CORE III

FIRST YEAR

UNIT IX

STUDENT TEACHER RELATIONSHIP

The child receives the first birth i.e., the physical birth from the parents. The child receives
the second birth at the hands of the teacher. But it is the teacher who plays the most
prominent role in moulding the habits and character of the pupils. His personal influence, his
character, his dynamism and his life force are that turns them to be truly human, contributing
their best to the humanity.

The relationship between a teacher and a student is very delicate, sweet, and special. It is like
someone helping a bud blossom into a flower. In this process, one needs to be careful and
allow someone the bud to blossom at its own pace.

The teacher is like a gardener who provides the right soil for the plant to grow and bear
flowers and fruits. A teacher can only provide the right atmosphere for the student to bloom
into a wise and cheerful personality.

The teacher student relationship is very important for children. Children spend approximately
6 to 7 hours a day with a teacher for almost 10 months. Teaching young children could be
among the most challenging jobs in the world.

A relationship between the student and the teacher is difficult to establish, but can be found
for both individuals at either end. The qualities for a positive relationship can vary to set a
learning experience approachable and inviting the students to learn.

Children have different strategies for learning and achieving their goals. A few students in a
classroom will grasp and learn quickly, but at the same time there will be those who have to
be repeatedly taught using different techniques for the student to be able to understand the
lesson.

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DEFINTION:

“The true teacher is he who can immediately come down to the level of the student, transfer
his soul to the student’s soul and see through and understand through his mind. Such a
teacher can really teach and none else.” - Swami Vivekananda.

“The teachers place in society is of vital importance. He acts as the pivot for transmission of
intellectual traditions and technical skills, from generation to generation and helps to keep the
lamp of civilization burning.” – Dr. S. Radhakrishnan.

“Emotions-based experiences that emerge out of teachers’ on-going interactions with their
students” – PIANTA (1999)

Operating as socializing agents, teachers can influence students “social and intellectual
experiences via their abilities to install values in children such as the motivation to learn; by
providing classroom contexts that stimulate students” – DAVIS (2003).

Effective student-teacher relationships encourage “greater confidence and classroom

engagement in much the same manner as sensitive parenting encourages a greater sense of
security and confidence” – KOPLOW (2002)

The following factors for sure will help teachers to maintain the
relationship:

• Mastery of Subject Matter:

 Know clearly all the different topics from the subject taught.
 Better understanding of subject taught is necessary for responding well to
student’s questions, for proper assessment of students’ understanding and for
better diagrammatic representation of information from the subject.
 Always teacher’s mastery of the subject taught will create an impression about
the teacher in the minds of students, make them like the subject and thus leave a
positive mark on the teaching,
 There should be special consideration for gifted students, slow learners and for
those with learning disabilities.

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• Application of Principle of Teaching

 A teacher should know clearly “What” should be taught and “Why”, “When” and
“How” it should be taught.
 Motivate the students to learn and work towards their goals. The motivation is
necessary at every stage of teaching.
 Both Teachers and Students have to have an active participation in the teaching –
learning process. Activities included always generate a drive to learn with interest
and acquire academic skills.
 Teacher should adapt suitable strategies and methods to generate an interest to
learn.
 Due consideration should be given to the individuality and learning diversity of
the students.
 Teachers should employ creativity into their teaching methods and generate
learning situation that energizes and brings out the creativity of students.
 Teaching should foster the development of strong attitude, habits, discipline,
character, life skills and self - esteem in them.

• Presentation of the Knowledge

 Mark the beginning of the lesson or classroom presentation with motivational

questions, activity or with a brief recall of knowledge from previous periods.
 Explanation should always be at the knowledge level of the students.
 Learning becomes more interesting and it takes place at an accelerated pace when
the basics are taught.
 During the course of explanation, try to connect between the known and
unknown knowledge.
 In order to meet the needs of the students, you should supplement the contents of
the text books with information from other resources and tools and thus enhance
the effectiveness of the presentation.
 Follow a sequence of logical steps using appropriate examples and illustrations to
make the teaching more systematic and the learning more enjoyable.
 The language used for the explanation should be appropriate to the level of
student’s understanding and it has to be rightly pitched.

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  Appropriate and situational repetition of the main points will help in fixation of
important information and wherever necessary provide them the summary or
main points of the concluded explanation.
 Use appropriate teaching – aids wherever there is a chance of using them in
between the explanation.
 Proper evaluation and recapitulation at the end will help the students to know
what they have learnt. It also helps the teachers to know the effectiveness of their
presentation.

