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A. PLANNING

1. Skills of defining objectives of lesson:

(a). Clearly Stated: An objectives said to be clearly stated when it satisfies the following criteria:

. there is a verb which describes the learning outcome of the pupils in behavioural terms;

I. the learner is specified;

the condition under which the learning outcomes is measured are indicated, and

IV. the standard qualitative/quantitative of achievement is specified.

(b). Relevant to the content: An objective is said to be relevant to the content when the objective is

related to what is being taught.

list of objectives is said to be adequate when it is sufficient with respect to
(c). Adequate: The
I. the unit taught;
II. different levels of learning outcomes;

Il. the maturity level of the pupils

IV. time and facilities available

Skill of Content selection:

2
(a). Relevant: When content is related to

. the objectives of specified;

I. maturity level of the pupils;

time and facilities available.

Il.
When content is sufficient to cover all the objectives specified.
(b). Adequate:
accurate when there is no technical mistake.
Accurate: Content said to be
(c).
selected:
Skill of organization of
content
3. content to be
continuity in the content when every unit of the
Logical continuity: There logical
is
(a).
unit.
presented is logically linked with the previous
when it is arranged
said to be psychologically organized
Psychological Organization: The content is
(b).
for presenting new knowledge, and
that pupils' previous knowledge forms the basis
such a way
in
difficult concepts.
it is proceeds from
simpler concepts to

Audio-Visual Material
Chosen:
Skill of Using
levels.
Suited to pupils: To the interest and maturity
(a). to be presented and
makes the
related to the content,
When they are
(b). Suited to Content:

the content m o r e vivid.

presentation of
the content which they explain.
sufficient with respect to
Adequate: When they are
(c).
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(d). Necessary for the attainment of objectives: When they facilitate attainment of objecti

objectives to a greater extent than in their absence.

B. PRESENTATION:

5. Skills of Introducing Lesson:

a). Ready emotionally: When pupils are attentive and keen to learn the new lesson as indica
their nonverbal participation like posture, attentive looks towards what the teacher does, er

(b). Ready from knowledge point of view: Indicated by pupils' verbal participation in terms of
responses to teacher's questions and pupils' meaningful initiation.

(c). Use previous knowledge: When the already possessed knowledge of pupils is being used.

(d). Continuity in statements or questions: When a teacher's statement or a question is related

immediately preceding statement or question.

(e). Relevant: When every statement or question uttered by the teacher is related to the objec
the lesson.

(). Use of appropriate device or technique: When the devices or techniques used are suitable

maturity level, age level, grade level, interest, culture, experience of the pupils, and to the
be taught.

6. Skill of Questioning:

(a). Well-structured: A question is said to be well-structured when it is grammatically correct, rel»

specific, and concise.
I. Relevant: When it is related to the topic being discussed and does not contai

technical term not taught earlier;

I. Specific: When it calls for a single correct answer;
Concise: When it is not lengthy and does not contain extra words.

(b). Properly asked: A question is said to be properly asked when it is uttered with suitable spee

pause (so that it facilitates the understanding of the question) and suitable voice (audible
pupils, raised, and clear).

7. Skills of Probing Questioning: Probing questions are those which help pupils to go deep into

responses. They are asked while prompting, seeking further information, focusing, redirecting

increasing critical awareness.

(a). Prompting question: A probing question which includes a hint for the pupil that him in rea

the expected responses; generally asked when there is a 'no response', 'partial correct resp
incomplete response', and or 'wrong response'.
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about
more information
which asks for
(D). Seeking further information question: A probing question

the response.
directed to more than one pupil for response
(c). Redirected question: A probing question in
idea or phenomenon
pupil to compare the
EOCusing question: A probing question which seek
tu has already learnt) for
similarity, contrast,
phenomena (which he
his response with other ideas or

or for any other relationship.

which seeks 'how'
and 'why' of pupils'
question: A probing question
(e). Increasing critical
awareness

awareness about the response.

response with a intention of increasing critical

8. Skill of Explanation: what is to be explained)

readiness in pupils (regarding
Statement to create set:
Those that create
(a).
point of view.
emotionally and from knowledge in the explanation.
statement covering the main points
statements: They are summary
(b). Concluding contribute to what is being explained.
and
statements: Those that are related
Relevant and
(c). linked logically with
the previous ones

Statements that are

Statements that have continuity:
(d).
and time sequence.
having spatial and known
to the particular class, age group,
Technical terms appropriate
(e). Appropriate vocabulary:

to the majority
of pupils. indicate that
prepositions) which
conjunctions and
links: Words and phrases (mostly
(f. Explaining
explaining.
the teacher is reformulated in the middle.
Those that are complete and no
statements:
Fluent
(g).
llustration with Examples:
Skills of
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(a). Appropriate example:
of pupils which can be judged from
One that involve
previous knowledge
Simple example:
their participation.
illustrated.
the concept or principle being
example: One that exemplifies
Relevant be
. interest in pupils which can
a r o u s e curiosity and
example: One that can
Interesting
I. behaviour.
their attending
judged from suited to age, grade, and
Reters to those that
are
and nonverbal):
media (verbal
(b). Appropriate
levels it taught.
maturity

Variation:
Stimulus
10. Skill of made from one place to another, in order to
movements that are deliberately
Those
Movements:
(a).
secure pupils' attention.
 direct attention, toemphasize imn
esure mcuce movement of hand hand and body
importance,
e s ameton, ndicate haces sces, movements etc

s e e h e t t e m linciude sudden changes in voice, volume or speed of teachers

ange oeect
Facusing ncudes vertail. gesturai or verba-gestural tocusing (drawing pupils' attention to saSpedi
a s e t s in e essn)

