Instructional Pedagogy Module 3

TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES CLASSROOM MANAGEMENT
TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE

TVTC STUDY MATERIALS
_____________________________________________________________________________________
PROGRAMME: EDUCATION
SUBJECT: TEACHING METHODOLOGY
MODULE TITLE: INDIVIDUAL DIFFERENCES AND CLASSROOM MANAGEMENT
MODULE NO: THREE
Copyright: No part of this module shall be copied, reproduced or used without the express
permission of TVTC
Date of publication: <date>
This material is the property of the Technical and Vocational Teacher’s College.
Address: Private Bag 7, Luanshya, Zambia
Website: www.tvtc.edu.zm
e-mail: <mail address>
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FOREWORD
Dear Student,
Welcome to Module 3 of Teaching Methodology. As you may have observed in your modules 1
and 2, this module serves to encourage your interaction not only with the materials that you
need in your education course, but hopes that it will help deepen your assimilation of what
teaching methodology aims to achieve. It is aimed at assisting you to become accompanied in
planning your learning and teaching activities.
It is hoped that you will find the material detail and revision exercises that have been included
easy to read and comprehend and interesting enough to encourage you to read on. It is
expected, also, that the exercise will encourage you to go back to re-read areas that may not
have been clear enough.
Please enjoy your reading.
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Table of contents
FOREWORD ................................................................................................................................................... 3
INTRODUCTION ............................................................................................................................................. 6
OBJECTIVES ................................................................................................................................................... 7
CHAPTER 1 INDIVIDUAL DIFFERENCES IN LEARNING............................................................................... 8
1.1 Aptitude and ability....................................................................................................................... 8
1.2 Knowledge, Skill and Attitude ....................................................................................................... 8
1.3 Personality and Style of learning .................................................................................................. 8
EVALUATION EXERCISE ................................................................................................................................. 9
CHAPTER 2 CLASSROOM MANAGEMENT .............................................................................................. 10
2.1 DISCIPLINE ................................................................................................................................... 11
2.1.1 FACTORS THAT LEAD TO INDISCIPLINE ...................................................................................... 11
2.1.2 FIVE MAJOR CAUSES OF INDISCIPLINE IN A LEARNING-TEACHING ENVIRONMENT .......... 12
2.1.3 HOW DOES A TEACHER MAINTAIN DISCIPLINE?................................................................. 13
CHAPTER 3 CLASS ENVIRONMENT ........................................................................................................ 15
3.1 MANAGING CLASSROOM SETTING EVENTS ................................................................................ 15
3.2 SOME ENVIRONMENTAL FACTORS WHICH SET THE SCENE FOR CLASSROOM BEHAVIOUR ...... 16
3.2.1 Physical Factors ................................................................................................................... 16
3.2.2 Social Factors ...................................................................................................................... 16
3.2.3 Educational Factors ............................................................................................................. 16
3.3 MANAGING CLASSROOM CONSEQUENCES ................................................................................ 17
3.3.1 Corrective Approach ........................................................................................................... 18
3.3.2 Positive Approach ............................................................................................................... 18
3.4 A POSITIVE SYSTEM OF MANAGEMENT...................................................................................... 19
3.5 TEACHING SKILLS ........................................................................................................................ 19
3.5.1 Set: ...................................................................................................................................... 20
3.5.2 Questioning and Answering ................................................................................................ 21
3.5.3 Prompting and probing ....................................................................................................... 22
3.5.4 Participation in discussions ................................................................................................ 23
3.5.5 Personal qualities of a teacher ........................................................................................... 23
3.5.6 Methodology ...................................................................................................................... 23
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3.5.7 Questioning ........................................................................................................................ 24

