UNIT III INNOVATIONS IN TEACHER PREPARATION
Structure
3.1 Introduction
3.2 Objectives
3.3 Microteaching
3.3.1 Definitions of Microteaching
3.3.2 Steps in the process of training through Microteaching
3.3.3 Microteaching Cycle
3.3.4 How many skills does microteaching technique have?
3.3.5 Examples of components of skill of stimulus variations
3.4 Simulation
3.4.1 Meaning of simulations
3.4.2 Definition of simulated teaching
3.4.3 Comparison between Microteaching and Simulated Teaching
3.4.4 Characteristics of Simulated teaching techniques
3.4.5 Assumptions of Simulated teaching techniques
3.4.6 Steps involved in simulations
3.4.7 : Precautions in devising a simulated situation
3.4.8 Advantages of Simulated Teaching
3.4.9 The Disadvantages
3.5 Interaction Analyses Model
3.5.1 Systematic observation of behaviour of teacher
3.5.2 The Method of analysis of classroom interaction
3.6 Flander’s Verbal Interaction Analysis System
3.6.1 Basic theoretical assumption
3.6.2 The Category System (Ten Category System)
3.6.3 The Procedure of Observation
3.6.4 Rules for observation
3.6.5 Construction of Interaction Matrix and analysis
3.7 Let us sum up
3.8 Answers to check your progress
3.9 Reference
3.1 INTRODUCTION
The class is the hub of all educational activities in the school system. Teacher has pivotal role to play in shaping the young minds in the classroom. As a teacher it not only your expertise in content but also your behaviour and interaction that influence the students at this stage. There are different innovative techniques which are employed in training of neotype teacher before he enters the classroom.
The present unit takes you through these techniques with appropriate example so as to clear you different concepts, process involved in these innovative practices. In this unit we shall try to understand the concepts of microteaching, simulations and interaction analysis models (with special reference to the Flander’s Interaction Analysis Method).
3.2 OBJECTIVES
After going through this unit, you will be able to
- define and describe microteaching and various process involved.
- define simulations
- enlist characteristics and steps of simulations
- distinguish between microteaching and simulations
- describe Flander’s interaction analysis category system
- analyse the behaviour based on the recordings of the Flander’s interaction analysis category system.
Let us look at the following two examples of classroom situations. This will help us analyse the classroom situation and required teacher behaviour.
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3.3 MICROTEACHING
In both of the above contexts you see that two different types of teachers and their classroom interactions are given. The teacher in the first class is well prepared about objectives, content, students’ level, maturity and plans his lesson. Accordingly, the class proceeds on the predesigned pattern to complete the desired content. To be specific, in this process of teaching, the teacher has used skill of explanation reinforcement, questioning. In this presentation the teacher has explained concepts, demonstrated with the help of examples and discussed with the students.
In the second classroom presentation the teacher appears to be afraid of the classroom presentation. This may be due to improper preparation, fear of number of students etc. Teacher has not cleared the concepts and aim. Teacher appears to be in hurry to complete the lesson.
Therefore, it is evident that the classroom is a dynamic place, where teaching-learning material, teaching-learning process, beneficiaries of this process and supporting materials are present. When a layman looks at the classroom he finds the teacher, students sitting in the classroom. But from the perspective of an educator the classroom on one hand consists of a teacher with his background, preparation, planning, management abilities, evaluation skills and on the other hand students with their background physical, social, economical, psychological abilities are also present in the class. Each individual is a unique person with his characteristics such as learning abilities and/or disabilities. The classroom gets affect by the time of the period, complexity of matter, use/non-use of teaching aids, language used. Hence, there is a need to learn how to teach in this complex climate. Microteaching has originated in this context to slowly and systematically expose trainee teacher about teaching skills. The microteaching was started in 1961 at Stanford University India D. D. Tiwari (1967) experimented with Microteaching at Government Central Pedagogical Institute at Allahabad Baroda
3.3.1 Definitions of Microteaching
1. Allen, D.W. and Eve, A. W. (1968): 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.
2. Cliff, J. C. (1976): Microteaching is a teachers training programme which reduces the teaching solution to simpler and more controlled encounter achieved by limiting the practice teaching to specific skill and reducing time and class size.
3. Flanders , Ned A. (1970): Microteaching programme is organised to expose the trainees to an organised curriculum of miniature teaching encounters, moving from the less complex to the more complex.
4. Jangira (1980): Microteaching is a training setting for the student teachers where complexities of normal classroom teaching is reduced by practicing a particular teaching skill, for five to ten minutes on five to ten pupils using single concept.
5. B. K. Passi and M. S. Lalita (1976): "Microteaching is a training technique which requires student teacher to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time" their class.
