Assignment No.

(Units: 1 - 4)

Course: General Methods of Teaching (8601)

Semester: Spring, 2023

Level: B.Ed. (1.5 year)

Q.1 Reflect some common qualities of primary teachers. Why are these qualities required for effective
classroom learning?

Primary School Teaching can be incredibly rewarding and raises its own unique challenges compared with
teaching in a secondary environment. Whether you are looking to become a Primary School teacher or are just
looking for some tips on how to be even better, we’re here to help! We’ve put together a list of some of the
qualities that make a great primary teacher:

Fairness
Fairness is one of the characteristics of the students’ favorite teachers. All humans possess an inbuilt sense of fair
play. Whenever a person violates, the other person in this situation is prone to react negatively.
Positive Attitude
Another characteristic that students’ like most is the positive attitude and approach of their teacher they use into the
classroom. Scholars suggest that effective teachers are those who use meaningful verbal praise to get and keep
student actively participating in the learning process.

Preparedness
Competence and knowledge of the content area being taught is something that our college students have always
mentioned about their favorite teachers. In a retard: the students pointed out that in classrooms where teachers were
well prepared behavior problems were less prevalent.

Personal Touch
Teachers who are connected personally with their students; call them by name, smile often, ask about students’
feelings and Opinions, and accept students for who they are. As well as the teachers who tell stories of their own
lives events which relate to subject matter currently being taught, motivate student’ s interest and endorse bonding
with the students. Teachers who show interest in their students have interested students.

Sense of Humor
If a teacher has the ability to break the ice in difficult situations with the use of humor, this is an extremely
valuable asset for teaching. Good teachers enjoy a laugh with the class occasionally.

Forgiving
The effective teachers reflect a willingness to forgive students for misbehavior. For example if a student repeatedly
asks irrelevant questions and detracts others from the lesson. The teacher can simply say the question is
relevant and direct the student for further study.

Respect
The teachers desire be respected by their students. The teachers who give respect to their students are always
respected by them. Effective teachers can train their students be respectful by many ways such as, he can keep
individual grades on papers confidentially.

High expectations
Teachers with positive attitudes also possess high expectations for success. Teachers‘ expectation levels affect the
ways in which teachers teach and interact with students

Compassion
Hopefully, school is a place where children can learn and be nurtured in an emotionally safe environment.
Sometimes in youngsters classrooms there may happen: a significant amount of cruelty and butt feelings. In these
situations a caring teacher tries to reduce the impact of hurt feelings on learning.

Why these qualities are required?

Knowledge and skills are taught and learned at school. School is a little community itself where teachers and
students interact -with each other. During this interact teachers influence their learner’s behavior and learners
influence their teacher’s behavior The nature of this interaction is an important factor in determining the learner
perceptions of school and his/her attitudes toward school-related persons and activities This factor involves the
relationship between the personality of the teacher and that of the learner.

Q.2 Write down the five merits of lesson planning for the teachers

Lesson planning is an essential aspect of effective teaching. It involves carefully designing and organizing
instructional activities to meet specific learning objectives. Lesson planning serves as a roadmap for teachers,
 guiding them through the teaching process and enabling them to create a conducive learning environment for their
students.

1. Clarity and Focus:

One of the primary merits of lesson planning is that it provides teachers with clarity and focus. By outlining the
learning objectives, content, and teaching strategies beforehand, educators can ensure that their lessons are well-
structured and purposeful

Differentiation and Personalization:

Lesson planning allows teachers to incorporate differentiation and personalization strategies to meet the diverse
needs of their students. By carefully analyzing their learners' abilities, interests, and learning styles, educators can
design instructional activities that cater to individual differences.

Assessment and Evaluation:

Effective lesson planning incorporates assessment and evaluation methods to gauge student progress and learning
outcomes. By aligning instructional activities with specific learning objectives, teachers can design formative and
summative assessments that accurately measure students' understanding of the content.
2. Time Management and Efficiency:

Lesson planning allows teachers to manage their time effectively and ensure optimal use of instructional hours. By
carefully allocating time for each activity within the lesson, teachers can maintain a balanced pace and prevent
unnecessary rushes or lulls. Lesson plans help educators estimate the duration required for each task, allowing
them to allocate adequate time for student engagement, discussions, transitions, and closure.