• Relationship with the students

 A learner centered teacher establishes a good, caring and encouraging

relationship with the students.
 Make the students to feel that you are really interested in their progress and
whatever they do is really of importance to you.
 Whenever they suffer some sorts of adjustment problems, stress problems, be
kind enough o respond to them immediately emphasizing your concern towards
them.
 Give them the praises, recognition and rewards they rewards they deserve for all
their genuine efforts and achievements.
 Avoid such forms of discouraging remarks, which can seriously affect their self –
esteem.
 Every child has a fascination for his / her name. They like to called by their name
and it simply shows that you know them individually.
 Whenever activities are conducted in the classrooms, take measures to include
everyone in the activities.
 To make them feel that you value them more, give them more responsibilities and
chances to exercise them.
 Spare time to talk to them individually, talk and know about their interests,
ambitions, goals in life, which will help in motivating and encouraging them.
 Appropriate and controlled humour can bring teachers and students close together
narrowing the distance.

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• Classroom mannerism

 Never make any pessimistic prediction about their potential failure.

 Lend a sympathetic ear when listening to student’s problem.
 Avoid criticizing them in front of other students.
 Do not pass out any form of personal comments about other colleagues before the
students.
 Enthusiasm to teach, willingness to admit any error, cheerfulness, calmness and
poise, sense of humour are favourable expressions that draws student’s fondness.
 Spare time to talk to the students, so that they feel that their teacher is
approachable, especially at times of needs.

• Communication skills

 Communication is both receptive and expressive. Teachers must be skilled at

listening to their students as well as explaining things clearly.
 Teachers need clarity of thought to present the material. They must be able to
break down complex ideas into simpler parts and smaller steps to transmit to their
students.
 They must be able to adapt their methods of communication to all students
regardless of ability or learning style.
 They are able to "read" their students and adapt to the needs of the individual.

 Effective communication includes transforming the boring into the interesting

and having good presentation skills.
 Good teachers communicate concern and caring by their tone of voice and use of
body language. They transmit genuine commitment and affection for their
students.
 Good teachers care about their students' progress and let their students know it at
all times. They learn their students' names early in the school year and use their
names when addressing them.
 They communicate their appreciation for what their students do by celebrating
their successes and constantly encouraging them. This helps students feel
recognized and validated.

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• Ability to control the class

 During your classroom teaching, you vision should stretch over the entire class
and students should always feel that they and all their activities are watched.
 Express displeasure over the child’s annoying behaviours but never criticise
them.
 If a student in the class is found disturbing others, then walk purposefully towards
him to know the cause for the disturbance. A pause, strict eye contact and even
strategic reminder prevent them from further misbehaving.
 If the child shows disruptive and disrespectful behaviours due to some stress, it is
necessary to talk to the child separately, find the underlying cause for it, and
enable the child to overcome the distress.
 Inform the child that it is over reactions and aggressive responses that cause
strained relationships leading to mental disturbances and conflicts.
 Devise and maintain classroom rules of behaviours, which will help students to
control their behaviour.
 Encourage well-behaved students to motivate the trouble students to improve the
way they behave.
 Improve their power of concentration, teach them healthy social skills, enhance
their self-esteem, help them to cope with their learning problems and discuss the
consequences of disobeying and bad behaviours on their future life.
 Try to establish a balance between positive and negative reflections.
 Reward all the improvements in behaviour made by students consistently and set
targets with rewards that motivate them to improve their behaviour.

NEED FOR STUDENT – TEACHER RELATIONSHIP

 To set a very good learning experience.

 To gain a positive attitude for future education.
 To get the attention of disruptive students.
 To provide a better classroom atmosphere.
 To make them learn at high level and accomplish quickly
 This relationship makes students active learner.
 To help them realize their importance of education.

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  This relationship is evident for students to loose their shyness and improve self-
esteem.
 Through this relation a teacher can act as guide to their habits.
 To learn student’s backgrounds and interests.
 To faster a favourable learning climate.
 To make them respect every one.
 It will result in high performance.
 Make students to adjust the greater level.
 When the relationship is good it benefits of all types of students.

INTERPERSONAL APPROACH OF TEACHER/STUDENT

What is meant by interpersonal?

Interpersonal refers to something involving, or occurring among several people. Interpersonal

skills refer to our ability to get along with others.

Why we need interpersonal skill?

Interpersonal skills are the life skills we use every day when we communicate and interact
with other people, both individually and in groups. People who have worked on developing
strong interpersonal skills are usually more successful in both their professional and personal
lives.

How we use interpersonal approach of teacher/student?

As a teacher………..

 Know your students (Background, Interest and Attitude).

 Avoid using the same approach for everyone.
 Be a good counselor to students.
 Motivate students beyond the classroom.
 Praise the students as per their achievement.
 Give responsibility to students.
 Use appropriate language as per student level.
 Plan a clear and effective discipline policy.
 Create an atmosphere of mutual respect in the classroom.

