Introduction

The word Education is derived from the Latin word Educate which means 'to bring up'. In Latin 'e' stands for

'out of', and duco means 'to lead'. Hence, 'Education' means 'to lead out of' or to 'lead forth' or to draw out.

Education may be thought of as a process or drawing out from within, rather than imposing from without. This

explanation presumes that all knowledge is inherent in children. In the context of modern society, the function

of education is not merely to supply some amount of knowledge to the students; but to develop in him desirable

habits, interests, attitudes and skills which help him to lead a full and worthwhile life.

Education is a process that begins at birth and continues until the end of life. The early stage of life is

very crucial since this period affects the following process. However, we are not able to control the early stage

because children remain under the care of their families until they begin attending school. Even if children study

in schools, many factors such as friends in and out of the school affect their educational process. The

educational system focuses on children from pre-school until graduate education. Educational gains mainly shift

from public to individual gains as they attend a higher level of school each year. That is why education is

compulsory in the first 10 or 12 years for children. Otherwise, greater and more costly social problems would

occur if we could not educate them to be good citizens.

Education is context-specific and context-dependent. Context refers to the settings or surroundings in

which education takes place. A student teacher is faced with the exciting but challenging task of assimilating a

variety of contexts very rapidly when embarking upon teaching practice, whether during a course of initial

teacher pre-service education or as a newly qualified teacher entering a first appointment in a school. These

contexts vary from the very broad and general macro-contexts at a societal level to the very specific micro-

contexts of a particular individual in a particular school, class and lesson. However, localized education is set in

broader contexts of society.

Education can be divided into two categories: formal education and non-formal education. There is no

certain line to distinguish one from the other because formal education to some extent consists of non-formal
education. Children learn not only in the classroom but also from each other at the school environment.

Children, families, and adults voluntarily participate in formal education because they believe that formal

education will provide a certificate or diploma for their children, and these official documents will help them

receive a higher level of education and to build a better professional career. If unemployment is high and there

is high competition for employment, then there will be a higher demand for formal education.

Non-formal education refers to that type of education which does not take place in formally structured

schools. Non-formal education is intended for citizens who have never entered the formal educational system to

develop their skills, e.g. to have a better professional career. Additionally, non-formal education may accompany

formal education and may appear in many different forms. For example, improving the reading and writing skills of

citizens, professional development in a specific field, learning about a healthy lifestyle, teaching socialization

processes to immigrants and acquiring the habit of spending time productively is non-formal education. The

differences between formal and non-formal education can be seen in terms of the purpose, timing, content, delivery

system and level of control.

Informal education includes all the influences that the informal agencies provide to the individual. Home,

peer groups and the community informally educate people. The press, the radio, the theatre, the library and

innumerable other agencies impart incidental and informal education to children and grown-ups. Though the

influence of these agencies is imperceptible, it is very important and significant.

Education has numerous aims such as knowledge aim, vocational aim, social moral and religious aims etc.

Most the educators in olden days held knowledge as the supreme aim of education. Knowledge lays the foundation

of any time of education. If the aim of education is an adjustment to the environment, knowledge of that

environment is indispensable; if the aim is vocational, knowledge of that vocation is very living. But it should be

remembered that knowledge can only be a means to an end, not an end in itself. Therefore, the knowledge imparted

in our schools should be purposeful and creative in all respects.

familiarize them with the past. For this, they must be given very clear ideas about contemporary values, beliefs and

customs. Then we must give them opportunities for self-expression, or critical evaluation of those customs and

beliefs. Let them learn about the different cultures and civilizations of the world over, and choose whatever they

prefer. Teach them to feel the common factors in every culture. Education must enable one to lift the mind from

blind alleys. It must teach them to dispel errors and discover the truth. It must create a favorable attitude in them for

positive life changes. New patterns of culture should be evolved to ensure the good of all rather than the good of the

majority. This is possible only when the teachers themselves open their minds to admit liberal ideas that elevate

them to an enlightened plane. Conservatism should give way to liberalism, and schools that are knowledge shops

should be converted into creative workshops and laboratories for the pupils and teachers to carry on their

experiments with new ideas. The curriculum, the method and the whole school plant must be geared to suit this aim

of transformation of culture.

