DEFINING TEACHING AND

INSTRUCTION
 WHAT IS TEACHING?
• An activity that is performed by more experience and
knowledgeable person with the view of helping a less
experienced and knowledge person to learn.
• This implies that the teacher is expected to be a more
experienced and knowledgeable person than the
learner.
• Teaching involves helping others to learn or to do
something, to think and to solve problems and to react
in new ways.
• It therefore involves the art of giving information.
• The situation under which the information is given may
either be structured or unstructured.
• The important thing however is that the information
influences the individual and causes a change in behavior
of some sort.
• In our daily life, parents, peers, adult members of the
community tell us things that influence us in new ways and
change our behavior. To this extent they are all teaching.
• Nacino Brown et al (1882), defines teaching as an attempt
to help someone acquire, or change some skill, attitude,
knowledge, ideas, or principle.
• It is also explained as an attempt to bring about desirable
change in human learning, ability and behavior.
• Moore (1998) also defines teaching as the act of someone
trying to assist others to reach their fullest potential in
aspects of development.
• Smith and Ragan (1999) : Teaching refers
to those learning experiences that are
facilitated by a human being (not video, TV,
textbook, or computer based program), a
real live teacher.
• According to Microsoft ® Encarta ® 2006.
Teaching is systematic presentation of facts,
ideas, skills, and techniques to students.
• Anyagre Palmas et al, ( 2003) define teaching as
the random or structured information that leads
to learning.
 SOME TEACHING ACTIVITIES IN THE
CLASS ROOM
• Marking pupils work
• Organizing classroom work
• Explaining and questioning
• Talking or speaking with people in class
• Listening to pupils responses and reinforcing their
behaviour
• Individual work by people
• Giving verbal and non-verbal directions and cues
to pupils
• Write points on the chalkboard for pupils to note
TEACHING AS AN ART OR SCIENCE
• Moore (1998) asked the question whether teachers are
born or made.
TEACHING AS AN ART
• Teaching involves skills such as verbal and non-verbal
communicative skills, use of materials, presentation ability,
engaging in learning activities etc.
• These skills seem to come automatically to some teachers
and not much to others,
• Teaching then can be considered as an art.
• In this case, it is the teacher’s competence in action
systems knowledge
• It involves the skills , and personality, the teacher
possesses.
• Personality may be define as the totality of the
physical and psychological characteristics that
makes an individual unique, i.e. all the
characteristics exhibited by the ideas he/she
holds about the teaching and the learning she
handles.
• Action system knowledge is the teaching skills or
methods needed for planning the lesson, making
of decisions about what, when and how to teach
a particular lesson as well as managing the
classroom environment for effective learning.
 TEACHING AS A SCIENCE
Teaching as a science is seen in terms of
• the systematically tested theories and approaches to
teaching.
• People may have some instinctive characteristics that are
good for teaching.
• Scientifically verify those characteristics and then confirm
them, before teaching others to use them. This is scientific.
• In teaching it is possible to predict the outcome of some
treatment we give to learners, such as verbal praise to
pupils.
• You control the behavior of learners by either applying or
failing to apply the treatment.
• Searles (1967): teaching is both an art and a
science.