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  Concentrate on Learner-Centered teaching.
 Pass out the information according to the student’s mentality.
 Relating classroom teaching with the day to day activity of the students.
 Teacher need to show the depth of the subject to students.

CLASSROOM MANAGEMENT

“Destiny of India is being shaped in her classroom”.

Kothari Commission of Education (1964 – 66)

Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive, on task, and academically productive
during a class. When classroom-management strategies are executed effectively, teachers
minimize the behaviours that impede learning for both individual students and groups of
students, while maximizing the behaviours that facilitate or enhance learning. Generally
speaking, effective teachers tend to display strong classroom-management skills, while the
hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with
students who are not working or paying attention.

What did you think about the teacher’s role in classroom?

There are two dominant role played by a teacher in a classroom management

• Concern with content of education or subject matter to be learned.

• Concern with the process of instruction or how children learn their attitudes towards
learning the resource and technology.

MEANING:

• Classroom management is teacher’s strategies that create and maintain an orderly

learning environment.

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 • Classroom management is closely linked to issues of motivation, discipline and
respect.

DEFINITION:

Creemers and Reezigt (1999) identified four factors that are responsible for creating a
classroom condition that significantly decides student’s learning. These factors are:

 Expectations of student’s outcome;

 An orderly classroom environment;
 Well-functioning relationships in the classroom between teacher and students,
between the students;
 Physical environment of the classroom,

According to BELLON

• The term classroom management and discipline are often used interchangeably.

According to FROYEN

• School and classroom management aims at encouraging and establishing student self-
control through a process of promoting positive student achievement and behaviour.
The academic achievement, teacher efficacy and teacher and student behaviour are
directly linked with the concept of school and classroom management.

According to KRAUSE

 Classroom management is certainly concerned with behaviour, but it can also be

defined more broadly; as involving the planning, organization, and control of learners,
the learning process and the classroom environment to create and maintain an
effective learning experience.

CLASSROOM ORGANISATION

• Best possible seating arrangement has to be provided to the students. When they feel
that they are comfortably seated, they will gradually demonstrate their
comfortableness and this will eventually motivate them to respond and work well.

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 • Arrange the students in the classroom in such a way that you can make eye contact
with every student. Every student should feel that they are being watched.

• If some students are frequently caught-up in laziness and happen to work with
minimal efforts in a particular seat, then you can change their place and keep them in
sears from where you can clearly observe them.

• Change the physical layout, arrangements whenever necessary to suit your teaching
style and methods of teaching. The arrangements can be changed whenever students
are involved in group activities and co-operative learning.

• Students should be given the responsibility of keeping their classroom neat and tidy.
Enforce them to dispose all the wastes into the dustbin. Clean classrooms stimulate
good learning.

• All the resources required for teaching and learning should be placed on the walls
within the classroom. It will obviously make the environment more attractive, which
will build the interest to learn.

• It would be useful if the classroom has a display or bulletin board placed on the back
wall. It will offer many opportunities for students to display their whole range of
creativity.

• It would enhance the effectiveness of the classroom environment if it were provided

with safe storage system. It helps the teacher to store useful classroom materials and
exhibit student’s collections and some artefacts. Keep a mailbox. Utilize shelves

• A provision to place a computer system, within the classroom enhances the learning
scope in the classroom. It will support advanced teaching – learning using computer –
aided teaching learning resources.

• Create a positive and safe environment

• Learn STUDENTS names

• Bins are the best

• Plan your week ahead of time

• Keep student information handy

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 • Teach study skills

• Write it down – homework on the board

• Email newsletter

• Eliminate messes using garbage bin

• DRY RACKS

CLASSROOM LEARNING ATMOSPHERE:

“CREATING A POSITIVE LEARNING ENVIRONMENT WHICH

SUPPORTS TEACHING FOR DEEP LEARNING “

What is Classroom Learning Atmosphere?

Classroom learning atmosphere refers to a space or a place where learners and teachers
interact with each other and a use a variety of tools and information resources in their pursuit
of learning activities.

Physical Condition of the Classroom

 As soon as the student enters they are attracted by a clean and orderly set-up.
 Natural light and flowing fresh air add to their comfort and eases.
 Free from noise coming from the surroundings, student’s concentration and interest
are easily sustained.
 The doors and windows could be opened and closed with less difficulty and noise.
 The light fixtures are located when needed

Large Classes Present a Number of Difficulties for Example:

 Learner are not sure of the purpose of the instruction

 They don’t have the opportunity to read support independent work
 There is a lack opportunity for discussion
 The educator has difficulty motivating the learners

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ENGAGING THE STUDENT IN ORGANIZING THE
CLASSROMM

 Student spend many hours in the classroom therefore it is important to :

 Get them to enhance a sense of belonging and personal identity
 Allow students to participate in decisions making about the space , the grouping of
desks
 Room decorations , and organization and placement of learning centers
 Give them the ability to arrange their own environment to make them feel safe and
more willing to work

A responsible interaction between the learner and the learning materials under the guidance
of a good teacher in a conducive learning atmosphere will be productive and contributes
towards their development. Special features of a student centered classroom with ideal
learning conditions are:

 It increases student’s motivation to learn making learning more enjoyable.

