Analysis and Practice
of Language Skills
LSRW
Language skill refers to the ability to use a language
properly. In other words, the learner should be fully proficient in all four
language skills: listening, speaking, reading, and writing. When the learner
learns the language, if he does not have complete control over the above four
skills of language, then language skills remain incomplete. The teacher should teach the language to the
learner during language teaching to develop all four skills equally.
A person’s ability
to communicate depends
on the proficiency of language
skills. How much competence you want to express your feelings and
thoughts also depends on the use of language skills.
·
Listening –
semantic aspect of a language.
·
Speaking –
phonetic aspect of a language.
·
Reading –
phonetic-cum-graphic aspect.
·
Writing –
graphic aspect of a language
Listening – Language Skills
‘Hearing’ is not just listening to sounds however,
sounds hearing means extracting the meaning, contemplating the things heard and giving
feedback on the meaning. Listening
skill is absolutely necessary to have
concentration of the brain and restraint of pleasures. After the birth of a
child, his initial education depends on his hearing power. If there is a
defect, he can neither learn the language nor express his feelings therefore
his language knowledge will remain equal to zero. The child acquires language
knowledge by imitation/listening only.
Importance of Listening
Skill
·
The child starts listening just after birth.
These inscribed sounds form the basis of the child’s
language knowledge. Because of listening well, the child can listen to
sounds and can understand subtle differences.
·
It develops the ability to recognize subtle
differences in sounds.
·
Listening skills form the main basics for developing other language skills.
·
It develops reading
skills.
Objectives of Listening Skill
·
To develop the ability to receive meaning
by listening.
·
To inculcate interest
in language and literature among the students.
·
Motivating students to listen and participate in literary activities.
·
To develop the ability to summarize the source material.
·
Listen patiently, and follow the etiquette of listening.
·
Maintaining a state of mind of
receptivity. Understanding the context and meaning of words, phrases, and
expressions.
·
To provide motivation to listen carefully to any source
material
·
Ways to develop listening skills and solve problems
It is the main responsibility of a language
teacher to contribute fully to the development of language skills.
·
Teaching should be provided
according to the ability of the students i.e. the nature of the material
presented. It should be commensurate with the ability so that students can
listen to it completely.
·
Before the presentation of the
material to the students, the environment of the raw material should be like
this so that students can listen carefully to the teacher’s presentation such
as proper seating arrangement and a peaceful atmosphere.
·
It is also necessary for a teacher
to know the mood of the student for the development of listening skills because
the development of listening skills will not be possible until the student is
mentally ready for listening.
·
The teacher should solve all the
problems before the presentation of the material so that it should benefit the
students in two ways.
In the first stage, the student starts having confidence
in the teacher, and in the second stage, he starts listening carefully to the
facts.
Speaking Language Skills
Speech means “oral expression”. When the student
tries to express
his thoughts and feelings clearly,
he has to resort to speaking skills. The French writer Calathél has
said that- “A few moments of pause and silence during the speech destroy the
power.
make it strong.”
Three main elements
in speech
1.
Stress: stress means emphasis if we
make a sound with more energy the sound will come out with force this indicates that there are degrees of
stress.
2.
2 pitch: which is the degree of highness or lowness in which one speaks.
3.
Intonation: it means the melody of speech, the changing pitch of the voice, it includes the rising and falling of the tone.
Aims of Speaking Skills:
The main objectives of speech skills
can be clarified as follows
–
·
The main objective of speaking skills
is to develop an ability
in the students to effectively present their feelings and ideas so that they can make a concise
presentation of all the facts.
·
To inculcate a sense of
self-confidence by removing hesitation and understanding in the students and
thereby Speak with confidence in a fluent manner on various matters.
·
To
develop in the students the ability to use
idioms and proverbs according to the context so that they could make the presentation
effective.
Main Problems
in Speaking Skills:
The major problems with speech skills
are as follows –
1.
Students use faulty sentences in their speech
to justify the narrator, given, assert and adjective does not get space, due to which speech skills
become defective.
2.
According to the need for the topic
and knowledge in the speech, the lack of emotion and life also makes it
defective and speech becomes ineffective.
Measures and Solutions of Problems relating
to ‘Development of Speaking Skills’
Language teachers
and the school
system have an important role in the development of speech skills.
1.
The teacher should develop
a sense of confidence in the child for the development of speech skills. Children’s hesitation should also
be eliminated in the classroom.
2.
Students should accept the teacher’s speech
and errors in a positive
way. One should
take the help of
intimate behavior in removing it.
