Q1 i) Define teaching and elaborate old and new aspects of teaching.

What is teaching?

Teaching is the process of paying attention to people’s needs, experiences and feelings, and
intervening to teach them something and beyond what they can provide.
In teacher education programs and professional development, a lot of time is spent on teaching:
the fields to be covered, the resources we need, etc. There is still a lot of space-how to organize
courses, manage courses, evaluate knowledge courses, etc. Sometimes, as Parker J. Palmer
(1998: 4) commented, sometimes we even ask the question of “why”: “For what purpose and
purpose do we teach? He continued:” But very few, if any, do we ask the question of “who is
teaching me?” The point is that if you do not examine the nature of human beings, you cannot
answer the question of “who, what, why and how” seriously. What will you learn by studying
itself? In modern parlance, the two words “teaching” and “teacher” are combined to form the two
words “school” and “school”. Then focus on the key qualities or behaviors that make me unique.
The problem is that all kinds of things are concentrated in job descriptions or role descriptions,
and this has little to do with what we can reasonably call training. Another option is to turn to a
dictionary to clarify the historical meaning of the term and its usage in everyday language. This
leads us to the following definitions: sharing knowledge or guiding (someone) how to do
something; o forcing (someone) to learn or understand something from an example or personal
experience. As you can see from these definitions, we can say that at some point we are all
masters. You can understand more deeply by looking at the ancestors of words. For example, the
word “teach” comes from Old English tæcan, which means “show, represent, indicate” Germanic
origin; and refer to the Indo-European root “Token” of the Greek Deiknunai “Show”, such as
Deigma
Attending to people’s feelings, experiences and needs

One of the most important things that distinguishes “education” from indoctrination is to think
about what to teach, what they need, and what they can do with them. Indoctrination means
encouraging people to believe in something regardless of the evidence (see Snook 1972;
Peterson 2007). It also means ignoring their human rights. Education can be described as a
“wise, calm and respectful way of learning, and believing that everyone should have the
opportunity to share their lives” (Smith, 2015). The learning process comes from the basic
direction of respect: respect for truth, respect for others, oneself, and even the world (maybe the
future). Think about what might be good for everyone (and the world we live in). .This
immediately caused some problems. First, how do you balance your personal needs and desires
with things that are good for others? For most of us, this may be the way we need to respond on a
case-by-case basis. -This may also be the subject of dialogue and reflection when we work with
others. Second, what should we do when people can’t see the focus of learning (such as grammar
or safety requirements)? The obvious answer to this question is that we must ask and listen. They
may be correct. However, we must also weigh this, based on our understanding of the
importance of these things in life and any curriculum, health, safety, or other requirements we
may have. In this case, we need to try to introduce them to people when appropriate, check their
relevance and encourage them to participate. Not paying attention to people’s feelings and
experiences is problematic, not just because it shows a lack of respect for them. Trying to
explore things when people are not ready to see them is also pointless and counterproductive. We
must take into account their feelings. And check their experience as in our class. Or the learning
environment and the problem or field we want to explore.Recent advances in brain research
highlight the importance of experiential learning in the womb (see, for example, Lieberman
2013). Therefore, providing people with experience in the subject or field we want to teach in the
classroom or learning environment is the foundation of the learning process. Learning certain
things Learning will create an environment and relationship with others so that they can learn
certain things. It covers everything from tying shoelaces to evaluating the structure of the three-
action film. There are three key elements here: concentration, knowledge, and the ability to
engage people in learning.
Going beyond the given

The idea of “beyond this information” is at the core of Jerome Bruner’s cognitive and
educational research, which is part of the shift in psychology to humans as active knowledge
processors in the 1950s and early 1960s . As a pioneer of new knowledge. Understanding and
opportunity. Bruner hopes that people will develop their abilities to “look for new, potentially
fruitful predictions outside of data” (Bruner 1973: 234). He wants people to become independent
and self-sufficient thinkers as much as possible (Bruner 1961: 23). For this reason, as Hirst
(1975) said, teachers and educators must pay attention to feelings, experience and needs. ;;
Participate in your process and worldview.
Teaching, pedagogy and didactics

We have seen before that in recent years, the definition of teaching in the United Kingdom and
North America has received little attention, which has caused confusion about the term and
severely underestimated other terms “how to promote learning. It can be said that in several
continental European countries, people pay more attention to various forms of education.
Reflecting on these traditions helps us better understand teaching as a specific process and
recognize that it is based on pedagogy rather than education. Perhaps the most useful starting
point for the discussion was that ancient Greek society made a clear distinction between the
activities of educators (payagögus) and subject teachers (didáskalos or diadactos). war. ” (Yang
1987). These teachers are usually regarded as representatives of the parents of the students, and
are actually the children’s “educators” (pais plusagögos). The children have been under their care
since the age of 7 and stayed until adolescence.How these educators play an important role in
their lives, helping them understand what is wrong and right, how they behave in different
situations, and how they and the people around them flourish. It is also important in terms of
status.
Old aspect of teaching
The traditional basic-to-basic teaching method, also called basic education, is still widely used in
schools. The past teaching method was reading, such as letting students sit quietly, and one
student after another reading the lesson in turn, until everyone was called. The teacher listened to
each student’s recitation and expected to learn and remember the homework. At the end of the
module, there is a written or oral test. Finished; this process is called the learning task reading
test. Teaching traditional methods can ensure that students’ efforts are rewarded, used
effectively, and follow clear rules of student behavior. Modern progressive teaching and
education reform means teaching and teaching from a completely different perspective.
Progressive educational practice focuses on the individual needs of students, rather than
assuming that all students have the same level of understanding .Modern teaching methods are
more based on activities and use methods of questioning, explanation, presentation and
collaboration. Modern teaching methods are interval teaching, for example, requiring students to
switch quickly between classes. Provide 10 minutes of knowledge on the subject in a PowerPoint
presentation, and then spend 15 minutes on exercise. The goal of interval learning is to get a
higher score and be effective! Some people think this is much more effective than teaching
students to use traditional methods for four hours to help brain cells establish the necessary
connections to remember knowledge. It can also help people relax. Sonia Jackson wrote an
interesting blog post titled “Modern teaching methods are getting smarter”, he explained: “The
traditional chalk and tremor teaching methods that have been hundreds of years old have been
compared with the ready-made teaching methods. Modern, more revolutionary teaching methods
have been compared., the effect is not good. Today in school. Encourage more students to
interact, transcend the boundaries of authority, and emphasize performance. Conclusion Because
traditional methods use repetition and memory information to teach students T. This means that
they have not developed their own critical thinking, problem-solving skills and decision-making
skills. Modern teaching encourages students to collaborate, thereby improving work efficiency.
At the same time, both traditional and modern teaching methods are effective and useful in
today’s education. Sarah Wright, who wrote on the TES blog, explained: “As with most things,
it’s all about balance. It’s okay to try new and innovative methods.
New aspects of teaching.
New teaching methods are changing learning environments around the world and help improve
student performance. We will study some of the key innovative methods that educators have
developed in the past few years, which every teacher in the 21st century should know.
1.Flipped Classroom
Flipping the classroom is one of the very popular modern methods in recent years. This is an
educational method that overturns the traditional elements of teacher-led teaching: basic teaching
materials are taught by students at home and then in class. …The main purpose of this method is
to optimize class time, for example by meeting the special needs of each student, developing
joint projects or completing specific tasks.
2.Project-Based Learning
With the emergence of new information and communication technologies in schools, new
teaching methods and new versions of existing methods have emerged, which are now being
revised and updated to achieve digitalization. based on. Training (PBL). The core of PBL is to
enable students to acquire key knowledge and skills by developing projects that can deal with
real-world problems. Project-based learning or complex tasks are the best teaching guarantee for
effective development today. Key skills to acquire knowledge of course content. Starting from
specific problems, instead of traditional theories and abstract models, students’ ability to retain
knowledge and develop complex skills such as critical thinking, communication, collaboration or
problem-solving has been significantly improved.
3.Co-operative/Colaborative learning
Together is stronger. The simplest concept is collaborative learning, which is a method used by
teachers to group learners together and therefore has a positive effect on learning. Those who
support this model believe that group cooperation can improve students’ attention, participation,
and learning ability. The ultimate goal is always group-oriented and can be achieved after each
participant successfully completes the task. It is built on the basis of a group of 3-6 people,
where each member has a specific role, and to achieve the goal, it is necessary to interact and
work together in the context of mutual learning. The ultimate goal is always commonplace and
will be achieved after each participant successfully completes the task. On the other hand, one-
on-one learning forces students to focus on achieving their goals without relying on other
students.
4. Gamification
The practice of integrating game mechanics and dynamics into non-gaming environments or
gamification has been practiced for a long time, but in recent years, especially in the
development of video games, this phenomenon has reached an unprecedented level and is the
most popular One of the most discussed phenomena is the current and future trends in the
EdTech industry. Since the 1980s, internationally renowned games such as the international TV
series “Carmen Santiago or Rabbit Reader” (infographic below) have been popular worldwide
and educational The number of genres is also steadily increasing, not just for the general public. ,
But they are increasingly specifically designed for students and private courses.
5.Problem-Based Learning
Problem-based learning (PBL) is a periodic learning process with many different stages, starting
from asking questions and acquiring knowledge, which in turn causes a problem to become more
and more complex. Exploratory exercises carried out by learners but have been transformed into
useful data and information. Some educators believe that this method has four main advantages:
cultivate critical thinking and creativity, improve problem-solving skills, and enhance students
Enthusiasm to strengthen knowledge sharing in difficult situations
6. Thinking-Based Learning
In addition to the debate on the effectiveness of learning by remembering facts and data related
to education, one of the most discussed aspects is the need to show students how to use the
information received in the classroom. , Contact, debate… In short, turn information into
knowledge. The purpose of thinking-based learning (TBL) is to develop thinking skills beyond
memory, while developing learners’ effective thinking skills.
 