 It enables in acquiring a host of learning skills, thus making learning more easier and
rewarding.
 It makes the students to realise the value of their learning time and motivates them to
use it more productively.
 It makes them to feel the need to learn and thus work hard to acquire more satisfying
learning experiences.
 It stimulates students to learn by sharing, work collaboratively by appropriately using
the learning materials.
 Establish a trusting and encouraging relationship with the students so that they
develop a respectful attitude towards teachers and value their teaching.
 Consider active involvement of all students in planning, decision making, executing
the programmes. Valuing their opinion and suggestions will encourage them to be
more active, behave well and contribute creatively.
 Encourage students to help each other to learn. Device group activities that stimulate
collaborative and co-operative learning.

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  Help each student in the class to set achievable targets, maximise their potentials by
reviewing their previous performances, obtaining feedbacks, thus demonstrating an
ethos of achievement in the classroom.
 Teachers should keep their classroom instructions and presentations more interesting
and uphold high standards of responsibilities. A series of teaching methods, style and
activities exhibited should make learning more enjoyable.
 They should show eagerness to always exhibit more disciplined and civilised
behaviours. With good social skills, they should care each other. Only healthy form of
competition between students should be allowed which could act as a stimulant for
better performances.

CLASSROOM TECHNIQUES:

Student behaviours like shouting out, not paying attention, task avoidance, disrespect,
refusal, and engaging in power struggles take your focus away from teaching and
students’ focus away from learning. In order to create and maintain a productive
classroom setting and bring the focus back to teaching and learning, use these
classroom management strategies to decrease disruption and increase compliance.

Understand Your Students.

Get to know each student as an individual. Build positive relationships with the
students. Be sure to let your compassion for each student reflect through your nonverbal
behaviour and verbal communication.

Be Patient.

. Keep in mind that you have a choice about how you respond to disruptive student
behavior. Choose not to take the behavior personally, and use positive self-talk. For example,
instead of thinking, “I can’t take this disrespect anymore,” think, “I’ve seen this before. Why
am I letting it get to me today?”

Set Limits

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 Be sure to post your classroom’s rules prominently. Keep to a few rules and make sure
that they’re clear, simple, and positive. For example, instead of stating, “NO FOOD OR
DRINKS ALLOWED,” state, “Please leave food and drinks in the cafeteria.”

Keep to the Schedule You Set

. Following your own rule is key to modelling timeliness and productivity. The more
organized you are, the more opportunity there is to focus on teaching and learning. This will
help your students respect schedules and work within designated time frames.

Be Aware of the Causes of Behaviour

. Being mindful of Precipitating Factors and early warning signs helps you focus on
prevention. One way to avert difficult behaviour is to seat disruptive students strategically.
For example, if a student tends to be loud, inattentive, or noncompliant, seat her away from
others who might tempt her to challenge you or engage in a power struggle with you.

Walk Around

When a student is inattentive, rowdy, or challenging, it distracts others. As you’re teaching,

move toward the student while continuing to talk to the class as a whole. Most students will
not continue being disruptive if you stand near them when you are teaching. You can also try
making friendly eye contact with the student.

TIPS FOR MAINTAINING CLASSROOM MANAGEMENT

What is Classroom Management?

Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class.

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IMPORTANCE OF CLASSROOM MANAGEMENT

 It engages students:  Students who are engaged in lessons and the learning material
will be able to register the information better and be able to apply their knowledge
when it comes to test taking.
 It keeps students prepared:  When teachers and students are prepared to learn,
lessons and learning will be easier to be administered and the results will be more
effective.
 It boosts confidence:  In an effective classroom, teachers are able to give more
attention to each student and structure lesson plans to meet certain needs.   All of
these factors will help in boosting the confidence of students.

Tips for maintaining Classroom Management

 Keep the class interested:  Students who are interested in the material that what is
going on in the class will be less likely to cause any disruption, as their attention
will be focused on their lesson.
 Practice fairness:  If you have kids, you would know that they have a tendency to
get jealous very easily.  Also, they can easily detect when injustices are occurring. 
As a teacher, you need to be fair and make sure that you keep your word and follow
up with anything you commit to.  Also remember to never play favorites in a
classroom.
 Practice humour:  Creating a positive environment where there is laughter and
happiness is key into keep students interested and engaged in their work, and more
likely to comply with any rules.
 Do not threaten:  Threatening students can weaken a teacher’s credibility in a
classroom.  Be careful when you use threats, if any.  Instead, try to practice positive
reinforcement.
 Lead by example:  If one of your rules is to have students show up to class on time
every day, make sure that you practice those same rules yourself.   If you are late,
then you risk setting a bad example for your students.

