OBJECTIVES

At the end of the unit, the pre-service teachers (PSTs) should be able
to:
• synthesize the goals and objectives of science teaching;

• relate instructional theories, methods, and processes of science

teaching; and

• develop the teaching competencies and skills for effective

teaching and learning.
ORGANIZING THE CLASSROOM

- Putting together physical environment that promotes a

safe and productive space for both yourself and your
students.
RULES AND REGULATIONS

- Principles governing action and, in the

classroom are the fundamental guidelines for
students behavior.
Classroom Rules and Regulations

• The teacher facilitates learning in classrooms and

students follow instructions.

• Be punctual for all classes and have all necessary

equipment.

• Behaviors which interrupt learning or distract others are

not acceptable.

• Respect the rights of others and their property.

• Speak respectfully at all times.

PHYSICAL ARRANGEMENT OF
THE CLASSROOM

-Set up to maximize teacher-student

interactions while minimizing distractions.
1. CLEAR OFF YOUR DESK
2. MOVE STUDENT DESKS BASED ON WHAT
TYPE OF ACTIVITIES YOU WANT TO DO.
Class Discussion
2. MOVE STUDENT DESKS BASED ON WHAT
TYPE OF ACTIVITIES YOU WANT TO DO.
Working with partners
2. MOVE STUDENT DESKS BASED ON WHAT
TYPE OF ACTIVITIES YOU WANT TO DO.
Traditional Classroom Arrangement
2. MOVE STUDENT DESKS BASED ON WHAT
TYPE OF ACTIVITIES YOU WANT TO DO.
Toddlers or Elementary
3. DIVIDE THE ROOM INTO DESIGNATED
AREAS FOR DIFFERENT ACTIVITIES.
4. SET UP CUBBIES FOR YOUNGER
STUDENTS TO STORE THEIR THING.
5. USE LABELED STORAGE BINS TO HOLD
SUPPLIES ON SHELVES
6. DECORATE THE WALLS WITH EDUCATIONAL
AND MOTIVATIONAL RESOURCES
6. DECORATE THE WALLS WITH EDUCATIONAL
AND MOTIVATIONAL RESOURCES
Classroom Observation
- a formal or informal observation of teaching while it is taking
place in a classroom or other learning environment.

- conducted by fellow teachers, administrators, or instructional

specialists, classroom observations often provide teachers
with constructive critical feedback to improve their classroom
management and instructional techniques.

- called learning walks, teacher observations, walkthroughs,

and many other things, and they may be conducted for shorter
or longer periods—from a few minutes to a whole class period
or school day.
Types of Classroom Observation
1. Learning walkthrough
( District Administrators, principals and teacher leaders focusing on one or
more dimension of instruction, connected to an identified problem of
leadership practice)

2. Goal-setting and implementation walkthrough

(District Level: central office leaders; principals; teacher leaders
School Level: principal; instructional coaches; teachers)

3. Supervisory walkthrough
(Supervisors and Principals)
What do you look for in Classroom Observation?

1. For Observing the Teacher

2. For Observing the Students

3. For Observing the Classroom Management

4. For Observing Teaching Techniques

1. For Observing the Teacher
 Have they got a good rapport with their students? What are
they doing to achieve this?

 What is their body language like? Do they appear calm and

in control of the classroom? (even though they might not
feel it!)

 How well do they know their students? What examples do

you see of this?

 Are they keeping the momentum of the lesson going? How

are they achieving this?

 Are they anticipating any issues and dealing with them

before a problem arises?
2. For Observing the Students
So what do you want to be looking for exactly?

 Are the learners engaged in their learning? How

can you tell? Are there specific things keeping
them engaged?

 Are the learners motivated by the lesson? Can you

pick out what is keeping them motivated?

 What sort of work are the children producing?

How much assistance do they have in producing
it?
3. For Observing the Classroom Management

 Can you see any reward systems in

place? How do the pupils respond to
this?

 How are Tas (Teaching Assistants) deployed

to enhance learning?

 Are the children grouped? How are

they grouped? (e.g., ability, behaviors,
motivators)
3. For Observing the Classroom Management

 Do you see any examples of behavior

management? How was it done, and what
was the impact?

 Observe the timings of the lesson.

 Was the classroom/lesson set up in a

particular way to support the lesson?
4. For Observing Teaching Techniques

• Different styles of questioning

• Are the children working independently, in pairs, or small groups?

• How are they correcting any misconceptions?

• What style of teaching are they using?

• What sort of work are the children being asked to produce?

How do you write Classroom Observation?

• Involves observing a child, making notes, and putting

everything together in a report.

• Determine the planned observation's setting and schedule.

• Identify what type of data you want to gather.

• Be mindful of the time and date of your observation.

• Include as much information as you can during the time of

observation.
MICROTEACHING

• Is a teacher training technique that allows student

teachers to practice and refine their teaching skills in a
low risk, simulated classroom environment.

• Dwight Allen and his colleagues at Stanford University

developed the method.
BENEFITS OF MICROTEACHING
• Provides ongoing training for student teachers and
retraining for classroom teachers in a simulated
environment

• Enable student teachers to perfect their teaching techniques

before applying them in the classroom.

• Microteaching session also allow student teachers to

prepare for various classroom scenarios, including working
with students of different skill levels and backgrounds.

• Provides valuable opportunities for self-evaluation and peer

feedback
DISADVANTAGES OF MICROTEACHING

• Microteaching is considered one of the most effective

teacher training techniques , but it has a few drawbacks.

• Microteaching sessions are repeated multiple times so

the student teacher can refine their skills. However, in
more extensive education programs, there will be no
time for all student teachers to complete multiple
sessions.
UNDERLYING PRINCIPLES OF MICROTEACHING

• One skill at one time

• Small scale content
• Practice makes a man perfect
• Experiments
• Instantaneous feedbacks
• Self-evaluation opportunities
• Continuous effort
MICROTEACHING CYCLE
THE END