7.Competency-based learning,
as the name implies, all teaching methods focus on acquiring knowledge, developing skills and
forming work habits. Competence-based learning (CBL) is a number of strategies to achieve this
goal. Regarding the title, teachers can complete the curriculum without obvious deviation, but
they can focus on the curriculum in other ways through practical examples, so as to provide
students with more practical teaching content.
Q1 ii) Principles of effective teaching
Based on the literature and teacher’s experience, ten principles are proposed for effective
teaching: 1) create a positive learning environment, 2) focus, 3) combine knowledge, 4) help
students organize knowledge, 5) provide timely feedback, 6 ) Quality of demand, 7) Linking
high expectations with student support, 8) Enhancing learning motivation, 9) Communicating
your message in a variety of ways, 10) Helping students to manage their time effectively. You
can post homework or assignments online (creating an active learning environment) to submit
homework in a traditional classroom or online (helping students manage time). You will get the
answers by reading the course materials and studying the PowerPoint slides with narration
(concentration and combination of knowledge). In the virtual course, the teacher can ask several
students to give answers (increase learning motivation). And the interaction between teachers
and students). If corrections are needed, students can send a private message asking “Do you
need more help?” (a balance between high expectations and needed support). The teacher may
ask the student to explain how to receive a response (to contact knowledge). In addition, the
lecturer can ask any student questions, such as: B. “Why is the information relevant?”. (Help
students organize their knowledge. In the next few pages, each teaching principle is described
and examples are given to illustrate how the principle is applied in the classroom
1) create a positive learning environment

Establish a positive learning environment In order for students to gain knowledge from
information display, they must actively participate in learning.
“Active learning enables students to speak, listen, read, write and think while solving course
content-practice solutions, informal groups, simulations, case studies, role-plays, classroom
problems, etc. Students use their knowledge and/ Or think about what you have learned in the
learning process” (Lubawy, 2003).
provide case studies, questionnaires and assignments for students to explore, think about and
answer their best abilities. Did you teach in this class? And “Which important question is not
answered?” (Cross and Angelo, 1993, pp.148-153).
Invite students to submit this document t Homework Project. Make a 7-10 minute electronic
slideshow for each segment. Place the slideshow in the “Sharing Tools” folder. Then, introduce
students to a small online quiz or forum topic and ask questions about the material they just
learned. Publish links to useful websites in the “Resources” section. Download the resource
glossary file to encourage students to expand their knowledge of the vocabulary of the subject.
Post weekly study assignments as course tools page. Use forum topics to encourage active
discussion outside the classroom. Include topics that require some research. Discussions can be
used for course content or open topics of interest to students. Consider conducting a virtual
classroom activity (Zoom or YouSeeU) to ask questions or questions.First, let the students
compete with each other to answer.
Ask them to show their work quantitatively as an appendix. Assign students to design
courses/parts for the rest of the course. Students can propose topics as forum topics, and
instructors can select and post topics as classroom assignments. General best practices create a
situation where students are physically and psychologically active to learn more and learn more
effectively and meaningfully. Let them talk about it, write about it, connect with past experience,
and use it in their lives (Chickering & Ehrmann, 1996, p. 3).
Distribute lecture materials for 7-10 minutes, then take a break and ask pre-planned rhetorical
questions. Ask students to write down their answers in notes (Drummond, 2002, page
2).Students are required to rehearse and prepare courses in advance, share with the group
(classmates), and get feedback (Angelo, 1993, p. 4).
Ask students to use a few sentences to re-express the main idea or concept for a specific
audience. Then ask students to rewrite the same statement for a completely different audience
(parents, children, professionals, beginners, experts, etc.). Score the interpretations to ensure they
are correct and appropriate (page 4).Similar activities (Chickering and Ehrmann, 1996, p. 3).
Invite students to explore concepts on specific topics online or in the library. Make sure they
know and are responsible for the proper reporting and recording process. Ask students to use
computer activities to model or create methods. Promote knowledge development through model
design.
Focus on

Focus on “Students in introductory courses usually do not distinguish between the center and the
periphery, the foreground and the background, the higher and the lower” (Angelo, 1993, p. 4).
Focus the students’ attention on the most important aspects Including learning objectives, course
objectives, course requirements, timetables, assignments, expectations, etc. Enable students to
provide information about goals and objectives, projects, etc. D. Of course. Submit your lesson
plan/curricular schedule or publish the date in the calendar tool .Publish clear and complete
course information in the course schedule tool.
Post the learning objectives into the curriculum,  Publish documents to resources to complete
required tasks on time. Publish quizzes to test the progress of students. Create tasks on the
calendar and in the classroom so that students can focus on their work and track their progress.
Train students to check regularly. They may encourage students to return more tips, suggestions,
comments, etc. Use assignments, forums or quizzes and quizzes to ask students about updated
course materials. For example: What does a particular task or element do?
What is the use of the theme? What information is needed to make long-term decisions?
Consider publishing old quizzes in quizzes and quizzes so that students understand how to
measure learning goals. (To prevent duplication and distribution, please do not post the current
evaluation question verbatim.)
Discuss the relationship between the test question and the target on the forum. General best
practices include very specific course goals. Ask students: “What do you hope to learn from the
classroom?” Angelo (1993, p. 4) suggests that students write down some specific early learning
goals they hope to achieve throughout the course.
Ask them to compare their learning goals with the goals of other students in the class and course
goals. “Find and develop overlapping areas, but don’t ignore potential conflicts or contradictions.
View and evaluate the progress of the overall semester to achieve the overall goal” (page 4).
Provide students with a calendar of all semester assignments they need to complete. Provide a
list of grades/points for each part of the course. Before the start of the lecture, provide students
with advanced organizers: a list of learning objectives, agendas or key points for each lesson or
lesson (Rolheiser & Fullan, 2002, p. 3).
If you can be sure of what they already know, please take the students to test their knowledge
before the exam.”The more meaningful and appropriate the connection between what they know
and what they have learned, the more firmly they will anchor new information in long-term
memory, and the easier it will be to obtain this information when needed” (Angelo, 1993) ), p 5)
Use the example of the relationship between the materials covered by the existing knowledge
after use. Create a questionnaire that associates previous knowledge with current knowledge.
Provide links to resources related to prior knowledge. Add links to related websites or video
clips. Materials (audio clips, videos, images, animations, etc.) that can help students connect new
materials with their previous experiences. Please contact the textbook publisher for information
about topic.
Draw a visual map for each course module and show the relationship between topics. Invite
students to “interpret part of the course for a specific audience and purpose”-an assessment
method called “directed interpretation” by Cross and Angelo (1993) (pp. 213-235).
You can post it on the forum for all students to review and discuss. General best practices plan
your presentation carefully. “Habits, prejudices and misunderstandings can be serious obstacles
to new learning, because previous learning is usually hidden by 90%” (Angelo, 1993, p. 5). Give
students the opportunity to combine the material learned in the current course with the
knowledge acquired in the previous course (Lyubavy, 2003, p. 2).
“Provide various examples, illustrations/descriptions, drawings, images, metaphors, and
analogies. However, ask students to provide them to them, and then provide feedback on its
usefulness and usefulness. For example, you can ask students to create a metaphor (Teaching is
_________) or complete an analogy (what is the teaching check______ _______) to easily help
learners make connections and appreciate their connections. “(P. 5″. Find out the students before
re-introducing the material What they already believe and know, and what they can do about it”
(p. 5).
 