The supporters of the vocational aim contend that education should prepare a child for a calling or

profession, enabling him to earn his live hood. They feel that this aim alone can train individuals for social

efficiency, instilling in them a sense of independence and self-confidence. Advanced countries have realized the

importance of vocational aims in education, and have therefore designed a system of vocational guidance in their

schools. Suitable tests are given and the special attitudes and aptitudes of children are discovered. Then they are

advised to choose subjects according to their tastes.

Pestalozzi and Mahatma Gandhi have emphasized harmonious development as an intrinsic quality of any

good system of education. When Pestalozzi defines education as the harmonious development of the head, heart and

hand, Gandhi defines it as an "all-round drawing out of the best in child and man body, mind and spirit". "Man is

neither mere intellect, nor a gross animal, nor heart and soul alone"; says Gandhi "a proper and harmonious

combination of all the three is required for the making of the whole man, and constitutes the e economics of

education"(qtd. in Nair 15).

religion would promote ethical and aesthetic qualities in the individual Self-realization is supposed to be the main

aim of religious education in ancient times, religion and education had no separate existence, and education was a

part of religious life. Churches and temples were the important pillars of education, then. It is the conviction of

many people that education if it is to produce and maintain a high degree of civilization, and to safeguard against

periodical lapses into barbarism, must be based on religion. Faith in the fatherhood of God and the brotherhood of

man is the essence of all religions and all religious education. It is argued that the basis of good citizenship is

character and that character depends on man's belief. That is where religion comes in.

Synthesis between Individual and social aims at a glance; it seems that these two aims are poles apart. The

individual and society may both be regarded as realities. The individual is not entirely à creation of society. The

consistency in the general character of Society shows that society is not exclusively the creation of individuals. But

certainly, there exists a functional relationship between them. The individual lives in and through society. He is

influencing and is being influenced by society. He is making his contribution to society, while society is also

enriching his personality. The progress of society and the individual go hand in hand, and both exist for mutual

benefit. Hence the aim of education may be defined as the highest development of the individual as a member of

society. James S. Ross strikes a compromise to this controversy in these words. "Thus important example

individuality is of no value and personality is a meaningless term apart from the values and social environment in

which they are developed and made manifest self-myths. Realization can be achieved only through social service

and social ideas of really great value can come into being only through individuals who have developed and

provided valuable individuality. This circle cannot be broken"(qtd.in Nair 18).

The classroom environment is one of the most important factors that affect student learning. An ideal

learning classroom is when students view their classrooms as positive and supportive. It is a space where they feel

safe and secure. A positive nurturing environment is an indispensable part of learning. It is in a positive

environment that a student feels comfortable; a place where healthy relationships with peers and teachers flourish.

In a positive environment, the process of learning becomes something that students easily adapt to and look forward
to. To achieve this environment, young students need to be nurtured with love, care and support. As we all know,

today, learning in a school involves more than just being exposed to information and set content. Research has

established that children absorb all that they observe around them and that they learn best when they feel

comfortable enough to explore their environment. In a positive and nurturing environment, students show their

authentic curious selves and paint the world with their unique and individual brush strokes.

In the ancient set-up of education, the teacher was the center but in the contemporary world education has

become student-centered therefore the teacher must adopt the role of facilitator, not a content provider. You cannot

teach a man anything. You can only help him, discover it within himself. Never teach pupils but only attempt to

provide the conditions in which one can learn. A facilitator is a person who assists a group of people in grasping

their common targets and in achieving them without any intervention on his/her behalf. When we say the teacher

has to play the role of a facilitator in the classroom, this means that the teacher should not be the king who controls

the activities of the learners. He/she should grant the learners some space to let the spirits of creativity and

innovation. In other words, the learners must get involved in active participation that would be represented in

argumentative discussions and teamwork activities, so that the process of learning becomes comprehensive.

