EDU 105.

11 Learning to Function as an English Teacher

MODULE 4 - PEDAGOGICAL SKILLS DEVELOPMENT

4.1.1 Pedagogy
Pedagogy is the art and science of teaching. The word comes from the Greek word paidagögia, where paidos
means child: and agogos means 'guide; thus literally "to guide the child". Pedagogy is the discipline that deals with
the theory and practice of education; it thus concerns the study and practice of how best to teach. The two important
aspects of Pedagogy are pedagogical knowledge and pedagogical competence.

4.1.2 Pedagogical knowledge

Pedagogical knowledge is a key to successful teaching Pedagogical knowledge is the deep knowledge
about the processes and practices or methods of teaching and learning and how it covers overall educational
purposes, values and aims. This is a general form of knowledge which includes extent of student learning,
classroom management, and lesson plan development and implementation and student evaluation.

Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all
situations. Different strategies used indifferent combinations with different groupings of student will improve
learning outcomes.

 A teacher with deep pedagogical knowledge understands how students construct knowledge and acquires
skills; develop habits of mind and positive attitudes towards learning.
 As such, pedagogical knowledge requires an understanding of cognitive, social and developmental theories
of learning and how they apply to students in their classroom. It includes,
Content knowledge
Understanding about techniques or methods to be used in the classroom
Knowledge of the nature of the target audience (students)- their age level, interest, attitude, level of
readiness, intelligence
Knowledge of the strategies for evaluating student understanding
Knowledge of Planning: curriculum planning, year planning, unit planning, and lesson planning in
accordance with the aims and objectives of that subject, learning content, needs and interest of the
children. Explain that assessment is linked to the aims (standards/outcomes)- planning assessment and
evaluation techniques
Practice in Timetabling-designing teaching timetable by giving emphasis to extracurricular activities
(sports, arts, music, craft, SUPW etc.
Classroom management

4.1.3 Pedagogical Competence

Pedagogical competence can be described as the ability and the will to regularly apply the attitude,
knowledge and skills that promote students' learning.

Pedagogical Competence also include the ability to solve pedagogical problems and to organize pedagogical
activities by using proper resources and by applying knowledge, experience, values and talents in a creative manner
so as to obtain appropriate and effective results.

Types of pedagogic competencies

 Cognitive competence
 Information technology competence;
 Planning competence
 Organizational competence
  Leadership competence
 Motivational competence
 Assessment competence;
 Communicative competence
 Project management competence
 Social competence.

It concerns with everything that comes under the realm of classroom teaching and with solving issue related
to teaching. It includes the ability:

To teach
To have sound broad &current knowledge about the topic
To identify problem areas requiring change
To understand student-learning modes
To reflect on classroom approaches used and to plan and initiate change
To develop-classroom, practices that facilitate learning
To adopt evaluation modes that are appropriate for assessing student performance
It involves the following abilities related ta teaching and learning like

4.2.1 Pedagogical Skills

Pedagogical skills can be defined as the skills of personalising learning and making it more engaging and
relevant to children, giving children experiential learning and can make them powerful learners. Pedagogical skills
can be classified into two, namely, Content-related skills and Classroom management skills.

4.2.1 Content-related skills:

Content related skills refer to the skills that a teacher should possess to help students to develop knowledge
related to the subject matter under study.
Key skills for TEFL\ TESL teachers
Excellent spoken and written language skills, with English and foreign languages
Clear diction
Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information
Research skills and practices, interrogative questioning
Creativity artistry, curiosity, imagination, innovation, personal expression
Oral and written communication public speaking and presenting, listening
Research skills and practices, interrogative questioning
Perseverance, self-direction. Planning, self- discipline, adaptability, initiative
Leadership, teamwork, collaboration, cooperation, facility in using virtual workspaces
Information and communication technology (ITC) literacy, media and internet literacy, data interpretation
and analysis, computer programming
Civic, ethical, and social-justice literacy
Economic and financial literacy, entrepreneurialism
Global awareness, multicultural literacy, humanitarianism
Scientific literacy and reasoning, the scientific method
Environmental and conservation literacy, ecosystems understanding
Health and wellness literacy, including nutrition, diet, exercise. and public health and safety
4.2.2 Classroom management:
Classroom management is the process of organizing and conducting the activities of the classroom relatively free
of behaviour problems and preserving order and maintenance of control so that educational goals can be achieved.

Shaping of learning environment in the classroom

Pooling of a number of provisions to maintain congenial environment for learning
Promoting learning is important and not the prevention of misbehaviour, although both are relevant

Principles:
1. Principle of clarity and mastery of content
2. Principle of involvement
3. Principle of democratic behaviour
4. Principle of teacher behaviour
5, Principle of self-control
6. Principle of personal attributes (sympathy, empathy, dignity of work, etc.)

Strategies for Effective Classroom Management

 Planning:
Effective planning is often the key to a smooth – running classroom. Plans must be made and devised such that
classroom problems are minimized and learning time is maximized.

 The Establishment of Routines

Some of the routines are established by the school for all teachers and students, whereas others are established by
individual teachers. For example, the taking and reporting of attendance, the issuing of passes for students to leave
the room or building, and the distribution and collection of papers, lining up when required, etc

 Managing Space:
The classroom should be arranged to be an environment in which it is easy for the teacher and students to work
and so that it does not encourage misbehaviour. For example: It is usually unwise to place the wastebasket at the
front of the room. Try different seating arrangements (e.g., circles, semicircles, U-shapes, and squares). Walls can
display motivational statements, materials to spark interest in a topic. Make your bulletin boards.