Quality requirements

“Expect more, you will get more. High expectations are important to everyone: for those who do
not want to show their inexperience, and for those who are motivated and motivated The
expectation of good results from the disciples becomes a self-fulfilling prophecy. “” (Chickering
& Ehrmann, 1996, p. 5).
Make sure that the criteria are at the beginning of the course. Available from time to time. If you
need a specific format, please specify or specify a format. Submit examples of work that you
think is unacceptable, minimum standard work, and excellent work (FERPA compliant).
Use a non-editable format, such as PDF or screenshots, To avoid direct copying. Allow students
to grade and “graduate” assignments. This gives them the opportunity to consider the teacher’s
point of view when evaluating homework. Identify and mark the components of the outstanding
work of the current students and share them with the class (according to FERPA law).
The rules for honestly submitting courses indicate that the content to be submitted must be
original and self-centered by quoting the work of others. Provide a link to “Student’s Guide:
Fraud and Plagiarism”. Ask common questions about courses or how to manage course content.
Start: date, deadline, work delay, stealing policy, etc. You can enter into a “contract” at the
beginning of the course to stipulate the responsibilities of the students and the expectations of the
teacher. Introduce students to system and software requirements. Use university-supported
applications whenever possible. If there are technical problems, please seek technical support
from the students (309-677-2964).
Best practice: “First, clarify what students expect of themselves. In class, tell them your
expectations and discuss those expectations. Start the course with assignments that help diligent
students build confidence, and ask students to interview successful graduations. Students or
invite them to participate. (Angelo, 1993, p. 7).
When taking online courses, the same standards of high achievement and student productivity
should be maintained. Online courses should be as complex as traditional courses. Based on
samples with good, medium, medium, and poor performance, develop standards for evaluating
performance. Examples can be used as a basis for peer review
Balancing high expectations through student support

Bruner (1987) describes a technique called “scaffolding” in which parents, teachers or older
brothers or sisters use slightly advanced language or concepts of children’s existing skills to
challenge them to Improve their understanding. This method continuously encourages children to
learn new meanings, but does not overwhelm them by using language or concepts that are
difficult for them to understand.
Angelo (1993) applied this metaphor to the university environment and said: “Scaffolding is also
a useful metaphor for university learning. The weaker or smaller the student base (preparation)
of the subject, the smaller the required educational framework (structure and support) The
stronger and the bigger. “(Page 7)
Maintain high expectations of students, but provide broad support for those with less subject
knowledge or skills… Participants should conduct their own research on the subject under study.
Ask them to search the websites of well-known organizations or magazines and write comments
so that they can share using forum tools. Collect and share the resources learned by students and
post them on resources or forum topics.
Maintain high qualification standards. Naming standards or scoring suggestions. Keep your
working hours online and use chat room tools. Assign students to a group, create a group folder
in resources, and let the group upload files to the group resource folder to facilitate student
collaboration. You can also use e-mail to easily communicate and support each other.
Provide timely feedback on student issues and work. Ask frequently asked questions and answers
about course topics and procedures. You can do this in the “Resources” or “Announcement”
tools. …Consider creating and promoting the use of open forum topics so that students can
support each other. Provide a reference glossary of terms that are new to students and let them
know that a glossary is available. You plan to use email, chat (during online working hours),
announcements or messages on forum topics, or other methods of providing educational support.
Include the speed or date of checking emails or forum topics (or other methods and tools), and
how quickly students expect you to reply or post. General best practices “Even if students’
abilities, willingness, or both are weak, expectations must be kept high. To meet these
expectations, under-prepared students need more and more detailed teaching principles, such as
tutoring, and clear instructions Connect with more individuals.” (Angelo, 1993, p. 8).
Encourage the most well-equipped students to improve their learning by serving as mentors,
arranging others, and taking on more responsibilities through self-study and special projects
(page 8)).After the lecture or reading, Cross and Angelo (1993) asks students to write a protocol
statement to find out which are the most important and which problems still exist (pages 148-
153).
Useful information about where students are lost so that the instructor can help them get back on
track. Establish expectations of how to get help.

Q2 i) teacher’s personality traits to create and maintain a classroom learning

environment
teacher’s personality traits to create and maintain a classroom learning environment

Teaching is hard work, and some teachers are never better than mediocre teachers. They only do
the fewest things, but rarely do. However, outstanding teachers will work tirelessly to create an
environment of motivation and nurturing for students. They have little to do with our knowledge
and skills, and have nothing to do with our attitudes towards students, subjects and jobs.
Although this list is certainly not exhaustive, regardless of the age of the student, I have
narrowed down many of the characteristics of a good teacher to what I think is the most
important:
 A good teacher respects students.

In the classroom of a great teacher, all ideas and opinions are valued. Students can express their
feelings with confidence and learn to respect and listen to the voices of others. This teacher
created a warm learning environment for all students. A good teacher will create a sense of
community and class. Mutual respect in this teacher’s class provides an atmosphere of support
and cooperation. This small community has rules for observing and working, and every student
realizes that he is an important part of the team. The teacher showed the students that they can
not only rely on them, but also on the entire class.
A good teacher is friendly, approachable, warm and caring.

This person applies not only to students, but to everyone on campus. Teachers know that they
can ask any question and even tell an interesting story. Good teachers have good listening skills
and draw out their own timetable, which is too busy for all those who need them. The teacher’s
life is difficult, no one knows: the teacher puts his luggage in front of the school gate.
A good teacher has high expectations for all students.

This teacher understands that her expectations of students will greatly affect their performance.
She knows that students usually give teachers more or less than they expect. An excellent teacher
loves learning and inspires students with passion for teaching and classroom materials. He is
constantly being updated as a professional to provide students with the highest quality education.
He learns new teaching strategies or introduces new technologies into the classroom, and always
seems willing to share what he has learned with colleagues. An excellent teacher is an
experienced guide.
Nation builder

This excellent teacher gave the students a sense of leadership and provided each of them with
opportunities to assume leadership roles. When the course fails, good teachers can “switch” and
become flexible. This teacher will evaluate the learning situation of the entire class and find new
ways to present materials to ensure that all students understand the key concepts. The teacher has
been working with colleagues. The teacher did not see himself as a weak person seeking advice
or help, but as a way to learn from other professionals.
A good teacher uses constructive criticism

A good teacher uses constructive criticism and suggestions as an opportunity to develop

educators. An excellent teacher is professional in all areas from appearance, organizational skills
to preparation for every day. Whether you are talking to an administrator, one of the students, or
a colleague, your communication skills are exemplary. The respect an excellent teacher pays for
his professional attitude is obvious to those around him. Although teaching is a natural gift for
some people, others have to work overtime to achieve it. Excellent teaching level. However, for
you and your students, the rewards are huge. Imagine what you think of you when students think
of their outstanding teachers at the university!
“A good teacher is a good communicator.”