Microteaching is a scaled-down, simulated teaching encounter designed for the training of both pre-service and in-service teachers. Its purpose is to provide teachers with the opportunity for the safe practice of an enlarged cluster of teaching skills while learning how to develop simple, single-concept lessons in any teaching subject. Microteaching helps teachers improve both content and methods of teaching and develop specific teaching skills such as questioning, the use of examples and simple artefacts to make lessons more interesting, effective reinforcement techniques, and introducing and closing lessons effectively. Immediate, focused feedback and encouragement, combined with the opportunity to practice the suggested improvements in the same training session, are the foundations of microteaching protocols.
Microteaching is organised practice teaching. The goal is to give instructors confidence, support and feedback by letting them tryout among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven and fun way to help teachers got off to a strong start. A microteaching is an opportunity to present a sample "snapshot" of what / how you teach and to get some feedback from colleagues about how it was received. It is a chance to try teaching strategies that you may not use regularly. This is a good, safe time to experiment with something new to you to get feedback on a technique you have been trying but are not sure about its effectiveness. The dictionary meaning of microteaching is teacher training using videotape that is a training exercise used in teacher training in which a student or student teacher is videotaped during part of a class for subsequent analysis and evaluation.
A microteaching is an 8-10 minutes lesson in which a teacher trainee will put into practice the elements of effective teaching. At registration trainee will be assigned to a small group of eight to ten other student-teachers. Trainee will work with this group during portions of the Orientation and will do his/her microteaching with them. Each group will be led by a faculty member of peer. Trainee will present one’s own lessons with his/her group members serving as students. The presentations will be videotaped. (S)he will then view and critique one’s own videotape using the principles learned in the Orientation. As a trainee private replay and self-analysis will be followed by a one-on-one conference with group leader. The conference will help to identify strengths in your presentation and provide suggestions for the areas trainee would like to improve. Dandapani (2007)
Microteaching is a training technique which is called 'micro' since a teacher trainee practices with a small group of 5 to 10 pupils for a short duration of 5 to 20 minutes on a selected concept of a lesson and concentrates on a single skills which is magnified.
Teaching skills for student teachers focus on participant observation skills, model teaching discipline techniques and content teaching. Microteaching is not a substitute but a supplement to the teacher education programme.
Microteaching is a training technique which requires student teachers to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time. The most important point in microteaching is that teaching is practised in terms definable, observable, measurable and controllable teaching skills. Basically microteaching is a "scaled down teaching encounter in which a student teacher teaches a small unit to a group of five to 10 students for five to ten minutes or we can say micro teaching is a training procedure aimed at simplifying the complexities of the regular teaching process. In a microteaching procedure the trainee is engaged in a scaled-down teaching situation. It is scaled-down in duration of class time and is reduced to five-ten minutes. It is also scaled down in terms of teaching tasks. These tasks may include; the practising and mastering of a specific teaching skill such as lecturing, questioning or leading a discussion. Joshi & Sharma (2006)
3.3.2 Steps in the process of training through Microteaching:
1. Orientation:-
In the beginning the student teacher should be given necessary theoretical background about microteaching by having a free and fair discussion of aspects like those given below:
® Concept of Microteaching
® Significance or rationale of using Microteaching
® Procedure of Microteaching
® Requirements and setting for adopting microteaching technique
2. Discussion of Teaching Skills:
Under this step the knowledge and understanding about the following aspects is to be developed.
® Analysis of teaching into component teaching skills.
® The discussion of the rationale and role of these teaching skills in teaching
® Discussion about the component teaching behaviour comprising various teaching skills.
3. Selection of a particular teaching skill:
The teaching skills are to be practiced by taking them one at a time. Therefore, the student teachers are persuaded to select a particular skill for practice. They are also provided with necessary orientation and processing material for the practice of the skill. The student teacher is given necessary background for the observation of a model or demonstration lesson on the particular teaching skill.
4. Presentation of a model demonstration lesson:
Here a demonstration or model lesson for the use of the selected teaching skill is presented before the trainees. This is also termed as 'modelling' i.e. demonstration of the desired behaviours in relation to a skill for imitation by the observer. Depending upon the availability of the resources and type of skill involved, demonstration or model lesson can be given in a number of ways like those given below:
® By providing written material such as handbook, guides, illustrations, video tape.
® By exhibiting a film or a video tape.
® By making the trainees listen an audio-tape.
® By arranging a demonstration from a live model i.e. a teacher educator or an expert demonstrating the use of the skill.
5. Observation of the model lesson and criticism:
What is read, viewed, listened and observed through modelling source is carefully analysed by the trainees. In a demonstration given by an expert or teacher educator student teachers are expected to note down their observations. An observation schedule especially designed for the observation of the specific skill is distributed among the trainees and they are also trained in its use before hand. Such observation of the model lesson and its relevant criticism provides desirable feedback to the person giving the model lesson.
