UNIT IV: SKILLS AND TECHNIQUES OF TEACHING

SKILL OF INTROUCTION

This is any instruction that precedes a learning task, a good introduction will have a good effect
on the lesson and a bad one will have a bad effect. The introduction is therefore a crucial part of
a lesson. It should arouse the interest of the pupils so that they are more inclined to listen to what
follows. It is so important that it may determine whether pupils will listen and how attentive they
will be.

1) The teacher may use various approaches and instructional strategies to introduce the lesson
like using examples, analogies, questioning, illustrations, storytelling, role playing/dramatization
and various audio-visual visual aids.

2) A common mistake made by student teachers is to use review of previous lesson for every
lesson. This becomes not only monotonous, but kills curiosity and anticipation of pupils also.

Purpose of Introduction

 Focuses pupils’ attention on what is to be taught

 Provides transition from known to unknown
 Provide an organizing structure or framework for the lesson
 Should be short, interesting meaningful and relevant
 Should lead to the statement of lesson topic.

SKILL OF STIMULUS VARIATION

This stimulus variation refers to teachers’ actions sometimes planned or spontaneous that
develop and maintain a high level of attention on the part of pupils during the course of the
lesson. The purpose therefore is to arouse interest and sustain it through the lesson. It is
important to vary the stimuli. As uniformity in the learning environment tends to bore learners
and consequently leads to mental inactivity.
Components of the Skills

Movement: Teachers should not get stationed in one place. They should make some purposeful
movements. They should however take care that these movements are not nervous random
movements that can be irritating and destructive to learners. E.g. can move to write on
chalkboard, or toward an inattentive learner, or gesture when explaining a point.

Focusing: Teachers intentionally direct pupil's behaviour.

There are two types of focusing. Thus:

a) Verbal Focusing e.g.

 Please look here everybody

 Look at this diagram

b) Gestural Focusing E.g.

Eye movement, facial expression

Movement of head, arms, body

Changes in Speech Patterns: Variations in quality, tone, volume, rate, silence or pause (to
create suspense and expectation) and repetition

Changing Interaction: Three main types:

a) Teacher-group e.g. teacher teaches, explains, demonstrates to the class

b) Teacher - Pupil (Teacher directed not teacher centred) e.g. teacher asks questions to specific
pupils (calls by name) and the pupil answers. Also the pupil asks question to teacher

c) Pupil- pupil e.g. Pupil goes to chalkboard to solve a problem or to show summary of group
results to the rest and also role playing or acting.

Shifting Sensory Channels: The senses include sight, touch, smell, taste, and hearing. Shifting
these channels can help increase pupils’ possessing of information e.g. listening/look/listen e.g.
Explain, draw diagram then explain.
SKILL OF EXPLANATION

When explaining, one tries to give understanding to others e.g. teacher explains to pupil or pupil
explains to the class. An explanation is a set of linked or related statements. It involves explainer
and explainee.

A good explanation is one that should be:

 Properly structured. It must be valid and understood. Therefore should be brought to the
level of learners.
 Interesting and attended. A poor explanation is boring and confusing

Components of skills

1) Continuity

a) Sequence of discourse: The sequence of the discussions should be interrupted by digressions

or irrelevances from the central theme. If any diversions are inevitably made, it should be made
known to pupils that this is a diversion. If a teacher is changing the theme or line of argument
this should be made clear to the learner by first summarizing what has been said and then show
the relationship with what he is picking on.

b) Fluency: Teacher should have a constant flow of words without hesitation and with clear
grammatical construction of sentences.

• Fluency very much depends on;-

• Mastery of language
• Mastery of subject matter or content
• Confidence
• Good planning and preparation

2) Simplicity: This involves:

a) Grammar
• Grammatical complexities should be avoided
• Short sentences be used
• Teacher should not put too much information in one sentence
ii) Vocabulary
• Simple words should be used when explaining
• Concepts should be put in terms that can be understood.
• Any technical terms used should be defined and explained.

3) Explicitness: The teacher should be very explicit. He/she should not assume that a common
ground already exists. E.g. should avoid statements like "you all know that", of course". Should
avoid being vague e.g. regarding sizes, numbers, quantities. E.g. avoid phrases like "some kind
of, "a bit of" e.g. add a bit of acid. Rather say "add one drop of hydrochloric acid” or "add 2ml'
of dilute Hcl

4) Use of Explanation links

These should be used when showing relationship between different ideas or processes. They also
smooth the flow of the explanations and carrying arguments to their logical collusions.