3.6 LEARNING RESOURCES/MATERIALS ........................................................................................... 24
3.7 CONTENT ..................................................................................................................................... 24
3.8 METHODS .................................................................................................................................... 25
SUMMARY ................................................................................................................................................... 26
QUESTIONS AND ASSIGNMENTS................................................................................................................. 27
MODEL ANSWERS ....................................................................................................................................... 27
REFERENCES ................................................................................................................................................ 29
FURTHER READING ..................................................................................................................................... 30
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INTRODUCTION
This module introduces you issues to do with what a successful teacher should do to remain
efficient and effective. Remember, you have already interacted with materials to do scheming,
lesson planning and using appropriate teaching methods when teaching. This module, however,
hopes to help understand individual differences in the learners. Discuss classroom management
and teaching skills generally develop. At the end of the each chapter there are short self
evaluations exercises which you need to do to help you assimilate the materials. Doing the
exercises will also help you prepare for your final examination.
Please read on.
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OBJECTIVES
At end of this module, you are expected to:
1. Define individual differences

2. Define class room management
3. Explain three components of the class environment
4. Discuss environmental factor which set the scene for classroom behaviour
5. Discuss causes of indiscipline
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES INDIVIDUAL DIFFERENCES IN LEARNING
CHAPTER 1 INDIVIDUAL DIFFERENCES IN LEARNING
As you prepare to teach, you will need to take cognisance of the fact that learners differ in
many ways. Individual differences therefore refer to the way people differ in learning activities.
Learners differ in the following ways;
1. Aptitude and ability

2. Knowledge, skill and attitude
3. Personality and style of learning
4. Age and experience
1.1 Aptitude and ability
a) Aptitude refers to those hidden potentialities not yet discovered by an individual.

b) Ability is skill learnt and is being practised.
c) Learners possess different aptitudes and abilities. Some are good at certain things
while others are not.
d) Genetics undoubtedly has some influences but opportunity is probably more
important.
e) Training removes the overt differences in learning.
1.2 Knowledge, Skill and Attitude
a) Learners differ in knowledge, skill and attitude. It should be observed that these
differences usually exist during learning.
b) The teacher must recognise the fact that there are slow learners and fast learners.
c) This tenet will indeed affect the learners’ performance on learning tasks.
1.3 Personality and Style of learning
a) The learners differ in their personality. There are some learners whose behaviours’
is that of organised type and some are disorganised. For those that are organised, it
is generally expected that their academic work will equally be organised. For those
that are disorganised their work will equally be disorganised.
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES INDIVIDUAL DIFFERENCES IN LEARNING
b) It should be noted that personality is important in the learning process. It influences

learning in a number of ways. Sometimes, it can assist or hinder learning and
teaching. Hard working responsible groups have a different attitude towards
instruction and learning than lazy and irresponsible ones.
EVALUATION EXERCISE
1. Explain what you understand by a person’s a aptitude.

2. How does aptitude differ from ability?
3. What influences a person’s aptitude and ability?
4. What is the function of training in enhancing learners’ performance?
5. Give the meaning of personality.
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CHAPTER 2 CLASSROOM MANAGEMENT
Classroom Management is a process of planning, leading, organizing and coordinating the

learner’s efforts in order to affect andragogical and pedagogical skills in any place deemed to be
suitable for teaching and learning to take place.
Classroom Management is also defined as a process of handling the affairs of a class in a

learning situation.
It is specifically designed to help learners learn. The teacher who decides the curriculum
content and related activities to be undertaken directly influences it. The classroom is any place
where learners are directed towards certain acceptable behaviour.
The teacher arranges the classroom in a manner that is suitable and one that will encourage
learning to take place. He/she looks at the material and the seating arrangements.
The main functions of management are planning, leading, organizing, controlling, co-
coordinating, motivation and communication.
Key points
a) The classroom and the events should be well planned in order to achieve the required
acceptable behaviour.
b) Focus should not be on correcting misbehaviour for that can lead to its promotion and
time wasting.
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c) Concentration should be on noticing learners’ appropriate behaviour and providing

pleasant consequences.
d) Teachers’ should be consistent all the time and fair to every student
e) Positive and systematic management of setting events and consequences offers a