6. Preparation of microteaching lesson plan:
Under this step, student-teachers are required to prepare micro-lesson plans by selecting proper concept for the practice of demonstrated skill. For preparing these lessons, help may be taken from the teacher educators. The standard setting for a micro-class is as below:
(a) Number of pupils: 5-10
(b) Types of pupils: Real pupils or preferable peers.
(c) Type of supervisor: Teacher Educators and peers.
(d) Time duration of a micro-lesson: 36 minutes
This duration is divided as under:
Teaching session 6 mts
Feedback session 6 mts
Re-plan session 12 mts
Re-teach session 6 mts
Re-feedback session 6 mts
36 mts
7. Practice of the skill (teach-session):
Under this step, the student-teacher teaches his prepared micro lesson for 6 minutes in a micro class consisting of 5-10 real pupils or peers. It is supervised by the teacher educator and peers both with the help of appropriate observation schedule. Where possible the student-teacher may also have his lesson taped on a video or audio tape.
8. Providing Feedback:
The greatest advantage of microteaching lies in providing immediate feedback to the student-teacher on his teaching performance demonstrated in his micro-lesson. The feedback is provided in terms of his use of the component teaching behaviours emphasizing the skill under practice so that he may be properly provided feedback by the peers and teacher educator observing the micro-lesson. Tape, closed circuit television, etc. are used for observing, recording and giving feedback.
9. Re-planning:
In view of the feedback received from the different sources, the student teacher tries to re-plan his micro lesson. He is provided 12 minutes time for this purpose.
10. Re-teaching:
In this session of 6 minutes, the student-teacher re-teaches his micro-lesson on the basis of the represented plan and rearranged setting.
11. Providing Re-feedback:
On the basis of his performance in the re-taught micro-lesson, the student teacher is provided Re-feedback in the way outlined earlier.
12. Repetition of the microteaching cycle:
A microteaching cycle used to practise a teaching skill consists of planning, teaching, feedback, re-planning, re-teaching and re-feedback operations.
3.3.3 Microteaching Cycle
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Microteaching cycle is a cyclic process. The first stage in this cycle is planning, wherein the student-teacher prepares his micro-lesson plan having a particular content and teaching skill. In the second stage the student-teacher is made to teach in an artificially created micro-class for smaller duration, which is observed by the supervisor. In the third stage, the supervisor then provides feedback on the performance and suggests corrective mechanisms. Based on this feedback the lesson is re-planned, re-taught and the observer gives his re-feedback again. This cycle continues till the skill is mastered.
3.3.4 How many skills does microteaching technique have?
The teaching skills have been analysed by various educationist in different ways. These skills belong to the beginning, closer, during the lesson presentation. These are also dependent on teacher behaviour such as asking questions, probing, asking higher order questions, giving examples, lecturing etc. Hen and Ryan (1969) have listed fourteen (14) skills. Borg et al. have given eighteen (18) skills and B. K. Passi (1976) has listed twenty (20). Following paragraphs give you such a list of skills in six different categories, which can be practiced by a teacher.
Planning Stage:
1. Writing Instructional Objectives
2. Selecting the Content
3. Organising Content
4. Selection of Audio Visual Aids Material
Introductory Stage:
1. Creating Set Induction
2. Introducing the lesson
Presentation Stage:
The presentation stage has four sub-stages. Each sub-stage needs different type of teaching skills which are given below.
Questioning Skills:
i. Structuring classroom Questions
ii. Fluency in Asking Questions
iii. Probing Questions
iv. Question – Delivery and Distribution
v. Higher Order Questions
vi. Divergent Questions
vii. Responses Management
Presentation Skills:
(i) Pacing of the lesson
(ii) Lecturing
(iii) Explaining Discussing
(iv) Illustration with Examples
(v) Discussing
(vi) Demonstrating
Aid Using Skills:
(i) Using Teaching Aids
(ii) Using Blackboard
(iii) Stimulus Variation
(iv) Silence and Non-verbal cues
(v) Reinforcement Managerial Skills.
Managerial Skills:
(i) Promoting Pupil Participation
(ii) Recognising attending Behaviour
(iii) Management of the class
(iv) Closing stage
The trainee teacher has to practice each of the skill individually. Each of the skill has various components which are inbuilt into it. An example of component of skill of stimulus variation is given below.
