Submitted by: Leena Shabir.

Submitted to: Laila Naz.

Roll No: CE659327.
Semester: Spring, 2021.
Level: B.Ed 1.5 Year
Course:
Code:
Assignment No: 1
University: Allama Iqbal Open University

Q.1
(i) Define teaching and elaborate old and new aspects of teaching .
(ii) Highlighting the principles of effective teaching.

ANSWER
What is teaching?
Teaching is the process of paying attention to people’s needs, experiences and
feelings, and intervening to teach them something and beyond what they can provide.

In teacher education programs and professional development, a lot of time is spent on

teaching: the fields to be covered, the resources we need, etc. There is still a lot of
space-how to organize courses, manage courses, evaluate knowledge courses, etc.
Sometimes, as Parker J. Palmer (1998: 4) commented, sometimes we even ask the
question of “why”: “For what purpose and purpose do we teach? He continued:” But
very few, if any, do we ask the question of “who is teaching me?” The point is that if you
do not examine the nature of human beings, you cannot answer the question of “who,
what, why and how” seriously. What will you learn by studying itself? In modern
parlance, the two words “teaching” and “teacher” are combined to form the two words
“school” and “school”. Then focus on the key qualities or behaviors that make me
unique. The problem is that all kinds of things are concentrated in job descriptions or
role descriptions, and this has little to do with what we can reasonably call training.
Another option is to turn to a dictionary to clarify the historical meaning of the term and
its usage in everyday language. This leads us to the following definitions: sharing
knowledge or guiding (someone) how to do something; o forcing (someone) to learn or
understand something from an example or personal experience. As you can see from
these definitions, we can say that at some point we are all masters. You can understand
more deeply by looking at the ancestors of words. For example, the word “teach” comes
from Old English tæcan, which means “show, represent, indicate” Germanic origin; and
refer to the Indo-European root “Token” of the Greek Deiknunai “Show”, such as Dogma

Attending to people’s feelings, experiences and needs

One of the most important things that distinguishes “education” from indoctrination is to
think about what to teach, what they need, and what they can do with them.
Indoctrination means encouraging people to believe in something regardless of the
evidence (see Snook 1972; Peterson 2007). It also means ignoring their human rights.
Education can be described as a “wise, calm and respectful way of learning, and
believing that everyone should have the opportunity to share their lives” (Smith, 2015).
The learning process comes from the basic direction of respect: respect for truth,
respect for others, oneself, and even the world (maybe the future). Think about what
might be good for everyone (and the world we live in). .This immediately caused some
problems. First, how do you balance your personal needs and desires with things that
are good for others? For most of us, this may be the way we need to respond on a
case-by-case basis. -This may also be the subject of dialogue and reflection when we
work with others. Second, what should we do when people can’t see the focus of
learning (such as grammar or safety requirements)? The obvious answer to this
question is that we must ask and listen. They may be correct. However, we must also
weigh this, based on our understanding of the importance of these things in life and any
curriculum, health, safety, or other requirements we may have.In this case, we need to
try to introduce them to people when appropriate, check their relevance and encourage
them to participate. Not paying attention to people’s feelings and experiences is
problematic, not just because it shows a lack of respect for them. Trying to explore
things when people are not ready to see them is also pointless and counterproductive.
We must take into account their feelings. And check their experience as in our class. Or
the learning environment and the problem or field we want to explore.Recent advances
in brain research highlight the importance of experiential learning in the womb (see, for
example, Lieberman 2013). Therefore, providing people with experience in the subject
or field we want to teach in the classroom or learning environment is the foundation of
the learning process. Learning certain things Learning will create an environment and
relationship with others so that they can learn certain things. It covers everything from
tying shoelaces to evaluating the structure of the three-action film. There are three key
elements here: concentration, knowledge, and the ability to engage people in learning.

Going beyond the given

The idea of “beyond this information” is at the core of Jerome Bruner’s cognitive and
educational research, which is part of the shift in psychology to humans as active
knowledge processors in the 1950s and early 1960s . As a pioneer of new knowledge.
Understanding and opportunity. Bruner hopes that people will develop their abilities to
“look for new, potentially fruitful predictions outside of data” (Bruner 1973: 234). He
wants people to become independent and self-sufficient thinkers as much as possible
(Bruner 1961: 23). For this reason, as Hirst (1975) said, teachers and educators must
pay attention to feelings, experience and needs. ;; Participate in your process and
worldview.

Teaching, pedagogy and didactics

We have seen before that in recent years, the definition of teaching in the United
Kingdom and North America has received little attention, which has caused confusion
about the term and severely underestimated other terms “how to promote learning. It
can be said that in several continental European countries, people pay more attention to
various forms of education. Reflecting on these traditions helps us better understand
teaching as a specific process and recognize that it is based on pedagogy rather than
education. Perhaps the most useful starting point for the discussion was that ancient
Greek society made a clear distinction between the activities of educators (payagögus)
and subject teachers (didáskalos or diadactos). war. ” (Yang 1987). These teachers are
usually regarded as representatives of the parents of the students, and are actually the
children’s “educators” (pais plusagögos). The children have been under their care since
the age of 7 and stayed until adolescence.How these educators play an important role
in their lives, helping them understand what is wrong and right, how they behave in
different situations, and how they and the people around them flourish. It is also
important in terms of status.

Old aspect of teaching

The traditional basic-to-basic teaching method, also called basic education, is still
widely used in schools. The past teaching method was reading, such as letting students
sit quietly, and one student after another reading the lesson in turn, until everyone was
called. The teacher listened to each student’s recitation and expected to learn and
remember the homework. At the end of the module, there is a written or oral test.
Finished; this process is called the learning task reading test. Teaching traditional
methods can ensure that students’ efforts are rewarded, used effectively, and follow
clear rules of student behavior. Modern progressive teaching and education reform
means teaching and teaching from a completely different perspective. Progressive
educational practice focuses on the individual needs of students, rather than assuming
that all students have the same level of understanding .Modern teaching methods are
more based on activities and use methods of questioning, explanation, presentation and
collaboration. Modern teaching methods are interval teaching, for example, requiring
students to switch quickly between classes. Provide 10 minutes of knowledge on the
subject in a PowerPoint presentation, and then spend 15 minutes on exercise. The goal
of interval learning is to get a higher score and be effective! Some people think this is
much more effective than teaching students to use traditional methods for four hours to
help brain cells establish the necessary connections to remember knowledge. It can
also help people relax. Sonia Jackson wrote an interesting blog post titled “Modern
teaching methods are getting smarter”, he explained: “The traditional chalk and tremor
teaching methods that have been hundreds of years old have been compared with the
ready-made teaching methods. Modern, more revolutionary teaching methods have
been compared., the effect is not good. Today in school. Encourage more students to
interact, transcend the boundaries of authority, and emphasize performance.
Conclusion Because traditional methods use repetition and memory information to
teach students T. This means that they have not developed their own critical
thinking, problem-solving skills and decision-making skills. Modern teaching encourages
students to collaborate, thereby improving work efficiency. At the same time, both
traditional and modern teaching methods are effective and useful in today’s education.
Sarah Wright, who wrote on the TES blog, explained: “As with most things, it’s all
about balance. It’s okay to try new and innovative methods.

New aspects of teaching.