• This means that we can practice and become
perfect in applying our teaching skills like an
art.
• We can also study the scientifically tested
strategies and procedures for good teaching,
and apply them.
THE CONCEPT OF INSTRUCTION
Instruction is the structured, ordered information
that learners receive in a designed curriculum.
Instruction is the creation and use of environments in
which learning is facilitated (Alessi & Trollip, 2001)
Lefrancois (1988) explained instruction as the
arrangement of outside events in a learning situation
aimed at enhancing learning, retention and transfer.
Driscoll (1994) states that instruction is the deliberate
arrangement of learning conditions to promote the
attainment of some intended goal (learning
outcome).
In definitions above;
Instruction is a systematic arrangement of experiences,
leading to learners acquiring particular knowledge.
Instruction includes all learning experiences in which the
instructional support is carried out by teaching or other
forms of mediation.
The teacher creates the environment for learning through
facilitation.
The learner uses the environment created, through
interaction, to learn.
Instruction can be strictly directed or be much more open-
ended. Most instruction falls in between these two.
The arrangement of the learning experiences is
intentional or deliberate.
Generally, the process of instruction involves -
Presentation of information to learners
Guidance of learners’ first interaction with the
instruction material
Learners practicing the material to enhance fluency and
retention
Assessment of learners to determine how well they
have learned the material and what they should do
next
Since the information pupils receive in the classroom is
structured, the interaction between the teacher and pupils is
more of instruction rather than teaching
• Generally, The purpose of instruction however goes
beyond passing examination and acquisition of skills
for employment.
• They include skills for relating well with other members
of the community as well as
• skills for getting used to change and experience in the
society.
• The teacher’s main role in the instructional process,
therefore, is to harmonize the physical, emotional,
social, moral and mental parts of the learner’s
development with the needs and aspiration of society.
 Instruction as a system
• Instruction can be seen in two main ways, namely as a
system and as process, each with clearly described parts.
What is a system?
• A system is made up of interrelated parts which work
together for a common goal or purpose.
Parts of the instructional system.
• The instructor or the teacher
• learners/pupils/students
• the search image. item to be learned, small and organized
information that is easier to be learned and could be
imparted to the pupils during instruction.
 Instruction as a process
• Instruction as a process is the way or strategy through
which the instructor impacts knowledge to the learner.
• It has parts that are related and these form the
instructional mode.
• Since instructional content or search image is transmitted
to the learner through various ways, different instructional
representations (models) have been made by educational
psychologist. Four (4) of such teaching models are;
– The striped-down model by Robert Glaser
– The school-learning model by John Carrol.
– The social-interaction model by Ned Flanders
– The computer-based teaching model by Lawrence Stolurow and
Daniel Davie
• The basic school teaching model, which is
also, the striped-down model, divides the
instruction process into four (4) related parts.
These are;
• Instructional objectives
• Entering behavior
• Instructional procedures
• Performance assessment.
Related parts of instructional model