3.3.5 Components of Skill of Stimulus Variations:
- Movement
- Gestures
- Change in voice
- Focussing
- Changes in Interaction patterns
- Verbal interaction
- Non-verbal interaction
- Teacher-pupils
- Teacher-pupil
- Pupil-pupil
- Pausing
- Physical pupil participation
- Switching (oral-visual switching)
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3.4 SIMULATION
This is another form of microteaching i.e. a technique which is used for modification of teacher behaviour or improvement of teaching skill in pupil teacher. Simulations is also considered as Simulated Social Skill of Teaching (SSST). In the process of training the time class size and concepts are reduced and peer act as students. The pupil-teacher take different role to create classroom environment and create artificial environment, but the trainee teacher who takes role of teacher has to take various decisions in real-time. The process helps to develop appreciation of classroom. The pupil teachers are provided with enriched experiences.
1. Learning to teach
2. Learning to learn
3. Learning to observe
4. Learning to organise
5. Learning to present
6. Learning to evaluate
3.4.1 Meaning of Simulations:
Simulation is the creation of artificial environment to practice a complex skill. This initially originated during world war I when the trainee pilots and soldier in air force were given training in simulated situation. Simulations provide a constructed situation for a trainee either a teacher or soldier in equipping them with experience of real field without entering complexities. Thus, simulated situation provides an alternative situation for practice of skills. Simulation is a relatively recent training technique which can make the transition from course work to field experience more contiguous (Pollack, 1873) and thus, bridges the gap between theory and practice.
Jacob (1960) has followed socio-drama as the technique of simulation. In addition to this role play situation and in basket technique is also being used. In the first technique trainees play different role and in the second series of classroom situations are presented. There are quite a few studies where in microteaching is found to be effective as simulated techniques of teacher trainee.
3.4.2 Definition of Simulated teaching:
Recall both classroom situations given in the beginning of the unit. It is a complex situation in which the student-teachers finds awkward to conduct class. If the similar conditions are artificially created for the teacher 2 then (s)he can practice teaching technique. The simulated technique brings desirable changes in behaviour of teacher through systematic and organised learning.
Definitions:
Thomas and Deemer: “To stimulate is to obtain the essence of teaching without reality”.
Horman: “Simulations contain the important parts of, but not all of, reality. Simulations do not have to look like the real-life counterpart, but they do have to ‘act’ like the real things”.
Webster’s Dictionary: Simulation means “Giving the appearance or effect of, to have characteristics of”.
Tansey: “Simulation is an all-inclusive term. It contains those activities which produce artificial environment or which provide artificial experience for the participants in the activity”,
Pollack (1973): Simulation is relatively a recent technique, which can make transition from the course of work to the field experience and more continuous, and this bridges the gap between the theory of practice.”
Ferik (1975), “Simulations is considered a controlled representation of the reality, but the model upon which it is based need not be essentially a mathematical one.”
The definition given above makes it clear that the simulation does not present reality or all the aspects of reality. This technique tries to create controlled laboratory conditions, which are quite proximate to the reality for learning of specific skills like teaching. This is novel idea in the field of education.
3.4.3 Comparison between Microteaching and Simulated Teaching:
Similarities & Differences
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Aspects
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Microteaching
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Simulated teaching
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Similarities
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1. Time
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5-10 minutes
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5-10 minutes
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2. Class Size
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5-10 pupil teachers
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5-10 pupil teachers
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3. Concept/Topic
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Minor concept
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Minor concept
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4. Supervision
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Subject Expert
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Subject Expert
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5. Observation
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By all subject experts and peer group
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By all subject experts and peer group
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6. Feedback
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Given by all
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Given by all
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Differences
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1. Number of teaching Skills
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One skill is practiced at a time
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All skills are practiced or emphasised together
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2. Appraisal guide or observation schedule
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Used as filled by one of the peer group on rotation basis
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No such format or tool is used.
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3.4.4 Characteristics of Simulated teaching techniques:
1. The simulated training is provided in an artificial environment. This helps trainee to learn properly and his moral is boosted, in absence of complex indiscipline classroom.
2. The class is completed within a small time period, which gives opportunity to fresher (trainee) for preparation and practice.
3. The neotype trainees can be gradually exposed to complexities of classroom. Classroom control can be maintained.
4. The supervisor manages the time, training session of learner, feedback process etc. A system is created to attain certain desired goal of learning.
5. All trainees are involved very actively in the process of training.
The planning of the entire simulated teaching is done systematically. The planning is done by the supervisor, teacher trainee and others involved.
The planning of the entire simulated teaching is done systematically. The planning is done by the supervisor, teacher trainee and others involved.
6. The success of the programme depends upon the feedback provided. This not only highlights positive aspects of the learner but also clears drawbacks of trainer.
3.4.5 Assumptions of Simulated teaching techniques:
The simulated technique is based on certain principles which are given below:
1. The teaching can be analysed into different skills which can be described modified and practiced.
2. The feedback is source of motivation which helps in improvement of communication skills of the trainee.
3. Different patterns of teacher behaviours are highlighted because of role perception and role play.
4. The trainees can practice required behaviour.
3.4.6 Steps involved in simulations:
1. Assignment of role to pupil-teacher: A small group of pupil-teacher is selected for the study. The pupil-teachers are assigned random letters A,B,C,D etc. and random roles are given which are rotated later.