3.
The teacher should motivate
the students to participate in speech-related competitions. They should be provided with page nutrition from time
to time.
4.
To encourage students to use the
same word in speech like ‘means’ and the same sentence over and over again. To
make the speech effective.
Methods of enhancing speaking
skills in Language
Skills
1.
Storytelling: it is an activity in
which a speaker narrates the story before the listeners in an efficient way so
that listeners understand up to a maximum extent.
2.
Role play: in this activity, the
learner acts and behaves like another person with the help of dialogue and
speech mimicry.
3.
Speech and conversation
4.
Simulation
5.
Pictures
6.
Debate
7.
Discussions
Reading Skills
When we start teaching a child, the letter’s suffixes,
merge in the cell part of our brain to form a picture and we pronounce it.
“Reading is a process that negotiates the meaning between the text and its
reader”. According to Katherine Okner, “Reading is a complex learning process
that involves the use of visual, audio circuits Including the relation to the
learning center of the brain”.
·
Reading skill in a simple
sense refers to the ability
to read written
language.
·
In language skills,
reading skill means pronouncing written
language and taking part.
·
Reading is the easiest and simplest way to acquire
knowledge.
Importance of Reading Skill:
·
Without the ability
to read, many types of obstacles arise
in the life of a human being.
·
Reading is helpful
in the attainment of education.
·
Reading skill is a means of
learning because reading a textbook only shows knowledge. By reading the Sambhbhath Granth, the desire for
knowledge calms down to some extent.
·
The modern era is the age of ‘specialties’, a person wants to achieve excellence in whatever profession he/she is associated with.
He/She wants to get the latest information from books and the internet.
Objectives of Reading Skill
·
Teaching pure reading.
·
The use of punctuation marks,
semicolons, etc.
·
To awaken the tendency of self-study by reading.
·
The student learns
by reading correct
pronunciation, sound, proper
force etc.
·
Reading increases vocabulary.
Errors Related
to Reading:
·
Tuck-to-reading.
·
Improper posture while reading, keeping
the book near or far from the eyes.
·
Pure pronunciation.
·
Absence of proper
flow in reading.
·
Failure to see the letters
properly due to visual impairment.
·
Difficulty in the course material.
·
Errors in letters
or ligatures.
·
Lack of feeling
or emotion.
·
Lack of reading
guidance.
·
Teacher’s behavior.
Writing Skills
Writing skills make your written communication
effective, for example – Letter writing, article writing, e- mail writing, and
business writing. It makes you able to express yourself in words.
Paying sufficient attention to your writing skills is
important because it improves Grammar and the use of proper punctuation and
spelling in your sentence.
Writing skill involves
clarity and brevity
in written communication and increases engagement with people.
Qualities of a good writing
1.
Clarity
2.
Cohesiveness
3.
Logically
4.
Lucidity involves vocabulary syntax illustrations etc.
Objectives of Writing Skill:
·
The student will be able to express
the feelings systematically after thinking and observing.
·
Students can write legible articles.
·
Can write the correct spelling
of words.
·
Students will be able to gain knowledge
of phonemes, phonological groups, words, hymns,
and idioms.
·
Can use stop signs appropriately.
·
Will be able to write transcription, typography and dictation.
·
Will be able to use grammatical language.
·
He will be able to optimize the alignment of words, phrases
and phrases in sentences.
·
Will form pure sentences with different compositions.
Merits of Writing Skill:
·
The writing should
be beautiful, clear and shapely.
·
It should have fluency and commitment.
·
The topic (educational) material should be divided into appropriate paragraphs.
·
Effectiveness in language
and style.
·
The language should
be grammatical.
·
Be concise, clear
and effective when expressed
Techniques of Writing Skill:
Montessori Method – Montessori emphasized the proper use
of eyes, ears, and hands in teaching writing. According to them, the child was
first asked to point his fingers at letters made of wood or cardboard, or plastic.
Then they should move the pencil to the same letters.
The pencil should be usually colorful. Similarly, the child learns to write
them after getting acquainted with the nature of letters.
Outlining Method – In this method, the teacher puts the
dots on the blackboard or slate with chalk or pencil or writes down the
sentence, and asks the students to write with a pencil on their target, so that
the words, Sentences, letters emerge. Thus, through practice, he learns to
write letters.
Independent imitation method – in which the teacher
writes the letters on the blackboard, copy or slate and the students seeing
those letters, he himself should make letters under them in the same way.
