1. INSTRUCTION FOR VOCATION

CONTENTS

1. INSTRUCTION FOR VOCATION------------------------------------------------------ 6

1.1. Introduction -------------------------------------------------------------------------------------------------- 6 1.1.1. Objectives of ATI & CTI -------------------------------------------------------------------------------- 6 1.1.2. Training in pedagogy (TIP) - its objectives------------------------------------------------------------ 6 1.1.3. Phases of training ----------------------------------------------------------------------------------------- 8 1.1.4. Schedule of instructions---------------------------------------------------------------------------------- 8

1.2. Orientation --------------------------------------------------------------------------------------------------- 9 1.2.1. Evolution of vocational training scheme in india ---------------------------------------------------- 10

1.3. Teaching As profession------------------------------------------------------------------------------------ 13 1.3.1. Teaching As nobel work -------------------------------------------------------------------------------- 13 1.3.2. Formal & informal education--------------------------------------------------------------------------- 13 1.3.3. Growth requirements of industries--------------------------------------------------------------------- 14 1.3.4. Role of instructors in vocational training & education---------------------------------------------- 15

1.4. Principles of vocational education ---------------------------------------------------------------------- 16 1.4.1. Evolution of workmanship------------------------------------------------------------------------------ 16 1.4.2. Importance of vocational education & training ------------------------------------------------------ 17 1.4.3. VocationAs mean of living ----------------------------------------------------------------------------- 17 1.4.4. Dignity of work - changing pattern of present Society---------------------------------------------- 17

1.5. Instructor and his Responsibilities---------------------------------------------------------------------- 17

1.6. Requisite of good instructor------------------------------------------------------------------------------ 18 1.6.1. Plan a course of instruction ----------------------------------------------------------------------------- 18 1.6.2. Effective presentation ----------------------------------------------------------------------------------- 19 1.6.3. Knowledge of evaluation:------------------------------------------------------------------------------- 20 1.6.4. Maintaining of records: --------------------------------------------------------------------------------- 22

1.7. Characteristics of good instruction --------------------------------------------------------------------- 22 1.7.1. Importance of good instruction:------------------------------------------------------------------------ 22 1.7.2. Teach – show make them do and evaluate------------------------------------------------------------ 23 1.7.3. Importance of chalk board/ white board:-------------------------------------------------------------- 23 1.7.4. Value of note taking in the class ----------------------------------------------------------------------- 23 1.7.5. Characteristics of good instructor: --------------------------------------------------------------------- 24 1.7.6. Role of instructor----------------------------------------------------------------------------------------- 24 1.7.7. Full Form of POST CARD ----------------------------------------------------------------------------- 25 1.7.8. Instructor's role as an administrator, leader and facilitator ----------------------------------------- 25

1.8. Common defects in instruction -------------------------------------------------------------------------- 26

2. PSYCHOLOGY OF LEARNING ------------------------------------------------------28

2.1. Educational psychology & teaching -------------------------------------------------------------------- 28

2.2. Learning ----------------------------------------------------------------------------------------------------- 40

2.3. Principles of learning -------------------------------------------------------------------------------------- 43

2.4. Principles of teaching-------------------------------------------------------------------------------------- 44

2.5. Law of learning --------------------------------------------------------------------------------------------- 45

2.6. Individual differences in learning----------------------------------------------------------------------- 45

2.7. Transactional Analysis ------------------------------------------------------------------------------------ 55

2.8. Theory of learning from thorn dike -------------------------------------------------------------------- 61

2.9. Senses Are Avenues of learning ------------------------------------------------------------------------- 61 2.9.1. Perception & conception -------------------------------------------------------------------------------- 63

2.10. Factors affecting the learning---------------------------------------------------------------------------- 74

2.11. Motivation --------------------------------------------------------------------------------------------------- 75

3. ANALYSIS OF SYLLABUS AND COURSE CONSTRUCTION --------------85

3.1. Syllabus and its information ----------------------------------------------------------------------------- 85 3.1.1. What is syllabus & curriculum? ----------------------------------------------------------------------- 85 3.1.2. Basic of construction ------------------------------------------------------------------------------------ 85 3.1.3. Factor influencing formulation of A syllabus -------------------------------------------------------- 86 3.1.4. Entry behavior standard-duration-terminal behavior ------------------------------------------------ 87

3.2. Analysis of syllabus ---------------------------------------------------------------------------------------- 88 3.2.1. What, why And how to Analyze the syllabus -------------------------------------------------------- 89 3.2.2. Advantage for Analysis of syllabus-------------------------------------------------------------------- 90

3.3. Method of Analysis of the syllabus---------------------------------------------------------------------- 91 3.3.1. Principle, methods And steps of Analysis of syllabus----------------------------------------------- 91 3.3.2. Time based And subject based Analysis -------------------------------------------------------------- 92

4. PLANNING FOR INSTRUCTIONS ---------------------------------------------------97

4.1. Skill And its basic elements ------------------------------------------------------------------------------ 97 4.1.1. Definitions of skill --------------------------------------------------------------------------------------- 97 4.1.2. Types of skill --------------------------------------------------------------------------------------------- 97 4.1.3. Basic elements of skill----------------------------------------------------------------------------------- 97

4.2. Lesson plan -------------------------------------------------------------------------------------------------- 99 4.2.1. Definition:----------------------------------------------------------------------------------------------- 100 4.2.2. Important points of lesson plan preparation: ------------------------------------------------------- 100 4.2.3. Characteristic of lesson plan-------------------------------------------------------------------------- 105 4.2.4. Advantage of lesson plan ----------------------------------------------------------------------------- 106 4.2.5. Disadvantage of lesson plan -------------------------------------------------------------------------- 107

4.3. Question & questioning --------------------------------------------------------------------------------- 111

4.4. Phase of skill learning ----------------------------------------------------------------------------------- 121 4.4.1. Fixation phase ------------------------------------------------------------------------------------------ 121 4.4.2. Autonomous phase------------------------------------------------------------------------------------- 121

4.5. Steps of learning the skill ------------------------------------------------------------------------------- 122

4.6. Step of teaching the skill -------------------------------------------------------------------------------- 123 4.6.1. Helping trainees to develop psychomotor skill----------------------------------------------------- 123 4.6.2. Actual teaching of skill-------------------------------------------------------------------------------- 125

4.7. Requirement for instructor to teach skill------------------------------------------------------------ 125

4.8. Demonstration plan-------------------------------------------------------------------------------------- 130

4.8.1. Preparation: --------------------------------------------------------------------------------------------- 130 4.8.2. Presentation: -------------------------------------------------------------------------------------------- 131 4.8.3. Application (or feedback): ---------------------------------------------------------------------------- 132 4.8.4. Test (only for trainees): perform the test. ----------------------------------------------------------- 133

5. INSTRUCTIONAL TECHNOLOGY------------------------------------------------- 138

5.1. Instructional technology -------------------------------------------------------------------------------- 138 5.1.1. Definition ----------------------------------------------------------------------------------------------- 138

5.2. Communication------------------------------------------------------------------------------------------- 139

5.3. Types of Teaching-Learning Aids--------------------------------------------------------------------- 141 5.3.1. Facts, skills, knowledge, understanding and Appreciation --------------------------------------- 141 5.3.2. Why training Aids Are used -------------------------------------------------------------------------- 142 5.3.3. How do the training Aids help in a training situation --------------------------------------------- 142 5.3.4. Selection of training Aids: ---------------------------------------------------------------------------- 142 5.3.5. Classification of teachingAids------------------------------------------------------------------------ 142

5.4. Non projected Aids--------------------------------------------------------------------------------------- 144 5.4.1. Chalk board/ white board ----------------------------------------------------------------------------- 144

5.5. Micro teaching -------------------------------------------------------------------------------------------- 147 5.5.1. Introduction: -------------------------------------------------------------------------------------------- 147 5.5.2. What is micro teaching -------------------------------------------------------------------------------- 147 5.5.3. Micro elements ----------------------------------------------------------------------------------------- 148 5.5.4. Ground rules for micro teaching --------------------------------------------------------------------- 148 5.5.5. Why micro teach --------------------------------------------------------------------------------------- 149 5.5.6. How to micro teach ------------------------------------------------------------------------------------ 149 5.5.7. What to prepare ---------------------------------------------------------------------------------------- 149

6. WRITTEN INSTRUCTIONAL MATERIAL---------------------------------------- 151

6.1. Introduction ----------------------------------------------------------------------------------------------- 151

6.2. Definition -------------------------------------------------------------------------------------------------- 151

6.3. Objective of written instruction material------------------------------------------------------------ 152

6.4. Advantages written instruction material ------------------------------------------------------------ 152

6.5. Disadvantages written instruction material--------------------------------------------------------- 153

6.6. Composition ----------------------------------------------------------------------------------------------- 153

6.7. Operation sheet ------------------------------------------------------------------------------------------- 153 6.7.1. Introduction--------------------------------------------------------------------------------------------- 153 6.7.2. Object---------------------------------------------------------------------------------------------------- 153 6.7.3. Advantage of operation sheet------------------------------------------------------------------------- 153 6.7.4. Disadvantage of operation sheet --------------------------------------------------------------------- 154

6.8. Job sheet --------------------------------------------------------------------------------------------------- 156 6.8.1. Introduction--------------------------------------------------------------------------------------------- 156 6.8.2. Objective ------------------------------------------------------------------------------------------------ 156 6.8.3. Advantage----------------------------------------------------------------------------------------------- 156 6.8.4. Disadvantage ------------------------------------------------------------------------------------------- 156

6.9. Information sheet ---------------------------------------------------------------------------------------- 158

6.9.1. Introduction--------------------------------------------------------------------------------------------- 158 6.9.2. Objective of information sheet ----------------------------------------------------------------------- 158 6.9.3. Advantage----------------------------------------------------------------------------------------------- 158 6.9.4. Disadvantage ------------------------------------------------------------------------------------------- 158

6.10. Assignment sheet ----------------------------------------------------------------------------------------- 160 6.10.1. Introduction ----------------------------------------------------------------------------------------- 160 6.10.2. Object ------------------------------------------------------------------------------------------------ 160 6.10.3. Actual information --------------------------------------------------------------------------------- 160

6.11. Experiment sheet ----------------------------------------------------------------------------------------- 162 6.11.1. Introduction ----------------------------------------------------------------------------------------- 162 6.11.2. Object ------------------------------------------------------------------------------------------------ 162 6.11.3. Advantage ------------------------------------------------------------------------------------------- 162

6.12. Pre job sheet----------------------------------------------------------------------------------------------- 164 6.12.1. Introduction ----------------------------------------------------------------------------------------- 164 6.12.2. Objective -------------------------------------------------------------------------------------------- 164 6.12.3. Advantage ------------------------------------------------------------------------------------------- 164

7. TEST AND EVALUATION------------------------------------------------------------ 166

7.1. Definitions ------------------------------------------------------------------------------------------------- 166 7.1.1. Advantages of test ------------------------------------------------------------------------------------- 166

7.2. Intelligent -------------------------------------------------------------------------------------------------- 169 7.2.1. Classification of test ----------------------------------------------------------------------------------- 174

7.3. Characteristics of test ----------------------------------------------------------------------------------- 175

7.4. Types of test on basis of use ---------------------------------------------------------------------------- 177

7.5. Oral test ---------------------------------------------------------------------------------------------------- 179 7.5.1. Advantage of oral test --------------------------------------------------------------------------------- 180 7.5.2. Disadvantage ------------------------------------------------------------------------------------------- 181

7.6. Written test ------------------------------------------------------------------------------------------------ 181 7.6.1. Advantage----------------------------------------------------------------------------------------------- 181 7.6.2. Disadvantage ------------------------------------------------------------------------------------------- 182 7.6.3. Advantage----------------------------------------------------------------------------------------------- 183 7.6.4. Disadvantage ------------------------------------------------------------------------------------------- 183

7.7. Performance test ----------------------------------------------------------------------------------------- 184 7.7.1. Construction of performance test -------------------------------------------------------------------- 184 7.7.2. Elements of performance ----------------------------------------------------------------------------- 184

7.8. Evaluate ---------------------------------------------------------------------------------------------------- 185

8. ORGANIZATION & MANAGEMENT OF INSTRUCTIONAL AREA------- 186

8.1. Teaching & managerial responsibility --------------------------------------------------------------- 186

8.2. Class room And it's management --------------------------------------------------------------------- 188

8.3. Workshop organization --------------------------------------------------------------------------------- 192

8.4. Good house keeping-------------------------------------------------------------------------------------- 196 8.4.1. Color dynamics----------------------------------------------------------------------------------------- 197

8.5. Color dynamics ------------------------------------------------------------------------------------------- 202

8.6. Workshop safety------------------------------------------------------------------------------------------ 204

8.7. Discipline in skill training ------------------------------------------------------------------------------ 209

8.8. Stress management -------------------------------------------------------------------------------------- 213

8.9. Time management --------------------------------------------------------------------------------------- 215

Chapter – One

Instruction for Vocation

1. Instruction for vocation

1.1. Introduction

1.1.1. Objectives of ATI & CTI

izf'kf{kr vuqns'kdksa dks vk/kqfud izf'k{k.k dyk ¼i)fr½ ls rFkk vk/kqfud dq'kyrk ls ifjfpr djkukA

vPNk O;olkf;d Kku izkIr djkukA

vPNh O;olkf;d dq'kyrk dk vuqHko izkIr djkukA

lh[kus dh dyk dk Kku izkIr djkukA

f'k{k.k dyk dk izk;ksfxd v/;;u djukA

nwljksa dks i<+kus dk vH;kl djds dq'ky izf'k{kd cuus dk iz;Ru djukA

vius fopkjksa dks nwljks dks lkeus Bhd :i ls izLrqr djus dk vH;kl djukA

izn'kZu nsus dh dq'kyrk lh[kkukA

f'k{k.k lkexzh] izf'k{k.k lkexzh] pkWd] cksMZ] MLVj bR;kfn dk mfpr izdkj ls iz;ksx djus dh f'k{kk nsukA

f'k{k.k dk;Z o ftEesokfj;ka le>ukA

vius lekt dh HkykbZ djukA

ns'k dh vkS|kSfxd mUufr esa mfpr :i ls lg;ksx nsukA

Lo;a dks thfodksiktZu dk lk/ku cukukA

Lo;a ds thou dh mUufr dh vfHkyk"kk j[kukA

f'k{k.k dk;Z ds izfr vknj o lEeku djukA

izf'k{k.k dh lekfIr ds ckn mRrh.kZ gq;s izf'k{k.kkfFkZ;ksa dks izf'kf{kr f'kYi Øk¶V vuqns'kd gksus dk lfVZfQdsV nsukA

1.1.2. Training in pedagogy (TIP) - its objectives

Principal of Teaching (POT) f'k{k.k ds fl}kar

blds varxZr izf'k{k.k dk egRo] lh[kus fl[kkus dk euksoSKkfud fof/k;ksa ;k fofHkUu fof/k;ksa }kjk fn;k tkrk gSA ,d vuqns'kd o izf'k{kd dks vuqns'kd izf'k{kd ls vPNk dq'ky o fuiq.k cukus ds fy;s fuEu ckrksa dks le>k;k tkrk gS

euksoSKkfud f'k{k.k fof/k;ksa ds }kjk lh[kus fl[kkus ds ckjs esa tkudkjh nsukA

f'k{k.k dh fofHkUu fof/k;ksa dk ifjp; o vH;kl djuk ;k djkukA

ikB fo"k; dk fo'ys"k.k lqpk: :i ls v/;;u bZdkbZ o ikB djuk o fof/k;ka crkuk gSA

d{kk d{k dh o dk;Z'kkyk dh :ijs[kk rS;kj djds mudk izca/ku djukA

lqO;ofLFkr <ax ls i<+us dh lkexzh dk izHkko'kkyh <ax ls mi;ksx djukA

6Principle of Teaching

n`'; JO; dh lkefxz;ksa ,oa e'khuks ds mi;ksx] j[kj[kko dh tkudkjh iznku djukA pkVZ] ekWMy] eksdi] VªkalisjsUlh bR;kfn dks cukukA

fofHkUu izdkj ds izf'k{k.k dk fo'ys"k.k djuk o ijh{kkQy cukukA

nh xbZ f'k{kk dk ewY;kadu o tkap djukA

fyf[kr lkefxz;ksa dks rS;kj djuk o le; ≤ ij mldk mi;ksx djuk o mldk fodkl djukA

F;ksjh o iz;ksxkRed d{kkvksa dks lewg cukdj crkuk o lewg esa djukA

le;≤ ij m|kSxksa esa Hkze.k djuk o QhYM fjiksVZ rS;kj djukA

f'k{kd dh ftEesokfj;ka D;k gS o mls dSls iwjk fd;k tkos \

Principal of Teaching dks fuEufyf[kr ukeksa ls Hkh tkuk tkrk gS

Teaching Technique (TT) i<+kus dh fof/k

Methods of Instrcution (MOI) izf'k{k.k i}fr ;k fu;e

Training Methodology (TM) izf'k{k.k ds rjhds

Training In Pedagogy (TIP) izf'k{k.k 'kkL=

Principal of Teaching ls tqM+s gq;s eq[; inksa dh ifjHkk"kk;sa fuEu fyf[kr gSa

v- f'k{kk dk vFkZ

lh[kuk] le>kuk] tkuuk] v/;;u] vf/kxeu] KkuktZu vkfn blds varxZr euq"; dh og lHkh Hkkouk;sa o ps"Vk;sa vkrh gS tks dk;Z o O;ogkj esa dq'kyrk ykus] 'kkjhfjd o ekufld 'kfDr;ksa ds lao/kZu esa lgk;d gksrh gS] mldks ge f'k{kk dgrs gSA

c- f'k{k.k dk vFkZ

lh[kuk ,oa fl[kkuk] le>kuk] tkuuk] v/;;u] KkuktZu vkSj viuh vuqHkwfr ,oa fopkjksa ,oa Kku dks vius vuqHkoksa ds }kjk nwljksa esa ckaVuk vkfn izf'k{k.k dgykrk gSA

l- f'k{k.k i)fr dk vFkZ

fof/k] jhfr] <ax] Øe] fu;e ;k ifjikVh] viuh tkudkjh ;k Kku dks vU; yksxksa esa ckaVus dh fof/k dks f'k{k.k i)fr dgrs gSA

Important definitions & terminologies

v/;kiu fo|k ,oa f'k{kk 'kkL= ds eq[; vFkZ

S.N. Term Definition

1 Pedagogy It is the branch of science deals with teaching & learning. It is involved to the classification of WHAT , WHY & HOW to teach

2 Didactic It is the theory of teaching & learning or theory of lesson & instructions (WHAT & WHY)

3 Methodology It is the theory of method of teaching (HOW, WITH & WHAT)

4 Mission It is motivational message to maintain the mobility of organization.


¼fdlh Hkh laLFkku dh xfr'khyrk cuk;s j[kus ds fy;s izsjd lans'k½

5 Goal It is theAssortedAnAmbition toAchieve mission.

¼y{; lfgr vius mn~ns’; dks izkIr djuk½

6 AIM It is the ultimate outcome ofAssignedActivity

¼f'k{kk dk;Z dks Øec) djds mlls vafre y{; dks izkIr djuk½

7 Objective The objective is the boundedActivities toAchieve the set target

¼,d fuf'pr le;c) y{; dks izkIr djus ds fy;s gh Objective gS½

8 Purpose It is provided the direction to the instruction or to conveye the instructional intent ¼izLrqrhdj.k½ to trainees.

1.1.3. Phases of training First Phase % vuqns'kd ds }kjk bl pj.k esa iwoZ Kku dh iqujko`fRr dh tkrh gSA vU; fo"k; dks NksM+dj O;olk; izf'k{k.k ds fl)kar D;k gSa] bu ckrksa dk Kku djk;k tkrk gSA N% lIrkg dh vof/k lekIr gksus ds ckn ,d ijh{kk vk;ksftr dh tkrh gS bls First Phase dgrs gSaA

Second Phase% bl Qst dks izkjaHk djus ls igys eq[; :i ls ijh{kk dh tkrh gS bl ijh{kk ds ckn gh eq[; :i ls f'k{k.k fl)kar ds f'k{k.k ij tksj fn;k tkrk gSA blds ckn bl vof/k esa f'k{k.k ds vfrfjDr yslu Iyku] MseksLVªs'ku Iyku cukdj fn[kkus dk iz;kl djuk rFkk vH;kl djuk izf'k{k.kkFkhZ dks dSls i<+kuk pkfg;s bldk vH;kl yslu Iyku cukus dh fof/k] CySd cksMZ ij fy[kus dk vH;kl] izstsUVs'ku] fizijs'ku dSls fd;k tkos lHkh bl Qst esa vkrs gS bls Second Phase dgrs gSaA

1.1.4. Schedule of instructions

bls vuqns'kksa dh lwph Hkh dgrs gSaA vuqns'kd dks vius O;olk; ds ikB~;Øe ds vuqns'k nsus ds fy;s rS;kj fd;k tkrk gSA ,d ekg ;k vf/kd lIrkg esa fdruk vuqns'k nsuk gksrk gS] mls igys miyC/k le;kuqlkj fuf'pr dj fy;k tkrk gSA O;olkf;d fl)kar esa fdrus ikB i<+kus gS] mudh rkjh[k o le; fnu ds vuqlkj rkfydk esa Øec) <ax ls vafdr dj ds iz/kkukpk;Z ls vuqeksfnr djkdj vius dk;Z'kkyk o d{k esa Vkax fn;k tkrk gSA dHkh &dHkh ikB~;Øe ds Øe o funsZ'k rkfydk esa varj gks tkrk gSA ;g lacaf/kr fØ;kvksa ds vH;kl ds fy;s fd;k tkrk gSA vkus okys eghuksa dh rkfydk esa NWkVs gq;s fo"k;ksa dks 'kkfey dj fy;k tk;sA bl izdkj iwjs o"kZ esa 12 ekg dh vuqns'kd rkfydk cukbZ tkrh gS] bl rkfydk dks cukus ds fuEu ykHk gSa

vuqns'kd vxys fnu i<+k;s tkus okys ikB dh rS;kjh djrk gSA

blds fy;s og ikB ;kstuk rS;kj djrk gS] lkFk gh vH;kl izn'kZu ;kstuk Hkh cukrk gSA

bl fØ;k ¼iz;ksx½ esa ;k vH;kl ds fy;s mi;qDr lkexzh dk izca/k djrk gSA

;fn vko';d gks rks Lo;a Hkh mldk vH;kl djrk gSA

lh[kus okyksa dks ;g ykHk gksrk gS fd og vxys fnu i<+k;s tkus okys ikB dh rS;kjh dj vkrs gSaA

i<+k;s tkus okys ikB dks ;fn izf'k{k.kkFkhZ igys ?kj ls i<+dj ;k rS;kj dj vkrk gS vkSj fdlh dkj.ko'k vuqns'kd vuqifLFkr gks tkrk gS rks izf'k{k.kkFkhZ iwoZ fØ;k ;k ikB dk vH;kl ;k okrkZyki dj ds fo"k; ds ckjs esa tkudkjh izkIr djrs gSA

vuqns'kd o izf'k{k.kkFkhZ dks ;g irk jgrk gS fd ,d ekg esa mUgsa fdruh fØ;k,a o vH;kl djus gSA


blds lkFk vf/kdkfj;ksa dks bl rkfydk ls fujh{k.k djus esa lqfo/kk gksrh gSA

blls ;g Hkh irk yxrk gS fd ikB~;Øe ds vuqlkj i<+k;k tk jgk gS ;k ugha o fdruk i<+k;k tk jgk gS ;k x;k gS A

1.2. Orientation

Advance Training

Women's Vocational Training

Apprenticeship training Scheme

Craftsman Training Scheme

Foreman Training

Staff Training & Research

DGE&T ;g Hkkjr ljdkj dk laLFkku gSA tks Je ea=ky; ds varxZr vkrk gS bldk eq[; dk;kZy; ubZ fnYyh esa fLFkr gSA bldk eq[; dk;Z jk"Vªh; Lrj ij f'kYidkjksa ds fy;s ;ksX; izf'k{k.k rFkk izf'k{k.k dsUnz LFkkfir djuk gSA izf'k{k.k dsUnzksa dk izca/ku jkT; ,oa dsUnz ljdkjsa la;qDr :i ls djrh gSA

Scheme of DGE&T QSfDVª;ksa rFkk m|kSxksa esa dq'ky dkjhxjksa dk gksuk vko';d gSA blds e//ksutj ljdkj us dq'ky dkjhxj cukus gsrw izf'k{k.k ;kstuk izkjaHk dh xbZA bldh vko';drk f}fr; fo'o;q) ds nkSjku iM+h tc ;q) esa lktks lkeku vL=&'kL=ksa ds fuek.kZ esa dq'ky dkjhxjksa dh deh eglwl dh xbZ] ftlds fy;s ljdkj us okj VsfDuf'k;u lsUVj [kksyus izkjaHk fd;s ftudks 1950 ds ckn [kksyk x;kA DGE&T ds varxZr ;g izf'k{k.k lHkh jkT;ksa esa izkjaHk fd;s x;sA

Aims of Training

fofHkUu O;olk;ksa ds fy;s dq'ky dkjhxjksa dks rS;kj djukA

dkjhxjksa dks ;kstukc) izf'k{k.k nsdj vkS|kSfxd {ks=ksa dh ekax dks iwjk djukA


lHkh dks jkstxkj ds volj iznku djrs gq;s csjkstxkjh nwj djuk A

f}fr; fo’o ;q) esa viax o fodykax lSfudksa ,oa 'kghn lSfudksa ds ifjokjksa dks jkstxkj iznku djus ds fy;s mUgsa izf'kf{kr fd;k x;kA

1.2.1. Evolution of vocational training scheme in india

Year Scheme

1941 War Technician Scheme

1945 Training Scheme for Ex - Serviceman

1948 Training Scheme for Craftsman

1950 Craftsman Training Scheme

1958 Evening Class for Industrial Workers

1959 NationalApprenticeship Scheme (Volumenty - Now Discontinue)

1961 ApprenticeshipAct 1961 (Pass by Parliament)

1963 Appemention of The Act Apprenticeship 1.1.1963

1968 Central Staff Training & Research Institute ATI Madras All India Skill Competition forApprenticeship

1970 Progressive Trade Test Scheme

1971 Training Trades Chemicals & Hotels

1972 Foreman Training Institute Bangalore

1973 ATI For Electronic & Process Instrumentation Hyderabad

1977 A.V.T. Scheme N.V.T.I. for Women New Delhi

2004 Center of Excellence (COE)

2008 Modular Employble Scheme (MES)

Craftsman Training Scheme & Its Evolution ¼f'kyidkj izf'k{k.k ;kstuk½

bl ;kstuk dks pykus ds fy;s Hkkjr ljdkj us lHkh jkT;ksa esa vkS|kSfxd izf'k{k.k laLFkku [kksys ftuesa fofHkUu O;olk;ksa esa izf'k{k.k dh lqfo/kk miyC/k djkbZ xbZA vktknh ds ckn y?kq m|kSxksa dks c<+kok nsus ds mn~ns’; ls Øk¶Vesu dh vf/kd vko';drk FkhA bl mn~ns’; dh iwfrZ ds fy;s lu 1950 ds vkl&ikl VsfDudy Vªsfuax Ldhe ,oa oksds'kuy Vªsfuax ds lg;ksx ls budk uke vkS|kSfxd izf'k{k.k laLFkku j[kk x;kA orZeku esa ns'k Hkj esa yxHkx 4500 vkbZ-Vh-vkbZ- gSa tgkWa yk[kksa uo ;qod&;qofr;ka fofHkUu O;olk;ksa esa baftfu;fjax rFkk uku&baftfu;fjax O;olk; esa izf'k{k.k izkIr djrs gSA O;olk;ksa dh 'kS{kf.kd ;ksX;rk vkBoha ikl ls ysdj ckjgoha rd gSA buesa dqN O;olk; ,d o"khZ; rFkk nks o"khZ; gSaA izf'k{k.k iw.kZ djus ij izf'k{k.kkFkhZ dks vky bf.M;k VªsM VsLV ikl dj ,ulhOghVh }kjk izek.k&i= fn;k tkrk gSA

Apprenticeship Training Scheme ¼f’k{kqvksa izf'k{k.k ;kstuk½ 12 fnlacj 1961 esa Hkkjr ljdkj }kjk ,dApprenticeship dkuwu ikl fd;k x;k ftlds vuqlkj izR;sd m|ksxksa ds ekfydksa ;k ljdkjh miØeksa dks dkj[kkus esa rduhdh Kku fl[kkus ds mn~ns’; ls f’k{kqvksa j[kus iM+rs gS rFkk mUgsa Nk=ofRr Hkh nsuh gksrh gSA ;g izf'k{k.k 10 lIrkg] 4 ekg] 6 ekg] 1 o"kZ] 2 o"kZ rFkk 4 o"kZ rd dk gksrk gSA bl vof/k esa f'k{kqvksa dks fØ;kRed rFkk iz;ksxkRed dk vH;kl djk;k


tkrk gSA ,slk vuqeku gS fd 2003 rd yxHkx 3 yk[k f’k{kqvksa izf'kf{kr gq;s gSA 12 fnlacj 1961 ds bl ,DV esa lu~ 1971 esa la'kks/ku fd;k x;k blds vuqlkj 126 baftfu;fjax O;olk; blesa lfEefyr fd;s x;sA

;g ;kstuk Human Resource & Development Ministry ds varxZr vkrh gSA 1986 ds mijkar baftfu;fjax fMxzh ,oa fMIyksek izkIr Nk=ksa Hkh izf'k{k.k dh O;oLFkk dh xbZA budh izf'k{k.k vof/k 1 o"kZ ;k 2 o"kZ fuf'pr dh xbZA bl izf'k{k.k dk;ZØe dks ns'k Hkj esa 6 {ks=h; funs'kky; ns[k jgs gSA ;g fuEu gS & enzkl] eqacbZ] dksydkrk] gSnjkckn] dkuiqj rFkk QjhnkcknA blds varxZr fofHkUu jkT;ksa ds funs'kky; Hkh f’k{kqvksa izf'k{k.k ;kstuk dks fØ;kfUor dj jgsa gSaA

dkuiqj mrrjizns'k] mRrjkapy] e/;izns'k] NRrhlx<+ jkT;

dksydkrk fcgkj] mM+hlk] if'pe caxky] ukFkZ bZLV jkT;

eqacbZ eqcbZ] iw.ks] xqtjkr] dukZVdk] xksok

Qjhnkckn gfj;k.kk] iatkc] fnYyh] fgekapy] tEew o d'ehj

gSnjkckn vka/kzizns'k] mM+hlk

enzkl nf{k.k jkT;

Craft instructor training scheme tc vuqns'kd ds fy, izf'k{k.k izksxzke dh 'kq:vkr dh xbZ rks ,slk fopkj fd;k x;k fd Kku vkSj dkS'ky ds fo"ks'kKksa }kjk ;g izf'k{k.k fnyk;k tk, rkfd ns'k esa fof'k"V Kku okys vuqns'kd rS;kj gks ldsaA blh mn~ns’;iwfrZ ds fy, 1948 esa dksuh fcykliqj esa Center Training Institute for Crafts Instructor dh LFkkiuk ljdkj ds Employment & Training Wing ds varxZr dh xbZA

fdarq dqN le; ds i'pkr~ bl laLFkku dks e/;izns'k ls dydRrk LFkkukarfjr dj fn;k x;kA blds i'pkr~ eqacbZ] enzkl] gSnjkckn] dkuiqj ,oa yqf/k;kuk esa Hkh ;s Institute [kksys x,A

C.T.I. C.T.I. ds fuEufyf[kr mn~ns’; gSa

vuqHkoh ,oa dq'ky dkjhxjksa dks f'k{k.k nsdj izf'kf{kr vuqns'kd rS;kj djukA

mu vuqns'kdksa dks tks igys ls izf'k{k.k dk dk;Z dj jgs gSa] mUgsa i<+kus dh dyk esa izf'kf{kr dj fuiq.k cukukA

vk/kqfud f'k{k.k dyk ij vk/kkfjr f'k{k.k ds Kku dh iqujko`fRr (Refresher Course) djus dh f'k{kk nsukA

C.T.I. dh izf'k{k.k vof/k lekIr gksus ds ckn mudh ijh{kk vk;ksftr djds ;ksX; izf'k{k.kkfFkZ;ksa dks ;ksX; ,oa dq'ky vuqns'kdksa dk izek.k&i= iznku djukA

History of Craftsman Training Institute f}rh; fo'o;q} ds nkSjku War Technician Scheme izkjaHk dh xbZA blds ckn 1947 esa Hkkjr&Lora= gqvkA ml le; Hkkjr ds usrkvksa ,oa fo'ks"kKksa us lkspk fd gekjs ns'k dk fodkl dsoy m|ksxksa ds }kjk gh gks ldrk gSA blfy, m|ksxksa ds fodkl ds fy, dq'ky dkjhxjksa dh vko';drk iwjh djus ds fy, 1950 ds vklikl ns'k ds lHkh I.T.I. dh LFkkiuk dh xbZA

loZizFke m|ksxksa ds fy, dq'ky dkjhxj rS;kj fd, rFkk dqN Craftsman dks vuqns'kdh; dk;Z esa fuiq.k djus ds fy, vuqns'kdh; izf'k{k.k laLFkku [kksyus ij cy fn;k x;kA


loZizFke lu+ 1948 esa ,d laLFkku C.T.I. for Instructor Training ds uke ls izkjaHk fd;k x;kA 1950 esa Lora=rk fnol ds ckn Program Industry ds varxZr Craftsman Training Scheme ftls C.T.S. ds uke ls tkuk tkrk gS] [kksyk x;kA 1968 esa nwljk C.T.I. iwuk ftys ds vkS/kxkWao esa [kksyk x;k] tks fd eqacbZ esa LFkkukarfjr fd;k x;kA bl Ldhe ds varxZr fuEu ckrksa dks iwjk djus ds fy, /;ku fn;k x;k %

Quality ,oa Quantity nksuksa dk Lrj c<+kus ds fy,A

fofHkUu m|ksxksa esa vko';drkuqlkj dkjhxjksa dh iwfrZ ds fy,A

lu~ 1959 esa f’k{kqvksa dkuwu cuk;k x;k] tks ApprenticeAct 1961 ds uke ls tkuk tkus yxkA

lu~ 1961 esa dydRrk] eqacbZ] psUubZ] dkuiqj] yqf/k;kuk rFkk gSnjkckn esa C.T.I. [kksys x,A lu~ 1963 esa dsoy efgykvksa ds fy, ,d C.T.I. for Women dtZu jksM fnYyh esa [kksyk x;kA lu~ 1968 esa 16 I.T.I. esaA.V.T.S. Scheme ykxw dh xbZA

ORGANIZAITON

DGET

J/S (I.A.S.)

DYDG (Training) DYDG (Employment) DYDG (Apprentice)

D (TRG) D (PROJ)

D (WOT)

D (ADMN) D (Apprentice)

JDT (AFFIL)

JDT (TRG)

JDT JDT

(TRG) JD

(APP)

DDT (AFFIL)

DDT (TRG)

DDT DDT (ADMN)

DDT (APP)

ADT ADT ADT ADT (ADMN)

ADT (APP)

TO TO TO TO (ADMN)

TO (APP)

VI/JTA VI/JTA VI/JTA

JTA (ADMN)

JTA (APP)

C.S.T.A.R.I. (Central Staff Training And Research Institute): ;g laLFkku 1968 esa dksydkrk esa fo'ks"k :i ls LVkQ izf'k{k.k vkfn ds fy, LFkkfir fd;k x;kA blesa izf'k{k.k vf/kdkjh] lgk;d izf'k{k.k vf/kdkjh] izkpk;Z] vkfn dks izf'k{k.k nsus dk dk;Z fd;k tkrk gSA ;g laLFkku teZu la?kh; x.kjkT; ds lg;ksx ls [kksyk x;kA blds eq[; mn~ns’; fuEu gSa

'kS{kf.kd fl)karksa ij vk/kkfjr izf'k{k.k lkexzh rFkk JO; o n`'; lkexzh dk mRiknu djuk ;k cukuk gSA

O;kolkf;d izf'k{k.k ds {ks= esa vuqla/kku dk fodkl djuk bldk eq[; dk;Z gSA


F.T.I. (Foreman Training Institue): bldh LFkkiuk 1972 esa cSaxyksj esa dh xbZ rFkk blds i'pkr~ 1982 esa te'ksniqj esa nwljk laLFkku [kksyk x;kA bldk eq[; mn~ns’; Foreman rduhdh bathfu;j dh rduhdh {kerk esa lq/kkj ds fy, izf'k{k.k iznku djuk gSA

Central Instructional Media Institute (CIMI): bu laLFkkuksa esa izf'k{k.k lacaf/kr vPNh xq.koRrk ds fy;s vPNh iqLrdsa] f'k{k.k laca/kh uohure ,oa mPp Lrjh; izxfr dh O;oLFkk djuk gSA ;g lalFkku teZu jkT; ds lg;ksx ls dks;EcVwj esa lFkkfir fd;k x;k gSA

1.3. Teaching As profession

1.3.1. Teaching As nobel work

f'k{k.k ,d cgqr lEekfur cgqr ftEesnkjh dk dk;Z gksrk gSA nwljs 'kCnksa esa ge dg rs gS fd f'k{k.k ,d dyk ,oa foKku Hkh gSA bldks ge ,d dyk blfy;s ekurs gS D;ksafd vU; dykvksa dh Hkakfr f'k{k.k izfØ;k Hkh lnSo ns'k] dky] ifjfLFkfr rFkk euq"; dh fopkj/kkjkvksa ds vuqdwy ifjofrZr gksrh jgrh gSA bldk Lo:i f'k{kk ds mn~ns’;ksa ds lkFk cny tkrk gS A blds dqN fu;e gksrs gSa tks lHkh ifjfLFkfr;ksa vkSj ns'kksa esa leku :i ls izHkkodkjh fl) gksrs gSaA ;g fu;e dHkh cnyrs ugha gSaA bl n`f"V ls f'k{kk ,d foKku Hkh gS ;g dyk izR;sd O;fDr esa O;kIr ugha gksrhA bl dkj.k f'k{k.k ,d lqizfrf"Br dk;Z gS ;k dk;Z dgykrk gSA f'k{k.k fuEu dkj.kksa ls vko';d gksrk gS

tkuus ds fy;s lh[kkuk (Learning to Know)

dk;Z dks djus ds fy;s lh[kkuk (Learning to Doing)

thou fuokZg ds fy;s lh[kkuk (Learning to Live)

fodkl gsrw lh[kkuk (Learning to Development)

1.3.2. Formal & informal education

f'k{k.k 'kkfL=;ksa us f'k{kk dks nks :iksa esa foHkkftr fd;k gS %

vuksvkSipkfjd f'k{kk (Informal Education)

vkSipkfjd f'k{kk (Formal Education)

Informal education bl izdkj dh f'k{kk ds fuEu fcanq gksrs gSa %

bl izdkj dh f'k{kk ckY;koLFkk ls vkjaHk gksdj le> vkus rd pyrh gSA

bl izdkj dh f'k{kk dk Kku ekrk&firk o ifjokj ds lnL;ksa ls izkIr gksrk gSA

bl izdkj dh f'k{kk ls bldh vknrksa o LoHkko dk fuekZ.k gksrk gSA

bl izdkj dh f'k{kk esa lh[kus o fl[kkus dh fo'ks"k :ijs[kk o ekin.M fu/kkZfjr gksrs gSA

bl izdkj dh f'k{kk ds fy;s fdlh Hkh izdkj dh dkih o fdrkc dh vko';drk ugha gksrh gSA

bl izdkj dh f'k{kk dk izHkko dkQh yacs le; rd cuk jgrk gSA

bl izdkj dh f'k{kk ls okrkoj.k ds vuqlkj vPNh&cqjh vknrksa dks lh[kk tkrk gSA


bl izdkj dh f'k{kk dk dksbZ le; fuf'pr ugha gksrk gSA

bl izdkj dh f'k{kk ds fy;s dksbZ ikB'kkyk o f'k{kd dh vko';drk ugha gksrh gSA

bl izdkj dh f'k{kk ls LoHkkfod ;ksX;rk dk fodkl gksrk gSA

bl izdkj dh f'k{kk esa :fp rFkk bPNk dk lekos'k gksrk gSA

Formal education og f'k{kk tks lqpk: :i ls Øec) <ax ls o fu;e iwoZd izkajHk dh tkrh gS] mls vkSipkfjd f'k{kk dgrs gSaA bl izdkj dh f'k{kk ds fuEu fcanq gS %

vkSipkfjd f'k{kk ckyd dks le> vkus ds ckn dHkh Hkh izkjaHk dh tk ldrh gSA

;g f'k{kk ikB'kkyk esa fo'ks"k okrkoj.k esa izkjaHk dh tkrh gS A

bl izdkj dh f'k{kk dh fu'fpr :i js[kk rFkk fo"k; Hkh gksrs gSaA

bl izdkj dh f'k{kk esa ys[ku lkexzh iqLrds vkfn dh vko';drk;sa gksrh gSaA

bl izdkj dh f'k{kk esa fopkj 'kfDr dk vf/kd iz;ksx gksrk gSA

bl izdkj dh f'k{kk esa mi;ksxh fo"k;ksa ,oa ckrksa dks NkaV&NkaV dj fl[kkus dh ftEesnkjh f'k{kd dh gksrh gSA

bl izdkj dh f'k{kk esa lh[ks gq;s fo"k;ksa dk mi;ksx u djus ij Hkwyus dh laHkkouk vf/kd gksrh gSA

bl izdkj dh f'k{kk ls tks izkIr gksrk gS mldk izek.k&i= feyrk gS tks f'k{k.k ;ksX;rk dk izek.k&i= dgykrk gSA

bl izdkj dh f'k{kk ls izkIr izek.k&i= ekU; gksrs gSa vkSj ;g Hkfo"; dks lkdkj cukus esa lgk;d gksrs gSaA

bl izdkj dh f'k{kk izkIr djus ds ckn lekt esa vknj o lEeku izkIr gksrk gSA

1.3.3. Growth requirements of industries

m|ksxks ds fodkl dk vfHkizk; ;g Fkk fd ns'k dh mUufr ;k ns'k dh turk dk Lrj Åapk djukA ns'k dh mUufr ls ns'k dh mUufr ds fy, lu~ 1956 esa laln esa ;g izLrko j[kk x;k dh ns'k dk fodkl m|ksxks }kjk gh gks ldrk gSaA dsoy d`f"k ij fuHkZj gksdj ugh gks ldrk ns'k esa vkS|kfxddj.k fd;k tk;k vkSj blds fy;s fuf'pr :i ls m|ksxks dh LFkkiuk dh xbZ vkSj mudk oxhZdj.k fd;k x;k] ftles fd tu'kfDr dh vko';Drk dh iwfrZ djus ds fy;s n{k ,oa dq'ky dkjhxjksa dh vko';Drk iM+h rHkh ns'k esa vf/kd ls vf/kd yksxks dks m|ksx /ka/kksa ds fy;s yxk;k x;kA lkFk gh dq'ky dkjhxjksa rFkk c<+rh gqbZ csjkstxkjh nwj djus ds fy;s m|ksx yxk;s x;s rkdh Jehd viuh vkenkuh c<+kus ds lkFk m|ksxks dh vko';Drkvksa dh iwrhZ gks lds rFkk ns'k dk fodkl gks ldsA


What, Why, Where, Which, Who, When, How (6W + 1H)

TEAC

HING

TEC

HNIQ

UE SUBJECT MATTER

MANAGEMENT TECHNIQUE

Teaching Technique

1.3.4. Role of instructors in vocational training & education

1 lS)kafrd Kku nsuk

2 lS)kafrd Kku dks dkS'ky ls tksM+uk

3 lS)kafrd Kku o dq'kyrk dks instruction ¼funsZ'k½ Øec) gksuk

4 euksfoKku] f'k{kk 'kkL= ds vuqlkj iBu ikBu cukuk] djuk ;k djkuk

5 Training Methodology fof/k ds vuqlkj Knowledge of Skill dks crkuk o djuk

6 orZeku esa mi;ksx gksus okys ;a=ksa ,oa lkexzh dk Kku gksuk

7 m|ksxks dh vko';Drk vuqlkj izf'k{k.k nsuk

8 izf'k{k.kkfFkZ;ksa dk lgh ewY;kadu djuk

9 Audio/Vedio Aids ¼JO;@nz';½ lkexzh dk iBu&ikBu esa mi;ksx

10 iz'uksa dks cukuk vkukA

11 d{kk O;oLFkk ds izca/k dk Kku gksukA

12 dk;Z'kkyk ds izca/k dk Kku gksukA

13 dk;Z djrs le; lqj{kk ds fu;eksa dks crkuk ,oa ikyu djukA

14 vius O;olkf;d fo"k; esa fodkl djukA

15 vius O;fDrRo dks vPNk j[kukA

16 le; dk Bhd <ax ls mi;ksx djuk vkfnA

dqN egRoiw.kZ fcanq %

To orient the trainees to haveAn understandingAndAppreciation of the trade.

izf'k{k.kkfFkZ;ksa dks muds O;olk; ds xq.k ¼ewY;] ykHk½ le>kdj izksRlkfgr djuk

To provide the opportunities to the trainees to workAnd master the basic skill of the trade.

izf'k{k.kkfFkZ;ksa dks vius O;olk; dh izkjafHkd dq'kyrk dks Lo;a djus ds fy, ekSdk iznku djuk


To develop safe work habbits

lqjf{kr dk;Z djus dh vknr Mkyuk

To develop theAbility to understand, read, interpret the drawing related to tradeAnd work independently with their help

VªsM ls lacaf/kr Mªkbax dks le>us] i<+us o mldk eryc crkus dh izoh.krk dk fodkl djuk o Lora= :i ls dk;Z djus dh vknr Mkyuk

To beAble to workAndAdopt industrial requirements

m|ksxksa dh vko';drkuqlkj dk;Z djus ;ksX; cukuk

To develop theAbility to follow written instructions

fyf[kr vuqns'kdh; lkexzh dk vuqlj.k dj ;ksX;rk dk fodkl djuk

To develop the sense of disciplineAnd punctuallity

vuq'kklu o le; ds ikyu dh psruk dk fodkl djuk

ToAppreciate labour management relationship

Je izca/k ds laca/kksa ds xq.kksa ;k eku dks tkuuk

ToAble to shoulder responsibilities

mRrjnkf;Ro ;k dRrZ; ds fuokZg djus ;ksX; cukuk

To develop the sociable good habbits, courtesy, obidience, loyaltyAnd sincerty.

feyulkj] vPNh vknrsa] mRlqdrk] vkKkdkjh vkfn vknrksa dk fodkl djuk

1.4. Principles of vocational education What is the Workmanship? dk;Zdq'kyrk D;k gS \

Accuracy ¼'kq) eki½] Safety ¼lqj{kk½] Punctuality ¼fu/kkZfjr le;½

fdlh dk;Z dks 'kq) eki] lqj{kk o fu/kkZfjr le; ds vanj cxSj gkfu ds iwjk fd;k tkuk gh dk;Zdq'kyrk dgykrk gSA

dk;Zdq'kyrk mls dgrs gSa] ftlesa ;a=ksa] midj.kksa vkSj lkexzh dk mfpr mi;ksx rFkk de [kpZ ds lkFk&lkFk lko/kkuhiwoZd dk;Z iwjk fd;k tk,] rc og dk;Zdq'kyrk dgykrk gSA

1.4.1. Evolution of workmanship

dk;Zdq'kyrk dh tkap ;k izf'k{k.k ds ekinaM fu/kkZfjr fd, x, gSa] D;ksafd tc rd bldh ckjhdh dh tkap o ijh{kk ugha dh tkrh] rc rd mldk ewY;kadu laHko ugha gSA blds izeq[k fcanq gSa

le; (Time)

'kq)rk (Accuracy)

dk;Zdq'kyrk (Workmanship)

'kq)rk (Accuracy) : fdlh dk;Z dks eki ds vuqlkj 'kq)rk ds lkFk 'kr&izfr'kr djuk gh 'kq)rk dgykrh gSA

izkphu dky es lHkh dk;Z gkFkksa ls fd, tkrs FksA ml le; ,sls dksbZ ;a= ugha Fks] fdarq m|ksxksa dh c<+rh gqbZ vko';drk o vk/kqfud rduhd dh vko';drkvksa dh iwfrZ ds fy, lw{e ;a= fodflr fd, x,A bu ;a=ksa dh lgk;rk ls Je ,oa le; dh cpr gksrh gS vkSj dk;Z Hkh vPNs Lrj dk gksrk gSA


1.4.2. Importance of vocational education & training

fdlh Hkh O;olk; dh mUufr ds fy;s mldk Kku gksuk vR;Ur vko';d gS] blfy;s ns'k ds fodkl ds fy;s O;olkf;d izf'k{k.k dks cM+k gh egRoiw.kZ LFkku fn;k x;k gSA vPNk O;olkf;d izf'k{k.k fuEu fl)karksa ij vk/kkfjr gS %

1 izf'k{k.kkfFkZ;ksa ds lh[kus ds fy;s okLrfod dk;Z djus dk okrkoj.k vPNk gksuk pkfg;sA

2 dk;Z djus dk <ax] vkStkjksa dk mi;ksx vkfn izf'k{k.kkFkhZ dks mlh izdkj lh[kuk pkfg;s tSlk fd mUgsa m|ksxksa ds izfr"Bkuksa esa tkdj dk;Z djuk i<+rk gS A

3 izf'k{k.kkfFkZ;ksa esa fopkj foe'kZ rFkk dk;Z dq'kyrk dh vPNh vknr Mkyuh pkfg;s] ftlls mldk mi;ksx os dgha Hkh dj ldsaA

4 O;oklkf;d izf'k{k.k mlds fy;s mi;ksxh gS] ftuesa lh[kus dh pkg ,oa :fp gks vkSj lh[ks gq;s Kku dk o dq'kyrk dk mi;ksx djus dk ykHk mBk ldasA

5 izf'k{k.k le;kuqlkj ifjorZu'khy Hkh gksuk pkfg;sA

Brief Conclusion 1 Real And Actual training & Atmosphere. 2 Equipment & Tool used And Approach properly. 3 Good habbits for skill. 4 Practical use for future. 5 Change of learning.

1.4.3. VocationAs mean of living

m|ksxksa ds gj {ks= esa i<+s fy[ks dq'ky dkjhxjksa dh vko';drk gksrh gS] mUgha ds }kjk m|ksxksa esa izxfr laHko gS] O;olkf;d f'k{kk ds }kjk gh vkthfodk dk lk/ku miyC/k gksrk gS rFkk thou ds Lrj esa lq/kkj gksrk gSA

1.4.4. Dignity of work - changing pattern of present Society

iwoZ le; esa i<+s fy[ks rFkk izfrf"Br O;fDr NksVs dk;Z djus okyksa dks ?k`.kk dh n`f"V ls ns[krs FksA lekt esa fuEu Lrj dk dk;Z djus okys yksaxksa dks lekt ghu n`f"V ls ns[krk FkkA

Changing Pattern of Present Society: tc Hkkjr Lora= gqvk ml le; vusdksa leL;k;sa FkhA izR;sd Lrj ij xjhch csjkstxkjh dk cksyckyk FkkA bl leL;k dk gy djus ,oa yksxks ds Lrj dk fodkl djds muds jgu & lgu ds Lrj esa Hkh ifjorZu ykuk FkkA ftlds fy;s Hkkjr ds x.kekU; yksxksa blds mik; lkspdj ns'k esa fons'kh lgk;rk ls m|ksxksa dks lFkkfir fd;kA muesa mUgha O;fDr;ksa dks Qksjesu] lqijokbZtj] baftfu;j rFkk VsfDuf'k;u ds inksa ij dk;Z djus dks fu;qDr fd;kA mUgsa ns[kdj vU; yksxksa esa Hkh tkx`fr iSnk gqbZA bldk izHkko ;g gqvk fd lekt ds lHkh oxksZ ds yksxksa esa mRlkg iSnk gqvk] bldk izHkko ;g gqvk fd lkekftd <kaps esa cgqr cM+k ifjorZu gqvkA vkt ds oud ;qx esa esgur ls dke djus okys yksxksa esa cM+k gh lEeku o vknj gksrk gSA

1.5. Instructor and his Responsibilities f'k{kd ns'k dk fuekZrk gksrk gS] og izf'k{k.kkFkhZ dk ekxn'kZu djrk gSA bl dkj.k mldk mRrjnkf;Ro vkSj c<+ tkrk gSA vuqns'kd dk mn~ns’; dsoy d{kk esa tkdj i<+kus rd lhfer ugha jgrk vfirq fuEu fcanqvksa ij Hkh /;ku gksuk vko';d gS %


Towards Himself or Herself: ¼vius izfr½ ,d vPNs vuqns'kd dks vius dk;ksZa ds lkFk le; dk ikcan] e`nqy O;ogkj] lkSE; O;fDrRo] fo"k; dk iw.kZ Kku rFkk d{kk laca/kh fjdkMZ~l dk Bhd izdkj ls j[kj[kko djuk pkfg,] vuqns'kd dk dk;Z F;ksjh rFkk iz;ksxkRed ls lacaf/kr gSA vuqns'kd ds fy, lcls igys vkRefo'okl gksuk pkfg,A mls viuh ftEesnkjh dk ,glkl gksuk pkfg,] ftlds fy, ;kstukc) Plan And Closing Method And Learning habbit dk gksuk vko';d gSA ,d vPNs vuqns'kd esa fuEu fo'ks"krk,sa gksuh pkfg, %

vuqns'kd dk LokLF; Bhd gksuk pkfg,A LoLFk vuqns'kd gh LoLFk f'k{kk ns ldrk gSA

vius lg;ksfx;ksa ds lkFk mldk O;ogkj fe=rkiwoZd gksuk pkfg,A

vuqns'kd dk iguko ,slk ugha gksuk pkfg, fd og d{kk esa galh dk ik= cusA

O;olk; dh xfjek cuk,s j[kus ds fy, gjlaHko iz;kl djsA

lHkh izf'k{k.kkfFkZ;ksa ls lekurk dk O;ogkj djsaA

izf'k{k.k ds {ks= esa uohu rduhdh dh tkudkjh ysuh pkfg,A

izf'k{k.kkfFkZ;ksa dks vPNs lq>ko nsus pkfg, ftlls mudk Hkfo"; mTtoy gksA

le; dk ikcan gksuk pkfg,A

1.6. Requisite of good instructor ,d vPNs vuqns’kd dk dk;Z c<+k gh tfVy gSA mls fofHkUu izdkj dh fof/k;ksa dh tfVyrk dk Kku gksrk gS tSls fØ;kRed dk;Z] lkekftd dk;Z] ckSf)d ,oa HkkoukRed vkfnA ,d vuwns’kd dks fdlh fØ;k dks iwjk djus esa dkSu&dkSu lh lkexzh mi;ksx esa ykbZ tkosxh mls mldk Kku gksrk gSA ,d vuqns’kd vius vuqHko ds vuqlkj cM+h la[;k esa ,oa mPp izf’k{k.k dk;ZØeksa dh lykg Hkh nsrk gS ,oa ekxZn’kZu Hkh djrk gSA lkFk gh leL;kvksa dks gy djus dk jkLrk <aw<+rk gSA ftlls mldk dk;Z lQy gksrk gSA

,d vuqns’kd dks vius O;olk; gsrw fuEu dk;Z djus gksrs gSa

1.6.1. Plan a course of instruction

Adequate Preparation (i;kZIr rS;kjh½ This includes the preparation of

Self Students Teaching Material

(1) Self (scrutinize):

Analyze the syllabus (Model Wise & Lesson Wise) Effective Screening of Topics to be taught or get proper idea of topic to taught Lesson plan should be prepare in Advance Ref. Books, Notes etc. Follow the rules ofAdequate preparation

(2) Students: Inform the students in Advance About the topic to be covered in the next class, so that they can prepare for it mentally.


Tkks ikB dy i<+uk gS mls iwoZ esa f’k{kkFkhZ dks crk nsossa fd dy fdruk i<+uk ¼;k dkSu lk Vkfid doj fd;k tkosxk½ ftlls og ekufld :i ls rS;kj gks tkosA

Monitor the students suitable so that they develop interest in the topic.

izf’k{k.kkFkhZ dks izsfjr dj mudh i<+usa esa ikB ds fy;s :fp iSnk gksA Create A suitable learningAtmosphere in the teaching place

i<+k;s tkus okys LFkku dk okrkoj.k ,slk cuk;sa fd lh[kus okyk lh[k ldasA

Maintain the interest of learners so that they Are ready to receiveAnd retain the instruction in the class.

:fp cuk;s j[kus ls fo|kFkhZ rS;kj jgsaxsa o lh[kus gsrw vkSj funsZ’kksa dks vius esa /kkj.k dj ysaxsaA

Develop interest in topic. Establish effective learning Atmosphere

(3) Teaching materials: Try to prepare proper lesson And demonstration plan. Effective teaching Aid prepared in Advance. Prepare an Adequate number of copies of information sheets, job sheets etc. in Advance.

Prepare A set of questions to be asked in class. Insure proper questions & questioning so As to keep the class Alert. Note the student’s participation in class room Action. Get the learning material According to need.

Proper Presentation ¼lgh <ax ls izLrqr djuk½ %

Proper selection of methodsAccording the needs of students. Related instructions must be modified. To teach skill demonstration or show how to do? Offset unwanted material. Provide step by step sequence for effective learning. Attention of trainees. Make your preparation interesting and effective. Ready to follow the trainer. Preparation should be pertaining to topic. Related the teaching to be level for learner. Try not to jump from one point to the other and come back to first. Try to use proper teaching Aids for proper time.

1.6.2. Effective presentation It is necessary to consider the sequence on which class lesson should be presented. This sequence must be thought out in Advance in general sequence follows:


Spent A few time introducing your lesson. (Making its purpose clear And Arising the interest of class)

Start with in trainee’s expense. Prepare the class to ready to receive new material. Present the subject matter in logical sequence. Revise what must, should & should be know.

The Sequence of Teaching Skill in Workshop is as follows Explain. Demonstrate. Class Imitates. Practice

65 %

25%

BY PRACTICE

10%

BY DEMONSTRATION

BY EXPLANATION

1.6.3. Knowledge of evaluation: No teaching and learning is completed without proper evaluation or test. Test is A measuring skill to measure the total achievement of the learner. It’s A good practice for each and every instructor also to occasionally rate himself in order to take stock of one self and try to improve.

(A) Learner: For the evaluating the performance of learner, there exist the number of tools of each the instructor must be aware in a comprehensive of program of evaluation. The following can be used

Publish records. Questionnaires, Inventories and Interview. Check List and Rating Scale. Class Study. Personal Report and Projective Techniques Psychological Tests etc.


(B) Self (himself) check list: An instructor should not only have good knowledge of the subject but also must be having the right attitude, out look and manner. From time to time, he must get his performance evaluation so that he knows what and where he needs improvements.An instructor is performing by one or more follow instructors. Many instructors have comparatively developed A check list of items. So that they consider to be the elements of a good classroom situation for use of observationAnd teachers. A list may include such items as there teacher check YES or NO on how they have felt

There is coordinal atmosphere in the classroom. There is a good support between trainees and trainers Teaching methods are flexible to care for individual needs. Students respect the opinion of other division of the group. The teacher wise and effective use of class time. In other words teacher initialize the class time effective and accurately.

Self-Rating Chart or Scale: Self rating chart or scale for instructor may also be prepare as shown below

S N Items Activity Grade

Several 3

One 2 1. I haveAnalyzed (on paper) A job or a number of jobs to determine the skill to be learnt together with related knowledge.

Never 1

Several 3

One 2 2 I have made an analyzed (on paper) for setting up complete course of study including jobs or related information for use in any section

Never 1

Always 4 Frequently 3

Several Time 2 3 I make use of four basic steps of teaching in my class

Never 1 Always 4 Usually 3

Occasionally 2 4 Advance planning of my class room lesson

Never 1 Several Time 3 Usually (One) 2 5 I Am impractical

Never 1 Several Time 3

One Time 2 6 I favor some of learners and indicated Never 1


1.6.4. Maintaining of records: Several recordsAre maintained by the instructor for trainees & self. They are as follows:

Attendance Register of Trainees Progress record of individuals Material Indenting Register / Inventory Register Material Consumption Register Store Return Book Student Work Diary

1.7. Characteristics of good instruction

1.7.1. Importance of good instruction:

dksbZ Hkh izf'k{k.k rHkh lQy gksrk gS tc mls Øec) <ax ls fd;k tkos rFkk mldh ;kstuk cukbZ tkosA vPNs f'k{k.k dh dyk Kku izkIr djus ds fy;s dqN lQy fof/k;ksa dk Kku vko';d gSA

nwljksa dks lh[kus esa enn nsus dh izfØ;k dks f'k{k.k dgrs gSA

nwljksa dks fl[kkus dh bl izfØ;k esa vuqns'kd dks tkap fof/k;ksa dks /;ku esa j[kdj mudk ikyu djuk pkfg;sA blds fcuk lh[kuk o fl[kkuk nksauks gh dfBu] izHkkoghu ,oa vFkZghu gksrk gSA vPNs vuqns'kksa esa de ls de fuEu fcanq 'kkfey gksrs gSa %&

lgh lkekftd okrkoj.k iSnk djukA

rS;kj dh xbZ lkexzh dk lgh la'kks/ku djukA

izf'k{kk.kkfFkZ;ksa }kjk rS;kj dh xbZ ckgjh lkexzh dk lgh mi;ksx djus dk funsZ'k nsukA

lgh iz'u&mRrj rS;kj djuk] vFkZ le>kuk vkfnA

izf'k{k.kkfFkZ;ksa ds O;ogkj ,oa fLFkfr ¼/kkj.k½ esa lgk;rk o fodkl djus esa mi;ksx esa vkus okyh 'kCnkoyh fuEu fyf[kr gS %

Amplifying c<+kuk

Apprising crkuk

Defining Li"V djuk

Describing O;k[;k djuk

Explaining vFkZ Li"V djuk

Eliciting fu"d"kZ.k

Response mRrj ;k tokc

Correctly lgh <ax ;k rjhdk

Questioning iz'u djuk

Comparing rqyukRed

Cons trusting O;oLFkkid

Confirming fu'p; djuk

Justifying U;k; djuk

Interpreting & Stating vFkZ vkSj fLFkjrk


1.7.2. Teach – show make them do and evaluate

Teach ¼fl[kkvks½ & What is to be Done

Show ¼fn[kkvks½ & Systematic Instruction & Demonstration

Make Them to Evaluate ¼mudks fØ;k djus dks nsuk½ & mudks ewY;kadu djus ;ksX; cukvks ;k mudk ewY;kadu djksA

1.7.3. Importance of chalk board/ white board:

';ke iVy lcls lLrh iz.kkyh dk eq[; vax gSA ;g vuqns'kd ds c<+s dke dh oLrq gSA orZeku esa ';ke iVy dh egrrk vf/kd c<+ xbZ gS D;ksafd dksbZ Hkh fo"k; lQyrk iwodZ rHkh i<+k;k tk ldrk gS] tc ';ke iVy dk mi;ksx fd;k tkosA izf'k{k.k euksfoKku us ;g fl) dj fn;k gS dh fo|kFkhZ vius KkusfUnz;ksa }kjk Kku izkIr djrk gS vkSj KkuktZu ds fy;s ftruh vf/kd KkusfUnz;ksa dk mi;ksx fd;k tkos] Kku izkIr djus esa mldk mruk vf/kd egRo gSA bl euksoSKkfud rF;ksa ds vk/kkj ij ;fn f'k{kd vius ekSf[kd O;k[;ku dks ';ke iVy ij fy[ks rks mldk egRo vf/kd gks tkrk gS A

Importance of Developing a Lesson on Chalk Board/ White Board: vkt ds euksoSKkfud ;qx us fl) dj fn;k gS fd f'k{k.k ekSf[kd :i ls iw.kZ ugha fd;k tk ldrk gSA bldh vko';d ,oa egRoiw.kZ ckrksa dks ';ke iVy ij fy[kk tkos rks if'k{k.kkFkhZ viuh KkusfUnz;ksa dk iz;ksx djds viuk fodkl dj ldrk gSA ;fn ,d ;k ,d ls vf/kd KkusfUnz;ksa dk mi;ksx ge fl[kkus esa djrs gS rks mldk izHkko lh[kus esa vPNk iM+rk gSA ';ke iVy ds mi;ksx esa vka[k ,oa dku ¼ns[kus ,oa lquus½ dh KkusfUnz;k fØ;k'khy gksrh gSaA ftlls lh[kus okys dk Kku fLFkj gks tkrk gSA ';ke iVy }kjk iwjh d{kk dks ,d lkFk gh ikB~;oLrq] mnkgj.k ,oa x`g dk;Z fn;k tk ldrk gSA blls ;g Li"V gks tkrk gS fd ';ke iVy v/;kidksa dh vko';drk ;k ';ke iVy cM+s dke dh oLrq gSA bls ge lPpk ,oa vPNk fe= Hkh dg ldrs gSaA

1.7.4. Value of note taking in the class

Helps in memorizing and useful mental thinking. Keep trainees alert & attentive in class. Helps in learning and teaching. Increase thinking power. Increase writing and expressive power. Clear up wrong ideas. Increase the class activities (By Engaging) in making the notes. It acts as records of work done on helpful in remembering. It is useful for future guidance.

