Module 1

Contents
Module One: Reflective Teacher.........................................................................................3

Session 1: Introduction....................................................................................................3
Session-2: Principles of Learning....................................................................................4
Session 3: Principles of Learning (cont.).........................................................................7
Session 4: Domains of Learning......................................................................................9
Session 5: Instructional objectives.................................................................................11
Session 6: Instructional Planning...................................................................................14
Session 7: Lesson Plan...................................................................................................16
Session 8: An Effective Teacher....................................................................................20
Session-9: Qualities and Responsibilities of an Effective Teacher...............................25
Session 10: Time management......................................................................................29
Session 11: Module Reflection and Evaluation.............................................................36
Module 1 THE REFLECTIVE TEACHER 1

Training Objectives
After the completion of the training, trainees will:
 be familiarize with the basic concepts of instruction and pedagogical terminologies
 understand the basic principles of learning and their implication for instructional process;
 be able to apply the principles of learning in the process of instruction;
 be able to formulate appropriate instructional objectives;
 be able to prepare appropriate instructional plans;
 demonstrate the characteristics of a reflective teacher
 develop teaching as a skill, based on sound knowledge and experience
 assess their own instructional activities and become a reflective teachers
 select and apply appropriate active learning methods;
 identify features of effective instruction;
 select and use appropriate instructional media in the teaching process;
 play an active part in institutional development and industries attachment
 assess students’ performance inline of the instructional objectives set;
 construct tests based on the principles of test construction
 have high standards of professional ethics and values
 demonstrate good practice and be a role model for their students

Module One: Reflective Teacher
Session 1: Introduction
1.1. Self Introduction
MY ACHIEVEMENTS AND EXPERIENCE (CV)
Activity 1
This is an outline of your Curriculum Vitae (CV), which is a record of your education and
experience. The trainer will use this and your Reflective Activity in this session during your
first professional interview.
Name: ________________________________________ Date of
birth:______________
Current post:__________________________________________
Institution: Post: Date of
appointment:
Educational qualifications (After HIGH SCHOOL)

Qualification Institution Date awarded
Teaching experience
Institution Subjects taught & responsibilities Dates

Any other relevant experience Dates
Other interests & activities
1.2. Definition of Terms
Activity-2: Write the meanings for the following terms:

- learning
- teaching
- training
- education
- pedagogy
Session-2: Principles of Learning
The following are some basic principles of learning.

1. Learning is self-active
That means learning can’t take place without the participation of the learner because it is
something that one does for himself. Learning is the student’s personal function. Students can
remember much more when they participate (act and react) in the learning process.
Activity-1: Discuss with your friends and indicate the implication of this learning principle for
teaching?
2. Learning is unitary or individual.

This means no two persons learn the same way and at the same pace because of the
difference in their learning needs, experience, learning styles and learning disabilities, etc…
Learning Styles
As the result of heredity, upbringing, and current environmental demands, different
individuals have a tendency to both perceive and process information differently. Such
differences in perceiving and processing information is called learning style. Learning styles
are generally classified as:
Concrete and abstract perceivers:

Concrete perceivers absorb information through direct experience, by doing, acting, sensing,
and feeling. Abstract perceivers, however, take in information through analysis, observation,
and thinking.
Active and reflective processors:
Active processors make sense of an experience by immediately using the new information.
Reflective processors make sense of an experience by reflecting on and thinking about it.
Activity-2: What is (are) the implication(s) of this learning principle for teaching?
3. Learning can take place without formal teaching

Learning is not necessary an outcome of teaching. That means one can learn in the absence of
a teacher from books, peer, environment, etc.
Activity-3: Discuss on the implication of this principle for teaching?
4. Learning is influenced by the already existing ideas or knowledge

Mostly, people construct their own meaning for things by connecting new information and
concepts to what they already know or believe. Concepts that don’t have multiple links with
how a student thinks about the world are not likely to be remembered. Concepts are learned
best when they are encountered in a variety of contexts and expressed in a variety of ways.
This implied that the learning experience should be built on the background of the learner,
and instruction should be meaningfully linked with students’ experience or life. Teachers
need to help students to make meaningful connection between what hey already know and
what is new.
However, effective learning often requires more than just making multiple connections of
new ideas to old ones; it sometimes requires that people restructure their thinking radically.
Thus, students must be encouraged to develop new views so as to help them make better
sense of the world.
Activity-4: List out activities you shall do to link your lesson with your students’ experience.
5. Learning needs Motivation

Research showed that motivated students can learn more than unmotivated ones. That means,
to learn effectively and to bring about the expected behavioral change the learner should be
properly motivated and should see the value of the learning experience.
Activity-5: Indicate the different means you should use to motivate your students.

6. Learning needs Reinforcement
Reinforcement is a powerful tool to promote learning or in shaping of behavior. This implied

that instructors need to reinforce their students to ensure the desired behavior.
Activity-6: Indicate the different means you should use to reinforce your students.
7. Learning is purposive
That means desired behavior is learnt better and desired learning motivates change. People
work harder and learn more when they have a goal, ‘felt-need’. The greater the attractiveness
of the goal, the better the effort put forth to learn. Learning requires focused attention and
awareness of the importance of what is to be learned.
Activity-7: What activities should you do to put this principle in to practice?
8. People learn to do well and retain when they practice doing

If students are expected to apply ideas in novel situations, then they must practice applying
them in novel situations. Thus, after the students demonstrate correct (desired) performance,
they should be urged to practice to maintain the desired performance and to retain better.
Activity-8: Indicate your agreement or disagreement on the following statements.

Statements agree disagree
Periodical review and retrieval of what has been learnt promote deep
understanding and retention.
Emphasis should be placed up on the application of what has been learnt than
merely the accumulation of it.
9. Learning should be comprehensive

Complete behavioral change can be achieved when learning is comprehensive enough to
include the three domains of learning, cognitive, psychomotor, and affective.
Activity-9: What should you do to make learning comprehensive?
Session 3: Principles of Learning (cont.)