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  Do not get angry:  If you have a temper, leave it at the door.  Teachers who lose
their temper will eventually lose their credibility in the classroom and create an
unfavourable learning environment for their students.
 Give students opportunities:  Giving students the reigns with certain things in the
classroom will make them feel trusted and responsible.  By showing students that
you have confidence in their abilities, they will feel like the overall management and
flow of the classroom is up to them to uphold as well.
 Do not humiliate:  Humiliating students will only cause teachers to lose their
authority in the classroom and contribute to psychological damage in children, as
well as fear and resentment.
 Be alert:  Teachers who are always aware of what is going on in their classroom are
less likely to have a controlled and managed class.  Be sure to move around your
class often and take time to interact with each student.

Happy Students = Effective Classroom

Classroom management is essential, not only for a teacher’s piece of mind and in allowing
them proper control over their classroom, but it is imperative for a positive and flourishing
learning environment for students.  

ACTIVITIES MAINTAINING IN THE CLASSROOM

ACTIVITY BASED TEACHING

• Activity method is a technique adopted by a teacher to emphasize his or her method

of teaching through activity in which the students participate rigorously and bring
about efficient learning experiences.

• It is a child-centered approach.

• It is a method in which the child is actively involved in participating mentally and

physically.

• Learning by doing is imperative in successful learning since it is well proved that

more the senses are stimulated, more a person learns and longer he/she retains.

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GENERAL ACTIVITIES:

I. Brainstorming
II. Debate
III. Think-pair share
IV. Circle of voice
V. Quiz
VI. Puzzles

Stand up and sit down:

• Help students differentiate any two categories.

• For examples: instruct them to stand up if it’s a noun or sit down if it’s a verb.

Response cards:

Response Cards for any number of responses, including: agree/disagree, true/false,

yes/no, greater than/less than, multiple choice, and emotions. For example, while reading a
book together as a class the teacher.

Quick writes:

In this activity, the teacher asks a question about a topic or concept that has just been
taught. Then the student produces a written response and either shares it with a neighbour or
is invited to share it with the entire class.

Quick Draw:

This activity is great, especially for visual learners or students that aren’t quite writing
yet. After learning a new concept or topic, have your students draw a picture about what
they’ve just learned. For example, after reading part of the story: Jack and the Bean Stalk,
have your students draw what has happened in the story up to that point. Then a student may
draw a picture of a boy planting seeds with a bean stalk growing in the background.

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Maths activities:

Mathematics laboratory is a place rich in manipulation materials to which children have

ready access to handle them, perform mathematical experiments, play mathematical games,
and solve mathematical puzzles. 

Some of the activities initiated within the classroom can be extended beyond the
classroom, even after the school hours. Some of the activities that can be programmed by
teachers to enrich the knowledge deepen their understanding and heighten their excellence
are:

 Ask the students to build or prepare models using some low cost, easily available
materials like cardboard, clay, wooden pieces, cloth and paper.
 Conducting free and open classroom discussion or debate or role play will be very
effective because it stimulates them to contribute many creative thoughts.
 Encouraging students to write essays, reports, poems or contribute articles to the
school magazine or bulletin.
 Creating their own art work, learning dances and music and organising dramatic
performances.
 Understanding some investigatory projects, experimental works and solving selected
problems.
 Preparation of charts, collecting and preserving of some useful materials like stamps,
coins and biological specimens.
 Taking part in environmental awareness programmes, visiting or organising such
related programmes.
 Taking up different responsibilities during national and cultural festivals, excursions
and other programmes conducted in the school.
 Taking up fieldwork by conducting a direct investigation into a specific problem.
Exploring, observing, predicting, writing, testing and recording about the problems
taken up.

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ACADEMIC ACHIEVEMENT:

What is an academic achievement?

 An academic achievement refers to a student's success in meeting short-or long -term
goals in education.
 May also refer to a person's strong performance in a given academic arena.

Need for academic achievements

 It prepares students for future careers.
 It allows students to enter competitive fields.
 Helps to shape the minds of students.
 Avoid poverty in their life.
 To interpret the world around them.

Role of teacher
 By teaching them by giving real life experiences..
 Actively involving students in their own learning.
 Assessing student understanding at frequent intervals throughout the learning process.
 Making students to get experience in various subjects by telling interesting incidents
and in enjoyable ways.
 Providing support and encouragement as they adapt to your expectations.
 Make them interested towards the lesson.
 Motivate them to reach higher level.
 The teacher must be able to understand student feeling.
 The teacher must be a second mother in school.

