TEACHING SKILLS

PRESENTED BY:
H. RUFUS RAJ
Lecturer, Al Shifa College of Nursing
 Definition

A teaching skill can be defined as a set of

teacher behaviours which are specially
effective in bringing about desired changes in
students.
Component of Teaching skills Associated
with Different Stages of a Lesson

Stages of a lesson Component Teaching Skills

I. Planning Stage 1. Writing instructional objectives
2. Selecting the content
3. Organising the content
4. Selection of the audio-visual aids material
II. Introductory 5. Creating set for introducing the lesson
Stage 6. Introducing the lesson

Contd….
 Stages of a lesson Component Teaching Skills
III. Presentation Stage A. Questioning Skills
7, Structuring classroom questions
8. Fluency in questioning
9. Probing questions
10. Questions - delivery and distribution
11. The use of higher order questions
12. Divergent questions
13. Response management.
B. Presentation Skills
14. Pacing of the lesson
15. Lecturing
16. Explaining
17. Discussing
18. Demonstrating
19. Illustration with examples
20. Using teaching aids
21. Stimulus variation
22. Silence and non-verbal cues.
23. Reinforcement
C. Managerial skills
24. Promoting pupil participation
25. Recognising attending behaviour
26. Management of the class Contd….
Contd….

Stages of a lesson Component Teaching Skills

IV. Closing Stage 27. Achieving closure

28. Planned repetition
29. Giving assignments
30. Evaluating pupils progress
31. Diagnosing pupil learning difficulties
and taking remedial measures.
 Important Teaching skills

Skill of stimulus variation

Skill of explanation
Skill of reinforcement
Skill of promoting student participation
Skill of using examples
Questioning skills

Contd….
 Stimulus variation
Behaviours associated with this skill as follows:

Teacher movements : Deliberate and timed shifts about the room can
help to revive and/or sustain interest.

Focusing behaviour: Communication can be aided by the use of verbal

focusing and gestural focusing (using eye movements, facial expressions
and movement of head, arms, and body).

Changes in speech patterns : This involves changing the quality,

expressiveness, tone and rate of speech, all of which can increase
attention.

Changing interaction : Teacher and class, teacher and student and

student and student – instead of teacher monologue.

Shifting sensory channels : Pupils ability to take information can be

increased by appealing to sight and sound alternatively. Thus, the
teacher has to judiciously use audio-visual aids while teaching.
 Explanation
Factors contribute to the effectiveness in
explanation:

Continuity : Maintaining a strong connecting thread

through a lesson is a matter of greater importance.

Simplicity : Use simple, intelligible and

grammatical sentences. Keep sentences short and
use simple words.

Explicitness : explanations are concerned one must

be as explicit as possible.
 Reinforcement
Education is concerned with the modification of
behaviour.
Teacher has to reinforce desirable behaviours shown
by the student in the clinical area or class room by
providing positive feedback.
Student repeats the desirable behaviours without the
influence of extrinsic motivators.
Reinforcement can be achieved by a general approach
of giving positive verbal or written reward by
highlighting the desirable behaviours rather than the
short comings.
 Promoting student participation
Promoting student participation equips the student to
lead a socially and economically productive life.
Helps to unleash the talents of students.
Progressive in the sense that it will contribute to the
further development of the student.
Increases the level of intelligence, receptivity and
mental maturity.
Helps to identify desirable and needed information
from the student.
 Use of examples
• Use of examples is a fundamental aspect of teaching
particularly in the presentation of new material.

• Guidelines for the effective use of examples

(a) Start with simple examples and work towards more
complex ones
(b) Start with examples relevant to pupils' experience and
level of knowledge
(c) Relate examples to the principles, idea or generalisation
being taught
(d) Check to see whether you have accomplished your
objectives by asking the pupils to give you examples.

• Teaching with the help of examples is known as inductive

teaching.
 Questions and questioning
Purposes in Asking Questions :

To arouse interest and curiosity concerning a topic

To focus attention on a particular issue or concept
To develop an active approach to learning,
To stimulate pupils to ask questions to themselves and others
To structure a task in such a way that learning will be
maximised
To diagnose specific difficulties inhibiting pupil learning
To provide an opportunity for pupils to assimilate and reflect
upon information
To express a genuine interest in the ideas and feelings of the
pupil.
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