2. Selection and discussing teaching skills for practice: In this stage the specific skills are discussed. In these discussions the topics which are most suitable are identified.
3. Preparing plan of practice: The decision regarding who will initiate the interaction, who will intervene at what stage and what stage the interaction will be stopped etc. will be decided here.
4. Determining procedure of evaluation: In this stage the procedure of evaluation, kind of data to be recorded, procedure of recording data etc. are decided.
5. Conducting first practice teaching session: At this stage a practice session is conducted and feedback is given to the pupil-teacher. Based on the feedback the procedure of second session is changed, if training procedure is to be improved.
6. Altering the procedure: The individual trainee has to be ready to change the procedure and the topic and move on to next skill. This will sustain and enhance interest.
3.4.7 Precautions in devising a simulated situation:
While devising a simulated situation you are supposed to take up few precautions.
1. Clarity of objectives: The objectives of simulation process are to be cleared to the student-teachers.
2. Motivate trainees: The trainee-teachers are to be prepared well in advance to practice particular skill and the environmental settings.
1. Clarity of objectives: The objectives of simulation process are to be cleared to the student-teachers.
2. Motivate trainees: The trainee-teachers are to be prepared well in advance to practice particular skill and the environmental settings.
3. Role assignments: The roles assigned to all the pupil-teachers must be briefed in advance. This will helps them plan their role for simulated conditions.
4. Flexibility in approach: The practice sessions must have flexibility in terms of roles, time, content and must not impose stringent conditions from outside.
3.4.8 Advantages of Simulated Teaching:
1. The gap between theory and practical in teacher education is bridege by this technique.
2. The teacher-trainee can analyse training behaviour and practice in simulated situation.
3. Social problems can be listed and teacher-trainee tries to overcome in artificial conditions.
4. Teacher-trainees gets opportunity to play wide variety of roles.
5. This technique provides immediate feedback which is usefull for behaviour modification.
6. This provides role consciousness among learners.
7. It provides critical examination and thinking among all participants.
8. It boosts self confidence among learner.
9. It motivates all participants by providing real-life situation in exciting and interesting way.
10. This provides lot of scope of research work.
3.4.9 The Disadvantages:
1. Some teacher trainees find it difficult to practice integrated skill.
2. It requires lot of labour, time and money on creating laboratory condition just for training purpose.
3. All the trainees are not capable of playing all sort of games.
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3.5 INTERACTION ANALYSES MODEL
Teaching is a process which involves the interaction among teacher and taught. This interaction develops a social relationship in the classroom, which can be observed. There are number of techniques that are being employed for systematic observation of teacher behaviour. These techniques are diagnostic tools and thereby provide scope for improving and modifying activities or teacher-behaviour.
The systematic observation techniques are used for analysing the teaching activity systematically and objectively. This helps in recording flow of classroom events and helps in analysing teacher behaviour and this is why it has lead to the origin of concept of interaction analysis of teaching.
3.5.1 Systematic observation of behaviour of teacher
The systematic observation involves categories to encode and quantify classroom behaviour of teacher and student based on set procedures. The systematic observation enables any two observers to organise their observation in a systematic manner so that they can record and analyse the teacher interaction pattern in a manner which is mutually agreeable. The systematic observation helps in identifying, recording, classifying of various variables as they occur during classroom interaction. The observation helps in recording of classroom interaction as it appears, but does not require the observer to evaluate or pass judgement while recording. There are various methods which are involved in analysis of classroom interaction.
3.5.2 The Method of analysis of classroom interaction:
1. Sign System
A sign system consists of a list of behaviours. The observer records these behaviours once in a given time period.
2. Category System
In this system of observation the teacher behaviour is categorise into discrete sets of different categories. A behaviour unit is the classroom event that occurs in a period of 3 seconds. The Flander’s verbal Interaction Category System is one such example. This system has ten categories consisting of 7 teacher talk, 2 pupil talk and 1 silence or confusion categories
Two types of category systems are developed and prevalent in observation of classroom interaction.
Reciprocal Category System (RC)
Richard Ober (1967) has modified Flander’s Interaction Analysis System and proposed nineteen categories in Reciprocal Category System. In addition to nine teacher and pupil reciprocal talk, silence or confusion is the tenth category. There are additional category such as warms, accepts, responds etc. which help in estimating the social-economical climate in the classroom.
Equitable Talk Category (ETC)
E.L. Bentley and E. Milber have developed Equivalent Talk Category in 1970. In this categories are listed and they provide degree of intellectual interchange between teacher and taught.