Methods of Writing on Black Board / White Board: ';ke iVy dh fy[kkoV rFkk dk;Z dk izf'k{k.kkFkhZ ij xgjk izHkko iM+rk gSA og mls uewuk ekudj mldk vuqlj.k djrs gSa A blh fy;s vuqns'kd dks vkSj fo'ks"kdj u;s f'k{kdksa dks ';ke iVy dk vf/kd ls vf/kd mi;ksx djuk pkfg;s mudks pkfg;s dh tks og i<+kosa mldh eksVh&eksVh ckrsa vFkok lkj ';ke iVy ij fy[krs tkosa] ftlls fo"k; Li"V gks ldsA dqN vuqns'kd ';ke iVy dk mi;ksx Bhd ls ugha dj ikrs gS] ftlls mudh fy[kkoV ,d edM+h ds tky dh Hkkafr izrhr gksrh gS blls ;g irk pyrk gS fd vuqns'kd esa vius fo"k; dh ;ksX;rk esa fo'ks"k vkRefo'okl ugha gSA

';ke iVy ij fy[krs le; fuEu fyf[kr ckrksa dk /;ku djuk vko';d gS %


vuqns'kd dh fy[kkoV LoPN vkSj lqanj gks ftlls izf'k{k.kkFkhZ mls ljyrk iwoZd i<+ ldsA

';ke iVy ij fy[kkoV bruh cM+h gks fd d{kk dk izR;sd izf'k{k.kkFkhZ mls i<+ ldsA

laHko gks lds rks lh/ks v{kj rFkk lh/kh ykbZus gh ';ke iVy ij fy[ksa blls fo|kFkhZ dh vka[kks ij vf/kd ruko ugha iM+sxkA

';ke iVy ij Øe ls fy[kuk pkfg;s rFkk bls nks Hkkxksa esa ckaVdj mldk lgh mi;ksx djuk pkfg;sA

';ke iVy lh[kus dh izfØ;k esa ,d lqn`<+ ek/;e gSA

Disadvantage of Dictation: It is slow (ClassActivity is not good). It takes less time for explanation. Students loose confidence to the instructor. Students may get confused if the instructor dictates too fast. Students may get bore if the dictation is too slow. It is one-way communication. Students try to avoid the class. No students and teacher relation, No effect of instruction.

1.7.5. Characteristics of good instructor: 1 Control temper and be tactful in avoiding arguments. 2 Check him and class before condemning the class. 3 Co-operative with others. 4 Correct questioning to get comment answer. 5 Avoid too much talking. 6 Avoid playing favourisum. 7 Avoid embarrassing students. 8 Answer the question of all learners. 9 Give clear and adequate direction. 10 Get and hold attention of class. 11 Usually stand up while teaching. 12 Use suitable teaching aids. 13 Use object instead of illustration. 14 Use right method in teaching. 15 Explain new lesson before application. 16 Encourage students.

1.7.6. Role of instructor The responsibilities of instructor are many field and does not and until.

1 Develop trust. 2 Encourage and give constructive feed back. 3 Eliminate fear. 4 Provide necessary information.


5 Act consistently. 6 Be clear about teaching plan. 7 Create a respectful atmosphere. 8 Offer support. 9 Model tolerance and flexibility. 10 Encourage participation. 11 Follow guide for effective interaction. 12 Evaluating the learner correctly. 13 Allow up focused on task.

1.7.7. Full Form of POST CARD P - Planning O - Organizing S - Selecting T - Training C - Caring and Connecting A - Advising R - Regulating D - Directing

1.7.8. Instructor's role as an administrator, leader and facilitator 1 To Organize a Training Program By analysing The Syllabus. 2 To prepare training materiall and training. 3 To procure and maintain the store for conducting practical, exercise. Various

types of store is required such as raw material, general tools, machine tools, consumable items etc.

4 To supervise the practical training. The training program conducted in following

1 Class room lesson 2 Workshop Demonstration 3 Attitude Formation 4 Grading and Evaluation 5 To keep liaison with industries. 6 Good public relation. 7 Committed to moral value. 8 Communication Skill. 9 To give good judgment. 10 Independent search for solution. 11 Decide the selection of instructional mode. 12 Job provider. 13 Orderliness. 14 Provide vocational effectiveness. 15 Providing workmanship status, so as become self-reliance. 16 Error to paint out amicably.


1.8. Common defects in instruction fdlh Hkh O;oklkf;d izf'k{k.k ;kstuk dk iw.kZ gksuk vuqns'kdksa ds vuqns'kks ij fuHkZj djrk gSA izf'k{k.kkFkhZ dq'kyrk Kku] O;ogkj vkSj xq.k foospuk eq[;r% vuqns'kd ds O;ogkj }kjk izkIr djrs gSaA blfy;s ;g vko';d gS fd lcls igys vuqns'kd dks xq.kksa ds Lrj dh ij[k gksuh pkfg;sA cgqr ls vko';d xq.k funsZ'kksa ds iw.kZ gksus esa vf/kd lgk;rk djrs gSaA eki dh nj ds vuqlkj ,d lh[kus okys ds funsZ'kkRed xq.kksa esa funsZ"k dh cgqr lh dfe;ksa fn[kkbZ iM+rh gSA ;g lR; gS fd fl[kkus dh laHkkfor dfe;ka gksrh gSa cgqr lh tkudkfj;ka funsZ'kksa ds iw.kZ o viw.kZ ds ckjs esa dgh tkrh gSA ;g lc fl[kkus okys ij fuHkZj gksrk gSA tc og fuEu fyf[kr vPNkbZ;kssa ;k cqjkbZ;ksa dks fl[kkus esa vleFkZ gks tkrk gS rks funsZ'kksa esa vkdkj dk ifjorZu gks tkrk gS vkSj lk/kkj.k nks"k mRiUu gks tkrk gSA

lk/ku laiUurk dh deh (Resourcefulness) f'k{k.k lkexzh dh deh ds dkj.k vFkok uohu rduhdh foKku dh mi;ksfxrk o Kku o lk/ku laiUurk dh deh ds dkj.k funsZ'kksa esa nks"k gksrs gSa ftldk izHkko fo|kFkZ;ksa ij iM+rk gS A ;g vi;kZIr iw.kZ dfe;ksa ds dkj.k gksrk gSA lgk;rk dh bPNk gksuk (Desired to be Helpful) dbZ izf'k{k.kkFkhZ dq'kyrk dk fodkl djus esa iz;Ru'khy ugha jgrsA fo|kfFkZ;ksa esa ;g vlarks"k jgrk gS fd ikB~;Øe dh okLrfod vko';drk gS ;k lh[kus okyk iwjk ugh dj ikrk gS ;k vuqns'kd dh bPNk dh deh gkssus ds dkj.k funsZ'kksa dh lgk;rk esa nks"k mRiUu gks tkrk gSA O;fDrro (Personality) vuqns'kd ds O;fDrRo ls fo|kfFkZ;ksa ij xgjk izHkko iM+rk gSA fo|kFkhZ mldksa vkn'kZ ekudj mldk vuqdj.k djrs gsS ;fn vuqns'kd LoLFk] drZO; ijk;.k] o dk;Z dq'ky ugha gS rks mlds }kjk fn;s x;s funsZ'k Hkh fujFkZd fl) gksaxsa rFkk funsZ'kksa esa nks"k mRiUu gksxk A ;k nks"kiw.kZ funsZ'k mRiUu gksxsaA ifj/kku (Dress) vuwns'kd dh os'kHkw"kk dk Hkh Nk=ksa ij xgjk izHkko iM+rk gS D;ksafd ;fn vuqns'kd lkQ&lqFkjs diM+s ugha igurk ;k lnSo QS'ku dks gh ns[krk jgrk gS rks vPNk funsZ'k Hkh ugha ns ldrk] D;ksafd mldks ;g fpark yxh jgrh gS fd mlds diM+s eSys uk gks tk;sa ftlds dkj.k funsZ'k nsus esa deh gks tkrh gSA

vkokt (Voice) funsZ'k nsus ds fy;s f'k{kd dk Loj mrkj & p<+ko okyk gksuk pkfg;sA ean Loj ls cksyus okys f'k{kd ds }kjk fn;s x;s funsZ'k nks"k iw.kZ gksrs gS D;ksafd 'kCnksa dk mPpkj.k lkQ uk gksus ds dkj.k mls fo|kFkhZ ugha lh[k ikrs gSa] ftldk izHkko fo|kFkhZ ij iM+rk gSA

f'k{kk (Education) vuqns'kd dh ;ksX;rk iw.kZ gksuh pkfg;s viw.kZ f'k{kk ds dkj.k f'k{kd funsZ'kks dks nsus dh rS;kjh ugha dj ldrkA blfy;s mls fo"k; dk Kku ugha gksrk ftlds dkj.k funsZ'kksa esa nks"k mRiuu gks tkrk gSA /kS;Z (Patience) & vuqns'kd /kS;Zoku rFkk lgu'khyrk ds Hkko okyk gksuk pkfg;s D;ksafd Øks/kh o NksVh&NksVh crksa ij MkaV&QVdkj yxkus okys vuqns'kd dh cqf) o fopkj nksuksa ij gh izHkko iM+rk gSA ftlds dkj.k fn;s x;s funsZ'k nks"kh gks tkrk gSA

vkRefo'okl (Confidence) & vuqns'kd esa vkRefo'okl gksuk pkfg;s ;k og n`<+ fu'p;h gksA ,slk ugha gksus ij og vius fopkjksa esa Qsj&cny djrk jgsxkA ftlds dkj.k fn;s x;s funsZ'kksa esa nks"k mRiUu gks tk;saxsaA

mRlkg (Enthusim) & ;fn vuqns'kd esa vuqns'k nsus ds izfr mRlkg ugha gksxk rks og izf'k{k.kkFkhZ dk fodkl djus rFkk funsZ'kksa dks lgh rjhds ls ugha ns ik;sxkA ftlds dkj.k mlds funsZ'k nks"kh ik;s tkosaxsaA

yxu'khyrk (Sencerity of Devotion) & ;fn dk;Z ds izfr bZekunkjh o yxu gS rks og vuqns'kd ds fy;s bZuke gksxk vkSj izf'k{k.kkfFkZ;ksa ds fy;s ogh xq.kdkjh gksxkA ;fn dk;Z ds izfr yxu ugha gksxh og funsZ'k nks"kiw.kZ gksxkA


usrRo (Leadership) & ;fn vuqns'kd dk usr`Ro lgh ugha gS rks fn;s x;s funsZ'kksa dks fo|kkFkhZ ikyu ugha djsxk ftlds dkj.k izf'k{k.kkFkhZ vius dk;Z esa ;k lh[kus esa O;Lr ugha gksaxsaA vkSj vuqns'kd }kjk fn;s x;s funsZ'k viw.kZ gks tk;saxsaA

i{kikr (Unfairness) & vuqns'kd dks lHkh izf'k{k.kkfFkZ;ksa ds ,d leku ns[kuk pkfg;s] HksnHkko okyk O;ogkj dk;Z dks fl[kkrs le; ;k mldk ewY;kadu djrs le; lgh ijh{k.k ugha fn[ksxk ftlds dkj.k funsZ'kksa esa nks"k mRiUu gks tk;saxsaA

Defects in Instruction by Presentation: 1. Wrong Method of Presentation 2. Sequence of presentation is not proper. 3. Improper way of handling or use of training aids.


Chapter – Two

Psychology of Learning

2. Psychology of Learning

2.1. Educational psychology & teaching

Education This isA Latin word, it consists of EDUCARE in which E stand for InsideAnd

DUCA means for GOINGAHED from inside. It involves mental aptitude, mental instinct, and mental trait and impulse.

“Education is the process of developing metal aptitude, mental instinct and impulse.” Education is developing healthy mind in healthy body. It is a process of development which contains the passage of human being from

infancy to maturity.

** O;fDr ds Øfed fodkl dh izfØ;k gh f’k{kk gSA Education is harmonious development of human being.

Psychology It consist by two words PSCHYE = SOUL and LOGUS = KNOWLEDGE

(Knowledge of Soul or Mind)

eu ds foKku dks euksfoKku dgrs gSA Psychology is the positive science of human behavior and experience.

euksfoKku O;fDr ds O;ogkj vkSj vuqHko dk ldkjkRed foKku gSA It is the Science of human conduct and behavior.

;g O;fDr ds vkpj.k vkSj O;ogkj dk foKku gSA

It is the science of human behavior with relation to environment.

;g ifjos’k ds lkis{k O;fDrxr ds O;ogkj ds foKku dk euksfoKku dgrs gSaA

Types of Psychology: 1 General Psychology ¼lkekU; euksfoKku½

2 Educational Psychology ¼’kS{kf.kd euksfoKku½

General Psychology ¼lkek; euksfoKku½ Study of human behavior and nature in general circumstances is known as General Psychology.

lkekU; ifjos’k esa O;fDr ds O;ogkj vkSj iz—fr ds v/;;u dks lkekU; euksfoKku dgrs gSaA blds varxZr fufgr gS

Physical, Mental, Social, Emotional, Cultural, Economic and Conditional aspect.

How to study the general psychology: 1 Development Process ¼fodkl izfØ;k }kjk½

2 Introspection (Self Study) ¼Lo;a dk vkadyu½

3 Statistical Study ¼fjdkMZ ;k igys ls tqVk;s x;s rF;½

4 Case Study ¼fo’ks"k ifjfLFkfr esa fo’ks"k O;fDr ds fy;s v/;;u½

5 Observation ¼voyksdu½


6 Experimental Study ¼izk;ksfxd v/;;u½

Educational psychology: Study of human behavior in relation to education is known As Educational

Psychology.

f’k{kk ds lkis{k O;fDr ds O;ogkj dk vkadyu f’k{kk dk euksfoKku dgykrk gSA Introspection and observation are two factors essential for educational psychology.

vkRe ijh{k.k vkSj voyksdu f’k{kk ds euksfoKku ds fy;s nks vko’;d rF; gSaA Educational Psychology aim at improving the teaching and learning process by

developing.

f’k{kk dk euksfoKku fuEu dkjdksa esa fodkl djds f’k{k.k vkSj lh[kus dh izfØ;k dks ifj"—r djrk gS 1 Knowledge - To Know By Head 2 Skill - To Do By Hand 3 Attitude - Feeling and Emotion By Heart

Knowledge + Skill (K+S) = Competency

Observation: Nature of Trainee ¼izf’k{kq dk O;ogkj½

Probability of the Progress ¼izxfr dh laHkkouk;sa½

Social, Emotional, Cultural Adoptability ¼lkekftd] HkkoukRed rFkk lkaL—frd xzg.k½

Nature of Trainee:

Behavior Action & Response of sense organs is called behavior.

KkusfUnz;ksa dh fØ;k ;k izfrfØ;k dks O;ogkj dgrs gSaA

Stimulus Activation of sense organ due to environmental awareness.

KkusfUnz;ksa dh lfØ;rk dks euksfoKku dh Hkk"kk esa laosnuk dgrs gSaA ;k lkekftd ifjos’k dh tkx:drk ds dkj.k KkusfUnz;ksa dh fØ;k’khyrk dks mudh laosnuk dgrs gSaA

Intensity of stimulus generated on sense organ will determine the effectiveness of learning & teaching process.

KkusfUnz;ksa dh laosnuk dh rhozrk f’k{k.k izfØ;k ds izHkko dks lqfuf’pr djrh gSA

Response Reaction of sense organ in harmony with nerves system is called Response.

Rkaf=dk rarqvksa ds lek;kstu esa KkusfUnz;ksa }kjk gksus okyh izfØ;ksa dks vuqfØ;k dgrs gSaA

Educational Psychology ¼f’k{kk dk euksfokku½ % Behavior directed to acquire skill, knowledge and accordingly develop the attitude is known as education psychology.


tc O;ogkj Kku vkSj n{krk izkIr djds mlds vuqlkj n`f"Vdks.k fuekZ.k esa vxzxkeh gks rks mls f’k{kk dk euksfoKku dgrs gSaA

Terms in Educational Psychology: Training: Training is a process of developing one’s knowledge and skill in a particular field, so as to act with competency.

fdlh fo’ks"k {ks=+ ds fy, vko’;d Kku o n{krk ds fodkl dh izfØ;k dks izf’k{k.k dgrs gSaA

Education: Education is a general process of overall development of an individual whereas training is a specific processor of development in a specific area.

f’k{kk fdlh O;fDr dk lkekU; o lexz fodkl gS tc fd izf’k{k.k O;fDr dk ,d fo’ks"k ds {ks++= esa leqfpr fodkl gSA

Knowledge: Knowledge is the process of Recording, Retaining, Recognizing and Reveling the fact related to an object.

Kku fdlh oLrq ds fo"k; esa izkIr rF;ksa dks laxzg djuk mUgsa cuk;s j[kuk] igpkuuk o vko’;drk iMus ij mls mlh gh :i esa iqu% of.kZr djus dh izfØ;k gh Kku gSA

Skill: Skill is to perform a job accurately and correctly in minimum time with maximum workmanship.

fdlh dk;Z dks de ls de le; esa lgh vkSj lVhd rjhds ls vko’;d xq.koRrk ds lkFk djuk gh n{krk gSA

Attitude: Will power to do a job is attitude.

fdlh dk;Z dks djus dh bPNk 'kfDr dks n`f"Vdks.k dgrs gSaA

Performance = (Knowledge + Skill) x Attitude If knowledge + Skill is constant then performance is directly proportional to attitude.

fdlh fuf’pr Kku o n{krk ds fy, O;fDr dh dk;zZdq’kyrk mlds n`f"Vdks.k ds lekuqikrh gksrh gSaA

Aptitude: Natural or inherited potential of an individual in any field is called aptitude.

fdlh Hkh {ks= esa O;fDr dk usSlfxZd ;k oa’kkuqxr izkIr {kerk dks uSlfxZd ;k vkUrfjd {kerk dgrs gSaA

Aptitude can be developed, articulated or modified but can not be changed completely whereas attitude can be changed completely.

uSlfXkZd {kerk dk fodkl] fn’kk funsZ’ku ;k lq/kkj rks fd;k tk ldrk gS] ysfdu bls iw.kZr;k% cnyk ugha tk ldrk gS tcfd n`f"Vdks.k esa iw.kZ :i ls ifjorZu laHko gSA

Teaching & Learning ¼f’k{k.k ,oa lh[kuk½ Teaching and learning is two distinct process of education but they are interrelated.

f’k{k.k o lh[kuk] f’k{kk ds nks vyx&vyx LraHk gSa ysfdu ;g nksauksa vkil esa lacaf/kr gSA

Learning: It is abide by teaching and teaching has to take a clue from learning.

Lkh[kuk f’k{k.k ds vuq:i gh laHko gS vkSj f’k{k.k ds fy;s lh[kus ls ,d vk/kkj feyrk gSA

Teaching a cause but learning is a effect.

f'k{k.k ,d dkjd gS vkSj lh[kuk mldk izHkko gSA


Parts of Educational Psychology: Instinct vkRecks/k Will Power bPNk’kfDr

Sensation Lakosnuk Memory ;kn~nk’r

Perception Kkucks/k Temperament Lkgu’khyrk

Interest :fp Emotion vkos’k

Attention /;ku Feeling vuqHkwfr

Suggestion Lkq>ko Character Pkfj=

Imitation vuqdj.k ;k udy Personality O;fDrRo

Remembering ;kn djuk Ability ;ksX;rk

Forgetting Hkwy tkuk Reasoning Foods

Talent Xkq.koRrk Habit Vknr

Fatigue FkdkoV

Interest ¼:fp½ + Attention ¼/;ku½ = Concentration ¼/;kukd"kZ.k½

Instinct It is a inherited or natural psychological disposition which determine possessors to perceive and pay attention to an object of certain class, then experience the emotional excitement of certain levelAfter perceiving the objectAndAct inA definite manner.

vkRecy ,d izk—frd ;k iSf=d euksoSKkfud izo`fr gS tks O;fDr dks fdlh oLrq ds izfr /;ku dsfUnzr djus dh n’kk dks fuf’pr djrh gS vkSj /;ku dsfUnzr djus ds ckn ml oLrq ds izfr fdl Lrj dh HkkoukRed mRrstuk dk vuqHko djuk gS] bls lqfuf’pr djrh gS vkSj blds vk/kkj ij fdl izdkj dk vkpj.k djuk gS bls funsZf’kr djrh gS A

Steps of Instinct: 1 Cognitive ¼Kku½ : To perceive the knowledge about the object.

2 Affective ¼Hkkouk½ :Analyze the Object

3 Co native ¼dksf’k’k djuk½ : Try to achieve the object

Characteristic of Instinct: Instinct is natural in born responses. vkRecy ,d LoHkkfod vkSj tUetkr izfrfØ;k gSA

Instinct control our emotionAndAction. vkRecy gekjs dk;Z vkSj vkos’k dks fu;af=r djrk gSA

Level of instinctAre different in different individual.

izR;sd O;fDr esa vkRecy dk Lrj vyx&vyx gksrk gSA Instinct isAlwaysAssociated with certain level of emotion.

vkRecy ds lkFk vkos’k loZnk tqM+k jgrk gSA


Sensation ¼laosnuk½

It isAwareness to the qualityAnd experience ofAn object due toActivation of sense organs.

KkusfUnz;ksa dh lfØ;rk ds dkj.k fdlh oLrq dh xq.koRrk vkSj vuqHko ds izfr tkx:drk dks laosnuk dgrs gSaA

Awareness of sense organ to external stimulus is knownAs sensation.

Ckkg; txr dh mRrstuk ds izfr KkusfUnz;ksa dh tkx:drk dks laosnuk dgrs gSA

Stimulation of sense organ is sensation.

KkusfUnz;ksa dh lfØ;rk gh laosnuk gSA

Types of SensationAnd Sense Organ: 1 Visual Sensation - Sense of Seeing via Eye ¼ns[kus dh laosnuk½

2 Auditory Sensation - Sense of hearing via Ear ¼lquus dh laosnuk½

3 Olfactory Sensation – Sense of smelling via Nose ¼lwa?kus dh laosnuk½

4 Gustatory Sensation – Sense of Taste via Tongue ¼Lokn dh laosnuk½

5 Tactual Sensation – Sense of Touch via Skin ¼Nwus dh laosnuk½

6 Kinesthesis Sensation – Sense of push. Pull & press via Muscle

lHkh KkusfUnz;ksa ls izkIr tkudkjh dks ,df=r dj uoZ~l ra= fnekx rd ys tkrh gSA bu uoZ~l dks Sensesory Nerves dgrs gSa A fnekx ls lwpuk dk vkns’k fdlh KkusUnzh dks fn;s tkrs gSa rks mls eksVj uoZ~l dgrs gSaA

Perception Perception is the process of receiving the physical senseAnd interpretation it.

Ckkg; laosnuk dks izkIr djds bldh foospuk ds ckn ifj.kke izkIr djus dh izfØ;k dks Kku cks/k dgrs gSaA

Perception is the process of knowing objectAnd its objectivity.

fdlh oLrw vkSj mlds mn~ns’; dks tkuus dh izfØ;k dks Kkucks/k ;k le> dgrs gSaA Perception is the functional process of knowing objects, experienceAnd expectation.

fdlh mn~ns’;] vuqHko vkSj vkadka{kk;s ds ifj.kke izkIr djus dh izfØ;k dks Kkucks/k dgrs gSaA

Difference between Sensation and Perception Sensation is the subjective process, whereAs perception isAn objective process.

Lakosnuk fo"k; oLrq dks tkuuk gS vkSj fo"k; oLrq ds lkis{k Kku izkIr djuk Kkucks/k gSA

Sensation isA representing process but perception isA presentative process.

Lakosnuk izfrfuf/kRo djus dh izfØ;k gS]tcfd Kkucks/k izLrqrhdj.k dh izfØ;k gSA

Sensation is to sense the object but perception is to know objectivity of object.

fdlh oLrq dk vkHkkl djuk laosnuk gS] tcfd blds ckjs esa Kku izkIr djus dh dksf’k’k djuk Kkucks/k gSA


In Sensation process mind is more or less remains inactive while in perception process it is highlyActive.

Lakosnuk dh izfØ;k esa efLr"d lkekU;r% 'kkar ¼fuf"Ø;½ voLFkk esa jgrk gS] tcfd Kkucks/k dh izfØ;k esa efLr"d vR;f/kd fØ;k’khy jgrk gSA

Interest Interest isA psychological disposition will determine the cognition.

:fp ,d eukSoSKkfud izo`fr gS tks gekjs Kku dks lqfuf’pr djrh gSA

Interest isAn inclination to indulge inAnyActivities.

fdlh dk;Z esa lfEefyr gksus ds fy;s Lo;a dk vkarfjd >qdko :fp dgykrk gSA

Interest isA tendency toAbsorve oneself inAnyAction.

:fp fdlh dk;Z esa lekfgr gksus dh izo`fr gSA

Interest is some set of subjective feelingAboutAn object.

fdlh fo"k; oLrq ds izfr mRiUu gksus okyh vuqHkwfr;ksa dks :fp dgrs gSaA

Interest is common man concern with personal feeling, experienceAnd objective.

:fp lkekU; O;fDr ds O;fDrxr vquwHkwfr] vuqHko vkSj mn~ns’; ls lacaf/kr gksrh gSA

Interest isA conation in its dynamicAspect.

xfr’khy voLFkk esa :fp bPNk’kfDr gksrh gSA

Interest is responsible for consistentAnd persistent behavior ofAn individual.

:fp O;fDr ds gB vkSj vfM+;y O;ogkj ds fy;s mRrjnk;h gksrh gSA

Loss of Interest Because of

(A) Trainees Factor 1 Poor Physique ¼’kkjhfjd detksjh½

2 Fatigue ¼FkdkoV eglwl djuk½

3 Repulsion ¼i<+kbZ ds izfr vkd"kZ.k ugha gksuk½

4 Financial Poblem ¼vkfFkZd d"V½

5 Worry ¼fpark ds dkj.k½

6 Bad Company ¼cqjh vknrksa ds dkj.k½

(B) Trainer Factor 1 Teaching by Dictation ¼Jqfr ys[k½

2 Offer unnecessary Criticism ¼vuko’;d vkykspuk djuk½

3 Have Poor Self Discipline ¼Lo vuq’kklu dh deh½

4 Has inadequate Preparation For Teaching ¼i<+kus ds fy;s i;kZIr rS;kjh uk gksuk½

5 Has Defective Method of Teaching ¼i<+kus dk rjhdk lgh ugha gS½

6 Has improper Instructional Planning ¼vuqns’k dh ;kstuk dk lgh uk gksuk½

7 Has Poor Personality ¼detksj O;fDrRo½


8 Give Bad Treatment to The Trainees

¼fo|kfFkZ;ksa ds lkFk f’k{kd dk O;ogkj Bhd uk gksuk½

9 Give Excess Work Beyond Their Capacity ¼mudh {kerk ls T;knk dk;Z nsuk½

By Trainer How To Concentrate The Interest of Trainees: 1 Behave like a guardian [Carrot and Stick Treatment] with your trainees. 2 The methods of teaching provide pleasure not pressure.

i<+kus dk rjhdk bl izdkj gks fd fo|kFkhZ izlUurk dk vuqHko djs uk fd ncko dk vuqHko djsA

3 Encourage competitionAmong the trainees.

fo|kfFk;kssa esa izfrLi/kkZ dh Hkkouk dks tkxzr djsaA

4 Have interest in learning progress of your trainees.

vius fo|kFkhZ ds lh[kus dh izxfr esa :fp ysukA

5 Encourage the trainees to do better.

fo|kfFkZ;ksa dks ges’kk vPNk djus ds fy;s izksRlkfgr djsaA

6 Create favorable environment for learning.

lh[kus ds fy;s mi;qZDr okrkoj.k cukukA

7 Provide praise for good work done by trainees.

fo|kFkhZ }kjk fd;s x;s vPNs dk;Z dh ljkguk djukA

8 Preserve, Excellent job of trainees, soAs to feel them their worthiness.

fo|kFkhZ ds mR—"B dk;Z dks lqjf{kr j[kdj mldh lgHkkfxrk dks lEeku nsukA

9 BeAlways fairAnd impartial in your judgment.

vius fu.kZ; esa ges’kk fu"i{k vkSj lkQ gksukA

10 Keep the class busy withAppropriateAssignment.

mfpr dk;Z nsdj d{kk dks ges’kk O;Lr j[kukA

11 Avoid giving lengthy home work.

cgqr T;knk x`g dk;Z Hkh uk nsukA

12 Do not only find the fault, butAlso correct it.

fo|kFkhZ dh dsoy xyrh ;k dfe;ka gh ugha crkuk cfYd mlesa lq/kkj djukA

13 BeAlways polite in mannerAnd behavior.

vkpj.k o O;ogkj ls lnSo fouez jgukA

14 Punish to correct not coarse.

n.M cnys dh Hkkouk ls ugha] lq/kkj dh Hkkouk ls nsukA

15 Never reprimandA trainee publicly tells his mistake separately.

lHkh ds lkeus fdlh fo|kFkhZ dk vieku ugha djuk mls vdsys esa mldh xyfr;ka crk nsukA


Attention ¼/;ku½ Conscience is like a stream ¼>juk½, the Sensation ¼laosnuk½, Perception ¼Kkucks/k½, Prospection ¼Hkkouk½ And Attention ¼/;ku½Are its elements.

foosd ,d >jus dh rjg gS] ftlds vo;o laosnuk] Hkkouk vkSj /;ku gksrs gSaA

Attention is the vital element of this steam.

1. Attention is the process of keeping the mind on one object onlyAtA time.

efLr"d dks ,d le; esa ,d gh fo"k; ij dsfUnzr djus dh fØ;k dks /;ku dgrs gSaA

2. The process of brining the thought ofAm object clearly in front of mind isAttention.

fdlh oLrq ls lacaf/kr fopkjksa dks vLi"V :i ls efLr"d iVy ij ykus dh izfØ;k dks /;ku dgrs gSaA

3. Attention is conation determining the cognition ¼Kku½.

/;ku og bPNk’kfDr gS] tks Kku dks lqfuf’pr djrk gSA

4. Attention isAlways concern with some purpose.

/;ku esa ges’kk dksbZ uk dksbZ mn~ns’; tqM+k gksrk gSA

5. Attention may be positive (+ve) or negative (-ve). Shifting of mind from one object to other object is called negative. Leave itAt time of training.

/;ku ldkjkRed vkSj udkjkRed nks izdkj dk gksrk gSA efLr"d dk ,d oLrq ls nwljh oLrq ij ckj&ckj cnyuk udkjkRed /;ku dgykrk gSA izf’k{k.k ds le; bls R;kxuk pkfg;sA

6. At the level of concentration theirAre two types ofAttention - (a). GeneralAttention (b). SelectiveAttention

/;kukd"kZ.k ds Lrj ij /;ku nks izdkj dk gksrk gS & ¼v½- lkekU; /;ku ¼c½- pquk x;k /;ku

EFFI

CIE

NC

Y

GENERAL DEGREE OF ATTENTION

DEEP SLEEP

RELAXED

FULLY AWAKED

DIZZNESS

EMOTIONAL EXICTEMENT


Relation Between InterestAndAttention ¼:fp vksj /;ku esa laca/k½ :

1. InAttention there is A process of selectivity And interest helps toAchievement it.

/;ku esa ,d pquko dh izfØ;k gksrh gS] ftlesa :fp lgk;rk djrh gSA

2. Interest is enduring mental systems, which sustain conation And continueAttention.

:fp lrr~ ekufld ra= gS] tks bPNk 'kfDr dks cuk;s j[krs gq;s /;ku dks dsfUnzr djrh gSA

3. Interest sustains our Attention on A situation toAchieve goal.

:fp gekjs /;ku dks ifjfLFkfr fo’ks"k ij dsfUnzr djds y{; izkfIr esa lgk;d gksrh gSA

4. Interest intent our Attention on content. :fp /;ku dk fo"k; oLrq ij cuk;s j[krh gSA

5. Interest is the inner incentive of Attention.

:fp vkarfjd /;ku dk ifjrks"k gSA

6. Interest concentrates the Attention on one object only At A time.

:fp ,d le; esa /;ku dks ,d gh oLrq ij dsfUnzr djrh gSA

7. Interest is talented Attention And Attention is interest in Action.

:fp ,d cqf)eRrk iw.kZ /;ku gS] vkSj dk;Z esa :fp gh /;ku gSA

8. Interest is radiated in Attention And Attention is guided by interest.

:fp /;ku esa ifjyf{kr ¼fn[kkbZ½ gksrh gS] vkSj /;ku :fp ds }kjk fn’kk funsZf’kr gksrk gSA

Interest ¼:fp½ +Attention ¼/;ku½ = Concentration ¼/;kukd"kZ.k½

Habit ¼vknr½:

1. Habit is A inated psychological tendancy.

vknr ,d LokHkkfod euksoSKkfud izo`fr gSaA

2. HabitsAre formed when certain qualitiesAre required.

dqN fo’ks"k xq.kksa dks izkIr djus ls gh vknr curh gSA

3. Recurring, Repetition of sameActivities forms habit.

,d gh dk;Z dh ckj&ckj iqujko`fRr ls vknr curh gSA

4. Habit helps to develop theAttitude of trainees.

vknr fo|kFkhZ ds n`f"Vdks.k ds fodkl esa lgk;d gksrh gSA

5. Habit is very important for teachingAnd learning cycle.

lh[kus vkSj f’k{k.k dh izfØ;k esa vknr dh Hkwfedk egRroiw.kZ gSA

Characteristics of Habit ¼vknr ds xq.k½: 1 Uniformity ,d:irk

2 Propensity pkgr

3 Promptness rRijrk

4 Excercise nksgjkuk

5 Resistance to Modify lq/kkj dk fojks/k

6 Facility lqfo/kk;sa

7 Company xq.k

8 Resources lalk/ku

9 Inclination >qdko


Bad Habits OR Mannerism Manner of Trainees 1. Playing truant from homeAnd class. ?kj ,oa d{kk nksuksa ls HkkxukA

2. Indulging in talk. ckrksa esa fyIr gksukA

3. Complaining f’kdk;r djukA

4. Telling Lie >wB cksyukA

5. Use of filthy language vHknz Hkk"kk dk mi;ksx djukA

6. Repeated Querrel (Pugnacity) ckj&ckj >xM+k djukA

7. EarlyAgeAffiances de mez esa vijk/k djukA

8. Stealing pksjh djukA

9. Shirking Responsibilities ftEesnkfj;ksa ls nwj HkkxukA

10. Showing disrespect to seniors cM+ksa dk vuknj djukA

11. Tendency to loitterAimlessly fcuk mn~ns’; ds b/kj&m/kj ?kweus dh vknrA

12. Scribing on the wall nhokjksa ij fy[kukA

13. Showing vulgarity by wordAndAction 'kCnksa vkSj dk;Z }kjk vHknzrk dk izn’kZuA

14. Spoiling the material (Vernacity) tkucw>dj [kjkc djukA

How to Correct the Bad Habits ¼cqjh vknrksa dks dsls lq/kkjk tkos½ Personal, Social, EconomicalAnd psychological factors helps to remove the bad habits.

Lo;a] lkekftd] vkfFkZd rFkk euksfoKku dkjd cqjh vknrksa dks NqM+kus esa enn djrs gSa Psychological factor ¼euksoSKkfud dkjd½

It almost based on self. They are

1. Principle of gradual breaking bad habits.

/khjs&/khjs cqjh vknrksa dks NksM+us dk fl)karA

2. Principle of encouraging the tolerance. lgu’khyrk dks c<+kok nsus dk fl)kar

3. Principle of exhaustation. lekIr djus dk fl)kar

4. Principle ofAuto suggesion. Lo;a dks lq>ko nsus dk fl)kar

5. Principle of forming the new habit ubZ vknr cukus dk fl)kar

6. Principle of breaking theAssociation cqjh laxr dks NksM+us dk fl)kar

7. Principle ofAvoidance tkucw>dj nwj jgus dk fl)kar

8. Principle of Psycho –Analysis euksoSKkfud foospuk dk fl)kar

9. Principle of Self Punishment Lo;a dks n.M nsus dk fl)kar

10. Principle of Self Teaching Lo;a dks mins’k nsus dk fl)kar


What Teacher will do to break The Bad Habit of Trainees in Class

¼d{kk esa fo|kFkhZ dh cqjh vknrksa dks lq/kkjus ds fy;s f’k{kd D;k djs½ : 1 Breaking it Gradually 2 Try to Find out Reason 3 Restrain bad company 4 Rectify Social and Emotional Problem 5 Encourage to gain good habits. 6 Try to feel self respect.

Memory (remembering) ;kn~nk’r :

Memory is the process of bringing the previous information in same pattern keeping the original contents intactAs where required. ThereAre four process (steps) of Memory

;kn djuk og izfØ;k gS] ftlesa iwoZ laxzfgr lwpuk dks mlds ewy :i esa iqu% okil yk;k tkrk gSA eseksjh ds pkj pj.k gS

1 Registration fnekx esa laxzg dj ysuk

2 Retention cuk;s j[kuk

3 Recall iqu% dg nsuk

4 Recoginition igpkuuk

Registration fnekx esa laxzg dj ysuk

ReceivingAnd storing the information in mind through the sensation of sense organ via nervus system is knownAs Registration.

KkusfUnz;ksa dh laosnuk ls izkIr lwpukvksa dks raf=dk ra= ds ek/;e ls efLr"d esa lqjf{kr j[kus dh izfØ;k dks laxzg (Registration) dgrs gSaA

Retention ¼cuk;s j[kuk½

The same information should remain forA long period in mind is called Retention.

lwpuk dks efLr"d esa vf/kd le; rd cuk;s j[kus dks jksd ds j[kuk ;k Retention dgrs gSaA

Factors affecting the retention ¼D;k dkj.k gS fd i<+s gq;s rF;ksa dks T;knk le; rd fnekx esa ugha j[kk tk ldrk½

1 Frequency of Events rF;ksa dk ckj&ckj vkuk

2 Association withAn Event ?kVuk ds lkFk lfEefyr gksuk

3 Interest :fp ¼fo"k; lacaf/kr½

4 Regency u;kiu

Principle of Optimum Retention ¼T;knk fnuksa rd cuk;s j[kus dk fl)kar½ 1. Comprehensive Teaching than cursory

teaching. le>k ds i<+kuk ;k lrg :i ls i<+kuk

2. Willful learning than forcefull learning bPNk ls lh[kuk uk fd ncko ls


3. Pleasure in learning lh[kus esa [kq’kh

4. Association in Learning lh[kus esa lgHkkfxrk

5. Sequence of Learning Øec) rjhds ls lh[kuk

6. Interest in learningAndAttention lh[kus esa :fp vkSj /;ku

Recall ¼iqu% dg nsuk½ %

Producing the same information in same content is called recalling.

fdlh lwpuk dks mlds ewy :i esa iqu% izLrqr dj nsuk iqu% cqykok ;k Recall dgykrk gSA

Recoginition ¼igpkuuk½ %

Process of scanning the required information from the various similar information stored in memory is called Recognition.

efLr"d esa laxzfgr ,d leku lwpukvks esa ls vko’;d lwpukvksa dks igpku dj vyx djus dh izfØ;k dks lwpukvksa dk igpkuuk dgrs gSaA

Forgetting ¼Hkwyuk½ %

Forgetting is opposite of remembering. It isA process of evaporating ¼mM+ tkuk½ or removing the information completely or partially from the mind.

Hkwyuk ;kn djus dk foijhr gSA fdlh Hkh lwpuk dk iw.kZ :i ;k vkaf’kd :i ls efLr"d ls xk;c gks tkus dh izfØ;k dks Hkwyuk dgrs gSA

Time Elapsed After Remembering Percentage of Forgetting

20 Minute 42 %

1 Hour 46 %

9 Hours 64 %

24 Hours 66 %

48 Hours 70 %

7 Days 75 %

30 Days 79 %

Factors Responsible for Forgetting ¼Hkwyus ds fy;s mRrjnk;h dkjd½

1. Fatigue FkdkoV

2. Intoxication u’kk

3. Lapse of Time ;kn djus ds ckn T;knk le; chruk

4. Mental Disturbance ekufld vlarqyu

5. Emotional Disturbance HkkoukRed vlarqyu

6. Deffective Method of Teaching i<+kus dk nks"kiw.kZ rjhdk


7. Amount of Learning Material lh[kus dh lkexzh vi;kZIr gksuk

8. Doubts lansg jg tkuk

9. Unpleasent Event vfiz; ?kVuk

10. Not Using Proper TeachingAid i<+kus ds rjhdksa dk lgh mi;ksx uk gksuk

11. Metal Retardation ekufld FkdkoV

12. Age Factor mez ds dkj.k

13. Under Learning CasualApproach ,dkxzrk uk gksuk

2.2. Learning 1. Learning is very important in field of

education. f’k{kk ds {ks= esa lh[kus dk cgqr egRoiw.kZ LFkku gSA

2. Every individual born with certain instinct. These instinctsAre wild in nature, which has to be improved, developedAnd modified to gain the social cultureAnd status. Learning Helps toAttain it.

;g vkRe’kfDr vfu;af=r voLFkk esa gksrh gS bls lq/kkj dj rFkk fodflr dj] lkekftd laL—fr vkSj Lrj dks izkIr fd;k tk ldrk gSA lh[kuk bls izkIr djus esa lgk;d gksrk gSA

3. Learning is A modification of behavior either by experience or by training.

izf’k{k.k ;k vuqHko ds }kjk O;ogkj esa gksus ifjorZu dks lh[kuk dgrs gSaA

4. Learning is A process of Attaining skill, knowledgeAnd Attitude to meet the demand of life.

thou dh vko’;drk dks iwjk djus ds fy;s Kku] n{krk vkSj n`f"Vdks.k dks izkIr djus dh izfØ;k dks lh[kuk dgrs gSaA

5. Learning is modification of our ready-made behavior due to experiences.

vuqHko ds vk/kkj ij orZeku O;ogkj esa gksus okys ifjorZu dks lh[kuk dgrs gSaA

6. Learning is A process of progressive behaviorAdoptation.

O;ogkj esa gksus okys Øec) ifjorZu dh izfØ;k dks lh[kuk dgrs gSaA

7. Learning is Acquisition of motive to satisfy the behavior of Attaining the goal.

O;ogkj dks larq"V djus ds djus ds fy;s vko’;d izsjd dh izkfIr ;k y{; dh lk/kuk dks lh[kuk dgrs gSaA

8. Learning isApprehension of meaning with it relation to previous experiences

iwoZ vuqHko ds vk/kkj ij laca/kksa dh foospuk vkSj mUgsa izkIr djuk dh lh[kuk gSA

9. Learning is modification of behavior influenced by previous behavior.

lh[kuk O;ogkj esa og ifjorZu gS] tks iwoZ O;ogkj ls izHkkfor gksrk gSA

10. Learning is the process by which individualAcquire new from of thinkingAnd feeling.

lh[kuk og izfØ;k gS ftlds }kjk O;fDr ubZ lksp o vuqHkwfr dks izkIr djrk gSA

11. Learning is means ofAttaining virtue ¼lR;½, vice ¼vlR;½, belief,Attitude which from our natureAnd behavior.

lh[kuk og lk/ku gS ftlds }kjk O;fDr iki] iq.;] fo’okl vkSj n`f"Vdks.k izkIr djrk gS] ftlls mldk O;ogkj mldh izo`fr curh gSA


Behavior ¼O;ogkj½ Conscious ¼psruk ds lkFk½, Unconscious ¼vpsruk½, Intuitive ¼vareZu½, Instinctive ¼izo`fr ;k vkRefparu½ or Intensive ¼tkucw>dj½ Action of Human being is called Behavior.

psruk ds lkFk ;k vpsruk ds lkFk] vareZu }kjk] vkRefparu }kjk ;k tkucw>dj fd;s x;s dk;Z dks O;ogkj dgrs gSaA

Types of Behavior ¼O;ogkj ds izdkj½ ThereAre two types of behavior

1 Internal Behavior ¼vkarfjsd O;ogkj½ : Internal behavior cannot be observed, such as thinking and reading.

2 External Behavior ¼ckg~; O;ogkj½ : All Action performed by human being, which can be observed by other is known as external behavior.

O;fDr ds }kjk fd;k x;k og izR;sd dk;Z ftls nwljksa ds }kjk ns[kk tk ldrk gS] mls ckg~; O;ogkj dgrs gSaA Like, dislike, sympathy, Antipathy And huminity Are behavior which leads to learning due to change in behavior.

ilan djuk] uk ilan djuk] lgkuqHkwfr iznf’kZr djuk ;k uk djuk rFkk ekuork dk izn’kZu O;ogkj gSA uezrk dk izn’kZu Hkh O;ogkj gS] ftlls O;ogkj esa ifjorZu gksrk gS vkSj lh[k feyrh gSA

Learning is change in behavior. The trainees See, Hear, Contemplate ¼euu djuk½, Try, Fail, Correct,Again doAnd get success. This causes change in behavior hence learning take place.

lh[kuk O;ogkj esa ifjorZu gS] fo|kFkhZ ns[krk gS] lqurk gS] euu djrk gS vkSj djus dh dksf’k’k djrk gS] vlQy jgrk gS] iwNrk gS] vius esa lq/kkj djrk gS vkSj lQyrk fey tkrh gS] blls mlds O;ogkj esa ifjorZu gksrk gS vkSj og lh[k tkrk gSA Tardiness, Sickness, Fatigue, MentalAnd Physical DisturbanceAreAlso causing change in behavior but it is not learning.

detksjh] chekjh] Fkdku rFkk ekufld ;k 'kkjhfjd O;o/kku ds dkj.k Hkh O;ogkj esa ifjorZu gksrk gS] ijarq og lh[kuk ugha gSA

Drugs, Narcotics, Tranquilliser, Excessive Smoking, Alcoholism Also causes change in behavior, but it is not learning.

Learning take place by 1 Trying ¼dksf’k’k djds½

2 Observing ¼ns[kdj ;k fujh{k.k djds½

3 Practicipating ¼vH;kl djds½

4 Understanding ¼le> dj½

5 Imitation ¼vuqdj.k ;k udy djds½

6 Memorising ¼jV dj½


Elements of Learning 1. Goal ¼y{;½ The consequences learner, which to

Achieve is known As Goal. var ifj.kke ftls fo|kFkhZ izkIr djuk pkgrk gS] mls y{; ;k xksy dgrs gSaA

2. Readyness ¼rS;kjh½

Readyness refers to circumstancesAndAbility. It includes social, psychological And experimental background learner process. It is highly repertovice ofAbility.

;ksX;rk vkSj ifjfLFkfr;ka nksuksa lh[kus ds fy;s vko’;d gksrh gSaA lkekftd] euksoSKkfud vkSj izk;ksfxd i`"BHkwfe ftlls fo|kFkhZ dk laca/k gS ;g ;ksX;rk ds mPpre Lrj dks n’kkZrk gSA

3. Situation ¼ifjos’k ;k fLFkfr½

It includes person, symbolAnd objective in the process of learning. It is the task of instructor to select best possible situationAnd present them in best possible sequence.

ladsr] oLrq] vkSj O;fDr bl izfØ;k esa lfEefyr gksrs gSaA ;g vuqns’kd dk dk;Z gS fd og loksZRre f’k{k.k voLFkk dk pquko djs vkSj mugsa lgh Øe esa izLrqr djsA

4. Interpretation ¼O;k[;k½

Reaction to obstacles. He forces to evaluate before initiating theAction.

ck/kkvksa ds izfr izfrfØ;kA og vkadyu djus ds fy;s ck/; gksrk gS vkSj vkadyu ds mijkar gh vius dk;Z dks 'kq: djrk gSA

5. Sequence of Action

TheAction followsAfter the result of interpretation.

O;k[;k ds vk/kkj ij gh dk;Z dh 'kq:okr gksrh gSA

6. Consequences ofAction

The behavior becomes confirmatoryAnd reinforcing. If fails follow the previous two step (4th & 5th)Again.

O;ogkj lqfuf’pr vkSj lqn`<+ gksrk gS] ;fn lQyrk feyrh gSA ;fn og Qsy gksrk gS rks igys ds nks pj.kksa ¼4 o 5½ dks iqu% nksgjkuk gS] ftlls dh lQyrk fey ldsA

7. Generalization ¼lkekU;dj.k½

It integrate the present learning with previous learning The behavior will beAdoptive maladoptive depending on success or failureAchieve by learner.

uohu lh[ks x;s rF;ksa dks iqjkus rF;ksa ds lkFk lek;ksftr dj nsuk] O;ogkj lh[k ds vuqlkj lVhd voLFkk esa <y tk;sxk ;k ugha] ;g lQyrk vkSj vlQyrk ij fuHkZj djrk gSA

Sequence of Learning ¼dk;Z djus dk Øec) rjhdk½ 1 Create the Need – Causes motive factor for motivation 2 Gather Information 3 Activities 4 GoalAchieved

ToAchieve the goal motivation must be upto properAnd information must beAccurate &AuthenticAndActivities must be in correct direction.


y{; izkIr djus ds fy;s mfpr Lrj dh izsj.kk vko’;d gS] lwpuk lgh o izekf.kd gks rFkk fØ;k&dyki ¼dk;Z½ lgh fn’kk esa fd;k x;k gksA

Variables in Learning ¼lh[kus ds dkjd½ 1 Learner ¼fo|kFkhZ½

2 Learning Material ¼f’k{k.k lkexzh½

3 Learning Process ¼f’k{k.k izfØ;k½

4 Psychological Factor ¼euksoSKkfud dkjd½

5 Learning Environment ¼lh[kus dk okrkoj.k ;k ifjos’k½

6 Individual Differences ¼fo|kFkhZ dk [kqn dk erHksn½

Types of Learning Process ¼lh[kus dh izfø;k ds izdkj½ 1 Incidental (Accidental or Occasional) Learning ¼vkdfLed f’k{k.k½

2 Deleberate Learning ¼tkucw>dj f’k{k.k½

Rote Learning ¼jV dj f’k{k.k½

Mechanical Learning ¼;kaf=dh f’k{k.k½

Rational Learning ¼rkfdZd f’k{k.k½

2.3. Principles of learning 1. Learning results from stimulation lh[kuk laosnuk dk ifj.kke gSA

2. Learning requiresActivities lh[kusa ds fy;s fØ;k&dyki vko’;d gSA

3. Learning based on past experiences lh[kuk iqjkus vuqHkoksa ij fuHkZj djrk gSA

4. Learner learns when he is willing to learn fo|kFkhZ rHkh lh[krk gS] tc mlds lh[kus dh bPNk gSA

5. Effective learning is essential for reinforcement of learning

lh[kuk lqn`<+ gks] blds fy;s izHkkodkjh lh[k vko’;d gSA

6. Learning requireAwareness of purpose mn~ns’; dh tkx:drk lh[kusa ds fy;s vko’;d gksrh gSA

7. Continious evaluation is essential for effective learning

izHkkodkjh lh[k ds fy;s lrr vkadyu vko’;d gSA

8. Learning will be effective if learning is followed by initiateApplication

lh[kuk rHkh izHkkodkjh gksxk] tc fy[ks x;s rF;ksa dk rqjar mi;ksx fd;k tkosA

9. Repeatation in learning is essential forAttaining the skill

n{krk izkIr djus ds fy;s lh[ks x;s rF;ksa dh iqujko`fÙk vko’;d gSA

10. Learners learnAt different rate izR;sd fo|kFkhZ ds lh[kus dh xfr vyx&vyx gksrh gSA

Only knowing is not the learning. Learning is the continious And dynamic process.

flQZ tkuuk gh lh[kuk ugha gSA lh[kuk ,d xfr'khy o lrr~ izfØ;k gSA

Learning cans be Acertain if following conditions Are fulfilled.


;fn fuEu ckrsa iw.kZr% lR; gksrh gSa rks mls lh[kuk dgrs gS %&

1. Knowing of object oLrq dk Kku gks

2. UnderstandingAbout object oLrq ds ckjs esa le> gks

3. Able to demonstrateAnd describe it izn'kZu o fooj.k crkus esa l{ke gksuk

4. Able to explain the fact related to it blls lacaf/kr rRoksa dh O;k[;k djus esa l{ke gksuk

5. Apply the learn material inA new situation u;s ifjos'k esa lh[kus ds lk/ku dks ykxw djuk

6. Modify toAdoptAccording to situation ifjfLFkfr vuqlkj lq/kkj djds <kyus esa l{ke gksuk

2.4. Principles of teaching 1. Always teach from easy to difficult ges'kk ljy ls dfBu dh vksj i<kosa

2. Always teach from recogination to remembering

ges'kk igys igpku fQj ;kn djkosa

3. Always teach from realisation to normalization

igys vuqHko djsa fQj lkekU; O;ogkj djsa

4. Always teach fromActual to imaginary okLrfod phts crkus ds ckn dkYifud crkosa

5. Always teach fromAnalysis to synthesis igys foPNsnu fQj tksM+uk lh[kkosa

6. Always teach from simple to complex ljy ls dfBu crkosa

7. Always teach from seen to unseen igys ns[kk gqvk fQj fcuk ns[kk crkosa

8. Always teach from emperical to formula ikB crkus ds ckn QkewZyk crkosa

9. Always teach from particular to general igys fo'ks"k fQj lkekU; ckrsa crkosa

10. Always teach from principle to theory igys fl)kar fQj F;ksjh crkosa

11. Always teach from perception to conception

igys Kkucks/k djkosa fQj mldh vo/kkj.kk crkosa

12. Always teach from psychological to logical igys euksoSKkfud dkj.k crkosa fQj O;ogkfjd thou ls rdZiw.kZ tksM+uk crkosa

13. Always teach from concrete toAbstruct igys eq[; rFkk Bksl rF; crkosa fQj lrgh rF; crkosa

14. Always teach from congnative to psychomotor

igys Kku fQj mldh n{krk crkosa

15. Always teach from conceptual to comprehensive

igys eq[; ckrsa fQj le>us okys rF; crkosa

16. Always teach from collective to individual igys lkewfgd crkosa fQj ,d&,d dj crkosa

17. Always teach from fact to figure igys rF; crkosa fQj fp= cukdj crkosa

18. Always teach from definite to indefinite igys fu/kkZfjr rF;ksa dks fQj vfu/kkZfjr rF;ksa dks crkosa

19. Always teach fromAim to objective igys eq[; y{; fQj NksVk mn~ns’; crkosa


2.5. Law of learning 1. Law of Readiness - Learning will be

effective if learner ready to learn rRijrk dk fu;e & lh[kuk rHkh izHkkodkjh gksxk] tc og lh[kus dks rS;kj gSA

2. Law of Exercise or Frequency A. Law of Newness B. Law of Disuse Repetition of learn experiences will caught theAttaining of skill

ckjEckjrk dk fu;e v- u;siu dk fu;e c- vuqi;ksfxrk dk fu;e n{krk izkIr djus ds fy;s lh[ks x;s rF;ksa dh iqujko`fÙk vko’;d gSA

3. Law of Effect A. Law of likeAnd dislike B. Law of pleasureAnd pain

izHkko dk fu;e v- ilan@ukilan dk fu;e c- lq[k@nq[k dk fu;e

4. Law of regency u;kiu dk fu;e

5. Law of primacy fudVrk dk fu;e

6. Law of intensity of response izfrfØ;k dh rhozrk dk fu;e

7. Law of purpose mn~ns’; dk fu;e

8. Law of maturity ifjiDork dk fu;e

9. Law of multiple response vusd izfrfØ;kvksa dk fu;e

10. Law ofAttitude set or disposition n`f"Vdks.k fu/kkZfjr djus dk fu;e

11. Law ofAssimilation lek;kstu dk fu;e

12. Law of partial response vkaf’kd izfrfØ;k dk fu;e

13. Law of belonging laca/kksa dk fu;e

14. Law ofAdaptation vuqdwyrk dk fu;e

15. Law of singularity ,dyrk dk fu;e

2.6. Individual differences in learning An effective And True Teacher must not only know the learning material bus the individual learnerAlso.

,d izHkkodkjh vkSj lgh f'k{kd dsoy f'k{k.k lkexzh dk gh Kku ugha j[krk cfYd izR;sd fo|kFkhZ ds ckjs esa Hkh mls Kku gksrk gSA

Some learner exposed to the learning during the course for teaching whereas for other teacher has to discover their interestAndAbility for learning.

izf'k{k.k dh izfØ;k esa dqN fo|kFkhZ Lor% gh LosPNk ls lgHkkfxrk djrs gSa] ysfdu dqN fo|kfFkZ;ksa ds fy, f'k{k.k izfØ;k cukus gsrq f'k{kd dks gh mudh ;ksX;rk vkSj :fp dk irk yxkuk iM+rk gSA

Learners have someAttributes or qualities similar to each other but still they differ in variousAspects which makeA difference in theirAbilityAnd behavior to learn.

fo|kFkhZ esa O;fDrRo dh cgqr lkjh leku fo'ks"krk,sa gksrh gSa] fQj Hkh muesa fHkUurk,sa gksrh gSa vkSj ;gh fHkUurk,sa muds O;ogkj vkSj ;ksX;rkvksa esa varj djds lh[kus dh izfØ;k dks izHkkfor djrh gSA

Learner differs in Personality,Appearance, Previous, Knowledge,Attitude, physicalAppearance, interest ,intiative skill,family background ,creativity,AttentionAnd intelligent,

fo|kFkhZ ,d nwljs ls O;fDrRo] igukok] igys dk Kku] n`f"Vdks.k] 'kkjhfjd cukoV]


#fp] dk;Z djus esa mRlkg] ikfjokfjd i`"BHkwfe] l`tukRed {kerk vksSj /;ku ds Lrj ds vk/kkj ij vyx vyx gksrs gSaA

Personality O;fDrRo ysfVu oMZ Personal ls fy;k x;k gS ftldk vFkZ gS eq[kkSVkA

Personality comes from Latin word "Person" means MASK. Personality is the Quality of individual behaviors.

O;fDr ds O;ogkj dh fo'ks"krkvksa dks Personality dgrs gSaA

Personality totality of individualAcquired by every once.

vuqHko ds vk/kkj ij O;fDr ds }kjk izkIr dh xbZ lEiw.kZrk dks O;fDrRo dgrs gSaaA

Personality is theAttribute which differentiate one person to other person inA group.

O;fDrRo og fo'ks"krk gSa tks fdlh lewg ds ,d O;fDr dks nwljs O;fDr ls vyx djrh gSaA

It is the consistentAnd persistent behavior of individualAs perceived by others.

O;fDr dk og n`<+ vkSj yxkrkj O;ogkj ftldk voyksdu nwljksa ds }kjk fd;k tk lds mls O;fDrRo dgrs gSaA

Personality is the total sum characteristics of individual obtained by experience, environment or heredity.

O;fDr dk O;fDrRo og laiw.kZ fo'ks"krk gS] ftls og vius vuqHko] okrkoj.k ;k oa'kkuqxr izHkko ls izkIr djrk gSA

Individual Differences in Learner lh[kus okyksa ds vkilh erHksn

Inter-individual Differences: The differences in Intelligency, Interest, Skill,Attitude, Knowledge of two individual between same group or class.

nks O;fDr;ksa ds chp dk erHksn %& tc fdlh ,d gh lewg ;k ,d ;k d{kk ds nks fo|kfFkZ;ksa dh cqf)eRrk] n{krk] :fp] n`f"Vdks.k o Kku esa varj gksrk gS] rks bls nks O;fDr;ksa ds chp dk erHksn dgrs gSaA

Intra-individual Differences: The differences in Skill of same individual in two different fieldsAs knownAs intraindividual differences.

,d gh O;fDr dk nks vyx&vyx {ks=ksa esa erHksn % fdlh ,d O;fDr dk nks vyx&vyx {ks=ksa esa n{krk ds Lrj esa gksus okys varj dks O;fDr dk vkarfjd erHksn dgrs gSaA

Family Background, Intellectual LevelAnd Peer RelationshipAlsoAffect the behavior prospect of learning.

ikfjokfjd i`"BHkwfe] cqf}eRRkk dk Lrj ,oa lgikfB;ksa dk vkilh lac/k gh O;ogkj dks rFkk lh[kus dh laHkkoukvksa dks izHkkfor djrk gSA

Accepted, Loved, SecureAnd EsteemedAnd Satisfied. They use theirAbilityAnd intelligency in constructive & creative manner.

