Teacher asks the students not to talk.

They have a misconception that “Learning is when there is

silence rather complete silence”. Teachers do not go through theories or research that is why this
misconception is so dominant in our schools. We know that learning is when there is sharing of
ideas. There is a concept of peer learning, children learn from their peers, they actually learn
more from their peers than they learn in schools by teachers.

Preventing the practice of a profession by unqualified individuals is necessary to ensure public

safety, maintain professional standards, and uphold the integrity of the field.

Sum of interpersonal relationships:

the person who has many contacts or relations is considered as he has more social capital.
Definitely, no. because there is group orientation in schools. We need people. We live with
people. No one can actually live in isolation.
So we have to increase the social capital of every student. (It is the responsibility of a teacher to
increase the social capital of every student. Most of the times, teachers come to the class with
lesson plan, teach the lesson to the students. They expect from the students to listen to the lesson,
they give them written work and then leave. There is no time for the students to communicate
with each other except in break or after school. It is the responsibility of the teacher to increase
the social capital of students by organizing group activities

The inhibitory effect refers to the suppression or reduction of a particular response or behavior.
Conversely,
The disinhibitory effect refers to the removal or reduction of inhibitions, leading to an increase in
a response or behavior that would typically be restrained.

Reflective practice is the ability to reflect on one's actions so as to engage in a process of

continuous learning.

Facts are something that you memorize e.g. Pakistan came into being on 14 august 1947, this is a
fact and students learn it as it is.

Cognitive (Intellectual development)

Affective (Feelings/attitudes or holistic development and metacognition also comes
under this category)
Psychomotor (Procedural knowledge)
There are four steps in Taylor’s model of curriculum:
What is the purpose of the education?
Which educational experiences will attain the purposes?
How can these experiences be effectively organized?
How can we determine when the purposes are met?
Whenever we are going to write performance objectives, they must be aligned with the
curriculum. If your purpose of education is that the students should be empowered citizens. So,
the entire objective that you will construct, affective domain will be very important. You will
include something from affective domain in your lessons. So, we need to align our performance
objectives with the curriculum. Curriculum at different levels; curriculum of the year i.e. short
term goals, and to the broader goals that are school goals. Whenever we talk about curriculum
alignment, we need to align our performance objectives on these two levels.

Performance:
The statement of an observable behavior, or performance, on the part of the learner. They are
stated with action verb.
Condition:
Condition is a description of the conditions under which learner’s performance is to occur. They
determine how, when, where and with what of performance.
Criterion measure:
The prescription of a minimally acceptable level of performance or criterion, on the part of the
learner

Subjects
Instructional objectives
Rationale
Content and process
Instructional procedure
Instructional objectives:
You need to mention the instructional objectives that what the students will achieve after reading
the lesson.
Rationale:
Rationale means reasons that what the reason behind those specific instructional objectives is?
Content and process:
It is very important that when you are identifying the content to teach to the students, you need to
identify what skills they are going to learn.

Most of the times, we teachers think that most important thing in teaching is lesson planning and
lesson execution. But post lesson activities must also be included in the lesson plans. Post Lesson
Activities are:
Evaluating lesson plans
Evaluating unit plans
Record keeping
 Abstraction
Complex
Concrete
Simple
Sequencing has different principles; these principles are the introduction of simple concepts.
Then concrete examples. Then adding complexity to the lesson and after that taking student to
abstraction. But if student fails to understand the abstraction concept, then there is a recycling
mode by which the concept can be taught to them through concrete examples.

Being teachers, we need to take students from facts to generalizations. Because factual
knowledge is very simple knowledge. In Bloom’s taxonomy, factual knowledge comes at the
lowest level of learning.

Concepts
Generalizations

Deductive reasoning (General to specific)

Inductive reasoning (Specific to general)

A metaphor is a figure of speech that describes an object or action in a way that isn't literally
true, but helps explain an idea or make a comparison.

Here the teacher does not tell the students that water is necessary for plants to grow. He directly
gives an experiment to the students; to put two plants in sunlight for 15 days, give water to one
of them and leave the other as it is in sun. Give a result after 15 days that what happen to the
plants. Now after experimenting, the students will give a conclusion that plants need water to
grow, if they give such conclusion then it is definitely an inductive mode of presentation.

Different types of mental functions occur in the left and right hemisphere. Our brain is composed
of right and left hemisphere. And these are responsible for different kinds of functions. Below
are some functions carried out by right and left hemisphere.

The set of basic and advanced skills and sub-skills that govern a person’s mental processes.
These skills consist of knowledge, dispositions, and cognitive and metacognitive operations.