Instructional Entering Instructional Performin

objectives behavior procedure g
 Related concepts
Training
• This refers to those instructional experiences that are
focused upon individuals acquiring very specific
knowledge, skills, or abilities that they will normally
apply almost immediately.
• It forms the core of apprenticeships
• Most content of technical colleges or polytechnics are
of this kind.
• Training involves an organized attempt to assist
learning through instruction, observation, or practice.
• Training goals normally reflect the demands of a job
role.
• Today it includes professional development.
Education
According to Smith & Ragan (1999), education is a broad
concept that describes all experiences in which people
learn.
Education is the giving of intellectual and moral training to oneself
or other people (Oxford Advanced Learner’s dictionary)
Many of these experiences may be are
unplanned,
incidental, and
informal
Difference between Instruction, Educating,
Teaching and Training

Instruction

Training

Teaching

Education

25th March 2008 Fig 1.1 Relationship Diagram

 FACTORS TO CONSIDER IN PLANNING
INSTRUCTION
• instructional objectives
• entering behavior of pupils
• pupils’ performance
• instructional procedures
• time available for instruction
• the size of the class,
• materials available for instruction
• age of the pupils
• the ability of the pupils
• The syllabus
• Relate your topics to the goals of education for
the nation or your community
• Examine the nature of the topic and its place
in the syllabus and scheme work.
• The objectives you have written for the topic
should guide you on how to deliver
• The learning environment
LEARNER CHARACTERISTICS
• Socio-economic background
• The intellectual ability of learners:
• Relevant previous knowledge (RPK):
• The level of development of your pupils (for
activities and examples)
• The attitude and motivational characteristics
of pupils
 WRITING INSTRUCTIONAL
OBJECTIVES;
• Characteristics of good instructional objective
• They must be stated in behavioral terms. This means the action verbs used in stating the objectives
should make it capable of being observed and measured. For instance ‘by the end of the lesson,
pupils should be able to list at least five components of the physical environment of the classroom’.
Here, the action verb ‘list’ can be depicted or acted upon.
• Instructional objectives must specify the behavior that the pupils is expected to display at the end of
instruction. What the pupil is expected to do at the end of the lesson. Is the pupil expected to list,
draw, write or label?
•
They must specify the condition under which pupils are expected to display that behavior learned,
such condition could take different forms. For instance, it could be a time condition, where you will
expect pupils to answer some comprehension question within twenty minutes. For instance,
whether pupils are going to respond to the comprehension questions in written form or in oral form
•
• They must indicate the acceptable level of performance of the expected behavior. The level of
acceptance of the behavior to be displayed is essential when writing your instructional objectives.
For instance, an objectives like ‘by the end of the lesson, pupils should be able to state features of
an insect’ may not be specific enough. This is because it is not clear whether one, two or three
features are sufficient after four features have been taught. The level of acceptance would therefore
mean the teacher has to specify how many features would be acceptable in the minimum for
example, by the end of the lesson the pupil will be able to state the four features of an insect.
•
• Importance of instructional objectives:
• After stating your objectives properly you will be guided to know how
much time you will need to achieve that.
• With well-stated objectives, you teach with confidence. That is, well-stated
objectives will help you to be clear about what you are aiming at.
• With well-stated objectives, you are able to monitor pupils achievement
step by step and at appropriate levels.
• The teaching strategy you will use depend on your objectives. If an oral
performance is expected in the end, there should be oral drill in the lesson.
Also, if a skill is to be performed in the end, the teaching strategy must
include a demonstration and practice exercises.
• If learning objectives are well formulated in measurable terms, it becomes
easy to use the end performance of the pupils to determine the
effectiveness of your teaching.
• Well-stated instructional objectives can helps you know how you are
progressing towards the achievement of your objectives.
