AIOU Assignment BEd 1.5 Year 8623 Elementary Education Assignment 2
Course: Elementary Education (8623)
Level: B. Ed (1.5 year) Semester: Spring, 2019
Assignment No: 2
Q 1. Define instructional technology and compare different kinds of projected and non-projected aids.
Answer:
Instructional technology is a specific technology field that deals with creating resources for learning. The nature of instructional technology is traced back to academics like B.B. Seels and R.C. Ritchie, who defined it as "the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning." From this definition, it is clear that instructional technology does involve things like Web-based training and other learning resources. It is more of a comprehensive term for all of those designs that accommodate successful learning technologies. Different kinds of projected and non-projected aids: Using non-projected visuals Teachers can use these for learners of all ages. They can involve groups to work collaboratively to prepare a presentation, with drawings and charts. There are many types of different charts: Organization charts, Classification charts, Time lines, Tabular charts, and Flowcharts. There are many types of graphs: Bar graphs, Pictorial graphs, Circle graphs, Line graphs. Posters Posters are easy to produce .They are used to catch and hold the viewer’s attention at least long enough to communicate a brief message quickly for a new topic or a special event. Cartoons Cartoons are very popular and familiar visual design. Cartoons are also easily and quickly read and appeal to learners of all ages. You can use cartoons to reinforce a point of instruction.
**Limitation
-Durability: It is easy to damage with regular learner use it. There is a problem to keep non-projected visuals- Storage. -May be too small for group viewing: non-projected visuals are not suitable for use for group because they are small.
**Using non projected visuals in the classroom
1. Use visuals whenever possible to demonstrate ideas.
2. Present a single idea in each visual. Break down complex visuals into simpler ones or build them up step-by-step.
3. Minimize text on each visual; maximum of six words per line and six lines per visual.
4. Cover irrelevant material with plain paper.
5. Use just one visual at time.
6. Teach your learners to understand visuals
7. Provide written cues to highlighted important information contained in the visuals.
Advantages
* Readily available
* Inexpensive
* No equipment required
* Easy to use
* Available for all levels of instruction
* Available for all disciplines
* Simplification of complex ideas.
Non-projected media can make your instruction more realistic and engaging Posters, cartoons, charts, pictures and graphs and what students produced by themselves can provide powerful visual support for learning abstract ideas. The non-projected media can be presented in the classroom or used as part of classroom activity. No need to use equipment for observation so non-projected visual are easy to use. Projected visual are detained as media design in which still images are enlarged and displayed on a screen .The types of projected visuals that we can use in the classroom are software, digital visuals and document cameras.
** Some general guidelines for using projected visuals
* Use visual variety. * Rehearse your narration.
* Keep it moving and limit your discussion.
* Pause for discussion.
* Avoid irrelevant images.
* Test it visually. The advantages for using projected visuals ·
Easy to create and use · Not projected for you and your students: It helps you on track · Supports inclusion of multimedia ·
Supports interactivity: it easy to go to any slide in the presentation Or link one to included multimedia files ·
Fields multiple formats: Using the mouse to create handouts, Notes pages, and outlines.
** Limitation
* Just words: Many students are visual learners, so they may not learn if there are not any visuals.
* Too much on one slide: Limit the number of words on each slide up to 36 words.
* Too many “bells and whistles”: Irrelevant sounds can be distracting.
Educational technology is often considered, erroneously, as synonymous with instructional innovation. Technology, by definition, applies current knowledge for some useful purpose. Therefore, technology uses evolving knowledge (whether about a kitchen or a classroom) to adapt and improve the system to which the knowledge applies (such as a kitchen’s microwave oven or educational computing). In contrast, innovations represent only change for change sake. Given this distinction, it is easy to argue that educators are correct to resist mere innovation, but they should welcome educational technology. Unfortunately, the history of educational technology does not support this hypothesis. Finally, non-projected media and materials is this time is very useful into the rural area which is not been reach into the advancement of our technology and it is very important indeed only seldom uses the projected media and materials. On the other hand, projected media and material very often uses by rich and advance in technology countries its important to them. These two materials both are useful for both learners and teachers indeed.
