AllamaIqbalOpenUniversity,Islamabad

Assignment no.2
TEACHER EDUCATION IN PAKISATAN
(8626)
Student’s
Name SairaSiddique
Roll NO/
ID 0000475444
Tutor Muhammad Ashraf
Name

Q.1 Discuss the role of practice teaching in teaching profession. Also

highlight the curriculum incentives in this context. (20)
Role of Practice Teaching in the Teaching Profession:

Practice teaching, often referred to as teaching practicum or student

teaching, plays a pivotal role in preparing aspiring educators for the
challenges and complexities of the teaching profession. It serves as a
bridge between theoretical knowledge acquired in teacher education
programs and the practical realities of the classroom. The significance of
practice teaching can be understood through various dimensions:

1. Application of Pedagogical Theories: Practice teaching allows future

teachers to apply and refine the pedagogical theories and strategies
they have learned in their coursework. It provides a hands-on
experience to test instructional methods and classroom management
techniques in a real-world setting.

2. Development of Classroom Management Skills: One of the critical

aspects of practice teaching is the development of classroom
management skills. Aspiring teachers learn to establish a conducive
learning environment, handle disruptions, and engage students
effectively. These skills are essential for maintaining a positive and
productive classroom atmosphere.

3. Adaptation to Diverse Learners: Practice teaching exposes future

educators to the diversity of learners they will encounter in their
careers. It provides an opportunity to adapt instructional methods to
meet the unique needs, learning styles, and abilities of individual
students.
4. Cultivation of Reflective Practice: Practice teaching encourages
reflective practice, wherein teachers assess their own teaching
methods, reflect on the outcomes, and make adjustments accordingly.
This reflective process is crucial for continuous improvement and
professional growth throughout a teaching career.

5. Building Professional Confidence: Engaging in practice teaching

helps build professional confidence. As teachers successfully
navigate classroom challenges and witness positive outcomes, they
gain the assurance needed to handle various situations with
competence.

6. Establishing Teacher-Student Relationships: Practice teaching allows

for the establishment of meaningful teacher-student relationships.
Developing rapport with students is vital for effective teaching, and
 the practicum experience provides an opportunity to understand the
dynamics of building connections in a classroom setting.

7. Real-time Problem Solving: In the classroom, teachers often

encounter unexpected challenges. Practice teaching provides a
platform for real-time problem-solving, helping educators develop
the ability to think on their feet and make informed decisions in
dynamic classroom environments.

8. Integration of Technology: As technology becomes integral to

education, practice teaching allows teachers to integrate technology
into their lessons. This experience is crucial for leveraging digital
tools effectively and preparing students for the digital age.

Curriculum Incentives for Practice Teaching:

1. Structured Observation and Feedback: The curriculum for practice

teaching typically includes structured observation sessions where
aspiring teachers observe experienced educators in action. Feedback
sessions follow, providing constructive criticism and insights to
enhance teaching skills.

2. Supervised Teaching Experience: Teacher education programs often

incorporate supervised teaching experiences where candidates
gradually take on more responsibilities in the classroom under the
guidance of mentor teachers. This staged progression allows for a
smooth transition into full-fledged teaching.
3. Pedagogical Workshops and Seminars: To complement practice
teaching, curriculum incentives may include pedagogical workshops
and seminars. These sessions cover topics such as differentiated
instruction, inclusive teaching practices, and classroom management
strategies, providing theoretical frameworks to support practical
experiences.

4. Integration of Reflective Journals: As part of the curriculum,

candidates may be required to maintain reflective journals. These
journals serve as a platform for candidates to document their
experiences, challenges faced, and lessons learned during practice
teaching. This reflective component enhances self-awareness and
critical thinking.

5. Collaborative Planning Sessions: Collaborative planning sessions

with mentor teachers and peers are often included in the curriculum.
These sessions allow aspiring teachers to share ideas, seek advice,
and engage in collaborative lesson planning, fostering a sense of
community and shared learning.
 6. Assessment and Evaluation Protocols: The curriculum for practice
teaching includes assessment and evaluation protocols. Aspiring
teachers are assessed based on their lesson plans, classroom
management, instructional delivery, and the overall impact on
student learning. This evaluative component ensures accountability
and quality assurance.

7. Integration of Technology Training: Recognizing the role of technology

in education, practice teaching curriculum incentives may include
training in educational technology. This training equips teachers with
the skills to integrate digital tools effectively into their teaching
practices.

8. Inclusion of Diverse School Settings: To provide a comprehensive

experience, teacher education programs may include placements in
diverse school settings. This exposure ensures that aspiring teachers
can adapt their teaching approaches to various educational contexts
and student populations.

In conclusion, practice teaching is an indispensable component of teacher

education, bridging the gap between theory and practice. The curriculum
incentives associated with practice teaching are designed to provide a
holistic and well-rounded preparation for future educators, ensuring they
are not only equipped with theoretical knowledge but also possess the
practical skills and reflective mindset necessary for a successful teaching
career
Q.2 Discuss the role of teaching skills in teaching learning process. (20)

What are teaching skills?