comprehensive framework for the management of the learners’ behaviour.
2.1 DISCIPLINE
This is the maintaining of prescribed standards of conduct essential for efficient teaching, class
participation, good personal relationships and sound learning. It can also be referred to as
group conduct held to be desirable in the teaching situations and in relation to the personal
development of individual students who comprise the learning group. Generally, discipline is
considered as serving a number of specific purposes. E.g. In the growth of learners.
Discipline is also said to be a condition whereby a person uses his/her time and energy in
activities following socially desirable ways (the common good) out of his/her own internalised
principles of “good” rather than in mere response to authority.
Discipline assists the learning of standards of conduct in accordance with society. It helps them
to acquire characteristics of a positive nature, such as self-control and persistence. It assists in
securing stability of the social order within which the learners may achieve security and
maturity.
2.1.1 FACTORS THAT LEAD TO INDISCIPLINE
There are a variety of reasons that can lead to a break down on class discipline. Without
discipline, class management proves ineffective and learning for the class as a whole becomes
difficult or impossible. The main cause of indiscipline is lack of motivation. E.g. the behaviour
that interrupts a lesson is indiscipline.
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The behaviour that is anti-social and has detrimental effect on the learners’ interaction with
his/her teacher or classmates should be discouraged. The behaviour that can cause harm
because it constitutes a risk to a learners' safety or that of others must be stopped. The
behaviour that results in loss or damage to school equipment or personal belongingness should
be discarded.
2.1.2 FIVE MAJOR CAUSES OF INDISCIPLINE IN A LEARNING-TEACHING

ENVIRONMENT
(i) Lack of Organisation

Organisation may be lacking resulting in the teachers’ inability to prepare thoroughly
and inability to occupy learners with adequate and worthwhile (relevant) work
appropriate to their abilities.
(ii) Lack of Pedagogical skills

Curriculum methods may be lacking or too rigid resulting in the teachers’ inability to
communicate ideas, knowledge and skills effectively.
(iii) Lack of Social skills

The lack of well-organised management objectives for the class is a common source
of conflict with the learners. Attempting to cover up this deficiency by being overly
friendly or adopting a ‘tough’ stance only worsens the teacher- learner relationship
resulting in loss of respect and confidence. Teacher may lack social skills in dealing
with ‘troublesome’ students who might be ‘out to get him/her’.
(iv) Lack of subject matter competence

Lack of subject matter competence is a serious cause of indiscipline, because students
are quick to appraise their teacher. Soon they find out the teacher is bluffing and
they lose their respect for him/her. As the respect and their confidence in the
teacher is lost, they suspect inaccuracies and incompetence even in those areas
where he/she is strong.
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(v) Lack of a supportive framework

Some indiscipline might be caused by a lack of support from the school environment
making the teacher inefficient. This could be as a result of other staff and autocratic
school administrators. The nature of the cause of the problem might be rules that
are too rigid or lack of clear guidelines on matters of discipline and inappropriate
sanctions.
(vi) Inappropriate concept of discipline

The teacher may adopt a naïve attempt to ‘get to know’ the class and become too
familiar resulting in loss of control and order and create unfavourable learning
conditions. The teacher may adopt a traditional ‘hard to get’ and fail to respond to
his/her learners needs.
2.1.3 HOW DOES A TEACHER MAINTAIN DISCIPLINE?
The teacher achieves the most effective kind of discipline by personal example, not by
preaching – but by doing correct things. Teaching by example is the best way to inculcate
discipline.
POINTS TO OBSERVE IN MAINTAINING DISCIPLINE

