principles of education and teaching learning process

PRINCIPLES OF EDUCATION AND

TEACHING LEARNING PROCESS

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The term education has its origin in the Latin words educo, educare & educatum.

Etymologically, the word education is derived from the Latin words educo where e means ‘out of’ duco means ‘I lead.’

Accorsing to this view, education means ‘I lead out darkness into brightness’.

MEANING OF EDUCATION


Education means the training for the country & love for the nation.

-ChanakyaEducation is realization of self

-Shankaracharya Education is an all-round drawing out of the

best in child & man-body, mind & spirit.-Mahatma Gandhi

Education is the natural, harmonious & progressive development of man’s innate power.

- Pestalozzi

DEFINITION OF EDUCATION


Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.

DEFINITION OF NURSING EDUCATION


Aims of educatio

n

Individual aim

Social aim

Spiritual aim

Vocational aim

Cultural aim

Moral aim

Intellectual aim

Aims given by

different commissio

ns

AIMS OF EDUCATION


Individual aim: Development as an individual of a human being. Moral & spiritual development. Cultural development. Harmonious development Promote positive physical development Development of a right personality Development of good citizenship Development of good leadership Emotional & mental development Character building, etc.

AIMS OF EDUCATION

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AIMS OF EDUCATION

Count… Social aim: Through

education the individual child should be provided with the require assistance to become a useful member of the society, irrespective of the socio-economic status.

Vocational aim:

Education should prepare the child to earn his livelihood so that he can lead a productive life in the society.

Intellectual aim:

Development of intelligence through education will enable the child to lead an independent life with confidence.


AIMS OF EDUCATION

Count… Cultural aim: By undergoing

education child becomes cultured & civilized.

Cultural development is through development of aesthetic sense & respect for others’ culture

Moral aim: Moral values

like honesty, loyalty, tolerance, justice, self control & sincerity promote the social efficiency of an individual

Citizenship Education

enable the children to grow as productive citizens by following the social & moral standards set by the society.


AIMS OF EDUCATION

Count… Physical

health & well being:

Education prepare the child to lead a healthy life through providing the knowledge required for a healthy living.

Character development:

Education assist the child to develop certain human values, attitudes & habits which are essential for building a desirable character.

Education for leisure:

Education prepares the child to use his leisure time for doing something useful.


AIMS OF EDUCATION

Count… Aims of education as stated by

Secondary Education Commission Development of democratic citizenship Improvement of vocational efficiency Development of personality Development of qualities leadership


Harmonious development

Inculcating right attitude

Knowledge & skill aim

Emphasis on high-tech-high-touch

approachPrepare students

to take up a proactive role in

nursingProfessional development

Assist to build a promising career

Social aimcitizenship

To prepare global nurses

Leadership aim

AIMS OF NURSING EDUCATION


FUNCTIONS OF EDUCATION

Individual functions

National functions

Social functions


Growth & development of individual

Direction & guidance

Preparation for adult life

Conservation of traditional knowledge

Transmission of culture

Progressive development

Achievement of self-sufficiency

Holistic personality development

Moral & character development

Develop vocational efficiency Awareness of past & present & preparing for

future

Individual function…


National functions…

Ensuring national

development

Promoting national integrity

Continuous supply of

skilled workforce

Developing leaders for

nation


Improving social efficiency

Civilization & cultural security

Preparing good citizens Reform & progress of society

Social functions…


PHILOSOPHY OF

EDUCATION


The term philosophy has a Greek origin, i.e. philosophia, which is made up of two words, viz. phileo & .

Phileo means ‘love & sophia means ‘wisdom’.

The literal meaning of philosophy is ‘love of wisdom’ or ‘passion of learning’.

PHILOSOPHY OF EDUCATION


Philosophy is the science of knowledge.

- Fitch Philosophy is the science of sciences.

- Coleridge Philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of the nature of things.

- Alfred Weber

Definition of philosophy…


Classification of educational philosophy…

Educational philosophies

Traditional philosophies Modern contemporary philosophies

Naturalism

Idealism

Realism

Pragmatism

Perennialism

Essentialism

Existentialism Reconstructionis

mProgressivism


Naturalism Chief proponents: Rabindranath Tagore, Jean

Jacques Rousseau, Johann Heinrich Concept: Educating the human generation

about & in the nature rather than artificial environment by keeping in mind the individuality of each child.