Teaching skills are capabilities that enable you to contribute to your

students' success. These skills are essential at every step of the way, from
creating lesson plans and instructing learners to collaborating with
parents and school administrators. Teaching skills comprise both hard and
soft skills, which means some develop naturally while others require
formal training and practice. Effective teaching skills are essential to
keeping learners engaged and achieving academic success.

Why are teaching skills important?

Teaching skills are important to the teacher, the learner and the academic
institution. Here are reasons teaching skills are so important for you and
other stakeholders:

• Career development: Effective teaching skills enable a teacher to

become more employable and thrive in their role. Whether you're
looking for an entry-level or an advanced position, excellent teaching
 skills provide opportunities to land your dream job and advance your
career.

• Job satisfaction: Teachers with superb teaching skills are more likely
to achieve learning outcomes for their learners. It's rewarding to see
your students learning new skills, understanding course content and
succeeding.

• Happy learners: Teachers who have excellent teaching skills are well-
equipped to set their students up for success. Learners are happier
in environments where they're given the right tools and resources to
succeed.

• Institutional success: Institutions with skilled, confident teachers

have excellent reputations for stellar academic performance. Its
learners are also likely to do well in life.

Important teaching skills

Here are the most important teaching skills to develop for a successful
career:

Communication skills

This is an essential skill for teachers. To ensure students understand the

course content, teachers need to be confident in adapting their
communication style to a variety of learners. Communication enables a
teacher to transfer information to a learner and communicate with
colleagues, administration, parents and the school community. Essential
components of good communication skills include:

• Active listening

• Clarity of communication

• Age-appropriate communication

• Strong written and verbal communication skills

• Using various forms of communication to keep students engaged

Organizational skills

A teacher's typical day involves balancing multiple activities. To keep their

activities and lessons in order, teachers also need strong organizational
skills. These skills help a teacher plan the day's activities, grade papers,
and keep student records secure. A teacher's organizational skills enable
students to learn with minimal disruptions. Learners can also adopt good
organizational skills by observing the teacher.

Components of organizational skills in teaching include:

• Organizing a classroom

• Managing a classroom

• Preparing lessons
 • Maintaining records

• Time management and scheduling

Confidence

Teachers need confidence in their methods and abilities to maintain

authority over their classrooms. A confident teacher is an excellent public
speaker, knowledgeable and able to engage learners. To exhibit these
traits, a confident teacher needs:

• In-depth knowledge of the subject

• To inspire the learners

• To relate well with students

• To provides strong leadership

Motivational skills

Teachers need to motivate their learners to achieve their individual and

collective goals. Motivation may require encouragement, constructive
criticism or rewarding good behavior. Encouraging learners helps them
remain focused on learning, build their confidence and overcome learning
and life obstacles.

Conflict resolution skills

Teachers need effective conflict resolution skills to resolve conflicts that

sometimes arise among learners. Conflict resolution involves defusing
tensions, mediating arguments and helping students come to an
understanding. Teachers also need to show learners how to resolve
conflicts among themselves.

Empathy

Teachers need to be empathetic to a learner or group of learners. This is

necessary when the students are undergoing a hard time in their personal
or academic life. You can show empathy by acknowledging your students'
challenges and encouraging and supporting them.

Critical thinking

Teachers need to react quickly and find solutions to problems that arise in
a classroom or in the institution and confidently answer challenging
questions from students. The need to create lessons, assess learners, and
develop long-term plans means teachers need to develop critical thinking
skills.

Creative skills

Students thrive in creative learning environments. Teachers may therefore

need to devise creative learning plans to hold the students' attention.
Creative teachers can develop lesson plans and projects that are engaging
and develop the students' creative skills, too. Creativity learning helps
students to retain new information for longer, helping them excel in their
studies.

Patience

Patience is a valuable skill when managing an unruly classroom or

disruptive student. They may also need to be patient in explaining difficult
concepts which students are having a hard time grasping. An excellent
teacher needs to stay calm and maintain professionalism.

Enthusiasm

Showing enthusiasm for your work and the subjects you teach inspires your
students. An enthusiastic teacher makes learning fun and engaging. You
can show enthusiasm by teaching your favorite subjects and introducing
new perspectives when teaching complex lessons.
Dedication

Teachers need to be dedicated to their learners. A teacher's dedication is

clear when they show genuine commitment to ensuring learners grasp the
concepts and lessons taught in the classroom. They also need to offer
one-on-one support sessions for students who need extra help.

Technical skills

Teachers must be experts on their core subjects. In addition, teachers need

to have hard skills like reporting, making PowerPoint presentations and
operating relevant teaching software. Teachers should also be able to
show their students basic technical skills and computer proficiency.

Seeks and acts on feedback

Effective learning is a two-way process. Teachers should give constructive

feedback regularly to their students and be ready to consider their
students' feedback as well. The feedback loop in teaching is important, as
it gives teachers an opportunity to improve their lessons. It allows them to
reach their students and gives them the tools they need to succeed.

How to improve your teaching skills

Follow these three key steps to improve your teaching skills:

1. Identify your strengths and areas for improvement

The initial step is to find out what you're good at and use it as a
springboard to work on your weaker areas. Knowing your strengths boosts
your confidence. Identifying your teaching skills that need improvement
enables you to put excellent strategies in place to improve on them.