They are words or phrases or even sentences

eg.

So Then And yet

While Therefore So you can see
Because Whereas We can therefore say that

Use of examples
• Using examples helps in clarifying concepts or explanations. They help pupils to link
everyday experiences or already existing knowledge to the new concepts.
• As much as possible teacher should use concrete example that are familiar to learners.
• These could be concrete objects like Visual aids. Models. Analogies. And also Verbal
instance of phenomena being explained
• Examples selected should be appropriate, relevant and interesting.
• Pupils should also be asked to provide examples

5) Emphasis and interest

Key points or ideas and relationships in an explanation should be emphasized Here teacher could
use:
• Facial expression, eye contact, gestures (and other skills of stimulus valuation). To make
these key ideas stand out. E.g.;- Lifting of hand
• Use of voice modulation e.g. silence, changing pitch, volume, pace, pause
• Audio-visual aids can be used, T.V. Charts, objects, models, sketch on chalkboard,
summaries or handouts.
• It is important that these aids are selected carefully.

6) Use of Linguistic Moves: Three types of linguistic moves are:

1) Repetition-of main points to help pupils retain main ideas.

2) Paraphrasing - of pupils’ responses. This helps in reinforcement and formulating correct
and clears statement with the needed technical vocabulary.
3) Verbal cuing of important matters e.g. I would like to stress that, this adds up to,.. Listen
carefully to this..

Other words that can be used include:-

• Basic' e.g. the basic idea is...
• The essential idea is...
• The main point is...
• The major point is.
• The vital idea is...
• The important point is...

SKILL OF CHALK BOARD USE

Chalk board is the most commonly used visual aid for classroom interaction in developing
countries. Skilful use of this teaching device makes teaching effective.

Components

 Legibility
Writing should be legible enough for all to read without difficulty. Letters should be distinct, of
proper size and shape. Here, class size and light should be considers
  Neatness
This can be achieved by the teacher by ensuring that he/she writes in straight lines
horizontal/vertical to the base of the chalk board. Space between letters and lines should be
adequate. Only relevant matter that has been under focus during the lesson should be retained.

 Appropriateness
Only salient points as they are developed should be written in their logical sequence and
continuity. Group-related concepts should be grouped together. Vertical grouping is better than
horizontal grouping. Concepts should be numbered.

Diagrams and illustrations should be simple and large enough to cover the main idea. Chalk
board tools where necessary should be used.

 Highlighting/Focusing
Headings, Sub-headings and key concepts should be underlined

Coloured chalks to emphasize key concepts should be used taking care to use conventional
colours appropriately.

Other Points to Remember;

 Cleaning chalk board before and after use
 Should not obstruct i.e. should stand on one side
 Not talk to the chalk board
 To use duster and not hands to rub the chalk board
 Writing continuously and quickly produces better chalk board work than slow

SKILL OF QUESTIONING

Questions are a fundamental tool to teaching. Teachers rely on them for the major part of their
teaching. Research shows that frequency of questions is related to learning.

What is Question?

It is any statement to evoke a response - verbal or non-verbal. This may vary depending on the
stage of the lesson
Purpose of Questions

a) Role of Questions During Introduction

• Arouse interest and curiosity about a topic
• To organize previous knowledge to focus on topic
• To review previous lesson
• To help students acquire an awareness of this prior knowledge that already exists in their
minds and to organize this knowledge to focus on a topic that may have appeared new on
the outset.
• To direct pupils thinking to the topic of the lesson
b) Role of Questions During Lesson Development

The questions are said to be the backbone of the lesson. They are used to
• Develop a particular line of thought.
• To lead students to develop facts for themselves
• To formulate new generalizations in the inductive way
• Focus attention on the important points
• Develop knowledge step by step
• To enable students use their powers of specialization
• To break the narrative in order to ensure that the class is following
• To make students alert

The teacher needs a variety of skills to ask questions. The teacher has to lead the students to
think, recreate and discover facts for themselves. While narrating a story, questions should come
at the end of the story.

c) Role of Questions During Conclusion

• To review what has been taught/recapitulate
• Summarize the lesson and main points a sharper focus
• To check the results of teaching whether or not the lesson objectives have been achieved,
to what extent and to find out which areas need further attention.
• To guide learners in assignments
• To give a forecast into the next lesson
Types of Questions

There are many classifications used. The commonly used is according to the six levels of the
cognitive domain of Benjamin Bloom's taxonomy of educational objectives i.e. knowledge,
comprehension, application, analysis, synthesis and evaluation.