10. Leaning requires feedback
Learning often takes place best when students get appropriate feedbacks to their work. For
feedbacks to be most helpful to learners, they should be specific, constructive and immediate.
Appropriate feedbacks to students on their work help them to reflect on, discover their
mistakes, make adjustments and try again.
Activity-10: Explain the concept of feedback. What factors hold you back from providing your
students with feedback? Suggest alternative feedback methods you shall use to overcome these
factors.
11. Well organized lesson is easier to learn
Students learn better if the lesson has a clear organization and if the contents are presented in
appropriate learning order.
Activity-11: What should you do to make your lesson well organized?
12. Relevant teaching-learning methods and teaching materials enhance transfer of the
learning experience.
Activity-12: What issues do you take into account to select appropriate teaching methods and
teaching materials?
Exercise: Read other principles described below, and reflect on how you apply them in your
future classroom practice
13. Ways learners are assessed and evaluated affects the ways they study and learn. Ensure
that students are aware of how they will be assessed. Make sure that assessments are
designed to assess the kinds of knowledge skills and attitudes you want to promote. Then
‘learning for the exam / test’ will be of benefit.
14. Mastering a skill or knowledge takes time and effort. Students need to be aware that
mastery of a subject takes time and effort. It cannot be achieved simply by attending
class. They need to be good time managers and use and control their time effectively.
15. High expectations encourage high achievement. Students achieve more when working
with teachers with high expectations. Find out what expectation students have of
themselves; make your expectations of them explicit. Develop their self confidence. Be a
good role model.
16. Teachers need to balance levels of intellectual challenge and instructional support.
Provide ‘scaffolding’, especially for first years, to help your students build knowledge

with confidence. Different students will require different amounts of scaffolding. Use
more able students to help others.
17. Interaction between teachers and learners is one of the most powerful factors in
promoting learning; interaction between learners is another. If students believe that
teachers care about them, they are more likely to want to work hard and be successful.
Learning names and acknowledging individuals is a good start. Working together on tasks
that can be completed more effectively in a group encourages positive interaction and
mutual support.
Differences between Adult and Children Learning
Adults learn like children in many ways, but there are some important differences.
Activity-1: A) Fill in the blank spaces for the following using either ‘adults’ or ‘children’
1. ________ learn more effectively than ________ when the lesson is connected to their ‘felt
need’ i.e., if the lesson is useful to their lives.
2. __________are less selective in what they learn than_______________
3. __________contribute to the learning process more than____________
4. The level of participation in the learning of _________shall be more than that of
___________
5. ____________ are more interested than __________to see the applications of learning.
B) What other differences are there between adults and children in their learning?
Session 4: Domains of Learning

Education has to do with the development of the person as a whole (mind, feelings or
emotion and body), i.e., the development of how people think, feel and act. These are the
major areas of learning and classified into three groups called domains of learning. These
are:
1. Cognitive domain
2. Affective domain and
3. Psychomotor domain
These domains of learning are generally useful for planning and implementing instruction.
Specifically, they:
- help to write educational goals and objectives;
- serve as a means to decide about depth and breadth of the course or lesson;
- serve as a base to select and use learning activities;
- serve as a means to design assessment methods;
The three domains of learning, although different, are still connected to one another and even
overlap.
1. Cognitive domain
It is also called the thinking domain. It deals with knowledge and facts. It involves learning
and remembering facts, concepts, generalizations etc and their application in problem
solving. It is the main area used for gathering information including those subject matters
learnt in classroom. Thinking doesn’t include action or attitudes.
Consists of six (6) levels of sophistication from simplest to most complex
1. Knowledge: memorization and recall
2. Comprehension: interpretation and understanding of the meaning behind the
information
3. Application: use of classroom information to real-life situations and experiences
4. Analysis: separation of the whole into parts in order to analyze their meaning and
understand their importance
5. Synthesis: combining of pieces of information into a new or different whole
6. Evaluation: making judgments and decisions about with the information presented
Some classroom activities to target cognitive domain are lecture, discussion, reading,
diagramming, case studies, drills, etc…
2. Psychomotor domain
It is also called the action domain. It deals with skills, actions and manual manipulation. It
involves the coordination of both mental and muscular activities it is related to physical
activity, which is learned best by doing or functioning. We learn actions by observing people
around us and imitating how they behave and do different tasks.
Consists of five (5) levels from basic to complex
1. Imitation: repeating actions or example given by instructor
2. Manipulation: performing and practicing skills
3. Precision: reproducing skills without mistakes (with accuracy and exactness)
4. Articulation: proficient and competent performance of skill with style or flair
(combine one or more skills in sequence with harmony and constancy)
5. Naturalization: mastery level skill performance without cognition. Sometimes
referred to as “muscle memory” or automatic
Some classroom activities to target psychomotor domain are skills practice, scenarios,
simulations, role playing, etc…
3. Affective domain
It is also called the feeling domain and includes learning attitudes, values, appreciations and
emotions including happiness, sadness, fear etc. It is connected to positive or negative
attitudes which cause us to do something or prevent us from doing. Feelings change slowly
most of the time and are not influenced easily by changes in knowledge. Attitudes and
feelings have influence on all changes of behavior.
It is the most difficult domain to evaluate. It consists of five (5) levels from simple to
complex.
1. Receiving : awareness of the value or importance of learning the information and a
willingness to learn
2. Responding: willingness to actively participate in the learning process and deriving
satisfaction from doing so
3. Valuing: perception that behavior has worth
4. Organization: integration of different beliefs, reconciling differences
5. Characterization: development of one’s own value system that governs one’s behavior
Some classroom activities to target affective domain are modeling behaviors you expect the
students to emulate (tolerance, punctuality, respect, kindness, honesty and integrity), role
playing situations involving affective domain content, sensitivity training, awareness
creating, etc…