1. Keep rules to a minimum and never make one that can never be enforced
2. Prepare your lessons thoroughly and keep the class occupied and interested
3. Ensure that the classroom conditions are appropriate to your lesson requirements.
4. Where the objective of the task is not immediately obvious, be prepared to explain its
significance
5. Know your class
6. Adopt appropriate professional style in the classroom and keep it through and through
7. Watch very carefully for signs of trouble
8. Do not confuse trivial and important matters
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9. Establish momentum at an early stage. i.e. Avoid long introductions to gain momentum
10. Be seen as fair minded and impartial
11. When issuing orders, do so firmly and unambiguously
12. Know when and how to reprimand
13. If you have to punish, ensure that the situation really demands it and that the consequences
seem worthwhile
• Avoid poor communication which can lead to misunderstanding
• Make students know from the start what is expected of them by way of behaving
• Be consistent on the standard you expect
• Avoid anything likely to blow up into an embarrassing situation
• Never punish an honest mistake and never drastic disciplinary action without full and
careful consideration
• Be skilful, tactful and understanding when dealing with students who have no desire to
Learn
EVALUATION EXERCISE
1. What is classroom management?

2. Explain any five (5) causes of learners’ indiscipline in a learning environment.
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES CLASS ENVIRONMENT
CHAPTER 3 CLASS ENVIRONMENT
This consists of three components;
a) Physical material
b) Social setting
c) Educational content
(a)Physical Material
Surrounding: These include the walls, arrangement of desks and chairs. Space is arranged for
specific purpose. Each classroom has its own assortment of furniture and these should be
organised accordingly.
(b)Social Setting
The teacher and the learners should be able to relate in a socially acceptable way. Teachers
may allow the students to work in groups. When such is done, it should be noted that the goal
is to encourage learners to learn from each other.
(c)Educational Content
The content of the schools’ curriculum and from the decisions that teachers take as to what
skills and information should be relayed. Teachers must always teach what is in the official
syllabus. Learners need to be taught particular things at particular stages in their learning.
Organisation and presentation come under this component.
3.1 MANAGING CLASSROOM SETTING EVENTS

Materials must be set in such a way that from the outset learners have every chance of
displaying their behaviours that a teacher wish them to exhibit.
When planning, our first concern is the management of setting events for the learners’
behaviour.
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3.2 SOME ENVIRONMENTAL FACTORS WHICH SET THE SCENE FOR