3. Reflection and Professional Growth:

The process of lesson planning encourages teachers to reflect on their instructional practices and engage in
continuous professional growth. After delivering a lesson, teachers can reflect on its effectiveness, identifying
strengths and areas for improvement. Lesson plans serve as a reference point for this reflection, helping educators
analyze the impact of different strategies and activities on student learning.

2. Highlight the process of lesson planning

 Lesson planning is a systematic process that empowers teachers to design and organize their instructional activities
effectively. It serves as a roadmap for educators, guiding them through the teaching and learning process while
ensuring that specific learning objectives are met.

1. Identify Learning Objectives:

The first step in the lesson planning process is to identify clear and specific learning objectives. Learning
objectives define what students are expected to know, understand, or be able to do by the end of the lesson.
These objectives should be aligned with the curriculum standards and reflect the desired learning outcomes. By
identifying learning objectives, teachers establish a focus for their lesson and ensure that instructional activities
are purposeful and meaningful.

2. Assess Prior Knowledge:

Once the learning objectives are determined, teachers should assess the prior knowledge and skills of their
students. This step helps educators gauge students' existing understanding of the topic and identify any
misconceptions or knowledge gaps. Various formative assessment methods, such as pre-tests, concept maps, or
class discussions, can be used to gather information about students' prior knowledge.
 Select Appropriate Instructional Strategies:
Based on the learning objectives and students' needs, teachers should choose instructional strategies that best
facilitate the acquisition of knowledge and skills. There are various teaching methodologies to consider, such as
direct instruction, cooperative learning, inquiry-based learning, or project-based learning.

Develop a Sequence of Activities:

In this step, teachers develop a sequence of activities that support the chosen instructional strategies and learning
objectives. The activities should be coherent, logical, and structured to ensure a smooth flow of the lesson.
Consideration should be given to the introduction, development, and conclusion phases of the lesson.

3. Integrate Assessment and Evaluation:

Assessment and evaluation are crucial components of lesson planning, as they provide insights into student
progress and learning outcomes. Teachers should integrate various assessment methods throughout the lesson to
measure student understanding and mastery of the content. Formative assessments, such as quizzes, exit tickets, or
observations, can be used during the lesson to provide real-time feedback and inform instructional decisions.

Plan for Differentiation:

 To cater to the diverse needs of learners, teachers should plan for differentiation within the lesson. Differentiation
involves providing multiple pathways for students to access and demonstrate their learning. This can be achieved
by offering varied levels of support, adjusting the complexity of tasks, providing additional resources or materials,
or assigning different roles within group activities

Consider Resources and Materials:

Teachers need to consider the resources and materials required to support the lesson. This includes textbooks,
worksheets, multimedia materials, manipulatives, technology, or any other relevant resources. The availability and
accessibility of these resources should be taken into account during the lesson planning process.

4. Reflect and Revise:

After delivering the lesson, it is essential for teachers to reflect on its effectiveness and impact on student learning.
This reflection process allows educators to evaluate the success of the instructional strategies, assess student
engagement and understanding, and identify areas for improvement.

Q.3 What is motivation? Write a brief note on the theories of motivation.

Motivation is a state of mind, filled with energy and enthusiasm, which drives a person to work in a certain way to
achieve desired goals. Motivation is a force that pushes people to work with a high level of commitment and focus,
even if things are going against them

Motivation theory is a way of looking at the motivation of a person and how this influences their behavior, whether
for personal or professional reasons. It's important to every aspect of society but is especially relevant to business
and management. Motivation is the key to more profitable employees, as a motivated employee is more productive.

What are the 5 Theories of Motivation?

Motivation is a huge field of study. Psychologists have proposed many different theories of motivation. Some of
the most famous motivational theories include the following:

1. Maslow’s Theory of Hierarchical Needs

Abraham Maslow postulated that a person will be motivated when all his needs are fulfilled. People do not work
for security or money, but they work to contribute and to use their skills. He demonstrated this by creating a
pyramid to show how people are motivated and mentioned that ONE CANNOT ASCEND TO THE NEXT
LEVEL UNLESS LOWER-LEVEL NEEDS ARE FULFILLED..

Below is the hierarchy of needs:

  Physiological needs: are basic needs for survival such as air, sleep, food, water, clothing, sex, and shelter.
 Safety needs: Protection from threats, deprivation, and other dangers (e.g., health, secure employment, and
property)
 Social (belongingness and love) needs: The need for association, affiliation, friendship, and so on.
 Self-esteem needs: The need for respect and recognition.
 Self-actualization needs: The opportunity for personal development, learning, and fun/creative/challenging
work. Self-actualization is the highest-level need to which a human being can aspire.