Note: - Feelings and attitudes at the time of observation affect our actions. That is, if we are
afraid or sad, we learn very slowly or totally fail to learn; while if we are happy and
confident, we learn and do much better
Activity-2: Some of the words listed below are used to generate information related to
cognitive domain, some others are used to initiate action pertinent to psychomotor
domain, and still others are used to generate information pertinent to affective domain.
Write “CD’ in front of those words which can generate information related to cognitive
domain, “SD’ for psychomotor domain and “AD” for affective domain.
list____ describe___ discuss___ conduct___ choose___
show ___ name___ perform___ assemble___ accept___
classify___ criticize___ summarize ___ construct___ respond___
value ___ draw___ characterize___ measure___ organize___
identify___ shoot___ appreciate___ point to___ defend___
model___ compare and demonstrate___ analyze___ define___
justify___ contrast___
Session 5: Instructional objectives
Sometimes, instructional objectives are stated as things which the instructor intends to do.
Since the real purpose of education is not to have the instructor to perform certain activities,
but to bring about changes in the students behavior, instructional objectives should be a
statement of changes to take place in students. The difficulty of an objective stated in the
form of activities to be carried out by the instructor lies in the fact that there is no way of
judging whether this activities should really bring behavioral changes in students or not.
Instructional objective is, therefore, a description of a performance you want learners to be
able to exhibit before you consider them competent. An objective describes an intended
result of instruction, rather than the process of instruction and activities to be carried on by
the teacher. Begin with the end in mind…
Activity-1: What are the importances of instructional objectives?
5.1. Some basic rules of writing instructional objectives
Activity-2: Indicate your agreement/disagreement for the following statements about

instructional objectives?
Instructional objectives should:….. agre disagree
e
be based on the broader educational goals/aims formulated at higher level;
indicate the desired products/outcomes of learning;
combine behavior and content
be comprehensive enough (i.e., include the three domains);
be written in terms of teachers activities;
be stated in a feasible way;
at classroom levels, be stated in a clear, precise, specific, measurable terms.
5.2. Writing a Good Instructional Objective
Norman Gronlund (1985) suggested that instructional objectives should be first stated in
general terms, such as know, understand, apply, evaluate, or appreciate, which are then
followed by specific behaviors, providing evidence that the learner has met the objectives.
Thus, we can have two types of instructional objectives, general and specific.
A. General instructional objectives are relatively broad instructional statements showing

instructional intent. They fit with the course description and course objectives. Course
objectives should be general objectives stating the expected behavioral changes students will
acquire upon completion of a particular course.
Example: a. At the end of the course, students will know the rules for writing instructional
objectives.
b. At the end of the course, students will understand the rules for adding word
suffixes.
B. Specific instructional objectives are Specific, Measurable, Achievable, Realistic, and

Time bounded (short-term) students’ behaviors. They are the foundation upon which you can
build lessons and assessments that you can prove meet your overall course or lesson goals.
Think of them as tools you use to make sure you reach your goals.
Example: At the end of this lesson, students will:

a. State rules for adding suffixes in their own words
b. Write examples of words by adding suffixes based on the rules.
5.3. Words used for Writing Instructional Objectives
A good specific instructional objective communicates your intent well and leaves little
room for interpretation. There are words that are open to many interpretations, and
there are words that leave less to imagination. So, when writing specific objectives, stick
to the words which leave less room for interpretation. That means we need to use action
verbs when writing specific instructional objectives. Consider the following:
Domains Words open to many Words open to fewer interpretations (used for
interpretations (used for specific objectives)
general objectives)
Cognitive Know basic principles, List, outline, state, name, Distinguish, explain, give
Understand, Apply, examples, infer, rewrite, summarize, paraphrase,
Analyze, Synthesize, solve, show, predict, Breakdown, separate,
Evaluate distinguish, combine, compose, organize, criticize,
compare and contrast, justify, recommend, etc.
Affective Listen, be willing to, prefer, Select, follow, accept, explain, share, justify, alter,
appreciate, Demonstrate prepare, listen, avoid, manage, resolve, use, change,
punctuality & Self- etc.
discipline, develop positive
attitude, to enjoy, to
believe, to have faith in,

etc… etc.
Psychomotor develop skills, operate the Differentiate, identify, isolate, detect, to sort, to
machine, to conduct demonstrate, shoe, work, manipulate, sketch,
experiment, to construct, display, design, create, construct, etc.
design, etc.
…Other way of writing specific objectives:
ABCDs of Writing Objectives

 A-Audience: The who "The student will be able to…"
 B-Behavior (Performance): What a learner is expected to be able to do or the product
or result of doing. The behavior or product should be observable.
 C-Condition: The important conditions under which the performance is to occur.
 D-Degree: The criterion of acceptable performance. How well the learner must
perform in order for the performance to be considered acceptable.
Ex: At the end of the lesson students will be able to:

- write specific instructional objectives without any mistake.
A- Students
B- Writing specific instructional objectives
C- At the end of the lesson (after students have learned techniques of writing
instructional objectives)
D- without any mistake
NB: Most instructional objectives don’t include degree
Activity-3: Based on the SMART criteria evaluate the following lesson

objectives.
No Lesson Objectives Smart Not
Smart
1 By the end of the lesson students will know about the four concepts of
Engineering Mechanics.
2 By the end of the lesson students will be able to solve quadratic equations.
3 By the end of the lesson students will understand dairy farming.
4 By the end of the lesson students will write a descriptive paragraph to begin
a story.
5 By the end of the lesson students will know how to construct houses for
farm animals.
6 By the end of the lesson students will design a nursery site.
7 By the end of the lesson students will design a bridge.
8 By the end of the lesson students will be able to identify given soil samples.
9 By the end of the lesson students will classify engineering materials and
justify their classification.
10 By the end of the lesson students will know different tree seed shapes.
11 By the end of the lesson students will understand electrical charges.
12 Students will appreciate the individual differences between students.
Exercise 3.1: Take your own course and write two general instructional objectives; and two
specific instructional objectives from each general objective.
Session 6: Instructional Planning