Organization & Aims of education: Nature is considered the classroom. Emphasis on open air schools to teach through direct experience with nature.

Traditional philosophies…


Curriculum: Basis of curriculum development was child’s nature, interest & needs. Stressed on subjects dealing with nature such as physics, chemistry, biology, language & mathematics. Tagore also stressed on teaching spiritual values of nature.

Methods of Education: As natural as possible considering individual differences. Noble efforts for planned living with nature. Direct experience of nature through observation, excursion, experimentation, play-way.

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Role of teacher: Teacher is an observe & facilitator of the child to develop in nature; teacher facilitates best possible natural environment for prompt learning.

Discipline: No emphasis on external rigid discipline; recommended free discipline to child in nature for optimum desired learning.

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Idealism Chief proponents: Dr. Radhakrishan, Sir

Auurobindo, Plato, Ross & Socrates Concept: It believes that the act of knowing

takes place within the mind for three values, i.e. intellectual, aesthetic & moral values & the purpose of education is the development of the student’s mind & self

Organization & Aims of Education: Well-planned formal classrooms or formal place of teaching-learning activity is recommended.



Curriculum: The basis of curriculum is inculcating intellectual, aesthetic & moral values or discipline. The intellectual value is represented by subjects such as language, literature, science, mathematics, history & geography; aesthetic through arts & poetry & moral through religion, ethics. Dr. Radhakrishan also advocated for physical education.

Methods of Education: Idealism recommended formal classroom teaching methods such as lecture, discussion, presentation, & group interaction. Knowledge is transferred from the more mature person (teacher) to less mature person (pupil) through formal & well-planned teaching-learning methods.

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Role of teacher: Teacher is considered as centre of education where pupil catches fire from teacher who is himself a flame teacher must be ideal & a role model for the child both intellectually & morally. The teacher should exercise great creative skills in providing opportunity for the pupil’s mind to discover, analyze, unify, synthesize & creative application of knowledge to life.

Discipline: Idealism believes in interconnection of discipline & interest. Advocates discipline for self-realization of individual. It does not favor rigid discipline but advocates spontaneous & self discipline.

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Pragmatism Chief proponents: Williams James, John

Dewey, Charles Sanders Pierce Concept: It considers self-activity as the

basis of all teaching-learning processes in context of cooperative activity; to create optimistic men, who are the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities; where he is respected & education is planned to cater to his inclinations & capacities.



Organization & Aims of Education: Aims of education is to teach one how to think so that one can adjust to an ever-changing society. In order to produce creative resourceful & adaptable children we should have conditions in the school which are conducive to the creation of these qualities of mind. Recommends formal schools to have activity oriented learning based on the needs, interest, aptitude & capabilities of the individual student.

Curriculum: Pragmatists believe in a broad & diversified curriculum, which is composed of both content & process & subjects ranging from humanities to geography & science.

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Methods of education: Teaching-learning process is a social process where the sharing of experiences between the teacher & the student takes place. Preferred methods are project method & activity oriented learning.

Role of teacher: Role of a teacher is not that of a dictator or a task master but as a leader of group activities. Teacher acts as catalyst where he suggests a problem to students & stimulates them to find a solution. Teacher is a mentor with resources to guide the students

Discipline: Pragmatism does not believe in traditional firm discipline. It advocates for freedom of self-discipline in a free & conducive teaching-learning environment.

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Realism Chief proponents: Aristotle, Johann Friedrich

Herbart, Herbert Spencer Concept: Realism makes the human being

understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life of a man useful; where a man can enjoy his activities & comfort in reality. Education should equip individuals to a best possible meaningful life through vocational skills.



Organization & Aims of Education: Realism emphasizes on scientific attitude based on realistic principles, where the child can extend his knowledge, which he learns through books. It has given due emphasis on formal schools, which provides adequate opportunity for learners to learn the vocational skills through observation, experimentations & examinations.

Curriculum: Selection of the curriculum for the students must based on their abilities, interest & capabilities so that education helps the student to adjust to changing circumstances of the society. It also emphasis on subject matter of real-life use such as science, mathematics, hygiene & vocational subjects.

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Methods of Education: Realism believe in objectivity, knowledge of scientific evidences & reality. Methods of teaching should be according to needs, interest & capabilities of students. Vocational education should equip the individual with capacities to earn livelihood such as experimentation, examination & observation, etc.