2. Implement improvement strategies

Each teaching skill requires a different strategy to improve. Consider

specific methods you can improve on them. These include:

• Public speaking practice with your friends and family

• Reading inspirational books and listening to motivational speakers

 • Attending workshops and conferences

• Joining professional associations

• Networking with other teachers

• Finding a mentor

3. Develop performance metrics

Determine how you will measure your progress. Set specific, measurable,
actionable, realistic and timely (SMART) goals. Determine how you will
evaluate each skill. You may also involve your friend or mentor to enable a
more objective assessment

How to demonstrate teaching skills in a resume

Outlining your best teaching skills in a resume makes your chances of

securing an interview higher. Here's how to make your teaching skills stand
out in your resume:

1. List your top skills: Create a list of your strongest skills and feature
them on your resume to capture the reader's attention.

2. Identify relevant work experience: Highlight roles where you

developed and exercised your relevant skills.

3. Evaluate the job description: Go through the job description to

identify which skills the hiring manager is looking for in candidates.
 Cross-reference them with the skills you have, and be sure to include
them on your resume.

4. Tailor your resume: Craft your resume to use the relevant keywords
listed in the job description for each unique role you apply for.

5. Include a skills section: A dedicated skills section is not a

requirement, but is a good way to make your skills stand out.
Consider separating your hard teaching skills and soft teaching skills
for readability.

How to demonstrate your teaching skills in an interview

When you're invited to an interview for a teaching position, you can draw
attention to your teaching skills by:

• Preparing a list of your best teaching skills in advance

• Rehearsing how to link your skills to your previous teaching

experience

• Explaining how your skills apply to the open position

• Practising common interview questions and answers with a friend or

mentor

The Role of Teaching Skills in the Teaching-Learning Process:

Teaching skills are a critical component of the teaching-learning process,
serving as the foundation for effective and meaningful educational
experiences. These skills encompass a wide range of abilities that
educators employ to facilitate learning, engage students, and create a
positive and productive classroom environment. The role of teaching skills
in the teaching-learning process can be explored across various
dimensions:

1. Communication Skills: Effective communication lies at the heart of

teaching. Teachers must articulate ideas clearly, listen actively to
students, and use various communication modes to cater to diverse
learning styles. Strong communication skills ensure that instructional
content is conveyed in a comprehensible and engaging manner,
fostering student understanding.

2. Classroom Management: Classroom management skills are essential

for creating a conducive learning environment. Teachers with
effective classroom management skills can establish clear
expectations, maintain order, and respond appropriately to
behavioral challenges. A well-managed classroom provides the
foundation for meaningful learning experiences.

3. Adaptability and Flexibility: Teaching requires adaptability to diverse

learners, unexpected situations, and evolving educational contexts.
Teachers need the skill to modify lesson plans, adjust instructional
strategies, and tailor their approach to meet the individual needs of
 students. Flexibility ensures that teaching remains responsive and
relevant.

4. Questioning Techniques: Skillful questioning is a powerful tool for

engaging students, stimulating critical thinking, and assessing
understanding. Teachers who master effective questioning techniques
can promote discussion, encourage reflection, and guide students
toward deeper comprehension of the subject matter.

5. Active Listening: Active listening is crucial for understanding

students' needs, concerns, and perspectives. Teachers who possess
strong listening skills can respond empathetically, provide targeted
support, and build positive teacher-student relationships. Active
listening enhances communication and fosters a supportive learning
environment.

6. Differentiated Instruction: The ability to differentiate instruction is a

key teaching skill. Teachers must adapt their methods to
accommodate diverse learning styles, abilities, and backgrounds.
 Differentiated instruction ensures that all students have access to
learning opportunities that align with their individual needs and
strengths.

7. Use of Technology: In the digital age, proficiency in using technology

is a valuable teaching skill. Teachers who integrate technology
effectively can enhance engagement, provide multimedia resources,
and prepare students for the technological demands of the 21st
century. Technological skills also enable teachers to access a wealth
of educational resources.

8. Assessment and Feedback: Skillful assessment practices, including

formative and summative assessments, are essential for gauging
student progress. Teachers who can design effective assessments,
provide timely and constructive feedback, and use assessment data
to inform instruction contribute to the ongoing improvement of the
teaching-learning process.

9. Motivational Strategies: Teaching involves motivating students to

actively participate in the learning process. Teachers with
motivational skills can inspire curiosity, create a positive classroom
culture, and encourage a growth mindset. Motivational strategies
contribute to increased student engagement and enthusiasm for
learning.

10. Cultural Competence: Cultural competence is increasingly

recognized as a vital teaching skill. Teachers who are culturally
 competent can navigate diverse cultural backgrounds, incorporate
inclusive practices, and create an environment where every student
feels valued and respected.

11. Collaboration and Teamwork: Collaboration skills are important for

working with colleagues, parents, and other stakeholders. Teachers
who collaborate effectively can share ideas, contribute to a
supportive professional community, and enhance the overall
educational experience for students.