6.1. Concepts of Instructional Planning
Brain storming: What is instructional Planning?

Instructional planning is an advance preparation and organization of instructional objectives,
major instructional tasks and means to achieve these objectives. It is a set of notes which the
teacher prepares as a guide for instruction. It includes the main information and activities that
the students and teacher would do in the teaching process.
Basic questions to be answered by a good instructional plan are:
a. Why to teach? -contain clearly stated objectives
b. Whom to teach? -indicate the nature of students (number, class year, field of
studies…)
c. What to teach? - contain course/lesson contents and key points
d. How to teach? - indicate the teaching methods to be followed, and the learning
activities designed for students and teachers.
e. What materials to use to teach? - indicate instructional materials to be used.
f. When to teach? -indicate the time allotted for the designed activities
g. Where to teach? -indicate the place for teaching
h. How much to teach? -limit the amount of tasks to be covered within the given time
i. How to evaluate teaching? - indicate the means of evaluation.
Activity-1: List out the importance of instructional plan
6.2. Types of Instructional Plan
Brainstorming: What kind of preparation/planning are you doing for your teaching task in
general and for your task in the classroom in particular?
Based on the scope of contents and the time devoted to cover the content, instructions can be
planned in two ways, course/annual/semester plan and lesson plan.
Preparing a course plan
Course plan is inclusive and is more general than lesson plan. To prepare a course plan, first
the teacher need to gather necessary information and material such as school program,
academic calendar, curriculum materials, time allotted for the course, instructional materials,
teaching learning and assessment policy of the school (institution), etc… Then:

a. identify preliminary course information (course code and number, course title, credit
hour, contact hour, etc…);
b. write course description;
c. formulate course objectives (general instructional objectives);
d. select the major course contents;
e. proportionally allocate the time for the coverage of each major topic;
f. select the appropriate teaching methods;
g. select the necessary instructional materials;
h. select appropriate evaluation methods to be used.
In some colleges, there is a practice of using course outline instead of course plan. But the
course outline cannot substitute the course plan, because it is briefer than the course plan.
Course out line is the briefe description of the course plan.
Activity-2: What are the components to be included in the course outline?
Exercise: Prepare a course plan or a course outline in the course you are supposed to teach.
Session 7: Lesson Plan
7.1. Preparing a Lesson Plan

Activity 1: Self assessment check list on Lesson Planning
Points for Reflection yes partially No

Do You know the very concept of lesson plan?
Do you prepare a plan for your lesson?
Do you know the components of a lesson plan?
Do You feel the importance of lesson planning when you
know your subject very well?
Do you review and enrich your lesson plan regularly?
The lesson plan is a detailed plan prepared to guide and control one period’s instruction, and
it is further elaboration of the course plan. Thus, to prepare a lesson plan the teacher needs to
refer to the course plan and the text books. Then:
b. formulate learning outcomes (specific instructional objectives);
c. identify specific course contents;
d. identify the major learning-teaching activities of both students and teacher at different
stages of instruction;
The major activities of the teacher and the student in the lesson plan can be presented
under the following categories:
I. Introduction: It is an opening remark. It may include:
- Introducing the topic and subtopics to be covered.
- Relating the present lesson with the previous one.
- Asking students as to what they learned in the previous lesson etc.
II. Presentation: It is the main portion of the lesson
 It is the clarification of concepts regarding the topic consistent with the
objectives.
 It may involve
- use of concrete - visual aids
examples - discussion
- demonstration - etc.
III. Summarizing /Conclusion: This may involve
- Summarizing by reiterating key points
- Requesting learners to demonstrate learnt skills
- Stimulating students to recall essential points
IV. Evaluation: Under this section assessment methods (means of obtaining
feedback) will be indicated. It may indicate.
- oral questions - assignments
- home works - tests and /or exams et
e. proportionally allocate the time for the coverage for each stages of instruction;
f. select the necessary instructional materials;
g. indicates the mechanism of assessing the expected learning outcomes
Unplanned lesson may manifest the following
- Incomplete facts or information
- Lack of detail and illustrative materials
- disorderly presentation of information
- Lack of confidence on the part of the teacher
The following table provides the guideline for you to follow when you prepare lesson
plan
Subject:________________________________ Date of lesson;______________________
Number of students: male:____ female:__ Level of class and year____________
total:_____
-
Title of lesson:
Specific Learning Objectives

Begin with: By the end of the lesson the students will be able to…............................
Ensure your objectives are SMART – specific, measurable, achievable relevant and time limited
Teacher’s Activity Time Students’ Activity
Include details of what the teacher will beIndicate Include the details of the activities that the
doing: introducing the session, direct how students will do and the expected outcome of
whole class or group teaching, organizing much that task.
active learning situations, giving time is to
instructions, assessing and intervening to be spent
facilitate students’ learning, summarizing on each
key points. activity
by the
Include the key questions the teacher will teacher
ask the students in order to check and the

understanding and to challenge them students
further.
Resources
Include the materials that you will use in your lesson
Remember to include any different, additional or altered resources for students with special needs
Assessment methods to be used:
Identify the methods you have chosen to assess the knowledge, skills and understanding of the
students. Most of the assessment you will do throughout the lesson will be to help you to improve
your teaching and facilitate the students’ learning. You will be able to identify misconceptions and
intervene immediately. It is worth recording students who make significant progress or who have
significant difficulties. When assessing, it is important to consider what you will do with this
information, i.e. how you will use it to support students
The methods may include: listening to pair/group discussion, observation of an activity, students’
written work, problem solving, presentation, quiz, display, marking written work etc.
NOTE: When planning lessons, remember to consider the diversity of needs, experiences and
abilities within the class. These should be carefully planned for and consideration should be
given to activities, resources and differentiation.
7.2. Guideline for lesson evaluation

Two successful things about the lesson and why they were successful
Identify two aspects of the lesson that you thought were particularly good. For each aspect think about
why this made the lesson successful, and record this
One suggestion for improvement
Think about an aspect of the lesson that did not go well. Write down how you could improve this next
time.
Make sure you show in your future lesson plans the way you have acted on these suggestions for
improvement.
Reflections on the lesson.
Think about:

 whether the objectives were achieved
 what evidence you have for objectives being achieved
 the balance between teacher activity and student activity
 which activity was most successful and why
 the timing / pace of the lesson
 student response to the lesson
 Were the needs of all students met and were special needs catered for?
Reflections on Assessment
 Were your assessment methods effective?
 How will you use the results of the assessment in the next lesson?
 Does anything need to be recorded?
 Are you aware of individual or groups of students who made progress or who need extra
support?
Exercise: Prepare a lesson plan by selecting a lesson topic from the course you are supposed
to teach.
Activity-3: Compare lesson plan and course plan with respect to the issues listed in the left column.
Course plan Lesson plan

Time duration
Scope
Nature of objective
Content
Methods/ tasks
Evaluation
Session 8: An Effective Teacher