strong communication skills are essential for effective teaching,”  “I firmly believe in all forms
of communication.” “For managers, communication is a tool to overcome fear. The teacher did
not stop after speaking. Listening is one of the most important skills for teachers.  Those who are
accustomed to listening and observing often hear unsaid content, such as student fears, which can
then help students develop skills and self-confidence. “Find out how to get to them and where
they are.” This opened the door for them to receive and master the lessons taught. Good teachers
focus on collaboration. When you work in education, you will never work alone. From quasi-
professionals and teaching assistants to teachers and principals, teaching usually means effective
teamwork. Tanguai said that the key to success in such an environment is to be able to cooperate.
Caitlin Lippincott said: “Actually, you have to play multiple roles to collaborate effectively.”-If
someone on your team already criticizes all the suggestions, then you don’t have to participate.
Instead, you may have to be a creative person.You need this flexibility. Student Kaitlyn
Lippincott said: “Good collaboration also means greater opportunities to learn from other
teachers who are more experienced than you and others. He said: “When working with other
educators, it’s important It is to have the qualities of communication, understanding and
empathy. “The most important quality is professionalism. Because of this professionalism, many
teachers can communicate with each other and learn more from each other. Excellent teachers
have the ability to adapt. Effective teachers need to be able to work in a constantly changing
environment and adapt their teaching methods to students. The age, available resources, and
changes in courses, practices and requirements. Orlando Rogers (Audrey Rogers) was a
professor of education at SNHU in the 1980s and chair of undergraduate courses on campus. She
said that she has seen education in her career. Great changes, especially as people’s access to the
Internet, computers and other technologies continues to improve. What is the state of education
in 30 years? Rogers said that the only certainty is change. He said: “Change is eternal.
“”Adaptability and adaptability are one of the skills that have helped me the most in my career.
It’s about understanding who my students will become over time, all trends, standards and new
research, and being able to continuously improve. Tanguay said: “Adaptability is also one of the
key skills teachers can teach students in different classes or learning styles. “He said: “You must
be able to adapt to the audience. “Good teachers are attractive. Tanguay said that the ability to
keep students with a sense of humor, creative guidance and strong classroom influence is an
important part of making a person a good teacher. He said: “If you imagine What kind of teacher
do you want to meet in life, even now you need someone who is very attractive in class. “A good
teacher will take action to keep his students going… This is not only about sitting down and
giving a speech, but also about participating in the work.” Tangoy said: “The appearance of an
attractive teacher will vary by class and subject. . “In kindergarten, an attractive teacher can be
someone who falls on the ground to do something with students of the same level. In high
school, attractive teachers can be
method. The purpose of this research is to familiarize students with the good and bad teaching
characteristics included in their obligations to teachers. The lack of research on teaching
effectiveness requires more research in this direction. Analyze research to determine the
importance of phenomena based on the opinions of the interviewees (Denzin, Lincoln, 2005).In
particular, research examines the form of experience or knowledge based on the internal or
original experience of participants, and therefore belongs to the research field of phenomenology
(Smith, 2003). According to Husserl (2001), phenomenology is a research method that enables
research. Describe what happened in the observed event and how it happened is within the
parameters of a qualitative study. The study will use focus group interviews to examine the
interviewee’s experience in detail to obtain data for clarification and understandingThe focus
group research that the researcher will use is suitable for this inductive study, in which the
interviewee’s views and disclosures have a sufficient understanding of the issues related to the
situation so that the researcher can better understand what is being discussed phenomenon.
(Bhattaherjee, 2012). The results of the research may be useful to both teachers and scientists.
Volume 5, Issue 2 (December 2018) 167This is possible thanks to the administrator’s plan to
improve university teaching, because the students know what qualities they want to find among
the teachers. In the study, the researchers used data from two focus groups. Male and female
participants between the ages of 20 and 24 fully ensure the richness and richness of data.
According to the current university rankings of the Higher Education Commission of Pakistan,
they are divided into different categories. In this way, the highest and lowest level institutions
will be equally represented and involved to ensure that there are enough views.
Q2 ii) Q-Enlist the role of a primary teacher

 Ans. The role of a primary teacher

An Primary school teacher teaches various subjects for pupils between 5 and 12 years old. They
make lesson plans, class and homework assignments, conduct tests and evaluate students’
learning progress. Primary school teachers will also meet with parents to discuss the student’s
progress, and participate in meetings with school administrators and other teachers when
necessary. If necessary, Primary school teachers can also teach after school and supervise after-
school planning. Primary school teachers can work in public or private Primary schools.
According to the Bureau of Labor Statistics, employment statistics, that is, employment statistics
for primary school teachers known as kindergarten and Primary school teachers, are expected to
increase by 6% between 2014 and 2024. In this decade, the number of students is expected to
increase further, which will lead to an increase in the number of courses. And the demand for
Primary school teachers has increased. Budget deficits can reduce this demand in certain areas.
responsibility reneging order to achieve the main goal of teaching and measuring student
progress,
Primary Teacher Duties and Responsibilities

Primary school teachers perform various tasks. We browsed various job vacancies and found that
the following tasks are the main roles and responsibilities of primary school teachers.
The primary responsibility of the primary school teacher to guide students is to provide
guidance.
Mathematics, English, social studies and other subjects. Primary school teachers develop lesson
plans and assignments based on federal and state standards for specific subject areas.
Primary school teachers should consider different learning styles and skills when making these
plans, and modify them as needed. Primary school teachers should check and grade homework
and tests, and record these results for each student. This responsibility includes integrating
teaching technology as needed. Assess student performance.
Primary school teachers should evaluate the performance and growth of each student. You
should monitor the quality of work, class attendance, homework completion, and understanding
of the material on each topic. You must ensure that the student meets the evaluation requirements
set by the State Board of Education. Provide a safe and effective learning environment for all
students. You need to deal with students’ undisciplined or disruptive behavior and take
disciplinary actions when necessary.
Primary school teachers must establish a set of rules for their classes and follow these rules
throughout the school year. Primary school teachers should involve school administrators,
counselors, and parents as needed to solve recurring or persistent behavior problems. Skills of
Primary School Teachers Primary school teachers must have strong organizational, leadership
and communication skills. They must be excellent team players because they often have to work
with school administrators, other teachers and parents, but they can also work independently in a
classroom with 20 to 25 students. When using class management strategies, they must also be
good at problem-solving. Good listening skills are also important for Primary school teachers. In
addition to these general skills, potential employers can also expect Primary school teachers to
provide the following skills. Among the job vacancies we analyzed, employers hope that primary
school teachers have this basic knowledge. If you want to be an Primary school teacher, your
focus is to develop fascinating courses and courses. Prepare student reports, testimonials and
grades. Assess students’ skills and development. Activities. Promote student learning.
Understand and use educational technology. 

Teach all primary school students literacy, social studies, arithmetic, creative expression and
sports. Develop students’ skills, interests and coordination in a creative way. Use a variety of
classroom materials and methods to illustrate the topic. Class work monitoring tests and analyzes
students to determine their personal progress in speaking and writing. Provide personal
development by helping students use and develop their skills. Maintain and update records of
visits and school discipline. Participate in staff meetings and educational meetings and
workshops. Carry out extracurricular activities, such as supporting school concerts, sports
activities, field trips and hobby programs. Supervise the homework of prospective teachers. The
primary responsibility of primary school classroom performance is to organize classroom and
learning resources to create a positive learning environment. Plan, prepare and deliver courses
suitable for all teaching skills needs. Stimulate students’ enthusiasm and creativity, and develop
students.
Effective teaching and learning is essential for all students, especially those with special
educational needs. Meaningful participation means that all students learn in challenging and
supportive classrooms, where they are respected and valued. Education for all students in the
class. Therefore, the class teacher needs to plan the course carefully to meet the different needs
of the class. They may need to adjust their learning styles to students who are important to their
personal progress, application, motivation, communication, behavior, or interaction with peers.
This may require specific interventions to develop appropriate skills to meet these needs. All
classroom teachers should adopt teaching methods and methods to encourage meaningful
absorption of students with special educational needs. : Drink tea together in a regular classroom
to learn about pain and learning, collaborative problem solving, semantic group work,
differentiated interventions to develop social and emotional skills, integration of information and
communication technology (ICT) into teaching, learning and evaluation. Information about
teaching and intervention support , Please refer to the “Continue” section. Professional
development courses contain comprehensive and balanced courses corresponding to the level of
development. Students’ interest, attention, concentration and perseverance should be gradually
developed, expanded and rewarded, and rewarded through appropriate learning strategies. In
order to meet all the learning needs of the class, teachers in ordinary classes must distinguish
their teaching regularly. The way to achieve this goal is to change the level, structure, teaching
type and teaching schedule according to individual needs; adapt the curriculum to students’
interests; adjust tasks according to students’ abilities and needs; adapt and use resources,
including the use of technology . Learning outcomes Teachers can use a variety of appropriate
learning methods and methods to teach a wide range of learners, including active learning, group
learning, one-to-one and multi-level learning. 
Q3 Why is outlining of goals objectives necessary before planning a lesson?
Ans-

Why is outlining of goals/objectives necessary before planning a lesson?