12. Time Management: Efficient time management is crucial for

maximizing instructional time and maintaining a well-paced learning
environment. Teachers who excel in time management can allocate
time appropriately, plan lessons effectively, and ensure that learning
objectives are met within the given timeframe.

In conclusion, teaching skills are fundamental to the success of the

teaching-learning process. They empower educators to engage, inspire, and
guide students effectively. As teaching evolves in response to changing
educational landscapes, the continual development and application of
these skills remain essential for creating enriching and impactful learning
experiences.
Q.3 Discuss the need of training staff in education system. Highlight the
objective of academic and administration staff training. (20)

Concept of the School

A school is a social institutions for implementation of teaching and

learning and other extra-

Curriculum activities. A school is an institutions designed for impartation

of knowledge. A school is a micro part of the society curve out for the
purpose of teaching and learning. A school is a formal and non-formal
institutions that brings together teachers, students and school
administrators for the purpose of teaching and learning. A school is
considered a second home for students, and teachers as a second set of
parents.

The School is an organized social institutions meant for impartation of

knowledge. The purpose or objective of the school is to provide a medium
were instructors meet with learners to effect cane of behaviors. The School
provide avenue for conducive teaching and learning to take place between
the teachers, s and students. The Schools are designed to have service
providers (school administrators, teachers and non-teaching staff) and
services receiver (learners).
The School

stakeholders which include school administrators, teachers and

non-teaching staff are providing services that demands tem to always
upgrade their skills and knowledge.

II. Concept of Training

Training is teaching, or developing in oneself or others, any skills and

knowledge or fitness that relate to specific useful competencies. Training
has specific goals of improving one's capability, capacity, productivity and
performance. Chand, S. viewed training constitutes a basic concept in
human resource development. It is concerned with developing a particular
skill to a desired standard by instruction and practice. Training is a
highly useful tool that can bring an employee into a position where they
can do their job correctly, effectively, and conscientiously. Training is the
act of increasing the knowledge and skill of an employee for doing a
particular job. Dale S. Beach defined training as ‘the organized
procedure by which people learn knowledge and/or skill for a definite
purpose’. Training refers to the teaching and learning activities carried on
for the primary purpose of helping members of an organization acquire and
apply the knowledge, skills, abilities, and attitudes needed by a
particular job and organization. Training deals with providing staff with
specific skills or helping those correct deficiencies in their performance. It
is a short-term learning process that involves acquiring knowledge,
sharpening skills, concepts, and rules, or changing attitudes and behaviors
to enhance the performance of employees. Training is an activity leading to
skilled behavior, teaching employees the basic skills they need to perform
their jobs. The heart of a continuous effort designed to improve employee
competency and institutional performance.

The objectives of school training includes; to erupts teachers,

non-teaching staff and school

administrators wit intellectual knowledge, manual skills and problem

solving skills. Generally,

Training is meant to improve staff professional skills and knowledge.

Training enables staff to gain the knowledge required to perform their
duties while contributing to organizational development.

These training programs are designed to help staff learn different skill
sets to perform their daily tasks efficiently, improve overall performance,
develop efficiency in their job, and avoid violations of laws and regulations.
By providing comprehensive training and support, school can ensure that
teachers are productive and engaged, which leads to greater retention and
job satisfaction over time. From the above, training is an organized
programme designed to improve professional skills and knowledge on the
job on or on a special skills. Training is the process of equipping staff with
skills and knowledge that will aid to improve the job performance in the
institutions.

Types of Training

There are different types of training, namely:

1. School staff training

School staff training is an important aspect of professional

development and is essential for ensuring a successful and safe learning
environment for students. It helps staff to stay up to date on the latest
trends and techniques, promotes a positive school culture, ensures
student safety, and enhances professional development (Raghave
foundation 2023). School staff training is important for schools because it
is the only means to upgrades skills and knowledge needed to
effectively support the administrative functions, teaching and learning and
development of students.

2. Orientation Training

Effective staff orientation training provides basic organizational

information that new hires need to prepare for their role in a company.
The orientation program benefits both employees and employers by
educating new hires, setting them up for success in their new roles,
addressing any questions they might have, and helping them contribute to
the organization right away. Some key components of an employee
orientation training program: Self-paced online learning programs for
job-specific technical training; Online courses to explain the ins and outs
of enterprise software; Information on safety procedures; Hands-on
training on machines and equipment; In-person group training sessions for
soft skills training like customer service, team-building, and client
management; and Formal courses through outside vendors on business and
other topics.

3. Onboarding Training

Onboarding training is the process of getting your new hires up to speed,

understanding their new responsibilities, getting familiar with company
culture, and becoming productive team members quickly. Employee
orientation is a 1-2 days process, whereas the staff onboarding training is
a series of events that take place for a week, a month, or even a year in
some cases. Onboarding is responsible for truly integrating an employee
within an organization.