New teaching methods are changing learning environments around the world and help
improve student performance. We will study some of the key innovative methods that
educators have developed in the past few years, which every teacher in the 21st
century should know.
1.Flipped Classroom
Flipping the classroom is one of the very popular modern methods in recent years. This
is an educational method that overturns the traditional elements of teacher-led teaching:
basic teaching materials are taught by students at home and then in class. …The main
purpose of this method is to optimize class time, for example by meeting the special
needs of each student, developing joint projects or completing specific tasks.
2.Project-Based Learning
With the emergence of new information and communication technologies in schools,
new teaching methods and new versions of existing methods have emerged, which are
now being revised and updated to achieve digitalization. based on. Training (PBL). The
core of PBL is to enable students to acquire key knowledge and skills by developing
projects that can deal with real-world problems. Project-based learning or complex tasks
are the best teaching guarantee for effective development today. Key skills to acquire
knowledge of course content. Starting from specific problems, instead of traditional
theories and abstract models, students’ ability to retain knowledge and develop complex
skills such as critical thinking, communication, collaboration or problem-solving has
been significantly improved.
3.Co-operative/Colaborative learning

Together is stronger. The simplest concept is collaborative learning, which is a method

used by teachers to group learners together and therefore has a positive effect on
learning. Those who support this model believe that group cooperation can improve
students’ attention, participation, and learning ability. The ultimate goal is always group-
oriented and can be achieved after each participant successfully completes the task. It
is built on the basis of a group of 3-6 people, where each member has a specific role,
and to achieve the goal, it is necessary to interact and work together in the context of
mutual learning. The ultimate goal is always commonplace and will be achieved after
each participant successfully completes the task. On the other hand, one-on-one
learning forces students to focus on achieving their goals without relying on other
students.

4. Gamification

The practice of integrating game mechanics and dynamics into non-gaming

environments or gamification has been practiced for a long time, but in recent years,
especially in the development of video games, this phenomenon has reached an
unprecedented level and is the most popular One of the most discussed phenomena is
the current and future trends in the EdTech industry. Since the 1980s, internationally
renowned games such as the international TV series “Carmen Santiago or Rabbit
Reader” (infographic below) have been popular worldwide and educational The number
of genres is also steadily increasing, not just for the general public. , But they are
increasingly specifically designed for students and private courses.

5.Problem-Based Learning
Problem-based learning (PBL) is a periodic learning process with many different stages,
starting from asking questions and acquiring knowledge, which in turn causes a problem
to become more and more complex. Exploratory exercises carried out by learners but
have been transformed into useful data and information. Some educators believe that
this method has four main advantages: cultivate critical thinking and creativity, improve
problem-solving skills, and enhance students Enthusiasm to strengthen knowledge
sharing in difficult situations

6. Thinking-Based Learning

In addition to the debate on the effectiveness of learning by remembering facts and data
related to education, one of the most discussed aspects is the need to show students
how to use the information received in the classroom. , Contact, debate… In short, turn
information into knowledge. The purpose of thinking-based learning (TBL) is to develop
thinking skills beyond memory, while developing learners’ effective thinking skills.

7.Competency-based learning,

as the name implies, all teaching methods focus on acquiring knowledge, developing
skills and forming work habits. Competence-based learning (CBL) is a number of
strategies to achieve this goal. Regarding the title, teachers can complete the
curriculum without obvious deviation, but they can focus on the curriculum in other ways
through practical examples, so as to provide students with more practical teaching
content.

Principles of effective teaching

Based on the literature and teacher’s experience, ten principles are proposed for
effective teaching: 1) create a positive learning environment, 2) focus, 3) combine
knowledge, 4) help students organize knowledge, 5) provide timely feedback, 6 ) Quality
of demand, 7) Linking high expectations with student support, 8) Enhancing learning
motivation, 9) Communicating your message in a variety of ways, 10) Helping students
to manage their time effectively. You can post homework or
assignments online (creating an active learning environment) to submit homework in a
traditional classroom or online (helping students manage time). You will get the answers
by reading the course materials and studying the PowerPoint slides with narration
(concentration and combination of knowledge). In the virtual course, the teacher can
ask several students to give answers (increase learning motivation). And the interaction
between teachers and students). If corrections are needed, students can send a private
message asking “Do you need more help?” (a balance between high expectations and
needed support). The teacher may ask the student to explain how to receive a response
(to contact knowledge). In addition, the lecturer can ask any student questions, such as:
B. “Why is the information relevant?”. (Help students organize their knowledge. In the
next few pages, each teaching principle is described and examples are given to
illustrate how the principle is applied in the classroom.

“Active learning enables students to speak, listen, read, write and think while solving
course content-practice solutions, informal groups, simulations, case studies, role-plays,
classroom problems, etc. Students use their knowledge and/ Or think about what you
have learned in the learning process” (Lubawy, 2003).
provide case studies, questionnaires and assignments for students to explore, think
about and answer their best abilities. Did you teach in this class? And “Which important
question is not answered?” (Cross and Angelo, 1993, pp.148-153).
Invite students to submit this document t Homework Project. Make a 7-10 minute
electronic slideshow for each segment. Place the slideshow in the “Sharing Tools”
folder. Then, introduce students to a small online quiz or forum topic and ask questions
about the material they just learned. Publish links to useful websites in the
“Resources” section. Download the resource glossary file to encourage students to
expand their knowledge of the vocabulary of the subject.
Post weekly study assignments as course tools page. Use forum topics to encourage
active discussion outside the classroom. Include topics that require some research.
Discussions can be used for course content or open topics of interest to students.
Consider conducting a virtual classroom activity (Zoom or YouSeeU) to ask questions or
questions.First, let the students compete with each other to answer.
Ask them to show their work quantitatively as an appendix. Assign students to design
courses/parts for the rest of the course. Students can propose topics as forum topics,
and instructors can select and post topics as classroom assignments. General best
practices create a situation where students are physically and psychologically active to
learn more and learn more effectively and meaningfully. Let them talk about it, write
about it, connect with past experience, and use it in their lives (Chickering & Ehrmann,
1996, p. 3).
Distribute lecture materials for 7-10 minutes, then take a break and ask pre-planned
rhetorical questions. Ask students to write down their answers in notes (Drummond,
2002, page 2).Students are required to rehearse and prepare courses in advance,
share with the group (classmates), and get feedback (Angelo, 1993, p. 4).
Ask students to use a few sentences to re-express the main idea or concept for a
specific audience. Then ask students to rewrite the same statement for a completely
different audience (parents, children, professionals, beginners, experts, etc.). Score the
interpretations to ensure they are correct and appropriate (page 4).Similar activities
(Chickering and Ehrmann, 1996, p. 3).
Invite students to explore concepts on specific topics online or in the library. Make sure
they know and are responsible for the proper reporting and recording process. Ask
students to use computer activities to model or create methods. Promote knowledge
development through model design.
Focus on

