Contributive Classroom Teaching

IJSTE - International Journal of Science Technology & Engineering | Volume 2 | Issue 08 | February 2016 ISSN (online): 2349-784X

Contributive Classroom Teaching Chandni B. Vyas Assistant Professor Department of Humanities & Sciences DSTC - Junagadh

Jagdish G. Kapuriya Assistant Professor Department of Humanities & Sciences DSTC - Junagadh

Chetan L Undhad Assistant Professor Department of Mechanical Engineering DSTC - Junagadh

Praful Ranava Assistant Professor Department of Electrical Engineering DSTC - Junagadh

Helly M. Chudasama Assistant Professor Department of Electrical Engineering DSTC - Junagadh

Abstract This is related to classroom teaching wonderful technique. In this how to make students be contributor in the class rooms or development regarding students over all personality like their behaviour, body language, appearance, helping nature, language, understanding, how to make comfortable talking, class room participation, enthusiasm discipline.

Keywords: Contribution, Teaching, Personality, Helping ________________________________________________________________________________________________________ I.

INTRODUCTION

“Neither money pays, nor name pays, nor fame, nor learning; it is character that cleave, through adamantine walls of difference” here i would like to focus on the part of activities that we have done during the classroom teaching. With the beginning of every chapter we go through the activity base session or story based session and that leads to us to certain quarries and we have initiated this already in the class room. One of the most important activities we have done in the classroom to find out the contributor from the college and described the non-contributor in one’s own way. The students were really keen during the activity to take part in the discussion and presentation.

II. CLASSROOM TEACHING There are different technique used as a classroom teaching LIKE as a

Fig. 1: Classroom Teaching

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Behavior

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- Body language - Appearance - Helping nature - Language - Understanding - Class room participation - Enthusiasm - Discipline.

Now we explain one by one as below We do a lot of different things in my classroom. First I'll start with my expectations and some consequences. My classroom has a frog theme and we have four rules. Be Respectful, Be Safe, Work Hard and Love Yourself. Now we explain behavior with on example as individuals, the students are able to earn "chance" tickets. They get them at random times for doing random things. I pass them out when they're reading quietly, when they're working hard, when they turn work in on time, it's a "chance" that they'll get a ticket. They write their name on their ticket and place it into the "chance" bucket.

As a class they also earn whole-class rewards by having excellent behavior. Throughout the week, they determine the number of "chance" tickets that I'll pull each Friday. The better they behave as a class, the more tickets they earn and the better their "chances" are that their ticket will be pulled. I have a prize box with erasers, pens, pencils, and other school supplies, and the students can pick one item if their ticket is pulled. Each child can only pick once each Friday (if I pull a second ticket, it goes back into the "chance" bucket).

We also have "Frog-Tactic Friday." Not only do we pull "chance" tickets, but we also do a mail call (we have a class postoffice). Students also check their buckets each Friday. We are a Bucket Filling classroom (based on the book Have You Filled A Bucket Today?) and spend the week filling each other's buckets with positive words. Now body language, The most effective and persuasive communication occurs when verbal and nonverbal messages are in sync, creating communication synergy. Even when people do not move, they transmit messages by physique, gender and ethnicity. Facial expressions include: a. Facial appearance (muscle tone, skin coloration, eye color and wrinkles) which offer cues that reveal information about race, status and age.

Eye behavior - the eyes are the most dominant and reliable features of the face and provide a constant channel of communication. They serve as the major decision factor in deciphering the spoken truth. Unlike other parts of the face, eyes can both send and receive messages. Teachers usually maintain eye contact and flash visual signals when they want to emphasize particular points. Students' eyes often signal listening and non-listening behavior. Lack of student-teacher eye-contact will often indicate disinterest, inattention, or even dislike for the teacher. Direct teacher eye contact can also express support, disapproval, or neutrality. Teachers can have an individual connection with every student in the classroom by using eye contact.

Vocal Intonation – Sometimes referred to as "paralinguistic" and includes a multitude of components: rhythm, pitch, intensity, nasality and slurring that elicit the "truth" of the message. Vocal intonation – projection, variety, timing and rate of speech – influences how others perceive us and provides evidence about our self-confidence and enthusiasm. Vocal projection is the most important requisite to effective communication. If vocal intonation contradicts your words, the former will dominate.

Touching – touching is an important aspect of any culture. Tactual sensitivity begins in childhood and greatly contributes to the mental and emotional adjustment of the individual. In the classroom it is a delicate matter. Since teachers are considered superiors in the classroom, they often initiate touching behavior. Teachers have to respect and understand the personal space of the students and not to enter uninvited, even when the student is misbehaving. Positively, touching can also be used to reinforce.

Small children learn significantly more when teachers exhibit touching, close body proximity, and smiles of approval. As they grow older, touching behaviors become less that appropriate.

Body movements and gestures – we communicate by the way we walk, stand, sit, what we do with our shoulders, hands, arms, and legs, how we hold our heads, and the manner in which we position our bodies toward or away from others. Posture often indicates mood and attitude. The body tends to move in harmony with words. We lean forward when we like someone or if the topic being discussed is interesting. On the other hand, we lean away from individuals we have negative attitudes towards, or from topics that do not interest us. In the classroom, students receive nonverbal messages of enthusiasm or boredom communicated through a Teacher’s body orientation. An observant teacher can also tell when students understand material presented or when students have trouble grasping major concepts. Inappropriate postures and gestures of a teacher will diminish a lesson's delivery. All body movements should be used to accentuate and confirm verbal messages.