Comparison Method – The comparison method is considered
useful in Hindi-speaking areas. The child has already practiced writing the
mother tongue in the third and fourth grades. Thus: the Hindi language quickly
while comparing it can be learned.
Things needed
for Teaching Writing:
These things
are as follows-
1.
Teach the child to write
only when he takes interest
in writing.
2.
The teacher should not pay attention to the writing
speed of the child in the beginning, without paying
attention to the letters, and words, and Pay attention to the correctness of
the sentences.
3.
There should be no indifference towards writing in the mind of the child.
4.
Attention should be paid to
the individual diversity of the child while
teaching to write not all
kids are the same and can write.
Identification and Practice of Language Element
structure, vocabulary etc
Language courses include 7 language components that aim
at developing learners' language competency. These are vocabulary, grammar,
functions, reading, listening, speaking, and writing. Teaching a language
involves teaching its system, the rules of use and the rules of usage,
as well as the ability
to use that system to understand and produce messages. By the
rules of use and usage, we mean the grammatical, lexical, and pragmatic aspects
of the system (that is, the grammar, vocabulary, and functions of that
language.) In addition to that, to be able to use the language system, learners
must develop the skills involved in understanding spoken and written
discourse. This means developing the ability to understand the input
(i.e. the receptive skills – listening and reading) as well as the skills
involved in producing coherent and cohesive output (i.e. the productive skills
– speaking and writing). To be able to use a language necessitates first the
knowledge of how that language works. This means that the learners have to
learn its linguistic aspects, including its vocabulary, grammar, and functions.
Vocabulary or lexis
Lexical knowledge refers to the knowledge of the
vocabulary of the language. Traditionally, lexical items or vocabulary referred
to single words. However, with the advent of Corpus linguistics, the study of a
language as that language
is expressed in its text corpus, more evidence shows that lexis
englobes not only single
words but also,
multi-words. In the lexical approach, Michael Lewis suggests
that the word combinations
that we store in our mental lexicons are part and parcel of lexis.
·
words (e.g., table,
cup)
·
polywords (e.g., by the way, upside down)
·
collocations, or word partnerships (e.g.,
community service, absolutely convinced)
·
institutionalized utterances (e.g.,
I’ll get it; We’ll see; That’ll do; If I were you . . .; Would you like a cup
of coffee?)
·
sentence frames and heads (e.g.,
That is not as . . . as you think; The fact/suggestion/problem/danger was . .
.)
·
text frames (e.g.,
In this paper we explore
. . .; Firstly . . .;
Secondly . . .; Finally
. . .)
·
The vocabulary teaching component
in modern English language courses is usually placed at the beginning of each
unit. It is also integrated indirectly within other components such as reading
listening and writing.
Teaching vocabulary involves
taking into consideration what the students
need to know about a word.
Knowing a lexical item means knowing:
· Its pronunciation
· Its denotation or meaning.
·
Its connotations, its associated or
secondary meaning. This may be something suggested or implied by a word. For
example, the words resolute nad stubborn have similar denotations, but resolute
has a more positive connotation.
· How it collocates with other words.
·
How it associates with other words:
· Its synonyms
and antonyms.
·
Its hyponyms (terms used to
designate a particular member of a broader class – e.g., a cat is a hyponym of the broader
category: animals) and hypernyms
or superordinate terms (the term animal is a hypernym to which belongs
all examples of animals: cats, dogs, lion, tiger, etc)
Grammar
In addition to teaching lexis, or the vocabulary of a
language, learners have to be taught its grammar, the rules of usage that combine the words of a language to produce
correct utterances. Most textbooks sequence grammar points according to the
learners’ needs, on the one hand, and according to the ease of instruction on
the other hand. Thus, teaching simple construction precedes complex ones. For
instance, teaching the past perfect is not presented until the students have
already met the past simple and past participle forms. Likewise, it is useless
to teach complex grammatical structures and use a lot of metalanguage to very
young learners. Grammar lessons must be appropriate to the learners’ needs and
interests and to their attitudes and expectations. The grammatical component in
an English language course must include activities that are easy to implement
and time-efficient. These activities have also to be consistent with good learning
principles (e.g.
Attention-getting, understanding, and restructuring)
Grammar teaching
often follows a certain order according to the approach
adopted.
·
Either it starts with a fluency
activity – a task – and ends with a focus on accuracy, fixing the gap between the learners’ production and the desired
outcome. This is the order which is adopted by Task-based Instruction (TBI).
