Classroom teaching competence -How to build your capcity as an effective teacher by scientifically...

Feelings First

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Task – 1Duration- 1min.

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How do you feel today?

Write your feelings on the slip in 1-2 words.

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Task - 2Duration – 10 min.

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1. Write your name on the top of the A-4 sheet.

2. Fold the sheet to make a paper fan.

3. Give it to your neighbour to write a comment /sentence about you. And pass on till all have wrriten the comment and it comes back to you.

4. Read the sentences. How do you feel now?5. Write it on the slip.

6. Compare your feelings.

7. Now compare or match the feelings from the feelings list.

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Feelings First- List

alert bad focused relaxed uneasy

ambitious bored good serene depressed

angry competant happy shameDisappointed

leftout energetic neutral Small-feeling

dow

awed entheusiastic

optimistic stressed inferior

appreciated excited proud tired sad

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Fillings First

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Task -3Duration – 1min.

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What must be done to write on the used board?

What must be done to fill your mind with new knowledge/ learning?

Lets find it.

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Fillings First

➔ Erase Write➔ Unlearn Learn➔ Undo Do➔ Defocus Focus Refocus➔ Refocus Focus➔ Negative Positive

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Task – 4.Duration – 10min.

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Draw 21 lines (Vertical/ horizontal) on the sheet of the measurements given.

Please DO NOT use a scale.

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2cm 5 inch 2.5cm 2”.5cm 6cm 1.5cm 4.9cm

4.5cm 2 inch 7cm

3” 8.4cm 5”.5cm 20mm

5cm 1 inch 8cm 1.5” 9mm 6.1cm 10cm

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Give the sheet to the neighbour to measure the lines (any 5) by observation/ assessment for the correctness of the lines drawn.

Now for correctness let the next neighbour measure the same lines with the scale.

What is the conclusion on these evaluations methods?

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Classroom Teaching Competence

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1.Objectives/ ThemesLearning Outcomes

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Objectives/ Learning Outcomes

Objectives are NOT stated in the class. 0

Objectives are NOT mentioned clearly. (just mentioning the title of the lesson is NOT enough)

1

Objectives are mentioned but NOT highlighted as in behavioral terms.

2

Objectives are stated and are explained clearly. 3

Objectives of lesson are highlighted repeatedly. 4

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2.Appropriate Content

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Appropriate Content

Content presented at a higher level than the mental level of learners.

0

Content was rendomly selected. And was NOT ralevent with objectives. 1

Content has it own logic. And NOT in correspondence with Objectives.

2

Content had 1 to 1 correspondance. Teacher deliberately related the content to objectives. 3

Content was presented in excellent manner/ correlation. And specific objectives of lesson met. 4

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3.AppropriateTechniques

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AppropriateTechniques

Techniques used (teaching) are inappropriate to the lesson.

0

Techinques used were inappropriaate for some topics.

1

Techniques used were suitable but NOT effectively employed.

2

Techniues used were well selected. And transaction was meaningful.

3

Techniques used were good,with varities, employed and transacted well. Successful transaction.

4

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4.Effective Introduction

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5.Learning Chunks

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Learning ChunksTeacher has NO idea of breaking the lesson into small learning steps (bits/ chunks).

0

Teacher taught whatever S/He knew. It was a package. 1

Teacher broke the contents in small learning chunks. But NO feed back was taken.

2

Teacher taught the contents in small learning chunks. Feed back taken to ascertain learning.

3

All steps were co rrelated and recapitulated as summary in the end.

4

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6. Concepts & Principles of Learning

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Concepts & Principles of Learning

No care and attention/ importance given to principles of learning. 0

No examples/ demonstrations/ AV aids used. Understanding of concepts and principles taken for granted.

1

Examples are used but NOT always appropriately. 2

Examples/ demonstrations/ aids used were appropriate for concepts and principles. MI theory was kept in mind. 3

Concepts and principles of learning were taken care. And MI was extensively used in classroom deliberations. 4

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7.Logical Sequencing

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Logical Sequencing

No logical sequence of content delivery. 0

Contents was in chunks/ bits & pieces but logic was missing.

1

Logic was evident. But missing links were there. 2

Logic was evident in- presentation and sequencing of ideas were clear.

3

Logical sequence was excellently followed. 4

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8.Learner's Participation

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Learner's Participation

Learners were NOT allowed to participate / question in the classroom.

0

Learners had absolutely NO work to do, except listening. Learners felt doing so.

1

Learners were given- work, taking notes, solving problems and answering to questions. But for half of the time felt bored.

2

Learners were kept alert. Learners took notes,sketched figures,solved problems and answered to questions. And participated in discussions.

3

Learners were -motivated and encouraged to participate in classroom deliberations. They were involved in various activities through pair/ group work.

4

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9.Appropriate Questioning

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Appropriate Questioning

No questions were asked at all. 0

Questions were asked rarely. 'DO YOU UNDERSTAND?''DO YOU FOLLOW?' These are NOT treated as questions.

1

Questions asked . Only some were purposeful. Only few learners were involved in answering the questions.

2

Questions made the lesson alive. Lots of questions asked to the mojority. Teacher did NOT discourage learners who gave incorrect/ partially correct answer. Remidial maesures used.

3

Questions were thought provoking for - in depth understanding.Questions were open ended,and asked in non-threatening and friendly manner.