3.6 FLANDER’S VERBAL INTERACTION ANALYSIS SYSTEM
This Interaction Analysis technique is developed by Ned A. Flander (1959). It consists of ten category systems. Three conditions are expected to exist during the classroom interaction i.e. 1. a teacher talk, 2. the student talk and 3. silence or confusion. It is an objective and systematic technique that enables evaluation of classroom behaviour of teacher. This enables recording of spontaneous verbal statements in the classroom. The information about content use of instructional material, lesson planning etc. are not recorded using this technique. This helps in recording of verbal behaviour teachers’ performance with higher rate of reliability then non-verbal behaviour. It is assumed that the non-verbal behaviour of teacher is also largely dependent on the verbal statements made in the classroom.
3.6.1 Basic theoretical assumption
- Verbal communication is predominant in a normal classroom.
- The teacher behaviour is sum total of verbal and non-verbal behaviours. The FIACS helps in knowing verbal behaviour of teacher, which is also manifested by non-verbal behaviour. Thus, total teacher performance can be observed by using this technique.
- The school stage is generally role model imitation stage and behaviour modifications stage and teacher exerts lot of influence on students.
- The relation between teacher and taught is important for successful teaching and this technique helps in improving this relation.
- Democratic teacher creates conducive environment for learning.
- The classroom climate boosts the success or mars failure of teaching-learning. It is the teachers’ behaviour which has great role in creating the classroom climate.
- Teacher’s behaviour can be modified by providing feedback on observed behaviour.
These assumptions help in understanding teaching behaviour in the classroom better.
3.6.2 The Category System (Ten Category System):
Table showing the 10 category system given by Flanders
Teacher Talk
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Indirect Behaviour
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Category 1
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Accepts Feelings
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Category 2
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Praises or Encourages
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Category 3
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Accepts or uses ideas of students
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Category 4
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Asks questions
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Direct Behaviour
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Category 5
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Lecturing
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Category 6
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Giving directions
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Category 7
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Criticising or Justifying Authority
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Pupil Talk
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Category 8
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Pupil Talk: Response
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Category 9
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Pupil talk: initiation
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Silence
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Category 10
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Silence or Confusion
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The above mentioned categories are discussed in details in the following paragraphs.
Indirect Behaviour
The indirect behaviour of teacher is categorised into four categories as below.
Category 1 – Accepts Feelings
During the interaction the teacher accepts students knowledge, feeling, experiences which are exhibited by them in verbal form. This helps in strengthening positive climate in the classroom.
Category 2 – Praises or Encourages
The teacher encourages students by using verbal communication as “good”, “yes”, “better”, “correct”, “go on” “tell me more” etc. This encourages democratic climate in class and makes students express their ideas, thoughts.
Category 3 – Accepts or uses ideas of students
This works further to the Category 1, where the feelings are accepted. In this category idea expressed by students are accepted. The teacher revises the response given by student, paraphrases in his own tone, restate the idea more simply or summarises. The teacher may say, well that’s an interesting idea, I think this is what you mean. Here sometimes it becomes difficult to understand whether the teacher is paraphrasing the idea given by student or giving his own idea.
Category 4 – Asks questions
The teacher’s talk involves questions. Some of these are to be followed by student response and some are part of his lecture or presentation. Only the questions followed by student response form part of this category.
Direct Teacher Behaviour:
This includes the following three categories.
Category 5 – Lecturing
This is predominantly used category. The teacher explains facts, figures, gives information, opinion or his ideas. This category is used at various stages during a lesson. This is used at introducing a lesson, highlighting important aspects of lesson, explaining, summarising. The questions which are followed by teacher’s explanation forms the part of this category.
Category 6 – Giving directions
Classifying a statement by teacher into this category must be based upon the degree of freedom that the pupil has in response to teacher’s direction. Eg. If a teacher asks all the students to stand-up then it forms part of this category.
Category 7 – Criticising or Justifying Authority
A statement made by teacher to modify student behaviour from non-acceptable to acceptable form by criticising forms part of this category. If a teacher makes reference to him/herself or justifies his/her authority then this also forms part of category 7.
Pupil Talk: It involves the following two categories.
Category 8 – Pupil Talk: Response
This is pupil response to teacher’s initiative. The student may verbally respond to teachers question or direction.
Category 9 – Pupil Talk: initiation
The student may have doubt or want to ask question voluntarily then such initiation forms part of this category.
Category 10 – Silence or Confusion
This category includes anything else which is not included in other categories. Periods of confusion of communication, when it is difficult to determine who is talking are classified in this category.