·
Or it starts with accuracy-oriented
activities where the teacher presents the target structures and invites the
learners to practice their use and ends with fluency-oriented activities where
the focus is on free production using
the target language (as in the present, practice, and produce procedures - PPP).
Functions
Functions refer to the purpose of utterances. Apart from
their literal meaning, language items may have different purposes – or
functions – depending on the context in which they are used.
Here are some examples of functions:
·
Asking for opinion
· Agreeing and disagreeing
·
Suggesting
· Asking for clarification
· Making a request
· Making a complaint
·
Asking for and giving advice
· Talking about the past
·
The language we use to express
functions is called an exponent.
A language function
may be expressed using different exponents.
For example,
to make a request, you may use one of the following
exponents:
·
I wonder if I could possibly….
· Do you mind if I …?
·
Please, can I …?
·
Notice that the above exponents
have different levels of formality. The exponent “I wonder if I could
possibly….” is very formal, while “can I…” is used in less formal contexts.
Core Skills of teaching
On the basis
of teacher’s activities, all the skills
are considered important
and needed proper
training. But it is
not possible to provide training in all these skills through micro-teaching
program, due to constraints of time and money. Therefore, a set of teaching
skills across the subject areas are identified for training inexperienced
teacher. They have been found very useful for every teacher. Some of the
essential teaching skills are objective formations, introduction of lesson,
questioning, probing questions, reinforcement, explaining, illustration with example, blackboard utilization, stimulus variation,
classroom managements and closure.
In the previous chapter, we have already discussed about the concept of
micro-teaching and its application in a systematic manner. Here we will discuss
the essential teaching skills that are extensively used in daily routine teaching.
Although, each of the skill
is different from others in terms of concept,
purpose, components, micro-lesson plan, evaluation and observation schedule.
Some of the essential teaching skills are presented in detail:
Introduction
The skill of introduction of lesson is considered as
crucial to begin the teaching-learning process in effective way. In this way,
students will realize the need of studying the lesson. Similarly, it would be
easy for a teacher in establishing rapports with students before commencement
of lesson. Introduction of lesson can be done with student’s participation via
questioning, narration, storytelling, and demonstration mode (with use of
audio-visual aids).
Components
·
Attentiveness
·
Utilization of previous
knowledge
·
Technique and devices
·
Developing interest
·
Motivation
Illustrating with examples
It has been observed that sometimes students feel
difficulty in understanding some concept, abstract ideas and principles during classroom teaching.
Similarly, sometimes teacher also faces difficulty in conveying the true sense and meaning of a concept despite the best
explanations. This difficulty of the teachers can be solved easily if they are
able to master the skill of illustration with examples. It involves describing
an idea, concept by using various types of examples. The skill is defined as
the art of judicious selection and proper presentation of the suitable examples
in order to generalize a concept, idea or principle with a view of its
understanding and proper application. In this way, teacher uses his experience to illustrate the concept or
any difficult topic with the help of examples. Examples are considered as
evidence which teacher uses in support of concept or topic
for better understanding. Thus, illustrations with examples are powerful teaching devices. They often command and hold attention
with remarkable effectiveness. They stimulate the thinking faculties. They stir up emotions and may
reach the conscience and the heart. They are also an effective memory aid.
Components
·
Relevant
·
Simple
·
Real
·
Interesting
·
Appropriateness of media
Reinforcement
The term reinforcement was introduced by Pavlov in 1903.
The concept of reinforcement means getting the work completed by giving some
incentives or reward to certain person. Psychologically, reinforcement is a
technique in strengthening the behavior of the learner to learn more in the
classroom. Though, reinforcement is a skill which teachers use to increase the
frequency of desirable behavior and decrease the occurrence of undesirable
behavior of the learners. In other words, reinforcement is the procedure of
using a 8 reinforcer to increase the rate of a behavior.
It should be noted that activities, foods, or items that are generally considered
pleasant or enjoyable by others may not necessarily be reinforcing. That is, what serves as a reinforcer to one
person may not be a reinforcer
to another? For example, if a child receives a piece of chocolate when he asks for one and the frequency of ‘chocolate-requesting
behavior’ increases, the chocolate can be seen as a reinforcer i.e.
chocolaterequesting behavior. On the other hand, if ‘chocolate-requesting
behavior’ does not increase, the chocolate cannot be considered as reinforcer.
It is also known as feedback skill. There are two types of reinforcement i.e.
positive and negative reinforcement. Positive reinforcement provides pleasant
experience or feeling of satisfaction which contributes towards strengthening
of desirable behavior (response). However, the negative reinforcement results
in unpleasant experiences, which help in weakening the occurrence of
undesirable behavior (response).