Focus on “Students in introductory courses usually do not distinguish between the

center and the periphery, the foreground and the background, the higher and the lower”
(Angelo, 1993, p. 4).
Focus the students’ attention on the most important aspects Including learning
objectives, course objectives, course requirements, timetables, assignments,
expectations, etc. Enable students to provide information about goals and objectives,
projects, etc. D. Of course. Submit your lesson plan/curricular schedule or publish the
date in the calendar tool .Publish clear and complete course information in the
course schedule tool.
Post the learning objectives into the curriculum,  Publish documents to resources
to complete required tasks on time. Publish quizzes to test the progress of students.
Create tasks on the calendar and in the classroom so that students can focus on their
work and track their progress. Train students to check regularly. They may encourage
students to return more tips, suggestions, comments, etc. Use assignments, forums or
quizzes and quizzes to ask students about updated course materials. For example:
What does a particular task or element do?
What is the use of the theme? What information is needed to make long-term
decisions? Consider publishing old quizzes in quizzes and quizzes so that students
understand how to measure learning goals. (To prevent duplication and distribution,
please do not post the current evaluation question verbatim.)
Discuss the relationship between the test question and the target on the forum. General
best practices include very specific course goals. Ask students: “What do you hope to
learn from the classroom?” Angelo (1993, p. 4) suggests that students write down some
specific early learning goals they hope to achieve throughout the course.
Ask them to compare their learning goals with the goals of other students in the class
and course goals. “Find and develop overlapping areas, but don’t ignore potential
conflicts or contradictions. View and evaluate the progress of the overall semester to
achieve the overall goal” (page 4).
Provide students with a calendar of all semester assignments they need to complete.
Provide a list of grades/points for each part of the course. Before the start of the lecture,
provide students with advanced organizers: a list of learning objectives, agendas or key
points for each lesson or lesson (Rolheiser & Fullan, 2002, p. 3).
If you can be sure of what they already know, please take the students to test their
knowledge before the exam.”The more meaningful and appropriate the connection
between what they know and what they have learned, the more firmly they will anchor
new information in long-term memory, and the easier it will be to obtain this information
when needed” (Angelo, 1993) ), p 5)
Use the example of the relationship between the materials covered by the existing
knowledge after use. Create a questionnaire that associates previous knowledge with
current knowledge. Provide links to resources related to prior knowledge. Add links to
related websites or video clips. Materials (audio clips, videos, images, animations, etc.)
that can help students connect new materials with their previous experiences. Please
contact the textbook publisher for information about topic.
Draw a visual map for each course module and show the relationship between topics.
Invite students to “interpret part of the course for a specific audience and purpose”-an
assessment method called “directed interpretation” by Cross and Angelo (1993) (pp.
213-235).
You can post it on the forum for all students to review and discuss. General best
practices plan your presentation carefully. “Habits, prejudices and misunderstandings
can be serious obstacles to new learning, because previous learning is usually hidden
by 90%” (Angelo, 1993, p. 5). Give students the opportunity to combine the material
learned in the current course with the knowledge acquired in the previous course
(Lyubavy, 2003, p. 2).
“Provide various examples, illustrations/descriptions, drawings, images, metaphors, and
analogies. However, ask students to provide them to them, and then provide feedback
on its usefulness and usefulness. For example, you can ask students to create a
metaphor (Teaching is _________) or complete an analogy (what is the teaching
check______ _______) to easily help learners make connections and appreciate their
connections. “(P. 5″. Find out the students before re-introducing the material What they
already believe and know, and what they can do about it” (p. 5).
 
Quality requirements

“Expect more, you will get more. High expectations are important to everyone: for those
who do not want to show their inexperience, and for those who are motivated and
motivated The expectation of good results from the disciples becomes a self-fulfilling
prophecy. “” (Chickering & Ehrmann, 1996, p. 5).
Make sure that the criteria are at the beginning of the course. Available from time to
time. If you need a specific format, please specify or specify a format. Submit examples
of work that you think is unacceptable, minimum standard work, and excellent work
(FERPA compliant).
Use a non-editable format, such as PDF or screenshots, To avoid direct copying. Allow
students to grade and “graduate” assignments. This gives them the opportunity to
consider the teacher’s point of view when evaluating homework. Identify and mark the
components of the outstanding work of the current students and share them with the
class (according to FERPA law).
The rules for honestly submitting courses indicate that the content to be submitted must
be original and self-centered by quoting the work of others. Provide a link to “Student’s
Guide: Fraud and Plagiarism”. Ask common questions about courses or how to manage
course content. Start: date, deadline, work delay, stealing policy, etc. You can enter into
a “contract” at the beginning of the course to stipulate the responsibilities of the students
and the expectations of the teacher. Introduce students to system and software
requirements. Use university-supported applications whenever possible. If there are
technical problems, please seek technical support from the students (309-677-2964).
Best practice: “First, clarify what students expect of themselves. In class, tell them your
expectations and discuss those expectations. Start the course with assignments that
help diligent students build confidence, and ask students to interview successful
graduations. Students or invite them to participate. (Angelo, 1993, p. 7).
When taking online courses, the same standards of high achievement and student
productivity should be maintained. Online courses should be as complex as traditional
courses. Based on samples with good, medium, medium, and poor performance,
develop standards for evaluating performance. Examples can be used as a basis for
peer review
Balancing high expectations through student support

Bruner (1987) describes a technique called “scaffolding” in which parents, teachers or

older brothers or sisters use slightly advanced language or concepts of children’s
existing skills to challenge them to Improve their understanding. This method
continuously encourages children to learn new meanings, but does not overwhelm them
by using language or concepts that are difficult for them to understand.
Angelo (1993) applied this metaphor to the university environment and said:
“Scaffolding is also a useful metaphor for university learning. The weaker or smaller the
student base (preparation) of the subject, the smaller the required educational
framework (structure and support) The stronger and the bigger. “(Page 7)
Maintain high expectations of students, but provide broad support for those with less
subject knowledge or skills… Participants should conduct their own research on the
subject under study. Ask them to search the websites of well-known organizations or
magazines and write comments so that they can share using forum tools. Collect and
share the resources learned by students and post them on resources or forum topics.
Maintain high qualification standards. Naming standards or scoring suggestions. Keep
your working hours online and use chat room tools. Assign students to a group, create a
group folder in resources, and let the group upload files to the group resource folder to
facilitate student collaboration. You can also use e-mail to easily communicate and
support each other.
Provide timely feedback on student issues and work. Ask frequently asked questions
and answers about course topics and procedures. You can do this in the “Resources” or
“Announcement” tools. …Consider creating and promoting the use of open forum topics
so that students can support each other. Provide a reference glossary of terms that are
new to students and let them know that a glossary is available. You plan to use email,
chat (during online working hours), announcements or messages on forum topics, or
other methods of providing educational support. Include the speed or date of checking
emails or forum topics (or other methods and tools), and how quickly students expect
you to reply or post. General best practices “Even if students’ abilities, willingness, or
both are weak, expectations must be kept high. To meet these expectations, under-
prepared students need more and more detailed teaching principles, such as tutoring,
and clear instructions Connect with more individuals.” (Angelo, 1993, p. 8).
Encourage the most well-equipped students to improve their learning by serving as
mentors, arranging others, and taking on more responsibilities through self-study and
special projects (page 8)).After the lecture or reading, Cross and Angelo (1993) asks
students to write a protocol statement to find out which are the most important and
which problems still exist (pages 148-153).
Useful information about where students are lost so that the instructor can help them
get back on track. Establish expectations of how to get help.

 
Q.2
(i) Describe the teacher's personality traits to create and maintain a classroom
learning environment. (ii) Enlist the role of a primary teacher

ANSWER
10 Qualities of a Good Teacher

Some qualities of a good teacher include skills in communication, listening,

collaboration, adaptability, empathy and patience. Other characteristics of effective
teaching include an engaging classroom presence, value in real-world learning,
exchange of best practices and a lifelong love of learning.

A good teacher can make a world of difference in a student's life, impacting everything
from their classroom learning to their long-term success. If you're considering a career
in education – or looking to boost it with a Master of Education (MEd) – it's important to
explore the qualities of a good teacher.

Research from the Economic Policy Institute shows that good teachers are the
single most important factor that contributes to student achievement in the classroom,
more important than facilities, school resources and even school leadership.

A study from the American Economics Association (AEA) found that improvements in
teacher quality positively impact everything from the quality of colleges students attend
to students’ future salaries, the quality of their neighborhood and even their future
participation rates in 401k savings plans (AEA PDF source).

