User:Kapilkumar2006

=Skill of Stimulus Variation=
 * - A Micro-Teaching Skill 

Most people are able to learn about the world around them via their five senses which is sight, sound, taste, touch and smell. Skill of stimulus variation is one of the important micro-teaching skill.In stimulus variation student teacher is trained in are the use of movement in a systematic way and the avoidance of teaching from one spot, the use of gestures, and the development of verbal and non-verbal methods of focusing children's attention, the development of teaching methods other than the teacher monologue by encouraging pupil participation, the systematic use of pauses, and the controlled use of different sensory channels by switching primary modes of communication, going, for example, from the oral to the visual.

Intoduction
For the success of any lesson, it is essential to secure and sustain the attention of the pupils-learning is optimum when the pupils are fully attentive to the teaching-learning process. How to secure and sustain the attention is main theme of this skill. It is known on the basis of psychological experiments that attention of the individual tends to shift from one stimulus to other very quickly. It is very difficult for an individual to attend to the same stimulus for more than a few seconds. Therefore, for securing and sustaining the attention of the pupils to the lesson it is imperative to make variations in the stimulus. This is because attention is the necessary pre-requisite for learning.

Aim
Training in the skills of stimulus variation is aimed at helping student teachers to avoid teaching styles likely to induce boredom in their pupils. A stimulus situation that changes in different ways is one of the most powerful influences in maintaining orienting activity by the pupils. Carefully structured teaching material and approaches to the subject can have an important effect.

Components of Skill

 * 1) Movements
 * 2) Gestures
 * 3) Change in Speech Pattern
 * 4) Change in Interactions Style
 * 5) Focusing
 * 6) Pausing
 * 7) Oral-visual Switching


 * Movements : Making movements from one place to another with some purpose. (For writing the black board; to conduct experiment; to explain the chart or model; to pay attention to the pupil who is responding to some question etc.)


 * Gestures : These include movements of head, hand and body parts to arrest attention, to express emotions or to indicate shapes, sizes and movements. All these acts are performed to become more expressive.

particular point, sudden or radical changes in tone, volume or speed of the verbal presentation are brought out. The change in the speech pattern makes the pupils attentive and creates interest in the lesson.
 * Change in Speech Pattern : When the teacher wants show emotions or to put emphasis on a


 * Change in Interaction Style : When two or more persons communicate their views with each other, they are said to be interacting.

In the classroom the following three styles of interaction are possible :


 * 1) Teacher↔ class (Teacher talks to class and vice versa)
 * 2) Teacher↔ Pupil (Teacher talks to pupil and vice versa)
 * 3) Pupil↔ pupil (Pupil talks to pupil)

All types of interaction should go side by side to secure and sustain pupils’ attention.


 * Focusing :The teacher draws the attention of the pupils to the particular point in the lesson either by using verbal or gestural focusing. In verbal focusing the teacher makes statements like, “look here” “listen to me” “note it carefully”. In gestural focusing pointing towards some object with fingers or underlining the important words on the black board.


 * Pausing :This means “stop talking” by the teacher for a moment. When the teacher becomes silent during teaching, it at once draws the attention of the pupils with curiosity towards the teacher. The message given at this point is easily received by the pupils.


 * Oral-Visual Switching :The teacher gives information to the class verbally about something. This is called oral medium. When the teacher is showing maps, charts and object without saying something. This is called visual medium. If the teacher is giving information to the pupils through any one medium (oral, visual, oral visual) for a long time., it is possible that the students may lose attention to what the teacher is conveying to them. Therefore it is essential for the teacher to change medium rapidly in order to secure and sustain pupils’ attention to what he says. There are three types media :


 * 1) Oral⇄ oral –visual:- when the teacher while speaking shows objects, charts and models and explains their various parts. It is switching from oral to oral-visual.


 * 1) Oral⇄ visual:- when the teacher while speaking, shows objects, maps, charts, globe etc. It is switching form oral to visual.


 * 1) Visual⇄ oral – visual when the teacher demonstrates the experiment silently and then explains the phenomenon with the help of charts, maps, diagram etc. It is visual-oral switching.

These devices are used interchangeably to secure and sustain pupils’ attention to the lesson.

=Narrative Skill=

1.1. Introduction

 * Narrative Skills is one of the early literacy skills that researchers say are important for children to have in order to learn to read. Narrative skills help children understand what they hear and read. Narrative Skills is expressive language, including being able to describe things, to tell events in order, and to retell stories.

1.2. Objectives

 * To Strengthen children interest in learning language
 * To make able children to describe things
 * To enable children to tell events or stories in order

1.3. Concept of Narration

 * Generally narration use to tell the story. There are several ways to tell a story. However, no matter what genre the story is told in, there always needs to be a link to make sure that everything stays together. This is done through the use of a narrative. Understanding what a narrative is and how it is used in literature can help in defining how characters speak, as well as what drives a story forward

1.3.1 Types of Narration

 * The differences in narration depends on the type of voice that is used to recall a story.
 * If the work is non-fiction, than the narration will speak in a voice that simply recalls events.
 * If the narration is in fiction, such as a novel, the narration may take on a different type of voice to recall the events throughout the story.

1.3.2 Examples & Illustration

 * Tell the children to narrate the events of their life. "As you go through your day, talk about some of the things you do". Explain them in simple terms: First you get dressed, go to the kitchen, have breakfast prepared by mother, then leave for school."This brief narration helps children understand that stories have a beginning, middle and end. Knowing the “beginning,” “middle,” and “end” of a story is an important skill for children to understand a story and enjoy the same.

Activity: Read one of the stories provided. Ask your child these questions, and help him fill in some of the details.

• How did the story start? • What happened next? • And then? • How did the story end?

1.3.3 Assessment by recapitulation

 * For recapitulation or to know how far students have learned, the additional questions you can ask are:


 * 1) What was your favorite part?
 * 2) Who did you like best?
 * 3) What surprised you about the story?
 * 4) What part do you think was funny/scary/sad?