Components
Reinforcement is given in order to
desirable change in the behaviors of the learner. The skill of reinforcement
has the following behavioral components:
1. Positive reinforcement: (Optimistic)
·
Positive verbal reinforcement
·
Positive non-verbal reinforcement
2.
Negative reinforcement: (Pessimistic)
·
Negative verbal reinforcement
·
Negative non-verbal reinforcement
3.
Contact reinforcement
4.
Proximity reinforcement
5.
Activity reinforcement
6.
Token reinforcement
7. Punishment reinforcement
Explaining
Explaining is a verbal action skill in which the teacher
tries to satisfy student’s queries related to concept, principle, theory, law
and ideas. Skill of explaining may be defined as the art of learning the use of
interrelated appropriate statements by the teacher
for making understandable the desired concept
or principle. Generally, explanation is to give understanding to another person
about the 2 new phenomena/concept. It can be done by relating
new knowledge to previous knowledge or from known to unknown.
Furthermore, teacher also
considers the age level, experiences, geographical locations and family
background etc. of students for better and effective explanation. Thus learner
will be able to assimilate and accommodate new data or experience. This skill
can be made more effective by using simple language, examples and illustrative
materials for better understanding and clarity. In a classroom, an explanation
is a set of interrelated statements made by the teacher related to a phenomenon
or an idea in order to develop understanding in the pupils about it. The
teacher should practice the desirable behaviors like using appropriate
beginning and concluding statements, using explaining links between old and new
knowledge and testing pupil understanding. Similarly, teacher
should not practice
the undesirable behaviors like making irrelevant
statements, lacking in continuity, using inappropriate vocabulary,
lacking in fluency, and using vague words and phrases as far as possible.
Components
·
Simple and accurate
language
·
Effective communication
·
Fluency and voice
change
·
Audibility
·
Beginning statement
·
Relevant statements
·
Harmony in presentation
·
Focusing on essential points
·
Relevant and interesting examples with use of appropriate media
·
Planned repetition
·
Concluding statements
Stimulus Variation
The process of teaching-learning will be effective when
the whole class is attentive. If the environment of classroom remains static
for long duration, then naturally the interest of students will be declined. As
the situation becomes monotonous our senses are less sharp and ineffective. Therefore, it is
essential to make the classroom environment lively,
interesting, challenging, and thought provoking 6 for the purpose of better
teaching-learning. This process of bringing variation in the overall
interactive environment of the class with the help of stimuli change is called
stimulus variation. The skill of stimulus variation may be defined as a set of behavior
for bringing desirable
change in the stimuli used to secure and sustain
student’s attention towards the lesson. Generally, a teacher
makes use of an appropriate stimulus for evoking desired responses and
behaviors of students in the classroom. For this purpose, the teacher uses some
gestures, body movements, makes certain verbal statements etc. all these
behaviors are related to stimulus variation. However, a continued use of a
stimulus may induce disinterest and inattention among the students. Components
·
Movements
·
Gestures
·
Change in speech
pattern
·
Pausing
·
Focusing
Classroom Management
Classroom management is one of the most fundamental
aspects of high quality education. As we aware that learning is effective when
the students actively participate in the classroom activities. The purpose of
this skill is to increase student’s academic engagement and enhance pro-social
behavior of students in the classroom setting. Classroom management skill is
the process by which teachers create and maintain appropriate behavior of
students in classroom settings. Teachers use variety of skills and techniques
to keep students organized, orderly, focused, attentive on task and
academically productive during a class. When classroom-management strategies
are executed effectively, teachers minimize the behaviors that impede learning for both individual and groups of students. Generally
speaking, effective teachers
tend to display
strong classroom-management skills, while inexperienced
or less effective teacher is a disorderly classroom filled with students who
are not working or paying attention.
Components
·
Address students with their name
·
Fixed classroom norms
·
Giving Clear instructions
·
Ensure full participations of each student
·
Checking student’s performance
·
Recognizing and reinforcing attending behaviour
·
Maintaining discipline in the classroom
Reading
There’s more than one way to teach children
to read. So, it’s important to have a range of different strategies and methods to encourage
learning in different students.Teaching reading: strategies & methods
1.
Read aloud to students
2.
Provide opportunities for students to read, write and talk about texts
3.
Read texts repeatedly to support fluency
4.
Teach children the tools to figure out words they don’t know
5.
Provide time for studying spoken
language, including vocabulary and spelling
6.
Use prior knowledge to make connections
7.