The lesson plan is a road map for the teacher, explaining what students should learn and how to
do it effectively in class. Before planning a course, you must first define the learning goals for
the class gathering. You can then design appropriate learning activities and develop strategies to
get feedback about student learning. A successful curriculum plan will consider and integrate
these three key components:
learning objectives,
teaching activities,
learning strategies to test students’ comprehension.
You define the type of teaching that will be used in the classroom, and these actions will
determine how you verify that your learning goals have been reached (see Figure 1).

Steps to Create a Lesson Plan The following six steps can help you create your first lesson. Each
step is accompanied by a series of thought-provoking questions that will help you plan your
teaching activities.
(1) Describe learning objectives .
The first step is to determine what you want your students to learn and do before the end of the
course. Answer the following questions to determine the learning goals of your students: What is
the topic of this course? What did the students learn? At the end of the course, what should you
know and what can you do? What do I hope you learn from this course?
After describing the learning goals of the class gathering, please categorize them by semester.
This step prepares you to manage your study time and achieve key learning goals, in case you
run out of time. Consider the following questions: What are the key concepts, ideas, or skills you
want students to learn and use? Because they are important? My time is up, which one shouldn’t
be missed? Conversely, if I don’t have enough time, what can I skip?
(2) Make an introduction.
After arranging the learning objectives in order of importance, carry out some specific activities
to help students understand and apply the knowledge they have learned. Since your students
come from different academic and personal backgrounds, they may already be familiar with this
topic. Use a question or task to measure students’ preconceived knowledge of a topic or their
subject.
For example, you can do a simple survey, “How many people have heard of X? If so, please
raise your hand.” You can also collect by sending students an email survey or asking them to
comment on flashcards Background information about the students before the class.
This additional information can help shape your vision, learning activities, etc. When you have
an understanding of the students’ familiarity with the subject, you also have an understanding of
the things that need to be focused on. Make a creative introduction to the topic to stimulate
interest and ideas. You can use different methods to motivate students (for example, personal
anecdotes, historical events, thought-provoking dilemmas, real life examples, short video clips,
practical applications, research questions, etc.).
When planning your profile, how do you verify that students understand or have preconceived
ideas about this topic? What general ideas (or possible misunderstandings) about the topic might
the student know or accept? Introduce a topic?
(3) Plan specific course activities (the main part of this course)
Prepare different methods of explanatory materials (examples in real life, analogies, pictures,
etc.) to attract more students’ attention and attract different learning styles. When planning
examples and promotions, please estimate how much time you will spend. Take the time for
detailed explanations or discussions, but be prepared to jump quickly to various applications or
problems and determine the strategies that will test the understanding.
These questions will help you determine the learning activity you will use: What should I do to
explain a topic? How would I describe the subject in different ways? How can students
participate in the topic? What relevant examples, analogies or real-life situations can help
students understand the topic? What should students do to better understand the subject?
(4) Arrange comprehension tests.
After explaining the topic and explaining it with various examples, you need to test the student’s
understanding: how do you know that the student is learning? Consider some specific questions,
ask students to check their understanding, write them down, and then rephrase them so that you
are ready to ask questions in a different way.
For any educator, creating a successful lesson plan is a daunting task, especially if there is no
good lesson plan template. Therefore, we created a free Word document with a lesson plan
template that you can download and make your course look great! Check out our 5 tips to
develop a great lesson plan to help you succeed in class. Although different teachers have
different teaching styles, a lesson plan should be made on each teacher’s checklist.
Using templates to create lesson plans is one of many valuable teaching tools. In this way, you
can carefully consider each step of the course and prepare to deliver the course to the best of
your ability. Here are 5 things you need to know to make a great lesson plan: clear goals/goals
class_management_philosophy_should_include_planning_goals_in_lesson_plan_template
always have some students to teach you.It is important to set clear goals for the lesson plan so
that you can stay up to date and provide relevant information. After you set your goal for the first
time, you can return to the lesson plan to make sure you reach your goal. A simple way to set
goals: Students will learn X in course Y. Difficulties in forecasting.
When making a lesson plan, imagine the problems that may arise when teaching the lesson and
how to avoid them. Making a plan is important for effective use of study time. Find the main
points: provide accommodation for students who need extra help, and provide welfare for
students who need extra help. We must treat it as a fact and try to find the best way to make our
lesson plan comprehensive. This is important if you want to create a successful lesson
plan.Lesson_plan_template_should_include_potential_challenges_you_may_face Course results
Did your students meet the course goals?
There should be a clear relationship between assessment and course objectives. Evaluation types
include (but are not limited to): exams, quizzes, group projects, oral reports. Katie Dyer uses 22
simple formative assessment methods to measure how well students learn different ideas. Make
it relevant.This will help your students understand complex topics more easily.
Also, look for ways to link to previous courses and build on your courses. If you have extra time,
please consider how to use your course in future courses. Practice the demonstration by creating
a script to practice the demonstration course. You don’t have to read the script verbatim when
introducing a course to students, but scripts are a valuable tool for focusing on a topic.
Reviewing your scripting practices and practicing the presentation will also help you spot flaws
in the plan so that you can fix them before introducing them to your class. Conclusion: “Planning
is nothing, planning is everything.”-Dwight D. Eisenhower Planning does not guarantee that you
can plan smoothly, but it does provide you with better opportunities than no planning. No matter
which class management concept you adopt, the lesson plan should be part of your style.
Teachers have many tools, but it should be one of the most important tools for success. Slow
down and reconsider the production process of planned courses, and all teachers can benefit from
it. Use our lesson plan template in the Word document to form a reliable lesson plan, which will
help you succeed!
Q4 i) Highlight the Hunter’s seven steps of lesson planning. 
2. Madeline Hunter’s 7 Step Lesson Plan

I. Getting students set to learn

Step 1: Review — Typically at the beginning of the lesson, review previous material that is
relevant to this lesson.
Step 2: Anticipatory Set — Getting students to focus their attention on the material to be
presented — getting them interested or prepared for what they are about to learn.
Step 3: Objective — State the objective for the lesson.
II. Instruction

Step 4: Input and Modeling — Presenting new information to students. Once the material has
been presented, using them to show students examples of what is expected as an end product of
their work.
III. Checking for understanding

Step 5: Checking Understanding — Determining whether or not students are making sense of
the material as the material is being presented.
Step 6: Guided Practice — Immediately after instruction students are given the opportunity to
apply or practice what they have just learned and receive immediate feedback.
IV. Independent practice

Step 7: Independent Practice — After students appear to understand the new material, they are
given the opportunity to further apply or practice using the new information. This may occur in
class or as homework, but there should be a short period of time between instruction and practice
and between practice and feedback.
 