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COMMON DEFECTS OF CLASSROOM TEACHING

Defect:

Frailty or shortcoming that prevents an item from being complete, desirable, effective, safe,
or of merit, or makes it to malfunction or fail in its purpose.

 Students become overly dependent on the teacher.

 Persistent use of first – Language.

 Student is defiant, rowdy, or distracting of others.

 Students “hijack lesson” – The lesson doesn’t go where you want it to.

 Personalities clash.

 Students are bored, inattentive or unmotivated.

 Strong student dominance

Following are some of the common defects prevailing in classroom teaching that can be
subdued study:

 Teachers spending more time giving out information without giving enough time and
opportunities for the students to express their views or doubts.
 Contents of the lesson to be taught are not properly organised into smaller parts. This
affects the presentation of the lesson, fails to fulfill the purpose of the lesson.
 Questions are asked, but they may not be in line with the purpose. Though provoking
questions or questions of higher level of thinking are less frequently asked.
 Sufficient learning activities are not included, thereby is less scope for student
participation.
 Students are not sufficiently motivated to learn; therefore, they fail to know the
purpose of learning and thus do not show real readiness to learn.

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  Very less teaching materials are used; thereby there is less appeal to the senses and
teaching turns out to be less impressive.
 Students with learning difficulties and the needs of the gifted students are ignored
without talking into considerations.

TEACHING AIDS

 Teachings are the tools that teachers use in the class room such as flash cards, maps,
videos and black board.
 A teaching aid is a tool used by teachers to help learners improve reading and other
skills, illustrate or reinforce a skill, fact , or idea and relieve anxiety , fears or
boredom, since many teaching aids are like games
 Teaching aids can be as basic as a blackboard or whiteboard. Audio and visual
equipment, such as DVD players and video projectors, are commonly used as tools
for learning with a very effective output. Students tend to get more involved when
learning if teaching aids are implemented into the curriculum.

MEANING OF TEACHING AIDS

As we all know that today's age is the age of science and technology. The teaching learning
programmes have also been affected by it. The process of teaching - learning depends upon
the different type of equipment available in the classroom. 

NEED OF TEACHING AIDS

1. Every individual has the tendency to forget. Proper use of teaching aids helps to
retain more concepts permanently.
2. Every individual has the tendency to forget. Proper use of teaching aids helps to
retain more concept permanently
3. Teaching aids develop the proper image when the students see, hear taste and smell
properly.
4. Teaching aids provide complete example for conceptual thinking.
5. The teaching aids create the environment of interest for the students.
6. Teaching aids helps to increase the vocabulary of the students.
7. Teaching aids helps the teacher to get sometime and make learning permanent.

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 8. Teaching aids provide direct experience to the students.

TYPES OF TEACHING AIDS:

There are many aids available these days. We may classify these aids as follows-

  Visual Aids
 Audio Aids
 Audio - Visual Aids

1) Visual Aids
The aids which use sense of vision are called Visual aids. For example :- actual objects,
models, pictures, charts, maps, flash cards, flannel board, bulletin board, chalkboard,
overhead projector, slides etc. Out of these black board and chalk are the commonest ones.

2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example :- radio, tape
recorder, gramophone etc.

3) Audio-Visual Aids
The aids which involve the sense of vision as well as hearing are called Audio- Visual aids.
For example :- television, film projector, film strips etc.

IMPORTANCE OF TEACHING AIDS

Teaching aids play an very important role in Teaching- Learning process. Importance of
Teaching aids are as follows :-

 Motivation:
Teaching aids motivate the students so that they can learn better.
 Clarification:
Through teaching aids , the teacher clarify the subject matter more easily
 Discouragement of cramming:
Teaching aids can facilitate the proper understanding to the students which discourage
the act of cramming.
 Increase the Vocabulary:
Teaching aids helps to increase the vocabulary of the students more effectively

Miss. R. Sridevi, Asst. Prof, LCE Page 22

  Saves Time and Money
 Classroom Live and active:
Teaching aids make the classroom live and active
  Avoids Dullness

EFFECTIVE USES OF TEACHING AIDS:

TYPES OF BOARDS:

 DISPLAY BOARD

 BLACK BOARD

 FLANNEL BOARD

 BULLETIN BOARD

 MAGNETIC BOARD

 PEG BOARD

DISPLAY BOARD

A display board is a board-shaped material that is rigid and strong enough to stand on its
own, and generally used paper or other materials affixed to it

Black board

 A large board with a smooth dark surface attached to a wall or supported on an easel
and used by teachers in schools for writing on with chalk.
 A visual teaching aid in form of a flat surface on which the information to be
communicated can be arranged in an attractive fashion.