Predict
8.
Visualize
9.
Summarize
10.
Teach critical thinking
skills
Recitation
To ‘receite’ means to repeat aloud
poems, passages etc. from memory before others. The act of recitation,
therefore, involves the following activities: i) Repeating what has been said
or written earlier; ii) Repeating it loudly; and iii) Repeating it before
others. Recitation and Narration 33 If
an individual reads a passage or poem from a book, it is not termed as
recitation. This is because recitation is not simply reading but it is the
reproduction of the content from memory. This is important to remember that a
reciter does not add anything from her/ his own while in the process of
recitation. He/ she simply expresses the feelings of the author before the
audience. Further, when a reciter recites a poem/passage, he/she has some
purpose in hislher mind. He/she thus communicates to his/her audience the
purpose/objectives of recitation of the poem/passage and endeavours to realize
the same.
Components of the Skill of Recitation
1.
Clarity of Voice
2.
Correct Pronunciation
Clarity of Voice: It depends on clear and distinct speech.
Nasal sound creates
nothing but confusion. The clarity of voice
also depends upon its tone, pitch, speed etc. A teacher should,
therefore, use appropriate intensity and speed keeping in view the age and grade of
his/her pupils.
Correct Pronunciation: Mispronunciation of words or phrases
ruins the effect of the recitation process. The cause of
mispronunciation on the part of a reciter may be either his/her ignorance of
the corret pronunciation or regional variation
in the pronunciation of certain
words or phrases.
Correct pronunciation provides
children an opportunity for improving their articulation. In this context, it is
important to focus on following experiences.
·
Hearing the difference between
a letter’s sound made correctly and incorrectly.
·
Use of jingles, stories
and rhymes to illustrate the sounds made correctly and incorrectly.
·
Provide the children many chance to hear the sounds of letters that are being mispronunced in isolation and in
words.
·
Distinguishing between
sounds often confused.
·
Use games,
rhymes and songs
for practicing these,
and reinforcing their
correct forms.
·
Developing rhythm.
·
Use choral speaking and group recitation of poetry for rhythm setting
in speaking and in helping
children to learn timing and
coordination.
·
Using intonations to suit meaning.
•
Find out if the children can show varied
meanings of the same word by changing
the intonation, posture
and gesture.
ICT skills
What are ICT skills in education?
ICT skills are abilities that help you understand and
operate a wide range of technology software. This can include helping users
with tasks on computers, such as making video calls, searching on the internet
or using a mobile device like a tablet or phone.
Why ICT skills
are important in education?
Information and Communications Technology (ICT) can
impact student learning when teachers are digitally literate and understand how
to integrate it into curriculum. Schools use a diverse set of ICT tools to
communicate, create, disseminate, store, and manage information
Schools use a diverse set of ICT tools
to communicate, create,
disseminate, store, and manage information.(6) In some contexts, ICT has
also become integral to the teaching-learning interaction, through such
approaches as replacing chalkboards with interactive digital
whiteboards, using students’ own smart phones
or other devices for learning
during class time, and the “flipped classroom” model where students watch
lectures at home on the computer and
use classroom time for more interactive exercises.
When teachers are digitally literate
and trained to use ICT, these approaches can lead to higher order
thinking skills, provide creative and individualized options for
students to express their understandings, and leave students better prepared to
deal with ongoing technological change in society and the workplace.
 |
Online research
Online research is the method of collecting information using the internet. This involves using search engines and educational sites for
research and setting up methods of accumulating data. These methods may include
customer surveys, online interviews and metric data gathering.
Social media management
Social media management is the process of gathering
information from social media audiences and developing strategies tailored to
their preferences. You can accomplish this through creating and distributing
content for social media profiles, monitoring online conversations and
measuring engagement with profiles for a company. Compiling social media data
can provide fundamental information that can help organizations make well-informed decisions on marketing
strategies.
Netiquette
Netiquette is a set of guidelines that ensures respect
for online communication. These rules apply to multiple aspects of the
internet, including email, messaging forums and video and audio chats.
Netiquette involves learning how to conduct yourself in an online community and
extending the teaching of those guidelines to co workers who may not have as
much experience with internet communication methods.
Data management
Data management is the process of collecting, organizing
and storing massive quantities of business metrics for analysis and future
decisions. This can include managing database and spreadsheet software for
businesses and organizing the data for others to understand. It can also
include creating folders and files on an organization's network and knowing how
to upload, download, copy or move these files between the company's computers. In addition, data management involves
managing online accounts
and keeping track
of the usernames and passwords for these accounts.