2. Hertzberg’s two-factor Theory

Hertzberg classified the needs into two broad categories; namely hygiene factors and motivating factors:

 poor hygiene factors may destroy motivation but improving them under most circumstances will not
improve team motivation
 hygiene factors only are not sufficient to motivate people, but motivator factors are also required

3. McClelland’s Theory of Needs

McClelland affirms that we all have three motivating drivers, which do not depend on our gender or age. One of
these drives will be dominant in our behavior. The dominant drive depends on our life experiences.

The three motivators are:

  Achievement: a need to accomplish and demonstrate own competence. People with a high need for
achievement prefer tasks that provide for personal responsibility and results based on their own efforts.
They also prefer quick acknowledgment of their progress.
 Affiliation: a need for love, belonging and social acceptance. People with a high need for affiliation are
motivated by being liked and accepted by others.
 Power: a need for controlling own work or the work of others. People with a high need for power desire
situations in which they exercise power and influence over others.

4. Vroom’s Theory of Expectancy

Vroom’s expectancy theory of motivation says that an individual’s motivation is affected by their expectations
about the future. In his view, an individual’s motivation is affected by –

 Expectancy: Here the belief is that increased effort will lead to increased performance i.e., if I work harder
then it will be better. This is affected by things such as:
o Having the appropriate resources available (e.g., raw materials, time)
o Having the appropriate management skills to do the job
o Having the required support to get the job done (e.g., supervisor support, or correct information on the
job)

5. McGregor’s Theory X and Theory Y

 Theory X: Managers who accept this theory believe that if you feel that your team members dislike their work,
have little motivation, need to be watched every minute, and are incapable of being accountable for their work,
avoid responsibility and avoid work whenever possible, then you are likely to use an authoritarian style of
management.

Theory Y: Managers who accept this theory believe that if people are willing to work without supervision, take
pride in their work, see it as a challenge, and want to achieve more, they can direct their own efforts, take
ownership of their work and do it effectively by themselves. These managers use a decentralized, participative
management style.

Q.4 Discuss merits and demerits of inquiring approach.

Inquiry-based learning is an educational approach that emphasizes active student engagement, critical thinking, and
problem-solving. Instead of passively receiving information, students are encouraged to ask questions, investigate
topics, and construct knowledge through hands-on experiences.
The Merits of the Inquiry-Based Approach

1. Active Learning and Student Engagement:

One of the key merits of the inquiry-based approach is its ability to promote active learning and student
engagement. By encouraging students to ask questions, investigate topics, and construct knowledge through hands-
on experiences, this approach taps into their natural curiosity and motivates them to take ownership of their
learning

Development of Critical Thinking Skills:

Inquiry-based learning nurtures the development of critical thinking skills, which are essential for success in the
21st century. By engaging in inquiry activities, students learn to analyze information, evaluate evidence, and make
informed judgments. They develop the ability to ask meaningful questions, identify problems, and explore multiple
perspectives

Authentic and Real-World Relevance:

The inquiry-based approach facilitates the application of learning to real-world contexts, providing students with
authentic learning experiences. By engaging in hands-on investigations, experiments, and problem-solving
activities, students connect classroom knowledge to practical situations.
Development of Research Skills:
Inquiry-based learning promotes the development of research skills, a valuable asset in today's information-driven
society. Students learn how to gather, evaluate, and synthesize information from various sources. They become
adept at conducting research, organizing their findings, and presenting their conclusions effectively.
2. Collaboration and Communication Skills:

Collaboration and effective communication are vital skills in the modern world. The inquiry-based approach often
involves collaborative learning, where students work together in groups or pairs to explore questions and solve
problems.