 Comparison of educational and
instructional objectives
– Educational objectives are broad and global while instructional
objectives are narrow and specific.
–
Educational objectives are lifelong issues while instructional objectives
talk about measurable behavior to be achieved.
– Educational objectives are not achievable in one lesson while
instructional objectives are.
– Educational objectives are national goals that might not necessarily be
realistic but instructional objectives are stated in realistic terms.
– Educational objectives targets end of program or course but
instructional objectives are to be achieved at the end lesson.
– Instructional objectives specify the conditions under which the
expected terminal behavior should be demonstrated while educational
objectives do not give any conditions.
•
 PREPARING TO TEACH
• The first step is to prepare a Scheme of work,
also known as the weekly forecast
WEEK WEEK UNIT/ REF. TLM REMARKS
ENDING TOPICS
 Importance of preparing scheme of
work
• Helps teacher to know in advance the amount
of work he has to do each term, week and day.
• Enables a substitute teacher to know where to
continue in the absence of the class teacher.
• Serves as a record of work for the period.
• Put the syllabus in its natural logical sequence.
• Guides the teacher to read or research for
specific information or knowledge.
 EXPANDED SCHEME OF WORK
(LESSON NOTE)
• This is the detailed plan of activities that the
teacher will use to teach the lesson.
• In the absence of the original teacher a
substitute teacher will use it.
• The expanded scheme of work can also be the
prepared lesson notes of the lesson.
Day & Aspect/topi Objectives TLA TLM Core point/ Evaluation
duration c/sub-topic / R. P. K. application / remarks
 FEATURES OF A GOOD LESSON PLAN
A good lesson plan should have;
• General information or background variable; this includes
 the date for the lesson,
 the subject,
 references with pages of books from which you made the
references,
 the class,
 average age of pupils,
 number on roll,
 day, time and duration of the lesson.
 These variables provide information that helps you to decide on the
appropriateness of lesson delivery, content and strategies.
 Lesson Topic; Your topics should be short and concise. For
example, parts of flowering plant (science) or adjectives (English).
 • Objectives; your objectives must state the value of
the lesson to your learners.
 The objectives must state what skills, knowledge and
attitude your learners are expected to acquire.
 Your lesson may have more than one objective
depending on the time available.
• Relevant Previous Knowledge (RPK); the RPK consist
of knowledge, skills, ideas and experience that your
pupils have already acquired.
• Teaching Learning Material (TLM)
• Teacher/Learner Activities
• Core points;
The skills, attitude, knowledge, ideas and other
behavioral outcomes you want to develop in your
pupils.
• Evaluation; questions, exercises in the course of
your lesson, and after the lesson.
• Remarks; remarks are written after delivery of
the lesson to indicate the level of success
achieved and difficulties faced.
 IMPORTANCE OF LESSON PLANNING
• Lesson plan enables the teacher to sequence
what is to be taught.
• Lesson plan enables the teacher to identify
and gather materials required for teaching.
• The teacher becomes confidence in presenting
the lesson.
• It makes the teacher to research, read and
consult some sources of information.
• These make the lesson more interesting.
 THE NATURE OF A LESSON
• A lesson is a process by which information,
skills or concepts are communicated from the
teacher to the students.
• A lesson is a learning event comprising a series
of sequenced steps involving interactions
between learners and materials or teachers
towards the achievement of stated goals of
instruction.
 KINDS OF LESSON
• A developmental lesson: to teach new things to pupils..
• An inductive or deductive lesson: a special form of developmental lesson
used to develop a formula, law, rule or principle such as (2πr). It deals with
learner inquiry or investigation unlike the first one which focuses on
teacher presentation.
• An appreciation lesson
• It is the kind of lesson that has the aim of capturing the feeling or attitude
of pupils. As a teacher, if you want your pupils to appreciate a certain kind
of good behavior, what you use is an appreciation lesson.
• A skill lesson
 This kind of lesson involves learning a procedural, cognitive of
psychomotor performance.
• Revision lesson
This is a lesson where the teacher revises all that he/she has taught the
pupils so that they will understand it better.
 THE LESSON