Desktop publishing
Desktop publishing is the creation of documents using
software that prepares the digital information for transition to a physical
medium, whether it's a webpage, postcard, brochure, business card or label. It
can allow companies to use marketing information to create visual displays that
attract customers. Having desktop publishing skills may allow you to work as a
graphic designer and create the original assets, or you may work alongside a
graphic designer to prepare the created assets for printing.
Word processing
Word processing is the production or manipulation of text on a computer
using specialized software. You can prepare a
document for different uses by typing written communications and formatting the
document according to an organization's desired specifications. Another part of
word processing is conducting data entry, which can involve organizing data in
spreadsheets, and presenting this data through visual aids that you can create
using slideshow creation programs.
Collaboration
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Microteaching CONCEPT OF MICRO-TEACHING
Micro-teaching is a teacher training technique which helps the
teacher trainee to master the teaching skills. It requires the teacher trainee
1.
to teach a single concept
of content
2.
using a specified teaching skill
3.
for a short time
4.
to a very small member
of pupils
In this way the teacher trainee practices the teaching skill in
terms of definable, observable, measurable and controllable form with repeated
cycles till he attains mastery in the use of skill.
Meaning and Definition of Micro-Teaching
Meaning
Micro teaching is a procedure in which a student teacher
practices teaching with a reduce
number of pupils
in a reduced period of time with emphasis on a narrow and specific
teaching skill.
Definition
1.
“Microteaching is a scaled down
teaching encounter in class size and time- D.W.Allen(1966)
2.
“Microteaching is defined as a
system of controlled practice that makes it possible to concentrate on
specified teaching behaviour and to practice teaching under controlled
conditions.”- D.W. Allen & A.W.Eve (1968)
3.
“Microteaching is a scaled
down teaching encounter
in which a teacher teaches
a small unit to a group of five pupils for a small period of
5 to 20 minutes”- L.C. Singh (1977)
Objectives of Microteaching
1.
To
enable teacher trainees
to learn and assimilate new teaching skills under
controlled conditions
2.
To enable teacher
trainees to master
a number of teaching skills.
3.
To
enable teacher trainees
to gain confidence in teaching Characteristic
of Microteaching
• Microteaching is a highly
individualized training device
•
Microteaching is an experiment in
the field of teacher education which has been incorporated in the practice
teaching schedule
•
It is a student teaching
skill training technique
and not a teaching technique or method
•
Microteaching is micro in the sense that it scale down the complexities of real teaching
•
Practicing one skill at a time
•
Reducing the class
size to 5 – 10 pupil
•
Reducing the duration
of lesson to 5 – 10 minutes
•
Limiting the content
to a single concept
•
immediate feedback helps in improving, fixing and motivating learning
•
The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV
•
Microteaching advocates the choice and practice of one skill at a time
Steps of Micro-teaching
The Micro-teaching programme
involves the following steps:
·
Step I- Particular skill to be
practiced is explained to the teacher trainees in terms of the purpose and
components of the skill with suitable examples.
·
Step II -The teacher trainer gives
the demonstration of the skill in Micro-teaching in simulated conditions to the
teacher trainees.
·
Step III- The teacher trainee
plans a short lesson plan on the basis of the demonstrated skill for his/her practice.
·
Step IV -The teacher
trainee teaches the lesson to a
small group of pupils. His lesson is supervised by the supervisor and peers.
·
Step V -On the basis of the
observation of a lesson, the supervisor gives feedback to the teacher trainee.
The supervisor reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not do well.
·
Step VI -In the light of the
feed-back given by the supervisor, the teacher trainee replans the lesson plan
in order to use the skill in more effective manner in the second trial.
· Step VII -The
revised lesson is taught to another comparable group of pupils
·
Step VIII -The supervisor observes
the re-teach lesson and gives re-feed back to the teacher trainee with
convincing arguments and reasons.
·
Step IX -The ‘teach – re-teach’
cycle may be repeated several times till adequate mastery level is achieved.
Micro-teaching Cycle
The six steps generally involved
in micro-teaching cycle
are Plan , Teach , Feedback
Replan , Reteach
, Refeedback. There can be variations as per requirement of the objective of practice session. These steps are diagrammatically
represented in the following figure :
Diagramatic representation of a Micro-teaching Cycle
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Plan : This involves the selection of the topic and related content of
such a nature in which the use of components of the skill under practice may be
made easily and conveniently. The topic is analyzed into different activities
of the teacher and the pupils. The activities are planned in such a logical
sequence where maximum application of the components of a skill is possible.