8.1. Becoming a reflective teacher
Teaching is a complex activity, requiring professional decisions in situations where there are
no ‘right’ answers, particularly in engineering subjects. Though following set routines is
essential to make activities orderly, that alone cannot make teachers reflective. So to be
reasonably effective in covering the syllabus and preparing students for examinations,
teachers need to develop reflective skills. Reflection and self assessment helps purposeful
work towards success for their students and themselves.
Self assessment check list on reflective teacher
Activity 1: Reflect on the points indicated in the table below
Points for Reflection Yes Partially No
1 Do you know the very concept of reflective teacher?
2 Do you often reflect on your activities?
3 Do you know your strength?
4 Do you know your weakness?
5 Do you know the various roles of instructors?
6 Do you know the instructional role of a teacher?
Activity 2: Fill in the questionnaire below by ticking the column that represents you most
accurately.
Statement Almost Some Almost
always times never
I formulate clear objectives for my lessons
I check with my students to see if objectives have been achieved
I review my lesson plans regularly
I enjoy keeping up to date with my subject knowledge and using new
information in my lessons
I enjoy reviewing my teaching methods
I collect my students’ marks regularly and use these to help me plan
my teaching
I am interested in my students’ opinions
I encourage my students to debate their ideas
I watch my students carefully when they are working on their own
I listen to my students when they are talking in groups
I am responsible for what happens in my classroom
I read pedagogy books and try to apply educational theory to my
lessons
I like putting new ideas into action and evaluating their impact
I talk to colleagues about my lessons
I try to look at things from the students’ angle
I am partly responsible for my students success and failure
In our department, we always discuss the implications of introducing
new ideas
In our institution, we all discuss and contribute to new policies
It should be apparent that the more ticks you have in the first column, the more reflective you
are already.
Activity 5: Form a group and discuss your feelings about some of the statements above in
your group, and what reflection means to you. Write briefly what reflection means below
8.2. Requirements to be an Effective Teacher

Activity 1: What knowledge, skills and personal qualities does a good teacher need? On your
own, list as many attributes as you can in the columns below.
Knowledge Skills personal qualities

Activity 2: Do the following steps which will guide you towards using a new technique of
learning on the lists you have produced in Activity 1.
Step 1: Join with a partner and compare your lists; you may add to your list above.
Step 2: Now join with another pair compare your lists.
Step 3: Now join with another group of 4 to compare your lists.
Step 4: From your new group of 8, decide which areas of knowledge, skills, and personal
qualities are most important for a good teacher in your area of teaching in order of
priority.
Step 5: Record this on a piece of flipchart paper and stick it on the wall.
This active learning method is called PYRAMIDING, which is one of active learning
methods. It is a good way of getting everyone to think and to be involved in decision making.
It can be used effectively with large groups, by continuing to join groups together to share
ideas, agree on essentials and limit the amount of time required for feedback.
Activity 3: Now, look at your poster on your own, and identify your weakness in terms of
knowledge, skills, and personal qualities. Think on how you should improve in your
future teaching-learning activities.
Activity 4
What can you do to improve in these areas?
Outline how you plan to do this. Indicate a time frame.

Action When
8.3. Roles of Effective Teachers

Role is a pattern or behaviour expected by others (e.g. from a teacher or a manager).
Effective teacher plays different roles in the process of teaching and learning. The roles could
include: ethical, Managerial, Instructional, and Counselling role, roles in teaching
preparation, community service, smooth relation in education systems, etc.
Activity 5- Discuss in a group of 4 the type of roles teachers should possess.

Activity 6- Ethical Roles of teachers/instructors
Ethics are the principles of conduct that govern an individual or a profession. They provide
the framework of the rules of behaviour that are moral, fair and proper for a true professional.
A code of ethics serves to remind individuals how important integrity is in a self-regulating
profession. It lays out the issues that are deemed most important in the collective wisdom of
the profession.
By publishing and enforcing a code of ethics, the profession serves notice that its ethical
precepts are to be taken seriously. Obviously, graduates should respect the same fundamental
ethical principles in the context of the special expertise and public trust of their profession.
The graduates who are employees of either business or government are in great majority, they
face ethical problems that self-employed professionals avoid due lack of structure of the
profession.
Now get a partner and discuss on the followings:
1. What can an employed instructor do to correct the corrupted practices of an employer?
2. What should an instructor do if s/he is employed in a business atmosphere in which
kickbacks and bribes are an accepted practice?
3. What ethical aspects in engineering teaching should be practiced?
Activity 7- Instructional Roles of graduates
Graduates can be employed in educational institutes to train engineering students. In
different subject-areas, graduates need preliminary lesson plan and pedagogical skills. But
graduates of different specializations lack pedagogical skills. In this part of your practice, you
will cover instructional roles of the teachers.
Discuss in group what you do before you go to class to teach and develop an orderly scheme
of activities you perform so far in your teaching.
Activity 8: Identify different roles you think will be carried out under each heading of the
roles in the following table and discuss the activities/duties to be performed under each role
you identified.
Ethical Roles Duties/activities New thing learnt
Managerial
Instructional roles

Counseling roles
Generally, some of the roles are listed below:
Instructional Roles
 facilitates students active involvement

 praise and motivate students
 create a democratic environment in the class room
 logically treat the subject matter
 use clear and understandable vocabulary
 use a variety of instructional tools and procedures
 know the learning style strengths, weaknesses and prior knowledge of students
 know the subject matter
 well prepared and organized
 self reflection and modification
 flexibility
 recognizes individual difference
Managerial roles
 Interpersonal roles  Monitors role
 Leadership role  Decision roles
 Figurehead role  Negotiator role
 Liaison role  Resource allocator role
 Informational roles  Entrepreneurial role
 Spokes- person role  Disturbance handler role
 Disseminator role
Ethical Roles
 Treat students impartially regardless of race, religion, background etc
 Be a good role model
 Avoid inappropriate relationships with students
 Respect students and colleagues
 Keep confidential issues of the student
 Proper sharing of resources with staff members
 Regularly conduct classes
 Do not be engaged in other duties which harm the teaching- learning process
Counseling Roles/Career Advisor
 Give advice to students facing different academic and personal problems

 Give direction to students on how to perform better
 Help and advice students in their future career choices
Activity 9: Reflection Activity

Which roles are new for you and which areas do you want to improve?
Outline how you plan to do this. Indicate a time frame.
Action By when
Session-9: Qualities and Responsibilities of an Effective Teacher