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Q 2. Discuss different types of behavior problems usually seen in children at elementary level. How can be the teachers prepared to tackle these problems?
Answer
It is common for children to break the rules and go against the norm to ‘test’ authority. Only that way do they understand what behavior is appropriate and what is not. Read on to learn about the behaviors that kids tend to exhibit from time to time and how you can handle a child with behavior problems.
1. Disrespect and backtalk When your three-year-old daughter talks back to you, it may seem funny and adorable. But when your seven-year-old girl shouts out a ‘no’ every time you tell her to do something, it can get on your nerves. If not handled properly, backtalk can lead to arguments between parents and children. So what do you do?
• If the child follows instructions, even though he talks back, appreciate that they did what you asked, even if they didn’t want to. You can then explain that it is okay to be angry, but not okay to speak to you disrespectfully.
• But if the child’s responses are threatening others or self, then you need to pay attention to what they say and handle it carefully.
• Do not respond impulsively. Let the child calm down and then address what he or she said. Tell them calmly about what behavior is acceptable and what is not.
• Set limits and make them aware of the consequences. Do not threaten, just state plain facts that if they talk back, they won’t get ice cream or go to the movie. For example, tell them if they continue to yell and shout, then they will have to forgo the dinner. However, if they stop shouting and listen to you, then they will get something nice for the dinner. Such give-and-take will look less controlling but giving the option to the child themselves.
• Set expectations, but you can be a little flexible sometimes if it makes them happy.
• Finally, take a quick check of how you behave with the kids or others when the kids are around. Are you rude or disrespectful? If yes, you need to start by changing your behavior.
2. Abusive language Children scream and yell when they are angry. But if they start swearing even before they are all of ten years old, you should be worried. They may start yelling or using abusive language to bring you into an argument or simply to get their way. When your child uses offensive language and swears, here is what you should do.
• Make sure you are not using such language in front of kids.
• Have zero tolerance for verbal abuse at home. There is no excuse for swearing or cursing. So if they use such language, there is a consequence.
• Explain the consequences clearly and ensure they are in place. So if your nine-year-old girl is grounded for one day for abusive language, she will have to miss her soccer practice or music class. There should be no two ways about it.
• If your toddler is using such language, correct them immediately. Tell them it is a “bad word” and people do not like that word or kids who use that word.
If you have used that word in front of your child, apologize immediately. You can even ask your child to remind you that it is a bad word, should you ever say it in front of him.
3. Aggressive or violent behavior It is okay for children to get angry. But if that anger becomes violent or turns into aggressive behavior in children it is a problem. Mood disorders, psychosis, conduct disorder, trauma, impulsiveness or frustration can cause aggression in young children. At times, your child may resort to violence for self-defense. Aggression can also be a learned behavior. How is the environment at home? Or is the child learning to be violent, at school? If your child tends to react to a negative response by hitting, biting or kicking, this is what you should do.
• The easiest way to respond to aggression in children is to yell back at them. But if you do so, you end up teaching them the wrong things. Your kids look up to you to learn how to control their impulses and emotions. So rather than raising your voice, lower your tone and tell them to calm down.
• Reflect their feelings, empathize, but make it clear that hitting or kicking or biting is not allowed. You could say something like “I know you are angry. But we do not bite, hit or kick. No hitting!”
• Tell them what the consequences would be if they turn violent. If you are dealing with a younger child, tell them what they can do instead. Give them an alternative, but don’t leave them hanging. For instance, teach them to use words and phrases like “I’m angry,” or “I don’t like it,” or“I’m not happy about it” when they are upset, instead of resorting to physical violence.
Most importantly, be a good role model and avoid giving them physical punishment. Also, reward positive, non-aggressive behavior.
4. Lying It is common for children to lie. It is also common for parents to worry when they catch the kids lying. You may feel betrayed, hurt and even wonder if you can trust the child again. But here is what you should do to prevent your kid from lying.
• Do not take it personally. Think about it from your child’s perspective to understand what compelled him to lie.
• Kids may lie when they are scared that the truth might have negative consequences. Appreciate the positives rather than punishing negative behavior to prevent your child’s need for lying.
• Teach them to be honest. Start by being a role model.