Role of Teacher: Teacher must focus on the development of vocational skills in the learners, so that they can be equipped with qualities of race preservation & vocational behavior activities. Teacher acts as a mentor, & must be a role model & skilled to demonstrate vocational skills to the learners

Discipline: Realism believes in an optimum level of discipline without imposing undue stress on the learners

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Perennialism Chief proponents: Thomas Aquinas, Robert

Hutchins & Mortimer Adler Concept: Education ensures that students

acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level.

Modern Contemporary Educational Philosophies…


Organization & Aims of Education: The aim of education is to develop the rational person, who has intellectual abilities to uncover universal truth. Character training is also important for moral & spiritual development of an individual

Curriculum: Accepts little flexibility in the curriculum that emphasizes on language, literature, mathematics, arts & sciences. Common curriculum for all the students with minimal opportunities for elective subjects. Teaching-learning process must create liberalism, tolerance & discretion among learners.

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Methods of Education: Perennialism portages for the educational methods, which promotes constant teacher-taught interaction such as oral exposition, lecture & explication. Emphasis is placed on teacher-guided seminars, where students & teachers engage in mutual inquiry sessions. Students may also learn directly from reading & analyzing the great books.

Role of teacher: Teacher must be competent & master of his subject so that he can help their students to develop the power to think deeply, analytically, flexibly & imaginatively. Teacher is also authoritative & a guide of the students.

Discipline: Education should be organized & conducted in a manner that problem of indiscipline does not arise at all.

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Essentialism Chief proponents: William Bagley, Arthur

Bestor, Admiral Hyman Rickover, James D. Koermer

Concept: Essentialism believe that there is common core of knowledge that needs to e transmitted to students in a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society.



Organization & Aims of Education: Essentialism has recommended for the formal schools or teaching-learning places. The aims of education is to promote intellectual growth & academic competitiveness of the individual to become a model citizen.

Curriculum: This philosophy recommended intellectual content with quality & capacity of the learner. The recommended subjects are English, mathematics, natural science, history & foreign languages.

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Methods of Education: Essentialism recommended formal & well-planned classroom teaching methods such as lectures, discussions, presentations & group interaction

Role of Teacher: Teacher must be a master of subject matter & role model for learners with high level of authority & control over teaching-learning process & learner.

Discipline: Essentialism believes in rigid discipline & devoted hard work of learners in his studies.

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Existentialism Chief proponents: Soren Kierkegaard, Friedrich

Nietzsche, Maxine Greene Concept: This philosophy believes that education must

develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self. Education must equip the individual for better choices

Organization & Aims of Education: The ultimate aim of education is to develop child’s knowledge about human conditions & the choices that person has to make for self. Therefore organization of education must be formal with sufficient opportunities of choices



Curriculum: Curriculum must be that which provides the free opportunities for children to select from many available learning situations & choosing the subjects that learner wish to learn. Humanities are commonly given tremendous emphasis, which helps the student to unleash their own creativity & self-expression.

Methods of Education: Existentialism promotes the methods of education which emphasizes on self-activity of the learner such as self-expressive activities, experimentation, methods & media that illustrate emotions feelings & insight

Role of Teacher: Teacher must promote freedom for a learner to make personal choices & individual self-definition

Discipline: Existentialism believe in self-discipline but not in the strict discipline. Teacher creates an environment in which students may freely choose their own preferred way

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Reconstructionism Chief proponents: Theodore Brameld, George Counts

& Paulo Freire Concept: This philosophy of education believes on

reorganizing & restructuring the process of education to being about social & cultural contrastive changes in community, society & country, where emphasis is placed on cultural pluralism, equality, futurism, national interest oriented education

Organization & Aims of Education: This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstruction of the society.



Curriculum: Curriculum should be conceived with a new socioeconomic & political interest. The subject content must be oriented towards aspects of new changes expected social, economic & political discipline such as sociology, economics, science & technology, etc.

Methods of Education: This philosophy of education believes that teaching methods must be organized in manner that student become self-reliant, education must be activity oriented to develop necessary activities & abilities

Role of Teacher: The role of a teacher is to take the social responsibilities & along with students must become the agent to improve society.

