POT Assignment for Lesson 10.2: Classroom Management Stimulus Variation Writing Instructional Objectives

 1         What are the components of skill involved in classroom management?

Classroom management undoubtedly depends upon the teacher’s managerial skills. The teachers are to be trained in various aspects related to classroom management

 The components of skill involved in classroom management:

1. Establishing clear expectations for behaviour and academic performance

2. Building positive relationships with students

3. Managing time effectively

4. Using effective communication

5. Using appropriate discipline strategies

6. Engaging students in the learning process

7. Organizing a meaningful learning process

8. Creating a platform for students to showcase their potential

9. Knowing the students

10. Motivating the students

11. Appraising every student’s accomplishments

12. Creating a stimulating environment that is conducive to learning.

These components are interconnected and work together to create a positive and productive learning environment for students.

2         State the components of skill for stimulus variation.

Various Components of SKill for Stimulus Variation:

• Movements

• a  Move in class

• b  To check activities

• c  Avoid aimless wandering

• Gestures

• a  Movements of the parts of the body to direct
  attention

• b  Emphasizing on shape, size etc.,

• Change in speech pattern

• a  Change in tone, volume, speed

• b  Voice modulation

• Focussing

• a  Direct students attention towards a point

• b  Verbal, gestural, verbal cum gestural

•  Change in interaction styles
  a When two or more communicate with each other 

• b T-T, T-P, P-P

• Pausing

• a  Deliberate silence during talk

• b  Neither too short nor too long

• c  Give time for answer

• Change in sensory focus

• a  When teacher changes sensory channel

• b  Oral to visual switching, oral to oral-visual, visual to oral-visual

• Physical involvement of students
  A  In experiments, dramatization, writing on blackboard

• 
  

3          State the skill of writing instructional objectives.

Writing instructional objectives is a skill related to the field of education and training. It involves the ability to clearly and concisely define the desired learning outcomes or performance goals that learners should be able to achieve after completing a particular instructional program or activity.

The skill of writing instructional objectives requires a deep understanding of the subject matter, the needs and characteristics of the learners, and the overall learning context. Effective instructional objectives should meet the following criteria:

1. Specific: The objectives should be clearly defined and specific, leaving no room for ambiguity or misinterpretation.

2. Measurable: The objectives should be measurable in terms of observable behavior or performance. This means that the outcomes of the instruction should be observable, and it should be possible to assess whether the learner has achieved the desired level of proficiency.

3. Achievable: The objectives should be achievable within the given timeframe and resources, taking into account the learner's prior knowledge, skills, and abilities.

4. Relevant: The objectives should be relevant to the learner's needs and goals, as well as to the overall learning context and objectives.

5. Time-bound: The objectives should be time-bound, meaning that there should be a clear timeline or deadline for achieving the objectives.

By following these criteria, instructional objectives serve as important tools for both teachers and learners. They help teachers to plan and deliver effective instruction, and they help learners to understand what is expected of them and to monitor their progress towards achieving the desired learning outcomes.