,sls O;fDr tks ifjokj esa Lohdkj fd, x, gSa] ftUgsa I;kj o lg;ksx fn;k x;k gks] ftUgsa I;kj o lg;ksx fn;k x;k gks] tks lqjf{kr gksa] ftUgsa lEeku feyrk gks] os viuh ;ksX;rk o cqf)eRrk dks ldkjkRed o l`tukRed rjhds ls mi;ksx djrs gSaA

Deprived, deserted, desolatedAnd desperate, they do not use theirAbilityAnd intelligency in proper prospectives.


ftUgsa ifjokj esa deh eglwl gks] frjLd`r eglwl djs] vdsykiku o fujk'kk eglwl djs] os mfpr voLFkk esa viuh cqf)eRrk dk mi;ksx ugha dj ikrs gSaA

Differences in Social, Educational, EconomicAnd Political level of Parents.

vfHkHkkod ds lkekftd] 'kS{kf.kd] vkfFkZd o jktuhfrd Lrj esa fHkUurk ls Hkh fo|kfFkZ;ksa ds :fp] Kku] n{krk o cqf)eRrk ds Lrj esa varj vkrk gSA

Intellectual Level (Courage & Confidence)

Able toApply Intelligency in Self Development.

ftu fo|kfFkZ;ksa eas cqf)eRrk dk Lrj vPNk gksrk gS] muesaa lkgl o vkRefo'okl Lor% gh iksf"kr gksrk gS vkSj os viuh cqf)eRrk dk mi;ksx Lo;a ds fodkl dh xfr dks c<+kus esa mi;ksxh gksrk gSA

Negative (Loose) Confidence, CreateAnxiety,ActAs Inhibition for his own development.

,sls fo|kFkhZ] ftuesa cqf)eRrk dk Lrj de gksrk gS] muesa vkRefo'okl dh deh gksrh gSA os Lo;a ds fodkl dks gh ckf/kr djrs gSaA

All theseAffects the educationalAspiration, learning limitationAnd progress pattern of learner.

mijksDr lHkh dkjd & ikfjokfjd i`"BHkwfe] cqf)eRrk dk Lrj o fo|kfFkZ;ksaa dk vkil es lg;ksx] 'kS{kf.kd laHkkouk,sa] lh[kus dh laHkkouk,sa vkSj izxfr ds izk:i dks izHkkfor djrs gSaA

Teacher Must Be: Friendly fe=or~ Conductive mfpr ikB i<+kuk

Involved lekfgr gksuk Able ;ksX;rk

Fairness fu"i{krk Intellegent cqf)eRrk gks

Trusted fo'oklh Devoted f'k{k.k ds izfr lefiZr gks

Honest bZekunkj Cordial vPNk O;ogkj djuk

Interested i<+kus esa :fp

Environment for Teaching: Clean LoPN Conductive vius dke esa yxk gks

Cheerfull [kq'kuqek Co-Operative ,d&nwljs dk lg;ksx

Student Must Be: Co-Operative lg;ksxh Social lkekftd

Beseech fouez Interested bPNqd

Obedient vkKkdkjh Progressive For Learning

lh[kus dh bPNk j[kusokyk

Learnig Situations

a) Learning Facilities: Books, Workshop, Classroom, and Teaching Aids. b) Environment: - Teacher & Learner Are concentrating on teaching learning process.


f'k{kd o fo|kFkhZ f'k{k.k izfØ;k ij /;ku nsaA

c) Availability: -Availability of Raw Material, Tools, Equipments & Machineries. d) Resources Utilization ¼lalk/kuksa dk mfpr mi;ksx½ Proper use of handling of Raw

Material, Tools & Equipments.

dPps eky dh mfpr mi;ksfxrk] vkStkj midj.kksa mfpr mi;ksx-

e) Notion for Learning ¼lh[kus ds fy, ladsr ;k bPNqd gksuk½ :- TeacherAnd trainee must be interested in teaching & learning.

f'k{kd o fo|kFkhZ f'k{k.k o lh[kus esa :fp ysaA

f) Initiating theAssignment ¼mfpr x`gdk;Z nsuk½ :- ProperAssignment for proper development.

mfpr x`gdk;Z mfpr fodkl ds fy, vko';d gSA

g) Note the progress ¼fodkl ij /;ku nsuk½ :- Proper evaluation to eliminate the shortcoming.

dfe;ksa dks nwj djus ds fy, mfpr ewY;kaduA

h) Generalization ¼lkekU;dj.k½ :- Reinforcing the learning.

lh[k dks lqn`<+ djukA

Mental Differences ¼ekufld fofHkUurk,sa½ Will Power bPNk 'kfDr Sentiment vareZu

Intelligency cqf)eRrk Interest &Attention /;kukd"kZd

Notion for learning lh[kus ds izfr >qdko Ability ;ksX;rk

Temperament vkos'k dk Lrj Lazyness lqLrh

Enthusiasm lh[kus dh bPNk Tardiness Fkdku dk eglwl djuk

Retension ;kn j[k ldus dh bPNk Physical Differences ¼’kkfjfjd fofHkUurk,sa½:

1 Physique - Tall, Short, Fat, Lean 2 Health - Robust, Strong, Good, Normal, Ill. 3 Handicap - Defects inAny sense organ. 4 Appearance - Attractive, Robust, Handsome, Ugly.

Psychological Differences ¼ekufld fofHkUurk,sa½:

1 Jealaus - Fellow Trainees, Friends, Family members. 2 Co-operation - Fellow Trainees, Teacher, Friends, Family. 3 Family Background- Educational, Social, Cultural, Economic, Political 4 Co-ordination - Learning And teaching process. 5 Apathy - Fellow Trainees, Teacher, Friends, Family. 6 Social habbits - Sports, Drama, CulturalActivities. 7 Environment - Teaching Trends of Institute.


PERSONALITY TRAITS: Physical traits :

i) Physique: - Complexion, Appearance, Weight, Height, Shape of ear, Eye & Nose. ii) Movements: - Body, Posture, Facial expression Gesture, HandAnd Head Signal. iii) Perceptive: - How Other Feel About once behavior. iv) Style: - How one expresses the matter to other.

Performance Traits :

i) Physical Performance ¼’kkjhfjd dk;Zdq’kyrk½:- Dexterity of muscle, Grip of FingersAnd Hand Muscle, Movement of Legs.

ii) Intellectual Performance ¼ckSf)d dk;Zdq’kyrk½ :- Intelligency & Interest to learnAnd retain the new skill. ubZ n{krk dks lh[kuk o cuk,s j[kus dh :fp rFkk cqf)eRrk

iii) Aptitude Performance ¼rkfdZd dk;Zdq’kyrk½ :- Inherited potentiality to skill. fdlh n{krk dks djus ds fy, oa’kkuqxr izkIr {kerk-

iv) Nonintellectual Performance ¼vckSf)d dk;Zdq’kyrk½ :- Honesty, Integrity, InitiativeAndAmbition comes in this category.

Individual Difference in Training:

Socio Economic Differences

¼lkekftd] vkfFkZd fHkUurkvksa ds dkj.k fo|kFkhZ ds lh[kus dh xfr esa varj ½ Living Condition - jgus dh ifjfLFkfr;ka

Economic Condition - vkfFkZd ifjfLFkfr;ka

Availability of recreational Fascilities - euksjatu dh lqfo/kkvks dh miyC/k

Distant Covered to reach institution - laLFkk igqapus es pyh xbZ nwjh

Personality is defined And determined by:

O;fDrRo fuEu dkj.kksa ls ifjHkkf"kr o lqfuf’pr fd;k tkrk gS %

Biological Factor - tSfod ifjfLFkfr;ka

Social Factor - lkekftd ifjfLFkfr;ka

Cultural Factor - vkfFkZd ifjfLFkfr;ka

Situational Factor - fo’ks"k ifjfLFkfr;ka

Cultural Differences (Factors) ¼lkaLd`frd [email protected]½ Hobby - 'kkSd

Language - Hkk"kk

Dress - os'kHkw"kk

Region - {ks=

Religion - /keZ

Rural / Urban - xzkeh.k@'kgjh


Above differences makes the differences in:

¼bu fHkUurkvksa ds dkj.k fuEu fo'ks"krkvksa esa fHkUurk vkrh gS½ %

Learning Process - lh[kus dh izfØ;k

Personality - O;fDrRo

Creativity - l`tukRedrk

Attitude - n`f"Vdks.k

Perception - Kkucks/k

FactorsAffecting the Trust fo'okl dks izHkkfor djus okys dkj.k

1 Reliability (fo'oluh;rk) :- It comes from commitment opuc)rk ls gh fo'oluh;rk vkrh gS

2 Consistency (,d:irk) :- It creates confidence (fu;erk ls vkRefo'okl mRiUu gksrk gS )

3 Respect (vknj) :- Diginity developed for carryingAttitude. (nwljksa ds izfr lEeku dk Hkko j[kuk @ mRiUu djuk )

4 Congruency (le:irk) :- Harmonization of wordAndAction (dk;Z o dFku esa ,d:irk )

5 Acceptance (Lohdkj djuk) :- Try to ingrove relation with up & down.lHkh ifjfLFkfr;ksa esa laca/kksa dks lq/kkjus dh dksf'k'k djuk

6 Charactor (pfj=) :- Character is Hallmark of Personality. ( pfj= O;fDrRo dk ,d fo'ks"k xq.k gS )

7 Fairness (le:irk) :-Appeal to justice(U;k; ds izfr laosnu'khyrk)

8 Competency (n{krk) :-AbilityAndAttitude to serve better. ( ges'kk vPNk djus dh ;ksX;rk o n`f"Vdks.k )

9 Integrity (lR;fu"Bk) :- Beyond doubt ( bles dksbZ lansg ugha gksuk pkfg, )

Differences between Discussion and Argument ifjppkZ o oknfookn esa varj

Argument has Big Mouth and Small Mind but Discussion has Big Mind and Small Mouth. Argument means, sayAnythingAtAny time, Discussion means, say Right thingAt Right time.

oknfookn esa dHkh Hkh fdlh rF; dks dg fn;k tkrk gS tcfd ifjppkZ esaa lgh rF; dks lgh le; ij dgk tkrk gSA

Argument is expressing ignorance, Discussion is expression knowledge.

oknfookn esa esa tks ge ugha tkurs mls Hkh crk fn;k tkrk gS (viuh vKkurk dks n'kkZuk tcfd ifjppkZ esaa vius Kku dks n'kkZ;k tkrk gSA

Argument generate HeatAnd Discussion generated Light.

oknfookn ds dkj.k O;fDr Øksf/kr gksrk gS] tcfd ifjppkZ }kjk Kku izkIr gksrk gSA

Argument tries to prove the right, Discussion tries to prove the logic.

oknfookn esa viuh ckr dks lgh fl) djus dks dksf'k'k dh tkrh gS] tcfd ifjppkZ esa lgh D;k gS] mls rdZlaxr rjhds ls fl) fd;k tkrk gSA


How to COPE with Individual Differences O;fDrxr erHksnksa dks fdl izdkj O;ofLFkr

Teaching the learner with variation in their talent, interest, Attitude And Ability is A daunting task for teacher.

fo|kFkhZ ftuesa cqf+)eRrk] :fp] n`f"Vdks.k o ;ksX;rk ds vk/kkj ij cgqr gh fHkUurk gksrh gSA mu lHkh dks ,d lkFk i<+kuk f'k{kd ds fy, cgqr dfBu dk;Z gSA

Teaching the leaner with variation in their talent, interest, Attitude And Ability is A daunting task for teacher.

fo|kFkhZ ftuesa cqf+)eRrk] :fp] n`f"Vdks.k o ;ksX;rk ds vk/kkj ij cgqr gh fHkUurk gksrh gSA mu lHkh dks ,d lkFk i<+kuk f'k{kd ds fy, cgqr dfBu dk;Z gSA

Constant rate of progress uniform curriculumAnd identical method of teaching may not be effectiveAnd prove equal opportunity toAll for their optimum progress.

fodkl dh ,d leku xfr] f'k{kk dk ,d leku rjhdk vkSj ,d tSlk fo"k; oLrq lHkh fo|kFkhZ;ksa ds fy;s izHkkodkjh ugh gksxk vkSj blds }kjk lHkh ds leqfpr fodkl ds fy;s leku lqfo/kk, miyC/k djkuk lEHko ugh gSaA

Grouping the training togetherAccording to theirAge make it heterogeneous groups which will not have same level of understanding.

fo|kFkhZ;ksa mez ds vuqlkj ,d lkFk j[kus ls cqf?n ds vk/kkj ij ;g vlkekU; xzqi cu tkrk gSaA

To cope with these individual differences And provide equal opportunity to progress for All trainees irrespective of their instinctual level the following methods Are Adapted.

fo|kFkhZ;ksa ds cqf/n vkSj ;ksX;rk ds vk/kkj ij gksus okyh fofHkUurkvksa dks /;ku esa j[krs gq, lHkh dks izxfr dk leku volj iznku djus ds fy;s f'k{kd }kjk d{kk esa fuUu rfjdks dk mi;ksx djuk pkfg,A

1 Intra Class Grouping 2 Individualized Instruction 3 Homogeneous Grouping

Intra Class Grouping:

The traineesAre flexibly groupedAnd regrouped together in two or three groups depending on their level of intelligence.

fo|kFkhZ;ksa dks mudh cqf/neRrk ds Lrj ds vuqlkj nks ;k rhu xzqiks esa vLFkkbZ :i ls foHkkftr djukA

The week learner, mediumAnd intelligent learner will has equal opportunity to progress.

detksj e/;e vkSj dq'kkxz cqf/n okyks dks leku volj feyrk gSaA

All the learner will learn the same content but with variation in scope depth in understandingAnd level ofAbstractness.

izR;sd fo|kFkhZ ,d leku fo"k; oLrq dk v/;;u djsxk ysfdu mldh cqf/n ds Lrj ds vuqlkj fo"k; oLrq dh le> mldk foLrkj vkSj HkkoukRed xzg.k dk Lrj vyx vyx gksxkA

Constant evaluation by the instructor is essential soAs promote the disserving learner to other groups.

vuqns'kd }kjk yxkrkj eqY;kadu djuk vko';d gSa ftlls ;ksX; fo|kFkhZ;ksa dks nqljs xzqiks esa j[kk tk ldsA


Time A(W) B(M) C(I)

10:00 to 10:30 Teacher guidance Self study & Assignment

Problem solving & group

discussion

10:30 to 11:00 Problem solving & group discussion Teacher guidance Self study

&Assignment

11:00 to 11:30 Self study &Assignment

Problem solving & group

discussion Teacher guidance

Individual Instructions

LEARNINGMETERIAL TRAINER TRAINEES

LEARNINGMETERIAL TRAINEES

FACILIATOR

Homogenious Grouping: NotAs perAge but intelligence level.

cqf/n ds Lrj ds vuqlkj uk dh mez dsA

Assess their need understanding learning patternAndAbility toAnalys before grouping them.

,d xzqi esa j[kus ls igys fo|kFkhZ dh vko';drk] le> vkSj fl[kus ds izk:i vkSj vkadyu dh voLFkk lqafu'fpr djuk vko';d gksrk gSaA

Allow the to progress togetherAnd evaluateAt regular interval.

,d lkFk mUgs izxfr dk volj nsuk vkSj le; le; ij ewY;kadu djrs jgukA

Their grouping will be changedAccording to their performance.

dk;Z dq'kyrk ds vk/kkj ij muds lewg es ifjorZu fd;k tkrk gSaA

It createsA competitionAmong the learner to reach the top groups.

mPp lewg esa igqpus ds fy, fo|kFkhZ;ksa ds chp izfr;ksfxrk fd Hkkouk mRiUu gksrh gSaA

Diagonesticand Remadial Method of Teaching

¼deh dks igpku dj mls nwj djus f'k{k.k dk rjhdk½ %

TheAttitude test to know their level And from where to start the teaching.


,d ijh{kd }kjk mudh cqf) ds Lrj dk irk yxkdj] ogka ls f'k{kk 'kq: djuk] bls lqfuf'pr djukA

To know their difficultyAnd explain the way And mean to remove it (Remedial Method).

mudh leL;k dks le>uk rFkk muds fujkdj.k ds fy, leqfpr rjhds dks lqxe Hkk"kk es crkuk ¼leL;k dks nwj djus dk rjhdk½A

Early task should be easy so that they can get early success to create motivation.

izkjafHkd dk;Z ljy gks ftlls mUgsa lQyrk fey tk, vkSj ;g izsj.kk dk dk;Z djrk gSA

Teaching should simple interestedAndAccording to their mental level.

f'k{k.k dk;Z ljy o :fpdj gks rFkk muds ekufld Lrj ds vuq:i gksA

Behaviour Influenced By

¼O;ogkj buds }kjk izHkkfor gksrk gS½ %

1. Intrinsic 2. Extrinsic 1 Intrinsic : It has two parts -

(a) Phyisical Age, Sex, Financial Conditions. (b) Psychological Intelligency, Sense of Value, Personality

2 Extrinsic : It has two parts - (a) Partial Environment Family Back Background

Organization:

Position, Performance, Prospective, Pay, Perk, Policy, Craze, Praise, Punishment.

1 Fully Environment - Social Setup Cultural Setup, Political Setup, Technical Setup, Growth Prospective

euksoSKkfud us O;fDr;ksa dks rhu Hkkxksa esa ckaVk gS %&

1 Economic Rational Model ¼vkfFkZd laca)rk dk izk:i½:-

2 Social Model ¼lkekftd izk:i½

3 SelfActualization ¼Lo&mUufr½

Motive ¼izsjd½ It is inner state of mind whichActivatesAnd directs the behavior towards.

izsjd vareZu dh voLFkk gS tks O;fDr ds O;ogkj dks mRlkfgr djds y{; izkfIr djus ds fy, fn'kk iznku djrs gSaA

Restless, Lack, Yen & Force whenever in grip of motive, magnetic the behavioral & comdel to do something. The human being keeps on doing till it limit the lack, reduce the restless Alluate the Aim & Aim & fillip the force.

eu dh v'kkafr] deh vkSj vkfFkZd vHkko o ncko tc izsjd ds laidZ easa vkrk gS] rks O;ogkj pqacd ds leku fØ;k'khy gksdj dqN djus dks ck/; gks tkrk gS vkSj O;fDr rc rd dk;Z djrk jgrk gS] tc rd eu 'kkar u gks tk,] deh nwj u gks tk,] iSls dk vHkko [kRe u gks tk, vkSj ncko lekIr u gks tk,A


Needs is the environment, conditions forces & motive is the inner state of mind, which direct the behaviourial toAchieve the goal.

vko';drk,sa cká txr ls fLFkj gS] ftls izkIr djus ds fy, vareZu dk izsjd O;ogkj gks fn'kk funsZf'kr djrk gSA

Motive is if three types mRizsjd rhu izdkj dk gksrk gS

1 Physical Motive: - Which Add physical comfort to body.

ftlds dkj.k 'kjhj dks HkkSfrd lq[k feyrk gSA tSls [kkuk] diM+k] dkj] caxyk bR;kfn-

2 Social Motive: -Acceptance withAsAssociation to society is social motive.

lekt ls laca/k gksus dh Lohd`fr lkekftd izsjd dgykrk gS-

3 Psyche Motive: - Which gives Passion to Personality.

O;fDr ds O;fDrRo dks fu[kkjus ds fy, ekufld izsjd dks euksoSKkfud izsjd dgrs gS-

Need & Want: WANT ->> DIFFECIENY OF SOMETHING NEED ->> ESSENTIAL FOR SURVIVAL NEED IS CAUSE & WANT ISA CLUE.

Drive: - Drive is setup toAlleviate the need vko';drk dh iwfrZ ds fy, xfr iznku dh tkrh gS

Drive is difficiency with direction. It provides energetic trust to Action for Achieving goal.

MªkbZo deh fd fn'kk esa dk;Z dks ,d xfr'khyrk iznku djds mnns'; izkfIr esa lgk;d gksrh gSaA

Goal: Achieving the goal will fulfill the needAnd eliminated the drive.

y{; izkfIr ls vko';drk fd iwfrZ gks tkrh gSa vkSj Mªkbo can gks tkrh gSaA

NEED WANT DRIVE BEHAVIOR ACTIONGENERATE CREATE ENERGIZE PERFORM

GOALCAUSE

GOAL

SUCCESS-REINFORCING THE BEHAVIOR

FAILURE-FRUSTRATION OF BEHAVIOR

Needare Two Types: 1 Physical or Primary need: - Its cause physical comfort.

HkkSfrd voLFkk;s tks 'kkjhfjd lq[k iznku djsA

2 Psychological or Secondary Need: - It cause satisfaction of mental need.

tks eu dh 'kkafr iznku djsaA

Physical or Primary Need: 1 Vital Need :-Air, Water, Food, ¼thus ds fy;s t:jh½

2 Basic Need :-Air, Water, FoodAnd Shelter ¼thus ds fy;s ewyHkqr t:jr½

3 Comfort Need :- Rest, ¼thus ds fy;s t:jh HkkSfrd lqfo/kk,½


2.7. Transactional Analysis Internal interest toAchieve the objective.

mn~ns’; izkfIr ds fy, vkarfjd vko';d mRlkg izsj.kk gSA

TransactionalAnalysis toAscertain the fact And Actual information of Any communication.

fdlh laizs"k.k esa fufgr okLrfod lwpuk vkSj rF;ksa dks lwfuf'pr djuk gh fofue; foospu gSA

TranactionalAnalysisi to systemize the information derived from the interaction of the individual.

O;fDr;ksa ds vkils okrkZyki ls izzkIr lwpukvksa dks lgh Øe esa lek;ksftr djuk gh fofue; foospu gSA

It is one of the impartant Analysis for Ascertaing the behavious of individual.

O;fDr;ksa ds O;ogkj dks lqfuf'pr djus ds fy;s ;g ,d egRoiw.kZ foospuk gSA

ThereAre four types ofAnalysis requires to recognize the human identity.

O;fDr dh igpku dks igpkuus ds fy;s pkj egRoiw.kZ vkdyu fd;s tkrs gSA

1 Structural Analysys ¼lajpuk dh foospuk½: toAnalysis the personality of individual.

O;fDr ds O;fDrRo ds vkdyu djus ds fy;s lajpuk dh foospuk dh tkrh gSA

2 Transactional Analysis ¼fofue; foospuk½: ToAnalyze what people sayAnd do.

O;fDr D;k dgrs gS vkSj D;k djrs gS bldh foospuk ds }kjk dh tkrh gSA

3 Game Analysis ¼[ksy foospuk½ To Analysis the ulterior motive of communication.

fdlh laokn esa varj fufgr rF;ksa dh foospuk [ksy foospuk ds }kjk dh tkrh gSA

4 Script Aalysis ¼laf{kIr ys[k foospuk½: the important toAnalyse the important event or script of life.

thou ds fdlh fo'ks"k ?kVuk ;k igyqvksa dh foospuk] fLØIV foospuk }kjk dh tkrh gSA

Structural Analysys ¼lajpuk dh foospuk½ Individual is having multiple natures some time referAs dual nature

O;fDr dh izo`fRr cgqvk;keh gksrh gSA izk;% bls f}vk;ke ls n'kZk;k tkrk gsSA

There is continues conflict between rich & poor, good & bad, high profile &low profile, inner man & outer man.

O;fDr ds vanj loZnk ,d varj dyg pyrh jgrh gS fd D;k eSa vehj gwWa ;k xjhc gwWa] vPNk ;k [kjkc gwW] mPp inLFk ;k fuEu inLFk gwWa rFkk vanj ds Hkko o ckgj ds Hkko D;k gSA

According to S. Maugmam, IAm matter of several charactersAnd each character dominatesAtA time then invaviably hand over to the other character. Some other time, which one true? All or None?

eukSoSKkfud ,l- ekSxese ds vuqlkj ** eS vusd pfj=ksa dk lfEeJ.k gwW] fdlh ,d le; ij ,d pfj= izHkko'kkyh gksrk gS rks nwljs le; ij nwljk pfj= mldk LFkku ys ysrk gSA dkSu lk pfj= lgh gS\ lHkh ;k dksbZ Hkh ugha **


Organisational setup transactional Analysis help to

¼laLFkku ds ifjos'k esa fofue; foospuk ls fuEu lgk;rk feyrh gS½ 1 To expert control on the behavior to staff towards work.

dk;Z ds izfr LVkQ ds O;ogkj dks izsfjr djuk ;k fu;af=r djukA

2 To improve interpersonal skill.

vkilh ijLij laca/kksa dks okrkZyki esa la/kkj djukA

3 To improve the effect ness of work culture.

dk;Z laLd`fr dks izHkkoh cukukA

4 Stoking:- The fundamental of transactional Analysis is stoking which people give take during their interaction.

fofue; foospuk dk vk/kkjHkwr laosfnr djuk gks ftls O;fDr vius okrkZyki }kjk nwljs dks nsrk gS ;k nwljs ls izkIr djrk gSA

5 The stoking is the process of recognizing Accounting or Acknowledging the presence of other.

laosfnr djuk ml vko';Drk ds v/;;u ls mRiUu gqvk gS tks NksVs cPps dks mfpr 'kkjhfjd] ekufld vkSj eukSosKkfud fodkl ds fy;s vko';d gksrk gSA

Stoking has three much type: 1 Positive stoking:- It causesA pleasant feeling.

blds }kjk ldkjkRed laosnuk ds }kjk lq[kn vuqHkwrh gksrh gSA

2 Negative stoking:- It causesA bad feeling.

udkjkRed laosnuk ds }kjk nq%[kn vuqHkwrh;ksa dk vglkl gksrk gSA

3 Mixed stoking:- It is conglomeration of positiveAnd negative stoking.

;g ldkjkRed o udkjkRed nksuks dk feJ.k gksrk gSA

4 No stoking:- Natural response to stimulas.

fdlh Hkh laosnuk dh mnklhu izfØ;kA

Ego Stage All behaviors are directed by certain internal feeling of individual.

O;fDr dk O;ogkj ges'kk dqN vkarfjd vuqHkwfr;ksa ds }kjk funsZf'kr gksrk gSA

It causes the specific pattern of communication.

ftlds dkj.k laokn dk ,d fo'ks"k izk:i gksrk gSA

The interactions among the peopleAre due these ego states.

D;ksfd O;fDr;ksa dh vkilh okrkZyki bl bZxks ds dkj.k gh gksrk gSA

When two people counter which each other sooner or later, one will recognize the presence of othersAnd will send verbalAnd nonverbal signal knownAs transactional stimulation to which the next or other man has to reply. It constitutes transactional response both combined to formA transactional.


tc nks O;fDr vkeus lkeus gksrs gS rks mlesa ls ,d O;fDr 'kCnksa ;k ladsrks }kjk laokn dh izfØ;k 'kw: djrk gS ftls fofue; dh laosnuk dgrs gS vkSj nwljk O;fDr bldk mÙkj nsrk gS tks fofue; dh izfØ;k dgykrh gS] bu nksuks dk esy gh fofue; gSA

Stimulus Response = Ego State

The instruction originates from A set of definite feeling directed toward A set pattern of behaviors which is termed As ego state.

okrkZyki ges'kk ,d lqfuf'pr vuqHkwfr ds vk/kkj ij gksrk gSA ;g ,d fuf'pr O;ogkj ds izk:i dks n'kkZrk gS] ftls bZxksa dh voLFkk dgrs gSA

This pattern of behavior As perAs situation is so definite even it can be predicted well inAdvance.

O;ogkj dk ;g izk:i bruk lqfuf'pr gksrk gS fd bldh Hkfo";ok.kh igys ls gh dh tk ldrh gSA

This ego state originate from following three sets of behavior patterns.

fuEu rhu O;ogkj ds izk:iksa ls bZxks dh voLFkk mRiUu gksrh gS%&

1 PARENT EGO 2 CHILD EGO 3 ADULT EGO

P

A

C C

P

A

OVERLAPED DISTINCT

P: Based on previous value & character. Taught concept of life. A: Based on fact & expectation. Taught concept of life. C: Internal recovery (feelingAn emotion) Felt concept of life.

bu rhuksa esa ls ,d bZxks izR;sd O;fDr ij gksrk gS] ftlesa ls ,d vkidks dominate djrk gS mlh ds vuqlkj ge viuk behavior pattern cukrs gSA

1. Parent Ego:

The personal Acting with parent ego will be protective, evaluative & pragmatic in its communication.

isjsaV bZxks ls izHkkfor O;fDr vius laokn esa lqjf{kr ewY;kadu djus okys vkSj n`"Vkar ¼mnkgj.k ;k lk{;ksa ds lkFk½ tSls 'kCnksa dk iz;ksx djsxkA

It is A thought concept of life refers to law, rule, regulations, boundariesAnd limitations.

;g ftanxh ls vuqHkoksa ls izkIr vfHk/kkj.kk gSA bl izdkj dk O;fDr fu;e] dkuwu] lhek vkSj vf/kdkjksa dh ckr djsxkA

Parent Ego Is Of Two Kinds

Natural Parents (or Nursing) Ego:

This ego is shown by providing help, shelter,Advice, supportAnd constructive ideas.

bl izdkj ds bZxks iznf'kZr djus okys O;fDr nqljksa dh lgk;rk djrs gS] mUgS 'kj.k nsrs gS vkSj ldkjkRed lq>ko nsrs gSA


They go out of way to help their subordinate &Always cater confidance with their seniors.

bl izdkj ds O;fDr vius twfu;j dh lgk;rk djus ds fy;s rRij jgrs gS vkSj lhfu;j ds lkFk fo'okl cukus dh dksf'k'k djrs gSA

They suppots the social values &Always care for character, moralitiesAnd integiritiy.

os ges'kk lkekftd ewY;ksa dks le`} djrs gSa rFkk Lo;a ds pfj=] uSfrdrk vkSj lR; fu"Bk dk ges'kk /;ku j[krs gSa

Verbal Communication: Support verbs, writtern praise, constructive idea &Advice, warm welcome,Addressing the social gathering.

ldkjkRed lksp o lykg] xeZ tks'kh ls Lokxr djuk] lkekftd lHkkvksa dks lacksf/kr djukA

Nonverbal Communication: Smiling, patting gently on back, wark handshake, listening carefully to others, proper facial gathure, keeping proper eye contacts, acknowledging the presence of others by hand singnals.

eqLdjkuk] gYds gkFksa ls ihB FkiFkikuk] xeZ tks'kh ls gkFk f7eykuk] /;ku ls ckr lquuk] psgjs ds mfpr gko&Hkko] ckrsa djrs le; utjs feyk dj ckr djuk] gkFkksa ds ladsr }kjk nwljks dh mifLFkfr dks Lohdkj djukA

Critical Parents Ego: They Act by punishment, warning, Admonish, power &Authority. They strictly follow rules and regulations. It is beyond their nature to help any one. They always try to point out mistake and wrongdoing of others.

bl izdkj ds bZxks izHkkfor O;fDr gesa n.M psrkouh] vf/kdkjh vkSj 'kfDr ds vuqlkj dk;Z djkuk pkgrs gSa og fu;e o dkuwu dh ifjf/k ls ckgj dHkh ugha tkrk gSA nqljksa dh lgk;rk djuk mlds O;ogkj esa ugha gSA og ges'kk nwljksa dh xyrh o xyr dk;ksZ dks [kkstus dh dksf'k'k djrk gSA

Verbal Clue: Critical words, warning, in oral or written form, scolding verbally or in written form, uses the following words frequently - Stupid, Nonsense, Lazy, sine, Sholking, Disgusting, Ridicules, Poor Showing, Poor Doing, Sony, Honey etc.

vkykspukRed 'kCn] fyf[kr ;k ekSf[kd psrkouh] ekSf[kd MkaVuk ;k mls fy[k dj crkuk] bl izdkj ds dfBu fuEu 'kCnksa dk izk;% iz;ksx djrs gSA ;s gSa & nq"V] lqLr] ew[kZ] vizR;kf'kr dk;Z djuk] vk'kk ds foijhr dk;Z djuk] gkL;izn dk;Z dk;Z dq'kyrk lgh ugha gksuk] vPNk dke ugha djuk] nwljs ukeksa ls cqykukA

Non-Verbal Clue: - Furrow eyebrow, persue lip, hand on hip, closed hands around chest, foot tapping, head wagging, peeping through glass.

HkkSgsa p<+h gqbZ gksa] de cksysa] dwYgs ij gkFk j[kdj [kM+k gksuk] gkFkksa dks lhus ds ikl yxkuk] iSjksa ls FkiFkikuk] flj ,d rjQ >qdk gksuk] p'esa ds Xykl ls ckgj ns[kukA

2. Adult Ego: Thought concept of life. He develops clarity of conceptionAs he growsAnd mature.Adult ego concern with fact, informationAndAction. This ego person behavior will be rational, purposeful, unemotional,And withoutAny pre judice. He is likeA data processing computer which grind out


the decisionAfter processing the in,formation received from childAnd parent egoAs wellAs recievedAnd receiving through own experienceAnd exploration.

lksp fopkj dj dk;Z djus dh Hkkouk] fopkjksa dh Li"Vrk] tks mez ds lkFk ifjiDo gksrh gSA ,MYV bZxks dk O;fDr rdZ laxr] mn~ns’; ;qDr] vkos'k jfgr vkSj iwokZxzg ls xzflr ugha gksxkA ;g O;fDr ml dEI;wVj ds leku gS tks pkbZYM vkSj iSjsUV bZxks ls izkIr lwpukvksa rFkk vius vuqHkoksa vkSj [kkst ls izkIr dh xbZ lwpuk ;k izkIr gks jgh lwpuk dk ladyu djds fu.kZ; ysrk gSA

Verbal Clue: Giving clear and correct instruction, master of profession, clarity of vision and value, command on communication skill, unerring judgment, building subordinate, caring human value And relation.

mfpr vkSj lgh vuqns'k nsuk] vius O;olk; es ikjaxr gksuk] Hkfo"; dh egRodka{kk vkSj ewY;ksa esa Li"Vrk] laizs"k.k n{krk esa iw.kZr% fu;a=.k] loZekU; fu.kZ; ysuk] vius fu"B lg;ksxh dh lkFkZd lgk;rk djuk] ekuoh; ewY;ksa vkSj laca/kksa dk /;ku j[kukA

Non-Verbal Clue: Showing proper gesture, posture, body language, facial expression and eye contact, keeping Attention in listening, cheerful hand shaking.

psgjs ds gko&Hkko] vka[kksa dk lgh izn'kZu] rFkk 'kjhj dh vk—fr dks lgh izdkj ls iznf'kZr djuk] lqurs le; /;ku dk dsfUnzr j[kuk] xeZtks'kh ls gkFk feykukA

3. Child Ego: Felt concept of life. The experience of child is non verbal.

vuqHkwfr;ksa dks eglwl djus dh vfHk/kkj.kk dks pkbZYM bZxks dgrs gSaA cPps dk igyk vuqHko lkadsfrd gh gksrk gSA

Child can see, hear, feel the body data.

cPpk ns[k ldrk gS] lqu ldrk gS vkSj 'kkjhfjd ladsrksa dk vuqHko dj ldrk gSA

In children resides curiosity, creativity, desire exploreAnd no touch feelAnd judge, recording of glorious past time experiences.

cPpksa ds vanj mRlqdrk] l`tukRed {kerk] iz;ksx djds tkuus dh bPNk] Nwuk] vuqHko djuk vkSj fu.kZ; ysuk] Hkfo"; ds fdlh 'kkunkj dk;Z dks ;kn j[kuk vkfn xq.k gksrs gSA

Verbal Clue: Expressing the curiosity, rasing the hand to tell something, laughing, crime, nailbiting and teasing, jocking attracting the Attention by others, no listening only speaking.

viuh mRlqdrk dk o.kZu djuk] dqN crkus ds fy;s gkFk mBkuk] fpYyuk] uk[kwu drjuk o dkVuk] rax djuk] etkd djuk] nwljs ds /;ku dks viuh rjQ [khapuk] lquuk ugha dsoy cksyrs jgukA

Non Verbal Clue: Smiling, Quivering lip, pouting, temper, rolling eye, shrugging shoulder, giggling, wrapping, notion for no.

eqdqjkuk] gkSaB dkiuk] Øksf/kr gksuk] vkosf'kr gksuk] vka[kksa dks Åij&uhps djuk] da/ks dks vkxs >qdkuk] vLi"V vkokt fudkyuk] ckgksa }kjk idM+uk] ugha dk ladsr nsukA


Three type of child ego 1 Natural Child Ego ¼LoHkkfod cPps dk bZxks½: This child is freelyAnd openly. He

warm welcomingAnd friendly in hisApproach. He is creative, humorousAnd like social company.

bl rjg dk cPpk Lora= vkSj [kqys :i ls dk;Z djrk gSA mlesa Lokxr djus dh] fe= cukus dk pfj= gksrk gSA og l`tukRed] lkekftd ifjos'k esa jgus okyk vkSj fouksnh LoHkko dk gksrk gSA

2 Adoptive Child Ego ¼xksn fy;s cPps dk bZxks½: SubmissiveAndAlways seeking the help.Always wantsAdvice, guideAnd permission fromAuthority. He may be hard working, labourious by nature, sincere, obedient but can never beA leader.

bl izdkj ds bZxks okys O;fDr ges'kk laLFkku ls ijke'kZ] funsZ'ku vkSj Loh—fr pkgrs gSaA og dfBu esgur djus okys izo`fRr ls gh ifjJeh] dke ds izfr opuc) vkSj vkKkdkjh gksrs gSA ysfdu usr`Ro djus dh {kerk dk vHkko gksrk gS vkSj og dHkh eqf[k;k ugha cu ldrsA

3 Manipulative Child Ego ¼<kys x;s cPps dk bZxks½: This ego person will be cunning, cheaterAnd tricky. He is selfishAndAlways makeAnd break the friendship depending the self profit And loss. He is A prosecuter in public life. He is the cutthroat personality.

bl izdkj ds bZxks dk O;fDr prqj] pkyckt vkSj nwljksa dks /kks[kk nsus okyk gksxk gSA bl izdkj dk O;fDr LokFkhZ gksrk gS vkSj Lo;a ds ykHk ;k gkfu ds vk/kkj ij fe=rk cukrk ;k rksM+rk gSA og vius lkoZtfud thou esa nwljksa dks d"V nsus okyk gksrk gSA og xyk dkVus okyh lksp dh izo`fRr ds O;fDrRo dk gksrk gSA

4 Littile Professor Child Ego ¼cPps dk bZxks½:According to theAge have more knowledgeAnd taking deicision.

ftlesa mez ls vf/kd Kku vkSj fu.kZ; ysus dh {kerk gksrh gS

Type of Transaction: 1 Complimentary Transaction: ResponseAnd stimulus on expected line.

laonsuk vkSj izfrfØ;k vk'kk ds vuq:iA

2 Crossed Transaction: The response is not on expected line. It generally blocks the communication. It createsAnAtmosphere of isolationAnd tension.

izfrfØ;k vk'kk ds vuq:i ugha gksrhA ;g laisz"k.k dh izfØ;k dks ckf/kr djrk gSA blls ruko ;qDr ;k vyxko ;qDr okrkoj.k curk gSA

3 Ulterior Transaction: It gives indirect hidden message.

blds }kjk ijks{k :i ls laokn esa fNfi lwpuk nsrk gSA

4 Angular Transaction: When Response can be interpreted in two ways. It help the senior to salvage his position. Response may or may not be on expected line.

tc izfrfØ;k dks nks rjhdksa ls O;k[;k fd;k tk ldsA blds }kjk ofj"B viuh izfr"Bk dks cpk ldrk gSA izfrfØ;k vk'kk ds vuq:i ;k foijhr Hkh gks ldrh gSA

Life Script or Life Position ¼thou dh n'kk ;k voLFkk½

Every person has a specific set of dominant ego to relate with other. This set of ego Always emerge whenever the individual communicates with others. This will affect the stoking received


and given by him. This set of pattern remains with the individual throughout his life until some major incident /Accident take place is called life script or life position of that individual. This can be understood by analyzing the following four positions discussed in Thomas. Herry book of I AM OK. YOUARE OK.

izR;sd O;fDr fdlh Hkh nwljs O;fDr ls laokn lFkkfir djus ds ,d izHkkodkjh izk:i dk mi;ksx djrk gSA vr% fo'ks"k izdkj dk bZxks tks O;fDr ls lacaf/kr gS] mlh ds vuqlkj O;fDr laizs"k.k djsxkA laosnuk dh izfØ;k tks O;fDr }kjk nh tkrh gS ;k izkIr dh tkrh gS] ;g bZxks mls izHkkfor djrk gSA O;fDr fo'ks"k dk fo'ks"k bZxks izk:Ik thou Ik;ZUr mlh izdkj cuk jgrk gS tc rd fd dksbZ cgqr cM+h nq?kZVuk @?kVuk uk gks bls ml O;fDr dk thou voLFkk ;k thou dk laf{kIr ys[k dgrs gSaA ;g rF; fuEu pkj fcanqvksa ds vkadyu ls le>k tk ldrk gSA tSlk fd Fkkel ,- gSjh dh fdrkc esa vkbZ-,e-vksds- ;w-vkj-vksds- esa n'kkZ;k x;k gSA

2.8. Theory of learning from thorn dike

1. Trial And error theory of learning xyrh djuk] lq/kkjuk vkSj lh[kuk

2. Imitation Theory udy djds lh[kuk

3. Inside Theory Lo;a lh[kuk

4. Skinner Operand Theory (StimulationAnd response theory)

laosnuk vkSj izfrfØ;k ls lh[kuk

5. Observation And behavior Theory fujh{k.k vkSj O;ogkj dk fl)kar

6. Negative Adaptation Theory udkjkRed :i ls <yus dk fl)kar

7. Field effect theory – New beginning effect by fast experiences

fo"k; oLrq fl)kar

Pragmatic Theory of Learning

1 Theory of freedom. 2 Theory of Interest 3 Theory of Living 4 Theory of Motivation 5 Theory of Retention 6 Theory of Association 7 Theory of Practice

2.9. Senses Are Avenues of learning

1. Teacher And teaching methods Are the source of transferring the knowledge to the trainees.

f'k{kd vkSj f'k{k.k dk rjhdk fo|kfFkZ;ksa rd Kku igqpkus dk ,d ek/;e ;k lk/ku gSA

2. The step in learning is the sensation; receive by the trainees by one or more sense organs such As Seeing, Hearing, Touching, Smelling And Tasting.

lh[kus esa izFke dk;Z laosanuk dk gksrk gS] ftls fo|kFkhZ viuh KkusfUnz;ksa ds ek/;e ls izkIr djrk gSA tSls & ns[kuk] lquuk] Li'kZ djuk] lwa?kuk o Lokn p[kukA

3. According to intensity of sensation there are transform to impulse of sensory nerve And via nerves system transmitted to brain.

laosnuk dh rhozrk ds vuqlkj lsUljh uoZ esa m|hiu mRiUu gksrk gS tks raf=dk ra= ds }kjk efLr"d rd tkrk gSA


4. Therefore, the method of teaching is the "ROADWAYS" of learning And sense organs Are the AVENUS of learning.

vr% f'k{k.k dk rjhdk lh[kus dk iFk gS vkSj KkusfUnz;ka bldk izos'k }kj gSaA

5. Knowledge, Fact, Process And principle transmitted by the teacher to the trainees is new to him.

Kku] rF;] izfØ;k vkSj fl)kar tks f'k{kd ds }kjk fo|kFkhZ dks fn;k tkrk gS og fo|kFkhZ ds fy;s u;k gksrk gSA

6. The mind of trainees is covered with the wall of ignorance And sense organ may not receive the information.

fo|kFkhZ dk efLr"d de lfØ;rk ds dkj.k <dk jgrk gS vr% mfpr lwpuk izkIr ugha dj ldrk gSA

7. Hence, it is the responsibility of the teacher to trace the proper path for receiving the proper information.

vr% ;g f'k{kd dk nkf;Ro gS fd og mfpr ekxZn'kZu djds vko';d lwpukvksa dks fo|kFkhZ rd iagqpk;sA

8. The sense of seeing plays An important role in Acquiring the knowledge.

lh[kus dh laosnuk Kku izkfIr esa egRoiw.kZ Hkwfedk fuHkkrh gSA

9. It is not sufficient to Attain the proper skill

mfpr n{krk izkIr djus gsrw ;g Ik;kZIr ugha gSA

10. It is essential to instructor to exploit more than one sense organ of trainees during process of learning.

vr% vuqns'kd ds fy;s ;g vko';d gks tkrk gS fd lh[kus dh izfØ;k esa og izf'k{k.kkFkhZ ds ,d ls T;knk KkusfUnz;ksa dks lek;ksftr ;k lfEEfyr djsa

Factors Affecting the Sense Organ in Learning Process

¼lh[kus dh izfØ;k esa KkusfUnz;ksa dk izHkko½ : The following Are the Advantage of using more than one sense organ

,d ls T;knk KkusfUnz;ksa ds iz;ksx ds fuEu ykHk gS

1. Avoid misconception & poor learning blls xyr /kkj.kk o lh[kus dh deh nwj gks tkrh gS

2. Different trainees uses each sense organ At different level

izR;sd fo|kFkhZ fdlh Hkh ,d KkusUnzh dks ,d gh Lrj rd mi;ksx ugha djrk gS

3. If more than one sense organ used then it create more impact or improvement

,d ls vf/kd KkusfUnz;ksa dk iz;ksx djus ls bldk izHkko T;knk gksrk gS

4. Rate of learing will enhance & effective lh[kus dh nj izxfr'khy o izHkkodkjh gksxh

5. Possibility of retention will increase T;knk fnuksa rd lh[ks x;s rF;ksa dks ;kn j[kuk laHko gksxkA

Learning Sense Organ

Educational Vocational Chemical

Seeing by Eye 75 % 20 % 25 %

Hearing by Ear 13 % 10 % 5-6 %


Touching by Skin 6 % 63 % 5-7 %

Smelling by Nose 3 % 3 % 27 %

Tasting by Tong 3 % 4 % 35 %

100 % 100 % 100 %

The instructor must use this teaching skill to Appeal these sense organ in the process of learning.

f'k{kd viuh f'k{k.k dyk dk iz;ksx djrs gq;s lh[kus dh izfØ;k esa bu KkusfUnz;ksa dks T;knk ls T;knk izsfjr djsxk

1. Seeing: Draw And sketch the diagram, show chart, model, mockup, transparencies And show compute raided material.

ns[kuk %& dEI;wVj dh lgk;rk ls fn[kk;s tkus okyh f'k{k.k lkexzh dks fn[kkuk

2. Hearing: The teacher or instructor must speak correctly, completely, clearly, distinctly, Audibly, simply And pleasantly with moderated voice. He must be master in Art of explaining.

lquuk %& vuqns'kd dks 'kq)] lgh] iw.kZ] Li"V] :d&:d dj] lwuus ;ksX;] ljy vkSj fouez Hkk"kk esa cksyuk pkfg;sA O;k[;k djus dh dyk esa mls vo'; gh fuiq.k gksuk pkfg;s

3. Smelling : Instructor must Able to different process related to smell or sense such As burning, bad & pleasant smell, pungent smell And smell of smoke of welding rod etc.

lw?kuk %& lwa?kus dh fofHkUu izfØ;kvksa dks muds mn~xe ls lacaf/kr djus esa vuqns'kd vo'; gh l{ke gks tSls & tyus] xa/k&lqxa/k] rhoz xa/k] ;k osfYMax jkWM ls fudyus okys /kqa,s dh xa/k dks igpkuuk

4. Touching : Let the trainess feel the weigh, size, And dimension fan object, proper way of gripping And handling the tool, equipment And machines

Nwuk %& fdlh Hkh oLrq dk vkdkj] izdkj] o otu dh vuqHkwfr fo|kFkhZ dks djkuk] midj.k vkStkj o e'khuksa dks mfpr rjg ls idM+uk o mudk lapkyu djukA

5. Tasting: It is very useful in cooking trade And some chemical factories. The certain qualities Are related to the object can be Assessed by tasting.

Lokn %& ikd dyk O;olk; o jlk;fud QSfDVª;ksa esa bldk mi;ksx vf/kd gksrk gSA oLrqvksa ds dqN xq.kksa dks Lokn ds }kjk fu/kkZfjr fd;k tkrk gSA

2.9.1. Perception & conception

To process Act or state of getting impression to mind through the sensation of sense organ is known As perception.

efLr"d ij KkusfUnz;ksa dh laosnuk ds }kjk izkIr izHkko] dk;Z ;k voLFkk dh izØh;k dks Kkucks/k dgrs gSA

The sensation such As Auditory, visual, tactual, gestatory, Alfactory, ore received through ear, eye, tongue, nose and skin All welded together to form in impression on mind. This process is known As perception.

fofHkUu KkusfUns;ksa ds }kjk izkIr laosnuk la;qDr :i ls efLr"d dks izHkkfor djrh gSA efLr"d dks izHkkfor djus dh bl izfØ;k dks Kkucks/k dgrs gSA

When this impression of mind Accumulates the mental picture ofAn specific object then this is knownAs conception.

efLr"d ij KkusfUnz;ksa ds ek/;e ls vkus okyk izHkko tc ,d fo'ks"k oLrq dh vkd`fr ds :i esa efLr"d iVy ij mHkjrk gS rks mls vfHk/kkj.kk dgrs gSA


The process of generating the ideaAnd creating the specific understanding ofAn object is known As conception.

fdlh oLrq fo'ks"k ds ckjs esa laiw.kZ le> vkSj mlls lacaf/kr fopkjksa dk mRiUu djus dh izfØ;k dks vfHk/kkj.kk dgrs gSA

Conception is the faculty of genrating & formulating specific InformationAboutA object.

vfHk/kkj.kk og Kku gS ftlds }kjk efLr"d esa fdlh oLrq fo'ks"k ds ckjs esa ,d lqfuf'pr lwpuk curh ;k mRiUu gksrh gSA

Perception is perceived in the form of experience, present motivation, And future expectationAnd circumstances.

Kkucks/k iwoZ vuqHko] orZeku izsj.kk] Hkfo"; dh laHkkouk,sa] rFkk voLFkkvksa ds vuq:i efLr"d dks izHkkfor djrk gSA

Conception is getting specific ideaAnd understanding based on perceptionAnd expectation.

fdlh oLrq ls lacaf/kr fof'k"V le> vkSj lwpuk ftls Kkucks/k vkSj [kkst ds vk/kkj ij efLr"d }kjk lqfuf'pr fdlk tkrk gS mls vfHk/kkj.kk dgrs gSA

Concept may be primary having general idea or secondary having specific language related to its characteristics.

vfHk/kkj.kk izFke gks ldrh gS ftlesa dsoy fopkj lekfgr gksrs gS ;k f}fr;d gks ldrh gS ftlesa Hkk"kk ds ek/;e ls ml oLrq dh fo'ks"krk crkbZ tkrh gSA

primary conceptions releates to shape, size, small, smaller, big, bigger, light, heavy, & other physical knowledgeAbout the object. It may be verbal or non-verbal.

izFkr vfHk/kkj.kk fyf[kr ;k ekSf[kd gks ldrh gS tks fdlh oLrq ds HkkSfrd xq.kksa dks n'kkZrh gS] tSls oLrq dk vkdkj] izdkj] rqyukRed v/;;u tSls ;g oLrq nwljsa dh rqyuk esa NksVh gS ;k cM+h gS] gYdh gS ;k Hkkjh gSA

Secondary concept isAlways verbal requiresA language to explain the specific characteristics based on experienceAnd experiment suchAs different colors, chemical nature, dynamic properties.

f}fr;d vfHk/kkj.kk ges'kk Hkk"kk ds }kjk oLrq ds fo'ks"k xq.kksa dks n'kkZus dk ek/;e gS tSls oLrq dk jax] jlk;fud xq.k ;k xfr'khy fo'ks"krk,saA ;g xq.k iqjkus vuqHko ;k u;s iz;ksxks ds vk/kkj ij gh crk;k tkuk laHko gSA

The colour can only be identified ifA person is having experience of it.

jaxks dh igpku ,d O;fDr rHkh dj ldrk gS tc bls mldk iwoZ vuqHko gksA

Perception is process of presenting the existence ofAn object in mind through the sensation of sense organ.

fdlh oLrq dh mifLFkrh dh vuqHkwfr] KkusfUnz;ksa dh laosnuk ds }kjk efLr"d dks djkuk Kkucks/k dgykrk gSA

Whereas how the object look lilke, what is it, why it is placed like this, who will operate it when it will work, is the result of conception.

tc fdlh oLrq ds ckjs esa lqfuf'pr lwpuk izkIr djuk tSls ;g dSlk fn[kkbZ nsrk gS] ;g D;k gS] ;gkWa ij D;ks j[kk gS] dkSu bls lapkfyr djsxk] dc vkSj dSls bldk dk;Z lapkfyr gksxk vkfn iz'uksa dk lVhd mRrj gh vfHk/kkj.kk gSA

Step of psychology in learning: 1 Sensation 2 Perception 3 Conception 4 Motivation


5 Pedisation 6 Normalization 7 Charecterisation

1 SENSATION ¼laosnuk½

(a) Instinct ¼vkRecks/k½

(i) Affective ¼izHkkodkjh½

(ii) Cognitive ¼Kku izkIr djuk½

(iii) Co-native ¼dksf'k'k djuk½

(b) Stimulus ¼laosnuk½

(c) Intencity ¼rhozrk½

2 PERCEPTION ¼Kkucks/k½

(a) Interest ¼:ph½

(i) Consistant ¼,d:irk½

(ii) Persistant ¼yxkrkj½

(iii) Disposition ¼izo`fRr½

(b) Attension ¼/;ku½

(i) Conation ¼/;ku nsuk½

(ii) Courage & Comitancy ¼lkgl o n{krk½

(c) Concentration ¼/;ku vkd"kZ.k½ {ATTENSION + INTEREST }

3 CONCEPTION ¼vfHk/kkj.kk½

(i) Understanding ¼le>½ the best way of doing A work.

(ii) Thinking ¼lksp½

(iii) Conceptual ¼vfHk/kkj.kk ls lacaf/kr lksp½

(iv) Perceptual ¼Kku ls lacaf/kr lksp½

(v) Logical ¼rqyukRed lksp½

(vi) Imaginary ¼dYiukRd lksp½

(vii) Feeling ¼vuqHkwfr ;k eglwl djuk½ {UNDERSTANDING + THINKING}

4 MOTIVATION ¼izsj.kk½

(i) Resolving ¼n`<+ fu'p;½

(ii) Devotion ¼yxs jguk½

(iii) Dedication ¼leiZ.k½

(iv) Determination ¼dk;Z esa n`<+rk½

(b) Willing ¼bPNk 'kfDr½

(i) Internal Enthuasim ¼vkarjhd mRlkg½

(ii) Incouraging ¼mRlkgo/kZu½

(iii) Vim ¼Lo;a mRlkfgr gks½


(iv) Vigour ¼vanj ls mBus okyh Hkkouk,sa½

(v) Vitality ¼iq:"kkFkZ½

5 REALISATION ¼izkfIr dk vuqHko izkIr gksuk½

(a) Suggesion ¼lq>ko½ Idea And information given with conviction. ¼lwpuk vkSj fopkjks dks fuf'pr izk:i esa nsuk½

(b) Imitation ¼udy½ Motivational message in the form of short signal ¼laf{kIr lans'kksa }kjk iszj.kkRed lans'k nsuk½

(c) Intelligent memory Measurable terms related with speed,Accuracy, And standard. ¼cqf)erk dks xfr] lfVdrk] vkSj xq.koRrk ls ukik tk ldrk gS½

(d) Forgetting ¼Hkwyuk½ Reverse of memory (memory is recordinjg, retaining, recognizingAnd revealing) ¼fdlh rF; dks efLr"d esa vafdr dj ysuk] mls cuk;s j[kuk] igpkuuk vkSj vko';Drk i<+us ij mlh izdkj ls mls dg nsuk½

6 NORMALISATION ¼lkekU;dj.k½

(a) Ability ¼;ksX;rk½

Present status to perform efficiently ¼orZeku voLFkk ftlds dkj.k ge viuk dk;Z dq'kyrk dk lewfpr lekiu dj lds½

(i) Capability ¼{kerk½

(ii) Capacity=Ability + Interest (b) Reasoning ¼foosd½

(i) power of process ¼rF;ksa dks le>kus dh 'kfDr½

(ii) Power of Judgement ¼fu.kZ; ysus dh 'kfDr½

(iii) Power of Conception ¼vfHk/kkj.kk cukus dh 'kfDr½

7 CHARACTERISATION ¼pfj=hdj.k½

(i) Habit ¼vknr½

(ii) Temper ¼LoHkko½

(iii) Character ¼pfj=½

(iv) Personality ¼O;fDrRo½

To comply with individual differences in use and performance of Audio & Vidual Aids the instructor should following points

n`'; o JO; iBu lgk;d lkexazh ds mi;ksx vkSj dk;Z dq'kyrk ds varj dks /;ku esa j[krs gq,sa vuqns'kd izHkkoh izf'k{k.k ds fy;s fuEu fcanqvksa ij /;ku ns ldrs gS

Give balanceAppealAnd use of each sense organ by using oral practicleAnd Demonstration process.

ekSf[kd] izk;ksfxd vkSj izn'kZu dh izfØ;k dk mi;ksx drs gq,sa vuqns'kd fo|kFkhZ ds izR;sd Kkusfnza;ksa dk lqeqfpr mi;ksx dj ldrs gSA

Change the track of teaching when they are tired of seeing or listening.

tc fo|kFkh ns[kus o lquus ls Fkd tk,s rks f'k{k.k dh izfØ;k esa cnyko djuk pkfg;saA

Tell them what is happening, let them do tell until they grasp meaning of learning.


mUgsa rF;ksa dk iw.kZ Kku nsuk rFkk mUgS Lo;a djus vkSj dgus dk volj nsuk ftlls fl[kus dk lgh Øe izkIr dj ldAs

Select the categories of teaching Aid According to the content.

fo"k; oLrq ds vuqlkj ikBu lgk;d lkexzh dk pquko djsA

Condition for positive Learning ldkjkRed lh[kus dh n'kk % 1 Motivation ¼izsj.kk½

2 Available Stimulus ¼laosnuk dh miyC/krk½

3 Response ¼izfrfØ;k½

4 Confirmation ¼lqfuf'pr½

STIMULUS ¼laosnuk½

Knowledge of What, Why, When, Who, How, & Where About Any object.

oLrq D;ks gS] D;k gS] dkSu gS] dSls gS] ;g lc laosnuk,sa gSA

CONFIRMATION OF STIMULUS ¼laosnukvksa dh izoh.krk½ 1 Test ¼ijh{k.k½

2 Inspection ¼fufj{k.k½

3 Quality ¼xq.koRrk½

4 Answer ¼mRrj½

5 Method ¼fof/k½

6 Reply ¼izfrmRrj½

MOTIVATION ¼izsj.kk½ 1 Environment ¼ifjos'k½

2 Situation ¼ifjfLFkrh½

3 Effort ¼iz;kl½

4 Interest ¼:ph½

5 Desire ¼bPNk½

RESPONSE ¼izfrfØ;k½ 1 Physical ¼'kkjhfjd½

2 Mental ¼ekufld½

3 Psychological ¼eukSoSKkfud½


STIMULUS CONFIRMATION

MOTIVATION RESPONCE POSITIVE LEARNING

SENSATION IS RECEIVED BY AWARENESS TO EXTERNAL ENVIRONMENTEYE

SENSATION IS CONVERTED IN TO IMPULSE AND FLOW THROUGH NURVIOUS SYSTEM TO BRAIN.

SENSORYNURVE

VARIFIES ANALYSE AND DECIDE THE COURSE OF ACTION.BRAIN

CARRY THE INSTRUCTION TO RESPECTED ORGEN.MOTORNURVE

ACTION IS PERFORMED AS PER INSTRUCTION.LIMBS/MACHINEACTION

STEPS OF TEACHING ¼f'k{k.k ds pj.k½ :-

It contains four steps: 1 Preparation 2 Presentation 3 Application 4 Test or Evaluation

PREPARATION: Perpose of teaching for preparation

(a) Provide A link between teacher & student fo|kFkhZ vkSj f'k{kd ds chp laca/k LFkkfir djukA

(b) Utility of the lesson ikB dh mi;ksfxrk


(c) Relevency of lesson D;k ikB rdZlaxr gS

(d) Provide the propulsion fo|kkfFkZ;ksa dks izsj.kk nsuk

(e) Obtain the objective m)s'; dh izkfIr

(f) Systhesis the subject fo"k; oLrq dks f'k{kk ls tksM+uk

(g) Insure the effectiveness izHkko'khyrk dks lqfuf'pr djuk

Role of Teacher for Theory Class (Lesson Plan) 1 Provide A profile 'kh"kZd iznku djuk

2 Restate the objective m)s'; dks crkuk

3 Insure the inspiration izsj.kk nsuk ;k lqfuf'pr

4 Proper peeping to previous lesson igys yslu dks vkt ds yslu ls vPNh rjg ls tksM+uk

5 Effective teaching Aids. izHkkodkjh iBu lgk;d lkexzh dk pquko

6 Relevant method of teaching. i<+kus ds mfpr rjhds dk pquko

7 Availability of time & space. le; vkSj txg dh miyC/krk dk /;ku j[kuk

8 Take the learner together f'k{k.k izfØ;k esa fo|kFkhZ dks tksM+uk

9 Initiate properAssignment x`g dk;Z D;k nsuk mls lqfuf'pr djuk

10 Offer evolution ewY;kdau dSls djuk gS mls lqfuf'pr djuk

11 Note the notion. fo|kFkhZ ds gko Hkko dks /;ku nsuk

Role of teacher for the practicle / Demonstration (Demonstration Plan): 1 Proper light And ventilation At the place of Demonstration.izn’kZu dh txg ij

mfpr izdk'k o gok dh O;oLFkk

2 Relevant tools And equipment must be Available. vko';d midj.k o vkStkj vo'; gh miyC/k gks

3 Incourage participation. fo|kFkhZ dh lgHkkfxrk

4 Proper measuring tool. vko';d ekius ds vkStkj mfpr ek=k esa miyC/k gks

5 Insure chart, drawing if required. pkVZ o MªkbZx vxj vko';d gks rks mls izkIr djsa

6 Required raw material. vko';d dPpk eky miyC/k gks

7 Adequate safe working condition. mfpr o lqjf{kr o i;kZIr dk;Z djus dk ifjos'k ;k okrkoj.k gks

8 Try team Demonstration. la;qDr :i ls izn'kZu djsa

9 Individual practice must be Allowed. fo|kFkhZ dks O;fDrxr :i ls vH;kl djus nsa

10 Offer help when need. vko';drk gksus ij lgk;rk nsa

11 Negate the negative concept udkjkRed ;k xyr vo/kkj.kk dks lq/kkjsa ;k nwj djsa

Role of Trainees in teaching ¼f'k{k.k esa izf'k{k.kkFkhZ dk ;ksxnku½

1 Prepare to perceive. Kkucks/k gsrq rS;kj gksuk

2 Ready to receive. izkIr djus gsrq rS;kj gksuk


3 Interested to imitate of teacher. f'k{kd dh udy djus esa :fp gksuk

4 Propessity to progress izxfr djus dh pkgr gks

5 Intution from ingress. vUrjeu ls izkIr djus bPNk gks

6 Realm to retain. Kku ;k fl[kk;k gqvk cuk;s j[kus dh {kerk gksuk

7 Ability to Analysis. fo'ys"k.k dh {kerk gks

8 Tendency to trim. xyrh;ksa dks l/kkjus dh mRlqdrk gks

9 Initiative to Accelerate. dk;Z dks xfr ds lkFk 'kq: djuk

10 Obedience to obtain. izkIr djus gsrq vkKkdkjh cuus dh {kerk

11 Nattiness(skill) to knob(to Attain).Kku izkIr djus dh n{krk gks

PRESENTATION

Role of Teacher 1 Proper order. mfpr Øe

2 Reflecting the sequence. Øe dks cuk;s j[ksa

3 Effective inspiration. i;kZIr izsj.kk iznku djus dh dksf'k'k djsa

4 Set As per lesson / Demonstration plan. izn'kZu ;ksstuk o ikB ;kstuk vuqlkj gh izLrqfrdj.k djuk

5 Easy language. Hkk"kk ljy] lqcks/k o Li"V gks

6 Note the mental level of learner. fo|kFkhZ ds ekufld Lrj dk /;ku j[ks

7 Teach the relevant point only. rdZlaxr foUnqvksa dk gh f'k{k.k ns

8 Adequate teaching Aid And use properly. i;kZIr f'k{k.k lkexzh o mldk mfpr mi;ksx

9 Try to dare the doubts of the trainers. fo|kfFkZ;ksa ds lUnsgksa dks nwj djus dk iz;kl djuk

10 Integrate the similar points togather toAvoid confusion. ,d leku rF;ksa ds fojks/kkHkk’k nwj djus gsrq mUgsa ,d lkFk gh j[ksa

11 Obtain their understanding. fo|kFkhZ ds le>us ds Lrj dks le>uk

12 Note physical & psychological Aspect of your personality. vius O;fDrRo ds 'kkjhfjd o eukSoSKkfud {kerk dk /;ku j[ksa

Questioning in presentation 1 Proper Question 2 Relevant Question. 3 Affectiveness of Question. 4 Sequence of Question 5 Time for each Question. 6 Individual to Ask Question.