So, What Makes a Good Teacher?

Southern New Hampshire University (SNHU) education faculty and university students
shared their thoughts on the qualities that make effective teachers stand out.

1. Good Teachers Are Strong Communicators.

When it comes to effective teaching, strong communication skills are a must, said Dr.
Daniel Tanguay, senior associate dean of faculty and education programs. 
Tanguay got his start as a high school math teacher and said that many students came
to his class feeling afraid of math, discouraged by their prior experiences and too
overwhelmed to approach the subject positively. 

By communicating with students at the beginning of the year about how math applies to
their favorite hobbies, sports and future careers, Tanguay said his students were able to
approach the subject in a more enjoyable way that better supported their learning.

“I’m a firm believer in communication in all forms,” he said. “As a leader, communication
is a tool for overcoming fear.”

2. Good Teachers Listen Well.

Great communication doesn't stop when the teacher is done talking. Listening well is
one of the most important skills needed to be a teacher. 

“Teachers that are skilled in listening and observing often pick up on what isn’t being
said, such as any anxieties a student may have, and can then help the student build
their skills and confidence levels," said student Kristine Ducote, who is earning
her bachelor's in criminal justice.

Student Latricia Maddox, who is studying for a bachelor's in business, said that effective
listening skills also help a teacher better understand their students and tailor lessons to
reach them how they learn best. 

“If an educator can truly hear a student, they can learn how to reach them where they
are,” she said. “This will open the door for them to receive and learn the lesson that is
being taught.”

3. Good Teachers Focus on Collaboration.

Working in education means you’re never truly working alone. From paraprofessionals
and teaching assistants to other classroom teachers and school leaders, working as a
teacher often means working effectively in a group. It's also important to keep an open
mind and learn from other educators. 

The key to success in this kind of environment, Tanguay said, is the ability to
collaborate. "You really need to be able to fill various roles in order to collaborate
effectively," he said. "If you already have someone on your team who is going to be the
one to critique all of the suggestions made, then you don't need to join in on that.
Instead, maybe you need to be the person who is going to come up with creative ideas.
You need to have that flexibility."

4. Good Teachers Are Adaptable.

Effective teachers need to be able to work in a constantly evolving environment and
adjust their teaching methods based on the age of their students, the resources
available and changing curriculum, practices and requirements.
As a teacher since the 1980s, SNHU education professor and on campus
undergraduate program chairman Dr. Audrey Rogers said she’s seen tremendous
changes in the education field throughout her career, particularly with the rise in access
to the internet, computers and other technology. What is teaching going to look like in
another 30 years? The only thing certain, Rogers said, is change.

“Change is a constant,” she said. “Learning how to adapt and adjust, that’s been one of
the skills that’s been most helpful in my career. It’s about keeping my finger on the pulse
of who my students are over time and all the trends, standards and new research, and
being able to continually improve.”

Adaptability is also one of the key skills needed to be a teacher who may be educating
students of varying grade levels or different learning styles, Tanguay said. 

“You have to be able to adapt based upon your audience,” he said. 

5. Good Teachers Are Engaging.

Being able to engage students with humor, creative lessons and a strong classroom
presence is an important part of what makes someone a good teacher, Tanguay said. 

“If you were to envision that teacher that you would want in your life, even now, you’re
going to want someone who is very engaging in front of the classroom,” he said. “A
good teacher will perform for their students to keep them going... It’s not about sitting
back and just lecturing, it’s about engaging in the work.”

What an engaging teacher looks like will vary depending on grade level and subject
matter, Tanguay said. 

In kindergarten, an engaging teacher might be one who gets down on the floor to do
activities with their students on their level. In high school, an engaging teacher may be
one who thinks outside the box, adds humor to their lessons and finds creative ways to
bring learning into the real world.

6. Good Teachers Show Empathy.

Another key to engaging students and improving their learning is to treat each student
as an individual, by being empathetic and understanding to what may be going on in
their lives, Tanguay said. 

“We need to take a moment to think back and think about what could be going on in this
student’s life,” he said. “It’s so important to be observant, attentive, empathetic and
always have a positive attitude.” 
Rhonda Garrison, a student in SNHU's psychology program, said empathy and
understanding from a teacher can not only help that teacher make a connection with a
student, it can directly impact a student's learning in the classroom. 
“Something that may be easy for one student may not be so easy for someone else,”
she said. “Everyone learns differently, whether it be faster or slower than normal, learns
better by writing, reading or hands-on. Teachers need to always keep this in mind and
always pay close attention to ensure each student is on the track they need to be.”

7. Good Teachers Have Patience.

No matter what grade level you're teaching, your patience will be tested while working
as an educator.  

Whether you’re managing classroom behavior, working with colleagues with different
views, or communicating student issues or progress with parents, patience is one of the
most important skills to practice as a teacher. 

“More often than not you actually have to have more patience with the parents than you
do with the students,” Tanguay said. “Parents are coming in with their perceptions of
what happened to them when they were students or previous experiences that may
have been detrimental to their child... You have to be patient and understanding of
them.”

8. Good Teachers Value Real-World Learning.

Teachers who bring their students’ learning into the real world are often some of the
most engaging. But it’s important for teachers to bring their own learning into the real
world, too.

One of the best preparations for effective teaching is to ensure that education students
get plenty of classroom experience early on in their degree programs, Rogers said.

For education majors in SNHU's on campus program, this preparation includes

embedded coursework that begins in a student's freshmen year. They spend time at a
local school once a week to collaborate with teacher partners and apply their learning to
the classroom. A year-long student teaching experience is also a powerful way to
ensure soon-to-be teachers have the time to hone their teaching skills, Rogers said.

"Our students have that benefit of seeing the practical application (of) what they're
learning in the moment they're learning it," she said.

9. Good Teachers Share Best Practices.

A willingness to share knowledge and experiences with others is one of the most
important qualities of a good teacher, Rogers said. 

Education is a hands-on field and often requires experimentation within the classroom
to discover which methods of communicating with students work best. Part of being an
effective teacher is sharing your findings and best practices with others in the field,
Rogers said.

“I always challenge my students to think, ‘What is your contribution?’” she said. “Are you
brave enough to post on Twitter about your ideas on technology integration in the
classroom? Your willingness to share your practice, to keep an open door, to be
transparent and to be observed are an important part of your teaching.”

10. Good Teachers Are Lifelong Learners.

One of the key skills needed to be a good teacher is a dedication to continued

education and a love of learning. 
Whether you’re learning more about your subject area, learning new methods of
communication or even exploring how to bring more technology into your classroom,
continuing to expand your own knowledge is key to expanding that of your students.

“Those dedicated to their subjects with a passion for learning make the best teachers,"
said student Jennifer Gardner, who is earning a bachelor's in mathematics. “They also
need to have a desire to pass on that knowledge.” 

Ducote said it’s important for teachers to never feel as though they’ve learned it all, and
to remain open to new experiences.

“No matter your education level, you can learn something from everyone you encounter,
including fellow educators as well as students,” she said. “Being willing to continually
add tools to your toolbox – even unconventional ones at times – will keep things new
and exciting, as well as giving you excellent skills.”