Developmental Appreciative

Inductive deductive skills Revision

 Lesson structure
• The traditional forms of lesson structure made
use of what was called the Herbatian steps
(named after a great educator called Herbat).
The steps were to be followed in a sequence
as follows:
 Summary
and

Apply 6
principles
and rules

Formulate 5
general
principles

Compare 4
and
contrast

Explain new 3
materials in
relation to
RPK

Revise RPK 2
 CURRENT LESSON
STRUCTURE/SLAVIN’S STEPS
procedure is as follows;
Give
distribute
d practice

Assess
performan
7

Provid 6
e
practic
Questio 5
n pupils

Present
new 4

Review
3
skills
needed for

Give 2
pupils
orientatio
1
 ESSENTIAL SKILLS IN LESSON
DELIVERY
• Sufficient knowledge and understanding of subject
matter
• Using rewards and sanctions effectively.
• Moving swiftly from one activity to another.
• Oral speech and simple language usage.
• Observation skills.
• Maintaining pupils’ interest and motivation as you
teach.
• Addressing the needs of those with learning difficulties
and gifted pupils in terms of subject matter content
presented within the lesson
 INSTRUCTIONAL MATERIALS
• instructional materials include any material
which can be seen or heard and which
contributes to the learning process.
• Other names for instructional materials are
Audio-Visual aids, teaching acids and
educational media.
 IMPORTANCE OF INSTRUCTIONAL
MATERIALS
• They save the teacher the trouble of providing
lengthy verbal explanation.
• They attract the attention of pupils in what is
being taught
• Instructional materials also provide an
opportunity for pupils to participate in the lesson
• They also make it easier for pupils to understand
what they are taught. (the concrete operational
stage).
• pupils communicate with each other and the
teacher. to improve the vocabulary of pupils.
• Improves ability to transfer or use what has been
learnt in everyday life.
• The use of instructional materials also has the
advantage of promoting the ability of pupils to
remember what they have learnt for a long time.
• promotes self-learning.
• Pupils are provided with useful previous
knowledge on which later learning can be based.
 CATEGORY ONE OF INSTRUCTIONAL
MATERIALS
• Primary aids: These include the actual objects as plants,
animals and other man-made objects in their natural place
or dwelling.
• Secondary aids; Secondary aids are mainly models of real
objects, built in solid forms. Prepared modals such as cubed
and cuboids in mathematics, models of houses and
airplanes and the like are secondary aids.
• Tertiary aids: These include all the man-made materials
and equipment that are used to support teaching. Films,
photographs, maps, charts, prepared drawings, chalkboard
drawings, radio teaching and the like. Tertiary aids are not
natural. They are even less natural than secondary aids.
 CATEGORY TWO OF INSTRUCTIONAL
AIDS
• Visual materials: These are materials that are presented to be
seen by the pupils. They include the following;
– Three dimensional materials, cooking pots. specimens
such as flowers, insects, leaves and Models.
– Printed materials forms a large proportion of the
instructional materials found in most.
– Chalkboards are the commonest and most readily visual
material.
– Flannel Boards; they are flat boards made of either
plywood or hardwood and cut to required dimensions.
The board is covered with flannel or felt which is stretched
tightly and pins are used to hold the flannel unto the
board.
– Bulletin boards: these are the boards that we
commonly call notice boards.
– Pictures: cut out from magazines, old calendars
and newspapers for instance, can provide very
good illustrations of things we are teaching.
– Graphic materials: These are materials, which
communicate facts and ideas clearly. They are a
combination of drawings, words and pictures.
They include line graphs, bar graphs, pie charts,
pictorial graphs, diagrams, posters, maps and
globes.
• Audio Aids Listening is a very important classroom teaching
activity.
• Radio: Radio programs can be a very useful classroom-
teaching source.
• Tape recorders: Tape recorders can be used in many ways
than radio.
• Audio-visual Aids
• It has shown by research that when pupils see and hear at
the same time what they are learning about, they
remember it for a very long time.
• It is remembered for longer than if they only saw or heard
it.
EFFECTIVE USAGE OF INSTRUCTIONAL
MATERIALS
Instructional materials by themselves cannot do
much to improve or promote learning. Their benefit
lies in the professional skills of the teacher in using
them. To ensure this, there are a few fundamental
steps, which the teacher must take. They include
the following.
• Prepare yourself:
• Prepare the materials:
• Prepare the environment:
• Prepare the pupils:
• Use of the materials:
• All instructional materials you use should be properly
introduced to pupils.
• They should be aware of what is important
• you need to seek a second person’s opinion
about it to ensure that it is not misinterpreted.
• Present the material at an opportune time in
your teaching to make it have the best effect.
• Teaching materials should be used with interest.
Interest is contagious.
• Present the information contained by the aid in a
logical sequence.
• Plan for pupils participation in discussions based in the
aid.
• Face your pupils when using the materials as possible.
Observe their reactions and attitudes towards it.
• Never use an aid which is likely to offend or annoy
somebody.
• Always make sure that your aid suits the topics
• Make sure the aid is suitable or acceptable.
• After teaching, leave the material on view for an
appropriate length of time such as one to two weeks
 INTERACTION AND COMMUNICATION IN
INSTRUCTION TYPES OF CLASSROOM INTERACTION

• Teacher-student interaction
• Student-student interaction
• Whole class interaction
• Small group interaction
• Individual interaction
• Pairs interaction
FEATURES OF WHOLE CLASS INTERACTION