Now we explain appearance, Many classroom environments on learning studies indicated that facilities for teachers and students were perceived as significant factors that a classroom must contain. For this reason, I think that the appearance of a classroom is very important.

This is not to say that my classroom always has a wonderful appearance. Things can become scattered throughout the day and books and such are out of place. However, I do try to give it an upbeat and positive mood.

When a parent or student walks into your classroom for the first time, the room’s appearance is going to be their first impression of the class and your teaching. Most teachers want a classroom that is inviting. You want your new students and

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parents to feel welcomed. The set-up and atmosphere of your room should encourage the type of teaching and learning that you want to take place. For example, straight-ridged rows are not going to encourage small group cooperative learning.

Now explain Helping nature, This theme addresses how well students communicate with one another in class. Classes where students have opportunities to communicate with each other help students effectively construct their knowledge. By emphasizing the collaborative and cooperative nature of scientific work, students share responsibility for learning with each other, discuss divergent understandings, and shape the direction of the class. The Pedagogy in Action module on Cooperative Learning is a great place to learn more about structuring student-student interactions both in and out of the classroom. The Cutting Edge teaching method module on using Concepts in the classroom also has tips for integrating think-pair-share activities into even large classrooms.

In contrast, a more student-focused class provides multiple opportunities for students to discuss ideas in small groups and may support a whole class discussion. One simple measure of this is the proportion of the class dedicated to students talking to one another. The quality of the discussion is also important: tasks that have the potential for more than one answer can generate deeper thinking processes and may also shift the direction of the lesson. (Note the connection here with aspects of the Lesson Design and Procedural Knowledge themes.) Successful discussions are characterized by small group conversations that seek to give voice to all students and to provide sufficient time and opportunity to listen and consider the ideas of others.

Now explain on language, In contrast, a more student-focused class provides multiple opportunities for students to discuss ideas in small groups and may support a whole class discussion. One simple measure of this is the proportion of the class dedicated to students talking to one another. The quality of the discussion is also important: tasks that have the potential for more than one answer can generate deeper thinking processes and may also shift the direction of the lesson. (Note the connection here with aspects of the Lesson Design and Procedural Knowledge themes.)

Successful discussions are characterized by small group conversations that seek to give voice to all students and to provide sufficient time and opportunity to listen and consider the ideas of others.

Now explain on language, It is beyond the ability of anyone to banish totally the learners’ own language from a foreign language learning experience.

Learning is, by definition, built upon previous learning, and the most significant resource that learners can bring to the language learning task is their existing linguistic knowledge – a substantial portion of which consists of knowledge about their own language. Learning is scaffolder, and, especially in the early stages of learning another language, it will be scaffolded, in part, on the language(s) they already know.

Whilst teachers can, perhaps, control the language their students speak, they cannot force them to think in the target language.

Furthermore, the use of some translation techniques is one of the preferred learning strategies of most learners in most places.

Like it or not, translating won’t go away. It makes more sense for a teacher to use translation in a principled, overt way than to pretend that the students are not using it covertly.

Now explain on Understanding, Reading is one of the core activities of study. You need to be able to understand what you read and to be able to recall the main ideas when you need them. You can use the SQW3R method to improve your comprehension, to remember a reading for tutorials, seminars or to review for exams. The last chapter emphasized the importance of having students actively process information during well-structured critical-input experiences. If a teacher uses the techniques presented in that chapter, the chances are good that students will walk away from those experiences with an understanding of the content presented. However, this initial understanding, albeit a good one, does not suffice for learning that is aimed at long-term retention and use of knowledge. Rather, students must have opportunities to practice new skills and deepen their understanding of new information.

Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.

Now explain How to make comfortable talking, This may put topics in a different light and allow you to expand the scope of your assessed work by including arguments other than those presented in lectures. If you are struggling with concepts, other students may be able to explain them to you in a way that you understand. They may also be able to suggest readings that they found useful or relevant. When it comes to revision for exams, you may find that arranging sessions to discuss topics is extremely helpful. If you have Student Mentors or a PeerAssisted Learning scheme they are a really useful source of academic peer support.

Now continue on Class room participation, Enthusiasm, Discipline, Perhaps the single most important aspect of teaching is classroom management. You can't successfully teach your students if you are not in control. This is also a concern of your principal and your students' parents. Many teachers have lost their jobs due to poor classroom management. There are many reasons why discipline can be a problem in your classroom. One of the reasons could be your teaching style. If you aren't reaching every one of your students, they can become bored, disinterested and restless.

As mentioned in the section on instruction, every student has their own learning style and an area where they excel. If you are reaching these students by using a variety of methods, they are motivated and less likely to cause trouble.

III. CONCLUSION -

As we seen above that for contributive class room teaching one has to improve many things in students.

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We should do many things like we can wash student mind in casteism, racism and many more.

We can make them enthusiastic, sporty in class room.

Student over all behavior or personality is completely based on a good teacher.

IV. FUTURE SCOPE

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There can be more improvement in the student over all personality; there are many strategies that can be implementing on students.

REFERENCE

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Bogdan, R. C. and Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and Methods (2nd Ed.). Needham Heights: Allyn & Bacon.

Bonney, J. (Eds.) (2002). Extreme Exposure: An anthology of solo performance texts from the 20th century.New York, NY: Theatre Communications Group Borg, W. R. & Gall, M. D. (1989). An educational research: An introduction (5th Ed.). New York, New York: Longman.

Catron, L. E. (2000). The power of one: The solo play playwrights, actors, and directors. Portsmouth, NH: Heinemann.

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