4. Compliance Training

Compliance training is a workplace training type mandated by legislation,

regulation, or policy. It educates employees on the laws and regulations
applicable to their job function or industry. An effective compliance
training program helps prevent poor conduct and ensures proper
governance in an organization. It helps minimize risks, maintains
reputation, and provides a better and safer workplace environment for
employees. Some examples of courses covering government-mandated and
industry-specific compliance policies include: Anti-harassment:
Anti-harassment compliance training programs administer guidance and
measures for responding to incidents like bullying, harassment, and
sexual harassment; Diversity training: Diversity training emphasizes the
strengths of diversity and addresses how to work with people of
different ethnicities, genders, sexual orientations, ages, mental or
physical abilities;

Cyber security training: These programs include how

To manage sensitive and confidential information efficiently and train

staff on the strategies, tools, and systems needed to protect personal
data; and Business ethics: The ethics & compliance training programs
include risk assessment training, methods to encourage whistleblowing
staff accountability structures, and a system for addressing grey
areas/conflicts of interest.

5. Product Training

Product training includes all the information about your organization’s

goods, services, or products that employees need to learn to perform their
jobs effectively. Depending on different employee roles, product training
focuses on various aspects and has other learning goals. Value-adding
product training enables a marketing team to reach the right market and a
sales team to answer the critical questions customers are looking for.
Some of the most common product knowledge training objectives to help
different groups get the most out of the product training: Product training
for sales reps: Train the sales team on the product to improve their
communication with the customer, overcome prospects’ objections, and
close deals faster; Product knowledge training for customer service: Train
the support team on the technical aspects of the product – how it works,
what parts it consists of, and how to fix it Product training for a marketing
team: Training on distinctive features and benefits of the product to create
an effective positioning and promotion strategy; and Product knowledge
training for customers: Train your customers on how to use the product
and achieve great results – this can also be known as product adoption.

6. Leadership training

Leadership training for your existing leaders is a way to refresh and reset
their mindset. On the other hand, leadership training for other employees
helps them better understand their current roles and learn what it takes
to become exceptional leaders in the future. Leadership development
training programs have several important benefits, such as: Increase
employee morale and retention; Promote better decision making; Build
better teams; and Improve leadership styles.

7. Technical Training

There is an infinite number of new software applications and

technologies emerging in every industry. In order to avoid the risk of
falling behind the competition, employees need to continuously adopt
the latest technologies or update existing ones. Technical training enables
your workforce to build core technical skills and master the technical
aspects of their jobs. Strategies facilitate technical training for your
employees: Demonstrate a clear link between technical training and
career progression to keep employees motivated and engaged throughout
the course; Demonstrate how technical training can positively impact an
employee’s real work; Use subject matter experts to enable effective
instructor-led training sessions; Allow learners to customize their
training to make them engage more with the content; and Lecture-based,
hours-long training is no longer an effective mode of training for the
modern workforce.

8. Quality Assurance Training

Quality assurance training helps employees better understand quality

assurance activities and improve processes that ensure the final product
or service meets set quality standards, which leads to customer
satisfaction and loyalty. Q/A training benefits organizations in many ways:
Establish trust and integrity with customers; Reduce wastage, improve
profit margins, and accelerate growth. Build a company culture that
prioritizes quality products; Build meaningful customer relationships
and customer loyalty; and an educated and engaged employee base.

9. Soft-Skills Training

Soft skills training programs focus on personal attributes, such as

communication, conflict resolution, and problem-solving, that are
necessary for an individual’s success and career development.
Olatunde-Aiyedun, T.G. and Ayo (2023) noted that soft digital skills such
as word processing are one of the basic essential skills in every
organization, business unit and employee role. Soft skills are crucial for
gaining new clients, improving current customer relationships and service
metrics, and building a stronger team dynamic. Steps to design a soft skills
training program for your organization: Decide what soft skills are
necessary for your employees; Assess employee soft skills via
self-assessments; Identify the resources required depending on the type of
training; Set goals to assess the effectiveness of the training program;
Share the benefits of the training program with your employees to
engage them; and Provide ongoing feedback to learners.

10. Team Training

Team training encourages beneficial team dynamics, ensures every

team member has the same professional growth opportunities and
improves employee morale, collective efficacy, and member satisfaction.
Strategies implement team training in a workplace: Use your team’s input
to determine training needs; Establish a training schedule that suits
every team member; Implement team-building sessions across different
departments working towards the same organizational objectives; Explain
how every individual contributes to the overall team training objective to
get their buy-in and give them a sense of purpose; Focus on good
team-building skills to unite employees around a common goal and
increase productivity; Cater to the different learning needs of your team;
and

Follow up after training sessions.

11. Diversity Training

Diversity training programs create awareness for diversity-focused issues

within the workplace with an aim to facilitate positive interactions and
reduce prejudice and discrimination among employees. These programs
encourage employees to embrace people with diverse cultures and
backgrounds, including – race, color, nationality, sexual orientation,
religion, gender, physical and mental ability, etc. Implementing a diversity
training program is an important step toward reducing the risk of
workplace discrimination and harassment claims. An effective diversity
training strategy with these steps: Conduct a thorough assessment to
identify key diversity and inclusion barriers; Research and analyze the
assessment data to develop objectives and goals; Develop a clear,
detailed definition of what the program should entail; Create common
goals for all employees; Look out for an expert to run the program; All
employees, including senior executives, must participate in the
training sessions; and Focus on a long-term plan led by experts rather than
producing a short-term solutions a reaction to a specific event.