Teachers are becoming learning facilitators. Their role is shifting from instructing students construct their learning.

Traditionally, teachers are the ones with knowledge and expertise in a particular field. They impart that knowledge

through a variety of means to their students.

Tools and Techniques

Teaching students in an effective way plays a vital role in student development. As teaching and learning are

two sides of a coin, both the teaching and learning process gets better through the tools and techniques used by a

teacher. At the age where students are most likely to get distracted, grabbing their attention towards learning

becomes a bit challenging. This is where different types of teaching aids get into the picture. It helps students to

learn attentively and focus more on their studies. The different types of teaching aids help to leverage students’

education and improve their understanding. Teaching aids can be categorized into visual aids, audio aids and

audio-visual aids. Besides material tools, some techniques like eye contact, repetition, gestures, reading and

writing techniques, group discussion, debates etc. can be used by the teacher to make the teaching and learning

process fruitful.

The use of teaching aids avoids the situation of students becoming bored and passive due to verbalism.

Children love variety and the use of different tools drives away the monotony and drudgery from the classroom

and transforms it into a creative laboratory or workshop, making learning a pleasant and meaningful experience.

Things to keep in mind while preparing aids are, they should be suitable to the age and intellectual capacity of

the pupils and the teacher should be familiar with the advantages and limitations of each tool. Audio-visual

instruction should not be confused with entertainment. The effective use of aid depends on careful planning by

the teacher. The time and effort expended on a particular aid in preference to another ad must always be

justified.

The blackboard was invented by James Pillans; headmaster of Royal High school Edinburgh Scotland.

He used it with colored chalk to teach geography. The chalkboard was in use in Indian schools in the 11th

century as per Alberuni’s Indica (Tarikh Al-Hind), written in the early 11th century. Blackboard is a traditional

visual aid that is a very important part of classroom teaching. Every student has his learning style; some learn

immediately when they see. Some learn when they touch and some when hearing. There is no other teaching aid
that can incorporate in it all these styles at the same time rather than a blackboard. The picture presented the

words written on the blackboard and listening to the teacher makes all students of different characteristics to be

benefitted. Copying notes from the backboard increase concentration and aids in the development of reading

and writing skill. Making the students say points and noting it on the blackboard or making students write on the

blackboard are two ways in which the blackboard can be used in the classroom.

Now a day’s schools use marker boards along with blackboards. Marker boards are large sheet of white

plastic board with a surface texture suitable for writing or drawing with felt-tip pens or markers. This can be

used in the same way as chalk boards, it is also sometimes used as projection boards. Marker boards are more

easy to handle as blackboard chalks produce allergy to teacher who use it as well as students who inhale it.

Today’s classrooms are different from those of 10, 20, or more years ago. Teachers have access to a

wider range of technologies like laptops, tablets, and hybrid tablets that function like laptops. They can connect

these devices directly to an LCD projector. LCD (Liquid Crystal Display) Projector is the most advanced and

sophisticated projecting aid. It is used to present a topic in the classroom or front of a large audience We can

demonstrate real-world situations and their simulations in the classroom in a theatre-like atmosphere. In the area

of Educational Technology, we can replace all ermine other projected and non-projected aids with only a single

LCD projector and a computer system. We can present a topic by using computer-made slides, graphics,

pictures, video clips, movies and special effects.

Diagrams and charts are important because they present information visually. The adage “a picture is

worth a thousand words” applies when it comes to diagrams and charts. A diagram is a condensed drawing

consisting primarily of lines and symbols h class designed to represent the outline, interrelationships, or key

features of a process. as an injection or idea. Although graphics in general are condensed visual summaries, the

diagram is the most condensed of all.) It depends almost entirely upon lines and symbols tent to convey

information and hence these may be highly abstract. This means that a background of knowledge and

experience in the subject of the diagram is necessary before it can be read intelligently In English, a diagram can
be effectively used to give an idea about different types of communication, to concretize verbal images (like the

hopping horse, mountain valley, etc.) a cross-section of the organs of speech, etc. after the salient points have

already been discussed.