 Establishing Usable Limits:

Limits specify the expected and forbidden actions in the classroom. Students need and want limits (rules); that is,
they want to know what is expected of them and why. Examples: Be prepared with books, paper, pencil, and so on
when the teacher comes.to class. Be in your seat and ready to work when the bell rings. Take care of your classroom
and respect other people's property. Obtain permission before speaking or leaving your seat, etc
 Sharing Control:
The teacher may give students a voice in decision making. Students can be given the opportunity to provide
input in establishing classroom rules and in curriculum decisions.
 Getting to Know the Students:
Know more about students than just their names. Teacher should know the students' interests and needs and
should gathers formal and informal information about them.
 Creating a positive classroom atmosphere:
Teachers should establish a positive classroom atmosphere, where students have an opportunity to develop a
sense of self-discipline.
 Keeping the students on task:
 When students are without any task, they tend to show lack of discipline

skill of Classroom Management consists of

Addressing pupils by their name
Formulating and forming norms of classroom behaviour
Giving clear instructions
Providing sufficient work for students
Keeping pupils within the eye span of teachers
Smooth transition in stimuli and responses
Recognizing and reinforcing acceptable behaviour
Checking appropriate behaviour of pupils then and there itself

4.2.3 Promoting Culturally Inclusive Classroom Environment

 Inclusive Classroom
Inclusive classroom is a classroom that allows each student to feel respected, confident and safe so he or she can
learn and develop to his or her full potential. It promotes social cohesion, longing, active participation in learning, a
complete school experience, and positive interactions with peers and others in the school community.
In an inclusive classroom, children with and without disabilities participate and learn together.

 Culturally Inclusive Classroom

A culturally inclusive classroom is one where students and staff alike recognise, appreciate and capitalise on
diversity so as to enrich the overall learning experience. Fostering a culturally inclusive learning environment
encourages all individuals regardless of gender, religion, socioeconomic status, or political beliefs, etc. to develop
personal contacts and effective intercultural skills.

 Promoting Culturally Inclusive Classroom Environment

It is one in which students and staff alike recognize, appreciate, and capitalize on diversity so as to enrich the
overall learning experience.
It encourages all individuals-regardless of age, gender, ethnicity, religious affiliation, socio economic status,
sexual orientation or political beliefs- to develop personal contacts and effective intercultural skills

Characteristics:
1. Positively interact with students
 Establish an introduction system or "meet-and-greet" process that enables students and staff to gain
information about the cultural backgrounds of others, and the diversity of experience in the classroom-ice-
breaking sessions;
 Celebrate similarities, as well as discover differences between students;
 Promote computer and information technology as an easily accessible method of student-lecture interaction,
particularly electronic bulletin boards (Bulletin Board System-is a computer server running custom
software. Once logged in, the user can perform functions such as uploading and downloading software and
data, reading news and bulletins, and exchanging messages with other users through email, public message
boards, and sometimes via direct chatting). course mailing lists (providing instructors with a single email
address so they can quickly communicate with all students in the class), and other online mediums; at the
start of the semester, provide students with some information about your teaching style and instructional
methods, including details of your cultural background and any cross-cultural teaching, learning or research
experiences you have had;
  Communicate to students that you are committed to understanding cultural differences and understanding
your own assumptions, values, beliefs associated with diversity. This sends a message that culture is valued
and respected in the classroom; provide opportunities for your students to interact with you informally,
before and after lectures or tutorials is an ideal time;
 Make an effort to learn something unique about your student
 Display positive nonverbal behaviours (inviting facial expressions, eye contact, posture, and hand gestures,
physical distance) to ensure you appear approachable to students.

2. Actively discourage classroom incivilities

 Establish explicit ground-rules for appropriate classroom conduct to protect against cultural exclusion and
insensitivity
 Communicate verbally and non-verbally high expectations for displaying mutual respect toward all students
 Encourage students to negotiate an accepted "code of conduct and set of disciplinary measures for
inappropriate classroom behaviour
 Respond promptly to any behaviour that can be considered prejudiced, biased or discriminatory in nature. Do
not tolerate racist, sexist or culturally insensitive comments made by student
 Avoid ignoring or neglecting the needs of individual students
 When presenting information on cultural diversity and linguistic diverse individuals or minority groups.
clearly cite published Literature and research findings; rather than expressing your personal opinion.

3. Encourage open, honest and respectful discussion

 Prompt students to ask question by using open ended statements, such as "would anyone like to share a
different opinion or perspective?"
 Avoid singling out individual students or putting anyone "on the spot", particularly when discussing
culturally or personally sensitive issues. For example, a student will feel pressured if it is assumed they can
speak on behalf of all the people from their country or culture or origin
 Promote turn-taking when discussing controversial issues
 Ask students how they prefer to learn, and where possible, examine how you might adapt your teaching and
learning activities accordingly. For example, inviting students to write a self-reflective essay" to explain their
learning style; completing a learning style inventory assessment, or providing an online forum to openly
discuss how they like to learn are ideal methods to explore learning styles.

4. Use inclusive language and appropriate modes of address

 Ask what name or form of address students prefer, during class discussions, refer to students by name as
much as possible.