Oan n t e r a t e r sies: Incudes change from one

ot interaction styte to another. tas
ache
techer-cuci, and cuci-cupil.
attention.
snE INGVes deiicerate sience in order to draw pupiis
O r a S L Saitching inciudes change from one medium to another-oral, visual, and oral-vi

whicinfomaton iscomveyed to the pupis

1 Sil cf Deiterzte Sience anc Nonverbal Cues
Sience ncuce meamingii sience meant to stimulate pupils to think, for considering Du

indicating him to continue, etc.

aer cucir's
esticn a resconse

Ncmuercai ces incude the foilcwing

Facial cues A smile. a frown, lociking thoughtfuly at the pupil, and a quizzical look.

Hezc movement: Nodding, shaking, tiliting of head, etc.

Bccy mcvement: Movement from one place to another.

and movement Paimting to the student, continue cue, 'anything else? "cue, stog

om cne student to ancther.

cin
2 Seill Reinforcement
avertai reinforcers include expression like good, excellent, come on, think, um-um, etc. an

ecention and rephrasing cf pupi>'s response which reinforce the pupi>'s behaviour positve
encourage him to participate

Nicmvertai reinforcers: Inciude nonverbal behaviours like nodding, smiling. moving

resoonding pupiis, iocking attentively at the responding pupil, writing pupi>'s response
iackbcard which reinforce or strengthen pupi>'s behaviour and encourage him to particip
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NONVERBBAL
VERBAL
towards
P that's go0d, 'right', 'yes', 'correct', 'nodding o head, 'smile', 'moving
eyes on
the responding pupil', 'keeping
fine, 'excellent,'splendid','well done',
the pupil', giving ears to the pup
ike what you are saying', 'carry on', to
attention is being paid
indicating that
etc. of
the pupil's words, 'writing
the response
Extraverbal: 'hm-hm', 'uh-uh'etc.
V etc.
the pupil on the black board',
E from the
'moving away
frowning,
are doing', 'do
1 do not like what you eyes on
the
responding pupil', 'keeping
'nonsense', you are
something else', ' hard and
discouraging looks',
G incorrect pupil with
A not good', 'no', 'wrong, 'not looking at the
disapproving stares',
'that's not', etc. foot
stop it', pupil", tapping
responding
Voice tone: 'humph' etc.
impatiently, 'walking around',
E

understanding: when
rate of pupils'
of presentation matching with the
of lesson: Speed
13. Skill of Pacing understanding about
the earlier unit is brought
unit to the other, pupils'
from one
proceeding
before

out.
in the class:
14. Skills of Pupil Participation
idea and
(a). Initiated by giving own
others' idea.
(b). Reacting to
Board Work:
15. Skill of Black
includes the following:
in handwriting
(a). Legibility
different from the other.
Every letter is distinctly
letters and between two words.
There is adequate spacing between two
vertical.
Slantness of each
letter is closed to the
I.
be read from the far end of the room.

Size of each
letter is large enough to
IV.
are of the same size and all small letters are of the same size.
V. All capital letters
s a m e width.
Thickness of lines is of
VI.
work includes the following:
blackboard
Neatness in
(b). written are parallel to the base of the board.
sentences
Words and
between lines is adequate.
. Spacing
overwriting.
There is no
11.
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focus of
classroom discussion is retained c
which is underthe
IV. Only the relevant matter

the blackboard.
include the following:
work onthe blackboard
(C). Appropriate of written
the blackboard.
the points being presented on
There is continuity in

The points written are brief and simple.

underlined to draw pupils' attention.

Important points are

IV. Coloured chalks are used suitable.

lesson.
V. Diagram/llustrations are developed along with the
VI. Diagrams are proportional in size.

VIl. There are no unnecessary details in the diagrams illustrations.

C. CLOSING:

16. Skill of Achieving Closure:

(a). Main points of the lesson were consolidated.

(b). Present knowledge is linked with previous knowledge.
(c). Opportunity is provided for applying present knowledge.
(d). Present knowledge is linked with future knowledge (assignment).
17. Skill of Assignment:

(a). Suited to individual differences: Certain items are suited to weak students (simple, reca

recognition type items), certain are suited to average (more than recall and req
understanding), and others suited to above average students
re
(challenging requires crea
original and higher order thinking).
(b). Relevant: Related to the content being taught.
(c). Adequate: Sufficient with respect to the content covered and
to the checking of the objem
specified.
D. EVALUATION:

18. Skill of Evaluation Procedure: They can be

recognizing attending behaviour of
asking questions for feedback, or giving them pupils (verbal and v

some test items to

be answered in the
19. Skill of Remedial Measure: They can
class.
be asking prompting or
repeating or re-teaching, use of more audio-visual seeking further information, qu
aids, using more
and illustrations etc. concrete, simple, and simple e
E. MANAGERIAL:

20. Skills of Recognizing attending & Non-attending

Behaviour of the pupil:
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(a). Attending behaviour is

rewarded

behaviour
(b). Direction is given for non-attending
check attending behaviour.
(c). Question is asked to
ideas were accepted.
(d). Pupils feeling and behaviour and non-attending
behaviour.

attending
Non-verbal cues used to recognized pupils
(e).
Classroom Discipline:
21. Skill of related to the
content.
instructions that were not
followed teacher's
(a). Pupils