Discipline: This philosophy of education propagates about optimum level of discipline but not a rigid discipline

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Progressivism Chief proponents: Horace Mann, Henry Barnard &

Johan Dewey Concept: Progressivism believe that learning must

be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world

Organization & Aims of Education: Progressivism recommended democratic school procedures, which promote the community & social reforms. The aim of education is to promote the democratic social living



Curriculum: Progressivism recommended curriculum, which is interdisciplinary in nature, which promotes written textbooks subject content that are the part & process of learning rather than ultimate source of knowledge. Further curriculum is based on child’s interest, problems & life affairs

Methods of Education: Child is considered as learner rather than subject, who primarily learned through cooperative group activities & experiences

Role of Teacher: Teacher must act as guide for problem solving, leader for group activities & partner in planning the learning activities

Discipline: Has not recommended any sort of specific formal discipline

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LEARNING


Any activity can be called learning so far as it develops the individual & makes his/her behavior & experiences different from what that would otherwise have been.

-Woodworth R. S. Learning is a process that result in the

modification of behavior.-J. F. Travers

DEFINITION OF LEARNING


Behaviorist view: Learning is a change in behavior as a result of experience. Men & other living being react to the environment.

Gestalt view: According to this, learning depends on gestalt or configuration (wholeness of the situation). Learning is a total reaction to the total situation.

Hormic view: This view was developed by McDougall. It stresses on the purposeful nature of learning, i.e. learning is a goral-directed activity.

Trail & error view: This view was put forward by Thorndike. He conducted many experiments on dogs, cats & fish & concluded that most learning takes place by trial & error.

NATURE OF LEARNING


Learning is a process which involves a series of steps:

Count…

1. Motive of learner

2. Establishing the goals

3. Teacher-student

adjustment

4. Change in behavior of

pupil

5. Fixation or stabilization of

behavior


Learning is cooperative process:Count…

Elements of cooperative learning

Group processing

Individual & group

accountability

Promote face-to-face interaction

Positive interdependenc

e Learning

social skills


•It is unitary•It is individual•It is purposive

•It is creative•It modifies the behavior of individual •It helps in the organization of experiences

•It helps to make choices in life •It helps to bring changes in life •It helps in continuous professional development•It tunes with the trends & development in particular fields

CHARACTERISTICS OF LEARNING


TEACHING


Teaching is a form of interpersonal influence aimed at changing the behavior potential of another person.

-American Educational Research Association Commission

Teaching is stimulation, guidance, direction & encouragement of learning.

-Burton

MEANING OF TEACHING


NATURE OF TEACHINGTeaching is a tripolar processTeaching is an interactive process Teaching takes place at multiple levels Teaching must be planned Teaching needs effective reciprocal communicationTeaching is the motivation to learnTeaching is guidance Teaching is a professional activity Teaching is an art as well as science Teaching helps attain information, knowledge & skills


Teaching principles help teachers develop an insight regarding their strength & weakness & provide information pertaining to teaching.

The principles of teaching are discussed under two subheadings:

• General principles of teaching • Psychological principles of teaching

PRINCIPLES OF TEACHING


General principles of teaching Define aim

Activity (learning by doing )

Principle of correlation

Principles of planning

Principles of flexibility & elasticity


General principles of teaching Principle of utilizing past experiences

Principle of pupil centeredness

Principle of individual differences

Principles of effective strategies & instructional material

Principles of conducive environment & proper control


General principles of teaching Principle of diagnostic & remedial teaching

Principle of suggestiveness

Principle of progressiveness

Principles of democracy

Principles of liberasting the mind


•Motivation or interest •Cooperation

•Creativity & recreation •Principle of sympathy & kindness

•Principle of repetition & exercise •Principle of readiness

Psychological principles of teaching


•Principle of change & rest•Principle of providing training to senses

•Principle of feedback & reinforcement •Principle of group dynamics

•Principle of creativity & self-expression•Principle of encouraging self-learning

Psychological principles of teaching


Simple to complex

Easy to difficult

Known to unknown Part to whole Whole to part

MAXIMS OF TEACHING


Concrete to abstract

Particular to general

Analysis to synthesis

Empirical to rational

Psychological to logical

MAXIMS OF TEACHING


Actual to representative

Induction to deduction

General to specific

Specific to general

MAXIMS OF TEACHING


Indefinite to definite

Overview to details

Observation to reasoning Follow nature

MAXIMS OF TEACHING


FORMULATION OF

EDUCATIONAL OBJECTIVES


Educational objectives are the results sought by the learner at the educational program that is what the student should be able to do at the end of a leaning period that they could not be beforehand.