12. Safety Training

Safety training is especially important in industries that involve physical

labor as it reduces the risk to individual employees as well as a company’s
potential liabilities. Some safety training programs, such as fire prevention
or lockdown drills, are somewhat universal, while others are highly industry-
specific. For instance, companies that use potentially dangerous chemicals
will need rigorous safety training protocols, while food-service companies
must provide food safety training. Safety training sessions can be held
in-house, but organizations usually hire external practitioners with
more adequate knowledge to train their employees.

13. Up-skilling

Up-skilling is the process of employees learning new skills and acquiring

relevant competencies needed for today’s work environment as well as
for the near future. It focuses on improving employees’ skill sets,
usually through continuous training programs, to help them advance in their
jobs. Some steps you can take to up-skills in the workforce: Assess your
workforce needs: Conduct a skills assessment to identify the skills gaps
within your workforce. This will help you understand

14. Reskilling

Reskilling is a process where employees learn new skills to move into a

different job role within the organization or to meet the new demands of a
current role. It typically occurs when an employee’s previous tasks or
responsibilities become irrelevant, often due to advances in technology or
skill gap.

The need for training staff in the education system is paramount,

considering the dynamic nature of education, technological advancements,
and evolving pedagogical approaches. Training is not only essential for
teachers but also for academic and administrative staff, as it equips them
with the skills and knowledge necessary to meet the challenges of a rapidly
changing educational landscape.
For Academic Staff: Training for academic staff is crucial to keep them
abreast of the latest educational research, teaching methodologies, and
technological innovations. Continuous professional development ensures
that teachers are well-equipped to address diverse learning needs,
integrate modern instructional technologies into their lessons, and
implement effective pedagogical strategies. Furthermore, training
enhances subject knowledge, encourages reflective teaching practices, and
promotes the adoption of innovative and student-centered approaches. The
objective of academic staff training is to cultivate a culture of lifelong
learning among educators, empowering them to adapt to new educational
paradigms and contribute to the continuous improvement of teaching and
learning processes.

For Administration Staff: In addition to academic staff, training for

administration staff is equally vital for the smooth functioning of
educational institutions. Administrative staff, including school managers,
coordinators, and support personnel, require training to enhance their
organizational and leadership skills. Training programs for administrative
staff focus on areas such as strategic planning, financial management,
effective communication, and crisis management. The objective is to equip
administrative staff with the competencies needed to efficiently manage
resources, streamline processes, and create a conducive environment for
academic success. Additionally, training fosters a sense of professionalism,
teamwork, and adaptability among administrative staff, ensuring the
effective coordination of various aspects of educational administration.

In summary, the need for training staff in the education system is driven by
the imperative to stay current with educational advancements and to
foster a culture of continuous improvement. Academic staff training aims
to enhance teaching effectiveness, while administration staff training
focuses on developing the managerial and organizational capacities
required for the efficient functioning of educational institutions. Ultimately,
a well-trained and motivated staff contributes significantly to the overall
quality and success of the education system

Q.4 Compare the teacher education system of India and Pakistan.

(20)
The teacher education systems in India and Pakistan share some common
features, given their historical and cultural ties, but they also exhibit
differences in terms of structures, policies, and implementation. Here's a
comparative overview:

Similarities:

1. B.Ed. Programs: Both India and Pakistan offer Bachelor of Education

(B.Ed.) programs as the primary route for preparing teachers. These
programs typically focus on pedagogy, educational psychology, and
subject-specific teaching methods.

2. Duration of Programs: The duration of B.Ed. programs in both

countries is generally one to two years. However, variations exist
across states or provinces.
 3. Focus on Classroom Practice: Teacher education in both countries
emphasizes practical teaching experience through teaching practice,
internships, or practicums. This hands-on experience is considered
essential for prospective teachers.

4. Government Regulations: Both countries have government bodies

responsible for regulating teacher education. In India, the National
Council for Teacher Education (NCTE) oversees teacher education,
while in Pakistan, the Higher Education Commission (HEC) and the
provincial education departments play a role in regulating teacher
education.

Differences:

1. Structure and Governance: In India, teacher education falls under the

purview of various universities and affiliated colleges. Each state
 may have its own policies and regulations for teacher education. In
Pakistan, teacher education is influenced by both federal and
provincial authorities, with variations in policies and implementation
across provinces.

2. Curricular Variations: The structure and content of teacher

education programs can vary significantly between Indian states and
Pakistani provinces. Each region may have its own curriculum and
emphasis on certain aspects of teacher preparation.

3. Integration of Technology: There might be differences in the

integration of technology in teacher education. Some Indian teacher
education institutions may place a greater emphasis on leveraging
digital tools and online resources, while Pakistani institutions may
have varying approaches.

4. Language of Instruction: The language of instruction in teacher

education programs can differ. In India, teacher education may be
 offered in various regional languages along with English, whereas in
Pakistan, English and Urdu are often the primary mediums of
instruction.

5. Certification and Licensing: The certification and licensing processes

for teachers can differ. India may have variations in certification
requirements across states, while in Pakistan, provincial education
departments may set their own criteria for teacher certification.

