1. What are the components of skill involved in class room management?

Micro-teaching is a technique for faculty development and teacher training that involves reviewing a tape
of a teaching session by the teacher in order to gain:
useful criticism about what has worked and how to improve their teaching methods from students. Dr.
Dwight W. Allen created micro-teaching at Stanford University in the middle of the 1960s, and it has since been
applied to train teachers across all subject areas.
In a micro-teaching session, instruction is given to a small group of students for a little period of time—
usually less than 20 minutes. It might be caught on camera.
Being in charge of a class can be difficult. Each student has a different attitude and way of acting, thus it is
impossible to treat them all equally. Any teacher's worst nightmare is a class that is disorganised, unfocused, and
unruly. As a result, teachers must employ methods that can keep students' attention on the lesson and help them
understand what is being taught in addition to providing the necessary lessons.
It takes awareness, patience, timing, boundaries, and instinct to manage a classroom effectively. Leading a
sizable group of young people who are prone to distraction and have a range of abilities and temperaments on an
engaging learning trip is not simple. Four components of classroom management are identified and analysed, which
include rules and regulations, disciplinary interventions, teacher-student interactions, and mental settings. According
to researchers, classroom management is a key teaching method.
There was a 28% decrease in disruptive episodes when rules and procedures were put in place, according to
researchers. Discipline-related interventions led to a 32 percent decrease in inappropriate behaviour. The number of
disruptive episodes dropped by 31% when teacher-student interactions improved, and by 40% when students had a
positive attitude.
Definition
There are numerous ways to define microteaching, but Mr. B.K. Passi describes it as a training method that
demands students and teachers to teach a single concept at a time to a small group of students quickly utilising a
specific teaching technique.

Teaching Skill
The technique's main tenet is that complicated teaching activities may be broken down into manageable,
clearly defined parts called teaching skills, each of which can be taught, learned, practised, and assessed.
Many different skills have been discovered in both India and overseas.
A comprehensive list of teaching abilities is provided by Turney et al. (1976), which includes both general teaching
skills and skills specifically relevant to teaching a particular subject. They offer more than eighty different skills.
The Standard University Microteaching Program's Structure: The Standard Microteaching clinic was
created to give 150 preservice teacher-trainees training and practise in fundamental instructional skills. At Stanford
University, the program's elements and components were organised as follows:

i. Presentation of theory:
The lecture and discussion method was mostly used to present the micro lesson's theory. There were
enough opportunities provided for the teacher candidates to learn how to use their skills in the classroom.
a. Lecture
b. Discussion
c. Written self-instructional material
d. Multimedia package

ii. Modeling:
Live demonstrations were used to organise the modelling. Following a live or recorded demonstration and
lessons over the week, there was a debate on the model.
a. Perceptual models, such as live demonstrations, recorded videos, audio recordings, or films
b. Symbolic models, such as written models

iii. Planning:
Planning was primarily done by the teacher-trainee at home as a homework project. After 10 minutes, the
plan was revised, then critiqued. For re-planning, a session of roughly 15 minutes was made available.
a. Self-planning
b. Planning under guidance
 c. Different formats used

iv. Performance:
Five minutes were allotted for the microlesson. Invitations to participate were extended to students. As a
result, real conditions were used. The lectures were recorded on video.
a. Conditions, including real and simulated
b. Number of trainees
c. Time variations

v. Perception and feedback:

The trainer typically asked the trainee to rate his achievement in relation to the specific skill they were
working on during the feedback session. The rating reports from the students and supervisors, which covered many
facets of the skill to be mastered, came next. Simple evaluation forms were also employed, with ratings completed
by student teachers and supervisors. Feedback was provided by supervisors along with footage.
a. Use of video-audio type
b. Use of rating system, counting system
c. Feedback from peers and supervisors
d. Immediate or delayed feedback

vi. Integration of teaching skills:

Micro lessons were used to teach the integration of teaching techniques. The skills that were typically
chosen for the micro class were those that would be appropriate for lengthier classes, and in addition to these skills,
the trainees were also expected to exhibit the teaching abilities they had already gained. After the lecture, which
lasted 20 minutes, the group critique session lasted 30 minutes. The student was able to employ the numerous
abilities in an integrated manner thanks to his or her experience with micro courses. The structure of the several
elements of Stanford University's microteaching programme have been addressed thus far. However, in later years,
these elements underwent significant changes in numerous universities around the globe. These changes were made
in order to make them feasible or on the basis of study and experience.
a. Number of skills
b. Strategies of integration
 
2. State the components of skill for stimulus variation.
The teacher education programme has undergone a considerable change as a result of microteaching. Making
teacher education more scientific, efficient and meaningful is the main goal of microteaching. Technology has taken
over all significant facets of our life in the time that we live in, including education. It simply makes sense that we
offer new skills to strengthen our grasping abilities when new educational platforms emerge and alter the way we
learn.