Teach : This involves the attempts of the teacher trainee to use the
components of the skill in suitable situations coming up in the process of
teaching-learning as per his/her planning of activitieó. If the situation is
different and not as visualized(in the planning of tTe activities, the teacher
should modify his/her behaviour ás per the demand of the situation in the
Wlass. He should have the courage and confidence to handle the situation
arising in the class effectively.
Feedback : This term refers to giving information to the teacher trainee
about his performance. The information includes the points of strength as well
as weakness relating to his/her performance. This helps the teacher trainee to
improve upon his/her performance in the desired direction.
Re-plan : The teacher trainee replans his lesson incorporating the points of
strength and removing the points not skillfully handled during teaching in the
previous attempt either on the same topic or on another topic suiting to the
teacher trainee for improvement.
Re-teach : This involves teaching to the same group of pupils if the topic is
changed or to a different group of pupils if the topic is the same. This is
done to remove boredom or monotony of the pupil. The teacher trainee teaches
the class with renewed courage and confidence to perform better than the
previous attempt.
Re-feedback : This is the most important component of Micro-teaching for
behaviour modification of teacher trainee in the desired direction in each and
every skill practice.
Time duration for the microteaching is : 6 Minutes.
·
Feedback : 6 Minutes.
· Re-Plan :12 Minutes.
· Re-Teach : 6 Minutes.
· Re-Feedback : 6 Minutes.
Phases of Micro-teaching
There are three phases of the Micro-teaching procedure which you have studied
in the previous section of this Unit. They are :
·
Knowledge Acquisition Phase.
· Skill Acquisition Phase.
· Transfer Phase
of Micro-teaching.
Knowledge Acquisition Phase (Pre-Active Phase)
It includes
the activities such
as;
·
Provide knowledge about teaching skills.
· Observe the demonstration of teaching skill.
·
Analyze and discuss
the demonstration of the teaching
skill.
Skill Acquisition Phase (Inter-active Phase) It includes the activities
such as;
· Planning and preparation of micro lesson
for a skill.
· Practicing the skill.
· Evaluation of the practiced
skill (Feedback).
· Re-plan , Re-teach and re-feedback till the desired
level of skill
is achieved.
Transfer Phase
(Post –Active Phase)
·
Giving opportunity to use the mastered skill in normal
class room teaching.
·
Integrate the different skill
practiced Link
Practice (Integration of Teaching Skills)
When mastery has been attained in various skills the teacher trainee is allowed to teach
the skills together. This separate training programme to integrate various
isolated skills is known as ‘Link Practice’
·
It helps the trainee to transfer effectively all the skills
learnt in the micro teaching
sessions
·
It helps to bridge the gap between
training in isolated teaching skills and the real teaching situation faced by a student teacher
· Desirable Number
of Pupils :15-20
· Preferable Duration
:20minutes.
· Desirable Number
of Skills :3-4 Skills
Link practice
or integration of skills can be done in two ways;
Integration in parts - 3 or 4 teaching skills are integrated and
transferred them into a lesson of 15-20 minutes
duration. And again 3 or 4 skills are integrated and are transferred
all the skills to one lesson.
Integration as a whole - Student teacher integrates all the individual teaching skills by taking them as a whole
and transferred them into a real teaching situation.
Merits of Microteaching
·
It helps to develop and master important teaching skills.
· It helps to accomplish specific teacher competencies.
· It caters
the need of individual differences in the teacher
training.
·
It is more effective in modifying teacher
behaviour.
· It is an individualized training technique.
· It employs
real teaching situation for developing skills.
· It reduces
the complexity of teaching process
as it is a scaled
down teaching.
·
It helps to get deeper
knowledge regarding the art of teaching.
Limitations of Microteaching
·
It is skill oriented; Content
not emphasized.
· A large number of trainees cannot
be given the opportunity for re-teaching and re-planning.
· It is very time consuming technique.
· It requires
special classroom setting.
·
It covers only a few specific skills.
· It deviates
from normal classroom teaching.
· It may raise administrative problem while arranging micro lessons.
Expected Questions
1.
Elaborate on the essential (core)
teaching skills that are employed
in an English Classroom
2.
How can skill of reading
be tested ?
3.
Discuss the major
components of the skill of stimulus variation
4.
What measures will you take to assess
the active vocabulary of your students
?
5.
Briefly explain the micro
teaching cycle
6.
What
are the ICT skills in education
7. Phases of Microteaching.
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