CLASSROOM BEHAVIOUR
3.2.1 Physical Factors
1. Amount of space for working and movements
2. Sitting arrangement
3. Distribution of material
4. Noise levels
3.2.2 Social Factors
1. Group sizes and composition
2. How learners are to work
3. Classroom rules
4. Teachers’ behaviour towards individuals and groups
5. Learners behaviour towards each other and the teacher
3.2.3 Educational Factors
1. Type of educational task; its relevance, difficulty and length
2. Teachers’ presentation and instructions
3. Written instructions and examples
4. The pattern of activities across the lesson and the daily activities.
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The chosen tasks, the pattern of activities, the presentation, the organisation of the classroom
and the materials will not only set the occasion for the learners’ academic behaviour but they
will also influence the ways in which learners behave in relation to their teacher, tasks and one
another.
The systematic management of setting events also has implications for the learner’s future
learning. The more that we can help the learners respond appropriately and consistently to the
cues provided by their learning tasks and situations in class; the more likely it is that they will
continue to do so when they encounter other similar tasks and situations in future.
The effective use of setting events is therefore as important to the learners’ ability to generalise
their behaviour beyond the immediate situation as it is to their learning of new skills and
behaviours that are appropriate.
NOTE: Setting of events should not be set by the learners themselves but by the teacher. It is
not enough to provide demonstrations, clear instructions and interesting activities. Nor is it
sufficient only to plan the classroom so that all aspects of the environment encourage the
behaviour that is desired.
Learners will not learn merely by watching someone else or by learning about the best way to
do something, they will learn by doing and experiencing the consequences of their action.
3.3 MANAGING CLASSROOM CONSEQUENCES
As teachers we can choose whether to direct efforts towards wanted or unwanted behaviour
E.g. A teacher can work to increase behaviour that he/she wants his/her learners to display.
Academic performance – A teacher must praise students where due. This could work to
decrease unwanted behaviours by correcting errors; criticise work that is below par. Teachers
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may use a combination of positive and corrective approaches depending on how well they
expect learners to succeed at what is asked of them.
The positive approach is more usual in managing learners’ behaviour or their academic tasks
where as the corrective approach is more common in dealing with the social behaviour (the
way learners behave towards one another or the teacher.)
3.3.1 Corrective Approach
The teacher is alert to unacceptable behaviour and acts on it directly. For example, two
students are busy chatting as the teacher is expounding knowledge relevant to the future of the
students.
3.3.1.1 Reasons
Teacher’s intentions are to eliminate unwanted behaviour. The teacher uses corrections,
reminders and reprimands to get rid of undesired behaviour. At first sight, this approach looks
to be ineffective, however with practice it can result in spending less time dealing with
unwanted behaviour.
3.3.1.2 Criticism Trap
This has to do with acting just to draw attention. To a larger extent there is concentration on
bad behaviour. Focus on bad behaviour can have an opposite effect. The criticism trap has the
effect that the learner learns to misbehave whilst that acceptance behaviour go without the
teachers attention and are subsequently weakened.
This can lead to negative classroom atmosphere in which the teacher and the learners are set
apart. In this approach, the teacher learns to correct and the student learns to misbehave.
3.3.2 Positive Approach
Here, the teacher is alert to desired classroom behaviour and to improved performance and
acts upon them directly. The teacher will show that he/she is pleased and tells the learners
what it is they are doing that is good. Appropriate behaviours are strengthened and they occur
more often. Students learn to behave well and to work hard in class. This approach can
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improve the learners’ behaviour and reduce teachers’ time spent dealing with misbehaviour.
This can lead to a positive classroom atmosphere in which the teacher and learners work
together towards joint objectives, effective learning and efficient teaching. This pattern is
chosen for both academic and social behaviour.
3.3.2.1 Consistency
There must be consistency throughout management of learners if they are to make sense out
of their classroom environment and learn effectively from their experiences. It is crucial that
the teachers’ classroom management is consistent from day to day and from week to week.
The teacher must also ensure that ignoring them over a period of time weakens persistent
minor unwanted behaviours to which he/she is tempted to give his/her attention instead.
3.4 A POSITIVE SYSTEM OF MANAGEMENT
It offers wider benefits for both learners and teacher alike. It enables the teacher to create a
positive classroom atmosphere in which desired and appropriate behaviour are strengthened
and occur more often. Mutual co-operation between teachers and learners is sustained and a
pattern of success in learning tasks is established.
KEY FEATURES
(i) Concentration on positive behaviour
(ii) Use classroom events to show learners how to behave
(iii) Be willing to acknowledge desired behaviour and performance even when it is only what
you expect any way.
(iv) When dealing with unwanted behaviour, it is the behaviour that is unacceptable that should
be discarded and not those individual learners
(v) Be consistent over the time with different learners regardless of your relationship.
3.5 TEACHING SKILLS
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There are a good number of skills a teacher must possess as he/she teaches. Therefore, the
following are the various skills a teacher should gradually develop
3.5.1 Set: This has to do with getting a class ready to learn. It also refers to any device, which
induces students’ attention to learn, or which directs attention to specific tasks of learning
material. A teacher must endeavor to get the attention of the class prior to start teaching or
even in the process of teaching. Getting the general attention of the class is paramount as it
determines the effectiveness of the lesson delivery. It is necessary to choose an introductory
set carefree so much so that from the beginning the lesson is well understood by the students.
It should be noted that there is a link between SET and what students should learn.
You should always think carefully how to introduce a topic (for example, these could be done
by telling a story, giving a teasing quiz or anything interesting)
3.5.1.1 How to induce a set to learn
1. Preliminary attention gaining - make sure your students are attending before you
begin your lesson
2. Orientation - Select an event, object or device which will interest your class and
match your objectives in the lesson plan to what you will teach in class. It is
important to make objectives clear e.g. having taught on something like a cheque,
bring it to the classroom for students to see it.
3. Liveliness - This consists of changing patterns of stimulation of learners so much so