• Have consequences for lying. No arguments or discussions about it. Your kid lies, he gets to deal with the consequences.
5. Bullying Bullying is a serious problem and could result in emotional and physical abuse of the victim. Children tend to bully others to feel powerful. Also, bullying resolves their social problems easily. When dealing with feelings becomes difficult, kids tend to take on bullying to fix things. If you find that your child has been bullying others, you should act immediately.
• Start teaching your kids from an early age that bullying is wrong. More importantly, explain to them what or who a bully is and give them examples of what bullies do. For example, you can say, “A bully is someone who calls people names, or does mean things to them, or takes their property by force.”
• Set rules and standards in the house early on. Make a statement like “we do not bully in this house” or “You do not get away with such behavior in this house”.
• Watch out for signs of bullying: see if your older kids are trying to bully the younger ones, and rectify the behavior immediately.
6. Manipulation Manipulation is tricky and a very exhausting behavior to handle. Children tend to act out, lie, or cry to get what they want. If you give in to the bad behavior in children, your child feels justified. For example, if your child throws a tantrum in public for a candy bar and you buy her one, she has just manipulated you. In simple words, when your child manipulates you, she has power over you. As an adult, you can always break the pattern and stop falling for your child’s manipulative behavior.
• Expect your child to fight every time you say ‘no’. That way, you can figure out how to deal with their behavior and not fall for manipulation.
• Make it clear that when you say ‘no’, it means no. You can give them a brief explanation of your position, but don’t get into justifying it.
• Avoid discussion, but don’t shut them off completely. Try to listen to their side of the argument as long as the child is respectful and not rude or abusive.
7. Lack of motivation and laziness Your child doesn’t seem interested in doing anything at all. Be it schoolwork, art or music practice or even playing, he refuses to participate. Motivating kids is not easy, especially if they are lazy and tend to find an excuse for not doing anything. When your son or daughter is unmotivated, here is how you can help.
• Don’t get anxious by your child’s behavior. When you do, you may be seen as pushy, and that can encourage them to resist you.
• You can tell them the stories about your childhood and share your experiences to inspire and encourage them to try something new.
• Do not force your child to take up a hobby. Give them options and let them choose. Kids are more interested in something that they choose.
• Take a step back and check: are you forcing your kid to do something? Ask what your child really wants and what motivates him? See your child as a separate person to identify what motivates them.
• Try to find ways to get your kids motivated on their own. Self-motivation is more powerful than being driven by others.
• Encourage younger children to take up daily chores by making them fun. You may set a competition of who picks up the most number of toys or bits of paper from the floor or who makes their bed first.
• For older children, making them responsible for tasks such as washing the dishes, setting the table or cleaning up to set the expectations clear. Set limits like we will watch a movie once you have finished your chore.
8. Behavior problems in school “I hate school!” Is that something you hear your five-year-old say every morning? Kids often give parents a hard time by refusing to go to school or complete homework assignments in time. Children could refuse to go to school for many reasons: bullying, academic issues, resistance to authority and rules, or anxiety of being separated from parents.
• Start by getting to the root of the issue. Find out why your child hates school or refuses to do his homework. You may want to help him with his homework if he has trouble with it.
• Your child may take time to perform academically and be okay with school. Understand that the change will not happen overnight.
• Offer incentives, not bribes, to encourage positive behavior. For example, you can say, “you have earned an ice cream tonight because you did your homework without any reminders”.
• Ask the child if they want you to talk to the teacher about a problem that they are facing. Let them feel and understand that you are available for them when they face a problem in school. Encourage them by asking what they like doing in the school. Help them with their homework, and make it more interesting.
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Q 3. What should be the characteristics of a well- managed classroom. Also identify principles related to sound management?