3. Motivation and Self-Directed Learning:

Inquiry-based learning taps into students' intrinsic motivation and fosters a love for learning. By allowing students
to pursue their interests and questions, this approach nurtures a sense of curiosity and discovery. Students become
active seekers of knowledge, engaging in self-directed learning outside the classroom. Long-Term Retention and
Deep Understanding:
Inquiry-based learning promotes long-term retention and deep understanding of concepts. When students actively
participate in the learning process by conducting investigations, making connections, and constructing their
knowledge, they develop a more profound understanding of the subject matter.
4. Nurturing Curiosity and Lifelong Learning:

The inquiry-based approach nurtures curiosity, a fundamental aspect of human nature. By encouraging students to
question, explore, and investigate, this approach supports the natural curiosity of learners. As students develop the
skills of inquiry, they become lifelong learners who are curious, adaptable, and open to new ideas. This mindset of
 continuous learning prepares them to thrive in a rapidly evolving world, where the ability to acquire new
knowledge and skills is crucial.
5. Personalized and Differentiated Learning:

Inquiry-based learning allows for personalized and differentiated instruction, catering to the diverse needs and
interests of students. As students explore topics of their choice, they can pursue their unique interests and passions.
Teachers can adapt the inquiry process to accommodate different learning styles, abilities, and preferences. This
personalized approach fosters a positive learning environment where students feel valued, supported, and
empowered to reach their full potential.
The Demerits of the Inquiry-Based Approach

1. Time Constraints:

One of the primary concerns with the inquiry-based approach is the time it requires. The process of engaging in
inquiry, conducting investigations, and reflecting on findings can be time-consuming. As a result, there may be
limitations in covering a broad curriculum within the allocated instructional hours.

Teacher Preparedness:
Implementing the inquiry-based approach effectively requires teachers to possess specialized skills and knowledge.
Teachers must be proficient in facilitating discussions, guiding investigations, and promoting critical thinking.
 They need to have a deep understanding of the subject matter, be adept at designing inquiry-based activities, and
effectively manage student inquiries.
Assessment Challenges:
Assessing student learning in an inquiry-based classroom can be complex. Traditional forms of assessment, such as
standardized tests, may not adequately capture the depth of understanding and critical thinking skills developed
through inquiry-based learning Teachers must design authentic and meaningful assessment methods, such as
portfolios, projects, and presentations, to assess students' learning outcomes accurately.

2. Student Resistance and Unequal Participation:

Implementing the inquiry-based approach may face resistance from students who are accustomed to more
structured and teacher-centered instruction. Students who are not familiar with the inquiry process may find it
challenging to adapt to the increased independence and responsibility.

Content Coverage Concerns:

Critics argue that the inquiry-based approach may not cover content as comprehensively as traditional methods.
The emphasis on student-generated questions and investigations may result in gaps in knowledge if not carefully
aligned with the curriculum
Teachers must strike a balance between student inquiry and ensuring that essential content and skills are adequately
covered.
3. Teacher Role Transition:

The inquiry-based approach requires a shift in the role of the teacher from being a knowledge provider to a
facilitator and guide. The shift from a teacher-centered approach to a student-centered approach requires teachers
to develop new skills, such as facilitating discussions, guiding inquiry processes, and providing timely feedback.
4. Classroom Management:

The inquiry-based approach can present challenges in terms of classroom management. As students engage in
open-ended investigations and explorations, there may be a lack of structure that can lead to distractions and a loss
of focus. They need to provide guidance and support to help students stay on track and make productive use of
their inquiry time.

5. Equity and Access:

Inquiry-based learning may pose challenges in terms of equity and access for all students. Some students may
require additional support and guidance to engage effectively in the inquiry process, while others may excel
independently.. Teachers need to address these equity concerns and provide equitable opportunities for all students
to engage in inquiry-based learning.

6. Limitations in Subject Areas:

While the inquiry-based approach can be effectively implemented in many subject areas, there may be limitations
in certain disciplines.. Teachers need to carefully consider the suitability of the inquiry-based approach in specific
subject areas and make adjustments as needed to ensure the necessary content is covered.

Q.5 Write notes on the following:

i. New themes in teaching

Themes in teaching involve the concepts or big ideas learning is centered around. Teachers choose themes based
on different criteria than ideas being fun and colorful; they want students to think about what they think, or be
metacognitive.

Theme-based learning integrates together different learning areas and skills. Because of this variety, this thematic
learning approach is able to incorporate different intelligences and cater better to children with different learning
needs. This is an important benefit for schools or families with multiple children

What is the importance of theme in education?