that attention is gained throughout the lesson. A boring teacher will have few
(limited) movements, few facial expressions and absence of gestures.
a) Movements - During a question and answer session you should stand a little
away from the chalkboard so that you can easily write on it when you want
to.
b) Voice - Variation in quality, expressiveness, time, quality and rate of talking
should be good.
c) Silence - Silence has a language. A short pose before saying something is an
effective way of gaining attention. A pose in the midst of a sentence may do
likewise.
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d) Interaction - Sometimes teachers talk too much and lose the attention of the
students. To avoid this, you might try to vary interaction patterns for
example ‘teacher to group’ or ‘teacher to individual student’ and also
‘student to student interaction’.
4. Explanation - To explain is to give understanding to another. Good explanations
should be:
a) Brief
b) Appealing
c) Cover the essential features of the topic under discussion
5. Listening - Teachers also must develop the skill of listening to the students explanations.
Asking yourself the following questions could do this:
a) What are the main points the student is making?

b) What supporting facts or reasons are the students giving?
c) What advantages does the student give?
d) What disadvantages does this student mention?
3.5.2 Questioning and Answering
Students should be able to:
i. Identify various types of questions
ii. Effectively use the various types of questions as you are teaching
A teacher should help the students to give better answers. There are different types of
questions - There are lower older cognitive questions and higher older questions
3.5.2.1 How do you make questions fluent

There are ways to increase fluency in asking questions – Good questioning depends on
1. Clarity and Coherence
Clarity means questions should be clear and coherence means questions must be
joint and related. Questions must be well planned.
2. Pausing and Pacing
After asking a question, you need to pause until it is answered. There should be
pacing as well.
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3. Directing and Distributing Questions
Some students answers questions more quickly than others and there are active and
passive students. The teacher has to accommodate all sorts of students in class
The teacher can solve a problem of students who answer quickly and those who do
not by directing questions to specific students and distributing questions around the
class.
While asking questions, you should do the following things:
• Watch the class – So as to find out who is attending and not

• Pay particular attention to those at the back or sides of the class room
• Do not accept chorus answers
3.5.3 Prompting and probing
(a) If students give incomplete answers, prompting questions with encouragements and
phrases can often lead to total response and thus helping the students to gain confidence
(b) Probing questions should help students to think more deeply about initial answers and to
express them very clearly. When you probe, you want more information to be given by the
students.
3.5.3.1 How to improve answers

Students should be helped to improve on the basis of the following criteria
• Is the student answer clear?

Is he/she using understandable English?
• Is the student answer accurate?

Has he/she given facts that are related to the lesson?
• Is the student answer appropriate?

Has he/she answered the question?
• Is the student answer specific?

Will people know exactly what the student is talking about?
• Does the students’ answer contain support for my opinion?
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• Does the students’ answer show an awareness of complexity?

• Have the students looked at more than one side of the question?
3.5.4 Participation in discussions
The purpose of discussion in teaching is to promote interest in learning. It is important

therefore that a teacher develop the following skills;
• Ability to notice whether students are attending

• Ability to use a wide range of reinforcement techniques
• Ability to gain and control students participation in discussion
3.5.5 Personal qualities of a teacher
Ask yourself the following questions;
(a) Am I confident in what I am doing?
(b) Is my voice clear and loud?
(c) Am I enthusiastic?
(d) Do I effectively control the class?
• Make the class busy if the class is fond of making noise and shouting
(e) Am I communicating with my class effectively?
• Am I using big words