Types of boards

• Green board

• White board

• Black board

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Define: black board

According to Geoffrey

A black board is defined as a flat surface feature, it can be a board made of wood, fiber or
sometime made plastered on the wall of the class. the board is painted black to reflect the
white chalks used to write on it

Define: Green board

A chalkboard with a green surface is called green blackboard

Define: white board

A smooth ,glossy sheet of white plastic that can be written on with a colored pen or marker in
the manner of a white board.

Define A Flannel Board

Flannel board is an excellent device for exhibiting diagrams , geometrical figures, prepared
materials, showing interrelationship among various mathematical ideas, sequence of step in
the derivation of a formula or steps in solving problems.

 A flannel board in the preschool and kindergarten classroom provides opportunity to

develop lessons using several learning styles

 All students benefit from visual learning as felt images are placed on the board

 You can also ask students to take turns placing flannel pieces on a board to provide a
kinesthetic learning

Magnetic board

Magnetic board is a modification over the flannel board. Instead of flannel, a metallic sheet is
fixed on the plywood. Small magnets are used to hold the materials to be exhibited on the
metallic boards. It serves the same purpose as a flannel board does.

PEG BOARD

A board having a regular pattern of small holes for pegs, used chiefly for games or the
display of information.

Miss. R. Sridevi, Asst. Prof, LCE Page 24

BULLETIN BOARD

Use bulletin boards to communicate essential information.Display posters of the classroom

rules, rewards, and consequence. Create a visual representation of your classroom
management system. The students will be more conscious of their behavior when have
something visual on which to focus.

Students attention is a crucial element in classroom management. Having visual

reinforcements on the black board increases the attention span of students. Allowing them to
participate in class through board works enhances their interest in learning which makes
classroom management easier teachers.

Utilizing one of the black boards for sale in the classroom improves teacher student
interaction. Students have the opportunity to participate in the lessons in class. As supported
by studies, using chalkboards also increases the learning of specific subjects. This is an
example of the famous qoute of BENJAMIN FRANKLIN that say, “tell, and I forget.
Teach me, and I remember. Involve me, and I learn”.

CHARTS & POSTERS

CHARTS
 Commonly used teaching aid.

 Systematic arrangement of key facts.

 Ideas in a logical sequence.

 Representing the ideas and facts in a pictorial form.

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Purposes
 Motivating the students.

 Introducing a lesson.

 Deriving principles and formulae.

 Showing the steps.

 Comparison of properties.

 Showing the sequence of steps.

 Highlighting key points in a lesson.

 Abstract concepts into visual forms.

 Summarising a lesson.

 Showing applications.

 Tracing the historical development of the concepts.

 Depicting interrelationship among other concepts.

Uses
 Saves teacher’s time and labour.
 Presenting the matter – illustrative manner.

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  Captures the attention of the students.

Hints
 Caption or title.
 Single and definite aspect of the subject.
 Colorful, pleasing and attractive.
 Appropriate, relevant and accurate.
 Font s
Flip charts
 A flip chart is a stationery item consisting of a pad of large paper sheets.
 It is typically fixed to the upper edge of a whiteboard, typically supported on
a tripod or four-legged easel.

 Such charts are commonly used for presentations.

Wall Charts
 Wall charts for schools – laminated on both sides measuring 680mm x 480mm.

 Ideal for the school classroom .

 Covering a very wide range of educational topics.

 Aimed at children aged 3 – 10 years.

 Colourful wall posters are a great way of helping pupils grasp key concepts.

 About 30 percent of students in an average classroom respond best to visual

stimulation.

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OHP PROJECTOR

DEFINITION

A device that shows information or pictures on a wall or screen by shining a light through a
sheet with the information or pictures on it is known as Overhead Projector.

Effective uses of OHP:

• Position the projector.

• Stand off to one side of the OHP while you face your student..

• Place the OHP to your right.

• Place the OHP on the table low enough so that it doesn’t block you.

• Avoid large tables of figures.

• Avoid too much text.

OHP in schools:

• In primary grade, simple objects can be placed directly on projector.

• In English composition, student writing exercises can be reproduced on film.

• In geometry and trigonometry, two and three dimensional diagrams can be built up.

• In art classes, a teacher can sketch on clear plastic with a felt-pen.

• In sciences, iron fillings dusted can be projected clearly to illustrate the lines of force.

• In social studies, all types of map can be enlarged after accurate but easy preparation.

• In primary reading class, a picture-transfer transparency can be made form magazine.

Advantages of OHP:

• Simple to operate

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 • Useful for teachers to control the class.

• Used in the front of the room by the instructor.

• Clear and bright.

• Displays anything that we write in plastic sheet.

• Allowing the teacher to write the information.

Disadvantages of OHP:

• Bulky and heavy equipment.

• Projection surface ( enough space).

• Subject matter limitations.

• Heat and noise.