The function of a teacher has changed over time. From a learning society where social learning dictated social
duties to an information-driven society, we have come a long way. The sole keeper of knowledge nowadays is not a
teacher. Instead, they are among the many information sources that are available to students. Teachers must
continually improve their abilities in order to stay/become more relevant and support the learning processes. The
ability to vary stimuli is one such crucial talent.

What Exactly Is Micro-Learning?

A strategy for teacher training and faculty development is microteaching. Recording training sessions and
having them reviewed by another faculty member for constructive criticism on what succeeded and additional
teaching strategy improvements is required.

Stimulus Variation: What Is It?

A vital teaching technique that keeps students engaged and motivated in class is stimulus variety. The
ability requires teachers to engage students' interest and attention by engaging in a variety of attention-grabbing
activity patterns. It is a technique for enhancing children's learning capacity by increasing their attentiveness and
responsiveness.
 Teachers who master the art of stimulus variety in microteaching sessions are better able to plan their
lessons and guide students. A knowledgeable instructor can establish a productive learning environment by deftly
incorporating different stimuli during class.
• The ability of stimulus variation entails a purposeful shift in the teacher's attention-drawing activity in
order to capture and maintain students'

what's being instructed.

• The focus of attention frequently switches from one stimulus to another.
• Teachers should purposefully alter their attention-grabbing in-class behaviour.
• Sneha Joshi claims that in order to alter what needs to be changed, when it needs to be changed, and how
it should be changed, a teacher must have the ability to capture and maintain a high degree of attention. The term
"skill of stimulus variation" refers to such a capability.
• There are number of factors which have bearing on students attention:
a Intensity
b Contrast
c Movement
d Extensity or size
e Novelty
f Change
g Striking or unusual quality
h Self activity
i Systematic and definite form
j Audio visual aids
k Teacher personal behaviour

Advantages Of Stimulus Variation

When used properly, stimulus variety in teaching and learning has a number of advantages. Following is a
list of some benefits of stimulus variation:
a. Number of skills Enhances the environment for learning as a whole
b. Improves students' focus and attention span by using a variety of stimuli and by creating an environment
that is supportive and appreciative of their efforts.
c. breaks up the monotony of a lecture and injects energy, inspiring students and piqueing their interest in the
subject.
The following are the components of skill for stimulus variation:
 
i. Movements:
One of the key abilities of stimulus variation is a planned and intentional movement in the classroom.
Examples of stimulus variation in micro-teaching include the motion to the chalkboard to explain a certain point,
drawing diagrams, or using a predetermined set of hand motions to describe an event. These activities aid students in
understanding academic concepts and enhance their participation. A teacher must, however, refrain from
unnecessary or unwanted movements that can divert students' attention.
a. Moving around the class
b. Checking student activities
c. Avoiding aimless wandering
 
ii. Gestures:
This component involves using body language to convey specific significant concepts to students. Moving
your head or hands to draw attention is one example of a gesture. Another gesture is moving your hands and fingers
to describe things, events, and measurements
Nodding head in agreement with students or to encourage them to raise their eyebrows in awe or adoration
When carried out properly, all such acts become more expressive and efficient.
a. Checking student activities
b. Movements of body parts to direct attention
c. Emphasizing on shape, size, etc.
 
iii. Change in speech pattern:
 Voice modulation is a crucial skill of stimulus variation in teaching that can be used to effectively
communicate with students. Speaking at the same monotonous pitch can deplete a class's energy and, as a result,
reduce attention spans. However, the class may become more focused and attentive when you introduce certain
speech variations. A simple voice raise to get students' attention or voice modulation when reading prose or poetry
to help students understand the underlying emotions are examples of this skill of changing the stimulus. The most
important thing is to speak confidently and with energy. The voice should be heard clearly and loudly, but not so
loudly as to startle students.
a. Checking student activities Change in tone, volume, speed
b. Movements of body parts to direct attention Voice modulation

iv. Focusing:
a. Directing students' attention towards a point
b. Verbal, gestural, or verbal cum gestural
 
v. Change in interaction styles:
The interaction between students (the entire class) and the teacher is one of the most crucial elements of
stimulus variation in teaching and learning. Additionally, interactions between students and between a particular
student and the teacher happen frequently. To keep the classroom buzzing and positive, it's crucial to bring variety to
each of these interactions. Stimulus variations in interaction styles include, for example:
Appreciating a student for their efforts and accomplishments by holding discussions or debates among the
students to determine their understanding of the subject
Including the above-mentioned skills for stimulus variation will help the class become more focused and
attentive.
a. When two or more communicate with each other
b. T-T (teacher-teacher), T-P (teacher-student), P-P (student-student)

vi. Pausing:
This is an extension of the prior skill of stimulus variation in instruction. You Should Intentionally Pause
When Teaching To Catch Students' Attention. By pausing, you also encourage them to continue listening. It's
important not to speak quickly or gasp for air. Also keep in mind that "Pausing" does not necessarily mean you
should "Stop Talking". Your goal in pausing is to increase interest in the future among your students.
a. Deliberate silence during talk
b. Neither too short nor too long
c. Giving time for answers
 
vii. Change in sensory focus:
a. When the teacher changes sensory channel
b. Oral to visual switching, oral to oral-visual, visual to oral-visual
 
viii. Physical involvement of students:
a.  In experiments, dramatization, writing on blackboard

These components are important for effective classroom communication and can help teachers to keep students
engaged and focused on learning.