A good questioning technique is that where a teacher asks a variety of questions that address the
various levels of this taxonomy so that learners thinking are consequently stimulated at higher
levels also thus enabling a deep understanding of the subject matter.

Characteristics of a Good Question

• Clear and concise, simple grammar and vocabulary used without unnecessary redundant
words.
• Specific not vague and will contain one idea.
• Relevant
• Thought provoking

Components of the Skill

a) Wait - lime (pausing): A teacher asks a question, waits for a few seconds before calling on a
pupil's name to respond. This allows pupils to reflect on the answer.

b) Prompting/probing: Teacher gives shorter simpler, step by step questions that give clues to
the correct answer where a pupil fails to give a correct response, but gives weak response or
incorrect response or no response. The teacher may seek further or additional information from
responding pupil in order to bring his incomplete response to the expected response level.

c) Refocusing (Guide to correct to other ideas): Asking further questions that helps learner to
relate his/her response to other key ideas or issues. Or when a teacher wishes that the pupil
should give more information. This strengthens the given response and also stimulates thinking
on the part of the responding pupil as well as increasing critical awareness.

d) Redirection: Teacher directs the same question to other learners where there are more than
one response to the same question. Where a wrong response has been given other than the
teacher answering his/her own question.
 UNIT V: TEACHING AIDS IN ICT

Teaching aids are materials made use of to make teaching interesting and effective. Teaching
aids occupy an important position in the teaching of ICT.

Importance of Teaching Aids

They influence the kinds of the learners through their sense. This is true because most of the
learning in children takes place in the sensory level or model.

The importance of teaching aids in ICT is justified because of the following considerations;

 Help in understanding of the subject matter and clarifying abstract ideas

 Appeal to the senses of the learners and satisfy their innate tendencies and interests
 Make the teaching – learning process interesting
 Saves time and energy
 Meet individual needs of all students
 Creates lasting impression in the minds of learners

While using teaching aids, the teacher should always bear in mind that teaching aids are only
means and not an end.

Types of Teaching Aids in ICT

Various types of teaching aids are used in teaching ICT, namely;

 Visual aids
 Real objects like mouse, keyboard, Compact Disk, etc
 Pictures
 Charts
 Models etc.
 Audio – Visual aids
 Televisions
 Laptops
 Radios
  Smartphones
 Projectors, etc

Main advantages of aids

 Best motivators
 Clear images are formed when we see, hear, touch, taste and smell as our experiences are
direct, concrete and more or less permanent.
 Firsthand experiences
 Gives students the opportunity to handle and manipulate things.

UNIT VI: CHARACTERISTICS OF A GOOD ICT TEACHER

 He must have a basic academic qualification in ICT. A person who had a background of
ICT in secondary school and university can handle most of the topics.
 He should regularly and seriously read ICT materials in order to be able to have
knowledge of the basic concepts of ICT and general knowledge.
 As regards himself for effective teaching, the ICT teacher should get access to most of
the ICT gadgets and familiarize himself with them like projectors, smartphones, etc.
 The ICT teacher should improve his education practice through travel or benchmarking.
 He takes criticisms without defense i.e. he should always accept that he is wrong
whenever he is.
 He is reasonable, kind and treats people fairly and has a sense of humanity.
 He should have very broad interest in the subject and should frequently relate ICT with
other fields and present day-to-day problems.
 He gives pupils opportunity to learn and think independently.
 He should establish professional conducts with other teachers of his subject as well as
teachers of other subjects.
 In the course of doing his work, the ICT teacher should clearly show that he is finding
teaching interesting and worthwhile.
 He should express a considerable degree of confidence in his or herself.
  The teacher should be reliable, considerable and in cordial relationship with his
headmaster and other school authorities and colleagues.
 A good ICT teacher should always use a variety of teaching methods.

FUNCTIONS OF AN ICT TEACHER

Teaching is a complicated job. It is not a mere communication of knowledge to students. Even

knowledge cannot be handed over to students like currency notes. A teacher has to attend to a
number of factors while working in the school. Some of the most vital functions are;

 Teaching
 Planning
 Organizing
 Supervising
 Guidance
 Evaluation
 Recording
 Maintaining Relations

Sample Questions

1. Examine the salient features which a good ICT teacher should possess.
2. Describe the various functions of the economics teacher and how best they can be
performed.