 
A lesson plan is a detailed step-by-step guide that identifies the teacher’s goals, what students
will achieve during the lesson, and how they will learn it. Lesson planning involves setting goals,
setting activities, and determining the materials you will use.
All good lesson plans include specific components or steps, and all of them must be derived from
a seven-step procedure developed by Madeline Hunter, a UCLA professor and education author.
Hunter’s method, as it is called, includes: goal / objective, advance set, input modeling /
modeling practice, comprehension testing, guided practice, independent practice, and closure.
Regardless of the grade level you teach, the Hunter model has been adopted and used in various
forms by teachers across the country and by teachers at each grade level for decades. Follow the
steps of this procedure, and you will have a great lesson plan that will be effective at any level.
This should not be a strict formula. Consider a general guideline that will help any teacher cover
the essentials of a successful lesson.
The U.S. Department of Education says that when students know better what is being taught and
why they are expected to. The agency uses an eight-step version of the Hunter Lessons project,
and detailed descriptions are readable. The agency notes:
“The purpose or objectives of the lessons include why students need to learn the objectives, what
they will be able to do once they meet the criteria, (and) how they will demonstrate learning ….
style The formula for the purpose of action is: what the learner + will + do + with + how + well.
”
For example, a high school history lesson may focus on first-century Rome, so the teacher would
explain to students that they are expected to understand the empire’s government, its population,
everyday life, and culture. Learn important facts about
Advance set
The pre-set includes teachers who make students excited about the lessons to come. For this
reason, some teaching plan formats actually take this step first. Leslie Owen Wilson, Ed., Says
creating an anticipatory set means “doing something that gives students a sense of hope and
anticipation.” The “second principle” may include an activity, a game, a focused discussion, a
movie or video clip viewing, a field trip, or a reflective exercise.
For example, for second-tier lessons on animals, the class can take a field trip to the local zoo or
watch a nature video. In contrast, in a high school class, as students prepare to study William
Shakespeare’s play “Romeo and Juliet”, students may write a short, reflective essay on their lost
love, such as a former boyfriend.
Input modeling / modeling practice
This step is sometimes called direct instruction – it happens when the teacher actually teaches a
lesson. For example, in a high school algebra class, you might write a suitable math problem on
the board, and then explain how to solve the problem in a comfortable way. If this is a first-rate
tutorial on key words to learn, you can write the words on the board and explain what each word
means. As the DOE explains: This step should be very visible.
“It’s important for students to want to ‘see’ what they’re learning. When teachers show what
they’re learning.”
Modeling practice, which lists some lesson plan templates as separate steps, involves students
taking a math problem in two or two classes. You can write a problem on the board and then ask
the students to help you solve it, because they also write the problem, the steps to solve it and
then the answer. Similarly, you can copy the words that first graders see when you spell each one
verbally as a class.
Check for understanding
You need to make sure that students understand your teachings. An easy way to do this is to ask
questions. The ASCD (formerly the Association for Monitoring and Curriculum Development)
says that if you teach seventh grade students simple geometry, students should only apply the
information you have taught them. And, be sure to guide learning. If students do not understand
the concepts you have just taught, stop and review. For seventh grade geometry learner, you may
have to repeat the previous step by showing more geometry problems and how to solve them on
board.
Guided and independent practice
If you feel that lesson planning involves a lot of guidance, you are fine
They say At heart, that’s what teachers do. Practicing instruction gives each student the
opportunity to understand their new learning by working through an activity or exercise under
the direct supervision of a teacher. During this step, you can move around the room to determine
your students’ skill level and provide individualized support as needed. If you are still struggling,
you may need to pause to let students know that you are working hard.
In contrast, independent practice may include homework or setwork tasks, which you give to
students to complete successfully without the need for supervision or intervention.
Closure
In this important step, the teacher wraps things up. Think about this step at the end of the article.
Just as a writer does not leave his readers without a conclusion, so too a teacher should review all
the important points of the lesson. Take a look at any areas where students are still struggling.
And, as always, focused questions were asked: If students could answer specific questions about
the lessons, they probably would. This content is learned. If not, you may need to review the
lesson tomorrow.
Signs and indications
Always collect all the necessary items ahead of time, and keep them ready and available in front
of the room. If you are taking math lessons in high school and all the students need textbooks,
linear paper and calculators, this will make your job easier. Extra pencils, textbooks, calculators,
and paper are available, though, if a student has forgotten these items.
If you are taking a science experiment lesson, make sure you have all the necessary components
so that all students can complete the experiment. You don’t want to give a science lesson about
building a volcano and want to find out when students get together and get ready that you forgot
a key ingredient like baking soda.
Use a template to facilitate your job in planning lessons. The basic form of instructional planning
has been around for decades, so there is no need to start from scratch. Once you know what kind
of lesson plan you are writing, you can decide the best way to use the format to meet your needs.
Q4 ii) How is 5E’s model of lesson planning different from the others models?
Ans-5E’s model of lesson planning different from the others models

 
When choosing a teaching mode, teachers will look for strategies that can help students
thoroughly understand new concepts. The purpose is to attract students, motivate them to learn
and guide them to develop skills. One way is to conduct research. A method based on the 5E
model, which is based on active learning. Research shows that a series of events that promote
learning is called the learning cycle.
Educators J. Myron Atkin and Robert Karplus proposed in 1962 that an effective learning cycle
includes three key elements: exploration, application of terminology and concepts. “In his plan,
this research enables students to show interest in the topic at hand, ask questions, and find
dissatisfaction with their current understanding. New ideas and terminology are introduced,
mainly by trainers, but by trainers It was negotiated with the students.
Finally, using this concept gave students the opportunity to use their new ideas in the classroom,
test their new knowledge in a new environment, and evaluate the completeness of their
understanding,” Kimberly Danner (Kimberly D. Tanner) said in “Ordering Items: Use 5E
Model”. Integrate learning with people’s learning.
Theoretical basis. The discoveries of Atkin and Karplus directly influenced the development of
the 5E model, which aims to enable students to gradually understand a concept through a series
of set steps or stages. These stages include participation, research, interpretation, elaboration and
evaluation. Class teacher and students on the desk 5E Type 5E was developed in 1987 as part of
the Life Science Project, encouraging active learning and collaborative learning. Students can
jointly solve problems and explore new concepts by asking questions, observing, and analyzing.
Drawing…
The 5E model is based on constructivist learning theory, which assumes that people build
knowledge and meaning based on experience. Through understanding and thinking activities,
students can make new knowledge consistent with previous ideas. According to industry expert
Beverly Jobrack, “Research-based learning, active learning, experiential learning, discovery
research, and knowledge construction and other educational campaigns are different types of
constructivism.
In the classroom, constructivism requires teachers to address questions, research, and evaluate
Incorporate their teaching methods. In many ways, this means that the teacher plays the role of
facilitator and guides students in learning new concepts. Explaining Model 4 of Lily’s online
graduate education program .
The Model Explained.

The following is an overview of the five stages of the 5E model.

ENGAGE.

In the learning cycle, teachers will try to understand the prior knowledge of students and find
knowledge gaps. It is also important to arouse interest in future concepts so that students are
ready to learn. Teachers can ask students some introductory questions. Or write down what you
already know on the subject. This is also the first time that the concept is introduced to students.
EXPLORE.

Exploring In the learning stage, students will actively explore new concepts from specific
learning experiences. They may be required to follow the scientific method and interact with
peers for observation. At this stage, students can learn.
EXPLAIN.

The teacher-led stage can help students synthesize new knowledge and ask questions when they
need further explanation. In order to make the interpretation stage more effective, teachers
should ask students to share experiences during the exploratory stage, and then introduce
information technology more directly. Consistent with learning mode 5E: a learning cycle
method based on research-based science teaching. This can also happen when teachers use video,
computer software, or other means to improve comprehension.
ELABORATE.

This phase of phase of developing the 5E model aims to enable students to apply the knowledge
they have learned. This helps them deepen their understanding. Teachers can ask students to
make presentations or conduct other research to enhance new skills. At this stage, you can gain
knowledge before the exam.
EVALUATE.