• The teacher instructs and manages the whole

class as a unit.
• The teacher identifies the pupils need and sets a
standard, which he expects every pupil to reach.
The teacher then organizes instruction towards
the set standard.
• The size of the class should neither be too large
nor too small.
• Pupils must be of fairly equal ability, age and
experience.
• The teacher involves all the pupils at once.
 MERITS OF WHOLE CLASS INTERACTION
• Children gain academically by learning together.
• It is economical since it saves time, effort and money.
• As children go through the same experiences, they realize they have
a common goal.
• This makes them co-operate with each other and develop a team
spirit.
• It enables whole class discussions. There is of great value in class
discussion under the teachers’ guidance, for instance, when dealing
with common errors and difficulty.
• Sometimes children are made to complete with each them to excel.
• Children’s’ interest and activity can easily be stimulated; an activity
becomes infectious to the others.
• It becomes easy for the teacher to use some ways of exciting pupils
to learn such as by praising them. Praise is more effective when the
whole class witness it.
DEMERITS OF WHOLE CLASS INTERACTION

– Individual pupils can easily become inactive or

may doze off unnoticed.
– Whole class teaching can encourage passive
learning.
– It is teacher centered.
– The teacher can easily assume that all that he says
is understood by all the pupils.
– It does take account of individual differences in
ability, experience and emotion development.
 GROUP INTERACTION IN TEACHING
• This is the approach whereby the teacher divides the pupils
or students into small groups for the purpose of reviewing
information or solving problem.
• In this situation each group has a leader and a secretary for
the execution of task given.
• Please note that grouping is always done to serve a
purpose. Therefore it requires careful planning.
• You will expect the different groups to sit at separate places
to work.
• It is not possible for you to be with all of them at the same
time. This means that the task you give each group must be
clearly explained.
• Another important issue you must note about grouping is
that the number of members should not be too many or
too small.
 TYPES OF GROUPING

• Ability grouping.
• Mixed grouping
• Social/friendly grouping
• Random grouping
• Interest grouping.
 MERITS OF GROUP INTERACTION

• It makes teaching flexible because different topics can be covered at

the same time during group work.
• Pupils learn to work as a team, thus creating the spirit of co-
operation
• It encourages the active participation of all pupils in class work.
• It gives group leaders practice in social responsibility.
• It breaks the monotony of class teaching and offers pupils more
stimulating class activities.
• Where materials and equipment are scare, the group method is the
best to use in class interaction.
• It develops in pupils self-reliance and discourages their over
dependence on the teacher for all knowledge.
•
 DEMERITS OF GROUP INTERACTION
• It is time consuming especially in the preparation
stage.
• It is not easy to evaluate the contribution of individuals
in a group work situation.
• Before pupils get used to group work, the teacher
might have to cope with organization and management
problems.
• Unless carefully controlled, the noise level in the
classroom might be higher than desirable.
• The ordinary classroom space and arrangement may
not be suitable for group work involving large number
of pupils.
• If not organized before the beginning of the lesson, the
shifting around of tables and chairs can waste time.
 INDIVIDUAL INTERACTION
• the teacher to offer assistance to individual
pupils.
• it enables pupils to work at their own pace.
• addresses the individual differences of pupils.
• it enables each pupil to master a part of the
course.
• the teacher spends time exclusively with one
pupil, discussing
 FEATURES OF INDIVIDUAL INTERACTION

• Learning is made a personal activity in this type

of interaction
• Course materials are usually broken into
individual units with clearly stated objectives.
• Each part of the course must be mastered before
the next one is tackled.
• Time is spent exclusively with one pupils
discussing work done.
• At the end of the whole exercise, the pupil takes a
test and is provided with instance feedback on
performance.
MERITS OF INDIVIDUAL INTERACTION
• It caters for individual differences in that children learn at their own pace
and are not put under pressure to cope with others.
• Children are more responsible for their own learning. This makes them
initiative.
• It promotes independent learning.
• The teacher gets to know each child better and can identify their strengths
and weaknesses and provide appropriate remedies.
• The child receives better personal attention since the teacher knows each
child’s problems special needs.
• Individualized teaching ensures the full participation and involvement of
pupils in the lesson.
• It enables the teacher to monitor each pupil’s progress closely since
regular feedback is available.
• It is also particular useful for reading lessons.
• There is opportunity for the child to complete against himself and
develops real sense of achievement, self-esteem and security.
 DEMERITS OF INDIVIDUAL INTERACTION