Role of the Class Teacher in Primary Schools

Effective teaching and learning is critically important for all pupils, and especially for
those with special educational needs. Meaningful inclusion implies that all pupils are
taught in stimulating and supportive classroom environments where they are respected
and valued. Mainstream class teachers have first-line responsibility for the education of
all pupils in their classes. Accordingly, classroom teachers should ensure that they plan
their lessons carefully to address the diverse needs within the classroom. They may
need to adapt their teaching approaches for some pupils whose individual progress,
application, motivation, communication, behaviour or interaction with peers are causes
for concern. This may require targeted interventions to develop relevant adaptive skills
related to these needs. All mainstream class teachers should implement teaching
approaches and methodologies that facilitate the meaningful inclusion of pupils with
special educational needs. These include:

 Co-operative teaching and learning within mainstream classrooms

 Collaborative problem-solving activities
 Heterogeneous group work
 Differentiation
 Interventions to promote social and emotional competence
 Embedding Information and Communications Technology (ICT) in teaching,
learning and assessment

For information on training and support for interventions, please see section
on Continuing Professional Development
Every pupil needs to be taught a broad and balanced curriculum that is appropriate to
his/her developmental level. Pupils’ levels of interest, attention, concentration and
persistence should be gradually developed, extended and rewarded, using appropriate
teaching strategies. To cater for the range of learning needs in any class, mainstream
class teachers will regularly need to differentiate their lessons. This can be achieved by:

 Varying the level, structure, mode of instruction and pace of lessons to meet
individual needs
 Adapting lessons to take account of pupils’ interests
 Matching tasks to pupils’ abilities and needs
 Adapting and utilising resources, including the use of technology
 Aspiring towards suitably challenging learning outcomes and assessing
accordingly

Teachers can make lessons accessible to a broad range of pupils through the use of a
variety of appropriate teaching approaches and methodologies, including active
learning, small-group tuition, individual teaching, and scaffolded instruction. This may
also require environmental adaptations to promote curricular access.
Q.3
(iii) Why is outlining of goals/objectives necessary before planning a lesson.
ANSWER

EFFECTIVE LESSON PLANNING ENHANCES TEACHING.

The best teaching comes about from having not only a good lesson plan for each
individual section but also a view of the big picture, a sense of how individual sections fit
into the grand scheme of things. After all, if you don’t know what each section is for,
then you can’t communicate that to your students, and if they don’t know why they’re in
section, then why should they go?

 Good lesson planning is essential to the process of teaching and learning. A teacher
who is prepared is well on his/her way to a successful instructional experience. The
development of interesting lessons takes a great deal of time and effort. As a new
teacher you must be committed to spending the necessary time in this endeavor.

 It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures, along with good classroom management techniques, are not in
evidence. There is a large body of research available pertaining to lesson development
and delivery and the significance of classroom management. They are skills that must
be researched, structured to your individual style, implemented in a teacher/learning
situation, and constantly evaluated and revamped when necessary. Consistency is of
the utmost importance in the implementation of a classroom management plan.

 All teachers should understand that they are not an island unto themselves. The
educational philosophy of the district and the uniqueness of their schools should be the
guiding force behind what takes place in the classroom. The school’s code of discipline,
which should be fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts.

 Strategies for Effective Lesson Planning

A lesson plan is the instructor’s road map of what students need to learn and how it will
be done effectively during the class time. Before you plan your lesson, you will first need
to identify the learning objectives for the class meeting. Then, you can design
appropriate learning activities and develop strategies to obtain feedback on student
learning. A successful lesson plan addresses and integrates these three key
components:

Objectives for student learning

Teaching/learning activities

Strategies to check student understanding

Specifying concrete objectives for student learning will help you determine the kinds of
teaching and learning activities you will use in class, while those activities will define
how you will check whether the learning objectives have been accomplished.

Twelve Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is
accompanied by a set of questions meant to prompt reflection and aid you in designing
your teaching and learning activities.
(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the
end of class. To help you specify your objectives for student learning, answer the
following questions:

What is the topic of the lesson?

What do I want students to learn?

What do I want them to understand and be able to do at the end of class?

What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of
their importance. This step will prepare you for managing class time and accomplishing
the more important learning objectives in case you are pressed for time. Consider the
following questions:

What are the most important concepts, ideas, or skills I want students to be able to
grasp and apply?

Why are they important?

If I ran out of time, which ones could not be omitted?

And conversely, which ones could I skip if pressed for time?

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the
specific activities you will use to get students to understand and apply what they have
learned. Because you will have a diverse body of students with different academic and
personal experiences, they may already be familiar with the topic. That is why you might
start with a question or activity to gauge students’ knowledge of the subject or possibly,
their preconceived notions about it. For example, you can take a simple poll: “How
many of you have heard of X? Raise your hand if you have.” You can also gather
background information from your students prior to class by sending students an
electronic survey or asking them to write comments on index cards. This additional
information can help shape your introduction, learning activities, etc. When you have an
idea of the students’ familiarity with the topic, you will also have a sense of what to
focus on.

Develop a creative introduction to the topic to stimulate interest and encourage thinking.
You can use a variety of approaches to engage students (e.g., personal anecdote,
historical event, thought-provoking dilemma, real-world example, short video clip,
practical application, probing question, etc.). Consider the following questions when
planning your introduction:

How will I check whether students know anything about the topic or have any
preconceived notions about it?

What are some commonly held ideas (or possibly misconceptions) about this topic that
students might be familiar with or might espouse?

What will I do to introduce the topic?

 (3) Plan the specific learning activities (the main body of the lesson)

Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning
styles. As you plan your examples and activities, estimate how much time you will
spend on each. Build in time for extended explanation or discussion, but also be
prepared to move on quickly to different applications or problems, and to identify
strategies that check for understanding. These questions would help you design the
learning activities you will use:

What will I do to explain the topic?

What will I do to illustrate the topic in a different way?

How can I engage students in the topic?

What are some relevant real-life examples, analogies, or situations that can help
students understand the topic?

What will students need to do to help them understand the topic better?

(4) Plan to check for understanding

Now that you have explained the topic and illustrated it with different examples, you
need to check for student understanding – how will you know that students are
learning? Think about specific questions you can ask students in order to check for
understanding, write them down, and then paraphrase them so that you are prepared to
ask the questions in different ways. Try to predict the answers your questions will
generate. Decide on whether you want students to respond orally or in writing.

What questions will I ask students to check for understanding?

What will I have students do to demonstrate that they are following?

Going back to my list of learning objectives, what activity can I have students do to
check whether each of those has been accomplished?

An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions will be
productive for discussion and what questions might sidetrack the class. Think about and
decide on the balance between covering content (accomplishing your learning
objectives) and ensuring that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson.
You can do this in a number of ways: you can state the main points yourself (“Today we
talked about…”), you can ask a student to help you summarize them, or you can even
ask all students to write down on a piece of paper what they think were the main points
of the lesson. You can review the students’ answers to gauge their understanding of the
topic and then explain anything unclear the following class. Conclude the lesson not
only by summarizing the main points, but also by previewing the next lesson. How does
the topic relate to the one that’s coming? This preview will spur students’ interest and
help them connect the different ideas within a larger context.

(6) Create a realistic timeline

Know how easy it is to run out of time and not cover all of the many points you have
planned to cover. A list of ten learning objectives is not realistic, so narrow down your
list to the two or three key concepts, ideas, or skills you want students to learn.
Instructors also agree that they often need to adjust their lesson plan during class
depending on what the students need. Your list of prioritized learning objectives will help
you make decisions on the spot and adjust your lesson plan as needed. Having
additional examples or alternative activities will also allow you to be flexible. A realistic
timeline will reflect your flexibility and readiness to adapt to the specific classroom
environment. Here are some strategies for creating a realistic timeline:

Estimate how much time each of the activities will take, then plan some extra time for
each

When you prepare your lesson plan, next to each activity indicate how much time you
expect it will take

Plan a few minutes at the end of class to answer any remaining questions and to sum
up key points

Plan an extra activity or discussion question in case you have time left

Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what
seems to be more productive rather than sticking to your original plan
(7)Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep
them more engaged and on track. You can share your lesson plan by writing a brief
agenda on the board or telling students explicitly what they will be learning and doing in
class. You can outline on the board or on a handout the learning objectives for the
class. Providing a meaningful organization of the class time can help students not only
remember better, but also follow your presentation and understand the rationale behind
in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you
and students stay on track.