PROSPECTIVE Presentation: Proper participation (Two-way communication between learner & Instructor) For Teacher


1 Restating the objective. m)s'; dks vo'; gh lqfuf'pr djuk

2 Insure the classroom Activities. d{kk dh xfrfof/k;ksa dks lqfuf'pr djuk

3 Note the resources AvailableAnd utilize. lalk/ku dh miyC/krk ,oa mi;ksfxrk dks lqfuf'pr djuk

4 Eliminate transient behavious. papyrk O;olk; O;ogkj esa ugha vkuk pkfg;s

5 Track the trainees progress. fo|kFkhZa dh izxfr ij /;ku j[kuk

6 Always use proper teaching Aids At proper timeAnd for proper time. ges'kk mfpr izf'k{k.k lkexzh dk mfpr le; ij vkSj mfpr le; ds fy;s gh iz;ksx djs

7 Trim the tendency of jumping from point to another point. ,,d rF; ls nwljs rF; ij tkdj okil vkus dh vknr f'k{kd esa ugha vkuk pkfg;sA

8 Imitation must be followed by Application. tks dqN ns[kk x;k mldk mi;ksx fd;k tkosA

9 Offer effective evaluation. ges'kk fo|kFkhZ dk mfpr eqY;kadu djrs jgsA

10 Never evade the wrong habit. xyr vknr dks nwj djus dh dksf'k'k djsA

For students:- 1 Proper participation in classroom Activities. f'k{k.k d{kk ds dk;ksZ esa mfpr

lgHkkfxrkA

2 Receiving proper knowledge & skill. mfpr Kku o n{krk dks izkIr djukA

3 Insure to be well verses with poors. igys i<+k;s x;s ikB dk leqfpr Kku gksA

4 Should be motivated, Alert, Attentive & retentive. fo|kFkhZ esa i;kZIr izsj.kk gks] d{kk esa og /;ku ls lqus] mls ;kn j[k ldsA

5 Insure toAvoid theAbsentism from class. dksf'k'k djs fd og d{kk esa vuqifLFkr ugh jgsxkA

6 Nominate in class roomActivities. d{kk ds dk;ksZ esa lfØ; :i ls Hkkx ysA

7 Take part in discussion. (Ask And reply the question Asked by teacher). ifjppkZ esa Hkkx ysA

8 Assist teacher in displaying chart & model. pkVZ o ekMy fn[kkus esa f'k{kd dh lgk;rk djsA

9 Try to note down the important points. egRoiw.kZ fcanqvksa dks fy[kus dh dksf'k'k djsA

10 Often feel part & parcel of class. ges'kk vius dks d{kk dk ,d vfHkUu vax le>sA ¼bls constructive motive dgrs gS½

11 Never deceive the teacher. vius f'k{kd dks dHkh /kksdk u nsA

APPLICATION: (For trainees only):

iz'uksa ds }kjk i<+k;sa x;s rF;ksa dh deh dks irk yxkukA

1 Access their understanding by Asking question. iz'u iwNdj muds le; ds Lrj dks irk yxkosA

2 Purify their mistakes. deh;ksa dks nwj djsA

3 Purposeful repeatation of doubtful points. ftu fcanqvksa ij lansg gks] mUgS iqu% crk nsukA


4 Litter out their mistakes & misunderstanding. mudhs xyrh vkSj fl[kus esa deh dks nwj djukA

5 Eliminate the wrong conception. xyr vo/kkj.k dks nwj djsA

6 Check their recording, retaining & revealing Ability. muds ;kn djus] lewg djus] vkSj iqu% cukus dh {kerk dks tkWpukA

7 Again repeat the main points. eq[; fcanqvksa dks iqu% crk nsukA

8 Theory And practicle related Aspect must be classified. lS)kfUrd vkSj izk;ksfxd rF; tks vkil esa lacaf/kr gksa mUgs vPNh rjg ls crk nsukA

9 Initiate to increase their note laking Ability. eq[; fcanqvksa ds fy[kus dh ;ksX;rk dks fodflr djukA

10 Offer to Analyse their mistakes. mudh xyrh dks vPNh rjg crkukA

11 Never keep their doubts lingering. muds lansgksa dh deh dks cxSj crk,sa ugh NksM+uk pkfg;sA

TEST: 1 Track their success & failure. lQyrk o vlQyrk dk irk yxkus ds fy;sA

2 Enhance the effectiveness of learning. fl[kus dh izHkko'khyrk dks lqn`<+ djus gsrqA

3 Should feel courage & confidance in learning. fl[kus esa lg"kZ lkgl o vkRefuHkZjrk dk vuqHko djsA

4 Test, Grading & Evaluation must be proper. izf'k{k.k fn;k tkus okyk Øe ,oa ewY;kadu mfpr gksuk pkfg;sA

CONCLUSION OF MAIN OBJECTIVE: lkjka'k

Preparation: 1 Create the interest & curiousity. :ph o mRlqdrk dks cukukA

2 Attaract theAttension. /;ku f[kapukA

3 Press the perception. Kkucks/k dks cM+kukA

4 Increase the interest. :ph dks cM+kukA

5 Stimulate the sensation. laosnuk dks lfØ; djukA

Presentation: 1 Develop the past. iwoZKku dks iqu% izkIr djukA

2 Incerase the insight. varZeu dh yxu dks cM+kukA

3 Cater the concept. vfHk/kkj.kk dks iksf"kr djukA

4 Tender the tenacity. rduhdh rUe;rk dks iznku djukA

5 Furnish the fact. rF;ksa dks mfpr Øe esa crkukA

6 Reverberate the remembering. ;kn djus dh 'kfDr dks cM+kukA

7 Insuring the effectiveness. izHkko'khyrk dks lqfuf'pr djukA

Application: 1 Define the deed. dk;Z dks ifjHkkf"kr djukA


2 Provide the perceptionAnd performance. dk;Z dq'kyrk iznku djukA

3 Attain the objective. m)s'; dh izkfIr djukA

4 Undue the understanding. le> dk foLrzr gksukA

5 Legate the learning. lh[kusa dks vknrksa ds lkFk tksM+ukA

Test: 1 Sustain the skill. n{krk cuk,sa j[kus ds fy;sA

2 Attain the Ability. ;ksX;rk dks izkIr djukA

3 Decide the determination. n`<+rk dks lqfuf'pr djukA

4 Crip the conviction. varjeu ls fy[kuk ;k fu.kZ; dks ,d fn'kk nsukA

5 Outline the outcome. ifj.kke dks izkIr djukA

Law Applied On Preparation: 1 Law of readiness. 2 Law of effect.

Law Applied On Presentation: 1 Law of Association. 2 Law of satisfaction/dissatisfaction impact.

Law Applied On Application: 1 Law of frequency 2 Law of intensity of response. 3 Law of belonging.

Law Applied On Test: 1 Law of satisfaction 2 Law of singularity.

Questioning Asked In Diffeent Parts of Teaching PREPARATION:

a) Introductory question b) providiction Question c) Problem Question

PRESENTATION: a) Develoing Question b) Thought provoking Question c) Problem Question

APPLICATION: a) Thought provoking Question b) Problem Question c) Comparision type Question

TEST:


a) Comparision type Question b) comprehensive type question c) Recapilulatory type question.

The Meaning of Part Of Teaching: Preparation: What & Why Presentation: How (Tell & Show) Application: Practice (Guide & Correct) Test: evolution the level of learning.

Percentage of Participation Of Instructor & Learner

0

25

50

75

100TRAINEREFFORT TRAINEES

TRAINEESEFFORT TRAINERPREPERPATION PRESENTATION APPLICATION EVALUATION

2.10. Factors affecting the learning ¼lh[kus dks izHkkfor djus okys dkjd½

1. Motivation – Knowledge to the process encouragements

mRlkfgr djus ds rjhds dk Kku

2. Organization – Learning Pattern lh[kus ds rjhds ,oa fl)kar

3. Participation – MentalAnd physical response lgHkkfxrk

4. Conformation – To know rightAnd wrong learning

lqfuf’pr djuk

5. Repetition –A degree of over learning nksgjkuk

6. Application – Use of learning information lh[ks x;s rF;ksa dk mi;ksx

7. Individual Difference – Psychological Factors

euksoSKkfud rF;

Psychological phases of learning ¼lh[kus ds euksoSKkfud Øe½

1. Visualization ns[kuk

2. Interalization vanj ys tkuk

3. Perceptualization Kku xzg.k djuk


4. Conceptualization vo/kkj.kk cukuk

5. Intellectualization cqf) izkIr djuk

6. Application mi;ksx djuk

2.11. Motivation Motivation deal with behavior, how it get speak, Started speedup, Sustained And Directed to

subjective work.

izsj.kk O;ogkj dks fdz;k'khy cukdj xfr iznku dj vkSj xfr dks cuk, j[krs gq, mn~ns'k dh rjQ izsfjr djrh gSaA

Motivation perform to inspire encourageAnd impulse the requiredAction.

izsj.kk dk dk;Z fdz;k'khyrk ds fy;s vko';d mRlkg vkSj lkgl mRiUu djds lgh fn'kk iznku djuk gSaA

Degree of readiness ofAn individual toAchieve the objective is motivation.

y{; izkIr djus ds fy;s O;fDr ds rRijrk ds Lrj dks cuk;s j[kus dks gh izsj.kk dgrs gSaA

Motivation comes from motion, WeAre familiar with motive, Power of verticals, so the motivation is the gradient which provide energy to ourAction.

izsj.kk xfr dk Lo:i gSa ftldk vuqHko xfr'khy okguks ds }kjk fd;k tk ldrk gSa vr% izsj.kk og xfreku rF; gSa tks gekjs dk;ksZ dks ÅtkZ iznku djrh gSaA

Motivation mesmerise the fundamental question of WHY And WHAT, which makes And individual to works.

izsj.kk ewyHkwr iz'u tSls D;k vkSj D;ksa dks Li"V djds O;fDr dks dk;Z ds fy;s izsfjr djrh gSaA

Motivation comes from motive which provide dynamic trust to Achieve goal.

izsj.kk izsjd ls vkrk gSa tks y{; izkfIr ds O;ogkj dks vko';d xfr iznku djrk gSaA

Encouraging A group of indivisual to Achieve toAttain the objectives is motivation.

fdlh leqg ds O;fDr;ks dks izsfjr djds mn~ns’; izkfIr dks izsj.kk dgrs gSaA

Motivation is self-induced enthusiasm of An individual to explore his Ability to the best of his capability so As to Achieve the individual As well As goal of organisation.

izsj.kk O;fDr dk og vkarfjd mRlkg gSa ftls og ;ksX;rk ds vuqlkj vkSj vf/kdre {kerk rd mi;ksx djds Lo;a rFkk laLFkk ds mn~ns’; dks izkIr djrk gSaA

Natural nattiness to nav the necessity is motivation.

O;fDr dh uS'kfxZd {kerk tks vko';drk dh iwfrZ esa l{ke gks izsj.kk dgykrh gSaA

Motivation is the management function that kindly the burning passion into Action Amid the human force of orgnisation that brings the machinary into creative Action.

izsj.kk izca/ku dk dk;Z gSa ftlds }kjk ekuoh; dk;Z cy dks ,d lkewfgd fn'kk iznku djds mudh vkarfjd {kerk dk ln~mi;ksx djrs gq, e'khuksa dks l`tukRed xfr'khyrk iznku djrk gSaA


Diffrent kind of Motives Affiliation lEcU/kh dj.k Responsibility nkf;Ro

Achievement miyfC/k Response izfrfØ;k

Affection I;kj]viuRo Realization vuqHkwfr gksuk

Aggression mxzLoHkko Esteem lEeku

Assertion C;ogkj dh n`<rk Extend lgk;rk djuk

Active fØ;k'khy Effectiveness izHkko'khyrk

Authority vf/kdkj nsuk Environment okrkoj.k

Praistige lEeku Dependent fuHkZj

Praise viuh iz'kalk Determination n`<rk

Pride xoZ Devotion leiZ.k

Prediticition fdlh dk;Z es lekfgr gksuk

Dedication Ykxu

Propensity dk;Z djus dh pkgr Diligent ifjJe

Prosperity lEiUurk Independent vkRefuHkZj

Courage Lkkgl Intution vUreZu

Confidence vkRefo'okl Interest :fp

Courtesy 'kkyhurk Intension tkucw>dj

Character pfj= Inclination >qdko

Conviction fu.kZ; ysus dh {kerk Ponder Ekuu

Compentency n{krk

Respect lEeku

Recognition Ikgpku

Motive in trainees 1 Curiosity Motive mRlqdrk dk izsjd% Curiosity motive must be exposed to

constructive work.

mRlqdrk ds izsjd dks ldkjkRed dk;Z dh rjQ fn'kk nsukA

2 Constructive Motive: This motive is responsible for effective learning And Proper Acquisition of skill.

;g izsjd lh[kus ds fy, o mfpr n{krk ds fy, vko';d gSA

3 Self display motive: Lo;a dks n'kkZus dk izsjd

4 Combative Motive: mxz LoHkko

5 Self Abasement Motive v/khurk dk izsjd% Children loose their Ability or thinking power under Authority of senior.

ofj"B yksxksa ds vf/kdkj {ks= esa gksus ls cPps viuh ;ksX;rk [kks nsrs gSaA


6 Discipline is essentiat for orderly And proper goal but over discipline make to childern inferior And they loose their reasoning power.

vuq'kklu fo/kk;kFkhZ ds leqfpr o dzeo) fodkl ds fy, vko';d gSA ysfdu vfr vuq'kklu cPps esa ghu Hkkouk mRiUu djrk gS vksj og viuh foosd dh 'kfDr dks [kks nsrk gSA

7 Self Aquisite Motive: By nature, human being is Selfish, Greedy & Cheater. This motive must be carefully Cater to Achieve to Effective Learning.

izzd`fr ds vuqlkj LoHkko ls gh O;fDr LokFkhZ] ykyph o /kks[kk nsus okyk gksrk gSaA

8 Cognitive Dissolve Kku dh fjDrrk ;k deh: Repeatitive failure causes Aversion to learning & lead to cognitive dissolve.

ckj&ckj vlQy gksus ls f'k{k.k dh nwjh curh gS vkSj lh[kuk vlaHko gks tkrk gS] ftlls Kku dh fjDrrk dk dkjd mRiUu gksrk gSA

Factors Affecting The Motivation ¼izsj.kk dks izHkkfor djus okys dkjd ½%

1. Goal izsj.kk dk Lrj y{; ij fuHkZj djrk gSA y{; gekjh bPNk] vk'kk vis{kk ds vuq:i gksuk

pkfg,A Aspiration, Ambition & Ability of Individual.

2. Incentive Capability of in dual is increased by incentive.

;g {kerk dks c<+k nsrk gSA ;g nks izdkj ds gksrs gSa %

TANGIBLE - Monetary Benefit ¼/ku dk Qk;nk½

INTANGIBLE - Non Monetary Benefit ¼iq:Ldkj] ekSf[kd iz'kalk vkfn½

3. Vim & Vigor ¼vkarfjd 'kfDr o cy½ To keep concentrated on work in it Achieved.

tc dk;Z iwjk u gks tk,s] mles yxs jgukA

4. Enthusiasm ¼mRlkg½ fdlh dk;Z dks djus dk fdruk mRlkg gksrk gSA

5. Mobilization The Will Power ¼bPNk 'kfDr dks dsafnzr djuk gS½A

Individual not only defer in their Ability to do A work, but Also their will to do it.

O;fDr dsoy ;ksX;rk ds vk/kkj ij gh ugha cfYd bPNk'kfDr ds vk/kkj ij Hkh dk;Z djrk gSA

Environment ¼ifjos'k½ lekt] ifjos'k] laLFkku fo|kFkhZ easa lh[kus dh izsj.kk dks izHkkfor

djrk gSA O;fDr dsoy ;ksX;rk ds vk/kkj ij gh ugha cfYd bPNk'kfDr ds vk/kkj ij Hkh dk;Z

djrk gSA Individual not only defer in their Ability to do A work, but Also their

will to do it.

6. Anxiety ¼vkarfjd ;k eu dh fpark½ eu dh vkarfjd lksp fdlh dk;Z dks iwjk dj ldsaxs

;k ughaA

7. Quality ¼xq.koRrk½ The quality of performance & result Affect the level of motivation.

dk;Z dq'kyrk dh xq.koRrk vkSj mldk vafre ifj.kke izsj.kk ds Lrj dks izHkkfor djrk gSA


Motivation in Training & Teaching ¼izf'k{k.k o f'k{k.k esa izsj.kk½

Motivation in training means the method And process Applied by teacher to Achieved the effective learning to included the interest in trainees to learn.

f'k{kd }kjk viuk;s x;s f'k{k.k dk rjhdk vkSj izfdz;k ftlls fo|kFkhZ;ks esa lh[kus dh bPNk dk fodkl gks mls gh izf'k{k.k vkSj f'k{kk dh izsj.kk dgrs gSaA

There Are two kind of MOTIVE. 1 Intrusive Motive ¼vkarfjd izsj.kk½: To create or innate spontaneous interest.

f'k{kd fo|kFkhZ esa :fp mRiUu djds vko';d Kku vkSj n{krk fcuk mn~ns’; dks /;ku esa j[ks gh nsus dh dks'kh'k djrk gSaA

2 Extrinsic Motive ¼ckg~; dkjd½: Keeping the goal Always in the mind knowledge And skill is important so that trainees can earn their livelihood.

f'k{kd ges'kk mn~ns’; dks /;ku esa j[krs gq, fo|kFkhZ dks bl izdkj Kku vkSj n{krk iznku djrk gSa ftlls og viuk thou ;kiu dj ldsA

Reinforcement of learning play an important role in acquiring the skill

¼fl[kus dk lq–<hdj.k n{krk izkIr djus esa ,d vge Hkwfedk fuHkkrk gSa½

The learner if get success in first Attempt then hi will have the hope of success in consecutive Attained this lead to motivation learning which cater it reinforcing.

;fn fo|kFkhZ dks igys iz;Ru esa lQyrk feyrh gks rks vU; iz;Ruks esa Hkh mls lQyrk dh vk'kk jgrh gSa vkSj mlls lh[kus esa izsj.kk tkxzr gksrh gSa rFkk lh[k dk lq–<hdj.k gksrk gSa blds foijhr ;fn fo|kFkhZ dks igys gh iz;Ru esa vlQyrk feyrh gSaA

If learner get failure in first Attempt. Success of failure in learning hangs between the balance of hope to success & fear of failure, which cause pleaser or pressure in learning.

fl[kus esa lQyrk ;k vlQyrk] lQyrk dh vk'kk ;k vlQyrk dk Mj] dk e/;eku gSa tks lh[kus ds izfr :fp ;k mnklhurk mRiUu djrk gSa

SUCCESS HOPE OFSUCCESS

LEARNINGMOTIVATION

PLEASER OR SATISFACTIONIN LEARNING

FAILURE FEAR OFFAILURE

LEARNINGBARRIER

PLEASER OR SATISFACTIONIN LEARNING

LEARNER

POSITIVE REINFORCEMENT OF LEARNING

NAGATIVE REINFORCEMENT OF LEARNING

MOTIVATIONAL FUNCTIONAL OF TEACHER IN CLASS 1 Arousal Function. ¼:fp dks c<kus esa½

2 Expectancy Function. ¼vk'kkoknh dk;Z½

3 Incentive Function. ¼ikfjrksf"kd dk;Z½

4 Disciplinary Function. ¼vuq'kklukRed dk;Z½


1 Arousal Function ¼:fp dks c<kus esa½

The first responsibility of teacher is to make the trainees interest Around their willingness to listen. Keep their Attention & interest until the end of class.

f'k{kd dk igyk nkf;Ro fo|kFkhZ esa fl[kus ds izfr :fp mRiUu djuk gSa o lquus ds fy, rS;kj gks rFkk mldk /;ku o :fp d{kk ds vUr rd cuk jgsA

To make it possible the teacher must teach the lesson At learner level of understanding.

fo|kFkhZ ds le> dk Lrj ds vuqlkj f'k{k.k dk;Z f'k{kd }kjk lqfuf'pr djukA

Use simple And correct language.

ljy vkSj lgh Hkk"kk dk mi;ksx djukA

Divide the lesson in point And discuss them in proper sequence.

ikB dks NksVs NksVs Hkkxks esa ckVdj dzec) rjhds ls i<kuk pkfg;sa

Very the pace of teaching to Avoid sleeping And emotional excitement.

f'k{k.k fd xfr esa ;Fkk laHko cnyko djds fo|kFkhZ;ksa ds vkarfjd mRrstuk ;k d{kk esa uhan vkus dh laHkkouk dks lekIr djukA

2 Expectancy Function ¼vk'kkoknh dk;Z½

Correct their level of expectation.

vk'kk dk Lrj mfpr rjg crkuk-

Over expectation due to initial success may damage the goal Achieving prospect of the teacher.

izkjafHkd lQyrk ds dkj.k vko’;drk ls vf/kd vk’kkoku gksuk] Hkfo"; dh lQyrk ds fy, lgh ugha gksrk gS-

Under expectation due to initial failure may due to learning barrier.

izkjafHkd lQyrk ds dkj.k vk'kk esa vf/kdre deh] lh[kus esa ck/kd gksrh gS-

Teacher must correct the over & under expectation by proper correcting & counseling method.

f'k{kd bl] vkf/kdre ;k U;wure vk'kk ds Lrj dks izHkkoh rjhds ls mfpr Lrj rd ykus dh dksf'k'k djs-

3 Incentive Function ¼ikfjrksf"kd dk;Z½

The teacher must encourage the trainees to perform with quality And keep on improving by correcting time past mistakes.

f'k{kd ges'kk fo|kFkhZ dks xq.koRrk ds lkFk dk;Z djus ds fy, izsfjr djs vkSj viuh xyfr;ksa dks ges'kk lq/kkjus dh dksf'k'k djs-

Teacher must encourage the Teacher by Appreciating their good work.

f'k{kd] fo|kFkhZ ds vPNs dk;ksZa dh ljkguk djds mUgsa izksRlkfgr djs-

Never sculled And reprimand them publicly.

mUgS lcds lkeus uk MkaVsA

Never put bad remark with red in their notebook.


yky L;kgh ls dHkh Hkh [kjkc fVIi.kh uk djsA

Take Adequate care for mentally week student.

ekufld :i ls detksj fo/kkFkhZ ij i;kZIr /;ku nsA

Take care that Appreciation for some student may not cause discouragement for others.

dqN fo/kkfFkZ;ksa dks nh xbZ iz'kalk nwljs dks grksRlkghr u djs] mldk /;ku j[ksaA

4 Disciplinary Function ¼vuqa'kklukRed dk;Z½

Ignoring the unwanted behavior At first instant.

izFke volj ij vokaNuh; O;ogkj dks tkucw> dj /;ku u nsukA

Counter condition:- Take Appropriate Action to check the deviant behavior.

mxz O;ogkj dks jksdus ds fy;s mi;qDr dk;Zokgh djukA

Punishment must correct not course the trainee.

n.M bl izdkj gks fd ftlls fo/kkFkhZ esa lw/kkj gks u fd mls ;g Hkkj yxsA

Tell correctly what is unwanted And how to correct it.

;g Li"V :i ls crk, fd D;k O;ogkj vuko';d gS vkSj mls dSls nwj fd;k tkosxkA

The process of Awarding the result behaviorAnd punishing the deviant behavior to correct the trainees is known As restitution.

leqfpr O;ogkj djus okys fo/kkFkhZ dks iqjLd`r djuk vkSj vokaNuh; O;ogkj djus okys fo/kkFkhZ dks naM nsdj lq/kkj djus dh izfØ;k dks Restitution dgrs gSA

How to Motivate 1 Attain the ideal posture. ,d vkn'kZoknh Nfo cukus dh dksf'k'k djsA

2 Apt Analysis to Attitude of each trainee. izR;sd fo|kFkhZ ds nzf"Vdks.k dk vPNh rjg voyksdu djsA

3 Be firm, fair but friendly. n`<+] fu"i{k ysfdu fe=or jgsA

4 Be leader not A boss. uSr`Ro iznku djus dh {kerk j[ks] ,sdkf/kdkj uk pykosA

5 Carrot And stick Approach. tSlh vko';Drk gks oSlk O;ogkj djsA

6 Care for commitment. tks dgs mldk /;ku j[ksA

7 Develop devotion And decency. leiZ.k ,oa 'kkyhurk ds Hkko dk fodkl djukA

8 Involved innovative nature of learning. fl[kkus esa ges'kk u;k djus dh dksf'k'k djsA

9 Formulate the fact According their understanding. fo"k;oLrq dks fo|kFkhZ ds le> ds vuqlkj izLrqr djukA

10 Give the guardian gauge. vfHkHkkod dh rjg fo?kkFkhZ ds lkFk O;ogkj djukA

11 Gear the group dynamic. lkewfgd f'k{k.k xfrf'kyrk dks vkxs c<+kukA

12 Honesty is the best policy. bZekunkjh loksZPp fu;e gS bldk ikyu djukA

13 Honors must be commanded, not demanded. lEeku Lo;a izkIr djus dh dksf'k'k djukA

14 Ideal to imitate. gekjs vkn'kksZ dh udy dj ldsA


15 Inculpate the Ability And interest to imitate. ;ksX;rk vkSj :ph tks vuqdj.k ds fy;s vko';d gS] iSnk djukA

16 Judicious evaluation At each step of learning. fl[kus ds izR;sd Lrj ij rdZ laxr eqY;kadu djukA

17 Kind And caring Attitude towards trainees. n;kyqrk vkSj /;ku j[kus dh izo`fRr dk fodkl djukA

18 Learning must followed by Application. tks dqN lh[k tkos mldk mi;ksx gksA

19 Maintain the mobility by mobilizing the motivation. izsj.kk dks fn'kk nsdj f'k{k.k esa xfr'khyrk dks cuk;s j[kukA

20 Narrate the learning-by-learning process. fl[kus dh izfØ;k ls fl[kkus dh O;k[;k djukA

21 Obtain objective by providing proper skill And knowledge. mfpr Kku vkSj n{krk iznku dj mn~ns’; dks izkIr djukA

22 Quench their quest of knowledge properly. Kku dh deh dks vPNh rjg iwjk djukA

23 Proper peeping to perception. Kkucks/k ij /;ku nsukA

24 Resource utilization for realization. Kku izkfIr ds fy;s lalk/kuks dk mi;ksx djuk djukA

25 Suffice the satisfaction. vkRe larqf"B dks izkIr djukA

26 Candle the technical tenacity. rduhdh n{krk dks iznku djukA

27 Use the proper technique. mfpr Øe dk mi;ksx djukA

28 Valuate the value of effective learning. izHkko'kkyh lh[k ds ewY;ksa dk ewY;kadu djukA

29 Watch the progress of trainees. fo|kFkhZ dh izxrh ij /;ku j[kukA

Fear, Failure & Frustation ¼Hk;] vlQyrk ,oa >qa>ykgV½

Fear: - sensing syndrome suppresses the starting surge to work. ;g efLr"d dh laosfnr xzaFkh gS tks

dk;Z djus dh izkjafHkd mRlkg dks nck nsrh gSA

Failure: - When motivational cycle is blocked And not reaching to goal is known As failure.

izsj.kk dk Øe tc chp esa gh ckf/kr gks tkrk gS vkSj y{; rd ugha iagqprk gS rks mls vlQyrk dgrs gSA

Frustation: - Repeated failure cause frustration. yxkrkj gkj ls >qa>ykgV gksrh gSA

Motivators And Demotivators Action ¼izsjd vkSj grksRlkfgr djus okys dkjd½

f'k{kd }kjk dgs x;s okD; ftlls fo|kkFkhZ dks izsj.kk feyas ;k mldh izsj.kk esa deh gks f'k{kd dk izksRlkghr ;k grksRlkghr djus okyk dk;Z dgk tkrk gSA

Motivators De-motivators Appreciation up to Appropriate level

iz'kalk mfpr Lrj rd gh djuk

Appeasing Appreciation

dsoy [kq'k djus ds fy;s dh xbZ iz'kalk

Brain storming the fo|kFkhZ ds O;ogkj dks Blocking the O;ogkj dks ckf/kr djuk


behaviors fodflr djuk behaviors

Correcting cordially mudh xfrfof/k;ksa dks fouezrk ls lq/kkjuk correcting critically

vkykspuk ds lkFk lq/kkjuk

developing dedication And devotion

leiZ.k ,oa yxu dh Hkkouk dk fodkl djuk

developing deduction & desperation

mnklhurk ,oa fujk'kk dk Hkko mRiUu djuk

Effusing essentiality And essence

f'k{kk ds xq.k ,oa vko';Drk dks iznku djuk

eliminating encouragement And enthusiasm

vkarfjd mRlkg ,oa you dks de djuk

formulating the future by fostering the fact

rF;ksa dks iznku djds Hkfo"; dk fuekZ.k djuk

Fostering the failure by fracturing the fact

rF;ksa dks fNUu fHkUu djds vlQyrk dh rjQ vxzsf"kr djuk

Garnering the gain lQyrk izkIr djuk Glooming the goal m)s'; dks Li"V u crkuk

Harness the harvest fo|kFkhZ lQyrk dks lqfuf'pr djuk

hindering the help to have the goal

y{; izkfIr esa ck/kd cuuk

Inculcate the interest imitate

fo|kFkhZ f'k{k.k dk;Z dk vuqlj.k djs] bl :fp dks txkuk

Initiate the idea to isolate

f'k{k.k ls vyx djus dk dk;Z

Kind And considerate n;k vkSj lgkuqHkwfr dk Hkko j[kuk Kinking the cult

izf'k{k.k ds izpyu dks izHkkfor djuk

Laminate the learning by relating to Lesson Plan

ikB&;kstuk ds lkFk f'k{k.k dks tksM+dj lh[kus dh izfØ;k dks lqn`<+ djuk

Lingering the lesson ikB dks iwjk u djuk

Know by leasing the mean to marble the performance

mRd`"V dk;Z dq'kyrk izkIr djus ds fy, lalk/kuksa dk leqfpr lek;kstu

Mitigating the manner to Attain the goal

mi;qDr vkpj.k dh deh ds dkj.k y{; izkIr djuk vlaHko

Narrate the novelty

lTturk ds lkFk f'k{k.k esa ges'kk dqN u dqN u, rF;ksa dh O;k[;k djuk

Negating the notate norms

f'k{k.k ds u, lgh rjhds dks f'k{kd }kjk u viukuk

Offering the orderliness to Achieve the objective

fo"k;oLrq dk Øec) Kku nsdj mn~ns’; izkIr djuk

Offset the opportunity laHkkoukvksa dks izkIr ugha djus nsuk

Provide proper prospective to press the perception

KkuizkfIr ds mfpr rjhds dks mfpr rjg ls iznku djuk

Percolating the planning the pervade the perception

mfpr ;kstuk ds vHkko esa Kku izkIr u gks ikuk

Quickly quench their question And query

fo|kFkhZ ds iz'u vkSj 'kadkvksa dk vPNh rjg fuokj.k djuk

Quake the question fo|kFkhZ ds iz'uksa dks u crkuk ;k Vkyuk

Recon the realization mn~ns’;izkfIr dks fo|kFkhZ Reflect the resources izkIr lalk/kuksa dk


dks cks/k djuk to reduce the realization

vU;= eksM+dj mn~ns’;izkfIr esa ck/kd cuuk

Sustain their satisfaction

f'k{k.k ds izfr larqf"V ds cks/k dks cuk, j[kuk

Suppressing the surge to learn

lh[kus ds izfr mRiUu gksus okys mRlkg dks nck nsuk

Tender the tenacity yxu dks iksf"kr djuk ;k nsuk Tinker the tenacity yxu dks de djuk

Valuate the value of learning

lh[kus ds ewY;ksa dk lgh ewY;kadu djuk

Vault the value of learning

lh[kus ds ewY;ksa dk mfpr ewY;kadu ugha djuk

Place of Motivation in Learning Preparation Presentation Communication Motivation Conception Realization Normalization Evaluation

Preparation ¼rS;kjh½

mfpr rS;kjh ls vPNh dk;Zdq'kyrk izkIr gksrh gSA

Purpose +Principle + Prospective + Practice + Perseverance + Pride + Preparation Presentation

Short, Simple, Self Explanatory, Subjective

laf{kIr] ljy] ftldh O;k[;k dh tk lds rFkk fo"k;oLrq ds vuq:i gks] bu ckrksa dk ges'kk /;ku j[ksaA

Communication ¼laizs"k.k½

fo|kFkhZ vkSj f'k{kd ds chp f'k{k.k lkexzh ds lkFk lac/k LFkkfir djus dh izfØ;k dks laizs"k.k dgrs gSaA

Motivation ¼izsj.kk½

Internal interest to achieve the objective. mn~ns’; izkfIr ds fy, vkarfjd vko';d mRlkg izsj.kk gSA

Conception ¼Kkucks/k½

Chronological steps of content. fo"k;oLrq dk Øec) Kku-

Realization

Change in behavior is indication of learning. O;ogkj esa gksus okys ifjorZu dk ladsr gh lh[kuk gSA

Normalization ¼lkekU;hdj.k½


Attaining the psychomotor skill. n{krk dks izkIr djuk gh n{krk dk O;ogkjhdj.k gSA

Evaluation ¼ewY;kadu½

By following the learning process As per learning material whether the required learning objective has been Acquired or not, is evaluation.

lh[kus dh fo"k; oLrq ds vuqlkj lh[kus ds rjhdksa dk mi;ksx djrs gq, vko';d lh[kus ds mn~ns’; dks izkIr dj fy;k x;k gS ;k ugha] dk vkdyu gh ewY;kadu gSA


Chapter – Three

Analysis of Syllabus and Course Construction

3. Analysis of syllabus and course construction

3.1. Syllabus and its information

3.1.1. What is syllabus & curriculum?

;g izf’k{k.k esa i<k;sa tkus okys fo"k; dh :i js[kk gS ikB;Øe f’k{kk es ,d ,slk lk/ku gS tks f’k{kk rFkk thou ds y{;ksa dh izkfIr esa lgk;d gksrk gSA ikB;Øe 'kCn vaxzsth ds Curriculam 'kCn dk Ik;kZ;okph gS ;g ysfVu Hkk"kk dk 'kCn gS ftldk vFkZ gS nkSM+ ls gS ftldk rkRi;Z ;g gS fd f’k{kdksa dks nkSM+ dk eSnku D;k gS blds ckjs esa le>kuk pkfg, D;ksa fd nksuksa dk y{; izFke LFkku ij vkuk gS ;k mn~ns’; dh iwfrZ djuk nwljs 'kCnksa esa ikB;Øe og ekxZ Hkh gS ftld vuqlj.k djds gh ,d fo|kFkhZ y{; dks izkIr djrk gSA

f’k{kk 'kkfL=;ksa ds vuqlkj tks dqN i<+k;k ;k fy[kk;k tkrk gS mldh Øec} fo’ks"krkA O;oLFkk dks ikB;Øe dgrs gSA

deksZusu oxZ ¼f’k{kk 'kkL=h½ ds vuqlkj ikB;Øe ikB; fo"; ds”Kku dk lqO;ofFkr :Ik gS tks fd fo|kfFkZ;ksa dh vko’;drk dh iwfrZ ds fy;s rS;kj fd;k tkrk gSA ftls dqN vf/kdkfj;ksa ,oa oSKkfudksa }kjk rS;kj fd;k tkrk gSA

ikB;Øe fofHkUu vk;q ds fo|kfFkZ;ksa dh vko’;drk dks /;ku esa j[kdj cuk;k tkrk gS fd fo|kFkhZ dks dc D;k lh[kuk pkfg,A fdruk rFkk fdl izdkj lh[kuk pkfg, ;g lHkh ckrs ikB;Øe esa lEefyr gksrh gSA ftlls Kku izkIr djds lekt dh vko’;drkvksa dh ;g iwfrZ dj ldrk gSA

3.1.2. Basic of construction

ikB;Øe fuekZ.k esa fuEu fyf[kr ?kVd egRoiw.kZ ekus tkrs gSA

ikB;Øe ds fuf’pr mn~ns’;A

dq’ky Kku o n{krk izkIr djus gsrq izf’k{kkfFk;ksa dks ml ;ksX; cukus gsrqA

fo|kfFkZ;ksa ;k f’k{kkfFkZ;ksa dh vko’;drkA

midj.k lk lkexzh dh miyC/krkA

vuqns’ku dh lokZf/kd mfpr izxfrA

ikB;Øe dh lekfIr ij vkisf{kr ifj.kkeA

ikB;Øe fuekZ.k esa ;g Hkh fuf’pr fd;k tkr gS fd

D;k&fo"k; ;k O;okgfjd Kku ds fy;s iz;ksfxd midj.k ;a= vkfnA

dc iw.kZ gksxk] dc ykxw gksxk] dc lh[ksxk vkfn\

dSls i<+kuk gS dSls fy[kuk gS\

fo|kfFkZ;ksa ds Kku ds fy;s v/;kid dks Kku dh rS;kjh djuh pkfg,A

mn~ns’; fuEu nks izdkj ds gksrs gSA

O;ogkfjd mn~ns’; @ iz;ksxkRed

lS)kafUrd mn~ns’; @ v/;kiukRed


ekSfyd mn~ns’; %

fo"k;ksa ds ckjs esa tkudkjh izkIr dj Kku izkIr djuk rFkk fo"k;ksa ds ckjs esa tkudkjh izkIr djuk] Kku ysuk] fo"k; ds ckjs esa le>uk rFkk ifjHkkf"kr djuk vUrj crkuk o fl}kUr le>kkuk vkfnA

O;ogkjkRed mn~ns’; %

dkS’ky ds ckjs esa tkudkjh izkIr djuk tSls cukus esa dk;Z djus esa l{ke gksxsa rFkk fo"k; ds ckjs esa tkuuk le>uk ifjHkkf"kr djuk vkfnA

ikB;Øe ds mn~ns’;ksa ds fuEu izdkj oxhZd`r fd;k tkrk gSA

lkekU; mn~ns’; %

;s mn~ns’; fdlh fof’k"B ikB ;k dk;Z fØ;k dyki ds mn~ns’; gksrs gSA

bl mn~ns’; dks fuf’pr djus dk le; fuEu iz’u vuqns’k dh ekxZ n’kZu djrs gSA

vki D;k i<+kus dk iz;kl dj jgs gSA

vki fdls i<+kus tk jgs gSA

fdlh ifj.kke dh vis{kk j[k dj i<kus tk jgs gsA

vki fdl ek/;e dk mi;ksx djuk pkgrs gSA

vki dkSu lh i)fr viukus tk jgs gSA

fo|kfFk;kZs dks fdl izdkj dks izfrfØ;k visf{kr gSa

fdl izdkj ds Kku dkS’ky rFkk vfHko`fRr ds vUrxZr gSA

D;k mudk ekiu djuk laHko gSA

vkids fo|kfFkZ;ksa dk izkjfEHkd ,oa vfUre Lrj D;k gSA

vkidk vfUre y{; D;k gSA

3.1.3. Factor influencing formulation of A syllabus

The Syllabus: Rkduhdh O;olk; ds ikB;Øe ds fuekZ.k esa fuEu fyf[kr ckrksa dk /;ku j[kuk pkfg,A

1 Requirements of trade

O;olk; dh vko’;drk

2 Object –Aim of object – object of subject , trade theory, workshop, calculation & science, s. study

3 Training faculty

f’k{k.k lqfo/kk

4 Time Available for training

le; dh miyC/krk

5 Standard of student At the time of intake

izos'k ds le; fo|kfFkZ;ksa dk Lrj dks /;ku esa j[kuk pkfg,A

ikB;Øe cukus dk vf/kdkj vuqns’kd dk ugha gS fdUrq vuqHko ds }kjk 'kklu dks crk ldrk gS fd mlesa D;k ifjorZu djuk gSA


ikB;Øe dks i<kus dk ;k mldk mi;ksx vuqns’k gh djrk gSA

Necessity of Analysis the syllabus d{kk esa tks dqN Hkh i<k;k tk; mldks Hkyh&Hkkarh lh[kus ds fy;s ikB;Øe fo’ys"k.k dh vko’;drk gSA

fo’ys"k.k ikB;Øe }kjk izf’k{kd dks ;g Kku gksrk gS fd fuf’pr le; esa fdrus Kku ikB ,oa fdrus dkS’ky ikB i<kus gS lkFk gh lkFk mUgsa nksgjkus dk vH;kl djus ds fy;s Hkh le; fuf’pr djuk gSA

bl lc dk;ksZ dk C;ksjk ;k fglkc izf’k{kd dks j[kuk iM+rk gSA

ikB;Øe fo’ys"k.k djrs le; lHkh izdj.k vuqns’kd dh n`f"V esa vkrs gS ;fn fdlh fo'ks"k izdj.k esa Lo;a dks dfBukbZ izrhr gksrh gS rks mls Lo;a vius dks rS;kj djuk iM+rk gS fo"k; dh egRrk dks /;ku esa j[krs gq;s muds Øe dks Hkh Bhd mlh izdkj ls j[kuk iM+rk gSA

lHkh fo"k;ksa dh rS;kjh rFkk mlls lEcaf/kr iBu ikBu dh lgk;d lkexzh rS;kj djus dk Hkh mfpr le; f’k{kd dks fey tkrk gSA

ikB;Øe dh Øec}rk ls lh[kus esa le; dh cpr Hkh gksrh gSA

lHkh izf’k{kkfFkZ;ksa dksa oakfNr Kku izkIr gksrk gSA

izf’k{kd vkSj izf’k{kkFkhZ;ksa nksuksa gh lUrqf"Vh dk vuqHko djrs gSA D;ksafd fl[kuk rFkk lh[kkuk nksuks gh Hkyh Hkkrh gksrs gSA

f’k{kd dk i<kus dk Øe fu/kkZfjr jgrk gSA

lIrkg rFkk ekg ds fu/kkZfjr ikBksa dks le; vkus ij Bhd vPnh izdkj i<k;k tkrk gSA

ikB;Øe fo’ys"k.k ls gh izf’k{k.k dk;Z ;kstuk c) gksrk gSA

izf’k{k.k ds e/; esa lqfo/kkuqlkj iznZ’kuh djokus ;k vU; LFkkuksa ess izf’k{kkfFkZ;ksa dks ys tkus ds fy;s dk;ZØe rS;kj fd;k tkrk gSA

fo’kys"k.k dk lcls cMk ykHk ;g gS fd vuqns’kd dks ;g irk yx tkrk gS dh dkS’ky ikB fdrus i<us gSA vkSj muds fy;s fdu fdu midj.kksa ;k lgk;d lkexzh dh vko’;drk i<sxhA

le; ls iwoZ gh og mu lkexzh dh iwfrZ dj ldrk gSA

ikB;Øe fo’kys"k.k ls if’k{kkfFkZ;ksa dk iw.kZr% O;ogkfjd cukus esa lgk;rk feyrh gSA

ikB;Øe fo’kys"k.k vH;kl ,oa iwujko`fRr dks LFkku nsus ls izf’k{kkFkZhZ }kjk vftZr Kku LFkk;h gksrk gSA

3.1.4. Entry behavior standard-duration-terminal behavior

Entry Behavior izos'k O;ogkj D;k gS \

;g og izfØ;k gs tc izf’k{kkfFkZ fdlh laLFkku esa izos’k ysrk gS rks ml le; mldh vknr ;ksX;rk rFkk O;ogkj tks mlesa gS rFkk ftruk iwoZ Kku mls gksrk gS mlh ds vuqlkj tSlk O;ogkj og djrk gS mls izos’k O;ogkj dgrs gS vFkkZr fdlh Hkh laLFkku esa izf’k{kkFkhZ dks izos’k ysus ls iwoZ dh vknrksa dks izos’k O;ogkj dgrs gSA

Standard izf’k{kkfFkZ;ksa dh ;ksX;rk dk Lrj dk rkRi;Z gs muesa fdlh f’k{kk dh dksbZ ckr le>us o lh[kus dk D;k Lrj gS vFkkZr og fdlh ckr dks dSls lh[krk gS ;k dSls xzg.k djrk gS ;g mudh viuh f’k{k.k ;ksX;rk ij fuHkZj djrk gS ;g rHkh tkuk tk ldrk gS tc mudh tkap ;k ewY;kadu fd;k tk; blh fy;s


izf’k{kkFkhZ ds Lrj dks fcuk tkaps gq, mUgs f’k{kk ugh nh tkuh pkfg,A D;ksfd ;fn muds Lrj ds vuqlkj f’k{kk u nh x;h rks f’k{kk dk mn~ns’; v/kwjk jgsxkA

Duration vof/k dk vFkZ gS fdlh fo’ks"k O;olk; ds izf’k{k.k dk ikB;Øe fdruh vof/k dk gksuk pkfg, vof/k dk fuekZ.k ikB~; Øekuqlkj fo’ks"kKksa }kjk fu/kkZfjr fd;k tkrk gS fdlh fo’ks"k O;olk; dk ikB;Øe fdrus le; esa lekIr gksrk gSA mls izkjEHk ls vUr rd fdu lkSiku dh la[;k [k.M rFkk ikBksa dh la[;k ij fuHkZj djrk gS izf’k{k.k dh vof/k ;fn de gks rks ikB;Øe dk izf’k{k.k iwjk ugha gks ldrk ;g 'kklu }kjk vuqeksfnr fd;k gS mn~ns’; bl fy;s ikB;Øe vof/k ds vuqlkj cuk;k tkrk gS ;g Hkh dgk tk ldrk fd fuf’pr ikB;Øe ds fy;s ,d fuf’pr vof/k fu/kkZj.k djuk vko’;d gSA

Terminal Behavior ,d u;k izf’k{kkFkhZ izf’k{k.k izkIr djus ds fy;s laLFkku esa izos’k ysdj ftu&ftu fØ;k dykisa dks lh[krk gS mlds Kku O;ogkj esa tks ifjorZu gksrk gSA mls vknr esa ifjorZu dgrs gS D;ksfd O;ogkj eas cnyko gh izf’k{k.k dgykrk gS ;g dgkor pfjrkFkZ gS fd “ Learning is nothing but change in bhaviour ” vFkkZr O;ogkj esa ifjorZu ls gh lh[kuk gksrk gS ;g ikB;Øe ds vuqlkj mRre izf’k{k.k nsdj gh fd;k tk ldrk gSA

O;ogkj esa ifjorZu ds fuEu fcUnq gS %

okrkoj.k

f’k{k.k i)fr

lS|kfUrd Kku

O;ogkfjd Kku

3.2. Analysis of syllabus

Analysis: fo'ys"k.k 'kCn dk Hkko ;g gS fdlh oLrq dk dk;Z ds Hksnksa dks Li"V djuk rFkk mldk mYys[k djuk ftlls dh dksbZ Hkh O;fDr mls i<+dj ;g tku tk; fd og D;k oLrq gS ;k D;k fo"k; gS rFkk dSls izkIr fd;k tk ldrk gS fdlh Hkh O;olk; ds ikB;Øe dh :ijs[kk dsoy ;g n’kkZrh gS fd fu/kkZfjr ikB;Øe ds vraxZr dkSu&dkSu ls fo"k; fcUnqvksa dk lekos’k gS ijUrq bl fo"k; oLrq vkSj O;fDr e;kZnk ;k Øe n’kkZus esa ;g :ijs[kk vleFkZ gksrh gS izR;sd vuqns’kd dk igyk drZO; jgrk gS fd fn;s x;s ikB;Øe dks lqfu;ksftr bZdkb;ksa esa foHkkftr djuk ikB;Øe dh :ijs[kk dks izf’k{k.k dk;Z Øe esa ifjorZu djus dh izfØ;k dks fu/kkZfjr le; ls ikB;Øe ds vk/kkj ij fuf’pr fd;s x;s mn~ns’; rFkk y{; izkIr djuss ds fy;s foLr`r ;kstuk dh vko’;drk gksrh gS lEiw.kZ d{kk dh xfr fof/k;ksa dks bl izdkj vk;ksftr djuk ftlls ikB;Øe ds mn~ns’; lQy gks ;gh ikB; Øe dk mn~ns’; gSA

;gh ikB;Øe dk y{; gS bl fo’kys"k.k ls vuqns’kd ds ikl lqfu;ksftr fo"k; lkexzh dk Hk.Mkj miyC/k gksrk gS ftlds vk/kkj ls mldk dk;Z lqfo/kktud rFkk lQy gks ldrk gSA

Schedule of instruction training methodology


TIME – TABLE

I II III Break IV V Day 9.30 -

11.00 11.00 – 12.30

12.30 -1.00

1.30 – 2.00

2.00 – 3.30

3.30 – 5.30

Monday TB TK Comp. TM Prcact.

Tuesday TB TK Assg. Comp. Prcact.

Wednesday TB TK TM Libr. Prcact.

Thursday TB TK MD GD Prcact.

Friday TM Comp. Assg. L

U

N

C

H

Libr. Prcact.

TB Theoretical Base TM Theorytical Material TK Theorytical Knowledge Comp. Computer Theory Assg. Assignment Work Libr. Library GD Group Discussion Pract Practical

ikB;Øe fo'ys"k.k dk eq[; mns'; %

D;k i<+kuk gS \

fdruk i<+kuk gS \

fdl Øe esa i<+kuk gS \

Planning For Trade Syllabus Analysis 1 Orientation iwoZ izkphu

2 Objective for the Entire course iwjs izf'k{k.k dk mns'; ¼iz;kstu½

3 List of job for each unit from the list of practical unit (by doing ) izR;sd iz;ksxkRed bdkbZ dh lwph ls dk;Z djus dh lwphA

4 List of lesson for each unit izR;sd ikBksa dh lwphA

5 List of Attitude to be develop. dk;Z djus dh lwph ds <ax dk fodklA

3.2.1. What, why And how to Analyze the syllabus

ikB;Øe fo'ys"k.k fuEu rhu fcUnqvksa ds vk/kkj ij fd;k tkrk gSA

What ¼D;k½

ikB;Øe D;k gS vkSj ikB;Øe ds D;k tkuuk gS ikB;Øe esa v/;;u ds i'pkr gh ;g Kku gksrk gS fd izf'k{kkFkhZ dks ikB;Øe ds ek/;e ls gh f'k{kk nsuh pkfg,A bleas izf'k{kkFkhZ;ksa dh ;ksX;rk rFkk Kku dk


Lrj dks Hkh tkuuk vfr vko';d gS ftlls mUgs D;k i<+kuk gS dgka ls i<+kuk izkjEHk djuk gS ftlls izf'k{kkFkhZ fo"k; dk Kku vftZr dj lds blfy;s muds Lrj ds vuqlkj gh ikB;Øe dk fo'ys"k.k djuk pkfg;sA

Effective of Analysis ¼fo'ys"k.k dk izHkko½

izf'k{k.k dh mi;ksfxRkk ij izHkko iM+rk gSA

lgh Kku izkIr djus esa lgk;dA

mns'; dh izkfIr eas lgk;d

vFkkZr~ fo'ys"k.k dk izHkko izf'k{k.k dh mi;ksfxrk ij iM+rk gS rFkk mlls izf'k{kkFkhZ dks lgh Kku izkIr djus esa lgk;rk feyrh gSA ftld izHkko ;g gksrs gS] fd og y{; dh izkfIr dj ldsA

How ¼dSls½ %

ikB;Øe dk dSls fo'ys"k.k fd;k tk; ikB;Øe fo'ys"k.k ds dbZ fcUnq gS ftudksa tkuuk vfr vko';d gS fo'ys"k.k dk vFkZ Break up ;k [k.M djuk gS ;k ml f'k{kk vof/k ds vuqlkj ,d ls vf/kd Hkkxksa esa foHkktu djuk gh fo'ys"k.k gSA

3.2.2. Advantage for Analysis of syllabus

1 ikB;Øe fo'ys"k.k ls ;g YkkHk gS fd vuqns'kd vxys fnu i<k;s tkus okys ikB dh rS;kjh dj ysrk gSA

2 vuqns'kd fo"k; oLrq dh ikB ;kstuk rFkk iznZ'ku ;kstuk rS;kj dj izf'k{kkfFkZ;ksa dsk i<krk gSA

3 iz;ksx dk;Z dh lkexzh dk izcU/ku & bl izfØ;k esa vH;kl ds fy;s mi;qDr lkexzh dk izcU/ku djrk gSA

4 ;fn vko';d gks rks vuqns'kd Lo;a Hkh dk;Z dk vH;kl djrk gS rkfd izf'k{kkFkhZ dks iw.kz rFkk lgh tkudkjh ns ldsA

Learner Prepared to Learn

5 lh[kus okys dks ;g ykHk gS fd og vxys fnu i<k;s tkus okys ikB dh rS;kj ?kj ls djds ykrk gSA

6 i<k;s tkus okys ikB dks ;fn izf'k{kkFkhZ i<dj vkrk gS vkSj fdlh dkj.ko'k vuqns'kd mifLFkr ugha gksrk gS rks izf'k{kkFkhZ dks fiNyh fØ;k ds vH;kl dk iz;kl djrk gSA

7 fØ;kvksa dh la[;k dk Kku & blls mUgs ;g Hkh Kkr gksrk gS fd ,d ekg esa mUgs fdruh fØ;kvksa dk vH;kl djuk gSA

8 fjikVZ fujh{k.k ;k C;kSjk & blds lkFk&lkFk vf/kdkjh dks bl rkfydk ls f'k{k.k dk irk yxrk gS fd vkt dk ikB D;k gS rFkk D;k vH;kl djk;k tk jgk gSA

9 blds vykok ;g Hkh irk yxk;k tkrk gS fd ikB;Øekuqlkj i<k;k tk jgk gS vFkok ughaA


3.3. Method of Analysis of the syllabus

3.3.1. Principle, methods And steps of Analysis of syllabus

Principle 1 Principle of imparting knowledge of experiecc of human rage

ekuo tkfr ds vuqHkoksa dk Kku gksuk pkfg,A

2 Principle of linking with life

thou ls lEcfU/kr gksuk orZeku esa uohu rduhdh dk fodkl djuk gSA

3 Principle of intrest & capacitis

:fp;ksa vkSj ;ksX;rkvksa dk /;ku j[kukA

4 Principle of individual deference

ikB;Øe ds er Hksnksa dk fla}kr

5 Principle of forward looking.

vfxze n'kZrk dk fl}kUr

6 Principle of social filling

lkekftd vuqHkwfr dk fl}kUr

7 Principle of correlation

lg fo"k;ksa ls lEcaf/kr fl}kUr

8 Principle of developing creative power

jpukRed 'kfDr ds fodkl dk fl}kUr

9 Principle of proper Allocation of time

i;kZIr le; dh O;oLFkk dk fl}kUr

ikB;Øe fo'ys"k.k dh i)fr %

bldh eq[; nks i)fr;ka gSA

fo"k; ij vk/kkfjr & blesa le; dh dksbZ ck/;rk ugha gksrhA

le; ij vk/kkfjr

fo"k; ij vk/kkfjr %

bl i)fr esa le; dk cU/ku u ugha gksrk gSA fo"k; ij [kkst djrs gq;s fo"k; dh tkudkjh gksus rd pyrk jgrk gSA

blesa izf'k{k.k dh vof/k fu/kkZfjr ugha gksrh gSA

tfVy fo"k;ksa ds fy;s ;g i)fr mi;qDr gksrh gSA

blesa izR;sd bZdk;ksa esa vko';d 'kh"kZd pqus tkrs gS 'kh"kdZ dks i<kus ds fy;s dk;Z rFkk lS}kfUrd ikBksa dk vk;kstu fd;k tkrk gSA

vuqla/kku dk;kZs ds fy;s ;g fof/k ¼i)fr½ viukbZ tkrh gSA


3.3.2. Time based And subject based Analysis

le; ij vk/kkfjr %

le; ij vk/kkfjr ikB;Øe ds fo'kys"k.k ls izR;sd bdkbZ ds fy;s fuf'pr le; fu/kkZfjr fd;k tkrk gS izR;sd dk;Z rFkk mlls lEcafU/kr tkudkjh ij fu/kkZfjr le; esa ls gj ,d bdkbZ nks muds egRo rFkk yEckbZ rFkk tfVyrk ds vuqlkj dkVk tkrk gS rFkk le; gksus ls mldk fuf'pr mi;ksx gksrk gS mDr nksuks iz.kkfy;ksa esa ls O;ogkfjd izf'k{k.k ds fy;s le; ij vk/kkfjr i)fr gh mi;qDr gS blds fuEu fyf[kr dkj.k gS %&

'kS{kf.kd laLFkk;sa fu;ksftr dk;Zdj.k izf'k{k.k rFkk muds izf'k{k.k dk;ZØe tks iquZjko`fRr izdkj ds gksrs gS muds fy;s ikB;Øe esa le; fuf'pr gksrk gSA blesa fuf'pr le; esa 'kh"kZd iwjs gksus vko';d gS] rkfd izf'k{kkfFkZ;ksa ijh{kk esa vPNh rjg mRrh.kZ gks ldsA

ikB;Øe esa fu/kkZfjr le; esa iwjk djuk lEHko gksrk gSA D;ksafd le; dk mfpr iz;ksx fuf'pr fd;k tkrk gSA

izf'k{kkFkhZ dk ekufld Lrj rFkk HkkSfrd Lrj gh izf'k{k.k dk vk/kkj ekuk tkrk gS blfy;s fu/kkZfjr le; dks /;ku esa j[kds ikB;Øe dk foLrkj fd;k tk ldrk gS ;g foLrkj f'k{k.k ls fo|kfFkZ;ksa dk ckSf)d Lrj lek;ksftr gks tkrk gSA

SYLLABUS

UNLIMITED FIELD TRAINING LIMITED FIELD TRAINING

BLOCK

MAJOR DIVISION OF SYLLABUS SUB DIVISION OF SYLLABUS

UNIT(TOPIC)

DOING(PRACTICALEXERCISELESSON)

BEING(THEORYLESSON)

KNOWING(RELATEDINSTRUCTIONALTHEORY SMALLESTTEACHING UNIT

Planning for trade syllabus Analysis

Sequencing of topic 1. Knowing 2. Doing 3. Being mns'; dks ysdj O;olk; ds vuqlkj Øekuqlkj fo"k; dks n'kkZus dks sequencing dgrs gSA

Knowing: 1 Related theory lesson. 2 Trade calculation lesson. 3 Sketching And drawing.


4 Construct science lesson.

Doing: 1 Basic skill of the trade. 2 Job or experiments by when skill can Acquire And develop.

Being: 1 Syllabus is provided by the Administration keeping is view the following. 2 Effective training period 3 Standard to be Achieved At the end of the period.

