is
not a teaching technique.
It is a training technique. It is described as a ‘Scaled down teaching encounter in class
size and class time (Allen and Ryan 1969). The student-teacher teaches a class of 5 to
10 pupils for 5 to 10 minutes. It is also scaled down with respect to teaching
complexity.
Teaching is considered to be made up of skills and each teaching skill is a set of
related teaching behaviour which tends to facilitate Pupils’ learning. Such skills can
be defined, practiced, controlled, observed and evaluated. A particular lesson may
involve any number of skills.
A teacher should be trained in all these skills for developing the ability to teaching.
These skills are developed by Micro-Teaching. According to Allen and Eve (1968),
“Micro-Teaching is a system of controlled practice that makes it possible to

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

31

concentrate on specific teaching behaviour and to practice teaching under controlled

conditions.”
According to N.K. Jangira and Ajit Singh, “Micro-Teaching is a training setting for the
student teacher where complexities of the normal class-room teaching are reduced
by:
1. Practicing one component of skill at a time.
2. Limiting the content to a single concept.
3. Reducing the size to 5 to 10 pupils, and
4. Reducing the duration of the lesson to 5 to 10 minutes.
According to L.C. Singh (1977). “Micro-Teaching is a ‘scaled down teaching
encounter’ in which a teacher teaches a small unit to a group of 5 pupils for a small
period of 5 to 20 minutes. Such a situation offers a helpful setting for an experienced
or inexperienced teacher to acquire new teaching skills and to refine old ones”.
MICRO-TEACHING IN INDIA
Micro-Teaching was introduced in India in 1967, with the humble attempt made by
D.D. Tiwari of Government Central Pedagogical Institute, Allahabad.
In 1970, G.B. Shaw experimented with Micro-Teaching at M.S. University, Baroda.
Then the Technical Teachers Training Institute, Madras introduced Micro-Teaching to
train the technical teachers.
In 1947, Dr. N.L. Dosajh used Micro-Teaching as a teaching device in Teachers
Training Institute, Chandigarh. He also wrote a book namely: Modification of Teacher
Behaviour through Micro- Teaching’. NCERT, SCERT, in the different states have been
propagation this concept.
A Few Definitions of Micro-Teaching
D. W. Allen (1966), “Micro-Teaching is a scaled down teaching encounter in class size
and time.”
Buch (1968), “Micro-Teaching is a teacher education technique which allows
teachers to apply clearly defined Caching skills to carefully prepared lessons in a
planned series of five to ten minutes encounters with a small group of real students,
often with an opportunity to observe the result on video tape.”
Allen and Eve (1968), “Micro-Teaching is defined as a system of controlled practice
that makes it possible to concentrate on specific teaching behaviour and to practice
teaching under controlled conditions.”
David B. Young defined Micro-Teaching as “a device which provides the novice and
experienced teacher alike, new opportunities to improve teaching.”
Clift and Others (1976), “Micro-Teaching is a teacher training procedure which
reduces the teaching situation ot simpler and more controlled encounter achieved by
limiting the practice teaching to a specific skill and reducing teaching time and class
size.”
MC Alleese and Unwin (1970), “The term Micro-Teaching is most often applied to the
use of Closed Circuit Television (CCTV) to give immediate feedback of a trainee
teacher’s performance in a simplified environment.”

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

32

Passi, B.K. (1976) says, “It is a training technique which requires pupil-teachers to
teach a single concept using specified teaching skills to a small number of pupils in a
short duration of time.”
According to the Encyclopedia of Education (Ed. DeigHton), “Micro-Teaching is a real,
constructed, scaled down teaching encounter which is used for teacher training,
curriculum development and research.”
CHARACTERISTICS OF MICRO-TEACHING
A few characteristics of Micro-Teaching are as under:
1. It is a teacher training technique and not a method of classroom instruction.
2. It is micro in the sense that if scales down the complexities of real teaching.
(a) Out of contents, a single concept is taken up at a time.
(b) Only one skill at a time is practiced.
(c) Size of the class is reduced and thus the number of students is just 5 to 7.
(d) Duration of each micro lesson is 5 to 7 minutes.
3. Feedback is provided immediately after the completion of the lesson.
4. The use of Video Tape and Closed Circuit Television makes the observation very
objective.
5. It is highly individualized training device.
6. There is a high degree of control in practicing a skill when this technique is used.
7. Micro-Teaching is an analytic approach to training.
Micro-Teaching involves actually teaching a real lesson to real pupils with none of
the role-playing of earlier modelled teaching situations.
COMPONENTS OF MICRO-TEACHING
The components of Micro-Teaching are:
(i) A teacher,
(ii) The pupils (usually 4 or 5),
(iii) A brief lesson,
(iv) The objectives of the specific Micro-Teaching occasion,
(v) Feedback by the supervisor, or by using audio tape recordings, video tape
recordings and closed circuit television.
ASSUMPTIONS OF MICRO-TEACHING
The assumptions on which Micro-Teaching is based areas under:
1. Teaching behaviour of a teacher can be observed in classroom situations.
2. Drawbacks in the teaching competency can be traced out and then they can be
improved upon.
3. Complexities of normal class-room situation can be reduced. The size of the class,
the duration of teaching, teaching contents etc., can be reduced for giving training to
the beginner teachers.
4. Training of specific skills can be given very well by taking up one skill at a time.
5. Practice of teaching can be controlled by providing regular feedback.
6. Teacher training programme can be highly individualised.
7. In-service teachers can also be better trained through Micro- Teaching technique.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