(8)How to teach

While being clear about what topics to teach is important, knowing how to teach them is
the key to success in the classroom. The same topic can be (and should be) taught
differently, depending on the students’ skills, temperament and attitude. These
considerations should influence a teacher’s planning of the tasks to be presented,
resources needed and pacing of the lessons. With the students in mind, the teacher
should ask questions like “Should we spend more time on concrete manipulatives?”,
“Use more worksheets for practice?” Or even “would printing worksheets in color versus
black and white make a difference?

(9)Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous
circumstances. You should not get discouraged – it happens to even the most
experienced teachers! Take a few minutes after each class to reflect on what worked
well and why, and what you could have done differently. Identifying successful and less
successful organization of class time and activities would make it easier to adjust to the
contingencies of the classroom. For additional feedback on planning and managing
class time, obtain student feedback, adopt peer observation, view a videotape of your
teaching, and have a consultation with a mentor.

(10)Lesson planning now saves time in future

Lesson plans serve as a useful basis for future planning. They can be used again, in
part or in whole, for future classes. Lesson planning for subsequent years can be drawn
from and modified from current planning. The extra effort put in by first year teachers to
plan and organize the entire year’s lesson plans and resources will go a long way for
subsequent years teaching the same level.

(11)A good lesson plan makes a confident teacher

Many teachers teach the way they were taught as students. However, that might not be
the best way. We need to constantly update ourselves with best practices that work,
and how to teach more effectively. For example, a teacher who has only learned “how
to” and not “why” when growing up will need to evaluate their own gap in knowledge
when drawing out the lesson plans for the semester. This gives the teacher confidence
when delivering the lesson in the classroom. A confident teacher inspires respect from
students, which in turn reduces discipline problems.

(12)Handing over and professional performance

A clear lesson plan can be used by substitute teachers, ensuring that time is used
productively, when the main teacher is not around. It can also serve as a central
document for handing over to new teachers who are teaching the level for the first time.
In addition, lesson plans, along with other materials, can also be used to support annual
performance evaluation. Teachers applying for new job can also submit samples of
their lesson plans to show their content understanding and organizational skills.

The Most Important Things to be Done while Preparing for Class.

Do the reading and problem sets

Take notes on the material

Review lecture notes for the week

Prepare an outline of issues to cover in class

Make a list of questions to use in class or write on the board

Make a handout of topics to discuss in class

Make a study guide to hand out

Design a homework assignment or question for students to prepare for a future class

Compile bibliographies or other outside information related to the material

Assemble visual material

Prepare slides, videos, dioramas of the first Thanksgiving (okay, just kidding)

Prepare supplemental reading (be stingy!)

Prepare handouts on writing tips, research methods, problem solving, lab techniques,
etc.

Meet with the professor and/or other TFs to discuss the material and how to present it in
section
Review students’ questions to anticipate their concerns, problems, interests

Make up quizzes

Devise debates, small group discussion, or other interactive projects.

Copy articles relevant to the discussion at hand from newspapers and other periodicals

STRATEGIES FOR SUCCESS

 Establish a positive classroom environment

Make the classroom a pleasant, friendly place

Accept individual differences

Learning activities should be cooperative and supportive

Create a non-threatening learning environment

Organize physical space; eliminate situations that my be dangerous or disruptive

Establish classroom rules and procedures and consistently reinforce them

Begin lessons by giving clear instructions

State desired quality of work

Have students paraphrase directions

Ensure that everyone is paying attention

Ensure that all distractions have been removed

Describe expectations, activities and evaluation procedures

Start with a highly motivating activity

Build lesson upon prior student knowledge

Maintain student attention

Use random selection in calling upon students

Vary who you call on and how you call on them

Ask questions before calling on a student; wait at least five seconds for a response
Be animated; show enthusiasm and interest

Reinforce student efforts with praise

Vary instructional methods

Provide work of appropriate difficulty

Demonstrate and model the types of responses or tasks you want students to perform

Provide guided practice for students; monitor responses and deliver immediate
corrective feedback

Use appropriate pacing

Be aware of your teaching tempo

Watch for cues that children are becoming confused, bored or restless; sometimes
lesson have to be shortened

Provide suitable seat work

Seatwork should be diagnostic and prescriptive

Develop procedures for seeking assistance; have a “help” signal

Develop procedures for what to do when finished

Move around to monitor seatwork

Vary methods of practice

Evaluate what has taken place in your lesson

Summarize the lesson and focus on positive gains made by students; use surprise
reinforcers as a direct result of their good behavior

Determine if the lesson was successful; were goals accomplished?

Make a smooth transition into next subject

Have materials ready for next lesson

Maintain attention of students until you have given clear instructions for the next activity

Do not do tasks that can be done by students (i.e. passing out paper or collecting
assignments); use monitors

Move around and attend to individual needs

Provide simple, step-by-step instructions

Utilize a freeze and listen signal, when necessary

 Develop positive teacher/student relationships

Set a good example; be a positive role model

Create an exciting learning environment for all students

Reward good behavior; create special activities that children will enjoy doing

Correct mis behaviours; have consequences of disruptive behavior; communicate them

to children

Handling disruptions

Keep is short and simple (KISS)

Use a warning system

Defer disruptive behavior proactively (eye contact, close space between you and
student, use head/hand gestures)

Help students be successful

Use planned ignoring (and teach other student to also ignore)

Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that
describes each and every possible classroom scenario. Nor does it have to
anticipate each and every student’s response or question. Instead, it should
provide you with a general .There are many important benefits of having a clear
and organized set of lesson plans. Good planning allows for more effective
teaching and learning. However, many things can happen in class, and it is
important for teachers to adapt their plans to respond to the students’ needs. As
Jim Scrivener says, “Prepare thoroughly. But, in class, teach the learners, not the
plan.” outline of your teaching goals, learning objectives, and means to
accomplish them. It is a reminder of what you want to do and how you want to do
it. A productive lesson is not one in which everything goes exactly as planned,
but one in which both students and instructor learn from each other.
Q.4
(i) Highlight the Hunter's seven steps of lesson planning.
(ii) How is 5E's model of lesson planning different from the others models.
ANSWER
I. Getting students set to learn

Step 1: Review — Typically at the beginning of the lesson, review previous material that
is relevant to this lesson.

Step 2: Anticipatory Set — Getting students to focus their attention on the material to be
presented — getting them interested or prepared for what they are about to learn.

Step 3: Objective — State the objective for the lesson.

II. Instruction

Step 4: Input and Modeling — Presenting new information to students. Once the
material has been presented, using them to show students examples of what is
expected as an end product of their work.

III. Checking for understanding

Step 5: Checking Understanding — Determining whether or not students are making

sense of the material as the material is being presented.

Step 6: Guided Practice — Immediately after instruction students are given the
opportunity to apply or practice what they have just learned and receive immediate
feedback.

IV. Independent practice

Step 7: Independent Practice — After students appear to understand the new material,
they are given the opportunity to further apply or practice using the new information.
This may occur in class or as homework, but there should be a short period of time
between instruction and practice and between practice and feedback
 5E’s model of lesson planning different from the others models

When choosing a teaching mode, teachers will look for strategies that can help students
thoroughly understand new concepts. The purpose is to attract students, motivate them
to learn and guide them to develop skills. One way is to conduct research. A method
based on the 5E model, which is based on active learning. Research shows that a
series of events that promote learning is called the learning cycle.