• Audio video slides cannot be projected.

• Routine maintenance is required.

Computer and related accessories:

 Know about the computer, at least the basics of its different operating systems and
different features of it. Use simple pieces of software’s like word processor and
desktop publishing packages for developing simple presentations.
 Learn to use some of the generic software packages like word-processing, spread
sheet analysis, database management, generating displays and graphics, which have
wider application in the field of teaching.
 Acquire the capabilities to make use of potential software’s like Ms-Word, Ms-Excel,
Ms-PowerPoint along with WINDOWS that helps to prepare lessons differently,
formats and prints to be used as teaching materials and take veritable printouts of
project or research reports.
 The multimedia educational software, teaching – learning packages pertaining to
school subjects, interactive multimedia presentations has growing importance these
days and teachers need to explore the scope for incorporating suitable ones into their
teaching programmes.

Miss. R. Sridevi, Asst. Prof, LCE Page 29

CLASSROOM EVALUATION
Evaluation is a systematic determination of a subject's worth and significance, using criteria
governed by a set of standards.

Classroom Assessment Techniques are activities conducted in classroom for the purpose of
providing the teacher the feedback on whether the students understand the course material or
not.

The knowledge, understanding, skills, interests and qualities can be assessed in the classroom
by incorporating the following practices into the assessment procedures:

 Asking well designed question at the end each period

 Conducting oral, written and practical or performance tests at the end of the lesson or
units.
 Conducting structured tests through which student’s responds revealing their interests
and understand student’s special qualities.
 Making students to write their responses, an oral report presentation or in the form of
some creative writing.
 Performance tests, practical analysis, conducting experiments, preparation of creative
resources denote their skills.

TYPES OF EVALUATION

• EXAMS:

1. CHOOSE

2. TRUE OR FALSE

3. BIG QUESTIONS

4. MATCH

5. FILL IN THE BLANKS

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 6. One word

• QUIZ

• SEMINAR

• ASSIGNMENT

• PROJECT

• VIVA

• PRESENTATIONS

• REPORT WRITING

CLASSROOM RECORDS

• Record Can Be Formal Or Informal Document Which Is Recorded For Some Purpose,
While It Is Taken Place In A Classroom Its Known As Classroom Records.

DIFFERENT TYPES OF RECORDS MAINTAINED IN

CLASSROOM

 ATTENDANCE REGISTERS:

An official list of people who are present at a class/school.

 PERSONAL FILES:

A student’s folder of records regarding address, bio-date etc..

 DISCIPLINARY RECORDS:

Part of students formal educational record & are centrally maintained in the office of

student conduct of the university.

 ASSESSMENT REGISTERS:
It’s a process of collecting information.

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  RECORDS OF ACHIEVEMENT:
The qualifications & standards of student has ever achieved.

 ACTION PLAN:

It’s a document that lists what steps must be taken in order to achieve a specific goal.

 RECORD OF WORK:

Documents that memorializes & provides objective evidence of activities performed,

event occurred or result achieved.

 ASSIGNMENT REGISTERS:

A file in which assignment given are kept.

 REPORT CARDS:

Document which contain the percentage of mark obtained by a student.

 CHECKLISTS

 INDIVIDUAL STUDENT READING LISTS&/OR WRITING RECORDS

 STUDENT SELF –EVALUATION

 TEACHERS NOTES ON THE STATUS OF THE CLASS

 INDIVIDUAL STUDENT JOURNAL ENTRIES ABOUT THE STUDENT

LEARNING PROCESS.

 LETTERS BY STUDENT ABOUT THEIR GROWTH AS LEARNERS

 NARRATIVE REPORTS BY TEACHERS&STUDENT HOME READING

RECORDS.

 TAPE RECORDING OF ORAL READING RUNNING RECORD.

CLASSROOM RULES

RULES FOR STUDENTS

• Be on time.

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 • Respect each other and be a good friend to everyone.

• Use kind words.

• Listen to the teacher.

• Concentrate on class.

• Put your hand up if you want to speak/answer.

• Finish our work on time.

• Share with others.

• Take care of our own equipment.

• Respect other people’s property.

• Tidy the classroom when we have finished working.

• Show manners at all times.

• Always tell the truth.

• Always work hard.

• Be happy and try to make others happy.

• Take pride in our school.

• Talk when permitted.

RULES FOR TEACHERS

• Being on time in class.

• Well-planned lesson.

• Attend to personal needs before class.

• Appropriate gestures.

• Respect everyone at all time.

• Bring required materials everyday.

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 • Teaching subject based on student’s mentality.

• Use polite speech and body language.

• Practice when you preach.

• Be real.

• Be the student.

• Provide recognition.

• Care and love.

• Bring your passion inside the classroom.

• Ending the class at right time.

*****

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