3.6.3 The Procedure of Observation:
The observer has to be well acquainted with the categories listed in the FIACS. He is made to sit in such a place in the classroom from where he can observe and hear both the students and teacher closely. The serial number of interaction category is recorded after every three seconds. Thus, about 20-25 categories are recorded in each minute. The process of recording is called encoding. After the completion of class period the observer sits separately and interprets or gives details of behaviour recorded in the class. This process is called decoding.
3.6.4 Rules for observation:
The observer is required to follow certain rules and these are listed below.
- If the observer is not able to decide about the behaviour category then the farthest category from 5th category is recorded. Eg. If a statement is made and there is conflict whether it belongs to category 1 i.e. accepts feeling or 2 i.e. praises or encourages then farthest category from 5 i.e. Category 1 is recorded.
- If teacher’s talk indicates a trend that a teacher is having direct talk then it should not be changed unless and until teacher changes the behaviour.
- The observer should not be bias or give his view point.
- If in a span of three second more than one category behaviour is exhibited then it has to be recorded and if same category behaviour is exhibited then same category has to be recorded continuously for each observation period of 3 seconds.
- If silence period exceeds 3 seconds then it should be recorded under category 10.
- If a teacher asks a question to a student by calling his name then it is recorded in category 4.
- If a teacher repeats the response of student then this becomes part of the category 2.
- If a teacher talks after pupil talk then the serial number of category 10 is written.
- The jokes made by teacher for releasing tension in the class is part of category 2, where as the jokes at the cost of pupils is part of category 7.
- If the pupils give a mass response then this is recorded in category 8.
3.6.5 Construction of Interaction Matrix and analysis:
The observed behaviour can be recorded in the form of a 10x10 matrix. Here, each of the category is vertically and horizontally displayed in the form of a matrix. The recorded observed behaviour E.g. 6, 10, 5, 5, 5, 4, 8, 10, 2, 10, 9, 1 is represented in the form of pairs. The pairs are given in the form of tallies. It is convention to begin and end the recording with the same category, traditionally this category is 10. Hence, the above number is given as, 10, 6, 10, 5, 5, 5, 4, 8, 10, 2, 10, 9, 1, 10. Thus, (10, 6), (6, 10),(10, 5), (5, 5), (5, 5), (5, 4), (4, 8), (8,10), (10,2), (2,10), (10, 9), (9, 1), (1,10) and these tallies are made. These pairs are represented in a tabular form where the first number of each pair represented the row and second number the column. Thus, the overall all tallies are represented in a tabular format.
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
9
|
10
|
Total
| |
1
|
I
|
1
| |||||||||
2
|
I
|
1
| |||||||||
3
|
0
| ||||||||||
4
|
I
|
2
| |||||||||
5
|
II
|
I
|
3
| ||||||||
6
|
I
|
1
| |||||||||
7
|
0
| ||||||||||
8
|
I
|
1
| |||||||||
9
|
I
|
1
| |||||||||
10
|
I
|
I
|
I
|
I
|
4
| ||||||
Total
|
1
|
1
|
0
|
1
|
3
|
1
|
0
|
1
|
1
|
4
|
14
|
The classroom behaviour can be represented in various ways which include percentages of teacher talk, pupil talk, initiation of pupil, ratio of direct to indirect talk, pupil encouragement by teacher etc.
1) Percentage of Teacher talk:
The tallies recorded in the first seven categories represent the teacher’s talk and its percentage can be calculated in the total behaviour as under,
Teacher Talk= (1+2+3+4+5+6+7) x 100
N
where, N is the total number of recorded tallies.
2) Percentage of Pupil Talk:
The category 8 & 9 represent pupil talk and the percentage can be calculated by adding tallies in these two categories and dividing it by the total recording and multiplying by 100.
i.e. Percentage of Pupil Talk = (8+9) x 100
N
3) Indirect Teacher Talk:
The categories 1, 2, 3, & 4 are the part of indirect talk of teacher. The percentage can be calculated by adding these categories, using the following formula.
i.e. Indirect Teacher Talk = (1+2+3+4) x 100
N
4) Direct Teacher Talk:
The categories 5, 6 & 7 from the part of direct teacher talk. The percentage of direct teacher talk can be calculated by adding the tallies in category 5, 6 & 7 i.e. as under Direct teacher talk
i.e. Direct Teacher Talk = (5+6+7) x 100
N
5) Ratio of Indirect & Direct Behaviour:
This is a ratio of tallies in the indirect teacher talk category and direct teacher talk category. This represents the type of classroom climate.
i.e. Ratio of Indirect and Direct Behaviour = (1+2+3+4)
(5+6+7)
6) Silence or Confusion:
The percentage of the classroom period having silence or confusion can be known from total tallies of sentence or confusion as under
i.e. Percentage = 10x 100
N
These are some of the ways of interpreting the interaction matrices and known as decoding. This is a qualitative interpretation and helps to find out effectiveness of a classroom teacher.