Finally, using this concept gave students the opportunity to use their new ideas in the
classroom, test their new knowledge in a new environment, and evaluate the
completeness of their understanding,” Kimberly Danner (Kimberly D. Tanner) said in
“Ordering Items: Use 5E Model”. Integrate learning with people’s learning.
Theoretical basis. The discoveries of Atkin and Karplus directly influenced the
development of the 5E model, which aims to enable students to gradually understand a
concept through a series of set steps or stages. These stages include participation,
research, interpretation, elaboration and evaluation. Class teacher and students on the
desk 5E Type 5E was developed in 1987 as part of the Life Science Project,
encouraging active learning and collaborative learning. Students can jointly solve
problems and explore new concepts by asking questions, observing, and analyzing.
Drawing…
The 5E model is based on constructivist learning theory, which assumes that people
build knowledge and meaning based on experience. Through understanding and
thinking activities, students can make new knowledge consistent with previous ideas.
According to industry expert Beverly Jobrack, “Research-based learning, active
learning, experiential learning, discovery research, and knowledge construction and
other educational campaigns are different types of constructivism.
In the classroom, constructivism requires teachers to address questions, research, and
evaluate Incorporate their teaching methods. In many ways, this means that
the teacher plays the role of facilitator and guides students in learning new concepts.
Explaining Model 4 of Lily’s online graduate education program .
The Model Explained.

The following is an overview of the five stages of the 5E model

In the learning cycle, teachers will try to understand the prior knowledge of students and
find knowledge gaps. It is also important to arouse interest in future concepts so that
students are ready to learn. Teachers can ask students some introductory questions. Or
write down what you already know on the subject. This is also the first time that the
concept is introduced to students.
EXPLORE.

Exploring In the learning stage, students will actively explore new concepts from specific
learning experiences. They may be required to follow the scientific method and interact
with peers for observation. At this stage, students can learn.
EXPLAIN.
The teacher-led stage can help students synthesize new knowledge and ask questions
when they need further explanation. In order to make the interpretation stage more
effective, teachers should ask students to share experiences during the exploratory
stage, and then introduce information technology more directly. Consistent with learning
mode 5E: a learning cycle method based on research-based science teaching. This can
also happen when teachers use video, computer software, or other means to improve
comprehension
ELABORATE.

This phase of phase of developing the 5E model aims to enable students to apply the
knowledge they have learned. This helps them deepen their understanding. Teachers
can ask students to make presentations or conduct other research to enhance new
skills. At this stage, you can gain knowledge before the exam.
EVALUATE.

Evaluation Model 5E allows formal and informal evaluations. At this stage, teachers can
observe their students to see if they fully understand the basic knowledge. It is also
helpful to determine whether students take different methods to solve problems based
on what they have learned. Other useful elements of the assessment phase
are assessments, peer reviews, written assignments and exams.
Application and effectiveness of 5E Model

When a student encounters a new concept for the first time, the application and validity
model 5E is most effective. According to co-author Roger W. Bybee, Model 5E is best
used within two to three weeks, with each stage serving as the basis for one or more
different courses. A class will reduce the efficiency of each step because it reduces the
time and opportunities for learning challenging and reorganizing concepts and skills,”
Bibi explained. If too much time is spent in each stage, the structure will not be effective
and students may Will forget what you have learned.
Consistently using an effective research-based teaching model can help students
explore basic concepts in science and other fields. BSCS 5E Learning Model: Origin
and Effectiveness The following research illustrates the positive effects of the 5E model
in the classroom: A study found that the 5E model in biochemistry and molecular
biology “has better ability to absorb scientific knowledge than traditional teaching…”
Education in Ural Biology… Emerging Trends in International Education and Its Impact
Magazine Discovered 5E Learning Cycle The model has a positive impact
on student performance and the consistency of knowledge.
The 5E model enables educators to create unique learning experiences for learners.
Teachers who can use teaching models such as Model 5E in the classroom can help
students build a solid knowledge base through active participation. Leslie
University’s online graduate courses provide teachers with knowledge and tools that
can be effectively taught to students in modern classrooms. Leslie has a professional
degree in mathematics, science, etc., which provides educators with an opportunity to
deepen their understanding of current methods and improve their teaching skills and
evaluation strategies. Leslie Online Education Program.
Lesson Model Comparison:

The teaching plans of 5E and Madeline Hunter are similar and different from each other.

I think these two lesson plans give teachers a good idea of what to teach them and what

students need to know after class. In addition, both lesson plans provide a lot of

knowledge to learn. Student-centered learning. One of the main differences I noticed is

that Madeline Hunter’s plan requires teachers to consider teaching different ways of

learning. In the process of “simulation” and “re-learning”, the teacher must find the path

that all students take. In the 5E lesson plan I wrote, you can see how I explained the

components of the lesson on the blackboard. In Madeline Jäger’s timeline, “Lesson I

Written” not only explained the components on the board, but also included visual

elements including: T-charts, animations and video clips (during the “simulation”

process). During the “further training”, I decided to add an audiobook for my audiologist

students. Madeline Hunter’s lesson plan made me think of other ways to teach my

explanations. One of them gave me the opportunity to re-learn students. On the other

hand, Model 5E does not require teachers to “think all students”, nor does it require

teachers to “retrain” students who need additional training.In addition, in Madeline

Hunter’s lesson plan, students are taught “modeling” before individual practice. In this

way, students can do the basics by themselves. In the 5E course plan, students must

study before they study. The lesson plan requires students to establish their own

connections before accepting previous guidance or experience. Ultimately, both lesson

plans can be used to include and evaluate student learning, but Madeline Hunter’s plan

reinforces the goals in the 5E plan, which is very useful for different types of learners.

Madeline Hunter’s lesson plan best fits my belief that I believe that many students will

use different learning methods. No student should be regarded as a purely visual,

auditory or kinesthetic student. Learning styles can also be changed, which means that

teachers must be willing to focus on different learning styles in each lesson. Madeline
Hunter’s lesson plan requires teachers to consider how “all students” can make

connections. I like how Madeline Jäger’s teaching enables teachers to re-teach students

who have not made the right connections. Providing students with a backstory before

starting research will reduce the connection between students and events.

The student has an idea about what to look for. Taking into account my spelling,

Madeline Hunter’s lesson plan made me feel more comfortable and confident in get out

of class, because I know that after class I will teach “all students” and those who don’t

understand.
Q.5
(v) Explain different theories of motivation.
ANSWER
Some of the most important theories of motivation are as follows:
1. Maslow’s Need Hierarchy Theory

2. Herzberg’s Motivation Hygiene Theory

3. McClelland’s Need Theory

4. McGregor’s Participation Theory

5. Urwick’s Theory Z

6. Argyris’s Theory

7. Vroom’s Expectancy Theory

8. Porter and Lawler’s Expectancy Theory.

From the very beginning, when the human organisations were established, various

thinkers have tried to find out the answer to what motivates people to work. Different

approaches applied by them have resulted in a number of theories concerning

motivation.

These are discussed in brief in that order.

1. Maslow’s Need Hierarchy Theory:

It is probably safe to say that the most well-known theory of motivation is Maslow’s need

hierarchy theory Maslow’s theory is based on the human needs. Drawing chiefly on his

clinical experience, he classified all human needs into a hierarchical manner from the

lower to the higher order.