33

8. Observation of teaching can be done objectively by using video-tape and Closed

Circuit Television.
9. Feedback to the teacher trainee can be possible immediately. The earlier the
feedback to the teacher trainee, the better is his learning the different skills of
teaching.
The following steps are used for conducting a micro lesson successfully:
1. There is general discussion about Micro-Teaching. Theory of Micro-Teaching with
all details is discussed. The teacher under training reads related literature and
through discussions, clarifications are sought.
2. Different skills involved in teaching are explained to the pupil-teachers.
3. Out of the various skills, one skill for mastery purpose is selected. Full details of
that skill are given to the pupil- teachers.
4. An expert the subject gives a demonstration lesson on that particular skill.
5. The demonstration lesson is followed by discussions in which the learner teachers
discuss things and seek all type of clarifications.
6. The pupil-teacher writes the micro lesson plan on the skill already selected. He
does this in consultation with the supervisor.
7. The pupil-teacher teaches the lesson to a small group of students (i.e., 5 to 10
students). The lesson is observed by the supervisor (the teacher) or by the peers or
video tape.
8. Immediately after the lesson, feedback is proved. All type of suggestions is given
for the improvement of the lesson.
9. In the light of discussion and suggestions, the pupil-teacher pre plans the lesson. It
is done again under the guidance of the supervisor.
10. The lesson pre planned, is ret ought to the small group of students.
11. After the lesson is over, again feedback is given and thus improvement in
teaching is made.
Thus, we find that through Micro-Teaching, the pupil-teacher is able acquire 5 R’s i.e.
Recording, Reviewing, Responding, Refining and Redoing.
Phases of Micro Teaching Procedures
According to Cliff and Others (1976), Micro-Teaching procedure has the following
three phases:
1. Knowledge Acquisition Phase:
At this stage, the student teacher tries to get knowledge of the skill to be practised.
He reads relevant literature concerning that skill. He is also made to observe a
demonstration lesson in which that skill figures prominently.
The person who demonstrates the skill is an expert of the subject and the skill. By
observing that lesson, the teacher under training gets theoretical as well as practical
knowledge of that skill.
2. Transfer Phase:
At this stage, teacher integrates the different skills. Instead of artificial situation he
teaches in the real class-room where the number of students full class. His lesson is

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

34

of 30 to 35 minutes duration and there he tries to integrate all the skills for which he
made efforts in Phase Nos. I and II.
3. Skill Acquisition Phase:
The student teacher acquires the skill in hand through a lot of practice. He prepares
the micro-lesson, teaches it to have practice and then through feedback the
evaluates his performance.
Then he pre plans the lesson with modifications and improvement and then
retouches that lesson.
Again there is re-feedback in order to enable him to have mastery of the teaching
skill. In this way, different skills are learnt by the student teacher one by one.
Principles Underlying Micro-Teaching
Micro-Teaching is based on a few sound principles which are briefly explained below:
1. Principle of One Skill at a Time:
In Micro-Teaching, training of one skill is given till the person has acquired mastery
over it. Then the second skill is taken up and so on. Thus, we find that Micro-
Teaching is based on the principle of giving training of one skill at a time.
2. Principle of Limited Contents:
Micro-Teaching, limited contents are taken up and the teacher is required to use
those contents only. It helps the beginner teacher teach that limited material easily
and confidently.
3. Principle of Practice:
Micro-Teaching is based on the sound principle of practice. Here lot of practice is
given by taking up on is skill at a time. Practice makes a man perfect. It helps the
pupil- teacher in becoming better and better.
4. Principle of Experimentation:
A lot of Experimentation is involved in Micro-Teaching. The experiment consists of
objective observation of actions perfumed under controlled conditions.
The pupil-teacher and the supervisor conduct experiment on teaching skills under
controlled conditions. Variables like time duration of the lesson, contents of the
lesson to be taught, number of students sitting in the class etc., can be easily
controlled.
5. Principle of Immediate Feedback:
The micro lesson lasts for four or five minutes only. Thereafter, feedback is provided
to the pupil-teacher. It helps the pupil-teacher to know his drawbacks and improve
them effectively without any delay.
6. Principle of Evaluation:
In Micro-Teaching, there is continuous assessment of the performance of the pupil-
teacher. Evaluation helps the learner know his drawback and then he is able to
improve it.
In Micro-Teaching, each micro lesson is supervised by the supervisor or the peers.
Drawbacks in teaching are pointed out and suggestion for improvement is given.
Self-evaluation is also possible. Thus, evaluation ensures good learning by the pupil-
teacher.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