Method of Analysis of Syllabus: ikB;Øe dks foHkkftr djus ls iwoZ mldk v/;;u djuk vuqns'd dk drZO; gS fd izf'{kkfFkZ;ksa dks f'k{k.k nsus ls igys muds Lrj dk irk yxk;s rFkk f'k{k.k ds ckn muds Kku dk Lrj D;k gksxkA ikB;Øe foHkktu dh fuEu fof/k;ka gSA

loZizFke ikB; fo"k; dks cMs&cMs Block ;k Hkkxksa esa foHkkftr dhft, vkSj mlds ckn [k.Mksa dks rdZiw.kZ Øe ds vk/kkj ij cuk yhft, blds i'pkr Unit bdkbZ dh Øe la[;k rS;kj djs rRi'pkr Lesson ikB dh Øe la[;k j[ksA

Block ¼[k.M½ [k.M dk vFkZ gS fd mlesa f'k{k.k dh rdZ iw.kZ ckrs gks ;g Block dgykrs gs iwjs ikB;Øe esa nks ;k rhu [k.M ls vf/kd ugh gksA

Unit ¼bdkbZ½ %

euksoSKkfud ds vk/kkj ij ;g fuf'pr fd;k x;k gS fd Kku Lo;a ,d bdkbZ gS vkSj fo|kfFkZ;ksa ds lEeq[k Kku dks bdkbZ ds :i eas gh izLrqr djuk pkfg;sa nwljs 'kCnksa esa ;g fd fo|kfFkZ;ksa dks Kku [k.Mksa essa ugh cfYd lEiw.kZ :i ls nsuk pkfg,A

f'k{kk 'kkL=h Risk ds dFkukuqlkj bdkbZ 'kCn dk vFkZ fdlh leL;k ;k izdj.k ls lEcaf/kr lh[kus okyh fØ;kvksa dh lexzrk ;k ,drk dks izdV djrs gSA

f'k{kk 'kkL=h Bossing ds vuqlkj bdkbZ dk vFkZ iw.kZ ,oa ,d nwljs ls lEcaf/kr fØ;kvksa dh O;kid J[kyk gS tks fodflr gksus ij fo|kfFkZ;ksa ds mns'; dh iwfrZ djrh gS vkSj mUgs egOoiw.kZ 'kS{kf.kd vuqHko iznku djrk gS Li"V gS fd bdkbZ dk rkIi;Z ml Kku fØ;k ;k vuqHko ds ,d laxfBr :i ls gS tks ijLij lEcaf/kr gksrh gSA

Lesson ¼ikB½

ikBØe dk ;g lcls NksVk vuqns'kdh; Hkkx gS tks fuf'pr le; ea izLrqr fd;k tkrk gS vkSj f'k{k.k ds vk/kkj ij vk/kkfjr gksrk gS Lesson dgykrk gSA

lh[kuk ,d lrr izfØ;k gS tks thou i;ZUr pyrh gS lh[kuk nks izdkj ls gksrk gSA

tkucw>dj lh[kuk %

vutkus esa lh[kuk %

lc izdkj dk lh[kuk ekufld fØ;k ij fuHkZj djrk gS ekufld fØ;k esa ,d izdkj dh ekufld vuqHkwfr gksrh gSA


Knowledge condition Kku ;k ifjfLFkfr

Filling or Affection lEosnuk ;k izHkko

Action Process fØ;k

bu igyqvksa ls lEcafU/kr fuEu rhu izfØ;k gksrh gSA

Cognitive process KkukRed izfØ;k

Affection Process lEosnukRed izfØ;k

Job or trade Process fØ;kRed izfØ;k

Analysis of syllabus is complete by step: iwjh ikB ppkZ dk lko/kkuh iwoZd v/;;u djukA

vko';d izkFkfedrk dkS'kyks dh lwph cukukA

bu dkS'kyksa ds fy;s vko';d izk;ksfxd dk;Z rFkk lS|kfUrd ikBksa dks lwph cukukA

bu lc ds fy;s vko';d lEcaf/kr tkudkjh dh rFkk muds ikBksa dh lwph cukukA

bu ikBksaa rFkk dk;ksZ dk euksoSKkfud rFkk rkfdZd Øe fuf'pr djuk tks ljy ls tfVy dh vkSj rFkk vklku ls dfBu dh vksj gksA

iwjs ikB;Øe ds fy;s miyC/k le; dks ?k.Vksa esa foHkkftr djuk tSls NqfV~V;ks dk vfrfjDr le; NksMdj miyC/k fnu × gj fnu ds dk;Z ds fy;s miyC/k ?k.Vs ¾ dqy miyC/k ?k.VsA

bu ?k.Vksa dk ikBksa dh tfVyrk ls rfd le;Z ds vuqlkj izR;sd ikB vkSj dk;Z ds fy;s caVokjk djukA

bdkbZ;ksa dk vk;kstu djrs le; bl izdkj djuk %&

igys ifjpkyu] gLr dkS'ky rFkk dk;ksZ dk euksoSKkfud rFkk rkfdZd Øe fuf'pr djukA

bu dkS'kyksa ls lEcaf/kr tkudkjh dh bdkbZ bl izdkj vk;ksftr djuk ftlls mu dkS'kyksa ds lkFk budk esy tksy izLFkkfir gks lds dkS'kyksa ls lEcaf/kr tkudkjh ds ikB igys iBkuk fQj rqjUr ckn dkS'kyksa ds funsZ'k dks fn[kkdj ml ij vk/kkfjr dk;Z nsukA

izR;sd ikB ;k dk;Z ds fy;s izLrqrhdj.k dh i)fr fuf'pr djukA

vko';d f'k{k.k lkexzh dk iz;ksx djukA

;a=h] vkStkjksa] midj.kksa dh lwph cukukA

ewY;kdau dh i)fr fuf'pr djukA

vuqns'kh; y{; ds :i esa visf{kr vknrs n`f"Vdks.k rFkk izo`fR;ksa dh lwph cukukA

bu lHkh tkudkjh ds vk/kkj ij lEiw.kZ ikB;Øe ds fy;s ewyHkwr vuqlwph rS;kj djukA

ewyHkwr vuqlwph;kas ds vk/kkj ij nSfud ;k lkIrkfgd vuqlwph rS;kj djuk bl izdkj lko/kkuh ls rFkk fopkj iwoZd cuk;h x;h vuqlwph lEiw.kZ izf'k{k.k dk;ZØe dh xfrfof/k;ksa dk niZ.k ekuh tkrh gSA

Master Schedule lEiw.kZ izf'k{k.k dk;ZØe tks d{kk dh lEiw.kZ xfrfof/k;ka dks n'kkZrk gS mls ewyHkwr vuqlwph dgrs gSA ;g vuqlwph fuEu fcUnqvks dks n'kkZrh gS


ikB;Øe vkjEHk dh lkeqfgd fof/kA

izf'k{k.k dk le; ;k dyk fof/kA

fo"k; oLrq dk ØeA

izf'k{k.k dh izxfrA

lekfIr dh le;kof/kA

ewY;kadu izxfr vkSj ekfld vuqlwphA

Monthly Schedule: fdlh ,d fof'k"V ekg ds fy;s cuk;s x;h vuqlwph dks ekfld vuqlwph dgrs gSA bls vxys ekg ls izkjEHk ls iwoZ cuk;k tkrk gS fiNys ekg dh vuqlwph ls NqVs gq;s ;k viw.kZ fo"k;ksa dks Hkh blesa lEefyr fd;k tkrk gSA ;g ewyHkwr vuqlwph vk/kkj ij cukbZ tkrh gSA

Time Schedule: izkIr le; ds izR;sd fnu ds izR;sd ?k.Vs dk dk;ZØe fuf'pr fd;k tkrk gSA lIrkg dkSu ls fnu esa dksu ls ?k.Vs eas D;k fd;k tk;sxkA ;g bl le; lkj.kh esa n'kkZ;k tkrk gSA

Daily Time-Table: le; lkj.kh ds vuqlkj eghus ;k lIrkg ds izR;sd fnu dk lEiw.kZ dk;Z dk vk;kstu bl vuqlwph esa n'kkZ;k tkrk gS le;&lkj.kh ds fo"k; ;k xfrfof/k;ka dk uke n'kkZ;k tkrk gSA tSls & xf.kr] vaxzsth dk dkSu lk ikB i<k;k tk;sxk blfy;s nSfud vuqlwph le; & lkj.kh vf/kd fof'k"V gSA

izf'k{k.k pØ %

,d u;s izf'k{k.k dk;ZØe dk la;kstu djuk rFkk mls fØ;kfUor djuk ;g ,d tfVy rFkk le; lk/kd dk;Z gSA ;g dk;Z djrs le; vusd vko';drkvksa dk fopkj djuk vfuok;Z gksrk gSA ;g dk;Z vklku rFkk lqyHk cukus ds fy;s fofHkUu pj.kksa dk ,d Øe funsZf'kr fd;k tkrk gSA izf'k{k.k dk;ZØe dks dk;kZfUor djus ds fy;s pj.kksa mi;ksx fd;k tkrk gSA mls izf'k{k.k pØ dgrs gSA izf'k{k.k pØ ds fofHkUu ?kVd dk;ZØeksa ds izR;sd pj.k esa tkap iM+rky ds fy;s vk;kstdksa dh lgk;rk djrs gSA izf'k{k.k dk;Zokgh mi;qDr ds ckjs esa i;kZIr tkudkjh izkIr djrs gSA

izf'k{k.k pØ ds eq[; ?kVd

1-vko';drkvksa dh tkap iM+rky 2- vk;kstu 3- iwoZ rS;kjh 4- fo"k; lwph 5- izxfr 6- ek/;e 7- lqfo/kk;sa 8- izLrqrhdj.k 9- ewY;kadu

vko';drkvksa dh tkap iM+rky %

;g igyk pj.k gS blh dks gh izf'k{k.k pØ dk igyk ?kVd dgrs gSA

vk;kstu

vko';drkvksa dh iwfrZ ds fy;s vk;kstu fd;k tkrk gSA vk;kstu djrs le; lk/ku lkexzh dh miyC/krk rFkk vU; lqfo/kkvksa ij fopkj djuk vko';d gSA

iwoZ rS;kjh %

dk;Z dh ;kstuk dh fdz;kZfUor djus ds fy;s iwoZ rS;kjh vko';d gSA blesa fuEufyf[kr phts lfEeyr gSA


LFkku dk fuf'prdj.k

izf'k{kdx.k

;a= vkStkj o midj.k lk/ku lkexzh dPpk eky

ukSdjh dk;Z ds volj rFkk pj.k esa dkS'ky ds fy;s dk;ZA

vko';d ek/;eksa dk fuekZ.kA

fo"k; lwph %

ikB;Øe dh vko';drkvksa ds vuqlkj fo"k; lwph dk vk;kstu fd;k tkrk gSA fo"k; lwph fu/kkZfjr djrs le; fuEu dk Li"Vhdj.k djuk vko';d gSA blds fuEu fyf[kr Hkkx gS %&

izos'k ds le; fo|kFkhZ dk LrjA

ikB lekfIr ij fo|kFkhZ dk vfUre LrjA

ikB;Øe ds mns';A

ikB;Øe dh :i js[kkA

izxfr %

tc ikB;Øe dks mns'; rFkk :ijs[kk fuf'pr dh tkrh gSA rc mu mns';ksa dks iwjk djus ds fy;s mfpr izxfr dk p;u gksrk gS tSls & d{kk ikB dk;Z'kkyk esa dk;Z ds LFkku ij dk;Z djus ds izf'k{k.k vkfnA

ek/;e %

iwoZ fu;ksftr dk;Z i)fr dks fdz;kZfUor djus ds fy;s lcls mfpr ek/;e dk p;u djuk pkfg,A

lqfo/kk;sa %

i)fr dk ek/;e fuf'pr gksus ij vko';d lqfo/kk esa miyC/k djkuk vko';d gSa ;fn i;kZIr lqfo/kk;sa miyC/k ugha gS rks muds fy;s vko';rkuqlkj O;oLFkk djuk vfuok;Z gS ;fn O;oLFkk izkjEHk esa gh dj nh tk; rks ikB;Øe esa vkus okyh leL;kvksa dks jksdk tk ldrk gSA

izLrqrhdj.k %

tc i;kZIr iwoZ rS;kjh iw.kZ gks tk; rks izR;sd izf'k{k.k dk;Z dh fØ;kfUor fd;k tkrk gS mlh dks izLrqrhdj.k dgrs gSA cukbZ x;h ;kstuk ds vuqlkj miyC/k lqfo/kkvksa dk mi;ksx djds fu/kkZfjr izxfr rFkk ek/;e }kjk izf'k{k.k dk;ZØe vius y{;ksa dh vksj vkxs c<rk gSaA blh pj.k esa izR;{k izf'k{k.k dk dk;Z gksrk gSA

ewY;kadu %

izf'k{k.k dk dk;Z rc rd iwjk ugha gksrk tc rd mldk ewY;kadu ugha gksrkA ewY;kadu fuEu fcUnqvksa ds fy;s vko';d gSA

fo|kFkhZ & D;k mUgksus fu/kkZfjr mns'; iw.kZ dj fy;s gSA

izf'k{kd & izf'k{k.k dk;Z ds iqu % fujh{k.k ds fy;s D;k fd;k \

izf'k{k.k dk;ZØe lQyrk iwoZd lEiUu vlQyrk izkIr \


Chapter – Four

Planning For Instructions

4. Planning for instructions

4.1. Skill And its basic elements

4.1.1. Definitions of skill

fdlh dk;Z dks dk;Zfof/k ds vuq:i djus dh {kerk dks n{krk dgrs gSA

fdlh dk;Z dks djus ds fy;s dk;Z ds vuqlkj Kku gksuk vko’;d gSA Kku ds varxZr dk;Z dh fof/k vkSj fof/k ds fufgr Øe dk Kku gksuk vko’;d gSA

bl Kku ds vk/kkj ij fdlh dk;Z dks mfpr fof/k vkSj lgh Øe esa djuk n{krk dks iznf’kZr djrk gSA dk;Z ds tkuuk vkSj djuk (Knowing & Doing) nks vko’;d vax gS] ftUgsa O;olkf;d izf’k{k.k esa Kku vkSj n{krk ls lacksf/kr djrs gSaA

m|ksx esa fdlh dk;Z dks de le; esa vf/kdre 'kq)rk ds lkFk rFkk de ls de dPps eky dk mi;ksx djds djuk gh n{krk gSA

n{krk m|ksaxksa ds lanHkZ esa mRiknu] vkd"kZd] forj.k de nke ds fy;s vko’;d gSA

ekufld vkSj 'kkjhfjd fØ;kvksa dk ;kstukc) rFkk lqfu;ksftr leUo; tks fdlh dk;Z dks mldh xq.koRrk ds vuqlkj djus ds fy;s vko’;d gks n{krk dgykrk gSA

4.1.2. Types of skill

n{krk dks nks Hkkxksa esa ckaVk x;k gS %

1 Physical Skill - Swimming, Typing 2 Mental Skill – Emotion, Sensation.

4.1.3. Basic elements of skill

TIME le;

ACCURACY lVhdrk

WORKMANSHIP dk;Z dkS'ky

Time: Time is most valuable must be utilize for success

le; lcls vf/kd ewY;oku gS] lQyrk ds fy;s bldk lnqi;ksx vko';d gS

Inspire to sense its importance by trainee le; dk ln~i;ksx djds dq'kyrk izkIr dh tk ldrh gSA

Minimum time must be taken to complete A job

fdlh dk;Z dks de ls de le; eas iqjk djus dk iz;kl djuk

Efficiency can be Achieve by proper use of time

le; dk ln~i;ksx djds dq'kyrk izkIr dh tk ldrh gSA

For Trainee Tune the trainees to do A job with specified f'k{kd fo|kFkhZ dks le; lhek ds varxZRk dk;Z iw.kZ


time djus eas gh n{krk fodflr djus dh dksf'k'k djsaA

Inculcate time oriented habit le; ds lkis{k dk;Z djus dh vknr cukukA

Minimize the wastage the time le; u"V u djsaA

They must remember that time can neither be returned or retrieved

;g ges'kk ;kn j[ks fd chrk le; u gh okil vk;sxk vkSj u gh iSnk gksxk

Essence of Acquiring the skill is proper utilization of time

n{krk izkIr djuk le; ds lkFkZd mi;ksx ij fuHkZj djrs gSA

Accuracy Accuracy means standard in production mRiknu eas lVhdrk dk vFkZ xq.koRrk gS

Capable of producing with in given tolerance fn;s x;s ekud eas NqV ds vuqlkj cukus dh n{krk

Create job As per given dimension fn;s x;s eki ds vuqlkj dk;Z dks cuk nsuk

Used proper material And tool mfpr vkStkj vkSj lkeku dk iz;ksx djuk

Relate job to skill dk;Z dks n{krk ds lkFk tksM+uk

Accuracy required proper procedure lVhdrk ds fy;s mfpr fof/k vko';d gSA

Click the comprehension Accuracy lVhdrk dh iw.kZ :i le> gks ftlls lVhdrk dks vPNh rjg le> tk;s

For Teacher Ask to Accuracy by skill by practice n{krk izkIr djus ds fy;s vH;kl vko';d gSA

Capable to measure the tolerance f'k{kd fo|kFkhZ dks VkWyjsUl ukius eas l{ke cuk;s

Consideration for time & speed le; vkSj xfr dk dk;Z djrs le; /;ku j[ksA

Use right tool At right time mfpr le; ij lgh vkStkj dk iz;ksx

Required material must be Able to identify vko';d lkeku dks igpkuus dh ;ksX;rk izkIr djsaA

Ability to find out the short coming in Accuracy

lVhdrk eas vkus okyh deh dk irk yxkus dh ;ksX;rkA

Cater Ability to test the Accuracy of A job fdlh dk;Z dh lVhdrk dk fufj{k.k djus dh ;ksX;rk

Workman Ship Working with proper And required tool vko';d vkSj mfpr vkStkjks ls dk;Z djuk

Obey safety rules lqj{kk ds fu;eksa dk ikyu djuk

Required to select require raw materials vko';d dPpseky ds pquko dh vko';drk

Keeps tools & equipment in proper working condition

midj.k vkSj vkStkj dks mfpr dk;Z voLFkk eas j[ksA

Minimize the wastage of time & material le; vkSj lkeku dh cjcknh de ls de djus dk iz;kl djsA

Accuracy speed & time is the essential Grade workman ship

lVhdrk le; vkSj xfr dk;Z dkS'ky ds eq[; vax gS bldk /;ku j[ksA

Never compo with skill n{krk ds lkFk dHkh le>ksrk u djs


Should following good house keeping lqO;oLFkk dk vo'; ikyu djs

Marness neat working habit LoPN dk;Z djus dh vknr dk fodkl djsaA

Independent working Lora= :i ls dk;Z djsaA

Proficiency require consistory & desistance repetition of required skill

izkIr n{krk dk yxkrkj vkSj le; o) iquZjko`fRr djus ls izoh.krk izkIr gksrh gSA

FOR TEACHER Teacher must inspire the trainee inatch &Analysis their job

fd;s x;s dk;Z dk fujh{k.k vkSj vkWdyu Lo;a djsaA

Obey the rule & regulation fu;e dkuwu dk ikyu djs

Reduce the waste cjcknh de djs

Keep the speed intact dk;Z dh xfr dks cuk;s j[ksa

Maintain the standard xq.koRrk cuk;s j[ks

Analysis the flaws lkeku dks deh dk vkWdyu dj lds

Narrate mean to rectify the faults viuh deh nwj djus dk rjhdk crk lds

Synthesis the speed & time with Accuracy le; vkSj xfr dh lVhdrk ds lkFk lekosf'kr djuk

Harness the proper habit mfpr vknr dk fodkl djuk

So the each trainee will Acquire different level of knowledge

vr% izR;sd fo|kFkhZ ds Kku vftZr djus dk Lrj vyx&vyx gksrk gSA

Intensity of stimulation depend on Attention & Interest of trainee

laosnuk dh rhozrk fo|kFkhZ ds /;ku vkSj :ph ij fuHkZj djrh gSA

Values of knowledge Acquire determine the level of skill to be Attend

Kku izkfIr dk ewY; izkIr dh tkus okyh n{krk dks n'kkZrk gS

Effective Attempt mean to of knowledge help to proper skill

izHkkodkjh Kku mfpr n{krk izkfIr eas lgk;d gksrk gSA

4.2. Lesson plan Trainees must have 6-P presentation:

1 Pace xfr

2 Pause Bgjuk

3 Projection vpkud rst

4 Pave Li"V

5 Pronunciation mPpkj.k

6 Pitch rhozrk

1 Plan the work and work the plan. dk;Z dh ;kstuk vkSj ;kstuk ds vuqlkj dk;Z

2 Instructor must prepare his lesson plan properly And effetely vuqns'kd mfpr rFkk izHkkodkjh ikB ;kstuk vo'; cuk;sA


4.2.1. Definition: 1 Lesson plan is the systematic Arrangement of trainer nudge & experience in A

sequential order.

f'k{kd dh Kku vkSj vuqHko dh mfpr Øe eas Øec} djuk gh ikB ;kstuk gSA

2 2- It is out line of content in A sequence to be delivered in class.

ikB ;kstuk fo"k; oLrq dk ml Øe esa lek;kstu gS ftl Øe esa bls d{kk esa izLrqr djuk gSA

3 It is the smallest part of instruction to be covered in A Specific period of time

ikB ;kstuk vuqns'ku dk og NksVk ls NksVk Hkkx gS ftls ,d fuf'pr vof/k esa izLrqr fd;k tkrk gSA

4.2.2. Important points of lesson plan preparation: 1 Plan should be brief And simple

ikB ;kstuk de ls de o ljy gksA

2 Link with previous lesson

ikB ;kstuk fiNys ikB ls lEca/k gksA

3 At the mental levee of learner

ikB ;kstuk fo|kFkhZ ds ekufld Lrj ds vuq:i gks

4 Should be titled properly

ikB ;kstuk dk 'kh"kZd mfpr gksA

5 Topic Arranged in A systematic ordered

eq[; fcUnqvksa dks mfpr Øe esa O;ofLFkr fd;k tk;A

6 Plan should be reflective

ikB ;kstuk ds }kjk Kku iznku fd;k tk ldsA

7 Categorize for theory class only

ikB ;kstuk dsoy lS|kfUrd d{kk ds fy;s gh cukbZ tkrh gSA

8 Decide the proper A./V.AIDS

JO; vkSj n`'; lgk;d iBu lkexzh dk mfpr fu/kkZj.k

9 Arrange All the points of lesson logically

ikB ;kstuk ds lHkh fcUnqvksa dh rdZ laxr rjhds ls O;ofFkr djukA

10 Basic plan must be modified According to need of learning

izkjEHk es cuk;h x;h ikB ;kstuk fo|kfFkZ;ksa dh vko';drk ds vuqlkj ifjofrZr dh tk ldrh gSA

11 Should follow four step method of teaching

ikB ;kstuk i<kus ds pkj Øe ;kstuk ds vuqlkj gksuh pkfg,

12 Plan should be flexible

IkkB ;kstuk yphyh gks

13 Instructor must know what to teach under each point


vuqns'kd bl rF; dks vo';d gh lqfuf'pr djrs gS fd fdl eq[; fcUnq ds vUrxZr D;k i<kuk gSA

14 Learner participation must be ensured

fo|kfFkZ;ksa dh lgHkkfxrk lqfuf'pr djukA

15 Plan must be prepared in Advance before commencement of class

ikB ;kstuk d{kk izkjEHk gksus ls iwoZ cuk ysuh pkfg,A

TITLE: 1 Tuned to immediate need

vkt ds ikB dh vko';drk ds vuq:i gksA

2 Indicate the main point to be covered

ikB ds eq[; fcUnqvksa dks n'kkZ;s

3 Selected from content to delivered

vkt i<kus okys ikB ds vk/kkj ij 'kh"kZd dk pquko gksA

4 Suffice the real situation

okLrfod fo"k; oLrq dks lwfpr djsA

OBJECTIVE: 1 Objective is A Acquire the required knowledge in A specific time According to

specific method And A specific content

fuf'pr le; esa fuf'pr fo"k; oLrq ds vkk/kkj ij fo'ks"k f'k{k.k ds rjhds dk mi;ksx djrs gq;s vko';d Kku dks izkIr djuk ikB ;kstuk ds varxZr mn~s'; gSA

2 Ultimate out come of An instruction or presentation presented in the class As per lesson plan

ikB ;kstuk ds vuqlkj d{kk esa iznf'kZr ;k vuqnsf'kr fd;sa x;s vuqns'ku dk vPNk ifj.kke gh mn~ns'; gSA

3 It is core of teaching

;g f'k{kd dk vko';d vax gSA

TEACHINGAIDS: 1 Seeing with believing

tks fn[kk;k tk; ogh crk;k tk;sA

2 Visual Aids in support of oral discussion has deep impact on learner mind And Avoid forgetting

dgs x;s rF;ksa dks pkVZ ;k ekMy ds }kjk fn[kkus ij bldk izHkko fo|kFkhZ ds efLr"kd ij vf/kd fnuksa rd cuk jgrk gSA ftlls rF;ksa dks vf/kd fnuksa rd ;kn j[kk tk ldrk gSA

3 A./V Aids must be interesting As well As information

iBu&ikBu lkexzh :fpdj rFkk lwpukizn gksuh pkfg,A

4 Must be proper shown At proper time And for proper duration


iBu lgk;d lkekxzh mfpr gks mfpr le; ij fn[kkbZ tk; vkSj mfpr le; ds fy;s fn[kk;k tk;A

5 It must be related to pick being presented during presentation

izLrqrhdj.k ds le; izLrqr gksus okyh fo"k; oLrq ls laEcaf/kr gksA

REVIEW & LINK: 1 Learner learns when he knows purpose of learning

fo|kFkhZ rHkh lh[krk gS tc mls lh[kus ds mns'; dk Kku gksA

2 Learner learn when is willing to learn

fo|kFkhZ rHkh fl[krk gS tc mls lh[kus bONk gksA

3 He is interested to learn lesson present lesson properly link with the previous lesson

fo|kFkhZ lh[kus ea rHkh :fp ysrk gS tc vkt dk ikB fiNys ikB ls vPNh rjg tksMk tkrk gSA

MOTIVATION: 1 brain storming

fnekx dks >d>ksjuk

2 Offer opportunity to relate the topic with surrounding

vkt ds ikB dks ifjos'k ls tksMus dk volj iznku djuk

3 Advocate our one experience

Lo;a ds vuqHko crkuk

4 Tale short stores Anecdotes, facts. matching miners jokes or previous experience of same lesson

NksVh izsj.kkRed dgkfu;k fdlh cMs O;fDr dh udy djuk pqVdqys crkuk mlh lEca/k esa iwoZ vuqHko crkuk

PRESNTATION: 1 It is Essential to Achieve predetermined object

iwoZ fu/kkZfjr mns'; dks izkIr djuk vko';d gSA

2 To Achieve instruction must be divided in topic And delivered in sequence As determined earlier

mns'; dh izkfIr ds fy;s vuqns'k dks NksVs&NksVs Hkkxks esa ckVdj iwoZ fu/kkZfjr Øe ds vuqlkj izLrqr djuk gksrk gSA

3 Presentation must follow following sequence

izLrqrhdj.k fuEu Øe ds vuqlkj gksuk pkfg,A

(a) Description & discussion

o.kZu djuk vkSj ifjppkZ djukA

(b) Explanation & illustration

O;k[;k djuk vkSj iznf'kZr djukA


(c) Question & Query

iz'u iwNuk vkSj iz'uksa ds mRrj nsukA

1 Success of class depends on effective handling of teaching material And teaching method

f'k{k.k dh lQyrk f'k{k.k fof/k vkSj lh[kus dh lkexzh ds izHkko mi;ksx ij fuHkZj djrh gSA

SPOT HINTS:

TEACHINGAIDS: Teaching Aids must be proper used At proper time And for proper duration.

iBu lgk;d lkekxzh mfpr gks mfpr le; ij fn[kkbZ tk; vkSj mfpr le; ds fy;s gh fn[kkbZ tk;A

QUESTION TECHNIC: Question must be Asked At different interval

iz'u ,d fuf'pr vUrjky ds ckn vo'; gh iwNk tk;A

Question must be simple straight forward And relation to topic

iz'u lgt] lh/ks vkSj fo"k; oLrq ls lEcaf/kr gksA

It is must be relevant realistic relevant And thought provoking

iz'u rdZ laxr mi;qZDr vkSj ikB ds vuqlkj gksus pkfg, tks efLr"kd dks mRrj izkIr djus ds fy;s mRrsftr dj ldsA

Formula, sketch, special suggestion & comment given in spot hints

lw= [kkdk ¼fp=½ fo'ks"k lq>ko ldkjkRed vkykspuk rqjUr funsZ'k ds vUrxZr vkrs gSA

APPLICATION: Question Asked under this must be related to objective .

vuqiz;ksx ds vUrxZr iwNs x;s iz'u ds vuqlkj gksus pkfg,A

Its number will be equal to the number of objective.

iz'uksa dh la[;k mn~ns'; dh la[;k ds cjkcj gksuh pkfg,A

The topic presented during presentation Are covered in Application

izLrqrhdj.k ds le; izLrqr fd;s x;s fo"k; ls gh lEcaf/kr iz'u iwNus pkfg,A

It provide in Opportunity evaluate the instruction for Ability to transfer the skill.

;g vuqns'k dks vius Kku LFkkukUrj.k dh ;ksX;rk dk ewY;kdau djus dk volj nsrk gSA

Give information regarding the topic note under stand by trainee hence some must be emphasized properly during summary

fdlh ikB dks ftls izLrqrhdj.k esa crk;k x;k gS] fo|kFkhZ vPnh rjg ugha le>ik;k gS ;g lwpuk vuqns'kd dks vuqiz;ksx ds vUrxZr iz'uksa ds ek/;e ls izkIr gksrh gSA vr% bl ikB dh O;k[;k lkjak'k crkrs le; mfpr rjhds ls rFkk foLrkj esa crkuk pkfg,A

SUMMARY: 1 Summarize the main points Again


eq[; fcUnqvksa dsk iqu% crk;k tkuk pkfg,A

2 When properly summarize trainees get An idea to clear their persisting doubts.

mfpr rjhds ls lkjak'k crkus ij fo|kFkhZ dk vf/kd le; ls pyk vk jgk lUns'k lekIr gks tkrk gSA

3 Emphasize the point where doubts Are early to create.

mu fcUnqvksa ij vf/kd /;ku nsrs gq;s lkjak'k crkuk gS tka lUnsg mRiUu gksus dh lEHkkouk;sa T;knk gksrh gSA

TEST: 4 Track their success & failure in learning

lh[kus mudh lQyrk o vlQyrk dk irk yxkus ds fy;s iz'u iwNs tkrs gSA

5 Interested Question must be comprehensive or comparative type to Jude their mental Ability

ijh{k.k ds le; iwNs x;s le> lEcU/kh ;k rqyukRed gksus pkfg,A ftlls fo|kFkhZ dh ekufld ;ksX;rk dk irk py ldsA

6 Question Are Ask to ensure their participative Associate on of trainer with trainee

iz'u fo|kFkhZ dh lgHkkfxrk vkSj f'k{k.k dh lafyIrrk dh lqfuf'pr djus ds fy;s iwNs tkrs gsA

ASSIGNMENT: 1 It is given to reinforce the learning & keeps them. Busy during off house of

teaching.

xzg dk;Z lh[kus dh izfØ;k dks lqn`< djus ds fy;s rFkk f'k{k.k dky ds ckn fo|kFkhZ dks O;Dr j[kus ds fy;s fn;k tkrk gSA

2 Volume fdruk nsuk gSA

3 Observation to be made xzg dk;Z esa D;k fujh{k.k djuk gSA

4 Collect information fo|kFkhZ lwpuk ,df=r djsA

5 Answer Questioning Adequate & correctly iz'uksa dk lgh vkSj i;kZIr mRrj fy[ksA

6 Try to solve the problem if Any iz'u esa ;fn dksbZ leL;k gks rks mls <w<us dk iz;kl djsA

7 Inclined to prefer books manuals journal information sheet to Answer certain Question

dqn iz'uksa dk mRrj nsus ds fy;s mls fdrkc] if=dk fu;ekoyh ;k lwpuk lh[k mldk voyksdu vo'; gh djuk pkfg,A

8 Out line the chart graph, sketch. As per requirement

vko';drk ds vuqlkj pkVZ xzkQ ;k fp=ksa cukuk iMsA

9 Note the learning by knowing the information

lwpukvksa dks izkIr djds lh[kus esa izxfr dks n'kkZ;sA

10 Activate interest the learning.


xzg dk;Z ,slk gh fd lh[kus dh :fp dks txk;k

11 Learn formula tables And definitions if Any

lw=] lkj.kh vkSj ifjHkk"kk ;fn gks rks mls ;kn dj ysA

4.2.3. Characteristic of lesson plan 1 Lesson plan should be in written from not At mantel or oral.

ikB ;kstuk fyf[kr gks ;k ekSf[kd ;k ekufld Lrj ij u gksA

2 All relevant point must be included

lHkh vko';d rF; ;k lwpuk;sa vo'; gh blesa lEefyr gksA

3 Relate in each point

lHkh rF; vkil esa lEcaf/kr gksA

4 Ensure continuity

lHkh rF;ksa dh Øec}rk cuh jgsA

5 Note the mental level of learner

fo|kFkhZ ds ekufld Lrj dk /;ku j[kk tk;A

6 Teaching method must be properly selected

f'k{k.k fof/k dk mfpr pqukoA

7 Activate intrinsic & extrinsic motivation

fo|kFkhZ dh ckã; ,oa vkUrfjd nksuksa izsj.kk tkxzr gksA

8 Learner participation is ensuring.

fo|kFkhZ dh lgHkkfxrk vo'; gksA

9 Should have variedly of student Activity with variation mental level

fo|kFkhZ ds ekufld Lrj ds vuqlkj muds fy;s vusd fØ;k dyki vo'; gh fufgr gksA

10 Should have proper Assignment

mfpr xzg dk;ZZ vo'; gksA

11 Used day-to-day Activities As example.

nSfud dk;Z dh xfr fof/k;ka mnkgj.k ds :i esa izLrqr djsA

12 State title correctly

'kh"kZd mfpr rjg n'kZk,

13 Specify objective correctly

mns'; lgh y[ksA

14 Past And future lesson

vkt ds ikB dks dy i<k;s x;s ikB ls vkSj dy i<k;s tkus okys ikB ls vo'; dh tksMsA

15 Keep motivation level inflect.

iszj.kk ds Lrj dks cuk;sA j[ksA


16 Always explain new terms And trades properly

u;s 'kCn vkSj i|fr;ksa dh mfpr O;k[;k djsA

17 Learning material must be Adequate Accurate

lh[kus dh lkexzh i;kZIr vkSj mfpr gksA

18 Explain to under stand in presentation

izLrqrhdj.k le>us ds fy;s foLrkj ls O;k[;k djsA

19 Always track learning progress of trainee

fo|kFkhZ ds lh[kus dh izxfr dks ges'kk /;ku esa j[ksA

20 Stress safety point of lesson if Any.

lqj{kk lEcU/kh fcUnqvksa dks ;fn ikB es gh gks rks vPNh rjg crkuk pkfg,A

21 Used proper teaching Aids.

mfpr iBu lgk;d lkexzh dk mfpr mi;ksx djukA

22 Satisfy the learning requirement of trainees

fo|kfFkZ;ksa ds lh[kus dh vko';drkvksa dh larqf"V djukA

4.2.4. Advantage of lesson plan 1 Help the teacher to follow proper sequence

mfpr Øe dk vuqlj.k djus esa f'k{kd dh lgk;rk djrk gSA

2 Includes All points no important portion is left out.

lHkh fcUnqvksa dks ,d txg j[kk tk ldrk gS dksbZ egRoiw.kZ Hkkx NwVrk ugha

3 Follows simple to complex And know to unknown

ljy ls dfBu rFkk tkudkjh ls vufHkXK rF;ksa dh rjg c<+us dk Øe feyrk gSA

4 Develop confidence vkRecy c<rk gSA

5 Helps the teacher when & where to use the teaching Aids.

dc iz'u iwNuk gS vksj dc iBu lgk;d lkexzh fn[kkuk gS blds pquko esa lgk;rk feyrh gSA

6 Awareness to complete the lesson with in specification .

,d fuf'pr le; esa ikB dks iwjk djus dh tkudkjh feyrh gSA

7 Convenient for Administration to know the progress of instructor.

iz'kklu dks vuqns'kd ds ckjs esa dk;Z izxfr dh tkudkjh djus eas lqfo/kk gksrh gSA

8 Offer A written record of lesson plan.

ikB ;kstuk dk fyf[kr vfHkys[k cu tkrk gSA

f'k{k.k dk;Z dks fo"k; oLrq ls HkVdkrk gSA

f'k{kd dks fo"k; oLrq ls HkVdko ls cpkdj fuf'pr Øe ij ges'kk cuk;s j[krk gSa

lh[kus dh lkexzh fyf[kr :i esa ges'kk miyC/k jgrh gSA

vuqns'kd iznku dh tkus okyh n{krk ds ckjs eas ges'kk tkudkjh j[krk gSA


fo|kfFk;kZs ds mfpr fodkl dks izlLr djrk gSA

4.2.5. Disadvantage of lesson plan

1 le; T;knk yxrk gSA

2 /khjs&/khjs f'k{kd dh :fp rFkk ;kn djus dh fØ;k de gksrh tkrh gSA

3 ikB ;kstuk ds vk/kkj ij f'k{kd Jqfr ys[k fy[kkus yxrk gSA rFkk fo"k; oLrq ij d{kk esa ifjppkZ ugha djrk gSA

4 fo|kfFkZ dh :fp de gks tkrh gS tc f'k{kd ikB ;kstuk dks cS'kk[kh dh rjg iz;ksx djrs gSA

5 vius O;olk; esa gksus okyh vk/kqfud fodkl ds vuqlkj f'k{kd ikB ;kstuk dks ifjofrZr djrs gSA

6 le; ds lkFk f'k{kd vkjke nsg gks tkrk gS ftlls f'k{k.k ds izfr mnklhUkrk vk tkrh gSA

Point to be remembering while delivering As per lesson plan: Preparation f'k{kd f'k{k.k lgk;d lkekxzh] fo"k; oLrq

fo|kFkhZ o vko';d midj.k rFkk f'k{kd ds rjhds dh ;kstukA

Motivation izsj.kk dks txkuk vkSj cuk;s j[kukA

Development fo|kfFkZ;ksa ds iz'uksa ij /;ku nsA

Use teachingAids mfpr vkSj i;kZIr iBu lgk;d lkekxzhA

Summary eq[; fcUnqvksa dks iqu% laf{kIr esa dgukA

Participation izHkkodkjh lh[k ds fy;s mfpr iz'u djukA

Chalk board cksMZ ij fy[kus dks vknr gksuh pkfg,A

Technical Word rduhdh 'kCnksa dk lgh Kku rFkk mfpr O;k[;kA

Presentation mfpr lgHkkfxrk ds }kjk mns'; dh izkfIrA

OBJECTIVES: Cognitive Skill (Theory Class)

Effective Skill (Motivational Factor for

Trainees)

Psychomotor (Workshop Demonstration)

Parts Parts Parts Knowledge Kku Comprehension le> Application vuqiz;ksx Analysis foPNsnu ;k vyx&vyx djuk Synthesis iqu% lek;kstu ;k tksM+uk Evaluation vkdyu djuk

Receiving izkIr djuk Responding izfrfØ;k djuk Valuating ewY;kadu djuk Organizing Øec) djuk Articulation fn'kk nsuk Characterizing pfj= esa lek tkuk

Imitation udy djuk Manipulation cnyuk Precession 'kq)rk lVhd djuk Adaptation xzg.k djuk Realization vuqHko djuk Normalization lkekU;dj.k

REMEMBERING = RECALL + RECOLLECT + RECOGNIZE + REVEAL


COGNITIVE SKILL: 1 Knowledge: To know Principal, Purpose & Procedure of facts.

Active Verbs: Reproduce, Organize, State, Select, Identify, Define, describe, match, name

¼iqu% crkuk] O;ofLFkr djuk] cguk] pquko djuk] igpkuuk] ifjHkkf"kr djuk] fooj.k crkuk] feykuk] uke crkuk½-

2 Comprehension: - Understand & interpret the meaning of fact & figure, formula, purpose of principle, procedure & other related terms. Active verb: Distinguish Predict, Infer, Estimate, Narrate, Summarize, Give Example, Extend, Explain, and Generalize.

¼igpkuuk] Hkfo";ok.kh djuk] vuqeku yxkuk] vuqekfur] O;k[;k djuk] laf{kIr esa crkuk] mnkgj.k nsuk] fofLrzr djuk@c<+kuk] le>kuk] lkekU; :i ls crkuk½

3 Application ¼vuqiz;ksx½:Apply the Acquired knowledge And comprehension to suitable situation. Able to modify the circuit diagram for proper function. Active Verb: Demonstrate, Discover, Manipulate, Modify, Solve, Show, Combine, Operate, And Produce, Use.

¼iznf'kZr djuk] [kkstuk] ifjorZu djuk] lq/kkj djuk] gy djuk] fn[kkuk] tksM+uk@feykuk] pykuk] cukuk] mi;ksx djuk½

4 Analysis ¼foPNsnu½: Dismantle machine into its parts And identify the working of different parts with relation to each other.

¼e'khu dks mlds Hkkxks ls vyx vyx djukA izR;sd Hkkxks dks vyx vyx djds muds Hkkxksa dks vkarfjd laca/kksa@dk;ksZ dk fo'ys"k.k djuk½

Active Verb: Dismantle, Discriminate, Differentiate, Printout, Indicate, Separate, Sub-Divide.

¼vyx vyx djuk] igpkuuk o vyx djuk] varj crkuk] fpafgr djuk] n'kkZuk] vyx djuk] Hkkxksa esa ckaVuk½

5 Synthesis ¼lek;kstu½:- To relocate the All parts of A machine in A correct sequence.

lgh Øe esa e'khuksa ds lHkh Hkkxksa dks ,d txg djukA

Active Verb: Categories, Compile, compose, revise, rewrite, relate, reorganize, tell, plan, devise, design, And create.

¼lwphc) djuk] bdV~Bk djuk] cukuk] iqu% cukuk] iqu% fy[kuk] laca/k LFkkihr djuk] iqu% O;ofLFkr djuk] crkuk] ;kstuk cukuk] rjhds cukuk] fp= cukuk] jpuk djuk½

6 Evaluation ¼vkdyu djuk½: To evaluate efficiency, correctness, quality, flaws, Accuracy, reliability, durability. It is A kind of judgment.

¼blesa {kerk] lgh jk;] xq.koRrk] xyrh;ksa] 'kq)rk] fo'oluh;rk rFkk fVdkmiu dk vkdyu fd;k tkrk gSA ;g U;k; dk ,d rjhdk gSA½

Active Verb: Compare, Contrast, Judge, Suggest, Appreciate, Conclude, Concise.

¼rqyuk djuk] fojks/kkHkkl] fu.kZ; djuk] lykg nsuk] iz'kalk djuk] lekiu djuk] laf{kIr djuk½


AFFECTIVE SKILL: 1 Receiving ¼izkIr djuk½ :- It refers to willingness to Accept the Information. It

concern with getting, holding And directing the Attention.

lwpukvksa dks lwuus dh bPNk izdV djsA ;g /;ku dks izkIr djuk] cuk;sa j[kuk o mls ,d fn'kk nsus ls lacaf/kr gSA

Active Verb: Give, Hold, Ask, Reply, Apply, Follow, Introduce, Complete.

nsuk] idM+uk] iwNuk] mRrj nsuk] ykxw djuk] vuqdj.k djuk] ifjp; nsuk] iwjk djukA

2 Responding ¼izfrfØ;k djuk½ :-Action in expected direction. It concern with responding (for example "willing to do Assignment"), willing to respond (Do more work than given to him)And pleasure in responding (satisfaction in doing the Assignment)

lksp ds vuqlkj dk;Z dh fn'kkA ;g izfrfØ;k djus ls lacaf/kr gS ¼tSls fn;k x;k dk;Z djuk½ rFkk izfrfØ;k dh bPNk O;Dr djuk ¼tSls fn;s x;s dk;Z ls T;knk djuk½ vkSj izfrfØ;k esa vkuan vuqHko djuk ¼tSls dk;Z djus esa larqf"V dk vks/k gksuk½

Active Verb: Help, Confirm, Perform, Assist, Present, Practice, Answer,

Discuss.

lgk;rk djuk] lqfuf'pr djuk] dk;Z djuk] lgk;rk djuk] izLrqr djuk] vH;kl

djuk] mRrj nsuk] ppkZ djukA

3 Valuating ¼ewY;kadu djuk½ :- The value or worth traineesAttach to object, behaviorAnd content. It refer to simple behavior (improving the skill or commitment) should caring the responsibility.

fdlh oLrq] fo"k; ;k O;ogkj dks fo|kFkhZ fdruk egRo nsrk gSA ;g ,d lk/kkj.k O;ogkj gks ldrk gS ¼tSls n{krk esa lq/kkj½ ;k drZO; fu"Bk Hkh gks ldrk gS tSls fn;s x;s nkf;Ro dks iwjk djukA

Active Verb: Join, Initiate, And Justify, Response, Interface, Share, Study, And Form.

tksM+uk] 'kq: djuk] mfpr crkuk] izfrfØ;k djuk] ,d lkFk feykuk] ckaVuk] v/;;u] cukukA

4 Organizing ¼Øec) djuk½: bring All facts Information together resolving their conflicts And deciding A definite direction for Action.

lHkh lwpuk o rF;ksa dks ,dtwV djuk] muds vkilh fojks/kkHkkl ls nwj djuk] rFkk ,d fof/kor dk;Z fn'kk dks lqfuf'pr djukA

Active Verb: Adhesive, Alter, Arrange, Generalizing, Complete.

fpidkuk@bdV~Bk djuk] cnyuk@ifjorZu djuk] lqO;ofLFkr djuk] lkekU; Øe ls djuk@ns[kuk] iwjk djukA

5 Articulating ¼fn'kk nsuk½: Synthesizing the Action with direction. Accepting responsibility, knowing own strength And weakness.

dk;Z djus dh fn'kk iznku djukA viuh ftEesnkjh dks Lohdkj djuk] viuh deh dks vkSj etcwrh dks tkuukA

Active Verb: Verify Order, Revise, Integrate, And Listen.


lR;kfir] Øe ls djuk] lqfuf'pr djuk] ,d lkFk feyk nsuk] lquukA

6 Characterizing ¼pfj= esa lek tkuk½:- Behavior At this level becomes more pervading And predictable. it refers to emotional, psychological, & physical balance of behavior. Display safety, consciousness. Display self-reliance inaction control.

bl Lrj ij O;ogkj T;knk foLrzr vkSj vuqeku yxkus ;ksX; gks tkrk gSA HkkSfrd] HkkoukRed vkSj eukSoSKkfud Lrj ij O;ogkj esa larqyu vk tkrk gSA lqj{kk ds izfr tkx:drk mRiUu gks tkrh gSA dk;Z o fu;ar= esa vkRefuHkZjrk vk tkrh gSA

Active Verb: Display, Influence, Propose, Act, And Qualify.

iznf'kZr djuk] izHkkfor djuk] izLrqr djuk] dk;Z] ;ksX; cukukA

PSYCHOMOTOR SKILL: 1 Imitation ¼udy djuk½:- it is the stimulation of sense organ. Awareness to

subject, quality, And relation of fact, figure & Information.

Kkusafnz;ksa dh laosnuk½ fdlh lwpuk] rF;] ;k vkd`fr ds vkilh laca/k] xq.k vkSj muds fo"k; oLrq ds ckjs esa tkudkjh nsuk ;k tkx:d djukA

Active Verb: Assemble, Built, Calibrate, Design, Compile, Fasten, Heat, Weld, Grind.

lfEefyr ¼tksM+uk½] cukuk] lR;kiu djuk] [kkdk cukuk] ,df=r djuk] fjfcV yxkuk] xje djuk] osfYMax djuk] xzkbZaM djukA

2 Manipulation ¼cnyuk½ :- (a) Readiness to perform the task or Action. It is of three types

dk;Z fØ;k dks djus gsrq rRijA ;g rhu izdkj dk gksrk gS%&

Mental set (ready to Act) izfrfØ;k ds fy;s rRij jguk

Physical set (stoutness to Act) 'kkjhfjd 'kfDr gksuk

Emotional set (Willing to Act) izfrfØ;k dh bPNk djuk

A trainee must be ready for All Above three readinesses. (b) Knows the proper sequence of operation. (c) Perform proper body And hand movements.

'kjhj rFkk gkFk ds fØ;k dyki mfpr izdkj ls gksukA

Active Verb: Start, Begin, Proceed, And React, Volunteers.

'kq: djuk] vkjEHk djuk] vkxs cM+kuk] izfrfØ;k djuk] LosPNk ¼ls dk;Z djus gsrq vkxs vk,s½

3 Precision or Accuracy ¼'kq)rk lVhd djuk½:

(a) To perform more skillful motor Activities involving complex operating pattern.

n{krk dh tVhy fØ;kvksa ls vPNh rjg ls djus esa l{ke gksukA

(b) Efficiency is indicated by quick, smooth and (minimum time consumption) Accuracy of Actions.

dk;Z dks tYnh] lVhd o lQkbZ ls djuk gh n{krk dks iznf'kZr djuk dgrs gSA

Active Verb: Mixture, Mend, Spread, Shoot, Sharp.


feykuk] xje djds feykuk] QSykuk] xzkbZfMax@QkbZfyax ds ckn izkIr NksVs NksVs d.k dks vyx vyx djuk] rst djuk

4 Adaptation ¼ifjfLFkrh vuqlkj <ky ysuk½: To change the step of operation to suit A particular skill.

fdlh fo'ks"k n{krk izkIr djus ds fy;s vius fd;s x;s dk;Z ds Øe esa ifjorZu djukA

Active Verb: Adopt, Alert, Choose, Correct, Reproduce, Recognize.

<ky ysuk] cnyuk] pquuk] lgh] iqu% cukuk] iqu% O;ofLFkr djukA

5 Realization ¼vuqHko djuk½ :-

(a) It relates Automatic operation of skill related motor Activities.

n{krk ls lacaf/kr fØ;kdyki dk Lor% gh lR;kiuA

(b) Able to hold the too land equipment properly & correctly.

midj.k o vkStkj dks mfpr o lgh rjhds ls idM+us esa l{ke gksukA

(c) Attain more confidence And courage in doing motor Activities.

vf/kd lkgl o vkRefo'okl ds lkFk dk;Z djus esa l{ke gksukA

Active Verb: Compose, Develop, Combine, Originate.

cukuk] fodkl djuk] tksM+uk ;k feykuk] 'kq:vkr djukA

6 Normalization ¼lkekU;dj.k½ :

(a) Learn Activities become habitual process.

tks dqN fl[kk x;k og vknr ds :i esa vk tkrk gSA

(b) More efficient coordination of mind And machine (ease of muscle Action).

ekal isf'k;ksa dh efLr"d esa leqfpr lapkyuA

Active Verb: Tear Twist, Watch, Wear, And Work.

QkM+uk] eksM+uk] ns[kuk] f?kluk] dk;Z djukA

4.3. Question & questioning Question is An Art As well As technique of teaching

iz'u f'k{k.k dk ,d rjhdk vkSj dyk gSa

Teacher must know how to formulate stimulation question & jhow to use in the class.

fdl izdkj mfpr iz'u cuk;s tk, vkSj d{kk esa mudk dSls mi;ksx gks bldk lEeqfpr Kku f'k{kd dks vo'; gh gksuk pkfg,A

PURPOSE OF QUESTION

FOR TEACHER: 1 Provide A means know previous knowledge of trainer

iz'uksa ds }kjk f'k{kd fo|kFkhZ ds iwoZ Kku dk irk yxkrk gSA

2 Use the method transfer the skill.

iz'uksa ds vk/kkj ij n{krk iznku djus ds fy;s mfpr rjhds dk mi;ksx djrk gSA


3 Retentively & attentively of learner is Ascertained.

;kn djus vkSj d{kk esa lpsr jgus ds xq.kksa dks lqfuf'pr fd;k tk ldrk gSA

4 Provide A means to motive the learner

fo|kfFkZ;ksa dks izsfjr djus dk ,d ek/;eA

5 Offer A link between trainer & trainee.

f'k{kd vkSj fo|kFkhZ ds chp ,d lEca/k LFkkfir djrk gSA

6 Effectiveness of learning is Ascertained

lh[kus dh izHkko'khyrk dks lqfuf'pr j[kk tk ldrk gSA

FOR TRAINEES: 1 Cater the confidence

vkRe fo’okl c<sxkA

2 Arouse the Attention

Lkpsr jgsxkA

3 Promote Alertness

Kku cks/k esa o`f}

4 Arrest Avert ness

VkyeVksy dh izo`fRr de gksukA

5 Click the creativity

l`tu dh {kerk esa o`f}

6 Inculcate the intrest & curiosity

ftKklk vkSj :fp tkx`r gksrh gSA

7 Trim the transient

O;ogkj dh papyrk lekIr gksrh gSA

8 Offer that Attain object

mns'; izkfIr esa iz’u lgk;d gksrh gSA

9 Realize their mistake

viuh xyfr;ksa dk vglkl gksrk gSA

10 Set to correct it

Xkyfr;ksa dks lq/kkjus dk iz;kl djukA

TYPES OF QUESTION

Based on PRESENTATION:

izLrqrhdj.k ds vk/kkj ij iz’u nks izdkj ds gksrs gSA

1 Oral ekSf[kd

2 Written fyf[kr


ON THE BASIS OF LESSON PLAN

Introductory or preparatory question Ikfjp;kRed ;k rS;kjh lEca/kh iz’u % To know the previous knowledge of learner

fo|kfFkZ;ksa ds iwoZ Kku dk irk yxkus ds fy;s

Developing question fodkl lEca/kh iz’u

Presentation it is Asked to Accelerate the rate of learning

izLrqrhdj.k esa iz’uksa ds }kjk lh[kus dh xfr dks c<;k tkrk gSA

Help to maintain report with trainee

fo|kfFkZ;ksa ds lkFk fo’okl dk lEca/k cuk;sa j[kus esa lgk;d gksrs gSA

Disciplinary question vuq'kklukRed iz’u

To maintain discipline in class

d{kk esa vuq’kklu cuk;s j[kus ds fy;sA

To Alert the trainee in class

d{kk esa fo|kfFkZ;ksa dks ges’kk pkSdUuk j[kus ds fy;sA

Recapituratory question lkja'k lEc/kh iz’u

Asked in summary &Application part to know their learning level & doubt in learning if Any

bl izdkj ds iz’u ikB ;kstuk ds vuqiz;ksx vkSj lkja’k ds vraxZr iwNs tkrs gsA ftls fo|kfFkZ;ksa ds lh[kus ds Lrj dks vkSj lh[kus esa vkus okys lUns’k dk irk yxk;k tk ldsA

Evaluator question ewY;kdau lEc/kh Asked in test in find out their grading in learning

Lh[kus ds Øe dks fu/kZfjr djus ds fy;s ikB ;kstuk ds ijh{k.k ds varxZr bl izdkj ds iz’ku iwNs tkrs gSaA

ON THE TIME OF TEACHING

1. NATURAL QUESTION: Asked by trainees during process of teaching it. Indicate their natural response to learning.

f’k{k.k ds e/; fo|kfFkZ;ks }kjk iwNs x;s iz’u mlds lh[kus ds izfr izfrfØ;k dks n’kkZrk gS bl izdkj ds iz’uksa dks LokHkkfod iz’u dgrs gSA

2. FORMAL QUESTION: Asked by teacher during teaching to simulate the learning Among learner

f’k{k.k ds e/; esa lh[kus ds izfr fo|kFkhZ dks lEcksf/kr djus ds fy;s f’k{kd }kjk iwNs x;s iz’uksa dks vkSipkfjd iz’u dgrs gSA

ON THE BASIS OF DISCUSSION 1 Detailed question foLr`r iz’u

2 Topic question fo"k; ls lEcaf/kr iz’u


ON THE BASIS OF MEMORY ;kn djus ds vk/kkj ij 1 Fact question rF; laca/kh

2 Of information regarding A material fdlh oLrq ds lca/k esa eq[; ;k fo’ks"k lwpuk izkIr djukA

3 Recognize question igpkuus okys

4 On the basic past knowledge learner to identify A specific materials Ikqjkus Kku ds vk/kkj ij fdlh oLrq dh igpku djukA

5 Organization question laxBu lEca/kh iz’u

6 To tell structure & working process of An equipment. fdlh midj.k dh lajpuk rFkk dk;Z fof/k dks crkus ds fy;s iwNs x;s iz’uksa dks laxBu lca/kh iz’u dgrs gSA

7 Memory question ;kn djus okys iz’u

8 To know formula, definition, table etc. lw= rkfydk rFkk ifjHkk"kk dks ;kn djds crkukA

9 Assumption question vuqeku yxkus okys iz’u

10 Assume structure, function, probable fault ofA system or machinery fdlh e’khu ;k midj.k esa vkus okyh lEHkkfor [kjkfc;k ml e’khu dh dk;Z fof/k ;k lajpuk ds ckjs esa vuqEkku yxkus ds fy;saA

11 Inference question Lkgefr izdkj ds iz’u

12 To know to comparative Ability of using A machine or system fdlh ry ;k e’khu ds rqyukRed ;ksX;rk dk Kku izkIr djus ds fy;s

13 Interpretative question vius 'kCnksa esa iz'u dks crkukA

14 Illustrative question le>us dh ;ksX;rk lEca/kh

15 Informative question lwpuk lEca/kh

16 To know purpose function & other general information of A system or machine fdlh e'khu ;k ;a= ds mns'; dk dk;Z fof/k ;k lkekU; lwpukvksa dks tkuus ds fy;sA

17 Comprehensive question le>us lEca/kh iz'u

18 Connection question lEcU/k izdkj ds iz'u

19 Able to establish relation between two component fdlh e'khu ds nks Hkkxksa ds chp lEc/k LFkkfir djus dh ;ksX;rk tkuus ds fy;sA

20 Comparison question rqyukRed lEcU/kh iz'u

21 Able to compare the quality of two parts of machine or system fdlh e'khu ds nks Hkkxksa dks nks e'khuksa esa ;k ,d ra= ds vusd e'khuksa esa rqyukRed lEca/k LFkkfir djus dh ;ksX;rk tkuus ds fy;sA

22 CASUAL REASONING QUESTION vLFkkbZ foosd lEca/kh iz'u

23 To Assure the creativeness of learning fo|kFkhZ dh l`tukRed {kerk dk vkadyu djus ds fy;s iwNs x;s iz'u

24 Analytical question foPNsnukRed iz'u

25 Ability to put down different parts of machine to tell its internal structure fdlh e'khu ds Hkkxksa dks vyx&vyx djds vkUrfjd lajpuk dks crkus dh ;ksX;rk dks tkuus ds fy;s iz'uA


ON THE BASIS OF COMMINCATION 1 Close question 2 Does have one Answer As – what is your name? iz'uksa dk ,d mRrj nksA

3 Presumptive question iwokZuqeku ds rgr iz'u

4 Assume to know certain information with out being telling fcuk dgs gq;s [kqn lwpukvksa dh tkudkjh igys ls j[krs gq;s iz'u djukA

5 Leading question usr`Ro lEc/kh iz'u

6 To know the Ability to perform A job fdlh dk;Z dks djus dh ;ksX;rk dk irk yxkus ds fy;s iwNs x;s iz'u

7 Conflicting question fojks/kkHkk"kh iz'u

8 To clarify the Ambiguity regarding doing A job fdlh dk;Z dks djus esa vkus okyh nqfo/kk dks nwj djus ds fy;s iwNs x;s iz'u

9 Hypothetical question dYiuk lEc/kh iz'u

10 Imagination regarding performance or Activities dk;Z dq'kyrk ;k fØ;k & dyki ds ckjs eas tkudkjh izkIr djus ds fy;s dYiuk djukA

11 Open question [kqys iz'u

12 Descriptive type Answer ,sls iz'u ftuds vUrj foLr`r gksA

13 relation question lEcfU/kr iz'u

14 To relate the different Activities of same individual ,d gh O;fDr ds vusd dk;ksZ esa lEca/k tkuus ds fy;s iwNs x;s iz'u

15 Multiple question ,d eas vusd iz'u

16 Answer contain to clarify more then tow facts bl izdkj ds iz'uksa esa nks ls vf/kd mRrj nsus gksrs gSA

17 Rumbling question ,d lkFk vusd iz'u

18 Two or more question Ask simultaneously with giving the Answer the first question ,d gh lkFk nks ;k nks ls vf/kd iz'u djuk vkSj igys iz'u dk mRrj feyus ls igys gh nwljk iz'u dj nsukA

19 Testing question ijh{k.k lEc/kh

20 To know Ability specific field fdlh fo'ks"k {ks= esa ;ksX;rk dk irk yxkus ds fy;s iwNs x;s iz'u dk ijh{k.k djukA

21 Probing question irk yxkus okys iz'u

22 To know specific information from an individual fdlh O;fDr ls fdlh fof'k"V lwpuk ds ckjs esa iwNs x;s iz'uksa dks irk yxkus okys iz'u dgrs gSA

CHARACTERISTIC OF QUESTION 1 Simplicity ljyHkk"kk

2 It is must be correct concise, crypt, complete, concrete, collective ;g mfpr lgh ljy iw.kZ rFkk Bksl rFkk ,d tqVrk okyh gksuh pkfg,A

3 Language of question iz'u dh Hkk"kk'kSyh

4 Language must be simple And At the level of learner iz'u dh Hkk"kk ljy rFkk fo|kFkhZ ds ekufld Lrj ds vuq:i gksA


5 Challenging of question 6 Comparative in form evaluating recognize type iz'u rqyukRed lgefr O;Dr djus

okys ewY;kadu ;ksX; rFkk igpku okys pqukSrh iw.kZ dgykrs gSA

7 Thought Provoking & generating idea fopkjksa dks m}sfyr djuk foosd tkuus okys iz'u dgykrs gSA

8 Clarity question Li"V izdkj ds iz'u

9 Sense of question must be understood the trainee even though he may not be knowledge its Answer iz'u dk vFkZ fo|kfFkZ;ksa dh le> esa iw.kZr% vk tk;s ;|fi ml iz'u dk mRrj mls ugha vkrk gksA

DEFINITENESS 1 Question must have only one Answer iz'u dk dsoy ,d gh mRrj gks

2 It must not Ambiguous blesa nqfo/kk ;k lansg ugha gksuk pkfg,A

3 It clearly indicates the topic with which relate fdl ikB ls bldk lEca/ku gS ;g Li"V gksuk pkfg,A

4 Define the direction of definite Answer blds }kjk ,d fuf'pr mRrj gh funsf'kZr gksA

SPECIFICITY QUESTION 1 It must have specify purpose of Asking iz'u iwNus dk ,d fo'ks"k mns'; gksuk pkfg,A

2 What And which skill is obtained by it must be indicated blls D;k n{krk vkSj fdl rjg feysxh vo'; gh bafxr gksA

3 Trainee must know the knowledge they Are At Attaining from it. fo|kFkhZ dks ;g vo'; gh irk gks fd bl izdkj ds iz'uksa ls og fdl izdkj ds Kku vkSj n{krk dks izkIr dj jgk gSA

4 Indicate to specific objective fdlh fo'ks"k mns'; dks n'kkZuk gh mns'; dh iwfrZ gSaA

Step of questioning

ASK: 1 Ask to entire class iwjh n{krk ls iwNk tk;A

2 Never put barrage of question to gather. ,d gh lkFk T;knk ls T;knk iz'u u iwNs tk;A

3 Ask randomly i<kus ds chp&chp esa dHkh&dHkh iz'u iwNs tk;A

4 Never follow A sequence of Asking of the class. d{kk esa iz'u iwNus dk Øe u cuk;sA

5 Different objective must be keep in mind iz'u iwNus ds mns'; dk vo'; /;ku j[ksA

6 Make sure that trainees has understood the question fo|kFkhZ us iz'u vPNh rjg le> fy;k gSA ;g vPNh rjg lqfuf'pr dj ysA

7 Ask in A Amicable manner 'kkyhu LoHkko ls iz'u iwNsA

PASUE 1 Wait for moment After Asking the question


iz'u iwNus ds ckn dqN le; bUrtkj djsA

2 Allow them to organize their though & try to find out the Answer

mUgs vius fopkjksa dks O;ofLFkr djus dk le; nhft, ftlls og lkspdj iz'u dk mRrj izkIr djus dh dksf'k'k djsxkA