In essence, he believed that once a given level of need is satisfied, it no longer serves

to motivate man. Then, the next higher level of need has to be activated in order to
motivate the man. Maslow identified five levels in his need hierarchy

These are now discussed one by one:

1. Physiological Needs:
These needs are basic to human life and, hence, include food, clothing, shelter, air,

water and necessities of life. These needs relate to the survival and maintenance of

human life. They exert tremendous influence on human behaviour. These needs are to

be met first at least partly before higher level needs emerge. Once physiological needs

are satisfied, they no longer motivate the man.

2. Safety Needs:

After satisfying the physiological needs, the next needs felt are called safety and

security needs. These needs find expression in such desires as economic security and

protection from physical dangers. Meeting these needs requires more money and,

hence, the individual is prompted to work more. Like physiological needs, these become

inactive once they are satisfied.

3. Social Needs:
Man is a social being. He is, therefore, interested in social interaction, companionship,

belongingness, etc. It is this socialising and belongingness why individuals prefer to

work in groups and especially older people go to work.

4. Esteem Needs:

These needs refer to self-esteem and self-respect. They include such needs which

indicate self-confidence, achievement, competence, knowledge and independence. The

fulfillment of esteem needs leads to self-confidence, strength and capability of being

useful in the organisation. However, inability to fulfill these needs results in feeling like

inferiority, weakness and helplessness.

5. Self-Actualisation Needs:

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This level represents the culmination of all the lower, intermediate, and higher needs of

human beings. In other words, the final step under the need hierarchy model is the need

for self-actualization. This refers to fulfillment.

The term self-actualization was coined by Kurt Goldstein and means to become

actualized in what one is potentially good at. In effect, self- actualization is the person’s

motivation to transform perception of self into reality.

According to Maslow, the human needs follow a definite sequence of domination. The

second need does not arise until the first is reasonably satisfied, and the third need

does not emerge until the first two needs have been reasonably satisfied and it goes on.

The other side of the need hierarchy is that human needs are unlimited. However,

Maslow’s need hierarchy-theory is not without its detractors.

The main criticisms of the theory include the following:

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1. The needs may or may not follow a definite hierarchical order. So to say, there may

be overlapping in need hierarchy. For example, even if safety need is not satisfied, the

social need may emerge.

2. The need priority model may not apply at all times in all places.

3. Researches show that man’s behaviour at any time is mostly guided by multiplicity of

behaviour. Hence, Maslow’s preposition that one need is satisfied at one time is also of

doubtful validity.

4. In case of some people, the level of motivation may be permanently lower. For

example, a person suffering from chronic unemployment may remain satisfied for the

rest of his life if only he/she can get enough food.

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Notwithstanding, Maslow’s need hierarchy theory has received wide recognition,

particularly among practicing managers. This can be attributed to the theory’s intuitive

logic and easy to understand. One researcher came to the conclusion that theories that

are intuitively strong die hard’.

2. Herzberg’s Motivation Hygiene Theory:

The psychologist Frederick Herzberg extended the work of Maslow and propsed a new

motivation theory popularly known as Herzberg’s Motivation Hygiene (Two-Factor)

Theory. Herzberg conducted a widely reported motivational study on 200 accountants

and engineers employed by firms in and around Western Pennsylvania.
3. McClelland’s Need Theory:

Another well-known need-based theory of motivation, as opposed to hierarchy of needs

of satisfaction-dissatisfaction, is the theory developed by McClelland and his

associates’. McClelland developed his theory based on Henry Murray’s developed long

list of motives and manifest needs used in his early studies of personality. McClelland’s

need-theory is closely associated with learning theory, because he believed that needs

are learned or acquired by the kinds of events people experienced in their environment

and culture.

He found that people who acquire a particular need behave differently from those who

do not have. His theory focuses on Murray’s three needs; achievement, power and

affiliation. 
4. McGregor’s Participation Theory:

Douglas McGregor formulated two distinct views of human being based on participation

of workers. The first basically negative, labeled Theory X, and the other basically

positive, labled Theory Y.

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Theory X is based on the following assumptions:

1. People are by nature indolent. That is, they like to work as little as possible.

2. People lack ambition, dislike responsibility, and prefer to be directed by others.

3. People are inherently self-centered and indifferent to organisational needs and goals.

4. People are generally gullible and not very sharp and bright.
On the contrary, Theory Y assumes that:

1. People are not by nature passive or resistant to organisational goals.

2. They want to assume responsibility.

3. They want their organisation to succeed.

4. People are capable of directing their own behaviour.

5. They have need for achievement.

What McGregor tried to dramatise through his theory X and Y is to outline the extremes

to draw the fencing within which the organisational man is usually seen to behave. The

fact remains that no organisational man would actually belong either to theory X or

theory Y. In reality, he/she shares the traits of both. What actually happens is that man

swings from one set or properties to the other with changes in his mood and motives in

changing .environment.

5. Urwick’s Theory Z:

Much after the propositions of theories X and Y by McGregor, the three theorists
Urwick, Rangnekar, and Ouchi-propounded the third theory lebeled as Z theory.

The two propositions in Urwicks’s theory are that:

(i) Each individual should know the organisational goals precisely and the amount of

contribution through his efforts towards these goals.

(ii) Each individual should also know that the relation of organisational goals is going to

satisfy his/her needs positively.

In Urwick’s view, the above two make people ready to behave positively to accomplish

both organisational and individual goals.

However, Ouchi’s Theory Z has attracted the lot of attention of management

practitioners as well as researchers. It must be noted that Z does not stand for anything,

is merely the last alphabet in the English Language.

Theory Z is based on the following four postulates:

1. Strong Bond between Organisation and Employees

2. Employee Participation and Involvement

3. No Formal Organisation Structure

4. Human Resource Development

Ouchi’s Theory Z represents the adoption of Japanese management practices (group

decision making, social cohesion, job security, holistic concern for employees, etc.)by

the American companies. In India, Maruti-Suzuki, Hero-Honda, etc., apply the

postulates of theory Z.

6. Argyris’s Theory:

Argyris has developed his motivation theory based on proposition how management

practices affect the individual behaviour and growth In his view, the seven changes

taking place in an individual personality make him/her a mature one. In other words,

personality of individual develops

Argyris views that immaturity exists in individuals mainly because of organisational

setting and management practices such as task specialisation, chain of command, unity

of direction, and span of management. In order to make individuals grow mature, he

proposes gradual shift from the existing pyramidal organisation structure to humanistic

system; from existing management system to the more flexible and participative

management.

He states that such situation will satisfy not only their physiological and safety needs,

but also will motivate them to make ready to make more use of their physiological and

safety needs. But also will motivate them to make ready to make more use of their

potential in accomplishing organisational goals.

7. Vroom’s Expectancy Theory:

One of the most widely accepted explanations of motivation is offered by Victor Vroom

in his Expectancy Theory” It is a cognitive process theory of motivation. The theory is

founded on the basic notions that people will be motivated to exert a high level of effort

when they believe there are relationships between the effort they put forth, the

performance they achieve, and the outcomes/ rewards they receive.

8. Porter and Lawler’s Expectancy Theory:

In fact, Porter and Lawler’s theory is an improvement over Vroom’s expectancy theory.

They posit that motivation does not equal satisfaction or performance. The model

suggested by them encounters some of the simplistic traditional assumptions made

about the positive relationship between satisfaction and performance. They proposed a

multi-variate model to explain the complex relationship that exists between satisfaction

and performance.

What is the main point in Porter and Lawler’s model is that effort or motivation does not

lead directly to performance. It is intact, mediated by abilities and traits and by role

perceptions.