35

7. Principle of Continuity:
Learning of different skills of teaching is a continuous process in Micro-Teaching
programme. The pupil-teacher is learning one skill at a time and learning continues
till he has mastered the skill. For each skill, the principle of continuity is implied. It
makes the teacher good and effective.
8. Principle of Individualised Training:
In Micro-Teaching, each trainee is given training very thoroughly. There is individual
attention by the supervisor. The drawbacks in teaching are pointed out, suggestions
given one by one and thus improvement is brought about.
Micro-Teaching Procedures/Steps of Micro-Teaching
A Micro-Teaching programme is organised to expose the trainees to an organised
curriculum of miniature teaching encounters, moving from the less complex to the
more complex.
At each step along the way, a teaching strategy is discussed until it can be
incorporated into a short teaching lesson of approximately 5 minutes duration. The
trainee then teaches this lesson with a small group of four to six pupils in front of a
video camera (if it is available), a supervisor, and often some trainee peers.
The pupils are sent out after filling a short rating font, and the video recording is
replayed and criticized by the supervisor and trainee peers. Then the trainee is given
time to think about this criticism and to make modifications in his teaching strategy.
SIMULATION TEACHING METHOD
The word 'Simulated' means to imitate exactly. Interest is aroused in the pupils
through 'Role Playing' while teaching. This skill is used by teachers and pupils in the
classroom by playing some role without any preliminary training i.e. extempore or
without any rehearsal. So, it can be safely concluded that simulation is a form of Role
playing wherein pupil-teachers display this skill spontaneously.
In the simulated teaching method, the pupils are only acquainted with the
conditions. Therefore they discuss and go ahead with the subject matter. Groups of
four or five pupils are made in such a method.
Simulation in teaching has recently entered the field of education. It is used at
different levels of instruction. The teacher is trained practically and also imparted
theoretical learning. The pupil teacher needs to be trained in simulated situations
before sending him to the school for teaching practice. He has to play the role of
teaching in artificially created environment. After that he should be sent to the
school. In this way the teacher will be able to teach in an excellent manner.
Simulated play is an area in which specific communication skill is developed or
educational process is carried on in artificially created situations. Simulation skill
which is a form of role playing is used in the subject of history science and literature.
Imitation is done or some role in play with the help of various teachers.

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])

 lOMoARcPSD|50899596

36

Definition of Simulated Teaching

simulated teaching is the technique of learning and training, which develops the
ability in an individual regarding problem solving behaviour. It has been defined as a
role playing strongly in which learner performs the role in an artificially created
environment.
Significance of Simulation Teaching Method
Dr. Stone has pointed out the significance of this method in the following words.
"Simulation on techniques for all their artificiality can often be preferable to putting
students in classroom to learn on their own or lecturing to them in classroom. In
other spheres, pilots trained in the artificial circumstances of the link trainer or
driving schools have their traffic simulators and the medical students their cadavers.
And this is eminently sensible. By the same token classroom simulation removes the
risk from the first steps of a new type and enables him to come to terms with
demand of complex skill learning without the stress of the real situation. At the same
time it is to be preferred to merely 'telling' the student, for much the same reason as
it is better to allow beginning pilot to practice operating the dummy controls rather
than telling him how to do it when he finds himself in the air".
Therefore, it is clear that a pupil cannot become successful teacher till he acquires
the teaching skill though 'role playing' in the classroom e.g. soldiers are put to face
and fight artificial war. Stone has cited the example of a pilot under training who is
made to face and pass through all the conditions, which he has to face in the air in
artificially aircraft model in Air Force Training centre. "The pilot should be this,
should do that" has no practical value. He is trained to understand and to control his
problems in artificial air craft model. Same is the position of a teacher. Simulation in
teaching pals a great role, instead of telling him does and do not he should be put to
simulation or role playing so that he could prove to be a successful teacher.

Therefore, following the arts of simulation in teaching

1. Solo-acting
2. Mimic
3. Development of expression
4. Development of all aspects
5. Emotional organization
6. Bodily expression

Downloaded by Sangharsh Sonkamble (sangharshswimmer@[Link])