In teaching, a teacher should know whom to teach, what to teach, how to teach, why to teach,
when to teach, and where to teach. The central role of a teacher is to promote students’
learning. Thus, effectiveness of a teacher depends on the characteristics of effective teaching.
Research studies have shown that there are certain behaviors to effective teaching. Some of
them are discussed below.
 Variety (stimulus Variation)
Varying stimulus is based on learning theory which indicates that uniformity of the perceived
environment tends to lead people in to emotional inactivity, while changes in the perceived
environment attract their attention and stimulate mental activity. The following are the
stimulus variation techniques.
A. Body movement
An effective teacher moves purposely pacing from one end of the stage to the other.
Remaining stuck behind a lectern keeping eyes glued to sets of notes at hand will distance the
speaker from the audience.
B. Focusing behavior
i/ Verbal focusing -involves emphasis of particular words or statements. E.g., listen to
this, look at this diagram, etc.
ii/ Gesture focusing -consists of eye movements, facial expressions, and movements of
head, arms and body.
Gestures are used to gain attention and to indicate emotions.
C. Changing the speech pattern
Varying (raising or lowering) the pitch, volume and tone of voice and /or speaking too
quickly or slowly help the learner remain attentive.
D. Changing interaction
Use teacher- pupil interaction, teacher-group interaction, and pupil- pupil interaction
alternatively.
E. Shifting sensory channels
Use audio materials, video materials and audio-video materials alternately.
 Clarity of Explanation
Explanation should be clear and interpretable. Concepts should be explained clearly
following a logical step-by-step order.
According to Aggrawal (1996), there are certain maxims of teaching, which are helpful
to obtain the active involvement of the learners in the learning – teaching process. He said
that the teacher should proceed from:
o known to unknown o particular to general
o simple to complex o near to far
o easy to difficult o analysis to synthesis
o concrete to abstract
o Psychological (concerned with the needs, interests, mental makeup and reactions
of the child) to logical (concerned with the arrangement of the subject matter).
 Using Examples
Using examples help learners comprehend new concepts. Here, retention is also high.
There are two basic approaches to the use of examples.
i/ Inductive approach -where you start with examples and make an inference or
generalization up on the basis of those examples .
ii/ Deductive approach- where the generalizations is stated first and then applied to a
number of examples.
For effective use of examples follow guidelines below:
 Start with simple examples and work to words more complex examples.
 Start with example relevant to students experience and level of knowledge.
 Relate examples to the principles, ideas or generalization being taught
 Ask students to give you examples illustrating the point of discussion.
 Questioning
Questioning leads the learner towards further and deeper understanding of the subject matter.
Effective questioning has the following characteristics:
 Frequency: refers to the number of questions teachers ask. Effective teachers ask a large
number of questions.
 Equitable distribution: If the same students are answering all the questions, others
become inattentive, and overall achievement is lowered. Thus, spreading questions
around and involving as many students as possible is important.
 Prompting: in an effort to make equitable distribution, what do you do when the student
you call on doesn’t answer? This time you need prompting.
 Redirecting questions (probing): inviting responses from students. It includes probing
students for more suggestions to further clarify a given point that may appear ambiguous.
Probing is an activity of a teacher in encouraging the student to elaborate up on his own
answer.
 Wait-time (think-time): is a period of silence before a student responds, and it is typically
less than one second.
 Monitoring (control of teaching environment)
It is the process of constantly checking students’ verbal and non-verbal behavior for
evidence of learning progress.
 Seeking feedback
Feedback is the information about current behavior that can be used to improve future
performance. Seeking feedback involves:
 Asking questions to monitor how well students have grasped the essential points.
 Offering opportunity where group members can ask questions.
 Seeking some display of attitude, feeling or value position relevant to issues under
consideration, etc.
Effective feedback:
 is specific  depends on performance,
 is immediate and
 provides information  has a positive emotional
value
 Use of reinforcement
This arouses interest and warmth in students. This may include:
 Verbal (e.g. good! you got it! etc.)
 Gestural (e.g. use of smile, nods, etc)
 Activities (providing tasks that learners enjoy to perform).
 Proximity – paying attention to the learners including physical nearness
 Contact – (e.g. a pat on the shoulder, shaking hands, ruffling hair, etc.
 Use of students’ ideas – refers to teachers’ act of acknowledging, modifying, applying,
comparing and summarizing students’ statements.
 Clear transition from one topic to the other
This is needed to give some breathing space for the learners in between topics and to
alert them to where they are in the content outline.
 Establishment of eye contact
This can be maintained by directing eye to various individuals for the purpose of drawing
attention.
 Emphasizing (Repetition) of the main points
Repetition assists to emphasize what should be noted by the learner. You can use simple
repetition (word – by – word), or repetition in other words.
To show an emphasis, one can start by saying:
 The main idea is -------------
 Now carefully note this -------------
 Etc ---------
 Good handwriting
Legible handwriting promotes comprehension.
 Appropriate use of time
Taking too much time or not using the time allotted for presentation entails the repercussion
that the session is not well planned.
 Good Appearance

A teacher should be clean and should dress the way the situation allows. This helps the
teacher to control the teaching environment better.
 Enthusiastic
A teacher needs to bring as much energy, enthusiasm and commitment to each session as
much as possible. This influences the learner’s interest and enthusiasm to learn.
 Respected and liked
A good teacher prepares the lesson and delivers it properly in a way the learners can grasp.
Thus, he is respected and liked by his learners. Learners who respect and like their teacher
learn more effectively.
 Constantly learning
A good teacher never stops learning throughout his life as it is mandatory to update himself
with recent information and findings.
 Using interactive teaching as opposed to the traditional one
One of the differences between traditional and interactive learning is that interactive teaching
-learning enables the students to acquire new information, practice new skills, and
reconfigure and expand what they already know. Interactive teaching promotes the students’
academic achievement through involving innovative ways of teaching and learning such as:
 Organizing and explaining materials in ways appropriate to students’ abilities.
 Creating conducive environment for learning.
 Helping students become autonomous and independent learners.
 Reflecting on and evaluating their teaching techniques
 Makes students’ learning the primary focus of attention
 Has positive regard for all students and maintains respect for them whatever their
strengths and weaknesses.
 Works to establish a positive and fair classroom environment, in which all students learn
from one another and treat each other with respect.
 Establishes high standards for students and provide support to enable students to reach
those standards.
 Values active learning over passive learning, and enhances students’ own motivation and
capacity to learn.
 Attends to students’ feed back in organizing and presenting material.
 Creates a serious and thoughtful learning environment, while using humor to create a
sense of community.
 Continues to learn from students and to grow in understanding of course contents.
 Seeks continual improvement in present and future performance.
Session 10: Time management
Self assessment check list in time management

Activity 1- Reflect on the points indicated in table below by putting a thick mark (√)
Points for Reflection Yes Sometimes No
Do you have a time table for all your activities?