Evaluation Model 5E allows formal and informal evaluations. At this stage, teachers can observe
their students to see if they fully understand the basic knowledge. It is also helpful to determine
whether students take different methods to solve problems based on what they have learned.
Other useful elements of the assessment phase are assessments, peer reviews, written
assignments and exams.
Application and effectiveness of 5E Model

When a student encounters a new concept for the first time, the application and validity model
5E is most effective. According to co-author Roger W. Bybee, Model 5E is best used within two
to three weeks, with each stage serving as the basis for one or more different courses. A class
will reduce the efficiency of each step because it reduces the time and opportunities for learning
challenging and reorganizing concepts and skills,” Bibi explained. If too much time is spent in
each stage, the structure will not be effective and students may Will forget what you have
learned.
Consistently using an effective research-based teaching model can help students explore basic
concepts in science and other fields. BSCS 5E Learning Model: Origin and Effectiveness The
following research illustrates the positive effects of the 5E model in the classroom: A study
found that the 5E model in biochemistry and molecular biology “has better ability to absorb
scientific knowledge than traditional teaching…” Education in Ural Biology… Emerging Trends
in International Education and Its Impact Magazine Discovered 5E Learning Cycle The model
has a positive impact on student performance and the consistency of knowledge.
The 5E model enables educators to create unique learning experiences for learners. Teachers
who can use teaching models such as Model 5E in the classroom can help students build a solid
knowledge base through active participation. Leslie University’s online graduate courses provide
teachers with knowledge and tools that can be effectively taught to students in modern
classrooms. Leslie has a professional degree in mathematics, science, etc., which provides
educators with an opportunity to deepen their understanding of current methods and improve
their teaching skills and evaluation strategies. Leslie Online Education Program.
Lesson Model Comparison:

The teaching plans of 5E and Madeline Hunter are similar and different from each other. I think
these two lesson plans give teachers a good idea of what to teach them and what students need to
know after class. In addition, both lesson plans provide a lot of knowledge to learn. Student-
centered learning. One of the main differences I noticed is that Madeline Hunter’s plan requires
teachers to consider teaching different ways of learning. In the process of “simulation” and “re-
learning”, the teacher must find the path that all students take. In the 5E lesson plan I wrote, you
can see how I explained the components of the lesson on the blackboard. In Madeline Jäger’s
timeline, “Lesson I Written” not only explained the components on the board, but also included
visual elements including: T-charts, animations and video clips (during the “simulation”
process). During the “further training”, I decided to add an audiobook for my audiologist
students. Madeline Hunter’s lesson plan made me think of other ways to teach my explanations.
One of them gave me the opportunity to re-learn students. On the other hand, Model 5E does not
require teachers to “think all students”, nor does it require teachers to “retrain” students who
need additional training.In addition, in Madeline Hunter’s lesson plan, students are taught
“modeling” before individual practice. In this way, students can do the basics by themselves. In
the 5E course plan, students must study before they study. The lesson plan requires students to
establish their own connections before accepting previous guidance or experience. Ultimately,
both lesson plans can be used to include and evaluate student learning, but Madeline Hunter’s
plan reinforces the goals in the 5E plan, which is very useful for different types of learners.
Madeline Hunter’s lesson plan best fits my belief that I believe that many students will use
different learning methods. No student should be regarded as a purely visual, auditory or
kinesthetic student. Learning styles can also be changed, which means that teachers must be
willing to focus on different learning styles in each lesson. Madeline Hunter’s lesson plan
requires teachers to consider how “all students” can make connections. I like how Madeline
Jäger’s teaching enables teachers to re-teach students who have not made the right connections.
Providing students with a backstory before starting research will reduce the connection between
students and events. The student has an idea about what to look for. Taking into account my
spelling, Madeline Hunter’s lesson plan made me feel more comfortable and confident in get out
of class, because I know that after class I will teach “all students” and those who don’t
understand.
Q8 Explain different theories of motivation.

Some of the most important motivational theories are:

1. Maslow’s hierarchy of needs theory
2. Herzberg’s hygiene motivation theory
3. McClelland’s theory of needs
4. McGregor’s theory
5. Erway K’s Theory Z
6 and Argyris Theory
7Froome’s Expectation Theory
8 Porter and Lawler’s Expectation Theory
From the beginning, when human organizations were formed, various thinkers tried to find
answers to questions that motivate people to work. Maslow’s hierarchy of needs theory. It can be
said with certainty that the most famous theory of motivation is Maslow’s level of demand
theory.
1. Maslow’s hierarchy of needs theory

Maslow’s theory is based on human needs. Based on his clinical experience, he has ranked all
human needs from lowest to highest. Publication: In fact, he believes that once a specific need is
met, it ceases to be a motivation for a person. Then, the next higher level needs must be
stimulated to motivate the person. Maslow has identified five levels in his hierarchy of needs, as
shown in Figure 17.

  Physiological Needs:

These are the foundations of human life and therefore include food, clothing, shelter, air, water
and basic needs. These needs are related to human survival and maintenance of life. They have a
huge impact on human behavior. These needs must be met. First, at least in part, before higher
demand emerges. Once the physical needs are met, they can no longer inspire men.
Safety requirements:

After satisfying the physiological requirements, the next perceivable requirement is called the
safety requirement. These needs are embodied in desires such as financial security and protection
from personal injury. These demands require more money, so people have to work harder. Like
physical needs, they become inactive when they are met.
Social needs:

A person is a social existence. Therefore, he is interested in social interaction, friendship, sense

of belonging, etc. It is through this kind of socialization and sense of belonging that people
choose to work in groups, especially for the elderly.
Respect needs:

These needs are related to self-esteem and self-worth; this includes people who demonstrate self-
confidence, achievement, ability, knowledge, and independence. Satisfying the need for respect
leads to confidence, strength, and useful abilities. However, failure to meet these needs can lead
to feelings of inferiority, weakness and helplessness.
Self-fulfilling needs:

This level represents the end result of all the medium, low and high needs of people. The last
step in the demand model hierarchy is the need for self-realization, which is related to
satisfaction. The term self-actualization was coined by Kurt Goldstein to refer to the realization
of a field that people may be good at.
Self-actualization is essentially a person’s motivation to transform one’s own perception into
reality. According to Maslow, human needs follow a series of dominant positions. Only when the
first requirement is fully satisfied, the second requirement will appear; only when the first two
requirements are fully satisfied and continue to exist, will the third requirement appear.
However, Maslow’s demand theory hierarchy is not without its shortcomings.
The main criticism of this theory is demand may or may not follow a certain hierarchical order.
Hierarchy.For example, even if security requirements are not met, social needs will arise. The
demand priority model may not always apply to all locations. Studies have shown that human
behavior at any given point in time depends to a large extent on various behaviors. The excuse
for meeting demand immediately is also doubtful. Some people may have lower motivation
overall.
For example, people suffering from chronic unemployment can remain satisfied for the rest of
their lives just by advertising: However, Maslow’s hierarchy of needs theory is widely accepted,
especially among practitioners who can be classified as intuitive and intuitive. Clear theoretical
logic. One researcher concluded that it is difficult to intuitively accept powerful theories.
Herzberg’s hygiene motivation theory

Herzberg (Herzberg’s (two-factor) motivation and hygiene theory) conducted a high-profile

motivational study of 200 accountants and engineers employed by companies in western
Pennsylvania and surrounding areas.
He asked these people to describe two important events in their work:
(1) When did you feel that your work was particularly good, and when did you feel that your
work was particularly bad?
He uses critical event techniques to obtain data. The answers in the analysis are very interesting
and consistent. The answers they give when they feel good about work are very different from
the answers they give when they feel bad about work. The reported good feelings are usually
related to job satisfaction, while bad feelings are usually related to job dissatisfaction. Herzberg
identified job satisfaction and motivation for job dissatisfaction as hygiene or maintenance
factors.
Motivation factors and hygiene factors together are called Herzberg’s two-factor motivation
theory. Table 17 lists Herzberg’s motivation and hygiene factors.