6. Quality Assurance Mechanisms: Quality assurance mechanisms, such

as accreditation processes and standards, may differ between the
two countries. India's NCTE has specific quality assurance measures,
and in Pakistan, the HEC and provincial education bodies play a role
in ensuring quality.

7. Professional Development Opportunities: Opportunities for ongoing

professional development may vary. India may have a more
decentralized approach, with states offering various programs, while
 in Pakistan, the provincial education departments may play a
prominent role in professional development initiatives.

In conclusion, while India and Pakistan share similarities in their teacher

education systems, variations exist in terms of governance, curriculum,
language of instruction, and quality assurance mechanisms. The
context-specific nature of teacher education in each country reflects the
diversity within their educational landscapes

Q.5 Elaborate the concept of cooperative teaching. Discuss how this

concept helpful in teaching learning process. (20)

What are the cooperative learning strategies?

Five essential elements or strategies of cooperative learning are

face-to-face interaction, positive interdependence, individual
accountability, group processing, and collaborative skills.

What are examples of cooperative learning?

Examples of common cooperative learning methods include
think-pair-share, reciprocal questioning, jigsaw, scripted cooperation, and
group investigation. Some examples such as think-pair-share are quite brief
and can be completed in 5 minutes. Others, such as group investigation,
may extend over several weeks.

What are the types of cooperative learning?

Cooperative learning can take place in any of three common types of

learning groups:

• Informal cooperative learning groups, which may last for only a

portion of a lesson or class session

• Formal cooperative learning groups, which last for one class session
or one or more weeks

• Cooperative base groups, which last for at least one year

What is the purpose of cooperative learning?

The purpose of cooperative learning is to provide structured opportunities

for learners to work together to learn both content and collaboration skills,
such as communication, conflict management, leadership, and
decision-making, while also strengthening their commitment to group goals
and other group members.

What is the meaning of cooperative learning?

Cooperative learning takes place in groups of learners with mixed ability
levels. In cooperative learning, the group's success is rewarded instead of
the individual successes of its member

The purpose of cooperative learning is to provide structured opportunities

for learners to work together to learn both content and collaboration skills,
such as communication, conflict management, leadership, and
decision-making, while also strengthening their commitment to group goals
and other group members

What is Cooperative Learning?

Cooperative Learning is an instructional method in which students work in

small groups to accomplish a common learning goal under the guidance of
the teacher.

Cooperative learning strategies offer students the possibility to learn by

applying knowledge in an environment more similar to the one they will
encounter in their future work life.

Teachers get the chance to work on core competencies and on students’

communication and soft skills, which are valuable for students’ success in
life and work, integrating them in school curricula.

Cooperative learning strategies are content-free structures that can be

reused in different school contexts and we are going to learn how to use
some of them.
Strategies can be used both in pairs and groups and are designed to fulfill
all the so-called PIES principles: Positive interdependence, Individual
accountability, Equal participation and Simultaneous interaction.

Personal Interdepence

In general we talk about positive interdependence when a gain for one is a

benefit for the other. Pair and group members experience themselves as a
team and are on the same side working toward the same goal.

To ensure positive interdependence while working with cooperative

learning, two requisites must be met. students should feel on the same
side and the task should require working together.Check out our course on
collaborative learning if you wish to know more about how to promote
students’ collaboration and engagement in the classroom.
Individual Accountability

In the cooperative classroom, students work together as a team to create

and to learn, but ultimately every individual student is responsible for his
or her own performance.[3]

It is exactly to fulfill both positive interdependence and individual

accountability that in every cooperative learning strategy students are
given both time to think/work alone and to interact with peers.

In this way students’ autonomy and cooperation are improved.

Equal Participation

Pair and group work is usually very well welcomed by students, but the
problem is that it is difficult to check whether students are equally working.

Cooperative learning strategies instead make sure every student in each

team or pair is equally contributing to the final achievement. They are
actually designed to make students interact and to have everyone at every
step of the activity fulfil a specific task.

Simultaneous Interaction

In sequential interaction, when only one student at a time is engaged, the

teacher talks (at least) twice for each time a student talks. And when the
teacher is the most active participant in the classroom, students are
obviously disengaged (and most likely bored as well).
Cooperative learning strategies on the contrary are designed to produce
simultaneous interaction, so to engage as many students as
possible simultaneously.

Cooperative Learning and Classroom Management

What teachers soon observe when working with cooperative learning

strategies is that working together will offer students the chance to know
their classmates better. It also helps to create a better community and
therefore a warmer atmosphere in the classroom.

Cooperative learning, reducing students’ disengagement and favoring the

natural need of students for social interaction instead of contrasting it,
helps also minimize classroom management issues.

Moreover, cooperative learning strategies often offer students a break

from the lesson, giving them also the possibility to move around in class.

“Schools on the move” – The Finnish Programme

The Finnish programme “Schools on the move”[5], with 90 percent of Finnish
schools participating, has proven that implementing short active breaks
during the lessons improves the health and wellbeing of students, as well
as school enjoyment. And cooperative learning strategies are a great
opportunity to engage students in active learning methods involving
movement as well.