Do you often use it?
Do you find your time plan viable to complete your task?
Do you revise it regularly?
Activity 2: Define time management using your own words in the space provided below, and
discuss on yourself reflection above and the following points in pairs.
Everyone has the same 24 hours a day to live in – some manage that time well, some do not!
To live a more balanced life, you do not have to accept that you cannot do everything…nor
do EVERYTHING well.
We need to learn to say no to things that are not important or not a priority.
We need to put our life into order, and realize what is important and what isn’t…first things
first!
Highly effective people do not really manage time – they manage themselves
Activity 3: Record the main points of your discussion in the table below.
Symptoms of poor time management Benefits of good time management
10.1. Symptoms of Poor Time Management
Using time effectively may mean changing some long-time bad habits. We all recognize the
symptoms but changing will be difficult. Poor time management shows up by way of one or a
combination of typical perceptible symptoms. Managers would do well to look for and reflect
on whether they are subject to any of those symptoms with a view to take necessary
corrective actions. The following are some of the indicators of poor time management:
 Constant rushing (e.g. between meetings or tasks)
 Frequent delays (e.g. in attending meetings, meeting deadlines)
 Low productivity, energy and motivation (e.g. ‘I can’t seem to get worked up about
anything’)
 Frustration (e.g. ‘Oh, things just don’t move ahead)
 Impatience (e.g. ‘where the hell is that information I’ve asked him for?
 Indecision between alternatives (e.g. ‘whichever option choose, it is going to put me
at a big disadvantage. I don’t know which way to jump’)
 Difficulty in setting and achieving goals (e.g. ‘I’m not sure what is expected of me’)
10.2. Benefits of effective time management

Time management has an advantage for all walks of life: Business or individual life. “What
you sow today, you will harvest tomorrow”. Therefore, you must first recognize that time is
your most precious resource. Time is money and, just like money, one must invest some in
order to earn some at a latter time. It is very worthwhile investment because effective time
utilization is likely to result in the following benefits:
- It saves time.
- Increase productivity and overall performance due to greater devotion to important
long-run issues rather than short run routine issues.
- Increases effectiveness and efficiency as a result better meet organizational
objectives.
- Increases morale and satisfaction
- Prevents stress and anxiety.
- Reduces avoidance
- Leads to a more balanced life
- Makes people more successful
- Healthy life
- Helps avoid the Busy Trap
10.3. The time management matrix
Activity 4: Stephen Covey identifies four ways in which we tend to spend our time. It can be
broken into four types: look into the time management matrix below and give your own
accounts on the matrix.
Urgent Not Urgent

Important A B
ACTIVITIES ACTIVITIES
 crises  forward planning
 pressing problems  prevention of problems
 meeting deadlines  relationship building
 recognising new
opportunities
recreation
Not important C D
ACTIVITIES ACTIVITIES
 interruptions, some phone  ‘busy’ non-productive
calls work
 some mail, some reports  mail
 some meetings  phone calls
pressing matters, popular  time wasters
activities pleasant activities
Notes:
 “Urgent” means the activity needs immediate attention – “now!”
 “not urgent” means the activity can wait
 “importance” has to do with results – if it is important it contributes to your priorities,
your goals and your values
10.4. Time Management Questionnaire
Questions Strongly Disag Slightly Slightly Agre Strongly
Disagree ree Disagree Agree e Agree
1. I spend much of my time on important
activities that demand my immediate attention, 1 2 3 4 5 6
such as crises, pressing problems, and meeting
deadlines
2. I feel I am always “trouble-shooting” and
working in crisis mode. I am always being 1 2 3 4 5 6
called to help with important problems.
3. I feel as if I waste a lot of time. 1 2 3 4 5 6
4. I spend much of my time on activities that
have little relevance to my top priorities but
demand my immediate attention (e.g. 1 2 3 4 5 6
interruptions, unimportant meetings, non-
critical phone calls)
5. I spend much of my time on activities that
are important but not urgent, such as planning, 1 2 3 4 5 6
preparation, prevention and relationship
building
6. I spend much of my time on ‘busy’ but
non-productive work, watching TV, games, 1 2 3 4 5 6
looking on the internet etc.
7.I feel I am on top of things because of
careful preparation, planning and prevention. 1 2 3 4 5 6
8. I feel I am constantly addressing issues that

are important to others but not to me. 1 2 3 4 5 6
Activity 5: Circle your response 1 – 8 for each of the following statements (do this as quickly
as possible)
Scoring: Enter the number for each question in the box below. Total each box. This will tell
you how you are spending most of your time. Refer to the next page for a description of each
‘type’ A – D.
A B
Question 1 = _____ Question 5 = _____
Question 2 = _____ Question 7 = _____
Total A Total B
C D
Question 4 = ______ Question 3 = _____
Question 8 = ______ Question 6 = _____
Total C Total D
Dominant Type----------------------------------
Characteristics of the ‘types’
Type A Results of spending too much time on A
 everything is both urgent and important;  exhaustion
everything seems to need immediate  stress
attention  crisis management
 these activities are called ‘crises’  always reacting
or ‘problems’
 you are constantly trying to solve
problems
 work problems ‘take over’ your life
Type B – THE MOST EFFECTIVE! Results of spending time on B
 is the heart of effective personal  vision and balance
management  good perspective
 it deals with things that are not urgent,  discipline and planning
but are important  control over one’s life and time
 it deals with things like building  very few crises
relationships, writing plans, making goals  having time to organise priorities and
and planning how to achieve them, long- activities for maximum benefit
range planning, avoiding problems
 creating opportunities
Type C Results of spending too much time on C
 many people think they are type  short term focus
A, but are really operating as C  crisis management
 they spend most of their time  always trying to please other people
reacting to things that are urgent,  sees goals and plans as worthless
assuming they are also important, but  feels out of control and overworked
they are not as important as they think!  have problems with relationships
 urgency is usually is based on the
priorities and expectations of others
 these people may be led by others
expectations, and not take responsibility
themselves
Type D Results of spending too much time on D
 many type D people are trying to escape  avoidance of any responsibility
realities  dependent on others or the institution
 time is usually spent on ‘escapist’
activities, and can use these to avoid
responsibility
Key Activities you can do on a weekly basis to help you be a more effective time manager:
Identify your roles