Feedback should be appropriate and constructive. For example if we say very good to the student
this will not be an appropriate feedback because child will not understand about the areas of
improvement

Extrinsic
Intrinsic
Altruisti
Teacher notes and student notes differ in their purpose and content. Teacher notes are typically
prepared by the instructor and serve as a guide for delivering lessons, containing detailed
information, key points, and teaching strategies. On the other hand, student notes are taken by
learners during class and focus on capturing important concepts, examples, and explanations for
their personal understanding and study purposes. Student notes are usually concise and
personalized to suit individual learning styles

Learning alone can be beneficial for some individuals as it allows for focused concentration and
self-paced progress. However, collaborative learning also offers valuable opportunities for
diverse perspectives, social interaction, and shared knowledge, which can enhance the learning
experience.

Teaching is an art because it requires creativity, personal expression, adaptation, emotional

intelligence, effective communication, impact, and continuous improvement. Teachers design
engaging lessons, connect with students on an emotional level, and inspire them to learn and
grow. Like artists, teachers have a unique style and approach, and they make a lasting impact on
their students' lives.

The affective domain refers to the realm of emotions, attitudes, and values in education. It
focuses on the development of students' beliefs, feelings, and motivations. In short, the affective
domain addresses the emotional and value-based aspects of learning and encompasses attitudes,
values, interests, and social-emotional skills.

Approximate Development (APD) refers to a concept in child development that focuses on the
progression of a child's skills and abilities in an approximate or general manner, rather than strict
adherence to specific chronological milestones. It recognizes that children may reach
developmental milestones at slightly different ages and that there is a range of typical
development. APD emphasizes individual differences and the importance of considering each
child's unique pace of growth and learning

Teacher notes: Detailed records created by instructors to guide teaching.

Student notes: Concise summaries made by learners for personal study.
Purpose:
Teacher notes are created by the instructor with the intention of guiding the lesson and ensuring
accurate and comprehensive coverage of the subject matter. They serve as a reference for the
teacher to deliver information effectively. On the other hand, student notes are made by learners
to aid their understanding and retention of the material. They act as personal study tools.
Level of Detail:
Teacher notes tend to be more detailed and comprehensive. They often include key points,
explanations, examples, and additional information to support teaching. Student notes, however,
are usually more concise and selective. Students capture the main concepts, important facts, and
their own interpretations or questions.
Perspective:
Teacher notes are typically written from the perspective of the instructor, reflecting their
understanding, knowledge, and teaching style. They may contain strategies for engaging
students, examples of how to explain complex concepts, or reminders for activities. Student
notes, on the other hand, represent the individual learner's perspective. They focus on capturing
information that is personally relevant, meaningful, and helpful for studying.
Language and Style:
Teacher notes may include professional terminology, jargon, or technical language specific to the
subject being taught. They often follow a structured format, including headings, subheadings,
and bullet points. Student notes, in contrast, are usually written in the learner's own language and
style, using simpler terms and personal abbreviations or symbols for quicker referencing.
Assessment and Evaluation:
Teacher notes are not typically evaluated by anyone other than the teacher themselves. They
serve as a tool to enhance instruction and may be shared with other educators or used for future
reference. Student notes, on the other hand, can be assessed by teachers or used by students
themselves for review purposes or as a basis for assignments, quizzes, or exams.

Lesson planning plays a crucial role in effective teaching and learning. Here are five key reasons
highlighting the importance of lesson planning:
Organization and Structure:
Lesson planning helps teachers organize their thoughts and ideas, ensuring that they have a clear
roadmap for delivering instruction. It allows educators to outline the objectives, learning
activities, and resources needed for each lesson. By having a structured plan, teachers can
maintain a sense of direction and purpose, leading to more effective and efficient classroom
management.
Alignment with Learning Goals:
Lesson planning enables teachers to align their lessons with specific learning goals and
objectives. By identifying the desired outcomes of a lesson, educators can design activities and
assessments that promote student engagement and achievement. Lesson planning ensures that the
content and activities chosen are relevant and appropriate for the intended learning outcomes.
Differentiation and Individualization:
Lesson planning provides an opportunity for teachers to consider the diverse needs and abilities
of their students. By incorporating differentiation strategies into their plans, educators can
accommodate various learning styles, interests, and abilities. This allows for individualized
instruction, enabling students to progress at their own pace and experience success in their
learning.
Time Management:
Effective lesson planning helps teachers manage their time efficiently. By carefully allocating
time for each activity within a lesson, educators can ensure that they cover all the necessary
content while also allowing for flexibility and adaptability. Time management through lesson
planning helps maintain a productive and engaging classroom environment, maximizing
instructional time.
Reflection and Improvement:
Lesson planning encourages teachers to reflect on their teaching practices and make necessary
improvements. By evaluating the success and effectiveness of their lessons, educators can
identify areas for growth and refine their instructional strategies. Through this continuous cycle
of planning, teaching, and reflection, teachers can enhance their pedagogical skills and better
meet the needs of their students over time.
In summary, lesson planning is essential because it brings organization, structure, and alignment
to teaching, allows for differentiation and individualization, aids in time management, and
promotes ongoing reflection and improvement in instructional practices. It is a valuable tool that
helps teachers creates engaging and meaningful learning experiences for their students.