- J.J Guilbert Educational objectives are the behaviors to be

learner, aims are for the teacher & the objectives are for the learners to achieve through the support & guidance of the teacher.

MEANING OF EDUCATIONAL OBJECTIVES


The well-stated objective should be SMART & FOCUSED

CHARACTERISITICS OF EDUCATIONAL OBJECTIVES

Specific Measurable Attainable Realistic Time bound

Feasible Observable Centered on student Unequivocal Sequentially appropriate Ever relevant Developmentally

appropriate


According to level of educational objectives

General/instructional objectives

Intermediate objectives

Instructional objectives or

specific objectives

TYPES OF EDUCATIONAL OBJECTIVES


According to taxonomy of educational objectives

Cognitive domain

objective

Affective domain

objectives

Psychomotor domain

objectives

TYPES OF EDUCATIONAL OBJECTIVES


The taxonomy for the educational objectives points out that they are concerned with intended behavior or the behavior to be learned by students rather than the actual behavior learned from an educational objective.

In other words, taxonomy means ‘a set of classification principles or structure & domains simply means category.

Bloom’s taxonomy divides educational objectives into three domains: cognitive, affective & psychomotor.

TOXONOMY OF EDUCATIONAL OBJECTIVES


The aspects of the cognitive domain resolve around, comprehension & critical thinking on a particular topic.

This domain focuses on thinking skills. Traditional education tends to emphasize on

skills in this domain, particular the lower-order objectives.

These are six levels in the cognitive domain, moving from the lowest order processes to the highest.

Cognitive domain


Taxonomy of educational objectives

Cognitive domain

knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Affective domain

Psychomotor domain

Knowledge

Comprehension

Application Analysis Synthesis Evaluation

•Count •Define •Describe •Draw •Identify •Labels •List •Match •Outlines•Point out •Read •Recognize •Record •Repeat •Selects •State •Write

•Associate •Compute •Convert •Defend •Discuss •Distinguish •Estimate •Explain •Extend •Extrapolate•Generalize •Give examples •Infer•Paraphrase •Predict •Rewrite •Summarize

•Add •Apply •Calculate •Change •Classify •Complete •Compute •Demonstrate •Discover •Divide •Examine •Graph•Manipulate •Modify •Operate •Prepare •Produce •Show •Solve •Translate •Use

•Analyze •Arrange•Breakdown•Combine •Design •Detect •Develop •Diagram•Differentiate •Discriminate •Illustrate •Infer•Outline•Relate •Select •Separate •Subdivide

•Categorize •Combine •Compile •Compose •Create •Drive •Design •Devise •Explain •Generate •Integrate•Modify •Order •Organize •Plan •Prescribe •Revise •summarize

•Appraise •Assess •Compare •Conclude •Contrast •Citizen •Critique•Determine •Grade •Interpret •Judge•Justify •Measure •Rank •Rate •Support •Test

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Action verbs used for writing objectives in cognitive domain


The aspects in the affective domain describe the way people react emotionally & their ability to feel another living thing’s pain or joy.

Affective objectives typically target the awareness & growth in attitudes, emotion, motivation & feelings.

There are five levels in the affective domain, moving from the lowest order processes to the highest.

Affective domain



Cognitive domain

Affective domain

Receiving

Responding

Valuing

Organization

characterization

Psychomotor domain

75

Receiving Responding Valuing Organizing Characterization by value

•Accept•Acknowledge •Attend•Follow •Listen •Meet •Observe •Receive

•Agree •Allow •Answer •Ask •Assist •Choose •Communicate •Comply •Confront •Cooperate •Demonstrate •Describe •Discuss•Display •Exhibit •Follow •Give •Help •Identify •Offer

•Adopt •Aid • care •Complete •Contribute •Delay •Encourage •Evaluate •Guide •Interact •Join •Justify •Maintain •Monitor •Praise •Present •Propose •Share •Study•Suggest

•Anticipate •Collaborate •Consider •Consult •Coordinator •Design •Direct •Establish •Facilitate •Follow •Though•Investigate •Judge •Manage •Modify •Organize •Plan •Submit •Test •Vary

•Act •Administer •Advance •Advocate •Challenge •Change •Commit •Counsel •Criticize •Debate•Defend •Disagree •Enhance •Influence •Motivate •Negotiate •Object •Praise •Reject •Seek

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Action verbs used for writing objectives in Affective domain


The psychomotor domain describes about obtaining the skills or abilities to carry out physical tasks such as the skills of a nurse in catheterizing a patient or operating a mechanical ventilator.