3. State the skill of writing instructional objectives.

Written with the student in mind, instructional objectives outline what the pupil is expected to perform after
receiving training. Specific, observable, and quantifiable learning results are called objectives. Goals, on the other
hand, are general and vague. While objectives are created for specific study units, goals are ideal for a whole course
or curriculum.
A behavioural (performance) aim is "an intent communicated by a statement describing a proposed change
in a learner -- a statement of what the learner is to be like when he/she has successfully completed a learning
experience" (Mager, 1975). Or, a behavioural (performance) objective is a declaration of an actionable behaviour
that the learner must display by the end of a course, programme, or learning session. A behavioural (performance)
objective, put another way, is a description of a proposed behavioural change in a student that the instructor desires
to effect in the cognitive, psychomotor, or emotional domains of learning. The learners are often informed of the
lesson's objectives so they know what is expected of them.
A performance objective is a three-part description of what the learner must do to master a behaviour
(performance) in quantifiable terms. A real performance target contains three aspects that are easy to spot: A
behavior's description, measurement criteria, and standard for how well a behaviour must be executed are all
included in the first three parts of the definition of a behaviour (performance).

Classification of Objectives: 
The taxonomy created by Bloom, Engelhart, Furst, Hill, and krawthwohl (1956) and krathwhol, Bloom, and
Masai (1964) is the most widely used system for classifying objectives. Three main learning domains or types make
up this system:
a. The Cognitive Domain
Performances requiring knowledge of specific information, such as the principles, concepts, and
generalisations required for problem solving, are under the cognitive domain.
b. The Affective Domain
The performance that is necessary in the affective domain entails the display of feelings, attitudes, or
sensitivities towards other people, ideas, or objects.
c. The Psychomotor Domain
Since the psychomotor domain assesses a learner's performance in a skill area, object, tool, supply, or
equipment manipulation is a necessary part of the performance.
The skill of writing instructional objectives involves several key steps, including:
I. Well-stated instructional objectives.
An effective instructional objective is one that expresses your goals for learning through instruction without
ambiguity or room for interpretation.
a. Specification of the learner
b. Specification of the learner performance in observable behavioural terms
c. Specification of the conditions in which the learner performance occurs
d. Specification of the minimum expected level of performance of the learner

II. Adequacy of the instructional objectives with respect to learning outcomes.

a. Learning outcome: This is what students learn as a result of receiving instruction
b. A behaviour change results from learning. Any of the three behavioural domains—cognitive, affective, and
psychomotor—can experience this change in behaviour.
c. In contrast to the cognitive domain, it is more challenging to create instructional objectives that take
learners' behaviour in the affective and psychomotor domains into account.
d. You will learn to write instructional objectives at various levels of learning in order to accommodate a
variety of learning objectives.
e. As a result, only the cognitive domain is covered by the scope of this skill component.
f. As a result, only the cognitive domain is now considered when determining whether instructional
objectives are adequate in relation to learning outcomes in various domains.

III. Instructional objectives should be relevant to the content.

a. ‘Relevant' and'related' are synonyms for each other
b. Every learning target specified for a topic or unit should be pertinent to it.

IV. Adequacy of instructional objectives with respect to the content outline.

If a list of objectives is produced for a content outline, it should be sufficient and encompass the entire
content.

 
Overview of the Skill of Writing Instructional Objectives Skill :
Each objective needs to be clearly specified, including the learner, how they will behave when they are
performing, the circumstances under which they will be performing, and the minimal degree of performance
expected. The many levels of learning outcomes that can be attained by instructing that particular course should be
covered, primarily focusing on the cognitive domain while maintaining both higher-level and lower-level goals.
They ought to be pertinent to the student. The objectives mentioned for a particular content outline should be
appropriate for the topic.
It may be summarized as follows:
i. Identifying the desired learning outcome: This involves reviewing the standards or learning goals to
determine what the students should be able to do or know after completing the lesson.
ii. Choosing appropriate action verbs: Instructional objectives should begin with an action verb that describes
what the student will be able to do. Effective action verbs should be specific, measurable, and observable.
iii. Writing clear and concise statements: Instructional objectives should be written in clear, concise language
that is easy for students to understand. Avoid using jargon or technical terms that students may not be familiar with.
iv. Ensuring alignment with assessments: Instructional objectives should be aligned with the assessments used
to measure student learning. This means that the objective should describe what the student will be able to do or
know, and the assessment should measure whether or not the student has achieved this objective.
v. Reviewing and revising: It is important to review and revise instructional objectives to ensure that they are
accurate, achievable, and aligned with learning outcomes. This may involve getting feedback from other educators
or revising objectives based on student performance data.
By developing these skills, educators can write clear and effective instructional objectives that support
student learning and achievement.