3 Try to pump out the Answer from trainee never seems to be hurry

fo|kFkhZ ls gh iz'u dk mRrj izkIr djus dh dksf'k'k djsa RkFkk dHkh Hkh tYnckth u djsA

4 hurry on part of teacher develop same Attitude in trainee

f'k{kd }kjk fd;s x;s O;ogkj ds vuqlkj gh fo|kfFkZ;ksa ds n`f"Vdks.k dk fodkl gksrk gSA

CALL 1 Call the trainees by name And let him Answer

fo|kfFkZ;ksa dks mlds uke ls cqyk, rFkk mls iz'u dk mRrj nsus nsA

2 Never interact in between even he is giving wrong Answer

;|fi og xyr mRrj ns fQj Hkh mls chp esa u jksdsA

3 Never repeat the Answer give fix by trainee

fo|kFkhZ }kjk fn;s x;s mRrj dks dHkh Hkh u nksgjk;k tk;A

4 Do not make A mockery of his Answer

mlds }kjk mRrj dk migkl u djsA

5 Do not criticize or comment critically in front of class

d{kk ds lkeus mldh rh[kh vkykspuk u djsA

LISTEN 1 Listen carefully the Answer of trainee

fo|kFkhZ ds mRrj dks /;kuiwoZd lqusA

2 Aspect or reject with A positive response without hearting the feeling of trainee

mlds }kjk fn;s x;s mRrj dks mldh lEosnukvksa dks fcuk uqdlku igqpk;sa ldkjkRed rjhds ls mls Lohdkj dj nsA

3 Let him properly that his Answer is wrong

mls mfpr rjg ls crk ns fd rqEgkjk mRrj xyr gSaA

RESPONCE: 1 find out the response of trainee

fo|kFkhZ dh izfrfØ;k tkuus dh dksf'k’k djukA

2 Can he try Again to give correct Answer

D;k og iqu% lgh mRrj nsus dk iz;kl djsxk

3 Ascertain his willingness

mldh bPNk dk irk yxk;sA


REPEAT 1 Let the other trainee given the Answer

vc nwljs fo|kfFkZ;ksa dks mRrj nsus dh vuqefr nsukA

2 If he tells correctly then Ask the previous trainee to repeat it

;fn og lgh mRrj crkrk gS rks xyr mRrj nsus okys fo|kFkhZ dks lgh mRrj nksgjkus ds fy;s dfg,A

3 Correct him if he is Again giving wrong Answer

;fn og iqu% xyr mRrj ns rks mls lgh crk nsuk pkfg,A

4 Repeat the Answer correctly & properly with Active participation of trainee

mRrj dh iqukZo`fRr mfpr rjhds ls fo|kfFkZ;ksa dh lgh ;k mfpr lgHkkfxrk ls djsA

OBSERVATION OF TRAINEE ANSWER 1 Never Accept wrong Answer other wise trainee will learn wrong concept

dHkh&Hkh fn;s x;s xyr mRrj dks Lohdkj u djsa vU;Fkk fo|kFkhZ dks xyr lans'k tk;sxk vkSj mldh oSlh gh vfHk/kkj.k cusxhA

2 Always Accept incomplete Answer

ges'kk iwjk mRrj gh Lohdkj djsA

3 Answer should be related to topic

mRrj fo"k; oLrq ls gh lEcaf/kr gksA

4 Allow time think And Answer the question

fo|kFkhZ dks iz'u mRrj nsus esa lkspus ds fy;s i;kZIr le; nsA

5 If Any trainee bluff reprimand him kindly

;fn dksbZ fo|kFkhZ >wB cksyrk jgk gS rks mls lgt Hkko ls psrkouh nsA

6 Find their faults & correct it .

deh dks nwj djus dh dksf'k'k djsA

7 Never punish A trainee for giving A wrong Answer

xyr mRrj nsus ij fo|kFkhZ dks n.M u nsA

8 Do not unnecessary haste to find the Answer

fo|kFkhZ }kjk iz'u dk mRrj izkIr djus ds fy;s tYnh u djsA

9 Be pair And let them response freely

fu"i{k jgs vkSj mUgs Lora= :i ls mRrj nsus nhft,A

10 Encourage to Answer not inject

iz'u dk mRrj izksRlkfgr djds izkIr djs u fd izrkfM+r djdsA

11 Should Always Attentive to their Answer

fo|kFkhZ ds fn;s x;s mRrj dks /;ku ls lquuk pkfg,A

Tender motivation to Ask And Answer the question

fo|kFkhZ dks iz'u vkSj mRrj nsus ds fy;s izksRlkfgr djuk pkfg,A


Click the conception to conception to comprehended the fact while Answer

fo|kFkhZ

Repeating of trainee Answer is A nervous time consuming have

f'k{kd }kj fo|kFkhZ ds mRrj dh iquZjko`fRr djuk le; u"B djus okyh fuf"dz; vknr gS

Prevent few trainee giving All Answer dqN fg fo|kFkhZ lHkh iz'uksa dk mRrj ns ;g f'k{kd dks jksduk

OBSERVATION OF TRAINEE QUESTION Do not Allow group questioning lewg eas iz'u iwNus dh vuqefr u nsuk

Allow them to Ask effective question izHkkodkjh iz'u iwNus dh gh vuqefr nsuk ;k izksRlkfgr djuk

Tricky catchy or misleading question must be rejected

xyr lwpuk nsus okys vkSj tfVy iz’u ds fy;s fo|kFkhZ dks euk djuk pkfg,

Encourage to form the question in proper language

iz'u iwNrs le; mfpr Hkk"kk dk iz;ksx djsa rFkk mUgas izksRlkfgr djsaA

1 Do not permit to show their intelligence through question

iz'uks ds ek/;e ls mUgs viuh cqf)eRrk ds izn'kZu dh vuqefr ugha nsukA

2 Desist irrevent question

ikB ls gV dj fd;s x;s iz'uksa dks Vky nsukA

3 Counsel them privately if they use to Ask understand question regularly

;fn dksbZ fo|kFkhZ ckj&ckj vokafPNr iz'u djs ,slk u djus ds fy;s mls vyx ls ijke'kZ nsaA

REASION OF WRONG ANSWER BY TRAINEE Trainee has not understood the lesson ikB izf'k{kkfFkZ;ksas dh le> eas u vk;k gks

Not Attentive in the class fo|kFkhZ d{kk eas lapsr ugha gS

Framing of question may not be correct f'k{kd }kjk crk;s x;s iz'u lEHkor% lgh ugha gSA

The level of question Above the mental level of trainee

iz'u fo|kFkhZ ds ekufld Lrj ls mps Lrj gSA

Instructor must not have the explain the lesson properly

f'k{kd }kjk mlh ikB dh mfpr O;k[;k ugha dh xbZ gSA

Doubt remain mind in trainee ikB ds izfr fo|kFkhZ ds eu eas vc Hkh lUnsg gS

Should has not understood the question fo|kFkhZ iz'uksa dks vPNh rjg ls ugha le> ik;k gSA

Question is too lengthy iz'u oM+k gksus ds dkj.k

TYPE OF ANSWER Right Answer lgh mRrj

Wrong Answer xyr mRrj

Partially right Answer vkaf'kd lgh mRrj

Guessing Answer vuqeku yxkus okys mRrj


Random Answer tYnckth eas fn;k x;k mRrj

Mischief Answer 'kjkjr iw.kZ mRrj

TYPE OF WRONG QUESTION Suggestive question lq>ko lEcU/kh iz'u

Answer in indicate in question mRrj iz'u eas n'kkZ;k x;k gks

Wide question foLr`r iz'u

Answer is unlimited ,sls iz'u ftu ds mRrj dh lhek u gks

Incomplete question v/kwjs iz'u

Not properly fram vPNh rjg u cuk;s x;s gks

Multiple question ,dkusd iz'u

More then one question in same question ,d gh iz'u eas vusd iz'u gks

Question with many Answer ,d iz'u rFkk vusd mRrj

Ambiguous question nqfo/kk okys iz'u

VAGUE QUESTION ¼izpyu ls ckgj ds iz'u½

QUESTION FROM OBSOLATE OR DELETED TOPIC

,sls iz'u tks izpyu eas u gks jgs fo"k; ls lacafU/kr gks

1 Question with misplace the ward

'kCnksa dk lgh iz;ksx u fd;k x;k gks

2 Grammatical or language error in question

iz'u eas Hkk"kk ;k O;kdj.k dh =qfV gks

ECHO QUESTION ¼iz'u /ofu iz'u½ When teacher require repetition of question by trainee

d{kk eas tc f'k{kd fo|kfFkZ;ksa ls mlh iz'u dh iquajko`fRr pkgrk gks

Collaborative question ¼ vf/kdkj izn'kZu iz'u ½

Where teacher want show the dominate by way of expression of illustration from question

tc f'k{kd viuh vfHkO;fDr ;k izLrqrhdj.k dks iz'u ds ek/;e ls d{kk eas iznf'kZr djuk pkgrk gSA

YES OR NO QUESTION ¼gkWa ;k ugha iz'u½

Answer should be only yes or no

ftu iz'uksa dk mRrj dsoy gkWa ;k u gksA


4.4. Phase of skill learning

4.4.1. Fixation phase

For Trainee Follow immediately the skill As observed tSlk ns[kk oSlk gh n{krk dks djus dh dksf'k'k

djuk

Insure All the steps of skill is performed n{krk ds lHkh dze dks vo'; gh dk;Z:i nsuk

Xerox the steps As stated by instructor vuqns'kd }kjk crk;s x;s dk;Z dks mlh :i eas ikyu djsaA

Always try to select proper rain material geas'kk mfpr dPps eky dk pquko djs

Try to perform the skill Independent n{krk dks Lora= :i ls djus dh dksf'k'k djs

Involve in Activities with keenness yxu vkSj :fp ds lkFk dk;Z eas lEefyr gks

Offer to note the abstract viuh ck/kkvksa dk /;ku j[ksaA

Notion for correctness lVhd djus dh bPNk

For Instructor Fully watch while they Are performing the skill fo|kFkhZ dks dk;Z djrs gq;s vPNh rjg ns[kuk

Insure the correct them when ever & what ever is required

tc vkSj tks Hkh mUgs vko';d gks og mUgs iznku djuk

Xeroxing of step must be proper lHkh dze dk mfpr ikyu vo'; djsaA

Allow to used more then one sense-organs ,d ls T;knk KkusfUnz;ksa dk mi;ksx djus ds fy;s izsfjr djsa

Try to over come their murdle mudh ck/kkvks dks nwj djus dh dksf'k'k djuk

Inculcates the intrest :ph dks tkx`r djuk

Offer the mean to increases the speed xfr dks c<+kus ds fy;s izksRlkfgr djsaA

Note their progress fodkl eas /;ku nsaA

4.4.2. Autonomous phase

Unforeseen fear still persist to perform independently

Lora= :i ls dk;Z dks djus eas vc Hkh ,d Hk; eu eas cuk jgrk gSA

Try to overcome the hurdle with the help of learner still to depend

f'k{kd dh lgk;rk ls ck/kkvks dks nwj djuk vc Hkh fuHkZjrk dks n'kkZrk gSA

Overcome the obstacle with self reasoning indicate to independency

vius foosd ds ek/;e ls ck/kkvksa dks nwj djuk Lo;a ij fuHkZjrk dks n'kkZrk gS

Nullify the dependency by providing rectification modification meeninence & servicing work to them

fo|kfFkZ;ksa dh ejEer lq/kkj lQkbZ vkSj iqu% fuek.kZ tSls dk;ksZ dks nsdj mudh f'k{kd ds izfr fuHkZjrk dks lekIr fd;k tk ldrk gSA

It offer the sense of success in training blls fo|kfFkZ;ks ds eu eas lQyrk dk Hkko mRiUu gksrk gSA

Make to strength the positive response ldkjkRed izfrfdz;k dks cy feyrk gS


Offer to generate confidence competence & courage

blls lkgl vkRecy vkSj n{krk mRiUu gksrh gS

Usually time of struggle to Attain the requires level of skill is known As Autonomous phase

l?k"kZ dk og le; tks vko';d Lrj dks n{krk izkIr djus ds fy, t:jh gS] n{krk dh Lora= voLFkk dgykrh gS

For Instructor Allow to Allen the proper skill mfpr n{krk izkIr djus eas lgk;rk djsa

Almost care for speed Accuracy And in workmanship

xfr lVhdrk vkSj dk;Z ds vuq:i dkSf'k'k izkIr djus eas T;knk /;ku nsa

Tended the tricks dqN fo'ks"k lq>ko o ;qfDr;kWa crk,

Offer to Attain the slandered xq.kioRrk izkIr djus eas lgk;rk nsaA

Notice And till their weakness mudh deh dks ns[ks vkSj mUgs crk;s

Offer to work Independently Lora= :i ls dk;Z djus dk volj iznku djsa

Make sure they use proper tool properly ;g lqfuf'pr djs fd og lgh vkStkj mfpr le; ls iz;ksx djs

Obey the set rule of skill learning n{krk lh[kus ds fu/kkZfjr fu;eks dk vo'; gh ikyu djsaaA

Use to form the habit of doing properly & promptly

'kh?kzrk vkSj lgh rjhds ls dk;Z djus dh vknr cukukA

Set to synchronize the skill with speed And Accuracy

n{krk dks lVhdrk rFkk xfr ds lkFk lekosf'kr djsaA

4.5. Steps of learning the skill

Observation fujh{k.k djuk

Participation lgHkkfxrk djuk

Imitation vuqdj.k@udy djuk

Repetition iquZjko`fRr

OBSERVATION FOR TRAINEES Observe As demonstrated or explained by teacher

f'k{kd }kjk fn;s x;s izn'kZu ;k O;k[;k dk voyksdu djuk

Be sure to watch carefully each step of demonstration

izn'kZu ds lHkh Øe dks lko/kkuh iwoZd ns[kuk

Step of demonstration must be imitates in mind izn'kZu ds dze dks ;kn djus dh dksf'k'k djuk

Repetition of important point must be engraved in mind

f'k{kd nksgjk;s x;s egRoiw.kZ fcUnqvks dks ;kn djus dh dksf'k'k djuk

Value of observation depend on interest &Attention

voyksdu dk egRo :fp vkSj /;ku ij fuHkZj djrk gSA

Always see & listen when demonstrate And explain by teacher

f'k{kd }kjk izn'kZu fd;s x;s ;k crk;s x;s rF;ks dks vo'; gh ns[ksa vkSj lqusA


Always Alert allain the skill ges'kk lpsr fo|kFkhZ gh n{krk izkIr djrk gS

Try to sequence the step in mind iznf'kZr djus dh dze dks efLr"d eas Li"V ldasr cukuk

Initiate to Acquire the basic fact required for skill

n{krk ds ewy rRoks dks izkIr djus dh 'kq:okr djuk

Obtain the help to correct the sequence of required

Øe dks lgh djus ds fy;s f'k{kd dh lgk;rk izkIr djuk ;fn vko';d gks

Note the important point of demonstration izn'kZu ds eq[; fcUnqvksa dks fy[k nsuk

4.6. Step of teaching the skill

4.6.1. Helping trainees to develop psychomotor skill

OBSERVATION FOR INSTRUCTOR Demonstration And explain properly f'k{kd }kjk mfpr izdkj ls izn'kZu ;k O;k[;ku

djukA

Demonstrate each step in sequence izn'kZu ds lHkh fcUnqvks dh Øec) rjhds ls izn'kZu djuk

Insure the follow correct step lgh dze dk f'k{kd }kjk vuqlj.k djuk

Reputed of important of Attention & intrest in watching the demonstration

izn'kZu ds voyksdu eas /;ku vkSj :fp ds egRo dks vo'; crk;saA

Try to exploit more then one sense organ during demonstration

izn'kZu ds le; fo|kFkhZ dk ,d ls T;knk KkusfUnz;ksa dks mRrsftr djus dk iz;kl djuk

Make sure trainee Are Alert during demonstration

izn'kZu ds le; fo|kFkhZ lapsr ;k pkSDduk jgsaA

Tell to recollect the step of demonstration izn'kZu ds fcUnqvks dks iqu% O;ofLFkr djus ds fy;s dguk

Explain properly the basic element of skill n{krk ds ewy rRoks dh vPNh rjg O;k[;k djuk

Offer the help of needed vko';d dze lgh djus eas lgk;rk djuk

Dictate the main point of demonstration izn'kZu ds eq[; fcUnqvkas dks Jqfr ys[k }kjk fy[kuk

PARTICIPATION

TRAINEE INSTRUCTOR 1- izf'k{kkfFkZ;ks dks izn'kZu eas Hkkx ysuk pkfg, 1- f'k{kd ;g lqfuf'pr djs fd fo|kFkhZ izn'kZu eas

vo'; gh lgHkkfxr gks

2- fo|kFkhZ izn'kZu dks /;ku iwoZd ns[ks 2- f'k{kd fo|kFkhZ dks pkSdUuk jgus dks dgssaa

3- izn'kZu ds Øe dks iqu% lqfuf'pr djuk 3- fo|kFkhZ dks izn'kZu ds Øe dks lqfuf'pr djus dk volj iznku djsaA

4- iqNus ij izn'kZu ds Øe dks mlh :i eas crk,as 4- izn'kZu ds Øe dks fo|kfFkZ;ks ls vo'; iwNk tk;sA

5- lgHkkfxrk ds fy, vuqdj.k vko';d gS 5- fo|kFkhZ izn'kZu ds Øe dks vo'; ;kn j[ks

6- izn'kZu dh Li"V vfHk/kkj.kk cukuk 6- izn'kZu dh vfHk/kkj.kk dks Li"V djuk


7- le> ds }kjk :fp dks c<+kuk 7- mfpr izn'kZu }kjk :fp c<+kuk

8- miyC/k lalk/kukas dk mfpr mi;ksx djuk 8- lalk/ku dk mfpr mi;ksx lqfuf'pr djuk

9- vko';d ifjoZruds ckn izn'kZu ds Øe dks fuf'pr djuk

9- izn'kZu ds Øe dks fuf'pr djus eas lgk;rk djuk

10- ;fn dksbZ lansg gks rks mls nwj djuk 10- muds lansg dks nwj djuk

11- tc vkSj tSlk vko';d gks vuqns'k dh lgk;rk ysuk

11- tc vko';d gks rks izf'k{k.k dh lgk;rk djuk ;k funsZ'k nsuk

12- mfpr Øe dks fy[kuk 12- mfpr Øe fy[kus ds fy;s dgukA

IMITATION TRAINEE INSTRUCTOR

1- tSlk ns[kk mlh ds vuqlkj vc izn'kZu djuk 1- vc mUgsa Lo;s djus dk volj nsuk

2- vuqdj.k djus ds fy;s izsj.kk vko';d gS 2- vuqdj.k djus ds fy;s mUgs izsfjr djuk

3- Lo;a iznf'kZr djus ds fy;s :fp vkSj /;ku dsfUnzr djus dh dksf'k'k djuk

3- mudh :fp vkSj /;ku c<+kus dh dksf'k'k djuk

4- mfpr Øe ds vuqlkj djus dh dksf'k'k djuk 4- muds izn'kZu ds dze dks fujh{k.k djuk

5- dze dks ;kn djus dh dksf'k'k djuk 5- dze dks ;kn djus ds fy, dguk

6- vf/kd ls vf/kd KkuksfUnz;ks dk mi;ksx djus dh dksf'k'k djuk

6- O;k[;k ds }kjk vf/kd ls vf/kd KkusfUnz;ks dks mi;ksx eas ykuk

7- izR;sd vkStkj dks mfpr rjg ls idM+us o iz;ksx djus dh dksf'k'k djuk

7- fo|kFkhZ ds vkStkj idM+us ds <ax dk voyksdu djuk

8- efLr"d rFkk ekal isf'k;ksa dk leUo;d izkIr djuk

8- mfpr leUo;d izkIr djus eas lgk;rk djuk

9- vius fodkl dks Lo;a ns[kuk 9- muds fodkl dh deh dks mUgs crkuk

10- izf'k{kkfFkZ;ks dks le; ,oa lVhdrk ls dk;Z djus dk iz;kl djuk pkfg;s

10- le; o)Rrk ,oa lVhdrk ds fy;s mUgs izsfjr djuk

REPETITION TRAINEE INSTRUCTOR

1- vH;kl ds }kjk gh iw.kZrk izkIr gksrh gS vr% mlh izn'kZu dh ckj&ckj nksgjkuk vko';d gS

1- vH;kl djus dk volj iznku djuk

2- mfpr iquZjko`fRr }kjk gh izHkkodkjh n{krk izkIr dh tkrh gSA

2- izf'k{kkfFkZ;ks dks mfpr iquZjko`fRr djus dk volj iznku djukA

3- mfpr fof/k dk vuqlj.k djuk 3- mudh fof/k dk fujh{k.k djuk

4- dk;Z djus ds rjhds dks dk;Z ds vuqlkj gh djuk

4- ;fn dksbZ xyrh gks jgh gks rks mls crk nsuk

5- lVhd dk;Z djus dh vknr cukus dh dksf'k'k djuk

5- mfpr dk;Z vknr dks f'k{kd }kjk izksRlkfgr djuk

6- loZxq.k izkIr djus ds fy;s dk;ksZ eas iw.kZ :i ls rRdkyhurk vko';d gS

6- leiZ.k vkSj yxu ds lkFk dk;Z djus ds fy;s mRlkfgr djuk


7- O;ogkj dh vkokaNuh; xfr fof/k;ks dks jksduk 7- fo|kFkhZ ds vuko';d dk;ksZ dks vo'; crk;s

8- lVhdrk cuk;s j[krs gq;s xfr c<+kus dh dksf'k'k djuk

8- dk;Z dkS'ky izkIr djus ds fy;s izksRlkgu djuk

9- lkoZHkSfed@vUrjk"Vªh; xq.koRrk ds vuqlkj xq.koRrk izkIr djuk

9- vaUrjk"Vªh; xq.koRrk dh fo'ks"krk, crkuk

10- laf{kIr ;k xyr rjhds ls dHkh Hkh dk;Z djus dk iz;kl u djuk

10- bl vknr dks f'k{kd }kjk jksdukA

4.6.2. Actual teaching of skill

Skill is transfer mighly experience & trained tramer to learner

n{krk ,d vuqHkoh vkSj leqfpr izf'k{k.k }kjk izf'k{kkfFkZ;ksa dks LFkkukUrfjr dh tkrh gSA

Demonstration is essential from being to following

izn'kZu fuEu dkj.kks ls f'k{k.k ds izkjEHk ls gh vko';d gSA

To clearly the object mnns'; dks Li"B djus ds fy,

Purify the performance dk;Z dq'kyrk dh ifj"d`r djus ds fy,

Direct & different direction from Instructor is Always s especial for Proper development Attainment

mfpr fodkl o iw.kZrk izkIr djus ds fy, vuqns'kd dk lqfuf'pr vkSj le; ij[k funsZ'ku vkfr vko';d gSA

Correct the Action oaten the require skill vko';d n{krk izkIr djus ds fy;s dk;Z fof/k eas lq/kkj djuk

Instructor is A live wire between learner & learning materially hence play An important role in tramper of skill And knowledge As well As formation of Appreciating Attitude

f'k{kd f'k{k.k lkekxzh vkSj fo|kFkhZ ds e/; og lsrq gS ftlds ek/;e ls Kku vkSj n{krk dk mfpr LFkkukUrj.k gksrk gS rFkk fo|kFkhZ iz'kaluh; n`f"Vdks.k izkIr djrk gSA

4.7. Requirement for instructor to teach skill Motivation (desiretteact) i<+kus dh bPNk ;k izsj.kk

Manipulation proficiency gLr dkS'ky tkuuk

Presentation execution of skill by trainee fo|kfFkZ;ks }kjk n{krk izkIr djuk rFkk mldk mi;ksx djuk

Evaluation ewY;kadu

MOTIVATION Mobilize the bill to teach i<+kus dh bPNk 'kfDr dk laxzg djuk

Obtain the object mnns'; dks izkIr djuk

Tame the team sprit ,d lkFk Vhe Hkkouk dks cuk;s j[kuk

Instinct to transfer the skill vUrjeu ls n{krk LFkkukUrj.k dh dksf'k'k djuk

Value of skill must be understood n{krk dk ewY; vPNh rgj le> eas vk tk;

Ability to shoulder to responsibility ftEesnkjh fuokZg djus dh dksf'k'k ;ksX;rk

Try to Give proper demonstration & presentation

ges'kk izn'kZu vkSj izLrqfrdj.k vPNh rjg djus nsus dh dkSf'k'k djuk


Obtain effectiveness izHkko 'khyrk izkIr djus dh dksf'k'k djsaA

Notion for proper intention mfpr lksp dk /;ku j[ksaA

MANIPULATIVE Master of his profession vius O;olk; eas ikjaxrA

Anchor of Ability ;ksX;rk dk vf/kdrj Lrj izkIr djuk

Notion of nattiness n{krk dk ladsr

Ideal to imitate vuqdj.k ads vkn’kZ

Portrait of performance dk;Z dq'kyrk dk izfrfoac

Upkeep the urgency vko';drk dks iwjk djus okyk gSA

Laminator of learning lh[k dks lqjf{kr djus okyk

Arc of Action dk;Z dkS'ky ls ifjiw.kZ gks

Track of transferring the skill n{krk iznku djus dk iFk gks

Value for human value ekuoh; ewY;ksa dk egRo le>us okyk gks

Eradicate the errors xyfr;ks dks nwj djus okyk gks

PRESENTATION Prepare from A to z lHkh vko';d lkekxzh o fof/k dh vPNh rjg

rS;kj djuk

Required lesson plan demonstration plan must be ready

ikB ;kstuk izn'kZu ;kstuk tks Hkh vko';d gks igys ls rS;kj djds j[kk tk;

Effective teachingAids izHkkodkjh iBu lgk;d lkexzh dh rS;kjh

Proper tools & equipments As required vko';d midj.k ,oa vkStkj tks Hkh t:jh gks

Arrange it in sequence mUgs dk;Z ds Øe eas j[kkA

Relate each step properly lHkh fcUnqvkas dks ,d lkFk tksM+uk

Ascertain the learning understanding fo|kFkhZ dh le> dh lqfuf'pr djuk

Tell each step with proper illustrate explanation

lHkh Øe dks mfpr izn'kZu ;k O;oLFkk ds lkFk crkuk

Insure to use to proper tool mfpr vkStkj dk gh mi;ksx djuk

Obtain the progress of trainee during learning process

lh[kus dh izfdz;k eas fo|kfFkZ;ksa ds fodkl dks lqfuf'pr djuk

Note And correct their mistake mudh xyfr;ksa dks ns[kuk rFkk lgh djuk

DEMONSTRATION SKILL Develop proper demonstration plan mfpr izn'kZu ;kstuk cukuk

Effective demonstration will have positive impaction learner

izHkkodkjh izn'kZu fo|kfFkZ;ks ij ldkjkRed izHkko Mkyrk gSA

Maintain the motivation level izsj.kk ds Lrj dks cuk;s j[kuk

Out line the steps of demonstration properly izn'kZu ds mfpr Øe dh Øec) rjhds ls crkuk


Narrate each step izn'kZu ds izR;sd fcUnq dks ifjHkkf"kr djuk

Should Arrange the trainee in such Away so that each can see & hear properly

fo|kfFkZ;ksa dks bl izdkj O;ogkj djuk ftlls izR;sd fo|kFkhZ vPNh rjg vkSj lqu ldsaA

Tell the use of each tools & equipment izR;sd midj.k vkSj vkStkj dk mi;ksx vo'; crk;s

Rate of demonstration should be slow izn'kZu dh xfr /kheh gksrh gS gksuh pkfg,

Attract the Attention by illustration And explanation

O;k[;k vkSj izn'kZu ds }kjk fo|kFkhZ ds /;ku dks vkdf"kZr djuk

Try to tell & follow the sefty-precution vko';d lko/kkfu;kWa crkuk rFkk Lo;a vuqlj.k djuk

Insure to use tool & rain material properly & economically

dPps eky rFkk vkStkj dk mfpr rFkk lni;ksx djuk

Obtain effectiveness in demonstration izn'kZu eas izHkko'khyrk izkIr djuk

Know & correct the negative Attitude udkjkRed n`f"Vdks.k dks crkuk vkSj lq/kkjuk

Acquisition & executiom of skill by trainee Ability to demonstrate izn'kZu dh ;ksX;rk

Capability to explain & illustration O;k[;k vkSj izn'kZu

Use to Adhere the safety point lqj{kk ds fcUnqvkas dk ikyu djsaA

Quality to Attend the standard ekud ads vuqlkj xq.koRrk izkIr djuk

Endurance to operate dk;Z dh lkeF;Z izkIr djukA

Synergy for psychomotor skill n{krk dks izkIr djus eas vko';d ÅtkZ vkSj bPNk dks izkIr djuk

1 INSTICT TO ERADICATED THE INTRICASES

tfVy dk;Z dks djus dk vkUrfjd euA

2 TRY TO OVERCOME THE OBSTACLE

ck/kkvks dks nwj djus dh dksf'kl djsaA

3 Intigard the skill the job

dk;Z ds lkFk n{krk dks lekosf'kr djsaA

4 Obtain orderliness

dk;Z dks O;ofLFkr rjg ls djsA

5 Never negait the set sequence

Øec) rjhds dk ges'kk ikyu djsaA

EVALUATION Explain the marking scheme vad nsus dh ;ksX;rk dh vPNh rjg crk nsuk

Value of judge the job muds dk;Z dk ewY;kdau vkSj xq.koRrk ds vk/kkj ij fu.kZ; ysukA

Analysis the job to find the defect dk;Z dk vkadyu djds dfe;kWa fudkyuk


Legate their learning to skill viuh lh[k dks fd;s x;s dk;Z dh n{krk ds lkFk tksM+uk

Use the same standard for All trainee vad nsus ds ,d gh ekiuk dk lHkh fo|kFkhZ;ks ds fy;s leku :i ls djuk

Always explain their short coming mudh dfe;ks dk mUgs vo'; crk;s

Tell the standard And Accuracy needed ekud vksj lVhdrk D;ks vko';d gS mUgs crk;s

Illustrate the fact which is common for All lHkh fo|kfFkZ;ks ds fy;s vko';d rF;ksa dks leku :i ls crkuk

Offer to prepaid to grading izkIrkd ads vuqlkj mudh lQyrk dk Øe crkuk

Note And tell their sasses And failure mudh lQyrk vkSj vlQyrk ij /;ku nsuk vkSj mUgas crkuk

ELEMENT OF SKILL Speed xfr Economic lnqi;ksfXkrk

Accuracy lVhdrk Concentration ,dkxzrk

Workmanship dkS'ky Co opration lg;ksx

Ability ;ksX;rk Punctuality le;c)rk

Dexterity izoh.krk@prqjkbZ Proper Attitude mfpr n`f"Vdks.k

PROPER ATTITUDE Courtesy fouezrk Induestriousness esgurh LoHkko

Initiative izkjEHk djuk Leadership usr`Ro dh {kerk

Earnestness n`< ladYi Self relian vkRe fuHkZj

Interest :fp Objective mnns'; ds vuqlkj

Integrity lR;fu"Bk Judgment fu.kZ;

Honesty bZekunkjh Ambition egRodka'kk

Enthusiasm mRlkg Purpose & punctualit mnns'; vkSj le;o)rk

Loyalty oQknkjh CO- Ordination & CO Opration

leUo;d vkSj lg;ksx

Intuition vUrj eu ls dk;Z djuk

Self Control Lofu;a=.k

Resourceulness lalk/kukas dk mfpr mi;ksx

Self-Dependency Lo;a ij fuHkZjrk

DEMONSTRATION 1 Preparation - Before demonstration 2 Presentation - During demonstration 3 Application - After Demonstration feedback

PREPARATION Select the objective And state the skill mnns'; dks pquuk vkSj izkIr dh tkus oky n{krk


dks vPNh rjg crk nsuk Acquire the require tool & equipment & raw material

vko';d vkStkj midj.k rFkk dPpk eky izkIr dj nsuk

Remove the distracting effect fo|kFkhZ dk /;ku izn'kZu dh rjQ vkdf"kr djuk

Decide the sequence of demonstration is necessary write

izn'kZu ds dze dks igys ls gh lqfuf'pr dj ysuk ;fn vko';drk iM+s rks Øe dks fy[k nsuk

Arrange the tool & equipment As per there use midj.k dks muds mi;ksx ds vuqlkj dze eas yxk nsuk

Required safety precaution to be explained vko';d lko/kkuh o lqj{kk tks izn'kZu ls igys mls crkuk

Provision for keeping the extra raw material required

vfrfjDr dPpk eky ;fn vko';d gks rks mls j[kus dh txg lqfuf'pr djuk

Make sure trainee participation fo|kFkhZ dh lgHkkfxrk dks lqfuf'pr djuk

Provision for Air And light At the place of demonstration

izn'kZu ds LFkku ij gok o izdk'k dh leqfpr miyC/krk

Let the trainee stand the semi circle so that every one can see & hear

fo|kFkhZ dks v/kZ xksykdkj eas [kM+k djuk ftlls lHkh ns[k rFkk lqu ldsa

Prepare the experiment sheet operation sheet & Job sheet As required

vkijs'ku 'khV] iz;ksxkRed 'khV tkWc'khV dks vo'; cuk;s

PRESENTATION OR DEMONSTRATION Explain or technical term to be use during izn'kZu ds le; mi;ksx fd;s tkus okys rduhdh

rF;ksa dh mfpr O;k[;k djuk

Explain the pulpous And use of each tools lHkh vkStkjks ds mnzns'; vkSj mi;ksx dh O;k[;k dj nsuk

Explain properly the safety precaution involved

bl izn'kZu eas fufgr lko/kkuh vkSj lqj{kk dks vPNh rjg crk nsuk

Explain sequence of demonstration slowly & sequentially

izn'kZu ds Øe dks /kheh xfr ls vkSj Øe c) rjhds ls crk nsaA

While explaining do not demonstrate And while demonstrating do not explain

O;k[;k djrs le; izn'kZu u djs vkSj izn'kZu djrs le; O;k[;k u djs

Insure the demonstrate According to decided sequence As explain

iwoZ fu/kkZfjr Øe ftldh vHkh O;k[;k dh x;h gS mlh Øe ds vuqlkj izn'kZu djsaA

While explaining look on trainee & while demonstrating look on job

O;k[;k djrs le; fo|kFkhZ dh rjQ ns[kas rFkk izn'kZu ds le; dk;Z dks

Do not explain while demonstration izn'kZu ds le; O;k[;k u djsa

Ask the trainee to be Attentive fo|kfFkZ;ksa dks /;ku ls ns[kus ds fy;s dfg;s

If required use chalk board ;fn vko';d gks rks pkd cksMZ dk iz;ksx djsA

Demonstrate As A skill crafts man dq'ky dkjhxj dh rjg izn'kZu djsaA

Let them watch And comprehended the basic skill

ewy n{krk dks ns[kus vkSj le>us dh dksf'k'k djsaA

Use same tools & equipment As to be use by ogh midj.k o vkStkj izn'kZu eas mi;ksx djs


the trainee ftldk mi;ksx fo|kFkhZ Hkh djsaxsA

Pay Attention And follow the safety precaution lqj{kk vkSj lko/kkfu;ksa ij /;ku nsuk vkSj mldk vuqlj.k djukA

Perform on sample place izn'kZu uewus ds :i eas djs

Perform their reception fo|kFkhZ ds n{krk dk Lrj izkIr djus dk irk yxk;saA

Repeat same skill with trainee As vocational instructor

mlh n{krk dh iquZjko`fRr vc fo|kfFkZ;ksa ds lkFk O;oklkf;d vuqns'kd dh rjg djsaA

Get the place of demonstration clean And let them understand the value of proper house keeper

izn'kZu ds lkFk gh LoPNrk lqfuf'pr dyk vkSj lqO;oLFkk fd egRo dh le>us dh dkSf'k'k djsaA

APPLICATION Provide the experiment/ operation job sheet to trainee

fo|kfFkZ;kas dks vko';drkuqlkj iz;ksx lhV] 'khV] dk;Z 'khV rS;kj djukA

Let them imitate the skill immediately crk;s x;s n{krk dh rqjUr vuq'kj.k djuk

Observed them while doing dk;Z djrs gq;s mldk voyksdu djsaA

Note the mistakes tell them politely & correctly

mldh xyfr;ks dks ns[kus lkSE; rjhds ls mUgs crkuk rFkk mleas lq/kkj dh dksf'k'k djuk

Guide to use tool & equipment & rain material Properly

midj.k vkSj dPps eky dk mfpr mi;ksx djus ds fy;s fn'kk funsZ'k nsuk

Let them repeat the same skill mlh n{krk dh iquZjko`fRr ds fy;s mUgs dgsaaA

Now tell the standard &Accuracy require with specific time &Ask them to Achieve

vc mUgs xq.koRrk vkSj lVhdrk tks ,d fuf'pr le; eas izkIr dh tkusokyh gS mls crk;s vkSj izkIr djus ds fy;s dgs

Evaluate their job And tell their success failure level

vc muds fd;s x;s dk;Z dk ewYkkdau djds mudh lQyrk vkSj vlQyrk dh Li"V :i ls crk nsukA

4.8. Demonstration plan 1 Preparation - Planning for Demonstration 2 Presentation - Giving the Demonstration 3 Application - Feedback of Demonstration 4 Test - Applicable on Students

4.8.1. Preparation:

1 Select the Skill.¼n{krk dk pquko½

2 State the Objective ¼mn~ns'; dks lqfuf'pr djuk½

3 Acquire the Required Tools & Equipments ¼vko';d midj.k ,oa vkStkj izkIr djuk½

4 Arrange them in Sequence of Their use ¼mUgs ¼fo|kFkhZ½ muds mi;ksx ds Øe esa O;ofLFkr djuk½


5 Decide the Method & Sequence of Demonstration ¼iznf'kZr djus dk rjhdk o Øe dks fuf'pr djuk½

6 Required Raw Material must be Available ¼vko';d dPpk eky miyC/k gks½

7 Avoid the distracting effect ¼/;ku esa ck/kk igqapkus okys dkj.kksa dks nwj djuk½

8 Essential safety precautions ¼vko';d lqj{kk o lko/kkfu;kaa½

9 Essential safety equipments if required ¼lqj{kk ds midj.k ;fn vko';d gksa½

10 Check for place of demonstration ¼izn'kZu LFky dh tkap½

11 Ensure proper light And ventilation At the place of demonstration ¼izn'kZu LFky ij izdk’k ,oa gok dh mfpr O;oLFkk gks½

12 Arrangement for the trainees ¼fo|kfFkZ;ksa dh cSBus dh O;oLFkk gks½

13 Proper place for positioning of tools, equipments, raw material & teachingAids ¼midj.k vkStkj] dPpk eky vkSj iBu lgk;d lkexzh dks j[kus gsrq mfpr LFkku½

14 Availability of first Aid & fire extinguisher ¼izkFkfed fpfdRlk rFkk vfXu'keu ;a=ksa dh miyC/krk½

15 Availability of experiment sheet & operation sheets ¼izk;ksfxd 'khV rFkk vkWijs'ku 'khV dh miyC/krk½

4.8.2. Presentation:

GIVING THE DEMONSTRATION: ¼izLrqrhdj.k dk Øe½

1 Explain the skill & objective required. n{krk o mn~ns'; tks fo|kFkhZ izkIr djsxk] mldh O;k[;k djsa-

2 Explain the purpose of each tool with their identification. izR;sd midj.k dks mudh igpku ds lkFk muds dk;Z dh O;k[;k djsa-

3 Explain the technical terms to be used during demonstration. izn'kZu ds le; mi;ksx fd, tkus okys rduhdh rF;ks dh O;k[;k djsa-

4 Explain the safety precautions to be involved in the demonstration. izn'kZu eas lfEefyr lqj{kk dh lko/kkfu;ksa dks Li"V :i ls crkuk ;k O;k[;k djuk-

5 Explain the procedure of the demonstration. izn'kZu ds rjhdksa dh O;k[;k djsa-

6 Ensure to follow set sequence of explaining the procedure. fof/k crkrs le; izn'kZu ds ,d fuf'pr Øe dks lqfuf'pr djuk-

7 Ensure to perform with same procedure & same sequence. mlh Øe o rjhds ls izn'kZu djsa ftls crk;k x;k-

8 Arrange the trainees in semi-circle so that each one can observe properly. fo|kfFkZ;ksa dks v/kZo`Rrkdkj ?ksjs esa bl izdkj O;ofLFkr djsa fd izR;sd fo|kFkhZ izn'kZu dks vPNh rjg ns[k ldsA

9 Ensure to concentrate their Attention on demonstration. muds /;ku dks izn'kZu ij dsafnzr djuk lqfuf'pr djsa-

10 Ensure to look on object while demonstration & look trainees while explaining. izn'kZu djrs le; dk;Z dks ns[ksa vkSj O;k[;k djrs le; fo|kfFkZ;ksa dh rjQ ns[ksa-

11 Ensure not to explain while demonstrating & not to demonstrate while explain. izn'kZu djrs le; O;k[;k u djsa vkSj O;k[;k djrs le; izn'kZu u djsa-


12 Use chalkboard & teaching Aids as & when required. ';keiV dks iBu lgk;d lkexzh dk vko';drkuqlkj mi;ksx djsa-

13 Perform with same Tools & Equipments, which trainees used. fo|kFkhZ ftl midj.k o vkStkj dks mi;ksx djrk gS mldk mi;kssx djrs le; izn'kZu djsa-

14 Perform on samples piece. uewuk ds fy, j[ks x, tkWc ij gh dk;Z djsa-

15 Ensure to receiving of trainee in between trainees. fo|kFkhZ fdruk izkIr dj jgk gS] chp&chp esa bls lqfuf'pr djsa-

16 Perceive their understanding & clarify the doubts. mudh le> ds Lrj dk /;ku j[krs gq, muds lansgksa dks nwj djuk-

17 If there is more than one method, perform with one method only at a time. ;fn izn'kZu djus ds ,d ls vf/kd rjhds gksa rks ,d le; ij dsoy ,d gh rjhds ds }kjk izn'kZu fd;k tkos-

18 Follow the safety precautions during the demonstration as explained. O;k[;k ds le; tks Hkh lqj{kk dh lko/kkfu;ka crkbZ xbZ gksa] izn'kZu ds le; mudk vo'; mi;ksx djsa-

19 Remove distracting effect if any. /;ku esa HkVdus ds dkj.k dks gVk nsuk-

20 After demonstration let, the trainees check & recognize the quality. izn'kZu ds ckn fo|kFkhZ dks izn'kZu dh xq.koRrk igpkuus o tkap djus dk volj nsa-

21 Repeat the demonstration with the trainees. fo|kfFkZ;ksa ds lkFk mlh izn'kZu dks iqu% nksgjk,sa-

4.8.3. Application (or feedback): 1 Summarize the complete demonstration with the trainees. fo|kfFkZ;ksa ds lkFk laiw.kZ

izn'kZu laf{kIr esa iqu% djuk-

2 Provide the experiment sheet or operation sheet. mUgsa operation sheet ;k experiment sheet iznku djuk-

3 Provide Tools/Equipment, Raw Material, Machineries As required. [email protected]] dPpk eky vkSj e'khu tks Hkh vko';d gksa] mUgsa iznku djuk-

4 Tell the safety precautions. lqj{kk dh lko/kkfu;ksa dks iqu% crkuk-

5 Let them do the practical. mUgsa Lo;a izk;ksfxd dk;Z djus fn;k tkos-

6 Instructor must observe them. vuqns'kd vo'; dh mUgsa dk;Z djrs le; /;ku nsa-

7 Correct them whenever the follow wrong sequence or procedure. tc os xyr Øe o xyr rjhdk dj jgs gksa] rks mUgsa lgh Øe o rjhdk crkuk-

8 Guide them as & when needed. tc vkSj tSlh vko';drk gks] mlds vuqlkj ekxZn'kZu djuk-

9 Check the job & evaluate. muds dk;Z dk fujh{k.k dj ewY;kadu djuk-

10 Tell their shortcoming in attaining the skill. n{krk izkIr djus esa D;k deh gS og crkuk-

11 Allow them to practice, to correct to mistakes. mudh xYkfr;ksa dks nwj djus dk vH;kl dk vkSj volj iznku djuk-


4.8.4. Test (only for trainees): perform the test. 1 Provide the necessary Amenities. tks vko';d gS og mUgsa nsuk-

2 Tell the time of completion of work. dk;Z iw.kZ gksus dk le; fu/kkZfjr djuk-

3 Standard (Quality, Accuracy & Workmanship) requires. xq.koRrk D;k gks\

4 After completion of time, check their job & grade them. le; iwjk gksus ij muds dk;Z dh tkap djsa vkSj muds vuqlkj xzsM iznku djuk-

Sequence of Remembering the Demonstration Plan:

¼izn'kZu ;kstuk dks ;kn j[kus dk Øe½

TELL SHOW LET THEM DO CORRECT GUIDE EVALUATE

crkvks fn[kkvks djus nks lq/kkjks ekxZn'kZu nks ewY;kadu djks


LESSON PLAN Trade: Lesson No: Date: Time: Name: Roll No: Unit: Unit No: TITLE: Objective: On completion of this lesson the trainee shall be able to:

1. 2. 3. 4.

Training Aids: Preparation: Review: Motivation: Introduction: Presentation:

S.No. Points/Topics Information in short Spot Hints

1.

2.

3.

4.

Summarization:

1. Q: A:


2. Q: A: Application:

1. Q: 2. Q:

Test:

1. Q: 2. Q:

References:

1. 2.

Next Lesson:


Demonstration PLAN Trade: Demo. No: Date: Time: Name: Roll No: Unit: Unit No: SKILL: Objective: On completion of this demonstration, the trainee shall be able to:

1. 2. 3. 4.

Preparation:

Tools & Equipments Raw Materials Sample (Aids) Introduction: Presentation:

Procedure Narration of activities with safety Spot hints


Summarization:

1. Q: A:

2. Q: A: Application:

1. Q: 2. Q:

Test:

1. Q: 2. Q:

References:

1. 2.

Next Demonstration:


Chapter – Five

Instructional Technology

5. Instructional technology

5.1. Instructional technology

5.1.1. Definition vkt ds ;qx eas egRoiw.kZ rFkk fodflr midj.k vkSj ;a=kas dh rduhdh dk m|ksxkas eas ;k training mythology eas l`tukRed mi;ksx dks gh Instructional Technology dgrs gSA

foKku Øec) vkSj izHkkfor Kku dh 'kk[kk gS bls vuqHko vkSj ifjfLFfr fl)karkas ds ek/;e ls fl) fd;k tk ldrk gSA

Instructional technology vuqns'kd esa deh [kkst dk lekos'k gh vuqns'kd ;a= foKku dgrs gSa foKku ds ifjekf.kr rjhdksa dk lqO;ofLFkr mi;ksx djuk gh vuqns'k ;a= dk y{; gSA ;g rhu izdkj ds gksrs gSa

1 Law of instructional technology 2 Medium of instructional technology 3 High of instructional technology

fdlh Hkh izdkj dk ;a= foKku dk pquko bl ij fuHkZj djrk gS fd og fdlh leL;k dk lQyrk iwoZd lek/kku djrk gS vkSj vuqns'k dh izfØ;k dh tfVyrk D;k gS mfpr izdkj dk pquko lgh lgk;d vkSj lacaf/kr rF;ksa dk /;ku esa j[kdj leL;ksa ds vuqlkj fd;k tkrk gSA

Law of Instructional Technology: Chalk Board; Talk Teaching, Chart, Model, Magnetic Board, And All three Dimensioning Teaching Aids.

Medium of Instructional Technology: OverHead Projector, Film, Projector, Strip Film, Sound Film Projector.

High of Instructional Technology: Multimedia, LCD, (Liquid Crystal Display) D.L.P. (Disinter Liquid Projector) Animation, Television, Satellite, Diseken Education

vuqns'ku rduhd esa d{kk vFkok d{kk ls ckgj ikB~;Øe dks izLrqr djus dk o.kZu fd;k tkrk gSA izk;% vuqns'ku o f'k{k.k nksuksa esa izf'k{kkf.kZ;ksa dks lh[kus dh izsj.kk nh tkrh gSA fQj Hkh nksuksa esa varj gSA vuqns'ku dk vFkZ gS] lwpuk nsuk vFkkZr~A

EVALUATION

CONTENT

METHODOF MEDIA

TRAINER

TRAINEE


5.2. Communication Communication has come from A Latin Word “COMMUNE” that means TO MAKE COMMON.

Elements of Communication:

SOURCE MESSAGEMEDIUM(CHANNEL) RECEIVER

Steps of Communication:

1 Ideation 2 Encoding 3 Transmission 4 Receiving 5 Decoding 6 Action

Classification of Communication: 1 One Way And Two Way Communication 2 Verbal And Non Verbal Communication 3 Interpersonal And Mass Communication 4 Informal And Formal Communication

Formal Communication:

Horizontal Vertical

Upwards Downwards Meeting of Same Level People

Subordinates to Boss Boss to Subordinates

Communication Media:

Sound Picture Action

1. Verbal Communication 1. Written communication using written language

1. Non verbal communication

2. Much Widely use 2. Visual Communication 2. Body language 3. Do not require much learning

3. Carries more idea than language communication

3. Used As supplement to verbal communication

4. Immediate Feedback 5. Easy to Establish 6.Less chance of misunderstanding

4. Used As Aid to language communication

4. Visual Aids

Five Rules of Effective Communication: Communicator (Sender) should ensure that the receiver.

1 Receives the message


2 Understand the message 3 Accepts the message 4 Uses the message 5 Sends Feedback

Seven C’s In Communication: 1 Clear 2 Complete 3 Correct 4 Concise (Brief) 5 Courteous (Polite) 6 Concrete (Not Abstract) (Confident) 7 Candid (Free & Frank)

Five W’sAnd 1 H in Communication: 1 What 2 Who 3 Whom 4 When 5 Why 6 How

How to Improve Effective Communication:

1 Physical Aspects (a) Standing Posture (b) Eye Contact (c) Voice Modulation (d) Action Communication

2 Academic Aspects (a) How to Introduce the Subject (b) Objectives / Dimensions (c) Giving Example whenever necessary (d) Conclusion

3 Understanding the Receiver (a) I know type (b) Emotional Type (c) Understanding Social, Economical, Status And Responsibilities

4 Para-Communication or Body Language

Tip For Improving Communication: 1 Tell it Right 2 Plan Your Communication 3 Select Proper Channel For Communication


4 Encode / Decode Properly 5 Setup Easy Conditions for Easy Communication 6 Follow-up Your Communication 7 Be Sure That Action Supports Your Communication 8 Seek Not Only To Under Stood, But To Understand Also.

COMMUNICATION OF INFORMATION: ;g dk;Z izf'k{k.k ds vfrfjDr vU; O;fDr;ksa ;k ;qfDrvksa }kjk Hkh iwjk fd;k tk ldrk gSAtSls %

AUDIO VISUAL AIDS: izf'k{k.kkfFkZ;ksa dks funsZf'kZr dj ldrh gSA i=kpkj ds ikB~;Øe rFkk Open University Hkh vuqns'kd ds dk;ksZa dks izsl rFkk Vsyhfot+u ls ljyrkiwoZd dj ldrh gSA vuqns'k rduhd gkMZos;j izksxzke ij vk/kkfjr o mlds varxZr VsifjdkMZ] fjdkWMZj Iys;j] Vsyhfot+u izkstsDV vkfn vkrs gSA ftldh lgk;rk ls izf'k{k.k cM+s ls cM+s lewg dks de ls de le; rFkk de [kpZ esa Kku iznku fd;k tk ldrk gSA

vuqns'ku f'k{kk dks ljy] Li"V :fpdj] izHkko'kkyh cukus esa lgk;d gksrh gSA ijarq vuqns'ku rduhdh izf'k{k.k dk LFkku ugha ys ldrh] D;ksafd izf'k{kd ,o izf'k{k.kkFkhZ ds chp var%izfØ;k dk gksuk t+:jh gSA

vuqns'ku rduhdh f'k{k.k vkSj lh[kus dh laiw.kZ izfØ;k dks fof'k"V mn~ns'; ds vuqlkj fMtkbu djus] pykus rFkk mldk ewY;kadu djus dh ,d Øec) ;kstuk gSA

vuqns'ku lh[kus ¼rduhdh½ dh izfØ;k dks izsfjr djrh gSA blds varxZr vuqns'ku lkexzh dk p;u mn~ns'; dks /;ku esa j[kdj fd;k tkrk gSA

vuqns'kkRed rduhdh dh vo/kkj.kk %

izf'k{k.kkFkhZ viuh vko';drkvksa ds vuqlkj vkSj viuh {kerkvksa ds vuqlkj lh[k ldrk gSA

izf'k{kd dh vuqifLFkfr esa izf'k{k.kkFkhZ lh[k ldrk gSA

vuqns'ku ds fujarj iz;ksx ls iw.kZ cy iznku fd;k tk ldrk gSA

vuqns'ku rduhdh }kjk vf/kxe mn~ns';ksa dks izkIr fd;k tk ldrk gSA

vuqns'kkRed rduhdh dh fo'ks"krk,a %

vuqns'kkRed rduhdh] KkukRed mn~ns';ksa dks izkIr djus esa lgk;d gksrh gSA

;g rduhdh izHkko'kkyh izf'k{kdksa dh deh dks iwjk djrh gSA

bl rduhdh }kjk fo|kFkhZ viuh vko';drkuqlkj vkSj viuh xfr vuqlkj lh[k ldrs gSaA

bl rduhd }kjk O;fDrxr fHkUurkvksa ij fu;a=.k ik;k tk ldrk gSA

bl rduhd esa ikB~; oLrq dk xgjkbZ ls fo'ys"k.k fd;k tk ldrk gSA ftlls ikB~; oLrq dk izLrqfrdj.k izHkko'kkyh gksus dh vk'kk cuh jgrh gSA

5.3. Types of Teaching-Learning Aids A training Aid can be defined As A device that assists a trainer to transmit to a learner.

5.3.1. Facts, skills, knowledge, understanding and Appreciation A training method means the way in which an instruction is presented to the learner. There are various training methods. Especially for vocational training method. Such As Lecture Method, Demonstration Method, Group Discussion or Conference Method, Role Playing Method etc. The selection of A particular method for a particular course is determine by the considering as to how


can the objective of the course to best fulfilled. How can the scope and content of the course be covered to achieve the objective? Most training course objectives are best met by using one or a combination of more then one of these several methods.

5.3.2. Why training Aids Are used In order to answer to the question it is necessary to know the basic principles in which training Aids Are developed. Basic Principle – “All Learning Is the Experiments – By Teaching, By Smelling, By Seeing, By Testing, & By Hearing.” However, 80% of learning is affected through two sensory organs – Seeing and Hearing. Teaching Aids Are therefore mostly developed on those two principles. These Aids may be –

1 Visual Aids 2 Audio Aids 3 Audio Visual Aids

5.3.3. How do the training Aids help in a training situation Some of the specific ways in which the training Aids influence the learner to create motivation And participation in the subject of instruction are explained.

1 They create interest and hold Attention. 2 They Assist information correct image in the learner’s mind. 3 They assist in understanding proper relationship components part of A whole

unit. It can be said that the training Aid, have A wide range of Application they serve to inspire Action, create desirable Attitude, expedite the development of skills And orient people to new situation. Thus it can be summarized that - TrainingAids

1 Help The Learner (a) To Learn Faster (b) To Remember Longer (c) To Gain More Accurate Information (d) To Receive an understand delicate concepts and meanings.

2 Help The Instructor

5.3.4. Selection of training Aids: The effectiveness of training Aids is mainly depending on their judicious selection and proper use. Selection of training Aids for A training program is again dependent on the training technique or the media of communication Adopted to meet the objectives of the program. In vocational training the gap between training And learning program is frequently wide because of the back of A suitable program of medium, of communication. Media provide the ways And means of learning through the Appropriate sensory experience listening, smelling testing touching and manipulating Are prime, firsthand impressive learning factors, when properly use, such experience can stamp realism And effectiveness into vocation training program.

5.3.5. Classification of teachingAids

Audio Visual Aids: Audio Visual Aids Are the latest technique of teaching, presently Almost trainers, instructors And institutes Are using these Aids for the effective training. Audio Visual Aids are the


combination of HARDWARE ‘A’And SOFTWARE ‘B’.Audio Visual Aids Are used in three ways –

1 Visual Aid 2 Audio Aid 3 Audio Visual Aids

1. Visual Aids: Visual Aids are used in two manners. These Are Projected Aids And Non-Projected Aids.

Projected Aids ‘A’ Non-Projected Aids ‘A’

1. Slide Projector 1. Chalk Board 2. Film Strip Projector 2. Magnetic Board 3. Over Head Projector (OHP) 3. Felt Board 4. Epidiascope Projector 4. Display Board 5. Camera 5. Printing Machine 6. Loop Film Projector

Projected Aids ‘B’ Non-Projected Aids ‘B’

1. Slide 1. Graphic Aids 2. Film Strip 2. Printed Materials 3. Transparency 3. Photographs 4. Opaque Material 4. Flannel Materials 5. Loop Film 5. Chart 6. Models 7. Mock-Ups a. Printed Material – Books b. Visits – Industrial Visit

2. Audio Aids: Audio Aids ‘A’ Audio Aids ‘B’

1. Tape Recorder 1. Magnetic Tape 2. Record Player 2. Record 3. Radio

3. Audio Visual Aids: Audio Visual Aids ‘A’ Audio Visual Aids ‘B’

1. Sound Film Projector 1. Sound Films 2. CCTV 2. Video Tapes 3. Multimedia 3. Animation Clips


5.4. Non projected Aids

5.4.1. Chalk board/ white board

Importance of Chalk Board/ White Board: ';ke iVy lcls lLrh iz.kkyh dk eq[; vax gSA ;g vuqns'kd ds c<+s dke dh oLrq gSA orZeku esa ';ke iVy dh egrrk vf/kd c<+ xbZ gS D;ksafd dksbZ Hkh fo"k; lQyrk iwodZ rHkh i<+k;k tk ldrk gS] tc ';ke iVy dk mi;ksx fd;k tkosA izf'k{k.k euksfoKku us ;g fl) dj fn;k gS dh fo|kFkhZ vius KkusfUnz;ksa }kjk Kku izkIr djrk gS vkSj KkuktZu ds fy;s ftruh vf/kd KkusfUnz;ksa dk mi;ksx fd;k tkos] Kku izkIr djus esa mldk mruk vf/kd egRo gSA bl euksoSKkfud rF;ksa ds vk/kkj ij ;fn f'k{kd vius ekSf[kd O;k[;ku dks ';ke iVy ij fy[ks rks mldk egRo vf/kd gks tkrk gS A

Importance of Developing a Lesson on Chalk Board/ White Board: vkt ds euksoSKkfud ;qx us fl) dj fn;k gS fd f'k{k.k ekSf[kd :i ls iw.kZ ugha fd;k tk ldrk gSA bldh vko';d ,oa egRoiw.kZ ckrksa dks ';ke iVy ij fy[kk tkos rks izf'k{k.kkFkhZ viuh KkusfUnz;ksa dk iz;ksx djds viuk fodkl dj ldrk gSA ;fn ,d ;k ,d ls vf/kd KkusfUnz;ksa dk mi;ksx ge fl[kkus esa djrs gS rks mldk izHkko lh[kus esa vPNk iM+rk gSA ';ke iVy ds mi;ksx esa vka[k ,oa dku ¼ns[kus ,oa lquus½ dh KkusfUnz;k fØ;k'khy gksrh gSaA ftlls lh[kus okys dk Kku fLFkj gks tkrk gSA ';ke iVy }kjk iwjh d{kk dks ,d lkFk gh ikB~;oLrq] mnkgj.k ,oa x`g dk;Z fn;k tk ldrk gSA blls ;g Li"V gks tkrk gS fd ';ke iVy v/;kidksa dh vko';drk ;k ';ke iVy cM+s dke dh oLrq gSA bls ge lPpk ,oa vPNk fe= Hkh dg ldrs gSaA

EFFECTIVE USE OF CHALK BOARD 1 Surface should be dull enough to Avoid glaive

PkkWd cksMZ dh lrg pdkpksan dh nwj djus ds T;knk pedhyh ugha gksuh pkfg,

2 The surface should be rough enough to hold the chalk

bldh lrg [kqnjh gks rkfd pkd }kjk bl ij vPnh rjg fy[kk tk ldsA

3 StandAt one side of the board while explaining

O;k[;k djrs le; cksMZ ds ,d rjQ [kMs gks chp es ugh

4 Write heading in bold & capital letter in the central

ikB ds eq[; 'kh"kdZ dks cksMZ ds e/; esa cMs v{kjksa esa fy[kuk

5 Write neatly And clearly

lkQ vkSj Li"V fy[ks

6 Writing should be cleared by soft cloth or duster

cksMZ dh fy[kkoV dks eqyk;r diM+s ;k MLVj ls lkQ djuk pkfg,

7 Avoid draining complex picture ob board

tfVy fp+= cksMZ ij cukus dk iz;kl u djsa

8 Avoid cramping to much point on board

cksMZ ij T;knk ls T;knk fo"k; oLrq ugha fy[kuh pkfg,

9 Always start writing from top to bottom

cksMZ esa ges’kk mij ls uhp dh fy[kuk pkfg,


10 Date should be written At Any other corner of board

fnukad ges’kk tgka ls fy[kuk izkjEHk gks mlds nwljs fdukjs ij fy[kuk

11 Module or lesson no should be on top near corner

ikB dk uke uEcj ;k ekM;wy tgka ls izkjEHk djrs gS ml dkuZj esa fy[kuk

12 Divide the board in two half

cksMZ dks fy[krs le; nks Hkkxks esa ckaVuk

13 Any end write sub heading & it’s include heading

mi'kh"kZd ;k blds vUrxZr vkus okys vU; 'kh"kZdA

14 Near side use for solving problem sketch or essential point of content

utnhd dh rjQ leL;kvksa dk lek/kku [kkuk [khapuk ;k ikB ds eq[; Hkkxksa dks crkus ds fy;s iz;ksx djkuk pkfg,

15 Writing on board Always be simple short & subjective

cksMZ ij ges’kk ljy Hkk"kk esa laf{kIr esa vkSj fo"k; oLrq ds lEcU/k esa gh fy[ks

16 Develop explanation with the help of point written one by one in logical manner

O;k[;k ds fcUnqvksa dks rdZ laxr Øe esa ,d&,d djds cksMZ esa fy[ks

17 Use color chalk for high light the main point

eq[; fcUnqvksa dks vPNh rjg n’kkZus ds fy;s jaxhu pkd dk iz;ksx djsa

18 Use board only when necessary

ftruk vko’;d gks mruk gh cksMZ dk mi;ksx djsA

19 Do not use it As cribber board

LØkbcj cksMZ dh rjg iz;ksx u djsa

20 Do not use in to proof your Artiste competency

viuh dyk dk izn’kZu djus ds fy;s cksMZ dk iz;ksx u djsa

21 Clean the board before writing so that previous writing is not visible

fy[kus ds ckn cksMZ dks bl izdkj lkQ dj ns fd igys dh fy[kkoV u fns[ksA

22 Care should be taken not write continuously on the board

cksMZ ij ykxkrkj fy[ks dk dke u djsA

23 Plan the work in Advance

cksMZ ij D;k fy[kk gS bldh ;kstuk igys cuk ysA

24 Paint the board At regular interval

cksMZ dks le;≤ ij lkQ isUV djrs jgsA

25 For geometrical work use geometrical scale


26 Allow time for trainee to note down the content

fo|kfFkZ;ksa dks fo"k; oLrq fy[kus dk le; nhft,

27 Use pointer to explain the point written on board


cksMZ ij fy[ks fcUnqvksa dh O;k[;k djus ds fy;s ladrs dk iz;ksx djsA

28 Do not turn your complete back where writing

fy[krs le; f’k{kd dh iwjh ihB fo|kfFkZ;ksa dh rjQ ugha pkfg,A

29 Lettering size for (a) Heading – 50 to 60 mm (b) Sub heading – 35 to 45 mm (c) Under sub 30 to 40 mm (d) Normal content 25 to 30 mm

30 Try to Always writing in capital letter on board

cksMZ ij ges’kk cMs v{kjksa esa fy[kuk pkfg;sa

CHALK BOARD IS A VISUAL AID:

1 Effective And readily Available visual A/v Aid

;g izHkko dkjh gS rFkk vklkuh ls miyC/k gks tkrk gSa

2 Cheep & convenient to use

lLrk gksrk gS rFkk ljyrk ls mi;ksx fd;k tkrk gSA

3 Capable to classifying the content when properly

vPNh rjg mi;ksx djds fo"k; foLrq ds mi;ksx dks Li"V djus dh {kerk

4 Centre of dynamic communication between trainee And trainer

f’k{kd vkSj fo|kFkhZ;ksa ds chp esa xfr’khy laEizs"k.k dk ek/;e gSA

5 Creative competence And teaching skill in hence b proper utilization of chalk board

PkkWd cksMZ ds mfpr mi;ksx ls f’k{kd dh f’k{k.k Jt`ukRed n{krk dk fodkl gksrk gS

ADVANTAGE iwoZ rS;kjh dh vko’;drk ugha gksrh

lHkh lwpukvksa dks fy[k ldrs gS feVk ldrs gS rFkk cny ldrs gSA

fy[krs le; dksbZ egRo iw.kZ fopkj vkus ij mUgs tksMk tk ldrk gSa

fo|kFkhZ;ks ds lansg dks fy[kdj nwj fd;k tk ldrk gS

blds fy;s vfrfjDr d{k T;knk ykbZV ;k vU; lkexzh dh vko’;drk ugha gksrh

DISADVANTAGE bl ij fy[kus dh izekf.kdrk ugha gksrhA

bl ij tfVy Mªkabx ;k fp= ugha cuk;s tk ldrsA

f’k{kd ds fy[kus dh {kerk dks izHkkfor djrk gS

pkWd ls fudyus okyh MLV gkfudkjd gksrh gSA

le; vf/kd yxrk gS


GRAPH / CHART The training took some times demands materials that can communicate ideas and facts concisely, clearly and logically as we ans impressively. In this situation, the trainer will call upon graphics, which is a combination of drawing, data’s, words and pictures. Designed in two dimensions, graphic material Are comparatively abstract, but have the Ability to convey more in less time by compressing factual relationship in concept.