|
3.7 LET US SUM-UP
Teaching is considered as an art as well as science. In either case it is the systematic practice which improves the performance and classroom behaviour. Born teachers are very few in number, novice teacher generally find difficult to enter a classroom because of the complexities of classroom like students, content, teaching aid, teaching skill, class management etc. Therefore, innovative ways of training have been brought in. The present unit has attempted to bring forth to you various innovative methods. It is assumed that these theoretical aspects can be put into practice so that you can improve your teaching. The discussion in foregoing pages will help you to become effective teacher, observer and a critique so that the teaching can be improved. We also need to have comparative study of impact of these innovative techniques versus traditional teaching methods.
3.8 ANSWERS TO CHECK YOUR PROGRESS
1. Teacher is well aware of the content in the first class. He is showing the properties with examples and involving students by questioning and demonstrating. The teacher in the second class does not appear to be thorough in his subject. This has reduced his confidence. The examples and demonstrations are unsuccessful. The overall class is a failure.
2. Microteaching is a scaled down, simulated teaching encounter which is conducted in a laboratory or artificially controlled conditions in presence of peers and supervisors for limited time, content and skills.
3. State whether true or false
i. F
ii. F
iii. F
iv. T
v. T
4. Following steps are involved in the process of training through microteaching.
i. The students are oriented about microteaching
ii. Different teaching skills are discussed
iii. A skill is selected for practice
iv. Model skill is presented infront of students
v. Model lessons are observed critically
vi. Student-teachers prepare lesson plans
vii. Practice a particular teaching skill
viii. Feedback is given about the skill presented
ix. Based on the feedback the lesson is planned once again
x. The lesson is re-taught
xi. Re-feedback is provided to the student-teacher.
5.
6. Simulation in teaching is an artificially created real-life classroom situation, which reduces classroom complexities like discipline problems.
7.
i. Students are assigned different roles.
ii. The skill for practice is discussed
iii. A plan is prepared for practicing the skill
iv. A procedure is determined for evaluation
v. A practice teaching session is conducted
vi. Based on the feedback the procedure is altered
8. The classroom interaction is analysed into following ways
i. Sign system
ii. Category system
a. Reciprocal Category System (RCS)
b. Equitable Talk Category (ETC)
9. The indirect behaviour of a teacher shows that the teacher s in receiving end, who praises or accepts I students. He also encourages students by asking questions or accepting their ideas. In a direct form of behaviour teacher is more aggressive in nature. He gives lectures, directions or criticizes students or justifies his authority. The indirect behaviour is more acceptable and fruitful.
10. The interaction matrix is 10x10 matrix consisting of rows and columns. Each of the categories is FIACS is represented by a number. The recorded observations are paired and these pairs are depicted in rows and columns. The data thus obtained help in analysing teacher behaviour.
3.10 REFERENCES
* Alien, D.W& Ryan K. Micro Teaching.
* Davies, Irork, The Management of learning, McGrawHill, London-1971.
* Dosajh.N.L, Modification of Teacher Behaviours through Micro Teaching.
* Gage, N.L. Theories of Training in Theories of Learning and Instruction, NSSE University
* Gillett, A.N (SSadlar, J.E., Training for Teachers, Longmans Green and Co. Ltd-London1962.
* Glasser, R, Teaching Machines and Programmed Instruction, Dept. of A.V. Instruction, NEAof USA
* HaltRinhart&Winston Inc. New York & London-1972.
* Hunter, E., Encounter in the Classroom-New Ways
* Joyce, B. & Marshal, W., Models of Teaching, Prentice Hall of India Pvt. Ltd., NewDelhi-1992. .
* Khan, N., Educational Technology, Rajat Publications, New Delhi-2004. Lail, S.S., The Model in HSE: Theory and Practice-1968.
* Mc-Geoch, Direct Experiences in Teacher Education, Columbia University
* Megarry, J., Simulation and Gaming, The international Encyciopaidia of Educational Technology, Pergoman Press Great Britian-1989.
* Passi, B.K., Becoming Better Teachers-Microteaching Approach, Ahmedabad-1976.
* Roa, V.K., Teacher Education, ADH Publishing Corporation, Darya Gary, NewDelhi-2001.
* Sachdeva, M.S. & Gupta, V.K., Essentials of instructional Technology, Vinod Publishing, Ludhiana-2003.
* Singh, L.C., Ten Years of Microteaching -1976.
* Saxena, N.R. & others, R. Hall Book Depot, Meerut
* Smith, B.O., Towards a Theory of Training, Teachers College Press Columbia University, USA-1966.
* Taba, H & Freeman, Training strategies and Thought Process, Teachers College Record-1964.