 identify the key roles in your life – recognise all the jobs you have as a human being:
father / mother, spouse, profession (roles within your profession), friend, member of
organizations
 know all the ways you need to spend your time in your life and give them importance
Select your priorities for the week
 think of two or three important things you want to achieve on a weekly basis; identify
goals that are realistic and achievable
 these should be short term goals that reflect your longer term goals
Schedule all your commitments
 look at your week ahead with your goals in mind and schedule time to achieve them
 organize your week to accomplish your goals and ambitions in every area of your life
 don’t be afraid to schedule in private time, or time to spend with your family… this is
part of achieving your goals and recognizing what is important
Recognize where you have flexibility
 weekly organizing makes daily adapting possible; take a few minutes each morning to
review your schedule
 if there are changes or things that come up suddenly, there should be space in your
day to reorganize and still meet your goals.
10.5. Case study on time management

Mr ‘A’ is a civil engineer and lecturer in ‘AB College’ in the department of Civil
Engineering. In this academic semester, he has a teaching load of 12 lecture equivalent. He
advises students on two senior project works for 4 hour in a week and he is attending PSIST
training for 4 hour in a week. He is supervising ongoing construction of two condominium
buildings, competing for a new construction contract and thus is engaged in frequent business
meetings in Addis Ababa. He has a sugar complaint and has to be under medical attention
twice a week. He is performing the mentioned activities in his own choice of time and as a
result is often absent from classes. He is extremely anxious on how to accomplish all his
duties and responsibilities.
Activity 6: Based on the case presented above reflect on the following:

a) What kind of problems do you think Mr ‘A’ is suffering from?
b) What do you recommend to him?
c) If such practical events encounter you, how can you solve them?
d) Which issues need to be solved first and which one is to be solved last? Why?
PSIST TIME MANAGEMENT PLAN

Activity 7: First write your roles and responsibilities in the first table, and then write down
the most important activities you have to accomplish every day with in the stated time
My roles and
responsibilities
There are more blank copies of this PSIST Time Management Plan at the end of the
Handbook
Priorities Priorities Priorities Priorities Priorities Priorities Priorities
today today today today today today today
Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
8 – 9 am
9 – 10 am
10 – 11am
11 – 12am
12 – 1pm
1 – 2 pm
2 – 3 pm
3 – 4 pm
4 – 5 pm
5 – 6 pm
6 – 7 pm
7 – 8 pm
8 -9 pm

What are the 3 most important things you have learnt today about managing your time?
What will you do to try to put these into practice over the coming week?
1
Session 11: Module Reflection and Evaluation

1. What have you found most useful in this module?
2. Write a reflective comment on your overall performance and achievements in this

module
3. Would you say that for your overall performance in this chapter you should receive a
PASS or REFERRED? Circle one
Signature of Candidate............................
Date.....................................

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Contents

Module One: Reflective Teacher.........................................................................................3

Module 1 THE REFLECTIVE TEACHER 1

Module 1 THE REFLECTIVE TEACHER 2

Educational qualifications (After HIGH SCHOOL)

Module 1 THE REFLECTIVE TEACHER 3

Other interests & activities

1.2. Definition of Terms

Activity-2: Write the meanings for the following terms:

Session-2: Principles of Learning

The following are some basic principles of learning.

2. Learning is unitary or individual.

Concrete and abstract perceivers:

3. Learning can take place without formal teaching

4. Learning is influenced by the already existing ideas or knowledge

5. Learning needs Motivation

Module 1 THE REFLECTIVE TEACHER 5

Reinforcement is a powerful tool to promote learning or in shaping of behavior. This implied

Activity-7: What activities should you do to put this principle in to practice?

8. People learn to do well and retain when they practice doing

Activity-8: Indicate your agreement or disagreement on the following statements.

9. Learning should be comprehensive

Activity-9: What should you do to make learning comprehensive?

Session 3: Principles of Learning (cont.)

11. Well organized lesson is easier to learn

Activity-11: What should you do to make your lesson well organized?

Module 1 THE REFLECTIVE TEACHER 7

Differences between Adult and Children Learning

Session 4: Domains of Learning

Module 1 THE REFLECTIVE TEACHER 9

Session 5: Instructional objectives

Activity-1: What are the importances of instructional objectives?

5.1. Some basic rules of writing instructional objectives

Activity-2: Indicate your agreement/disagreement for the following statements about

A. General instructional objectives are relatively broad instructional statements showing

B. Specific instructional objectives are Specific, Measurable, Achievable, Realistic, and

Example: At the end of this lesson, students will:

5.3. Words used for Writing Instructional Objectives

Module 1 THE REFLECTIVE TEACHER 11

…Other way of writing specific objectives:

ABCDs of Writing Objectives

Ex: At the end of the lesson students will be able to:

NB: Most instructional objectives don’t include degree

Activity-3: Based on the SMART criteria evaluate the following lesson

Session 6: Instructional Planning

Brain storming: What is instructional Planning?

Activity-1: List out the importance of instructional plan

6.2. Types of Instructional Plan

Module 1 THE REFLECTIVE TEACHER 13

Activity-2: What are the components to be included in the course outline?

Session 7: Lesson Plan

7.1. Preparing a Lesson Plan

Points for Reflection yes partially No

Specific Learning Objectives

Teacher’s Activity Time Students’ Activity

Module 1 THE REFLECTIVE TEACHER 15

7.2. Guideline for lesson evaluation

One suggestion for improvement

Reflections on the lesson.

Module 1 THE REFLECTIVE TEACHER 16

Course plan Lesson plan

Session 8: An Effective Teacher

8.2. Requirements to be an Effective Teacher