A chart is a combination of pictorial, graphic, numerical or verbal materials designed to present a clear

visual summary of an important process or set of relationships/The term charts has several interpretations. To

the navigator, a chart is a specialized kind of map. To the businessman, it can be a graph or tabular arrangement

of sales can be e 4. Map Country data. To the engineer, it may be a technical diagram. Thus chart is likely to

have geographic different meanings for different people. Charts for teaching English can be of various types -

say charts showing words belonging to different parts of speech, charts showing reference to the various forms

of the same word, charts showing poets belonging to various literary geography schools, etc.

The most effective types of charts are as follows: Outline and tabular charts: The organization of the

content into an outline of key points and sub points which a teacher may present systematically on the

chalkboard results in a useful chart form. For example, a chart can vividly show items such as various parts of

speech, various tense forms of a verb, etc. Tabular charts as the name implies, present information as tables, the

points to be stressed being presented in rows and columns, to suit the situation depicted. For example, items in

English such as the differences between casual listening and focused listening, or between long phrases and

abbreviated phrases can be depicted through tabular charts.

Tree charts: As the name suggests, the tree chart is in the form of a tree with a base comprised of several

roots and a single trunk, the branches of which, represent developments and relationships. The tree chart is

useful in showing development resulting from a combination of major factors. For example, such a chart is

suitable for showing the various categories of poems that emerged at various times. It is similarly effective in

showing how air pollution, water pollution, land pollution, and sound pollution.

Young children are visual learners. All the displays and posters on the wall are not just to make the

classroom look pretty, but to aid in a child’s learning. Children’s brains absorb visual information faster than
text. Posters help to focus and motivate children to learn. It’s an effective way to catch and hold the attention of

young children, as well as helps to maintain their interest in a particular area. They are convenient both for

children and parents/teachers, as they help them to absorb the information faster. By having posters in your

home/classroom, you provide constant learning for children as it’s always there.

Practitioners and scholars have identified many potential benefits of cartooning in the classroom. The

cartoon is a metaphorical, humorous and exaggerated caricature of a person or situation, in the form of a picture

or a sketch. The humorous or satirical exhibition attracts the attention of viewers. A cartoon, like a poster, is

universal in all and conveys only one idea. Cartooning encourages students to concentrate on big ideas and to

evaluate how certain details contribute to the broader picture. Making poetry into cartoons can lead to

storyboarding, drafting, use of image, space, personification, tone, and the creation of multiple versions of the

same story. Longer storytelling using pictures and text leads to thinking about narrative arcs, pace, characters,

and effective sentences.

Comics speak to students in a way they understand and identify with. A comic strip is a form of a

cartoon depicting a story in sequence. The events are arranged in the proper order in an attractive pictorial form

that is normally appealing to lower age groups. This can be used for guided composition exercises. Even after

students learn to be strong readers comics allow students to read material which combines images with text to

express satire, symbolism, point of view, drama, puns and humor in ways not possible with text alone.

Flashcards appeal to visual learners and can be used to stimulate kinaesthetic learners too. They are a

great way to introduce learners to new vocabulary. There are endless ways to use them in the classroom to

practice and revise vocabulary. Flash card is an aid liberally used in language lessons; especially in the lower

classes This facilitates immediate feedback on comprehension and skill in silent reading. The card containing

the reading material is exhibited for a few seconds only. Then it is removed and feedback is attempted. The

name flashcard indicates its use as a flash.

Internet, they are accustomed to accessing information in both textual and visual forms. The use of images in

the classroom is a pedagogical strategy aimed at engaging students who have grown up in a media-rich

environment. Digital technology has made images more readily available and easier to incorporate into teaching

and learning materials. Pictures and photographs play a significant role in making ideas clear and

comprehensive. They cultivate the power of observation and judgment.