Answer:
Students, as well as teachers, spend a majority of their time in classrooms and in school. The classroom should, therefore, be a stress-free environment where students and teachers feel comfortable spending so much time. It is essential to have a well-managed classroom to improve classroom efficiency and create an environment conducive to learning. A well-managed classroom is not limited to discipline, unlike the popular belief that discipline is the only vital management skill a teacher must have. There are various characteristics that describe a well-managed and efficient classroom. Student Engagement Classroom management includes various aspects, but one of the most vital is that the students are engaged. A well-managed classroom will keep the students engaged at all times in the learning process. Students are involved in the learning process, which helps foster higher-level thinking skills in students. Teaching creatively can be a major factor in student engagement because a lesson that is not interesting will cause the students to stop listening and become distracted. A more creative teaching method will capture the student's attention and allow them to focus. Clear Expectations Expectations such as class objectives are clear in a well-managed classroom. Students know the material they will be tested on, as well as the teacher's expectations for the various assignments they will be graded on. This also allows for efficiency in the classroom because students manage their time accordingly to move from one task to another effectively. A good way to ensure that students are clear on what the class objectives are is to write the daily tasks on the board at the beginning of each lesson, as well as write any exam dates in a place that students can see regularly.
Effective Time Management
To minimize wasted time and improve efficiency, a well-managed classroom has good time-management skills. The students know which areas in the classroom are accessible to them, as well as where items are placed in the classroom. They also know exactly what to expect from each class in order to ensure good time management. Procedures for distractions such as using the bathroom are in place to avoid minimizing the time students can spend on tasks during class time. Positive Work Environment A positive work environment is one of the main characteristics of a well-managed classroom. Students are comfortable asking the teacher questions. The classroom environment is also stress-free to ensure a good workflow and positive environment. Decorating the classroom, as well as allowing the students to participate in classroom decorating, can help encourage a positive work environment. Firm Discipline Discipline is an important factor in well-managed classrooms and one of the main characteristics. Students have clear and firm guidelines on which behaviors are allowed in the classroom and which are not, which allows students to remain disciplined and encourage an efficient workflow. Simple things such as guidelines on going to the bathroom or raising their hands when speaking are in place to help keep a positive and effective work environment. Students should also be given positive reinforcement and praise for appropriate behavior and good work to help encourage them and others in the classroom. Principles related to sound management in classroom: Effective classroom management requires awareness, patience, good timing, boundaries, and instinct. There’s nothing easy about shepherding a large group of easily distractible young people with different skills and temperaments along a meaningful learning journey. So how do master teachers do it?
To get a deeper understanding of experienced teachers’ go-to classroom management strategies, we took an informal poll on Facebook, Twitter, and Instagram. Unsurprisingly, there is no silver bullet for classroom management success. That said, as we pored over the more than 700 responses, we did see some clear trends. Here are the most often cited and creative approaches.
1. TAKE CARE OF YOURSELF TO TAKE CARE OF YOUR STUDENTS As the airline safety videos say: Put on your own oxygen mask first. To learn effectively, your students need a healthy you, said our experienced teachers. So get enough sleep, eat healthy food, and take steps to attend to your own well-being. In her first year of teaching, Jessica Sachs “was working 15-hour days and was completely stressed out. My husband finally said to me, ‘The most important thing that you do at school is make decisions. If you are too tired to do that properly, it won’t matter how well-prepared you were the night before.’” A few deep breaths can go a long way to helping you identify frustration before you act on it. Mindy Jones, a middle school teacher from Brownsville, Tennessee, notes that “a moment of patience in a moment of frustration saves you a hundred moments of regret.”
2. FOCUS ON BUILDING RELATIONSHIPS This was the theme we heard the most: Building healthy student-teacher relationships is essential to a thriving classroom culture, and even sets the stage for academic success. The phrase “build relationships” occurred 27 times during the Facebook and Instagram discussions, and other variants of that wording appeared 78 times. “Rapport is huge!” confirmed middle school teacher Kim Manzer, before adding that she always makes the time to talk to students as a whole class or one on one. Simple efforts like greeting kids outside the classroom before the start of the day pay outsized dividends. “They appreciate it so much when I just stop to listen and take interest.” Teacher Amanda Tait from Prince George, British Columbia, adds a little spice to the ritual: “I always meet them at the door and we do a ‘high-five, chicken-five,’ touching elbows with a ‘wing.’”