MAGNETIC BOARD Magnetic can be combine with flannel board for greater flexibility and usefulness. Some flannel board Are constructed with A thin metal sheet or metal screening placed between the backing And the flannel covering while others Are built with A flannel board covering on one side And A thin piece of sheet metal on the other. Small objects, cards or similar material Adhere to the metal, if small magnetic piece are glued to their backs. Magnetic board is particularly used for depicting of processes or electric circuitry.

ADVANTAGE 1 More Direct 2 More Clear 3 More Controlled By The Lecturer

DIS ADVANTAGE 1 Lakes Group Participation 2 May be dull 3 Requires careful preparation 4 Requires speaking Ability.

5.5. Micro teaching

5.5.1. Introduction: Microteaching is one of the most important developments in the field of teaching practice and interesting innovations that have emerged in the field of educational technology during the last decade. Microteaching was developed in 1963 At the University of Stanford in California, USA and Arose as A by-product from a research program devoted to the identification of specific teaching behavior.

5.5.2. What is micro teaching Microteaching is laboratory technique of teaching practice in which the complexities of normal classroom teaching are simplified. The name “Micro Teaching” was Adopted for this type of teaching practice because the technique involved in scaling down as many elements as possible in each practice lesson. The number of students is reduced and the teacher normally teaches only 4-5 students At A time. The lessons are very short, usually between 5-15 minutes duration. The contents of the lesson is Also simplify And is used for the practice of one particular teaching skill like lecturing, questioning, leading A discussion or using instructional Aids. Microteaching was developed in the early and mid 1960's by Dwight Allen and his colleagues At the Stanford Teacher Education Program. The Stanford model emphasized A teach, review And reflect, re-teach Approach, using Actual school students As Authentic Audiences. The model has been Adapted for college and university teaching where it has been used most often for graduate teaching Assistants. It often offers a concentrated, focused form of peer feedback and discussion. A very similar model called Instructional Skills Workshop (ISW) was developed


during the early 1970s by British Columbia’s Education Ministry As A training support program for All college And institute faculty in British Columbia And has now spread throughout Canada, the US And internationally. While there are significant differences between the two models, they both share some commonalities and were designed to enhance teaching and promote open collegial discussion about teaching performance. A micro lesson is an opportunity to present a sample “snapshot” of what/ how you teaches and to get some feedback from colleagues about how it was received. It is a chance to try teaching strategies that you may not use regularly. This is a good, safe time to experiment with something new to you or to get feedback on a technique you’ve been trying but Are not sure about its effectiveness. You have several decisions to make concerning the preparation of your micro lessons:

1 Your topic: Choose a teaching topic that you are comfortable with in order to focus on a particular teaching method or element.

2 Your lesson objectives: Think About and be Able to Articulate what you want your students to learn from your lesson (e.g., facts, concepts, skills, and/or values) and how your teaching methodology might work to fulfill your objectives (see Developing Performance Objectives for Microteaching handout).

3 What you want feedback on. You can specify to the group what you would like them to focus on. For example, you may wish to have overall, general feedback or perhaps you might wish for the group to simply attend to a specific issue, such As how you use questions or reinforcement with students.

5.5.3. Micro elements 1 Micro Class / Group 2 Micro Lesson 3 Components Skill

The microelement is the cardinal feature of micro teaching which systematically Attempts to simplify the complexities of the teaching process. Under lying this is the basic supposition that before one Attempts to understand, learn And perform effectively the complicated task of teaching, one should first master the component skills of that task, through short lesson. This short lesson concentrates on one skill. When the trainee teacher is proficient in this skill it will be combined with other mastered skills in longer regular lessons. Training in teaching skills does not require larger class. It is true however, that while teaching a micro group of five students, the teacher will not encounter the management problems, which are common toad larger class. However, even classroom management can be taught in that micro class by stimulating specific behavioral problems.

5.5.4. Ground rules for micro teaching 1 Respect confidentiality concerning what we learn about each other. 2 Respect Agreed-upon time limits. This may be hard, but please understand that

it is necessary. 3 Maintain collegiality. We are all in this together. 4 Stay psychologically and physically present and on task. 5 Respect others’ Attempts to experiment and to take risks. 6 Listen and speak in turn, so everyone can hear all comments. 7 Enjoy and learn from the process.

Microteaching is A teaching method whereby the teacher reviews A video tape of the lesson After each session, in order to conduct A "post-mortem". Teachers find out what has worked,


http://en.wikipedia.org/wiki/Teaching_method

http://en.wikipedia.org/wiki/Teacher

http://en.wikipedia.org/wiki/Review

http://en.wikipedia.org/wiki/Videotape

http://en.wikipedia.org/wiki/Lesson

which Aspects have fallen short, And what needs to be done to enhance their teaching technique. Invented in the mid-1960'sAt Stanford University by Dr. Dwight Allen, micro-teaching has been used with success for several decades now, As A way to help teachers AcquireAnd hone new skills.

5.5.5. Why micro teach Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, And Are video taped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven, and fun way to help teachers get off towrd strong start.

5.5.6. How to micro teach As many As six teachers from the same or similar courses can participate in a single microteaching session. Course heads, A few experienced instructors, And a Book Center staff member Are usually invited to serve as facilitators. While one person takes his or her turn as teacher, everyone else plays the roles of students. It is the job of these pretend puples to ask and Answer questions realistically. It is the job of the pretend teacher to involve his or her "class” Actively in this way. 5.5.7. What to prepare

Most course heads provide micro teachers with scenarios to prepare in Advance. If not, think of A few minutes of material that you especially would like to make sure your students understand by the end of your next class. As Always, you should not only plan out how to treat the subject matter, but Also give some thought to how you Are going to present yourself, manage the class, And involve the students. There are, of course, many different ways of teaching a given lesson well. That is why participants find that, Along with what they learn from their own experience practice teaching, they can also pick up many helpful ideas from observing fellow micro teachers

Conclusion: The micro concept is based on long established learning theory, which today underlies programmed learning and computer Assisted. Instruction. In both causes, it is assumed that learning is more effective if a complex skill is divided into its component skills and learned systematically before it is under taken As A whole. Other concept of learning theory such As feed back, reinforcement of extension where Also Adopted in the micro teaching procedure. The developer of microteaching should be credited for incorporation All these well-known principles into A systematic training system.


http://en.wikipedia.org/wiki/Decade

GRADE SHEET MICRO TEACHING PRACTICE

USING LESSON PLAN TRAINING AIDS

Teacher’s Ability Roll Nos Sr.

No. Active Area 1 2 3 4 5 6 7 8 9 10 11 12

Remark

1. Has the instructor prepared the trainee to participate And introduced the lesson effectively

2. Presented the lesson in logical sequence to Attend specific objective.

3. Stressed the key points And cleared the doubts.

4. Secured the class interest of learning until end.

5. Planned And used proper questioning technique.

6. Reviewed And recapitulated the lesson for conclusion

7. Used proper teaching Aids effectively in time of need

8. Habit : Manner &Attitude

9. Voice & Delivery Dexterity : Body Movement Facial Expression

10.

Hand, Eye Signal Total

Trg. Course on :

Venue :

Period :

Name :

SCORES / GRADES A – Outstanding - 5 B – Good - 4C – Average - 3D – Below Average - 2 E – Indifferent / Poor - 1


Chapter – Six

Written Instructional Material

6. Written instructional material

6.1. Introduction fdlh izdkj ds vf/kxE; ds fy;s lanHkZ lkexzh dh vko';drk gksrh gSA lkekU;r% cktkj esa tks lkexzh ikB; iqLrdksa ds :i esa miyC/k gksrh gS ls O;kikjh n`f"Vdks.k esa j[kdj rFkk vf/kd ls vf/kd fo|kFkhZ ds fy;s mi;qDr gks ,slh cukbZ tkrh gS fof'k"V fo|kFkhZ lewg dh fof'k"V v/;kiu leL;kvksa dks nwj djus ds fy;s ikB; iqLrd vleFkZ gksrh gS bu fof'k"B vko';drkvksa dks iwjk djus ds fy;s vuqns'kh; fyf[kr vuqns'kh; lkexzh dk fuekZ.k djrk gS v/;;u rFkk v/;kiu dk;Z ds fy;s ;g lkexzh egRoiw.kZ Hkwfedk fuHkkrh gS d{kk dk;Z'kkyk ;k iz;ksx'kkyk esa ;g lkexzh lanHkZ ds :i esa mi;qDr gS fo|kFkhZ dk v/;;u dk;Z vfrfjDr le; esa Hkh tkjh j[kus ds fy;s bldk mi;ksx gksrk gS lHkh fo|kFkhZ;ksa dks leku f'k{kk nsuk rFkk mudh O;fDrxr leL;kvksa dh vksj /;ku nsuk lEHko gksrk gS ,d le; esa vusd fo|kFkhZ;ksa dks f'k{kk nsuk lEHko u gksus ds dkj.k le; dh cpr gksrh gSA

6.2. Definition fdlh Hkh izdkj dh eqnzdh; ;k izfrfyfid lkexzh tks fyf[kr :i esa gksrh gS rFkk vuqns'ku dk;Z esas lgk;d gksrh gSA mls fyf[kr vuqns'kh; lkexzh ds :i esa gksrh gS lkekU;r% fdlh fof'k"V fo|kFkhZ ds lewg dks /;ku esa j[kdj bls vuqns'kd }kjk cuk;k ;k izkIr fd;k tkrk gS mi;ksfxrk ds vuqlkj fyf[kr vuqns'kh; lkexzh dks fuEufy[kr :i esa oxhZd`r fd;k tkrk gS %

v/;kiu lkexzh %

tks lkexzh vuqns'kd ;k f'k{kd vius O;fDrxr mi;ksx ds fy;s cukrs gS] mls v/;kiu lkexzkh dgrs gSA

v/;;u lkexzh %

,slh lkexzh tks f'k{kd }kjk vius fof'k"V fo|kFkhZ lewg ds v/;;u dk;Z esa lgk;dks ds :i esa cuk;h vFkok izkIr dh tk ldrh gS mls v/;;u lkexzh dgrs gSA

1 v/;kiu lkexzh

1 ikB fVIi.kh Lesson Note

2 ikB ;kstuk Lesson Plan

3 funsZ'ku ;kstuk Instructional Plan

4 vuqns'kh; ekxZ n'kZu Instruction Guide

5 fo'ysf"kr ikB;Øe Analysis Of Syllabus

6 izf'k{k.k vuqlwph Schedule Of Training

2 v/;;u lkexzh 1 tkudkjh lwpuk Information Sheet

2 fu;r dk;Z i=d Daily Work Sheet

3 ifjpkyu i=d Working Sheet

4 dk;Z i=d Job Sheet

5 iz;ksx i=d Experimental Sheet

6 dk;Z iwoZ tkap i=d Pre Job Check Sheet

7 dk;Z i'pkr~ tkap i=d Final Job Check Sheet

8 xzg dk;Z i=d Assignment Sheet


fyf[kr vuqns'kh; lkexzh rS;kj djrs le; fuEu rRoksa dks /;ku esa j[kuk vko';d gS

1 fo|kFkhZ dk Lrj

2 Li"V rFkk fuf'pr mns';

3 ikB;Øe dh :i js[kk

4 vuqns'ku dh i)fr

5 vf/kxeu ds rRo

6 HkSfrd lqfo/kk;s

7 vuqns'ku dk LFkku] d{kk] dk;Z'kkyk] iz;ksx'kkyk vkfnA

8 tkudkjh ds L=ksr

9 fo|kFkhZ;ksa dk iwoZ Kku rFkk izkIr dkS'ky

10 ikB;Øe ;k dk;Z dh lekfIr ij vkisf{kr Kku rFkk dkS'ky

11 rqjUr iz;ksx esa yk;s tkus okys dkS'ky rFkk Kku

12 izLrqrhdj.k dh dkykof/k

13 lkexzh dh vko';drk

14 lkexzh dh mi;ksfxrk

15 lkexzh dks vkdkj nsuk

6.3. Objective of written instruction material bl dk eq[; mns'; ;g gS fd izf'k{kkfFkZ;ks dks D;k vkSj fdruk i<+kuk gs mlds fy;s izf'k{kkfFkZ;ksa dk voyksdu djuk vko';d gS ;fn fyf[kr lkexzh lgh :i ls cuk;h x;h gks rks og d{kk o dk;Z'kkyk nksuksa ds mi;ksx esa ykbZ tk ldrh gS fyf[kr gksus ds dkj.k lkexzh dh tkap Hkh dh tk ldrh gSA ekSf[kd lkexzh ls vuqns'kksa dh tkap djuk dfBu gS blfy;s vuqns'kd dh iwfrZ ds fy;s fyf[kr vuqns'kh; lkexzh rS;kj djrk gSA

6.4. Advantages written instruction material 1. Uniformibility Of Instruction vuqns'kks dh ,d :irk

2. Supplementary Of Instruction vuqns'kd ds iwjd

3. Minimize The Laps On Absence Of Trainee

izf'k{kkfFkZ;ksa dh vuqifLFkfr dh deh ds dkj.k

4. Additional Information vfrfjDr lwpuk

5. Use Of Hours le; dk mi;ksx

6. Individual Progress O;fDrxr fodkl

7. Classification oxhZdj.k

8. Clarification Li"Vhdj.k

9. Stimulate For Wider Knowledge foLr`r Kku izkfIr esa izksRlkgu

10. Help In Safety lqj{kk esa lg;rk

11. Use Of Learning Principle lh[kus ds fl}kUr


6.5. Disadvantages written instruction material 1 vuqns'kd ikB i<kus dh ftEesnkjh ls th pqjkrk gSA

2 izf'k{kkFkhZ W.I.M. dh /;ku iwoZd ugha i<rs cfYd mls mlh :i esa fujLr dj nsrs gSA

3 W.I.M. dk mi;ksx <ax ls u djus ls f'k{k.k esa deh vk tkrh gS rFkk izf'k{k.k ;g lkspdj fd eSa dy ;kn d:xka lh[kus esa ykijokgh djrs gSA

4 WIM cukus esa dkQh le; rFkk [kpkZ yxrk gSA

5 ;fn W.I.M. izR;sd cSp esa cnyh ugh tkrh rks izf'k{kkFkhZ iqjkus izf'k{kkFkhZ;ksa ls bl lkexzh dks ekaxdj j[k ysrs gs vkSj ykijokg gks tkrs gSA

6 W.I.M. ls rqjUr f'k{k.k ds izfr iqf"V ugha gksrhA

6.6. Composition 1. Language Hkk"kk

2. Sketch full vkd`fr ;qDr

3. Directive funsZ'kdkjh

4. Impressive izHkko'kkyh

5. Limited lhfer

6. Reference lUnHkZ

7. Seriated Øec}

8. Objective mns';

9. Title 'kh"kZd

10. Safety Hint lqj{kk ladsr

11. Question iz'u lewg

6.7. Operation sheet

6.7.1. Introduction

vuqns'kd }kjk cukbZ x;h og fyf[kr vuqns'k lkexzh ftlds }kjk izf'k{kkFkhZ dks ewy dkS'ky ;k ,d fØ;k djus dh vknr ;k {kerk dk Øekuqlkj fujh{k.k fd;k tk lds rFkk ftlesa ;a=ksa midj.kkas e'khuksa o lkexzh dk lgh pquko djus rFkk lqj{kkRed <ax ls lgh Øe esa dk;Z djus ds funsZ'k fn;s gks og lEiw.kZ dk;Z i)fr 'khV dgykrh gSA

6.7.2. Object

bl 'khV dks cukus dk eq[; mns'; ;g gS fd bu fØ;kvksa dks djus ds fy;s mi;ksx gks lds blds vfrfjDr ;g Hkh Kku gks fd fdlh ,d fØ;k dks Øekuqlkj lqj{kkRed <ax ls mi;ksx djus dk <ax gks bldk eq[; mns'; ;g Hkh gS fd ewy dkS'ky dks djus dh vknr dk fodkl ftlls fd izf'k{kkFkhZ esa vkRefuHkZjrk gks blds vfrfjDr Operation Sheet ls fuEu ykHk gSA

6.7.3. Advantage of operation sheet

bl 'khV dk iz;ksx dj dsoy ,d fØ;k rFkk ewy dkS'ky lh[kus rd gh lhfer gksrh gSA


;g 'khV lgh <ax ls dke djus dh lgh vknr Mkyus dks c<kok nsrh gS rFkk bfPNr ifj.kke izkir djus esa lgk;rk djrh gSA

tc fdlh fØ;k dks Øekuqlkj lh[kus dks vko';drk gksrh gS rks ;g 'kfDr izn'kZu ds ckn izf'k{kkfFkZ;ksa dks mlh fØ;k dks djus ds fy;s funsZ'k ds :i esa nh tkdrh gSA ftlds }kjk ,d u;k lh[kus okyk tYnh o vf/kd lh[krk gSA bl 'khV dk iz;ksx dsoy izf'k{kkfFk;ksZ dh izkjfEHkd voLFkk esa fd;k tkrk gS ;g 'khV vuqns'kd }kjk Lo;a rS;kj djds izf'k{kkfFkZ;ksa dks dk;zZ djus ds fy;s nsrk gS ;g vuqns'kd dh iwjd Hkh gSA fdUrq vuqns'kd dk LFkku ugha ys ldrh gSA

6.7.4. Disadvantage of operation sheet

;fn Operation sheet Øec} <ax ls u cuk;h x;h gks rks u;s izf'k{kkfFkZ;ksa dks dk;Z djus esa vlqfo/kk gksrh gSA ;fn vuqns'kd dzk;Z dk izn'kZu djds u fn[kk;s rks ;g dk;Z 'khV csdkj gksxh D;ksfd izf'k{kkFkhZ viuh ;ksX;rkuqlkj ml dk;Z dks iwjk ugh dj ldrk vkSj u gh viuh KkusfUnz;ksa dk mi;ksx dj ldrk gSA

izf'k{kkFkhZ lnSo ydhj dk Qdhj gksrk gS rFkk vuqns'kd dk vuqdj.k djrk gSA ftlls mldk lgh fodkl ugh gks ldrkA

Safety bl 'khV dks cukrs le; lqj{kk dk vf/kd /;ku j[kuk pkfg, D;ksafd izf'k{kkFkhZ tks u;s lh[kus okys gksrs gS rks dHkh Hkh nq?kZVuk gks ldrh GS bl fy;s nq?kZVuk ds cpko ds fy;s izR;sd lrj ij lqj{kk ds ladsr fn;s tkrs gSA blls Lo;a dk;Z] ;a=] e'khu midj.k lkexzh vkfn dk cpko gks ldrk gSA


Operation sheet Trade: Skill No: Date: Time: Name: Roll No: Unit: Unit No: SKILL: Objective: On completion of this demonstration, the trainee shall be able to:

1. 2. 3. 4.

Preparation:

Tools & Equipments Raw Materials Sample (Aids) Introduction: Motivation: Presentation:

Operation Procedure Safety Precaution Diagram/Sketch

Questions:

1. Q: 2. A: 3. Q:

A:


6.8. Job sheet

6.8.1. Introduction

;g og fyf[kr lkexzh gS tks vuqns'kd dks ,d fo'ks"k tkWc ;k dk;Z vH;kl dh lHkh fØ;kvksa lgh :i ls djus ds fy;s mfpr eki] le;] lqj{kk vkfn dh iwjh ;ksX;rkvksa lh[kus ds fy;s cuk;h tkrh gSA tkWc 'khV dgykrh gSa dHkh&dHkh ;g 'khV izf'k{kkfFkZ;ksa }kjk tkWc ;k dkS'ky dks Challenge djus ;k tkWc dks de le; esa lgh eki ds vuqlkj cukus ds fy;s Hkh cukbZ tkrh gS ;g 'khV fn'kk funsZ'k nsus ds fy;s o fdlh tkWc dks lgh o lqj{kk ds fy;s /;ku esa j[kdj D;k vkSj dSls iwjk fd;k tk; vuqns'kd rS;kj djds funsZ'k ds :i esa izf'k{kkfFkZ;ksa dks djus ds fy;s nsrk gS bldk izn'kZu ugha fd;k tk ldrk D;ksafd blesa dbZ fØ;k;as lfEeyr gksrh gSA vuqns'kd ns[k js[k djrk gS vkSj vko';drk iMus ij enn Hkh djrk gSA

6.8.2. Objective

bl 'khV dks cukus dk mns'; ;g gS fd izf'k{k.k dks fdlh tkap dks cukus ds fy;s D;k vkSj dSls iwjk fd;k tk; dk Kku gksrk gS D;ks fd bl 'khV esa tkp ;k vH;kl dk uke n{krk mfpr js[kk fp=] lgh ekis lEcaf/kr fØ;k esa Øekuqlkj dh tkrh gSA rFkk vkStkj] ;a=ks] e'khuksa ds ladsrks dk o.kZu gksrk gS bl 'khV ls lHkh ckrks dk Kku izkIr gksrk gSSA bl 'khV ls mDr lHkh iz;ksx djus Hkh Kku izkIr djrk gSA izf'k{kkFkhZ;ksa esa vkRefuHkZjrk iSnk djus ds mns'; rFkk fcuk fdlh lgk;rk ds tkWc dks iwjk djus dh vknr Mkyus ds mns'; rS;kj fd;s tkrs gSA

6.8.3. Advantage

bl 'khV ds }kjk izf'k{kkFkhZ vius Lrj ds }kjk vuqlkj tkWc dks iwjk djrk gS ;g lh[kus okyksa ds fy;s cgqr gh ykHknk;d gS D;ksadh blds }kjk izf'k{kkFkhZ lgh lkexzh lgh ;a=ksa] rFkk e'khuksa dk pquko lqxerk ls dj nsrk gS bl 'khV ds }kjk izf'k{kkFkhZ js[kk fp= rFkk ekiksa dks le>us dk vH;kl gks tkrk gS tkWc 'khV ls izf'k{kkFkhZ dq'kyrk dh vksj c<rk gS vFkkZr dq'ky dkjhxjh izkIr djrk gSA vkSj dk;Z dh vknr Hkh iMrh gSA

6.8.4. Disadvantage

bl 'khV ls fuEu gkafu;k gSA bl 'khV ds }kjk izR;sd fØ;k ;a=ks] e'khuksa] vkfn dk ;fn lgh ukekadu ugha fd;k x;k gks rks izf'k{kkFkhZ vius Kku ds Lrj ds vuqlkj mls iwjk ugha dj ldrk D;ksfd og vuqns'kd dk vuqlj.k djrk gSA

Safety Hint bl 'khV ds }kjk izR;sd fØ;k o ;a=] e'khuksa ds iz;ksx djus ds ladsr Øekuqlkj fn;s jgrs gS ftldh lgk;rk ls tkWc Vwy e'khu ,oa Lo;a dh lqj{kk n'kkZ;h tkrh gSA tSls & tkWc esa fNnz djus ls iwoZ lgh LFkku ij iap djuk n'kkZ;k tkrk gSA


Job sheet Trade: Job No: Date: Time: Name: Roll No: Unit: Unit No: Job: Preparation:

Tools & Equipments Raw Materials Sample (Aids) Job Sketch:

Safety Precautions:

1. 2. 3.


6.9. Information sheet

6.9.1. Introduction

lwpuk i=d ikB; iqLrdksa ys[kdksa }kjk lkekU; f'k{k.k ds mns';ksa dks iwjk djus ds fy;s cukbZ tkrh gSA fdUrq ikB; iqLrds fy[krs le; ys[kdksa ds lkeus u rks izf'k{k.k dh ifjfLFkfr;k gksrh gSA vkSjugha izf'k{k.k dh fo'ks"k vko';drk gksrh gSA fdUrq ekSf[kd vuqns'kksa dks iwjk djus vFkok lgk;rk nsus ds fy;s ;g vko';d gks tkrk gS fd izf'k{kkFkhZ dks dqN fyf[kr vuqns'kh; lkexzh nh tk; vuqns'kd fo"k; ls lafEcf/kr lwpuk;sa tkudkfj;k o fo'ks"k 'kh"kZd rFkk fof/k ij ,d ,slh jkspd 'khV rS;kj djrk gS ftlds }kjk izf'k{kkFkhZ dks Hkyh Hkkafr Kku izkIr djus dh ;ksX;rk izkIr gks ,slh 'khV dks Information sheet dgrs gSA tks vuqns'kdksa ds vuqns'k dks nksgjkrk gS o mu vuqns'kuksa dh iwjd gksrh gSA ftUgs vuqns'kd }kjk fn;s vuqns'kks dh iwfrZ dh tk ldrh gSa izf'k{kkFkhZ dq'kyrk iwoZd dk;Z djus dh dyk blesa lh[krk gSA

6.9.2. Objective of information sheet

ekSf[kd vuqns'kksa dks egRoiw.kZ cukus gsrqA

izf'k{kkfFkZ;ksa dks vuqns'kks }kjk lgh fn'kk nsus gsrqA

fuf'pr le; esa vf/kd ls vf/kd ,ao lkekU; Kku izkIRk djus gsrq

vuqns'kdksa dh deh dks iwjk djus ds mns'; lsA

6.9.3. Advantage

bl 'khV ds }kjk izf'k{kkFkhZ dks dk;Z lEcU/kh vko';d vuqns'k izkIr gksrs gSA

bl 'khV }kjk ikB; iqLrdksa dk lanHkZ fn;k tkrk gSA

;g 'khV f'k{k.k ds fy;s mi;ksxh gS blls os lHkh lwpuk;s izkIr gksrh gS tks fdlh tkap dks ;ksX;rk iwoZd cukus esa lgk;d gksrh gSA

bl 'khV ds }kjk izf'k{kkFkhZ dks Hkfo"; ds fo"k; esa tkudkjh feyrh gSA

lwpuk 'khV lS|kfUrd d{kk esa i<kus ds fy;s cgqr mi;ksxh gksrh gSA

;g nksgjkus ds dke Hkh vkrh gSA

funsZ'k dh ,d :irk gksrh gSA ftlls lHkh izf'k{kkFkhZ leku f'k{kk xzg.k djrs gSA

;g vuqns'kd dh iwjd gksrh gSA

6.9.4. Disadvantage

;fn ;g 'khV Hkyh Hkkafr rS;kj u dh x;h gks rks iw.kZ f'k{k.k ugh gks ldrk v/kwjh lwpuk ls Kku Hkh v/kwjk feysxk tks f'k{kd o f'k{kkFkhZ nksuks ds fy;s gkfudkjd gSA

blls ;g Hkh gkfu gks ldrh gS fd izf'k{kkFkhZ viuh ;ksX;rk vuqlkj Lo;a dksbZ dk;Z ugha dj ldrs vkSj fdlh deh dks Lo;a iwjk ugha dj ldrsA

;g 'khV dsoy fyf[kr dk;Z ;k d{kkvksa ds fy;s gh cukbZ tkrh gSA

bldks izf'k{kkFkhZ dks nsus ls og ykijokg gks tkrk gS rFkk viuh fopkj 'kfDr dk iz;ksx de djrk gS lnSo bl fuHkZ jgus yxrk gS rFkk vf/kdrj izf'k{kkFkhZ vuqifFkr gkus yxrs gS ftlls f'k{k.k o izf'k{kkFkhZ nksuksa dks gkfu gksrh gSA


Information sheet Trade: Lesson No: Date: Time: Name: Roll No: Unit: Unit No: TITLE: Objective: On completion of this lesson the trainee shall be able to:

1. 2. 3. 4.

Information:

References:


6.10. Assignment sheet

6.10.1. Introduction

;g og fyf[kr vuqns'kh; lkexzh gS tks vuqns'kd }kjk fn;s x;s vuqns'kksa ds izek.k dks tkuus vFkok izf'k{k.k dks le>us ds Lrj dks tkuus ds fy;s rS;kj djds izf'k{kkFkhZ dks nh tkrh gSA blesa iz'u lewg gksrs gSA ftlls izf'k{k.k dks fopkj 'kfDr djus ds fy;s vkil esa ifjppkZ ls Hkh mRrj fd;s tkrs gSA blls izf'k{kkFkhZ dks ;g Hkh Kku gksrk gSA fd x`g dk;Z D;ksa vkSj dSls iwjk djuk pkfg;A

6.10.2. Object

x`g dk;Z bl 'khV dk eq[; mns'; gS D;ksfd ;g izf'k{kkFkhZ dks lh[kus RkFkk mUgs iz'uksa ds mRrj rS;kj djus ds fy;s fn;k x;k x`g dk;Z gSA vFkkZr d{kk esa vuqns’kd }kjk tks Hkh vuqns'k nh;s tk pqds gSA muds ifj.kke dks Kkr djus gsrq bl 'khV dk mi;ksx gksrk gSA ;g izf'k{kkFkhZ dks viuh KkusfUnz;ksa ds iz;ksx djus dk volj nsus ds mns'; ds fy;s izf'k{kkFkhZ dh fopkj 'kfDr ,oa x`g dk;Z djus dh 'kfDr dk fodkl djus ds mns'; esa iz;ksx fd;k tkrk gSA

6.10.3. Actual information

x`g dk;Z 'khV dk iz;ksx f'k{k.k dk;Z esa fd;k tkrk gSA

bl 'khV ds }kjk izf'k{kkFkhZ ds Kku izkIr djus ds Lrj dks tkuk tkrk gSA

bl 'khV ls izf'k{kkFkhZ;ksa dks dk;Z ds fo"k; esa lkspus fopkj us dk volj feyrk gSA

blds }kjk izf'k{kkFkhZ;ksa dks izsfjr dj lh[kus ds fy;s rS;kj fd;k tkrk gSA

blds }kjk izf'k{kkFkhZ;ks dks lh[kus fd izsj.kk feyrh gSA

bl 'khV dk mi;ksx fd;s fcuk f'k{k.k dk;Z v/kwjk jgrk gSA

bl 'khV dk eq[; dk;Z ;g Hkh gS fd izf'k{kkFkhZ;ks dks fdlh dk;Z dks D;ks vkSj dSls izkjEHk fd;k tk, og vfr vko';d gSA


Assignment sheet Trade: Lesson No: Date: Time: Name: Roll No: Unit: Unit No: TITLE: Objective: On completion of this lesson the trainee shall be able to:

1. 2. 3. 4.

Questions:

1. 2. 3. 4. 5.

Refrences:


6.11. Experiment sheet


;g fyf[kr vuqns’kdh; lkexzh gS] tSlk uke ls izrhr ;g izk;ksfxd 'khV gS bls O;okgkfjd :i ls fdlh fo'ks"k O;olk;ks eas gh O;ogkj eas yk;k tkrk gS bysDVªkfud] vkjvkbZVhoh] bySDVªkWfud ,oa foKku iz;ksx 'kkyk eas ;g lk/kkj.kr% iz;ksx dh tkrh gSA ;g fuf'pr djus ds fy, fd lS/kkfUrd fl)kUr lgh gS vFkok ugha ;g mDr O;olk; ds iwoZ izf'k{k.k ds igys pj.k eas vf/kdrj vH;kl izk;ksfxd gks ldrs gS ;g u lh[kus okyks dks iz;ksxkRed dk;Z djus eas lgk;d gksrh gS bldk vfHkizk; ;g Hkh gS dh dksbZ nwljh lqpuk tks iz;ksx ls lacaf/kr gS NwV xbZ gS vkSj mls iqu% 'kkfey fd;k tk ldsA

6.11.2. Object

bl 'hkV ds iz;ksx ds le; igys ds iz;ksx ds fu"d"kZ tkuus ds fy, tks iz;ksx fd;k tk jgk gSA mldh lkjh deh iqjh gks pqdh gSA bl mns'; ls D;k&D;k izkIr dj ldrs gSA ds ;ksX; gSA

6.11.3. Advantage

bl 'khV ds }kjk izf'k{kkFkhZ dks fdlh Hkh fl)kUr dks dSls lR;kfor d;k tkrk gS]dk Kku gksrk gSA

og Lo;a dk;Z djus ds fy, izsfjr gksrk gSA

izf'k-vius mns'; iwfrZ eas lQy gksrk gSA

izf'k{kkFkhZ dks vkREkfo'okl c<+rk gSA


Experiment sheet Trade: Experiment No: Date: Time: Name: Roll No: Unit: Unit No: SKILL: Objective: On completion of this experiment the trainee shall be able to:

1. 2. 3. 4.

Preparation:

Tools & Equipments Raw Materials Sample (Aids) Introduction: Presentation:

Operation Procedure Safety Precautions Diagram

Questions:

1. Q: A:

2. Q: A: References:

1. 2.

Next Experiment:


6.12. Pre job sheet


;g fyf[kr vuqns'kh; lkexzh gS tks vuqns'kh; iz'uks }kjk izf'k{kkFkhZ;ks ls Kkr djus ds fy;s fdlh Hkh fo'ks"k tkWac dks djus ls igys tkWp djus ds fy;s cukrk gS] og izktsDV psd f'kV dgykrk gSA bleas vkStkj e'khuks midj.kkas lacaU/kh lwpuk;sa vkSj lqj{kk ladsr ;k iz'u gksrs gSA ftldk mRrj izf'k{k.k dks tkap djs 'kq: djus ls igys nsuk gksrk gSA ;fn izf'k{kkFkhZ us izhtkWc 'khV dk mRrj larks"ktud u fn;k gks rks vuqns'kd mls dk;Zkuqlkj Bhd djus eas enn dj ldrk gS vkSj vfUre tkWc tkWp Hkh cuk dj izf'k{k.kkFkhZ ls cukokdj o lgh djds mUgs fo'ks"k tkWc dh cukus dh vuqefr nsrk gS

6.12.2. Objective

;g 'khV vuqns'k bl mnzns'; ds lkFk izf'k{kd dks nsrk gS fd ,d fo'ks"k tkWc dks cukus ds fy, fdruh vko';drk gS rFkk D;k&D;k ra= iz;ksx eas yk;s tk,xs rFkk fdu&fdu fdz;kvks dks dsls dze eas fd;k tk,xk blds fy, iz'u cukdj vuqns'kd izf'k{k.k dks nsrk gSA

,d fo'ks"k tkWc ftldh MªkbZx nh tkrh gS mls cukrs le; fdu&fdu ckrks dks /;ku eas j[kuk gSA

izf'k{kkfFkZ;ks dh deh Kkr djus vkSj fo'ks"k tkWc eas lgh le; eas de [kpZ o iw.kZ :i ls rS;kj djus dh fof?k;k crkus ds mnzns'; ls vuqns'k mi;ksx djrk gSA

izf'k{kkfFZk;ks ds Kku dk fodkl djus rFkk rdZokn fookn dk volj iznku djus ds fy, bl mnzns'; ls ;g 'khV vuqns'kd iz'uks ds :i eas izf'k{kkFkhZ dks nsrk gSA

izf'k{kkfFkZ;ks rFkk vuqns'kd nksuks dks vc rd dh izxfr dk irk py tkrk gS bl mnzs'; ls bldk mi;ksx fd;k tkrk gSA

6.12.3. Advantage

bl f'kV dk eq[; ykHk ;g gS fd ;g fuf'pr dk;Z ds fy, fo'ks"k /;ku fn;k tkrk gSA rFkk bldks dzekuqlkj djus gsrq ck/; djrh gS ftlls dk;Z iwjk gksus eas xyrh ugha gksrh

bl 'khV }kjk lko/kkuh iwoZd dk;Z djus dh vknr gks tkrh gS] ftlls izf'k{kkFkhZ NksVh&NksVh xyfr;ka ugha djrkA

blls ;g Hkh ykHk gksrk gS fd izf'k{kkFkhZ fdlh lkexzh] ;a= e'khu midj.k vkfn ds xyr mi;ksx dh laHkkouk de gksrh gSA

blls ;g Hkh ykHk gksrk gS fd izR;sd lh[kus okyk dk;Z izfr lpsr jgrk gSA


Pre Job check sheet Trade: Job No: Date: Time: Name: Roll No: Unit: Unit No: Job: Objective: On completion of this lesson the trainee shall be able to:

1. 2. 3. 4.

Preparation:

Tools & Equipments Raw Materials Sample (Aids) Questions:

1. 2. 3. 4. 5.


Chapter – Seven

Test and Evaluation

7. Test And evaluation Teaching is not completed until the Lerner is measured for his performance.

f’k{k.k dk;Z rc rd laiUu ugha gksrk tc rd fo|kFkhZ dks mldh dq’kyrk dk irk yxus ds fy;s ekiu ugha gks tkrk gS A

It is A process to know quantitative learning level of learner.

;g fo|kFkhZ ds xq.kukRed Kku ds Lrj dk irk yxkus dh izfØ;k gSA

7.1. Definitions

Test is An unaided performance of learner, which enables the teacher

ijh{k.k ,d Lora=] dk;Zdq’kyrk dk ekiu gS] ftlds }kjk izf’k{kd] izf’k{k.kkFkhZ dks lh[kus ds Lrj dk irk yxkrk gSA

It is A YARDSTICK to gauge the success level of both TRAINEES & TRIANER.

fo|kFkhZ o f’k{kd] nksuksa dh lQyrk ds ekiu dk iSekuk gSA

TEST is measuring method to Ascertain the grade of the learner.

fo|kfFkZ;ksa ds xzsM dks lqfuf’pr djus ds fy, Kku ds ekiu dk ;g ,d rjhdk gSA

TEST is A process of confronting the subject matter with A set of questions to which the learner has to respond independently & provide A quantitative means to Access the performance of learner.

ijh{k.k fdlh fo"k; oLrq eas fo|kfFkZ;ksa }kjk izkIr fd, x, Kku o mlds vk/kkj ij vftZr dk;Z dq’kyrk ds ekiu ds fy, iz’uksa d ek/;e ls mls izkIr djus dh izfØ;k gSA

TEST is the essential part ofAny education or vocational system. It should be conductedAt

fdlh Hkh O;kolkf;d ;k 'kSf{kd dk;ZØe dk] izf’k{k.k ,d egRoiw.kZ vax gS vkSj bls fuEu le; ij fy;k tkrk gS ;k ifjpkfyr fd;k tkrk gS %&

1 Before starting the Session Entrance Test

ikB~;Øe 'kq: djus ls igys izos’k ijh{kk

(a) Beginning of Session Confirmation test To select the teaching point.

ikB~;Øe ds izkjaHk esa Vhfpax ikWbaV dks pquus ds fy,

2 During the session Progress Test to know the progress of learner.

ikB~;Øe ds izkjaHk esa izf’k{k.kkFkhZ ds fodkl dk irk yxkus ds fy,

(a) End of Session Achievement test To Ascertain their Grading.

ikB~;Øe ds var esa xzsM dks lqfuf’pr djus ds fy,

7.1.1. Advantages of test 1. Provide A means to know the progress of

learner. fo|kfFkZ;ksa dh izxfr ds Lrj dk irk yxkus dk ,d ek/;e-


2. Promote LEARNER understanding in learning.

fo|kfFkZ;ksa ds lh[kus dh le> dk fodkl gksuk-

3. Provide of process to gauge the percentage of in teaching.

izf’k{k.k esa fdrus izfr’kr lQyrk izkIr gqbZ] bls izkIr djus dk ,d ek/;e gS-

4. Help the Trainee to know their GRADING. fo|kfFkZ;ksa dks muds xzsM ds Lrj dk irk yxkus esa lgk;d gksrk gS-

5. Help the TEACHER to know the weakness of their TRAINEES.

f'k{kd vius fo|kfFkZ;ksa dh dfe;ksa dk irk yxkus esa l{ke gksrk gS-

6. Help Administration to have on spot knowledge of total performance.

iz'kklu dks laiw.kZ dk;Zdq'kyrk ds ckjs esa Kku izkIr djus es lgk;rk gksrh gS-

7. Helps the parent to know the learning standard of their pupil (ward).

vfHkHkkod vius cPpksa ds lh[kus ds Lrj dks tku tkrs gSaA

How to Design Test Paper

Two Aspect must be consider to design Test Paper 1 Planning 2 Preparation

Planning 1 Category of students

izf'k{kkfFkZ;ksa dk ekufld Lrj

2 Type of question to be Asked

fdl izdkj ds iz'u iwNuk gSA

3 Subject covered

fdl fo"k; ls iz'u iwNuk gSA

4 Scoring Pattern

vad nsus dk rjhdk

5 Nature of test

ijh{k.k dk mns'; ¼Kku dk ijh{k.k½

6 Time Allotted /Available

miyC/krk ;k fn;k x;k le;

Preparation (Ability & Subject) :- 1 Ability to be Acquired to be Attained

D;k ;ksX;rk izkIr dj fy;k vFkok izkIr djuk gS \

2 Subject in which Ability is Acquired / obtained

fdl fo"k; esa ;g ;ksX;rk izkIr djuk gS ;k izkIr fd;k gS \

3 Give mark to each question

izR;sd iz'u esa fdruk vad nsuk gS \


4 Give proper sub division of question

iz'uksa ds miHkkxksa dks vPNh rjg n'kkZuk

5 No tricky or doubt full question to beAsked

T;knk tfVy rFkk lansg iw.kZ iz'u u iwNs tk;as

6 Indicate properly the number of question to be Answer

fdrus iz'u djus gS] bldk mfpr ladsr gks \

7 Proper time should be Allotted & indicated

mfpr le; fn;k tk; vkSj mls fy[kk tk;A

8 If choice then must be properly clarified

;fn iz'uksa ds pquko dh lqfo/kk gks rks mls Li"V :i ls crk;k tk;A

9 Prepare scoring key before conducting the test.

ijh{k.k ysus ls iwoZ izkIrkad nsus dh rkfydk vo'; cukysA

10 Perform A critique before A conducting.

iz'uksa dh ,d ckj ijh{k.k ls iwoZ tkap dj ysA

Table of specification fufnZ"Vhdj.k dh rkfydk

Weitage 1 Weitage to be Assign Ability to be develop

fdl ;ksX;rk dk fodkl gqvk gSA

2 Behavior required to be displayed by trainees 3 Relation to A specific topic or content

,d fuf'pr fo"k; oLrq ds lanHkZ esa fo|kFkhZ ds }kjk iznf'kZr ;k izLrqr fd;k tkus okyk O;ogkjA

4 Point to be remember while Assigning the weitage

izR;sd ikB dks egRo nsrs gq;s le; LFkku j[kus okys fcUnq ¼ ftu ikBksa ls iz'u iwN jgs gSA ½

5 Content must be utilize in day to day Activities of trainees

fo|kFkhZ bl fo"k; oLrq dk vius f'k{k.k ds nkSjku nSfud thou esa mi;ksx djsxkA

6 Any one who knows About this subject must be familiar with this topic.

dksbZ Hkh tks bl fo"k; oLrq ds ckjs esa tkurk gksxk mls bl fo"k; oLrq dk vo'; gh Kku gksxkA

7 Content is essential to understand the content of other topic.

;g fo"k; oLrq nwljs ikB ds fo"k; oLrq dks le>us ds fy;s t:jh gSA

8 This content is useful to learn related instruction

;g fo"k; oLrq lEcaf/kr vuqns'k ds i<us esa mi;ksxh gksxkA

9 It is useful to obtain proper performance practical session

;g fo"k; oLrq vH;kl ds le; mfpr dk;Z dq'kyrk izkIr djus eas mi;ksxh gksxkA


10 Time Allotted for this topic during teaching learning process.

f'k{k.k izfØ;k eas bl fo"k; oLrq dks fdruk le; fn;k x;k gSA

11 K – Knowledge S – Skill A –Attitude 12 On the basic of objective behavior Attitude of trainee

O;ogkj ds vk/kkj ij fo|kfFkZ;ksa dk n`f"Vdks.kA

13 Proposing lq>ko nsus okyk

14 Building lqn`< djus dk n`f"Vdks.k

15 Seeking information lwpuk pkgus okys

16 Asking question ( Close, leading, open,Assumption ) iz'u iwNus

17 Giving ideas fopkjksa dks izLrqr djukA

18 Taking ideas fopkjksa dks izkIr djuka

19 Testing understanding Lo;a dh le> dk ijh{k.k

20 Supporting d{kk esa lgk;ksx dh HkkoukA

21 Blocking vojks/k iSnk djus okyk

22 Attacking mxzLoHkko

23 Interfering O;o/kku mRiUu djus okykA

24 Initiating ftEesnkjh ysus okyk

25 Restricting Lo;a esa lhfer jgus okyk

26 Bringing in ifjppkZ esa Hkkx ysus okyk

27 Bringing out ifjppkZ ls vyx jgus okyk

7.2. Intelligent It is capability of individual to adjust his thinking According to situation.

ifjfLFkfr ds vuqlkj viuh lksp dks lEeqfpr fn'kk iznku djus dh {kerk cqf}erk dgykrh gSA

It is mental Adoptability to problem And intricacies of life

thou dh tfVyrk vkSj leL;kvksa ds lkFk ekufld lek;kstu gh cqf}erk gSA

It is content in comprehension in venation direction And criticism

le> [kkst fn'kk vkSj vkykspuk blds vax gSA

Intelligent Quiescent (I.Q.) cqf}erk xq.kkad

Intelligent is A capability not Ability

cqf}erk ,d {kerk gS ;ksX;rk ughaA

When it is related to Age then it is called I.Q.

tc cqf}erk dks vk;q ds lkFk rqyuk djrs gS rks bls cqf}erk xq.kkad dgrs gSA

I.Q. = (M.A./C.A. ) × 100 M.A. = Mental Age cqf} dh vk;q

C.A. = Chronological Age Øfed vk;q


S.No. Classification I.Q. (150) % of Population 1 Genius 140AndAbove 0.25 % 2 Very superior 130 to 139 0.75 % 3 Superior 122 to 129 06.0 % 4 Above Average 110 to 121 13.0 % 5 Average 100 to 109 60.0 % 6 Below Average 90 to 99 13.0 % 7 Dull or border limit 70 to 89 06.0 % 8 Feeble or week 50 to 69 0.75 % 9 Mentally retired 49 & Below 0.25 %

Achievement Quiescent (Accomplishment) izkfIr xq.kkad

A.Q. = (E.A. / M.A.) × 100 E.A. = Educational or Scholastic Age

M.A. = Mental Age.

Psychological Test fo/kkFkhZ;ksa ds euks foKku dk fujh{k.k djus ds fy;s fy;k x;k euksoSKkfud ijh{k.k

1. Observation 2. Socio Metric 3. Projection 4. Self-Rating

Observation 1 Participation chart xzqi esa jgu lguA

2 Anectiosal record ?kVuk dk fjdkMZA

3 Rating list ;ksX;rkuqlkjA

4 Check list tkWc lwphA

Socio Metric Test 1 Social nominates technique lkekftd fu/kkZj.k fof/kA

2 Social Distance technique lkekftd nwjh fof/k

3 Peer nominating technique lkfFk;ksa }kjk fu/kkZfjr fof/kA

4 Peer Appraisal technique lkFkh }kjk izkIr lwpuk dh fof/kA

Self Rating Test Interview, inventories, Attitude, Records, questionnaire

Projection Test 1 Completion of sentence okD;ksa dks iwjk djukA

2 Doll's play Perception of ink bolt L;kgh dk /kCck

3 Interpretation of picture fp= ns[kdj ys[k fy[kuk

4 Thematic Apperception test (T.A.T.) fdlh n`'; ij

5 Situation reaction test (S.R.T.) fdlh vpkud ?kVuk ij

6 Free response test (F.R.T.) fdlh 'kh"kZd ij fy[kukA


TEST Test is unaided performance of A learner. It is A yardstick to gauge. The Success of failure

of Trainee And trainer.

ijh{k.k fcuk fdlh lgk;rk ds fo|kfFkZ;ksa }kjk n'kkZ;h x;h dk;Z dq'kyrk gS ;g fo|kFkhZ vkSj f'k{kd nksus dh lQyrk vkSj vlQyrk dk eki n.M gSA

It is A device or procedure to confront the subject mater with A standard. Set of question of task, which the learner has to response independently, & provide quantitative Achievement of their performance.

fdlh fo"k; esa fo|kFkhZ;ksa ds lQyrk ds Lrj dk irk yxkus ds fy;s ml fo"k; ls lEcaf/kr dqN izekf.kd iz'u iwNs tkrs gSA ftudk mRrj fo|kFkhZ Loao= :i ls nsrk gS bl izfØ;k dks ijh{k.k dgrs gSA

Purpose Of Test Provide A mean of Admission

izos'k ds fy;s ,d ek/;e

Promote the learner Activities

fo|kFkhZ ds fØ;k dykiksa dks c<kok nsus ds fy;sA

Provide A means to know the success of learner & teacher

fo|kFkhZ vkSj f'k{kd nksuksa dh lQyrk dk irk yxkus ds fy;sA

Help to create A feeling of competitiveness

izfr;ksfxrk dh Hkkouk tkx`r djus esa lgk;d

Help to form grading of class

d{kk esa fo|kFkhZ;ksa ds izkIrkadksa ds vk/kkj ij Øe fu/kkZj.k esa lgk;d

Help Parent to know the progress their ward

vfHkHkkod vius cPpksa dh izxfr dks ns[k ldrs gSA

Help Administration to know the level of learning

iz'kklu fo|kfFkZ;ksa ds lh[kus ds Lrj dk irk yxk ldrs gSA

Creates interest in trainees for learning

lh[kus ds izfr fo|kfFkZ;ksa esa :fp mRiUu gksrh gSA

Cater competition Among trainee for secure top position.

mPp Lrj ikus ds fy;s fo|kfFkZ;ksa esa izfrLi?kkZ dks tUe nsrh gSA

Revision of content is possible so As to refer the knowledge

fo"k; oLrq dh iquZjko`fRr djds Kku dks iqu% Li"V fd;k tk ldrk gSA

Enable to know their weakness And strength

fo|kFkhZ dh {kerk dk fu/kkZj.k djus dh ;ksX;rk feyrh gSA

Know the time bound preparation tricks.

le;c} rS;kjh dh rduhd dk irk pyrk gSA

Guess regarding Future course of Action


Hkfo"; ds dk;Z fu/kkZj.k ds ckjs esa lEHkkfor ;kstuk cuk ldrs gSA

TYPE OF TEST 1. Ability Test ;ksX;rk ijh{k.k

2. Achievement Test izkfIr ijh{k.k

3. Aptitude Test {kerk ijh{k.k

4. Speed Test xfr ijh{k.k

5. Special Ability Test fo'ks"k ;ksX;rk ijh{k.k

6. Socio Metric Test lkekftdrk ijh{k.k

7. Power Test 'kfDr ijh{k.k

8. Performance Test dk;Z dq'kyrk ijh{k.k

9. Predictive Test Hkfo";ok.kh ijh{k.k

10. Diagnostic Test dHkh izkIr djus dk ijh{k.k

11. Discriminatory Test vUrj crkus dk ijh{k.k

12. Machine Test ;kaf=d ijh{k.k

13. Masterly Test izoh.krk ijh{k.k

14. Free Response Test Lora= izfrfØ;k ijh{k.k

15. Individual Test O;fDrxr ijh{k.k

16. Group Test lkewfgd ijh{k.k

17. Readyness Test rRijrk ijh{k.k

1 Ability Test Test used to measure the maximum level of performance of Any instant is called Ability

test. fdlh ,d fuf'pr le; ij ;ksX;rk dk vf/kdre Lrj izkIr djus ds fy;s fd;s x;s ijh{k.k dks

;ksX;rk ijh{k.k dgrs gSA

2 Achievement test To find out the degree of content has been learner understand.

fo"k; oLrq dk fdruk Hkkx fo|kFkhZ us lh[k fy;k gS ;k le> fy;k mldk irk yxkus ds fy;s fd;s x;s ijh{k.k dks izkfIr ijh{k.k dgrs gSA

3 Aptitude Test To know the characteristic related to performance Ability Achievement And interest.

dk;Z dq'kyrk ls lEcaf/kr fo'ks"krkvksa ¼ ;ksX;rk] izkfIr vkSj :fp ½ dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks {kerk ijh{k.k dgrs gSA

4 Speed Test Test where speed related performance to be tested.

ijh{k.k tgka ij dk;Z dq'kyrk dks xfr ds lkis{k ekiu fd;k tkrk gSA

5 Special Ability Test


To test the special Aptitude of An individual in A definite field such As (Discriminatory Test Clerical Ability).