Hygiene factors According to Herzberg, the opposite of satisfaction is not dissatisfaction. He

said that the main reason is that weeding out poor performers will not necessarily make the job
satisfactory. He believes in the existence of a double continuum. “Satisfaction” is “lack of
satisfaction”, and “dissatisfaction” is “lack of satisfaction”.
According to Herzberg, today’s motive is tomorrow’s hygiene, because the latter no longer
affects people’s behavior. Therefore, the health of one person may become a motivation for
another. However, Herzberg’s model has also been criticized for this:
When things go well, people tend to trust themselves. No power. Job satisfaction is usually
impossible to measure.
Someone may not like some parts of their job, but still find it acceptable.
The theory does not consider the contextual variables in which people’s motivations are located.
Because wages are ubiquitous, wages are often both an motivating factor and a health factor.
Despite the criticism, Herzberg’s “two-factor motivation theory” is still widespread, and some
managers seem to be unfamiliar with his suggestions. Its recommendations are mainly used to
plan and control the work of employees.
McClelland’s Need Theory

In contrast to the satisfaction-dissatisfaction hierarchy of needs, the motivation-based theory is a

theory developed by McClelland and his colleagues. McClelland’s theory of needs is closely
related to the theory of learning because he believes that needs are acquired or absorbed through
events that people experience in their environment and culture. He found that people with
specific needs behave differently from those with needs. harm. His theory focuses on Murray’s
three needs.
Achievement:

Achievement, strength and sense of belonging. In the literature, these three requirements are
abbreviated as “n Ah”, “n Pau” and “n Aff” respectively. Their definitions are as follows:
Performance requirements: Statement: This is the pursuit of excellence, performance in
accordance with a set of standards and the desire for success. In other words, the behavior that
needs to be achieved is the behavior designed to compete with standards of excellence. People
with high performance needs perform better than those with medium or low performance needs,
and it is found that there are regional/national differences in achievement motivation.
McClelland identified the following three characteristics of high-demand performance in his
research:
Successful high-demand individuals strongly desire to take personal responsibility for problem-
solving tasks.
High-demand success usually sets itself moderately challenging goals and assumes certain risks.
The need for power has to do with influencing others, wanting to influence others, wanting to
change people, and wanting to make life better.
Those who desperately need power are those who like to be controlled. The characteristics of
people who really need power are: the desire to influence and guide others; the desire to control
others.
The characteristics of people who have a high need for power are:
desire to influence and guide someone; desire to exercise control over others; pay attention to
maintaining the relationship between leader and follower; The desire to maintain a warm and
friendly relationship.
“The need to belong is in many ways similar to Maslow’s social needs. People with higher
memberships have the following characteristics:
They have a strong desire to accept and recognize others. They tend to obey the wishes of those
who value friendship and fraternity. You value the feelings of others. Figure 17.2 is a summary
table of the three motivational demand theories we just discussed. The table shows that the
parallel relationship between Maslow’s needs is related to high-level needs, while Herzberg is
related to motivational factors and hygiene habits.
McGregor’s Participation Theory

Douglas McGregor put forward two different perspectives based on workers’ participation. The
other is mainly positive and is called Theory Y. Theory X is based on the following hypothesis:
people are inherently lazy, that is, they like to work as little as possible,
people have no ambition, they don’t like to take responsibility, prefer to be led by others, and
people are born to be self-centered and indifferent. …
People are usually easily deceived, not very empathetic and smart.
In contrast, Theory Y assumes that
people are not innately passive, nor do they defy organizational goals.
You want to take responsibility. They want their organization to succeed. ..
.People can control their behavior. You must achieve something.
McGregor tried to dramatize his theory of X and Y, portray extremes, and delineate the obstacles
that people often see in organizing human behavior. No organization personnel actually belong
to theory X or theory Y. In fact, she has the characteristics of both. What actually happened is
that a person changed from one phrase or trait to another, thus changing their mood and
motivation.
Urwick’s Theory Z

Long after the establishment of MacGregor’s theories X and Y, three theorists Urvik, Rangnekar
and Ouchi proposed a third theory, theory Z.
The two statements of Urwick’s theory are as follows:
(I) Everyone should have a thorough understanding of the goals of the organization and how they
contribute to achieving those goals.
(Ii) Everyone must also know that the network of organizational goals can meet their needs in a
positive way. However, Ouchi’s Z theory has attracted the attention of management
professionals and researchers.
It should be noted that Z does not stand for anything, only the last letter in English.
Theory Z is based on the following four assumptions:
the close connection between the organization and employees; employee participation and
engagement; lack of formal organizational structure; human resource development. Ouchi’s Z
theory is an American company’s adaptation of Japanese management practices (group decision-
making, social cohesion, work safety, comprehensive employee care, etc.). In India, Maruti-
Suzuki, Hero-Honda and others adopted the hypothesis of this theory.
Argyris’s Theory

Argyris developed his motivational theory based on the hypothesis of how management practices
affect human behavior and growth. The change of personality made him a mature man. Argyris
believes that the main reason for human immaturity is the organizational environment and
management practices, such as: B. Task specialization, chain of command, unified leadership
and management scope.

The pyramid-shaped organizational structure existing in the humanistic system; from the current
management system to more flexible and participatory management, this situation can not only
meet their physiological and safety needs, but also encourage them to prepare to make more use
of their physiology and safety demand. However, this will also motivate them to continue to
realize their potential in order to achieve the goals of the organization.
Vroom’s Expectancy Theory

One of the most common explanations for motivation is the suggestion made by Viktor Vroom
in his Expectation Theory. This is the theory of motivation for cognitive processes. The theory is
based on the following basic idea: if people believe that there is a relationship between the
efforts they have made and the results/returns they have obtained, then they have the motivation
to make more efforts. The relationship between the concepts of effort, productivity, and reward
is shown in Figure
The most important components in the expectation motivation theory are as follows:
Valence:
According to Vroom, value refers to the value or power that a person attaches to a certain result
or one’s reward. Expectancy:
Combine effort with performance.
Instrumentality:
Vroom understands instrumentality as a belief that performance is related to compensation.
Therefore, Vroom’s motivation can also be expressed by the following equation: Motivation =
Valencia x Expectation x Constructivity. As a multiplicative model, all three variables must have
high positive values to imply a motivated job. When one of the variables is close to zero, the
probability of aggressive work is also close to zero.
However, Vroom’s expectation theory has been criticized. The important point is that critics
such as Porter and Lawler call it the theory of cognitive hedonism, which shows that the
individual cognitively chooses the way of action that causes the most pleasure or the least pain.
The assumption that people are rational and computationally capable makes this theory ideal.
Expectation theory does not describe any personal or situational differences.
However, people’s emphasis on different awards varies. For example, one employee prefers
salary to performance, while another employee prefers the opposite. The value of the same
reward varies from situation to situation. The most important point of my expectation theory is
that it explains why a large percentage of the workforce rarely puts effort into performing their
duties.
Porter and Lawler’s Expectation Theory:

In fact, Porter and Lawler’s theory is an improvement of Vroom’s Expectation Theory. This
motivation is different from satisfaction or achievement. Your model found some simplified
traditional assumptions about the positive relationship between satisfaction and performance.
They proposed a multivariate model to explain the complex relationship between satisfaction and
performance. The point of the Porter and Lawler model is that effort or motivation does not
directly lead to performance. It is complete, communicated through skills and character traits and
role perception. Performance will ultimately bring satisfaction. As shown in Figure 17 below.
Porter and Lawler’s incentive model. The model contains three main elements. They take turns.
Effort: Effort refers to the energy invested by employees to complete a task.
The amount of energy an employee spends on a task depends on two factors:
(i) Compensation costs.
(Ii) Awareness of the possibility of work compensation.
Effectiveness:
Efforts will produce results. The two may be the same or different. However, the level of
productivity depends on the workload, skills and understanding of the role of the performer. If
employees have low qualifications and/or misunderstand their roles, their performance may still
be poor despite the tremendous effort.
Satisfaction:
Performance leads to satisfaction. Satisfaction depends on the number of rewards received. If the
actual salary is equal to or higher than the appropriate salary, the employee is satisfied. If the
actual remuneration in the country fails to meet the expected remuneration, he/she will feel
unhappy.
There are two types of rewards: internal rewards and external rewards.
Examples of internal rewards are a sense of accomplishment and self-realization. Rewards can be
working conditions and status. A large number of studies have confirmed that intrinsic rewards
are more likely to cause people to be satisfied with performance.
It cannot be denied that the motivation model proposed by Porter and Lawler is very
complicated. Than other incentive models. Indeed, motivation is not a simple cause and effect
relationship, but a complex phenomenon. Porter and Lawler tried to measure variables such as
the value of possible rewards and the feeling of effort. Reward the probability of obtaining
satisfaction and the perception of the role.