3. SET RULES, BOUNDARIES, AND EXPECTATIONS (AND DO IT EARLY)
Students don’t thrive amid chaos. They need some basic structure—and consistency—to feel safe and to focus. But maintaining a culture of mutual respect doesn’t mean your goal is to “make pals,” noted middle school reading coach Heather Henderson. “You can’t be their friend. You can be kind, loving, and supportive, but you still have to be their teacher.” Establish the code of conduct early in the year, and be sure that everyone—including the teacher—makes an effort to stay true to it. Predictability counts: “Follow through with rewards and consequences. If you say it, mean it. And if you mean it, say it. Be clear, be proactive, and be consistent,” said Lori Sheffield.
4. TAKE A STRENGTH-BASED APPROACH In a long back-and-forth about classroom management practices, it might have been the most memorable quote: “Find ways to make your hardest kid your favorite kid,” said Karen Yenofsky, turning a nearly perfect phrase and triggering an avalanche of teacher love. “When you connect with them... it makes everything smoother.” That’s not easy, of course. A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient. “Find the root of the problem,” urged teacher Judi Michalik of Bangor, Maine. “I have never met a student that doesn’t want to be successful. If they are misbehaving it is kind of like when a baby cries; there is something wrong in their world. If they are misbehaving for attention then find out why they need the attention and how you can give them what they need.”
5. INVOLVE PARENTS AND GUARDIANS “Never forget that every student is someone’s child,” writes Molly Francis, echoing many teachers in our thread. “Parents/guardians/caregivers want to hear that you see the good in their child. A positive connection with home can often help in the classroom.” The popular apps Remind and Class Dojo were frequently praised, and appear to be well on the way to replacing phone calls—both from teachers to guardians, and in the other direction, too.
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Q 4. Discuss teacher made achievement tests? Construct six items of each, short answers, completion, true false, matching, multiple choice and essay type from the English of class VII (Public Sector)?
Answer:
Carefully constructed teacher-made tests and standardised tests are similar in many ways. Both are constructed on the basis of carefully planned table of specifications, both have the same type of test items, and both provide clear directions to the students. Still the two differ. They differ in the quality of test items, the reliability of test measures, the procedures for administering and scoring and the interpretation of scores. No doubt, standardised tests are good and better in quality, more reliable and valid. But a classroom teacher cannot always depend on standardised tests. These may not suit to his local needs, may not be readily available, may be costly, may have different objectives. In order to fulfill the immediate requirements, the teacher has to prepare his own tests which are usually objective type in nature. Teacher-made tests are normally prepared and administered for testing classroom achievement of students, evaluating the method of teaching adopted by the teacher and other curricular programmes of the school. Teacher-made test is one of the most valuable instrument in the hands of the teacher to solve his purpose. It is designed to solve the problem or requirements of the class for which it is prepared. It is prepared to measure the outcomes and content of local curriculum. It is very much flexible so that, it can be adopted to any procedure and material. It does not require any sophisticated technique for preparation. Taylor has highly recommended for the use of these teacher-made objective type tests, which do not require all the four steps of standardised tests nor need the rigorous processes of standardisation. Only the first two steps planning and preparation are sufficient for their construction. Features of Teacher-Made Tests: 1. The items of the tests are arranged in order of difficulty. 2. These are prepared by the teachers which can be used for prognosis and diagnosis purposes.
3. The test covers the whole content area and includes a large number of items. 4. The preparation of the items conforms to the blueprint. 5. Test construction is not a single man’s business, rather it is a co-operative endeavour. 6. A teacher-made test does not cover all the steps of a standardised test. 7. Teacher-made tests may also be employed as a tool for formative evaluation. 8. Preparation and administration of these tests are economical. 9. The test is developed by the teacher to ascertain the student’s achievement and proficiency in a given subject. 10. Teacher-made tests are least used for research purposes. 11. They do not have norms whereas providing norms is quite essential for standardised tests. Steps/Principles of Construction of Teacher-made Test: A teacher-made test does not require a well-planned preparation. Even then, to make it more efficient and effective tool of evaluation, careful considerations arc needed to be given while constructing such tests. The following steps may be followed for the preparation of teacher-made test: 1. Planning: Planning of a teacher-made test includes: a. Determining the purpose and objectives of the test, ‘as what to measure and why to measure’. b. Deciding the length of the test and portion of the syllabus to be covered. c. Specifying the objectives in behavioural terms. If needed, a table can even be prepared for specifications and weightage given to the objectives to be measured. d. Deciding the number and forms of items (questions) according to blueprint.