Other than two dimensional and audio aids there are three dimensional aids which enhance the learning

process by touching. Models are concrete representations of objects, their size being adjusted to make it and and

conveniently observable. These are mostly three dimensional or sectional nd can clearly exhibit the structure or

functions of the original Most often models rove to be more effective than the real ones. Models provide interior

view of objects which are normally covered or are otherwise visible. Models can be handled, operated and seen

from a number of angles and hence are generally more interesting and instructive than a picture or a chart.

Puppets; for thousands of years puppets have been used to simulate reality, to entertain and to pass on

knowledge. The most commonly used puppets are hand puppets, glove and finger puppets, rod puppets, string

puppets, and shadow puppets. Text back activities like conversation between characters can be showed using

puppets.

Activities and games can prove to be really useful while learning a language.A language game is a

system of manipulating spoken words to render them incomprehensible to an untrained listener. Language

games are used primarily by groups attempting to conceal their conversations from others.If games are properly

designed, they may help in making the teaching-learning process more effective. Games provide language

practice in all the four skills, namely, reading, speaking, listening, and writing. For use of language, these games

not only create a meaningful context but also can be fun while learning English. Games offer an environment

where the learners can practice using new words and are free to express themselves.
 Word games: Word games and puzzles are generally engaged as a source of entertainment But they

serve a very useful and progressive educational purpose. They naturally develop important language skills like

use of correct spelling. They become familiar with larger vocabulary and will keep their mind sharp.(Word

games and puzzles require swiftness of thought, well developed vocabulary, and excellent general language

skills including comprehension and vocabulary.

Word search is a game that consists of seemingly random letters arranged in a grid. The words may have

been placed horizontally, vertically or diagonally. They may have been written backwards or not. Teachers use

them as educational tools for children, as young minds can learn new words and their spellings by intensively

searching for them letter by letter, in a puzzle.

Role play is a task in which an individual or group enacts the role of others. It is an excellent strategy or

technique helpful for studying social behavior and for using language appropriate to the context. In role play the

content of a specific problem, the solution to the problem, the feelings of the role players, etc. can be

realistically experienced by the pupils if they are made to enact the various aspects related to it.

A game for developing listening, speaking, reading and writing skills. Divide the class into teams. Each

team has a reader and a writer. A text to be read is selected and pasted on the wall. The reader will run to the

text, read it and memorize it. She runs back as quickly as she can and dictates the text to the writer. The writer

writes while the reader goes back to read more text. The team members can help the writer. The reader runs

back and dictates the rest of the text. The reader cannot write anything. She can spell the word. The team which

finishes writing first, with accuracy and reads out first will be rewarded. Students of mixed ability must be put

together.

In order to enhance the reference skills of the students, adequate knowledge about the sources available

for reference have to introduce to students. One such most basic reference source is dictionary. Teacher can give

some words in the text and ask students to find the meaning of the words from dictionary. For this children can
use their own pocket diary or make use of dictionary in the library. In such a way children will be getting a

slight push to go to the library and start exploring the world of books.

Explanation is the essence of instruction. It is a skill. When a teacher is planning he is describing 'How',

'Why' and 'What' of a concept. It is an activity to fill gap in someone's understanding while explaining a teacher

must use explaining like, hence, due to, since, because, etc. There must be a beginning and a concluding

atement. Teacher must check students', understanding too. While explaining she must not use inappropriate

vocabulary, vague words and phrases or lack continuity and fluency.

Repetition, during class room interaction, the teacher can repeat the major points in the class again. She

can make the point clear to her students using refocusing and redirecting techniques. Anyhow, she has to give

ample opportunity for her students to hear and comprehend the major concepts, ideas, facts, etc. again and

again, so that they become more and more familiar with it. But over repetition can also create boredom in

students.

Speech can be made more meaningful with the support of physical expression. Non-verbal communication such

as postures, gestures, facial expressions and eye contact are some techniques that are employed by every teacher

to make her class lively to its fullest. Keeping the principles limitations and use of each tool and technique the

teacher can handle her students and assigned portions well.