4

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10. Learners' Questioning

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Learners' Questioning

Learners were NOT allowed to ask questions. 0

Learners were discouraged from asking questions/ clearing their doubts.

1

Learners questions – some were tackled others were ignored. 2

Learners asked many questions. Some were answered by teacher and for others learners were asked to answer.

3

Learners were encouraged and prompted to ask questions. 4

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11. + Reinforcement

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+ Reinforcement

Reinforcement totaly ignored. 0

NO questions of reinforcement used- appreciation, praise/ rebuke. Class was a one way affair.

1

Reinforcement done- incorrect/ correct responses reinforced. Only half of learners participation- questions/ resonses was reinforced.

2

All responses were reinforced irresepective of correctness of resonses.

3

Reinforcement- excellent and positive. Incorrect responses were collectively handled.

4

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12.Effective

Communication

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Effective communication

Language is ineffective and incorrect. 0

Poor expression and incomprehensible. Lots of distracting mannerisms.

1

Learners understand the teacher partly. Teacher sometimes check the understanding.

2

Clear expression, frequent checking, positive body language of teacher.

3

Clear expression, frequent checking, very effective, unambiguous and positive body language of teacher.

4

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13. Effective Teaching

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Effective Teaching

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14. Sustaining Learners' Interest

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15. Assessment Of Learning

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Assessment Of Learning

NO attention given to ascertain learning assessment. 0

NO efforts made / infrequent efforts made had very little to do with stated or unstated objectives.

1

Oral questioning could be done for assessment of few learners at intermediate and final stages. Learners NOT sampled for such assessment. Teacher tried to evaluate points other than key points.

2

Asking questions from selected learners at random helped in assessment.

3

Excellent care taken to ensure learning through various modes of assessment.

4

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16. FA used

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17. Pair/ Group Work

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Pair/ Groupwork

Only individual work is done among learners. 0

Group work done rare. 1

Group work done occasionally. NOT enough for encouragement/ promoting it further.

2

Group work is encouraged. But NO proper instruction given for individual contibution.

3

Within groups a variety of activities done. Individual guidence given. Peer interaction encouraged.

4

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18. Activities

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Activities

Activity/ Project has never been done/ discussed. Only motive teaching takes place.

0

NO activities / Project rarely done/ experiment . 1

Activities/ project done on some occations but NOT systematically maintained.

2

Activity /project work good. 3

Activities / project work done regularely and encouraged.

4

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19. Proper Link-up

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Proper Link-up

NO proper link- up/ summerising of main point. 0

Just finished when the time was over. 1

Some key points mentioned BUT there was NO link-up/ recorded on the board.

2

Main points were discussed and noted on the board / dictated and learners were asked to note it. A summary was collected by asking questions as well as link between the constructive points were also made.

3

Lesson was summerised with excellent link up to all main points.

4

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20. Lesson Planning

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Lesson Planning

NO planning / Scheduling of the lesson. 0

NO time planning. Went astray/ away many times. Was waiting for the lesson to be finished. Rushed towards the end.

1

It appeared that sometimes the lesson is planned and sometimes NOT.

2

Planned and systematicapproach. Kept the time. Pace of the progress same througth the lesson.

3

Highly planned and systematic approach. 4

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21.Teacher's Confidence

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Teacher's Confidence

The teacher was confused and nervous. 0

Got confused himself- carried doubts and questions. Created confusion among learners also.

1

Confusion evident at many times. 2

NO content errors, confident, explained the points in different ways (PLURASTIC APPROACH). Prepared for any question from learners.

3

The approcah was- systematic. He/she took questions and cleared the doubts of the learners.

4

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SOP

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Standard Operating Procedure

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Score/ Grading

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Score/ Grading

Excellent 74 - 84 A+

Very good 64 - 73 A

Good 54 - 63 B+

Average 44 - 53 B

Needs Improvement

Below 43 C

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Suggestion

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Suggestion

Start on 1st day of the month/ date 1.

1. Practice item no;1 for the whole day in all periods/ classes.

2. Then on 2nd day practice item no; 2 for the whole day in all periods/ classes. Practice other items, Till you do item no; 21.

3. On 21st of the month you have practiced all items and gained mastery.

Then try practicing all in the next month, in small chunks eg. Items no:s 1-7, 8- 14, 15- 21 in 3 days then all items 1-21 in a go.

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Task-5Duration- 20 min

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Impromptu Performance

1. Pick the name slip.

2. The person whose name is mentioned on the slip

to pick a slip.

3. Now read the sentence / item no; given and

explain it in 1 min what you learnt about it.

4. Others to carefully listen.

5. Practise points 1- 4 till each one gets a turn to

speak.

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Infograhics

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TEAM

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TogetherEveryoneAcheivesMore

Are you in the team?

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. We must not only show the path but walk along if possible.

- RK Srivastav

● Teach them as if you thaught them naught,

teach them as if they forget it naught.

-Alexender Pope

● Great things are not done by impulse

But by a series of small things brought together.

-Vicent Von Gogh

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Task- 6Duration- 7 min.

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Mental Movie

1. Sit up right, close your eyes, calm your breathing,

2. Focus on your regular breathing -inflow and out flow of air. It helps your mind to enter alpha state that

aids reflective thought.

Find your inner world steady.

3. Run the movie. From every thing from the start of the session what you did, said, saw,heard, wrote, practiced, performed, learned. Its like a footage of a movie about yourself. Do you have a peg list and placed key ideas? Recall one by one.

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Thanks