e. Having a clear knowledge and understanding of the principles of constructing essay type, short answer type and objective type questions.
f. Deciding date of testing much in advance in order to give time to teachers for test preparation and administration. g. Seeking the co-operation and suggestion of co-teachers, experienced teachers of other schools and test experts. 2. Preparation of the Test: Planning is the philosophical aspect and preparation is the practical aspect of test construction. All the practical aspects to be taken into consideration while one constructs the tests. It is an art, a technique. One is to have it or to acquire it. It requires much thinking, rethinking and reading before constructing test items. Different types of objective test items viz., multiple choice, short-answer type and matching type can be constructed. After construction, test items should be given lo others for review and for seeking their opinions on it. The suggestions may be sought even from others on languages, modalities of the items, statements given, correct answers supplied and on other possible errors anticipated. The suggestions and views thus sought will help a test constructor in modifying and verifying his items afresh to make it more acceptable and usable. After construction of the test, items should be arranged in a simple to complex order. For arranging the items, a teacher can adopt so many methods viz., group-wise, unit-wise, topic wise etc. Scoring key should also be prepared forthwith to avoid further delay in scoring. Direction is an important part of a test construction. Without giving a proper direction or instruction, there will be a probability of loosing the authenticity of the test reliability. It may create a misunderstanding in the students also.
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Q 5. Describe the role of teacher training in deterioration of the education system. Suggest measures for improvement?
Answer:
It has been found that only 10 % of Indian youth go to college. This percentage is 40-50% in developed countries. As per the available reports, two third of the Indian universities are providing sub-standard education while 90 % colleges in India are below average. Today, most of the institutions have become factory of degrees only. Students / teachers are running after attaining or providing degrees and not towards the gaining knowledge and wisdom. Attendance in the institution has dropped drastically and class room teaching is becoming only a ritual, to be followed mechanically. Though, it is said that the destiny of nation is shaped only in the class rooms, very little importance is being given to class room teaching. The overall scenario of higher education in India does not match with the global quality standards. It does not foster the global competencies and even does not make significant contribution to the national development. The present education system does not match with the needs and expectations of the employment sector. The role of the teacher assumes greater significance in this deteriorating scenario of higher education. It is a daunting task for the teachers to improve the quantity, quality and equality in higher education. It is said that a good teacher can bring the entire world to the class room. The teacher being a sculptor has to play multidimensional role to inculcate the nuances of subjects to the heterogeneous cult of students. He has to inspire to students to show interest in their subjects, even if he confronts students who are completely demotivated and dispirited. Quality education is the solution to all the problems and teachers are the main ingredients in giving quality education.
The success of any education system depends on the quality of teachers, which, in turn, depends on the effective teaching / learning process. Teachers' role is of vital significance for the development of society and appropriate changes in the society. Thus, the quality of higher education depends upon quality of those who impart it. Teachers are the most important components of any educational system. Teachers play most crucial role in the development of the education system as a whole and also in imparting and maintaining the standards of higher education. In the present scenario, the 'personality' of the teachers has deteriorated. Teaching is considered as one of the noblest professions but unfortunately this profession is losing its status in the society because of modernization, political influence, castism, corruption and other unfair means. For many teachers, especially in medical and dental sciences, teaching profession has become easy source of earning money. Making many money by unfair means like malpractices in examination resulted in decline of the quality of teaching values. Changing social attitude, non-responsiveness and poor level of accountability, emphasis on western system of education, impact of modernization, absence of the traditional Indian education system, etc. are the factors responsible for the degradation of teaching values in the society. “The primary task of a society is to find a real teacher, one who performs his duty with perfection and dedication and is a perfect moral example for the society” - Rabindranath Tagore Thus, teachers play critical role in taking quality education and in shaping the future and destiny of a nation. Teachers teach the ways of life, channelize youth power and mold their character. In a real sense, the teachers are the backbone of the nation.
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