When students learn through a theme, they are learning in context. This not only helps students understand what
they are learning (and why they are learning it), but also to attach ideas and skills to specific contexts.
Consequently, this helps students remember what they have learne
Writers use themes to connect with readers through universal artistic statements. These statements can be
profound, provocative, hopeful, nihilistic, and even silly

ii. Course and unit planning

Learning requires building new skills and understanding on prior knowledge and abilities. The order and way
students experience new information will have a large impact on how successful they are at learning. A clear and
succinct plan will play a large role in this success. There are two levels of plans that guide course building:
 Scope and Sequence: The big-picture organization that covers the entire semester. The scope consists of the
topics, concepts and skills that will be taught throughout the course. The sequence is the order in which these will
be taught.
 Unit Plans: The groupings of sequential lessons (by theme, topic, step in a process, skill, essential question, etc.)
that are components of the course.
Unit plans comprise what will be taught, how, for what purpose, and for how long. They are purposeful, clear, and
well-paced plans including aligned teaching approaches and active learning strategies.

The benefit of planning is twofold.

 First, it helps you create a high-quality plan that guides instruction, but also helps students understand what will be
covered, why it will be covered, and how they will practice the knowledge, concepts and skills to meet the unit’s
objectives, and in turn, the course’s learning outcomes.
 Planning helps you increase the likelihood of your students obtaining the course learning outcomes.
Building a Plan

Scope and Sequence

To help you plan your scope and sequence, review your course planning sheetDownload docx(75 KB)
from the design section. Your scope and sequence plan will organize and order your design plan. At this point you
will begin grouping or outlining units centered around topics, skills, themes, objectives, or essential questions.
First, identify the following components:
1. Topic: The topics, themes or big ideas you will cover. These groupings will serve as beginning sketches of
units that will be developed during unit planning. Decide if your units will be thematic, goals-based or project-
based.
2. Learning outcomes: Using the learning outcomes you designed from your course design template, determine
which units will help students reach which learning outcomes of your course.
3. Unit objectives: Unit objectives align with course learning outcomes and are smaller in scope. Think about
what you want students to be able to do at the end of each unit (not the end of the course) and which outcomes
they contribute to.
4. Assessments: Using the assessments from your course design template, begin mapping out where larger
summative assessments may occur to ensure that all learning outcomes are accounted for and that your scope
accounts for the time needed for assessments
5. Sequence of activities: Using the activities from your course design template, map out re-occurring and unique
activities, where they take place and how long. If aligned, these may overlap heavily with unit objectives.
6. Key resources: Select a diverse array of authentic texts and content. Ensure that these materials are presented
in a variety of formats. (e.g., visual, auditory).

After broadly grouping units in the scope and sequence stage, and considering components in relation to each
other, you will now build the individual unit plans.The unit plan, guided by the scope and sequence template,
consists of the following components:
 Establishing Objectives

 Essential questions: The defining questions that a unit will help answer. Essential questions help guide students to
thoughtfully inquire and think deeply about the subject. The essential questions can either be course specific or unit
specific.

Gathering Evidence

 Assessments: Assessments measure student progress towards achieving learning outcomes. It is important to have
a continuum of assessments that inform you and your students about their understandings and misunderstandings
throughout the learning process. Consider diagnostic, formative and summative assessments.

Teaching and Learning

 Activities: Activities contribute to learning concepts and skills and should clearly be connected to unit objectives.
This includes choosing effective teaching methods, active learning strategies and how you will scaffold content to
best support student learning.

When unit planning consider the following:

 Expectations: Clear explanations for what students will do, why, and criteria for achievement. Make sure to
describe your vision, focus, and objectives of the unit to your students. Take the time to answer questions and to
 address and support students’ needs. Students should clearly understand the purpose and relevancy of the unit, as
well as what is expected of them.
 Continuity and consistency: For students to be successful it is very important that there is continuity and
consistency across units. This information should be clearly stated and documented in the syllabus, and if
applicable, in UB Learns.
 Folders: Folders can be created on multiple levels for nuanced organization with main folders containing one or
more subfolders. Although this is an option, we suggest not going beyond 2 levels deep. Folders can include:
o Documents, files, tests, assignments, multimedia, videos, links to websites, course links, journals, discussions and
additional folders.
 Learning Modules: Learning modules provide simple and sequential navigation, as well as immersion into a
lesson without distraction. Modules can include:
o Table of contents, documents, files, tests, assignments, multimedia, videos, links to websites, course links, journals,
discussions and folders.

Overall, you should consider including the following details in each unit:

 Unit name: Topic and week. (Note: if you include specific dates, these will need to be updated each semester.)
 Unit objectives: Share with students the purpose and application of the unit.