Using different strategies in class fosters communication among students,

and can make the class more meaningful and fun at the same time.
Communication skills are recognized to be valuable for students’ future
work- and personal life. But yet they are often neglected in school curricula.
If you wish to promote your students’ engagement in class, we recommend
you check our course and learn how to enhance their communication and
social skills through drama techniques.

Are Cooperative Learning Strategies difficult to implement?

Are they time consuming?

Cooperative learning strategies are not only very scalable but most of the
time they require very little to no preparation. And some of them last less
than 5 minutes, having in this short period of time all students in class
being challenged and engaged.

Teachers can start by implementing one single strategy in their own lesson
and then evaluate the outcomes in different school classes.
Strategies like Think-Pair-Share or Circle-The-Sage, for example, are not
time-consuming at all and do not require a long preparation either.

Think-Pair-Share

Think-Pair-Share is the solution to the situation every teacher encounters

when asking a question in class: having the same student(s) answering
every single time.

Most of the students do not even feel challenged to think of a possible

answer, not to mention speaking up. This happens for many reasons,
probably not only due to a lack of knowledge or preparation, but also due
to a lack of self-confidence.
Moreover, research on “wait time” reveals that most teachers provide an
average of only one second of think time after they ask a question.[6]

Cooperative learning strategies also engage introspective and slower

students, who need time before they feel ready to answer.

In Think-Pair-Share the teacher asks a question to the whole class, as he or

she would do at the beginning or at some point of the lesson.

Depending on the age and on the level of the students, it could be

something that requires personal interpretation at some point or not.
Students get some solo time to think about a possible answer- or to write it
down- then they turn to their classmate sitting next to them and get some
pair-time to share and discuss what they have just found out.

At the end of this activity, the teacher randomly chooses two or three pairs
and asks them to briefly share their answers or responses.

No matter how old students are- I have successfully used this strategy not
only for small children but even in my teacher training courses. it is
astonishing how much mutual interaction deepens their understanding.

Pairs will most of the time succeed where single students would have
probably failed.

Think-Pair-Share can also be used to have students reflect on a topic, even

when no right interpretation is needed, and, being the simplest and most
famous cooperative learning strategy, can be the first one to be
implemented.

Circle-the-Sage

Another very effective strategy for engaging students in answering a

question is Circle-the-Sage.

The teacher asks a question in class, and then asks every student who can
answer it to stand up. All the other students can now choose a classmate
and listen to the explanation.

Peer tutoring has proven to be very effective for both sides: high achievers,
who are already familiar with content, get the chance to prove it and learn
valuable communication skills at the same time.
And teachers surely don’t need to be told how much you can learn by
teaching! Students who missed a concept get the chance to listen to
another peer explaining.

Timed-Pair-Share

Communication includes not only speaking, reading and writing, but also
listening. And it is exactly in practising the latter that the next strategy
focuses on.
Timed-Pair-Share is perfect for students to interact and practise the
language, so it can be used in every subject where the context is everything
and it makes sure every student will talk and listen for the same amount of
time.

After having given a topic and some time to think about it, the teacher asks
students to pair up and states how long they will share- one or two minutes
are a good start. In pairs, partner A shares and partner B listens. To rapidly
check if the person who is talking is the one supposed to, partners can hold
a pen while sharing. At the end, partners B provide positive responses, like
“I enjoyed listening to you because…” or “Your most interesting idea was…”
and partner switch roles.[7]

The strategy Timed-Pair-Share makes shy and less talkative students

speak up and force everyone to be listening for a specific amount of time.
Through this activity, students improve speaking and listening skills equally
and get to know their classmates better.

Moreover: listening without the urge to respond helps listeners focusing on

the speaker and listening only to understand, which is the definition of
active listening.

In second-language instruction Timed-Pair-Share can be used with any

possible topic, depending on language proficiency, whether for subjects
like history or literature it can be used to ask for opinions or personal
interpretations.
Agree-Disagree Line-ups

A good way to involve some movement before starting a Timed-Pair-Share

and to make sure students get to talk to everybody else in the classroom
and not merely their neighbors is Agree-Disagree Line-ups.

The teacher announces a statement, such as, “I feel my opinion matters in

this class” “Taxes should be raised” etc. The strongest ‘agree’ student
stands at one end of the line while the strongest ‘disagree’ stands at the
other. The remaining students stand between, closer to one end or the other.
Through Timed-Pair-Share, students listen carefully to those with a similar
point of view (those standing next to them in the line) or the teachers folds
the line so they listen to and understand a point of view different from
their own.
Rally Coach

An effective cooperative learning strategy to implement peer tutoring in

class is Rally Coach.

In pairs, students take turns, one student solving problems while talking
through their thinking aloud, while the other listens, coaches where
necessary and provides positive feedback. Roles are then reversed to do
another exercise.

Rally Coach can be used to maximize interaction and feedback when doing
exercises in class. Students learn how to work autonomously when solving
the exercise, but also how to interact, give and receive feedback from a
classmate. Simultaneous interaction is provided, since every student in the
class is active at the same time- either in solving the problem or coaching.

Peer tutoring’s downside is that it implies that some students are weaker
than others and need therefore some help. Using Rally Coach,
low-achievers get the help they need when doing the exercise and learn
from high-achievers when coaching.