Psychomotor educational objectives usually focus on the expected changes in skills of an individual.

Psychomotor domain



Cognitive domain

Affective domain

Psychomotor domain

Perception

Set

Guided response

Mechanism

Complex overt response

Adaptation

Organization

78

•Absorb•Add•Adsorb •Adjust •Apply•Aspirate •Assemble •Balance•Build •Calculate •Change •Choose •Classify •Clean •Collate •Collect •Combine •Connect •Construct •control •Combine

•Confirm •Connect •Correct •Count •Create •Cut •Decant •Demonstrate •Describe •Design •Differentiate •Dispose •Drain •Draw •Dry •Estimate •Examine •Operate •Expel •Fill •Filter

•Frame •Freeze•Grade •Grasp •Ground •Guide •Handle •Observe •Obtain •Open •Identify •Illustrate •Inject •Input •Insert •Investigate •Isolate •Label •Locate•Maintain •Make

•Manipulate •Mark•Measure •Mix •Mount •Pack•Palpate •Participate •Perform •Place •Position•Prepare •Press•Process•Produce •Standardize •Start •Read•Release •Remove •Replace

•Retest •Rinse •Roll•Rotate •Save•Score•Screen•Select •Sensitize •Separate •Set •Shake •Stop •Stopper •Store •Suspend •Take •Test•Thaw •Tilt

•Time•Tip•Trim•Touch•Transfer•Turn•Type•Use•Utilize•View•Warm•Wash•Watch•Weigh•Withdraw•wrap


Action verbs used for writing objectives in Psychomotor domain


LESSON PLANNING


Lesson planning is an important activity of daily teaching.

The lesson plan might include the main points to be covered in the lesson activities for the students to do, questions related to the topic being taught & some from of assessment for the realization of stipulated instructional objectives.

Lesson planning is the heart of effective teaching.

INTRODUCTION


Lesson plan is the title given to a statement of achievement to be realize & specific meanings by which these are to be attained as a result of the activities engaged during the period.

-N.L. Bossing Daily lesson planning involves defining the

objectives, selecting & arranging the subject matter & determining the method of procedure.

-Bining & Bining

DEFINITION OF LESSON PLAN


It ensure a definite objective for the day’s work & a clear visualization of that objective.

It helps for adequate & appropriate use of resources in an efficient way.

It keeps the teacher on track. It help clarify ideas about what, how, where &

when & whom to teach. It directs the teaching-learning process &

procedures in the right direction. Helps review the subject matter & gives up-to-date

knowledge It helps the teacher delimit the teaching. It provide confidence, self-reliance. Ease &

freedom to teacher in teaching.

FUNCTIONS OF A LESSON PLAN


It provides guidelines to students & the teacher during their teaching-learning practices.

It helps in achieving the definite objectives. It makes teaching systematic, orderly &

economical. It gives confidence to face the class. It link new knowledge with previous knowledge. It prepare pivotal questions & illustrations. It enables the teacher evaluate his work as the

lesson proceeds. It helps the teacher use a wider variety of

teaching material & learning activities.

SIGNIFICANCE & IMPORTANCE OF A LESSON PLAN


Knowledge & mastery of subject matter

Knowledge of student psychology

Knowledge of methods & techniques

Knowledge of aims

Knowledge about student’s interests, traits & abilities

Teacher’s competence

Selection & organization of subject matter

PREREQUISITES OF A LESSON PLAN


Clarity written Definite aim & objectives Extension of existing knowledge Simple & comprehensive Flexible Ensure active teaching-learning process Division with essence of wholesomeness Individualized & customized Feasibility & significance Processed from general to specific Completeness Inclusion of summary, recapitalization, bibliography &

student assignment.

ESSENTIAL CHARACTERISTICS OF A GOOD LESSON PLAN


Preparation or introduction

Presentation

Comparison or association

generalizations

Application

Recapitulation

STEPS OF LESSON PLANNING


The lesson plan must be efficiently written, prepared & designed with a complete sense of confidence.

The presenter or teacher must be clear about the aim & objectives of the lesson plan.

Use of A-V aids must be well planned, judicious & efficient.

Introduction of the lesson must create interest in the students & they must be well motivated to receive the subject content.

STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF THE LESSON PLAN


It is essential to use the right methods of teaching ensuring the active involvement of students.