• Am I using illustrations
3.5.6 Methodology
1. Is the proposed method relevant to the class level?
2. Is the method relevant to the subject?
3. Is the method relevant to subject concepts, skills and ideas?
4. Does my lesson contain the subject approach?
5. Have I applied the sufficient variety of methods of teaching?
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6. Is learner participation in any class high?
7. Is the method am applying effective?
3.5.7 Questioning
A question is a statement that is given by one person to another demanding a response. It is

important to ask yourself whether your questioning pattern effective as a teacher.
A good question procedure is the main skill you need to grasp since it could both motivate and
help learners to understand certain ideas. Good questions should contain a number of
questions that cover a wide range of intellectual abilities such as knowledge, comprehension
application, analysis, synthesis and evaluation. Good questions should find out the how, the
what, the why and the when of any given subject under discussion.
3.6 LEARNING RESOURCES/MATERIALS
1. Am I using a variety of materials?
2. Are the chosen materials effective?
3. Is the Whiteboard or chalkboard effectively used?
• Plan how you are going to use the white/chalkboard

• Use the white/chalkboard systematically by dividing it in three parts
• Do not write anything on the white/chalkboard that is not very important
• Your handwriting should be neat, clear and large enough to be read
3.7 CONTENT
1. Is the content well organised in terms of sequence and depth?
2. Is the content related to what is being presented?
3. Does the content correspond to the objectives outlined?
4. Does the content contain a well spelt summary which corresponds to the syllabus?
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3.8 METHODS
1. Do methods in the lesson plan relate to what actually takes place in the lesson
presentation?
2. Do methods contain the right subject approach? (Since every subject has its own
approach - you have to use methods that suit the particular subject)
3. Do methods clearly spell out teacher as well as learner activities?
4. Will these methods aid (help) learners to learn effectively?
5. Does each part of the method reflect content or subject matter?
EVALUATION EXERCISE
1. Explain the terms (i) Setting (ii) Organisation (iii) Environment factors for classroom
behaviour
2. Explain techniques that can be used by the teacher to handle (i) the learners’ good
behaviour (ii) the learners’ disruptive behaviour.
3. Explain what is meant by criticism trap.
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SUMMARY
In conclusion, both learning and teaching takes place in a well conducive environment. It is in
this regard that as learner a teacher or lecturer to be become aware of individual differences
and how to management a learning environment. Take note of what has been propounded in
this module as a teacher. Wishing you all the best in the teaching
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES QUESTIONS AND ASSIGNMENTS
QUESTIONS AND ASSIGNMENTS
1. Explain what is meant by prompting and probing.

2. List causes of indiscipline in class
3. What should a teacher do in order for effective delivery of the lesson to be achieved?
MODEL ANSWERS
Answer to Exercise 1.
1. A person’s aptitude refers to those potentialities yet to be discovered by an individual
2. Ability is skill learnt and is being practiced or used. Aptitude is potential ability yet to be
discovered and not being used.
3. A person’s aptitude and abilities may be influenced by one’s genetic makeup and
opportunities often open to someone have more influence.
4. Training reduces and even removes overt (open) differences in learning of learners
5. Personality refers to qualities that makes a person different from another e.g someone
may be thoughtful while the other may not; someone maybe talkative while the other
may not, etc.
Answer to Exercise 2
1. (i) Setting: This refers to the environment that exist in a classroom. This is made up of
surroundings (e.g walls, desks, chair etc) the taecher’s relationship with the learners and
relationship between learners. It also refers to how content is relayed to learners.
(ii) Oragnisation of content: This refers to the way materials to be taught have been structured
and finally delivered.
(iii) Environmental factors for classroom behavior include sitting arrangement, noise levels,
amount of space for working and movement, group sizes, classroom rules, teachers’ behavior,
instructions, examples, the exercise given and activities across the lesson etc.
2. Techniques that can be used by the teacher to handle the learners’ good behviour include
praising good behaviour (i.e rewarding it). This enhances the beheviour. The teacher could
discourage bad behavior through reprimand and reminders.
3. Criticism trap refers a situation where the teacher gives more attention to bad behavior in class.
This has the effect that good behavior is overlooked. The result is that good behavior is
weakened.
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES QUESTIONS AND ASSIGNMENTS
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES REFERENCES
REFERENCES
Brennan, W. K (1986). Curriculum for Special Needs. Open University Press
Cohen, L ,. Manion, L. & Morrison , K. (2002) A Guide to Teaching Practice. London: Routledge
Davies, I. K(1971). The Management of Learning. London: McGraw Hill
Farrant, J. S.(1980) The Management of Learning. London : Longman
Goodson, I. F.(1994). Studying Curriculum. Backingham: Open University Press.
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES FURTHER READING
FURTHER READING
Laird, D.(1990). Approaches to Training and Development. London: Addison Wesley
Marger, R. F. (1961). Preparing Instructional Objectives. California: Fearon Publishers
Nunan, P. (1988). The Learner Centered Curriculum. Cambridge: Cambridge University Press
Salia- Bao, K. (1987) Curriculum Development and African Culture. London: Edward Arnold
Sharpes, D. K. (1988). Curriculum Traditions and Practice. London: Routledge
Urebvu, A. (1985). Curriculum Studies. London: Longman
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TEACHING METHODOLOGY INDIVIDUAL DIFFERENCES CLASSROOM MANAGEMENT

TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE

SUBJECT: TEACHING METHODOLOGY

MODULE TITLE: INDIVIDUAL DIFFERENCES AND CLASSROOM MANAGEMENT

MODULE NO: THREE

Date of publication: <date>

Address: Private Bag 7, Luanshya, Zambia

e-mail: <mail address>

Please enjoy your reading.

3.5.7 Questioning ........................................................................................................................ 24

Please read on.

At end of this module, you are expected to:

1. Define individual differences

CHAPTER 1 INDIVIDUAL DIFFERENCES IN LEARNING

Learners differ in the following ways;

1. Aptitude and ability

1.1 Aptitude and ability

a) Aptitude refers to those hidden potentialities not yet discovered by an individual.

1.2 Knowledge, Skill and Attitude

1.3 Personality and Style of learning

b) It should be noted that personality is important in the learning process. It influences

1. Explain what you understand by a person’s a aptitude.

CHAPTER 2 CLASSROOM MANAGEMENT

Classroom Management is a process of planning, leading, organizing and coordinating the

Classroom Management is also defined as a process of handling the affairs of a class in a

c) Concentration should be on noticing learners’ appropriate behaviour and providing

e) Positive and systematic management of setting events and consequences offers a

2.1.1 FACTORS THAT LEAD TO INDISCIPLINE

2.1.2 FIVE MAJOR CAUSES OF INDISCIPLINE IN A LEARNING-TEACHING

(i) Lack of Organisation

(ii) Lack of Pedagogical skills

(iii) Lack of Social skills

(iv) Lack of subject matter competence

(v) Lack of a supportive framework

(vi) Inappropriate concept of discipline

2.1.3 HOW DOES A TEACHER MAINTAIN DISCIPLINE?

POINTS TO OBSERVE IN MAINTAINING DISCIPLINE

5. Know your class

7. Watch very carefully for signs of trouble

8. Do not confuse trivial and important matters

10. Be seen as fair minded and impartial

11. When issuing orders, do so firmly and unambiguously

12. Know when and how to reprimand

• Avoid poor communication which can lead to misunderstanding

• Be consistent on the standard you expect

• Avoid anything likely to blow up into an embarrassing situation

1. What is classroom management?

CHAPTER 3 CLASS ENVIRONMENT

This consists of three components;

3.1 MANAGING CLASSROOM SETTING EVENTS

3.2 SOME ENVIRONMENTAL FACTORS WHICH SET THE SCENE FOR

3.2.1 Physical Factors

1. Amount of space for working and movements

3.2.2 Social Factors

1. Group sizes and composition

2. How learners are to work

4. Teachers’ behaviour towards individuals and groups

5. Learners behaviour towards each other and the teacher

3.2.3 Educational Factors