• Interacting with each child in every period is time

consuming.
• Teaching and learning materials and other resources
may be inadequate.
• Class control is difficult where the class size is unwieldy.
• It denies children the social and emotional benefits of
group work since pupils may isolate by working
independently.
• Planning for individual interaction can be energy
sapping to the teacher, as a lot of time is needed to
prepare for each child.
 NON-VERBAL COMMUNICATION IN THE
CLASSROOM

TYPES OF NON-VERBAL COMMUNICATION

• Gestures .
• Facial cues – a smile, a frown,
• Body movement include moving towards
• Head movement – nodding or shaking the
head
 ADVANTAGES OF NON-VERBAL
COMMUNICATION
• reduces the amount of talking the teacher does in the
classroom.
• can improve the communication of classroom concepts
being developed by the teacher.
• It gives opportunity for children to get involved in the
lesson
• Can be used for reinforcement.
• more powerful than verbal communication in
controlling pupils’ behavior in a lesson.
• It also raises the level of pupils’ response in the
classroom.
 TEACHER- PUPIL INTERACTION

• Teacher-pupil interaction is the communication that takes

place between the teacher and pupils,
• geared towards getting pupils to understand and perform
learning tasks presented to them.
• For this to be effective, a conducive atmosphere must exist,
a tension free classroom.
• praise and other forms of reward (reinforcement) to
encourage pupil’s to respond and co-operate.
• Teacher –pupils interaction in the classroom is centered on
the give and take strategy known as questioning.
• A question is a statement, which demands a response.
Therefore, as the teacher asks questions and pupils
respond, so much information is exchanged for learning to
take place.
USES OF TEACHER QUESTIONS IN THE CLASSROOM

Questions are asked -

• To find out what the pupils already know about the topic of a
lesson, upon which the new knowledge is built or developed.
• to assist pupils to make judgments on an issue or develop a
line of argument.
• To arouse interest and sustain it.
• To provoke learners curiosity for them to inquire
• to assess or find out the effect of previous teaching
• to serve as a revision of the main topics being discussed or
focus attention on the most salient aspects of the topic being
discussed.
• To recognize the pupils’ level of intellectual functioning
 USES OF PUPIL’S QUESTIONS
Pupils questions -
• encourage class participation and interest in the lesson.
• serve as a means of getting satisfactory answers related to issues or
questions on a topic not touched upon in the course of teaching.
• are instruments for satisfying children's curiosity.
• help the teacher to evaluate children's intellectual functioning so that they
may adjust to it.
• enable the teacher to deal with the pupils as individual who have their
peculiar interest and problems.
• may lead to further research or activity or assignment. For example,
homework may be based on the review questions that the pupil may ask.
• serve as a valid area for the appropriate location of pupil’s previous
knowledge and for the development of a new lesson.
• reveal misconceptions or wrong interpretations of ideas, words and
concepts on the topic under discussion.
 RATIONALE FOR THE ACQUISITION OF
INSTRUCTIONAL SKILLS

Instructional skills include –

• questioning skills,
• class management skills,
• lesson planning skills,
• oral language skills,
• observation skills,
• skills in handling disruptive behavior and many more.
Instructional skill is therefore the ability to structure,
order or organize information meaningfully for learners
to receive it easily in a lesson.
The acquisition of instruction skills will help teachers to –
• understand and plan instruction activity systematically so that
learner potentials will be properly developed.
• interact appropriately with pupils so that they can enjoy
learning.
• determine the instruction resources needed to make lesson
delivery effective
• make efficient use of time in lesson delivery.
• Be able to reduce pupils misbehaviour considerably.
• adequately engage and keep pupils so busy that they will not
have the opportunity to misbehave.
• achieve lesson objectives always, thereby making it possible
for pupils to acquire requisite skills and pass their
examinations.