There must be careful use of blackboard & other audiovisual methods.

Questions planned & presented in a lesson plan must be definite, clear, stimulating & thought provoking.

Content must be delivered in a simple language with a clear & audible voice with complete sense of confidence.

Provide enough time to the students for clarifying their doubts.

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Individual student attention while taking & giving regular feedback on the understanding of subject content is vary essential for effective implementation of the lesson plan.

Efficient time management, appropriate recapitalization of the subject matter & relevant thought provoking questioning & continuous feedback are key aspects of effective implementation of the lesson plan.

End recapitalization, discussion of refeence, bibliography & further reading & expected students exercise assignments are also considered to be important in the success of a lesson plan.

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I. Cover Page: This page must include topic of lesson, date of submission, name of supervisor & name & details of the presenting teacher.

II. First page: This must include the following basic information

FORMAT OF A LESSON PLAN

Basic lesson plan information:•Subject : Communication & Education

Technology •Name of topic : Assessment of learning needs •Name of student teacher : Mr. Chirag sharma •Name of Supervisor : Dr. Jayesh Patidar•Date of teaching : _____________•Time of teaching : _____________• Venue of teaching : Lecturer Hall No. 2


Count… Basic lesson plan information:• Group : BSc (N) 2nd year students • Size of group : 46 • Method of teaching : Lecture cum discussion • Duration : _____ minutes • AV Aids : Power Point Presentation • Previous knowledge : The group has some knowledge about the

topic: Assessment of learning needs• General Objective : At the end of the class, students will be

able to acquire knowledge about assessment of learning needs• Specific objectives: At the end of teaching, students will be able

to Define various terms related to assessment of learning needs. Explain about historical perspective. Enlist types of assessment. Enumerate principles of assessment for learning. Describe purposes of conducting assessment of learning needs.


III. Main body of lesson plan:

IV. Appendix of lesson plan: This includes giving the assignment to students & recommending further reading, writing the bibliography & references.

Count…

Sr. No.

Time Contributory

Objective

Content Teaching-Learning Activities

AV Aids

Evaluation


CLASSROOM

MANAGEMENT


Classroom management is an organizational function in which tasks are performed in a variety of settings, resulting in the inculcation of certain values such as human respect, personal integrity, self-direction & group cohesion etc.

-Johanson & BrooksClassroom management is a system of action &

activities are managed in classroom to induce learning through teacher-taught relationship. Teacher & students are the basic components for managing classroom activities.

-Operational meaning

DEFINITIONS OF CLASSROOM MANAGEMENT


DIMENSION OF CLASSROOM MANAGEMENT

Dimension of classroom

management

Physical/Environm

ental dimension

Psychological

dimension

Social & cultural

dimension

Ethical dimension


PRINCIPLES OF THE CLASSROOM MANAGEMENT

General principles of classroom

management

• Self-control & role model approach of teacher

• Understanding & acceptance of student uniqueness

• Realistic & practical goals of teaching-learning

• Exercising the productive teaching-learning activities

• Understanding student’s interest & ability


PRINCIPLES OF THE CLASSROOM MANAGEMENT

• Appropriate planning of classroom management

• Encouragement of students• Giving responsibility to learners • Minimum disruption of teaching-

learning activities • Clear guideline of rules for students • Reward & punishment for student’s

activities • Conducive learning environment

Specific principle

s of classroo

m management


General principles of classroom management

Self-control & role model approach of teacher

Understanding & acceptance of student uniqueness

Realistic & practical goals of teaching-learning

Exercising the productive teaching-learning activities

Understanding student’s interest & ability


CLASSROOM MANAGEMENT PROBLEM

Inadequate light & ventilationInadequate furniture & lack of conducive seating arrangement Overcrowded classroom

Inadequate apparatus

Lack of routine Lack of adequate distance between classroomProblem of indiscipline

Poor teacher-taught IPR


STRATEGIES FOR CLASSROOM MANAGEMENT

Promotion of rhythm in teaching-learning

activities Enhancing healthy classroom customs

& traditions Promote positivity in teacher’s behavior Infuse motivation in

students Encouraging pupil’s

participation


Role of a teacher in classroom

management

Teacher

Manager

Leader Philosoph

er

Mentor & guide

Researcher

Tachnocrat

ROLE OF A TEACHER IN CLASSROOM MANAGEMENT


Thank you