6. Socio Metric Test To found out social behavior of An individual of inter personal relation of individual in-

group.

fdlh O;fDr ds lkekftd O;ogkj ;k ,d lewg esa vU; O;fDr;ksa ds lkFk mlds O;ogkj dh dq'kyrk dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks lkekftd ijh{k.k dgrs gSA

7 Power Test To test the endurance limit of performance.

og ijh{k.k tks vf/kd le; rd ,d fuf'pr ;ksX;rk ds lkFk dk;Z djus dh {kerk dk ekiu djsA

8 Performance Test To test manual or motor dexterity in Any field

;kaf=d gLr dkS'ky fuiq.krk dk fdlh Hkh {ks= Hkh {ks= esa ijh{k.k djus ds fy;s mi;ksx fd;s x;s ijh{k.k dks dk;Zz dq'kyrk dk ijh{k.k dgrs gSA

9 Predictive Test To predicate the future performance of trainee on basis of his percent skill.

orZeku n{krk ds vk/kkj ij fdlh fo|kFkhZ ds Hkfo"; dh dk;Z dq'kyrk dk ijh{k.k ds vk/kkj ij Hkfo";ok.kh djus okys ijh{k.k dgrs gSA

10 Diagnostic Test Test carried out to know the poor performance

dk;Z dq'kyrk esa gksus okyh deh ds dkj.k dk irk yxkus ds fy;s fd;s x;s ijh{k.k dh deh crkus dk ijh{k.kA dgrs gSA

11 Discriminatory Test Test or perform to discriminate between perfect And poor performer

,sls ijh{k.k mfpr vkSj vuqfpr dk;Z dq'kyrk n'kkZus okys fo|kFkhZ dk irk yxkus ds fy;s fd;k tkrk gSA

12 Machine Test When test result Are Analysis & decided by machine then it is known As machine test

tc ijh{k.k dk ifj.kke ;kaf=d rjhds ls vkadyu djds lqfuf'pr fd;k tk; rks mls ;ka=fd ijh{k.k dgrs gSA

13 Masterly Test To test psychomotor efficiency of A trainer

izoh.krk ds vf/kdre Lrj dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks izoh.krk ijh{k.k dgrs gsA

14 Free Response Test The test in which trainee free to follow the method or express this procedure in their own

technique

,sls ijh{k.k ftlds fo|kFkhZ viuh rduhd ;k vius rjhds dks dk;Z dq'kyrk n'kkZus ds fy;s iz;ksx djus esa Lora= gksA

15 Individual Test


Test carried out to know performance ofAn individual trainee.

fdlh ,d fo|kFkhZ dks dq'kyrk ds Lrj dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks O;fDrxr ijh{k.k dgrs gSA

16 Group Test Test carried out to know the performencA group of trainee

fo|kFkhZ ds lewg dh dk;Z dq'kyrk Kkr djus ds fy;s fd;s x;s ijh{k.k dk lkewfgd ijh{k.k dgrs gSA

17 Readiness Test To know the extent skill Achievement masterly Acquired in A related field by trainee

fo|kFkhZ us lEcaf/kr {ks= esa D;k fuiq.krk ;k izoh.krk izkIr dj fy;k gSA ;k ikus esa lQy gks x;k gSA

7.2.1. Classification of test

Standard Test izekf.kr ijh{k.k Non Slandered Test vizekf.kr ijh{k.k 1 Standered

These test Are carried out by reduced institution or body such As boards of universities

bl izdkj ds ijh{k.k izfrf"Br laLFkku ;k fudk; }kjk lapkfyr fd;s tkrs gS tSls %& f'k{kk ifj"kn ;k fo'o fo|ky;A

They follow prescribed the syllabus

;g ijh{k.k ,d fuf'pr ikB;Øe ds vk/kkj ij gksrk gSA

Proper testing measurement And griming for each trainee Are maintain

izR;sd fo|kFkhZ dk mfpr ijh{k.k vkSj ekiu ds ckn izkIrkad ds vuqlkj mfpr Øe cukdj lqf{kr j[kk tkrk gSA

Certificates And degrees or Awarded in this basis

blds vk/kkj izek.k i= vkSj mikf/k iznku dh tkrh gSA

They Are Authentic & can be use obtain employment

esa izek.k i= o mikf/k;k fo'oLFkkuh; gksrh gS vkSj buds vk/kkj ij jkstxkj izkIr fd;k tk ldrk gSA

These have definite duration for each course

izR;sd ikB; Øe ;k ,d fuf'pr le;kof/k gksrh gSA

Test Are designed by experts & conducted by design the body or institution

;g izek.k i= fo'ks"kKksa }kjk cuk;k tkrk gS vkSj fu/kkZfjr laLFkk ;k fudk; bldk lapkyu djrh gSA

2 Non Standard Test These test Are conducted by teacher According to contain covered in class to know the level

of knowledge gained by the trainee

bl izkdj ds ijh{k.k f'k{kd }kjk i<k;s x;s ikB ds vk/kkj ij fo|kFkhZ ds Kku xzg.k dh {kerk dk irk yxkus ds fy;s tkrs gSA


Their Are not Authentic he can not be claim for employment

;g ijh{k.k izekf.kr ugha gksrk gS vkSj blls jkstxkj izkIr djus ds fy;s fu/kkZfjr ugha fd;k tk ldrk gSA

Validity And reliability depends on teacher Ability

bl iz'u i=ksa dh fo'oluh;rk vkSj izekf.kdrk f'k{kd dh ;ksX;rk ij fuHkZj djrh gSA

The final recordsAre not to be maintained to longer duration

bl ijh{k.k esa ifj.kke dh T;knk fnukas rd lqjf{kr j[kus dh vko';drk ugha gksrh gSA

7.3. Characteristics of test 1. Proper Planning mfpr ;kstuk

2. Validity izekf.kdrk @ ;FkkrZrk

3. Reliability fo'oluh;rk

4. Objectivity mns';h;rk

5. Adequacy iz;kZIrrk

6. Discriminating Power vUrj djus dh {kerk

7. Comparability rqyukRedrk

8. Practicability O;ogkfjdrk@iz;ksxkRedrk

9. Utility mi;ksfxrk 1 Proper Planning The test must be structure sequenced properly iz'u vPNh rjg Øe c} fd;s x;s gks rFkk mudh lajpuk fo"k; oLrq ds vuq:i mfpr gksA

2 Validity Accuracy with which the test measures what it suppose to measure mlh 'kq}rk vkSj lVhdrk ds lkFk iz'uksa ds lkFk ekiu gks ftlds fy;s ;s cuk;s x;s gSA

Efficiency with which test Attempted to measure with it suppose to measure mlh n{krk ds lkFk ekiu djus dh dksf'k'k djs ftl n{krk ds fy;s bls cuk;k x;k gSA

Accuracy with which test reliability measure what is reliable iz'u fo'oluh;rk ds lkFk lVhdrk ls ekiu djs ftlls fd ;g iz'u fo'oluh; gksA

Validity depends on 1. Trait 2. Variation 3. Sampling Error 4. Scoring Error 5. Other Factors.

izekf.kdrk fuHkZj djrh gS %& 1- LoHkko dh fHkUurk 2- uewus ds ijh{k.k esa =qfV;ka 3- ekiu esa =qfV;ka 4- vU; dkj.k

Factor Affecting the validity izekf.kdrk dks izHkkfor djus okys dkj.k %&

Quiz questioning unclear direction mfpr fn'kk funsZ'k dh deh

Inadequate weigh tent iz'uksa ds vuqlkj vadks dk fu/kkZfj.k lgh u gksukA


Coverage of content As in inadequate iwjs ikB;Øe ls iz'u ugha iwNs x;sA

Methods of expression is wrong iz'uksa dh O;k[;k djus dk rjhdk xyr gSA

Inadequate terms vi;kZIr rduhdh 'kCnksa dk mi;ksx

Have the poor construction iz'uksa dh lajpuk lgh ugha gSA

Inadequate time distribution le; dk lgh vkcVau ugha gSA

Related to other topics iz'u nwljs ikB ls lEcaf/kr gSA

3 Reliability Consistency in scoring pattern is reliability vad iznku djus esa ,d :irk izkIr djuk gh fo'oluh;rk gSA

Accuracy with which the scoring is Attempt to be consistent is known reliability izkIrkdksa esa lrZdrk ykus dk ges'kk iz;kl djuk gh fo'oluh;rk gSA

Type Of Reliability : 1. Content Reliability fo"k; oLrq dh fo'oluh;rk

2. Concurrent Reliability lEcafU/kr lwpukvksa dh fo'oluh;rk

3. Predicative Reliability Hkfo";ok.kh lEcaf/kr fo'oluh;rk

4. Constructive Reliability lajpuk lEcU/kh fo'oluh;rk

Factor Effecting Reliability 1 Length of test iz'uksa dh yEckbZ

2 More lengthy less reliable T;knk cMs iz'u de fo'oluh; gksrs gsA

3 Interval between the test nks ijh{k.k ds chp esa T;knk le;

More interval between two test ends to less reliable nks ijh{k.k ds chp T;knk le; gksus ls ijh{k.k dh fo'oluh;rk de gks tkrh gSA

4 Speed Of Test de le; esa T;knk iz'u

More question in less time makes it less reliable de le; esa T;knk iz'u nsus ls ijh{k.k dh fo'oluh;rk de gks tkrh gSA

5 Number of test more number of test make more reliable ijh{k.k dh la[;k T;knk gksus ls ijh{k.k dh fo'oluh;rk c< tkrh gSA

6 Required talent The talent of trainee Also effect the reliability of test fo|kFkhZ dh cqf}erk Hkh ijh{k.k dh fo'oluh;rk dks izHkkfor djrh gSA


Order of test In proper sequencing causes loss in reliability ijh{k.k dk Øe lgh u gksus ls fo'oluh;rk de gks tkrh gSA

Available means the collect data it Also Affects to reliability rF;ksa dks laxzg djus ds fy;s miyC/k lk/ku ;g Hkh fo'oluh;rk dks izHkkfor djrk gSA

Defect in scoring Measurement defect lower the reliability ekiu esa deh gksus ls fo'oluh;rk de gks tkrh gSA

Objective of the test 1 Objectivity is essential validity And reliability izekf.kdrk vkSj fo'olhu;rk ds fy;s mns'; vko';d gSA

2 Objectivities judgment is Accurate hence the test thnd to be reliable & valid mns'; dk ekiu vkSj fu.kZ; ;fn lgh gS rks ijh{k.k Lor% gh izekf.kr vkSj fo'oluh; gks tkrk gS

3 Co relation coefficient objectivity reliability ;g lVhdrk eas deh dks n'kkZrk gS

4 Coefficient of co relation between the score of two set of paper At two difference nks iz'u i=ks ds vk/kkj ij ,d gh f'k{kd }kjk nks vyx&vyx voljks ij fn;s x;s izkIrkad ds

vkilh laca/k xq.kkd dks mnsf'rk dgrs gS

Adequacy Test must be Adequate i.e. fair & complete ijh{k.k fu"i{k vkSj iw.kZ vFkkZr i;kZIr vo'; gksuk pkfg,A

Discriminate power Test must discriminate between intelligent And moderate trainee ijh{k.k cqf)eRrk vkSj e/;e cqf+)okys ijh{kkfFkZ;ks eas vUrj crkus es l{ke gks

Test : Test must the Application Ability not the capability of memorizing ijh{k.k ds }kjk Kku ds vuqiz;ksx dks ;ksX;rk dk ijh{k.k gksrk gS u fd fo|kFkhZ ds jgus dh {kerk

dk

7.4. Types of test on basis of use 1 Written Test 2 Oral Test

Written Test Objective type oLrqfu"B ijh{k.k

Descriptive type foLrkj ijh{k.k

Descriptive type Long essay type foLr`r fucU/kkRed

Short Answer type laf{kIr mRrj okys

Very short Answer type cgqr NksVs mRrj okys

Short note type laf{kIr fVIi.kh

a) Describe o.kZu djuk


b) Define ifjHkko crkuk

c) Explain foLrkj eas fy[kuk

d) Sketch [kkdk fp=

e) Objective oLrqfu"B

f) Drawing fp= cuokuk

Objective type 1 Identification type ifgpku okys iz'u

2 Binary type gka ;k ugha

3 Matching type feyku djus okys

4 Multiple choise type cgq fodYih

5 Relation type laca/k crkus okys

6 Filling the blank fjDr LFkkuks dh iwfrZ

7 Completion type 8 True or false type 9 One word substitution fdlh fo"k; ij lgefr ysuk

(a) Lankert thorstion scale (b) Ranking scale

S.A :- Strongly Agree iw.kZ :i ls lger

A:-Agree lger

U:- uncertain vfuf'prrk

D:- Disagree vlger

S.D :- Strongly disagree iq.kZ :i ls vlger

Advantage of written test

For Student He know his depth of knowledge

fo|kFkh dks mlds Kku ds Lrj dk irk pyrk gS

Know his misunderstanding faults& weakness

viuh xyr le> detksjh vkSj =qfV;ks dk mls irk py tkrk gS

Aware of his ranking his class

d{kk eas vius dze dks irk dj ysrk gS

Develop confidence to learn quickly & correctly

'kh?kz vkSj lgh lh[kus dk vkRefo'okl tkx`r gksrk gSA

Develop A filling of competitiveness

izfr;ksfxrk dh Hkkouk dk fodkl gksrk gSA

For teacher He evaluate effectiveness of teaching


vius f'k{k.k dh izHkko'khyrk dk Lo;a ewY;kadu djrk gSA

know his defects in teaching

f'k{k.k dh dfe;ks dk irk pyrk gS

He makes the grading of student on the basis of test

ijh{k.k ds vk/kkj ij fo|kfFkZ;ks ds izkIrkad ds vuqlkj mudk dze curk gS

Able to understand the individual difference of leaiver & modify its technique According to learning method

viuh f'k{k.k fof/k dks muds vuqlkj ifjofrZr djuk

Tell the grading to learner Administration And their parents.

fo|kfFkZ;ks ds izkIrkad ds dze dks muds vfHkHkkodks rFkk iz'kklu dks crkrk gSA

For Administration To know the difficult of learner & trainer

fo|kFkhZ;ksa rFkk f'k{kdksa dh ijs'kkuh dk Kku gksrk gSA

To keep the stander of trainee And maintain the reliability of institute

f'k{k.k dh xq.koRrk rFkk laLFkku dh fo'oluh;rk cuk;sa j[kukA

To maintain the uniformity in instruction According to rule.

fu;ekuqlkj vuqns'k dh ,d :irk cuk;s j[kukA

To keep A watch on discipline by development to decent learning Atmosphere

,d LoLFk iBu lgk;d ifjos'k dk fuekZ.k djds vuq'kklu dks cuk;as j[kukA

Keep A proper repot with parents.

fo|kFkhZ;ksa ds vfHkHkkodksa ls fo'oluh; lEca/k cukus dk iz;kl djukA

For Parents Know the progress of their wards.

vfHkHkkodksa dks vius cPpksa ds fodkl dk Kku gksrk gSA

An Opportunity to discuss with teacher &Administrate

f'k{kd rFkk iz'kklu ls ppkZ djus dk volj feyrk gSA

Can guide their ward properly.

vius cPpksa dk mfpr ekxZ n'kZu dj ldrs gSA

7.5. Oral test These Are the set of simple question Ask orally And Answer orally.

ekSf[kd iz'u laf{kIr vksj ljy iz'uksa dk lewg gksrk gS ftls ekSf[kd :i ls iwNk tkrk gSA rFkk mRrj Hkh ekSf[kd :i ls fn;k tkrk gSA

InAdvance form oral question Are called. interviewing

vk/kqfud ekSf[kd iz'u iwNus dks lk{kkRdkj dgrs gSA

It is use to find the suitability of A person for A particular post.


lk{kkRdkj fdlh O;fDr dh fdlh in ds fy;s mi;ksfxrk dk irk yxkus ds fy;s fd;k tkrk gSA

Oral test can be Ask before during or After the written test.

ekSf[kd ijh{k.k fyf[kr ijh{k.k ds igys blds chp esa ;k blds ckn iwNk tk ldrk gSA

Interview must know the technique And procedure properly Asking oral question other wise it will not be effective

iz'udrkZ ekSf[kd iz'uksa dks iwNus dh rduhd vkSj mfpr Øe dk vo'; gh Kkrk gks vU;Fkk ekSf[kd iz'uksa dh izHkko'khyrk de gks tkrh gSA

7.5.1. Advantage of oral test

Possibility of copying is eliminated

udy djus dh lEHkko lekIr gks tkrh gSA

Proper records of test is not required to be maintained

ekSf[kd iz'uksa dk mfpr vfHkys[k cuk;s j[kus dh vko';drk ugh gksrh gsA

Not required designs & correction

ekSf[kd iz'uksa dh lajpuk vkSj lq/kkj dh vko';drk ugha gksrh gSA

Need not be prepared before Asking for longer duration.

iqNus ls iwoZ iz'uks dh T;knk rS;kjh dh vko';drk ugha iM+rh

This is suitable for workshop knowledge to judge to test the Ability of taken Accrued judgment

;g dk;Z'kkyk lEcU/kh Kku rFkk gh fu.kZ; ysus dh ;ksX;rk ds ijh{k.k ds fy, mi;qDr gS

In this test trainee & teacher reface to face hens useful to test the personality & presence of mind

bl ijh{k.k eas fo|kFkhZ vkSj f'k{kd vkeus lkeus gksrs gS vr% O;fDrRo vkSj efLr"d }kjk mitk rqjUr Kku ds ijh{k.k eas mi;ksxh gksrk gS

Students should clarify their doubt At instant And proceed to Answer the question

fo|kFkhZ vius lUnsg dks rqjUr nwj djds iwNs x;s iz'uks dk mRrj ns ldrk gS

Test is suitable for testing in group Also

fo|kfFkZ;ks ds ,d lewg dks ekSf[kd iz'uks ds }kjk ijh{k.k fd;k tk ldrk gS

Allow coverage of content with in short period

FkksM+s le; lEiw.kZ fo"k; oLrq ls iz'u iwNuk lEHko gks ldrk gS

Restonce depend on behavior &Aptitude An Andteache

fo|kFkhZ dks mRrj nsus dh izfrfdz;k f'k{kd ds O;ogkj vkSj n`f"Vdks.k ij fuHkZj djrh gSS

Should not repeat the same question Again

mlh iz'u dh iquZjko`fRr ckj&ckj ugha gksrh gSA

Offer to test the Aptitude the trainee

fo|kfFkZ;ks dh {kerk dk ijh{k.k djus dk volj feyrk gSA


Least expensive test

;g ijh{k.k de [kphZyk gksrk gSA

Definite Ability of trainer can be test time

de le; eas fo|kFkhZ dh ,d fuf'pr ;ksX;rk dk ijh{k.k lEHko gSA

Gradual expose of question As talent of trainee is possible

fo|kfFkZ;ks dh cqf)eRrk ds vuq:i iz'uks dh Kku xfjek dks c<+k;k tk ldrk gSA

7.5.2. Disadvantage

If trainee get frighten he will loss his confidence And will not Able to Answer properly

;fn fo|kFkhZ nwj x;k rks og vkRefo'okl [kks nsxk vkSj vPNh rjg mRrj ugh ns ik;sxk

Speaking Ability may be barrier in Answer

cksyus dh ;ksX;rk iz'u dk mRrj nsus eas ck/kd gks ldrh gSA

Same question is not Ask to All hens it not fair

,d gh iz'u lHkh fo|kFkhZ;ks ls ugha iqNk tkrk vr% ;g fu"i{k ugha gksrk gS

Student do not get time to organize then tough

fo|kfFkZ;ks dks vius fopkjkas dks dzec) djus dk le; ugha feyrk

Teacher may get bored hence try to finish in hurry

f'k{kd vc tkrk gS vr% ijh{k.k dks tYnh [kRe dj nsrk gS

Proper sctyousting potential can be tested

Kku dk vf/kdre Lrj cqf)eRrk dk ijh{k.k lEHko ugha gSA

Behavior Attitude & physiology of teach play an important role

ekSf[kd ijh{k.k eas f'k{kd dk O;ogkj n`f"Vdks.k vkSj euksfoKku dk vf/kdre egRo gksrk gSA

There is no proper scoring technique designed for this test

ekSf[kd ijh{kk ds fy, izkIrkad nsus dk dksbZ mfpr vkSj fuf'pr rjhdk ugha gSA

7.6. Written test Written test is more reliable effective & useful fyf[kr ijh{k.k T;knk fo'oluh; izHkkodkjh vkSj mi;ksfxd gksrk gS

Test paper Are in writer form And Answer is Also in written form write test is two type bl ijh{k.k ds iz'u iy vkSj mRrj nksuks fyf[kr :i eas gksrs gS ;s nks izdkj ds gksrs gS

1 fo"k; fu"B

2 oLrqfu"B

SUBJECTIVE TYPE TEST

7.6.1. Advantage 1 The test paper Are essay to design & correct


iz'u i=ks dks cukuk vkSj mleas lq/kkj djuk vklku gksrk gSA

2 Qualitative judgment of knowledge is possible

Kku dh xq.koRrk dk ijh{k.k djuk laHko gksrk gSA

3 Useful for testing personality traits

O;fDr dh fo'ks"krkvksa ds ijh{k.k eas lgk;d gksrk gSA

4 Complete syllabus can be covered

lEiw.kZ ikB;dze ls iz'u iwNs tk ldrs gSA

5 If designed properly wandering of Answer can be avoided

;fn iz'ui= mfpr rjhds ls cuk;s tk;s rks mRrj es vuko';d lwpukvks dk lekos'k jksdk tk ldrk gSA

6 Choice for opting the number of question is incorporated

fdrus iz'u djus gS blds pquko dh lqfo/kk iz'u i=ks eas gksrh gSA

7 Trainee can scoop good mark if he study the contain properly

fo|kFkhZ ;fn fo"k; oLrq dks vPNh rjg i<+s rks bl izdkj ds iz'uks }kjk og vPNs vad izkIr dj ldrk gSA

7.6.2. Disadvantage 1 Question Are short &less but Answer Are generally is very lengthy

iz'u rks NksVs gksrs gS fdUrq mRrj izk;% foLr`r gksrs gSA

2 Easy to designed but difficult to measure

iz'u i=ks dks cukuk ljy gksrk gS fdUrq mRrj iqfLrdk dk ewY;kdau dfBu gksrk gSA

3 Hand writing langrage And expression Ability Affect the scoring

gkFk dh fy[kkoV Hkk"kk vkSj vfHkO;fDr dh ;ksX;rk izkIrkad dks izekf.kr djrh gSA

4 In Ability to command over language well leao to unsystematic expression of thought

Hkk"kk ds mfpr fu;a=.k ds vHkko eas Kku ds lkis{k mits fopkjks dks lgh #i ls ØecU/k djuk laHko ugh gks ikrk gSA

5 Opinion And observation of teacher may Also influence the scoring pattern

f'k{kd dh jk; vkSj mldk voyksdu dk rjhdk Hkh izkIrkda ds Lrj dks izekf.kr djrk gSA

6 Student try to cover the intense in disguise of words

fo|kFkhZ viuh deh dks 'kCnksa ds ek/;e ls fNikus dh dksf'k'k djrk gSA

7 In Absence of proper marking grid line the prejudice of teacher Affect the test

;fn vadks dk forj.k lgh fn'kk funsZ'k ds vuqlkj ugha gksrk gS rks f'k{kd ds LoHkkfod O;fDrRo ds vk/kkj ij ijh{k.k dh fo'oluh;rk izHkkfor gksrh gSA


OBJECTIVE TYPE TEST

7.6.3. Advantage 1 Prejudges And personality of the teacher will not effect the scoring

f'k{kd dk LoHkkfod O;fDrRo izkIrkdksa dks izHkkfor ugha djsxkA

2 Hand writing , language, Expression Ability Are not A hindrence in scoring good marks.

gLr f'kYi Hkk"kk vkSj vfHkO;fDr dh ;ksX;rk vPNs vad izkIr djus es ck/kd ugha gksrhA

3 Only one correct Answer will be for each question

izR;sd iz'u dk ,d gh mRrj lgh gksrk gSA

4 Entire syllabus can be covered

iwjs ikB;e ls iz'u iwNs tk ldrs gSA

5 Relevant for checking quick thinking And Accurate knowledge.

;g lgh Kku vkSj rqjUr lksp dk ijh{k.k djus esa mi;qDr gSA

6 Most effective for entrance examination

izos'k ijh{kk ds fy;s ;g lcls miq;Dr gSA

7 Response is not Affected by Attitude of teacher

f'k{kd ds n`f"Vdks.k ij fo|kFkhZ dh izfrfØ;k ij izHkko ugha iMrkA

8 Student cans Able to store very good marks.

fo|kFkhZ cgqr vPNs vad izkIr dj ldrs gSA

9 No confusion in marking scheme.

vad iznku djus dh O;oLFkk esa dksbZ lansg ugha gksrk gSA

7.6.4. Disadvantage 1 Answer is lift to guessing if correct Answer is not know.

;fn lgh mrrj ugh vkrk rks vuqeku dh lEHkkouk;s T;knk gksrh gSA

2 Difficult to design care must be taken that it should be free from repetition clues & confusion

bu iz'uksa i=ksa dks cukuk dfBu gksrk gS vksj bUgs cukrs le; ;g /;ku nsuk vko';d gS fd iz'u dh iquZjko`fRr u gks iz'u esa mRrj dk ladsr ugha vkSj fodYiksa esa mRrj ds izfr lansg ughaA

3 Not suitable for higher study

mPp v/;;u ds fy;s ;g mi;qDr ugha gSA

4 Not suitable to test personality trait

blds }kjk O;fDrro dh ijh{k.k lEHko ugh gSA

5 Possibility of copying is more

udy djus dh lEHkkouk T;knk gksrh gSA

6 Cognitive skill test – Written test followed by oral test


7 Affective skill test – observation & psychometric test 8 Psychomotor skill test – performance & practical test followed by written & oral

test

7.7. Performance test To test the Attainment of Accrued skills important to them

izf'k{k.k ds le; iznku dh x;h n{krk dk fdruk LFkkukUrj.k gqvk gSA bldk irk yxkus ds fy;s dk;Z dq'kyrk ijh{k.k fy;k tkrk gSA

7.7.1. Construction of performance test

dk;Z dq'kyrk ijh{k.k esa fuEu ckrksa dk /;ku j[kuk pkfg, %&

1 Instruction covered crk;s x;s vuqns'k

2 Special instruction if Any fo'ks"k vuqns'k ;fn dksbZ gksA

3 condition of tools vkStkjksa dh O;oLFkk

4 Skill required vko';d n{krk

5 Tools & equipments need vko';d midj.k ,oa vkStkj

6 Ability needed to perform dk;Z djus dh vko';d ;ksX;rk

7 Related instruction if Any lEcfU/kr vuqns'k ;fn dksbZ gksA

8 Time required vko';d le;

9 Tolerance needed ekud ds vuqlkj miyC/k NwV

10 Physical facilities required & Available HkkSfrd lqfo/kk;sa vko';d rFkk miyC/krk

11 Materials &Accessories dPpk eky o vU; vko';d lkekxzhA

12 Machine required vko';d e'khusA

7.7.2. Elements of performance

1 Ability to read sketch & drawing Mªkabx rFkk [kkdk fp= i<us dh ;ksX;rkA

2 Ability to understand & explain to procedure of demonstration izf'k{k.k ds rjhds dks le>kus rFkk O;k[;k djus dh ;ksX;rkA

3 Ability to transfer the theory knowledge in the practically. lS|kfUrd Kku dks iz;ksxkRed :i esa mi;ksx djus dh ;ksX;rkA

4 Selection of tool & equipment midj.k rFkk vkStkj dk lgh pqukoA

5 Sequencing per sequin of demonstration izn'kZu ds Øe ds vuqlkj vkStkj rFkk midj.k dks Øe c} djukA

6 Speed With Accuracy And quality. xq.koRrk vkSj lVhdrk ds lkFk xfrA

7 Quality with worker ship. dq'ky dkjhxjh dh rgj xq.kork izkIr djukA

8 use And follow safety precaution lqj{kk lko/kkfu;ka dk mi;ksx vkSj vuqlj.kA

9 Indicate Quality of work. dk;Z dh xq.koRrk cukus eas l{keA

10 Check the number of Attempt to Attain quality xq.koRrk izkIr djus ds fy;s fd;s x;s iz;klksa dh la[;kA

11 Knowledge of skill Accrued izkIr n{krk dk KkuA


7.8. Evaluate 1 Quality xq.kOkRrk

2 Ability ;ksX;rk

3 Assessment fu/kkZj.k

4 Awarement tkx:drk

5 Selection pquko

6 Sequencing Øec} djuk

7 Speed xfr

8 Co. ordination leUo;

9 House keeping lqO;oLFkk

10 Observation fujh{k.k djuk

11 Reliability & Relevancy fo'oluh;rk vkSj ;FkkZrrkA


Chapter – Eight

Organization & Management of Instructional Area

8. Organization & management of instructional Area

8.1. Teaching & managerial responsibility Planning the course of instruction skill development

n{krk ds fodkl ds fy;s vuqns'k ds Øe dh ;kstukA

Effective demonstration- shop Arrangement

izHkkodkjh izn'kZu ds fy;s dk;Z'kkyk dh O;oLFkkA

Schedule of training & effective presentation

izf'k{k.k dh :i&js[kk izHkkodkjh izn'kZuA

Procurement &Accountability of material tools And equipments

lkekuksa dks izkIr djuk vkSj mldh ftEesnkjh&midj.k ,oa vkStkjA

SEQUENCE OF PLANNING 1 Selecting the course content to Acquire the require knowledge, skill & Attitude

fo"k; oLrq dk pquko&vko';d Kku n{krk o n`f"Vdks.k dh izkfIr ds fy;s

2 Dividing it in to teaching point grouping the similar content

f'k{k.k ds fcUnqvksa esa fo"k; oLrq dk foHkktu ,d leku fo"k; oLrq dks ,d txg j[kukA

3 Effective sequencing chronological order of content

izHkkodkjh Øe&fo"k; oLrq dks fuf'pr Øe esa j[kus dk f'k{k.k dk ØeA

4 Dividing-teaching points in to teaching unit

ckWVuk&f'k{k.k fcUnqvksa dks f'k{k.k vuqHkkx esa ckWVukA

5 Deciding method material, machine, trainee & teaching Aids

fu/kkZj.k djuk& i<+us dk rjhdk lkexzh iBu lgk;d lkexzh e'khu rFkk izf{k.kkFkhZ

6 Selecting sequencing selecting the unit As per priority & sequencing them

pquko vkSj Øec}rk&f'k{k.k vuqHkkx dks ojh;rk Øe esa Øec} djukA

7 Preparation – plan the work & work the plan prepare the lesson plan

rS;kjh&dk;Z dh ;kstuk rFkk ;kstuk ds vuqlkj dk;ZA

8 Conducting- conduct the class with effective presentation.

fo"k; oLrq dks i<uk&izHkkoh izLrqfrdj.k ds lkFk fo"k; oLrq dks d{kk esa i<kukA

9 Record – keep A record of Achievement.

vfHkys[k& fd;s x;s dk;Z dk fyf[kr vfHkys[k j[kuk

IMPORTANCE OF PLANNING

1 Completion –All content categorizing syllabus. Will be completed in definite time

ikB;Øe esa fn;s x;s lHkh fo"k; oLrq ,d fuf'pr le; esa iwjk gks tkrk gSA


2 Selecting – priority grading to Acquire knowledge skill &Attitude.

pquko djuk & Kku n{krk vkSj n`f"Vdj.k dks izkIr djus ds fy;s fo"k; oLrq dks ojh;rk ds Øe esa j[kukA

Sequencing – deciding the proper sequence of teaching

Øec} djuk&i<kus ds mfpr Øe dk fu/kkZj.k

Deciding – what to Achieve And how ?

fu/kkZfjr&D;k izkIr djuk gS vkSj dSls \

Previewing - goal of vocational learning

Vkyuk & vokfguh; iquZjko`fRr dks VkyukA

Arresting – indiscipline

jksduk & vuq'kklughurk dks jksduk

TRAINING SCHEDULE WHY – Need Analysis vko';drk dh foospukA

HOW – Process Analysis izfØ;k dh foospukA

WHO – Manpower Analysis ekuo lalk/ku dh foospukA

WHERE - Context Analysis izos'ku dh foospukA

WHICH WAY – Manpower Teaching Need Analysis ekuo lalk/ku ds lkFk f'k{k.k vko';drk dh foospukA

WHEN – Content Analysis le; dh foospukA

WHAT – Content Analysis fo"k; oLrq dh foospukA

ACCOUNTABILITY & PROCUERMENT OF MATERIAL Graded exercise & requirement of tool & equipment

1 Knowledge – exercise / demonstrational of performance vH;kl vkSj izn'kZu D;k djuk gSA

2 Demonstrational plan And operation / experiment sheet required iznZ'ku ;kstuk dk;Z ;k iz;ksx'khy tks vko';d gksA

3 Tool & equipment raw material need for each exercise izzR;sd vH;kl ds fy;s midj.k vkStkj rFkk dPps eky dh vko';drkA

4 Economic use of raw material dPps eky dk lgh mi;ksxA

5 Knowledge of source lkexzh izkIr djus ds LFkku dk Kku

6 Knowledge of firm establishment local trader supplying the tool & equipment & raw material midj.k ,oa vkStkjksa o dPps eky tks fdlh QeZ] laLFkku ;k LFkkuh; O;olkf;d ls izkIr fd;k tkrk gS]

7 Specification standard merit & demerit of various makes of tool equipment & raw material midj.k vkStkj rFkk dPps eky dh rduhdh fo'ks"krk xq.koRrk rFkk muds fo'oluh;rk dk Kku gksA


PROVIDE Information to supervisor / senior principle to porches A particular make & model of equipment And machinery

vuqns'kd vius ofj"B vf/kdkfj;ksa ;k iz/kkukpk;Z dks vius O;olk; ds midj.k rFkk vkStkj [kjhnus ds fy;s muds ekMy vkSj esd dh lwpuk iznku djsA

KEEP ABREST ¼lwpukvksa ij /;ku nsuk½

With changing trades technical And technology of trade

vius O;olk; esa gksus okys izpyu dk rjhdk vkSj rduhd esa ifjorZu dk /;ku j[ksA

8.2. Class room And it's management Management of class room require managing the facilities trainees & teaching

d{kk dh O;oLFkk ds vUrxZr miyC/k lqfo/kk;sa f'k{k.k vkSj izf'k{kkFkhZ dks O;ofLFkr djuk gSA

It includes care And use of following points :bl ds vUrxZr fuEu fcUnqvksa ij /;ku nsuk gksrk gS %

1 Facilities floor space & furniture.

miyC/k txg vkSj QuhZpj dh lqfo/kk;saA

2 Class room chalkboard cupboard & shelves.

d{kk pkWd cksMZ] daiuh ] lkeku j[kus dh 'ksYQA

3 A /V Aids teaching material Abilities trainee chair & table

iBu lgk;d lkexzh f'k{k.k lkexzh rFkk fo/kkfFkZ;ksa ds cSBus gsrqA

4 Shop floor And class floor Available

d{kk rFkk dk;Z 'kkyk ds fy;s miyC/k txg

5 Light Air ventilator And other Amenities

izdk'k ok;q RkFkk buds vkokxeu o vU; lqfo/kk;saA

Class room management Are perform by two method 1. FORMAL METHOD ¼vkSipkfjd fof/k½As per rule fu;ekuqlkj

2. INFORMAL METHOD ¼vukSipkfjd fof/k½As per humanitarian consideration

ekuoh; rF;ksa dks /;ku esa j[kdj dh x;h O;oLFkk

SEATINGARRANGMENT Class room, library, workshop, seminar room. Drawing And calculus room, study room

Characteristics of the class room seating Arrangement: 1 Seating Arrangement must be match such that each trainee can see the AV Aids

projector, chalkboard easily without Any hindrance.

cSBus dh O;oLFkk bl izdkj gks fd izR;sd fo|kFkhZ fcuk fdlh ck/kk ds pkd cksMZ izkstsDVj rFkk vU; iBu lgk;d lkexzkh dks lqxerk ls ns[k ldsA

2 Trainee & teacher can see & discuss with each other


f'k{kd o fo|kFkhZ ,d nwljs dks ns[k lds vkSj ifjppkZ dj ldsA

3 It must be convenient to read & write with out describe other.

cSBus dh O;oLFkk bl izdkj gks fd izR;sd fo|kFkhZ fcuk fdlh O;o/kku ds fy[k lds vkSj i< ldsA

4 In seminar room each trainee will face the other trainee

dk;Z'kkyk esa cSBus dh O;oLFkk fn;s x;s fu;eksa ds vuqlkj gksuh pkfg,A

5 Projector And other teaching Aids must be so position that each one can properly see At All time

izkstDVj rFkk nwljh iBu lkexzh bl izdkj d{kk esa O;ofLFkr fd;k tk; ftlls lHkh fo|kFkhZ izR;sd le; mls vPNh rjg ns[k ldsA

Characteristics includes fo'ks"krkvksa ds vUrxZr vkrs gS

1 Space characteristic miyC/k txg dh fo'ks"krk

2 Structural characteristic cukoV dh fo'ks"krk

3 Architectural characteristic <kpkxr fo'ks"krk;sa

4 Air And ventilation gok rFkk mlds vkokxeu dh fo'ks"krkvksa

5 Light characteristics izdk'k lEc/kh fo'ks"krk;sa

6 A/V Aids Arrangement iBu lgk;d lkexzh dh O;oLFkk dh fo'ks"krk;sA

Management of teaching & training f'k{k.k o izf'k{k.k dh O;oLFkk

1 PLANNING FOR TEACHING f'k{k.k o izf'k{k.k dh O;oLFkk

2 ORAGANISING ACTIVITIES fØ;k dyki

3 PREPARING TEACHING MATERIAL fy-v-l- cukuk

4 PRESENTATION IDEA fopkjkas dks izLrqr djuk

5 MANAGING CLASS ROOM SHOPE FLOOR TRAINEE 6 QUESTION CONTENT fo"k; oLrq

7 ASSIGNING HOME WORK xzg dk;Z

8 DIRECTION STUDY v/;;ujr~

9 DEMONSTRAT SKILL n{krk

10 GUIDING SKILL PRACTICE n{krk ds vH;kl

11 CONDUCTING DRILL ¼vH;kl dj ds i<+kuk½ DISCUSSON ¼ifjppkZ½ TEST ¼ijh{k.k½ REVIEW iqu% voyksdu

12 PROVIDING DIAGNOSTIC & REMEDIAL METHOD OF LEARNING lh[kus dh deh dks igpkuuk vksj mUgs nwj ls n{krk iznku djuk

Effective use of chalkboard pWkd cksMZ dk izHkkodkjh iz;ksx

1 Surface should be dull enough to Avoid glarier

PkWkd cksMZ dh lrg pdkpksan dks nwj djus ds T;knk pedhyh ugha gksuh pkfg,

2 The surface should be rough enough to hold the chalk


bldh lrg [kqnjh gks rkfd pkd }kjk bl ij vPnh rjg fy[kk tk ldsA

3 StandAt one side of the board while explaining

O;k[;k djrs le; cksMZ ds ,d rjQ [kMs gks chp es ugh

4 Write heading in bold & capital letter in the central

ikB ds eq[; 'kh"kdZ dks cksMZ ds e/; esa cMs v{kjksa esa fy[kuk

5 Write neatly And clearly

lkQ vkSj Li"V fy[ks

6 Writing should be cleared by soft cloth or duster

cksMZ dh fy[kkoV dks eqyk;e diM+s ;k MLVj ls lkQ djuk pkfg,

7 Avoid draining complex picture ob board

tfVy fp+= cksMZ ij cukus dk iz;kl u djsa

8 Avoid cramping to much point on board

cksMZ ij T;knk ls T;knk fo"k; oLrq ugha fy[kuh pkfg,

9 Always start writing from top to bottom

cksMZ esa ges’kk mij ls uhp dh fy[kuk pkfg,

10 Date should be written At Any other corner of board

fnukad ges’kk tgka ls fy[kuk izkjEHk gks mlds nwljs fdukjs ij fy[kuk

11 Module or lesson no should be on top near corner

ikB dk uke uEcj ;k ekM;wy tgka ls izkjEHk djrs gS ml dkuZj esa fy[kuk

12 Divide the board in two half

cksMZ dks fy[krs le; nks Hkkxks esa ckaVuk

13 Any end write sub heading & it’s include heading

mi'kh"kZd ;k blds vUrxZr vkus okys vU; 'kh"kZdA

14 Near side use for solving problem sketch or essential point of content

utnhd dh rjQ leL;kvksa dk lek/kku [kkuk [khapuk ;k ikB ds eq[; Hkkxksa dks crkus ds fy;s iz;ksx djkuk pkfg,

15 Writing on board Always be simple short & subjective

cksMZ ij ges’kk ljy Hkk"kk esa laf{kIr esa vkSj fo"k; oLrq ds lEcU/k esa gh fy[ks

16 Develop explanation with the help of point written one by one in logical manner

O;k[;k ds fcUnqvksa dks rdZ laxr Øe esa ,d&,d djds cksMZ esa fy[ks

17 Use color chalk for high light the main point

eq[; fcUnqvksa dks vPNh rjg n’kkZus ds fy;s jaxhu pkd dk iz;ksx djsa

18 Use board only when necessary

ftruk vko’;d gks mruk gh cksMZ dk mi;ksx djsA

19 Do not use it As cribber board

LØkbcj cksMZ dh rjg iz;ksx u djsa


20 Do not use in to proof your Artiste competency

viuh dyk dk izn’kZu djus ds fy;s cksMZ dk iz;ksx u djsa

21 Clean the board before writing so that previous writing is not visible

fy[kus ds ckn cksMZ dks bl izdkj lkQ dj ns fd igys dh fy[kkoV u fns[ksA

22 20 care should be taken not write continuously on the board

cksMZ ij ykxkrkj fy[ks dk dke u djsA

23 Plan the work in Advance

cksMZ ij D;k fy[kk gs bldh ;kstuk igys cuk ysA

24 Paint the board At regular interval


25 For geometrical work use geometrical scale


26 Allow time for trainee to note down the content

fo|kfFkZ;ksa dks fo"k; oLrq fy[kus dk le; nhft,

27 Use pointer to explain the point written on board

cksMZ ij fy[ks fcUnqvksa dh O;k[;k djus ds fy;s ladrs dk iz;ksx djsA

28 Do not turn your complete back where writing

fy[krs le; f’k{kd dh iwjh ihB fo|kfFkZ;ksa dh rjQ ugha pkfg,A

29 Lettering size for (a) Heading – 50 to 60 mm (b) Sub heading – 35 to 45 mm (c) Under sub 30 to 40 mm (d) Normal content 25 to 30 mm

30 Try to Always writing in capital letter on board

cksMZ ij ges’kk cMs v{kjksa esa fy[kuk pkfg;sa

Chalk board is A visual Aid

1 Effective And readily Available visual AV aids

;g izHkko dkjh gS rFkk vklkuh ls miyc/k gks tkrk gSa

2 Cheep & convenient to use

lLrk gksrk gS rFkk ljyrk ls mi;ksx fd;k tkrk gSA

3 Capable to classifying the content when properly

vPNh rjg mi;ksx djds fo"k; foLrq ds mi;ksx dks Li"V djus dh {kerk

4 Centre of dynamic communication between trainee And trainer

f’k{kd vkSj fo|kFkhZ;ksa ds chp esa xfr’khy laEizs"k.k dk ek/;e gSA

5 Creative competence And teaching skill in hence b proper utilization of chalk board


PkkWd cksMZ ds mfpr mi;ksx ls f’k{kd dh f’k{k.k Jt`ukRed n{krk dk fodkl gksrk gS

ADVANTAGE iwoZ rS;kjh dh vko’;drk ugha gksrh

lHkh lwpukvksa dks fy[k ldrs gS feVk ldrs gS rFkk cny ldrs gSA

fy[krs le; dksbZ egRo iw.kZ fopkj vkus ij mUgs tksMk tk ldrk gSa

fo|kkFkhZ;k ds lansg dh fy[kdj nwj fd;k tk ldrk gS

blds fy;s vfrfjDr d{k T;knk ykbZV ;k vU; lkexzh dh vko’;drk ugha gksrh

DISADVANTAGE bl ij fy[kus dh izekf.kdrk ugha gksrhA

bl ij tfVy Mªkabx ;k fp= ugha cuk;s tk ldrsA

f’k{kd ds fy[kus dh {kerk dks izHkkfor djrk gS

pkWd ls fudys okyh MLV gkfudkjd gksrh gSA

le; vf/kd yxrk gS

8.3. Workshop organization

ftl izdkj lS/kkfUrd fo"k;ksa ds fy;s d{kk d{k vko’;d gS mlh izdkj n{krk lh[kus ds fy;s dk;Z’kkyk ,d mi;qDr txg gS

d{kk esa fo"k; ls lEcfU/kr crk;s x;s lS/kfUrd Kku dks mi;ksx djrs gq;s dk;Z’kkyk esa blds vuq:Ik n{krk lh[kh tkrh gSA

izR;sd O;olk; ds vUrxZr vkus okyh vusd n{krkvksa dh vuqns’kd ds ekxZ n’kZu esa fo|kFkhZ dk;Z’kkyk esa vH;kl vkSj mi;ksx djrk gSA

vusd izdkj ds midj.k vkStkj] lkeu vkSj e’khuksa dh vko’;drk bl n{krk dks lh[kus ds fy;s iMrh gSA

bu lkekuks dks vklkuh ls izkIr fd;k tk lds vkSj lqxerk ls mi;ksx fd;k tk lds blds fy;s ;g vko’;d gS fd dk;Z’kkyk leqfpr :Ik ls O;ofLFkr gksA

blls dsoy fo|kfFkZ;ksa dks gh vH;kl djus esa gh lqxerk ugha gksrh gS vfirq f’k{k.k Hkh lgh mfpr rjhds ls fo|kfFkZ;ksa dk ekxZ n’kZu dj ldrk gSA

Lay out of work shop

dk;Z’kkyk ds fy;s miyC/k txg dks lgh izdkj uki dj ,d mfpr iSekus dk ekiu ysrs gq;s [kkdk cukukA

Mªkabx ds mij f[kMdh njokts] fiyj vkSj vU; vkus&tkus ds jkLrksa dks fpfUgr djA

eq[; rFkk lgk;d jkLrksa dh txg dks Mªkbax ij fu’kku yxk nsuk

ml O;oLkk; ls lEcfU/kr vko’;d e’khuksa dh lwph cukukA

QuhZpj nqljs lkeku ftUgs e.Mkj.k djuk gks lkekU; ejEer ds fy;s vko’;d txg fo|kfFkZ;ksa ds ykadj rkfd vuqns’kd ds fy;s dqlhZ Vscy ds fy;s txg ,oa vU; vko’;d


midj.k tks ml O;oLkk; ds fys; dk;Z’kkyk esa j[kuk t:jh gS bl lHkh dh lwph cukukA

izR;sd oLrq ds fy;s vko’;d txg dks fy[kuk

lHkh lkekuksa dks mudh ojh;rk dks /;ku esa j[krs gq;s Øe’k% j[kuk

bl lHkh lkekuksa dks mudh txg ?ksjus ds vuqikr esa Mªkbax cukukA

dk;Z’kkyk ds fy;s miyC/k txg gsrq cuk;h x;h Mªkbax dk Ldsy vkSj lHkh lkeku ds fy;s cuk;s x;h Ldsy dk ekiu ,d gh gksuk pkfg,A

dk;Z ’kkyk esa dqN txg Hkfo"; ds foLrkj ds fy;s vo’; dh NksM nh tkrh gSA

miyC/k txg ds fy;s cukbZ x;h Mªkbax ij lHkh lkekusak dks muds j[kus dh txg ds vuqlkj Mªkbax ds ekiu dks iz;ksx djrs gq;s fpfUgr djukA

vko’;drkuqlkj bl Mªkbx esa ifjorZu djukA

bl Mªkbax dks Lohd`fr ds fy;s l{ke vf/kdkjh ds ikl HkstukA

Space Allotment

fdlh O;olk; ds fy;s ;g dk;Z’kkyk gSa

fdrus fo|kFkhZ dk;Z djsxsA

Hkkjh e’khu tks dk;Z’kkyk esa j[kuh gSA

e’khu ds dk;Z djus ds fy;s vko’;d mijh LFkku

lqjf{kr dk;Z ds fy;s e’khu ds pkjksa vksj vko’;d txgA

nqljh e’khu ftudk otu de gS vksj mUgs LFkkukUrfjr fd;k tk ldrk gSA

Storage space required

dPpk eky ;a= ,oa vkStkj isVªksy vk;y Y;wczhdsaV Ldszi [krjukd lkexzh ;a= ,oa mudh ,slsljht dk ekiu oSyh,oy ,flLV

dk;Z dh cSUp ds fy;s LFkku

ekewyh ejEej ds fy;s LFkku

izf’k{k.k ds ykWdj vuqns’kd gsrq dqlhZ est di cksMZ vyekjh jSd vkfnA

iznZ’ku djus ;k fn[kkus dk LFkku

izLrqrhdj.k ds fy;s LFkku

izf’k{kkfFkZ;ksa dh dk;Z Mªsl j[kus ds fy;s LFkku

lqj{kk midj.kksa dh dk;Z Mªsl j[kus ds fy;s LFkku

lqj{kk midj.kksa dks j[kus dh vko’;d txg

nhokjksa ij pkVZ lqj{kk funsZ’k okD;ks dks fy[kus ds fy;s LFkku

ikjn’khZ vyekjh tgka fo|kfFk;kZs ds mRd`"V dk;Z s dks j[kus o iznf’kZr djus ds fy;s j[kk tkosA


vfXu’keu ;a=ksa ds fy;s LFkku

izFke mipkj ckDl ds fy;s txg

e’khu ds iSuy cksMZ dh txg

Hkfo"; esa foLrkj ds fy;s txg

Charactristics of well organised work shop mi;qDr okrkoj.k

lqfo/kktud

izdk'k ,oa ok;q dk vkokxeu

miyC/klqfo/kkvksa dh lqO;oLFkk

lqj{kk

izf'k{k.k & midj.k o vkStkj

Favourable condition

lqO;ofLFkr dk;Z'kkyk HkkSfrd vkSj euksoSKkfud okrkoj.k dh ijkofrZr djrh gSa

;g fo|kFkhZ o f'k{kd dh vfHk:fp dks c<krk gS /;ku dks dk;Z ij dsfUnzr djrk gS vkSj izsj.kk esa o`f} djrk gSA

lh[kus ds fy;s lq:fp iw.kZ okrkoj.k iSnk djrk gSA

Convent

O;ofLFkr dk;Z n{krk

fo|kfFkZ;ksa dh dk;Z dq'kyrk ds lkFk dk;Z djus esa

lqO;oLFkk dh fujh{k.k djus o cuk;s j[kus esa

dPps eky dks ykus o ys tkus eas

Light & ventilation

tgka rd lEHko gks izkd`frd izdk'k vkSj gok dk lqO;ofLFkr dk;Z'kkyk esa lEeqfpr mi;ksx fd;k tkrk gS

f[kMdh vkSj jks'kunku i;kZIr la[;k esa gksrs gS vkSj mfpr txg ij cus gksrs gSA

V;wc ykbZV ;k nwljs d`f=e izdk'k ds L=ksr mfpr LFkku ij yxs gksrs gSA

e'khu ds mij ;k fd;s tkus okys dk;Z ij ugh iMrh gSA ;|fi —f=e izdk'k Jksr dk mi;ksx fd;k tkrk gSA

O;fDr ds lkFk&lkFk pyus okyh ijNkbZ;ksa lqO;ofLFkr dk;Z'kkyk esa ughs gksrh gSA

Organisation ofAvalable facilities

lHkh midj.k o vkStkj ,d fuf'pr txg ij j[ks tkrs gSA

lHkh phtksa dk viuk ,d mfpr LFkku gksrk gS


Hk.Mkj.k vkSj lQkbZ lko/kkuh ds lkFk dh tkrh gSA

fdlh Hkh n{krk ds fy;s vko';d midj.k rFkk vkStkj dh i;kZIr miyC/krk

Safety

lqj{kk lEca/kh lko/kkfu;kas dks vPNh rjg ikyu djus dks fn;k funsZ'k

psrkouh lEcU/kh lwpuk mfpr LFkkuksa ij yxh gksrh gSA

fctyh dh e'khuksa ds lkFk lqjf{kr dk;Z djus ds rjhds

i;kZIr lqj{kk ds midj.k mfpr txg ij j[kus ds funZs'k

vfXu'kked ;a= vkSj izFke mipkj lkexzh i;kZIr ek=k esa

Tools & equipment

midj.k o vkStkj mfpo ek=k esa

budk mfpr Hk.Mkj.k

vPNh rjg dk;Z djus dks voLFkk esa

[kjkc vkStkj dh ejEer fu;fer :i ls dh tkrh gSA

csdkj fd;s x;s vkStkjksa dks iqu% iz;ksx ugha fd;k tkrk gS

Management of well organised workshop

dk;Z'kkyk esa midj.k ;k vkStkj j[kus ds fy;s NksVs&NksVs dsfcu

izR;sd dsfcu ds vUnj mlesa j[ks ;a=ksa ds uke fy[kuk

vkStkjksa dks muds mi;ksx ds Øe esa j[kuk

ukius okys vkStkjksa dks vyx dsfcu esa j[kukA

izR;sd vkStkj dk mfpr vfHksys[k lqfuf'pr djukA

deh gksus ij mudh rqjUr vkSj lgh lwpuk nsukA

fdlh n{krk ds fy;s vko';d vkStkj dsoy iznku djukA

le;≤ ij budh tkap o x.kuk djds budh la[;k dks lqfuf'pr djukA

fo|kFkhZ vkStkjksa dk mfpr mi;ksx djsa ;g lqfuf'pr djsA

fo|kfFk;ks ds dk;Z dk voyksdu djrs jgukA

vuko';d dk;Z dks jksduk vkSj djus ls euk djukA

[kjkc e'khu ftlls izf'k{k.k esa O;o/kku gks mldh ejEer ds fy;s rqjUr dk;Zokgh dk iz;kj djukA

vkStkj tks vPNh rjg dke u dj jgs gksa mudh fo|kfFkZ;ksa dh lgk;rk ls ejEer djukA

fo|qr pkfyr Hkkjh e'khuksa ds fy;s fn;s x;s lqj{kk dop dks dk;Z lekIr gksus ds i'pkr yxkuk u HkwysA

dk;Z'kkyk dks lqO;oLFkk dk Lo;a ikyu djsa vkSj mls lqfuf'pr djsA

lqj{kk o LokLFk; lEcU/kh midj.k i;kZIr ek= esa rFkk mfpr txg ij j[ks gSa


vius f'k{k.k dk;Z dks igys ls ;kstuk cukysA

viuh ;ksX;rk {kerk ds vuqlkj {kerk ds vuqns'kd }kjk izf'k{k.k rd LFkkukUrfjr djukA

,d vkn'kZ izLrqr djuk ftldk fo|kfFkZ vuqlj.k djsA

dk;Z'kkyk esa ges'kk ldkjkRed okrkoj.k cukus dh dksf'k'k djsA

8.4. Good house keeping

Introduction f'k{kd dk lcls egRoiw.kZ dk;Z nkf;Ro fo|kfFkZ;ksa dks lh[kus ds fy;s Kku o n{krk iznku djuk gSA

lh[kuk fdlh Hkh okrkoj.k vkSj fdlh Hkh ifjfLFkfr;ksa es lEHko gS ysfdu vPNh izHkko'kkyh lQy vkSj rIrjrk ls lh[kus ds fy;s mi;qDr okrkoj.k cgqr vko';d gSa

vr% f'k{kd ds fy;s ;g vko';d gks tkrk gS fd lh[kus ds ;ksX; ldkjkRed okrkoj.k dks fuekZ.k djus dh dksf'k'k djsA izHkkoh rjg ls lh[kus ds fy;s vko';d ldkjkRed okrkoj.k lqO;oLFkk ds }kjk fufeZr fd;k tk ldrk gSA

Definition ldkjkRed rFkk mn~ns'; iw.kZ okrkoj.k dk fuekZ.k dk;Z djsxk vkSj izHkkoh lh[kus ds fy;s lHkh vko';d lqfo/kvksa dks iznku djus dh izfØ;k dks lqO;oLFkk dgrs gSA

O;olk;d izf'k{k.k ls tqMs izR;sd O;fDr ds fy;s lqjf{kr LokLFk; vkSj LoPN dk;Z ifjos'k iznku djuk gh lqO;oLFkk gSA

Good house keeping includes

Cleanliness LoPNrk

Placing of machine e'khu ds fy;s LFkku

Maintenance of floor Q'kZ dk j[k j[kko

Color dynamic jaxksa dh xfr 'khyrk

Gang ways &Alleys dk;Z'kkyk esa pksM+s o ladjs jkLrs fn[kkuk

Space for stores lkeku dks j[kus dh txg

Store for tool & equipment midj.k ,oa vkStkjksa rFkk dPps eky dk Hk.Mkj.k

Scrap & waist material [kjkc o xUns lkeku

Light & ventilation izdk'k o gok dk vkokxeu

First Aid box izkFkfed mipkj ckDl

5 's' in good house keeping

Suitable environment mfpr okrkoj.k

Synergy to work dk;Z djus dh {kerk@;ksX;rk

Synthesizing to subordinate lgdfeZ;ksa dh lEeqfpr lgHkkfxrk

Setting smart goal y{; dk fof'k{B fu/kkZj.k

Self discipline Lo vuq'kklu


SMART

S Specific fof'k"B

M Measurable ukiuk

A Attainable izkIr djus ;ksX;

R Realistic okLrfod

T Time bound le;c}

Cleanliness

lHkh d{kk dk;Z'kkyk vkSj nwljh txg vPnh rjg lkQ gksus pkfg;sA

f[kMdh] njokts] jks'knku] fctyh] ds lkeuksa ds fy;s mi;ksx gksus okyh fQfVax rFkk nwljh vko';d midj.k vPNh rjg lkQ gks rFkk vPNh voLFkk esa gksA

dwMknku] Fkwdnku] vko';drkuqlkj mfpr txg ij j[ks gksA

Position of machine

dk;Z'kkyk dh ;kstuk ds vuqlkj e'khuks dks mlds fuf'pr LFkku ij gha j[kk tk;A

Hkkjh e'khuksa dks mudh foundation ij vPNh rjg j[kk tk;A

e'khu dk pyk;eku Hkkx dk;Z djrs le; dk;Z ds e/; esa pkSMs jkLrs ds fy;s ;k ,d rjQ ldjs jkLrs ds fy;s cuh ihyh ykbZu ds mij ugh tkuk pkfg,A

e'khu vkSj O;fDr dh lqj{kk ds fy;s e'khu ds chp dh vksj i;kZIr txg vo'; gh gksuh pkfg,A

Hkkjrh; fo|qr ekudksa ds funsZ'kksa dks fo|qr lqj{kk ds lEca/k esa iwjh rjg vuqikyu djuk pkfg,A

Maintenance of flooring

Q'kZ dks vPNh rjg lkQ fd;k tk; vkSj bldh lQkbZ dks ges'kk cuk;s j[kk tk;A

Q'kZ ,d leku lery gksuk pkfg, vkSj ;g rsy] /kwi ] feV~Vh Xkzh'k ikyhFkhu vkSj fc[kjs gq, [kjkc lkexzh ls eqDr gksuk pkfg,A

Q'kZ ij lqj{kk ds fu;eksa ds vuqlkj lkekuksa dks mfpr txg iznku djrs gq;s j[kuk pkfg,A

fo|qr dsfcy ds fy;s cuk;h x;h txg dsfcy Mkyus ds ckn vPNh rjg mij ls <dh gqbZ gksuh pkfg,A

rsy vksj xzh'k Q'kZ ij u QSyk gks vU;Fkk blls ?kVuk ;k nq?kZVuk gks ldrh gSA

8.4.1. Color dynamics

okrkoj.k dks vkd"kZd rFkk ifjos'k dk ckã; izHkko lq/kkjus ds fy;s e'khuksa ,oa vU; lqfo/kkvksa dks Øec} vkSj mfpr rjhds ls fo'ks"k izdkj ds jaxksa dh O;oLFkk dh tkrh gSA

dk;Z izos'k dks ;g vkd"kZd cukrk gSA

;g dk;Z'kkyk dh dk;z laLd`fr dks c<kok nsrk gSA

;g lpsr jgus O;ofLFkr jgus vkSj lqjf{kr jgus dh Hkkouk dh txg djrk gSA


dk;Z dh xfr'khyrk la;qDr iz;kl ds }jk bl izdkj cg tkrh gS vkSj blls mRiknu {kerk esa o`f} gksrh gSA

Advantage of color dynamics

vlqjf{kr dk;Z djus dh izo`fRr dks jksdrk gSa

dk;Z ds fy;s 'kkfUre; vkSj lqfo/kktud okrkoj.k dk fuekZ.k djrk gSa

dk;Z ds izfr ,d lEca/k vkSj xoZ dh Hkkouk fodflr gksrh gSa

yxu ds lkFk T;knk dk;Z djsu dh HkSfrd Hkkouk dks c<krk gSa

mfpr dk;Z dks'ky dk fodkl djrk gSA

Gang Ways & Alleys

dk;Z 'kkyk dk pkSMk jkLrk vPNh rjg fpfUgr djds ihys jax ls bldh ckMZj jaxh gksuh pkfg,A

pkSMs jkLrs ds chp esa dksbZ Hkh lkeku ugha j[kuk pkfg,A

pkSMs jkLrs dh pkSMkbZ 4 ls de ugh gksuh pkfg,A

e'khu vkSj mlls lEcaf/kr dy iqtZs tks pkSMs jkLrs ds ikl LFkkfir fd;s gks dk;Z djrs le; jkLrs dh ihyh ykbZu dks dHkh Hkh ikj u djsA

ldjs jkLrs dk;Z'kkyk ls lEcaf?kr O;fDr;ksa ds fy;sa dk;Z ds le; esa ,d txg ls nwljh txg lqjf{kr tkus ds fy;s cuh gksrs gSA

ihyk jax vPnh rjg fn[kuk pkfg, vkSj ?kwfey gksus ij bls rqjUr isUV dj nsuk pkfg,A

Storage

dPpk eky dke esa iz;ksx gksus okyh lkexzh midj.k] vkStkj rFkk n{krk ds fy;s vko';d lkexzh mfpr vkSj Øec} rjhds ls dk;Z'kkyk esa Hk.Mkj.k fd;k tkuk pkfg,A

bu lkeuksa dks bl izdkj Hk.Mkj.k djuk pkfg;saA ftlls vko';drk ds le; bUgs vklkuh ls [kkstk tk ldsA

,d rjg ds lkeku mfpr ukedj.k ds lkFk ,d txg ij j[ks tkus pkfg,A

isVªksy] vk;y] xzh'k] Toyu'khy inkFkZ vkSj foLQksVd lkexzh vyx&vyx vkSj mfpr txg ij gksuh pkfg,A

lkeku ds Hk.Mkj.k ds fy;s mfpr Hk.Mkj.k izfØ;k rFkk mlds vfHkys[k ds fy;s vko';d ys[kk laxzg dk mfpr vkSj fu;ekuqlkj vo'; gh ikyu djuk pkfg,A

Scraps

laLFkku ds lHkh vuqHkkxksa }kjk fuLrkfjr fd;s x;s jn~nh eky dks ,d txg ,d= djus dh mfpr izfØ;k dk ikyu djuk pkfg,A

,d vuqHkkx dk jn~nh eky nwljs vuqHkkx esa iz;ksx fd;k tkuk pkfg,A vr% blds iqu% iz;ksx dh lEHkkouksa dks vo';d gh /;ku es j[kuk pkfg,A

fu;ekuqlkj jn~nh eky dh fuykeh djus ;k cspus dh O;oLFkk tYnh vkSj mfpr rjg ls djuh pkfg,A


Fire Extingvisher

O;olkf;d lqj{kk ekud ds vuqlkj lHkh rduhd laLFkkuksa ;k tgWk ij n{krk izf'k{k.k ds fy;s dk;Z'kkyk miyC/k gks mfpr izdkj dk vfXu 'kked ;a= mfpr LFkku ij vo'; gh j[kk gksuk pkfg, gSA

dk;Z'kkyk esa dk;Zdjus okys lHkh O;fDr vfXu'kked ;a=ksa dh txg mlds izdkj vkSj iz;ksx djus dh fof/k ds ckjs esa iw.kZr;k ifjfpr gSA

CO2 ;wDr vfXu'kked ;a=ksa dks izk;% iz;ksx fd;k tkrk gS ysfdu blds vykok nwljs rjg ds Hkh vfXu'kked ;a=ksa dks lHkh txg iz;ksx fd;k tkrk gSA fdUrq blds vykok nwljs rjg ds vfUre vfXu'kked ;a= iz;ksx gksrs gSA ysfdu blds vykok nwljs rjg ds Hkh vfXu'kked ;a= iz;ksx gsrs gS tSls dkcZu VsVªk DyksjkbM] Foam Type, Liquid Type & Sand Water.

First Aid Box

lHkh lqj{kk vkSj lko/kkfu;ksa dk izks;ksx djrs gq;s Hkh dk;Z'kkyk esa /kVuk ;k nq?kZVuk gks ldrh gS bu rF;ks dks /;ku esa j[krs gq;s dk;Z'kkykZ esa i;kZIr la[;k esa izFke mipkj lkexzh ckDl ml txg ij j[ks gks tgka vko';drk ds le; mUgs vklkuh ls izkIr fd;k tk ldsA

vko';d nok;sa] ifV~V;k rFkk ,sUVh lsfIVd Øhe rFkk ljy nok i;kZIr ek=k esa vkSj ekU; le; lhek ds vUrxZr gks ckDl esa j[kh gksA

;g dk;Z'kkyk izHkkjh dk drZO; gS fd og izFke mipkj ckD; dh le;≤ ij fujh{k.k djds vko';d nokb;ksa dks lEcfU/kr ljdkjh fpfdRlky; }kjk izfr LFkkfir djk nsA

dk;Z'kkyk ls lEcaf/kr lHkh O;fDr;ksa dks izFke mipkj djus dk izf'k{k.k vo'; gh fn;k x;k gksa ftlls vko';drk iMus ij og bl dk;Z dks dj ldsA

Cleanliness LoPNrk gh bZ'ojrk gSa dk;Z LFky dh LoPNrk dk vFkZ ogka ij feV~Vh dk uk gksukA

dk;ZLFky ?kwy] xUnxh]ikuh rsy] xzh'k] ikyhFkhu fc[kjs gq;s jn~nh lkeku vkSj fcuk iz;ksx fd;s dPps eky ds VqdMksa ls eqDr gksuk pkfg;sA

lHkh Vsfcy o dk;Z csap dk;Z ds ckn vPNh rjg lkQ dj nsuh pkfg;sA

vkStkj rFkk midj.kksa dks muds mfpr txg ij j[k nsuk pkfg;sA

e'khuksa ij dk;Z djus ds ckn muds lqj{kk doj] xkMZ ;k gsf.My dks iqu yxk nsuk pkfg,A

dk;Z fnol dh lekfIr ij lHkh fo|qr fLop] dscy lqj{kk ds fLop dks NksMdj vo'; gh cUn dj nsuk pkfg,A

Cleaning Plan

lQkbZ dks ,d fu;fer dk;Z ds :i esa ys] u fd n.M ds :i esa Lohdj djsA

lHkh O;olk; esa vuqns'kdksa ds vkilh ijke'kZ ds ckn gh lQkbZ dh ;kstuk cukuh pkfg;sA

fo|kfFkZ;ks dh mfpr lgHkkfxrk vo'; gh lqfuf'pr djsA

;kstuk bl izdkj gks fd lHkh dks bles ;ksxnku djus dk volj feysA

;kstuk ,d lIrkg ;k iUnzg fnu ds fy;s cukbZ tkuh pkfg;sA


bls igys ls gh cksMZ ij yxk nsuk pkfg;sA rFkk lHkh lEcaf/kr vuqHkkxksa dks ifji= ds ek/;e ls lwfpr dj nsuk pkfg,A

fo|kfFkZ;ksa }kjk fd;s x;s lQkbZ dk;Z dk vfHkys[k j[kus ds fy;s fdlh ,d fo|kFkhZ dks ekWuhVj fu;qDr djuk pkfg;sA

LoPNrk izHkkjh ds ekxZn'kZu esa LoPNrk esa mi;ksx gksus okys lHkh midj.k ekWuhVj ds uke ij gksus pkfg,A

vuqifLFkr jgus okyksa dks dk;Z vU; dks bl izdkj forfjr dj fn;k tk, fd LoPNrk ;kstuk esa dksbZ ck/kk u vk;sA

fo|kFkhZ ds lkFk lHkh yksxksa dks LoPNrk dk;Z esa Hkkx ysuk vko';d gSA

ekWuhVj dh ,d fuf'pr le; ds ckn nwljs fo|kfFkZ;ksa }kjk cnyrs jguk pkfg;s ftlls lHkh fo|kfFkZ;ksa dks usr`Ro djus dk volj fey ldsA

LoPNrk izHkkjh }kjk LoPNrk vfHkys[kksa dk le;≤ ij voyksdu vkSj fujh{k.k djds xyr izo`f"V;ksa dks fudkys vFkok djus ls jksdsA

le;≤ ij LoPNrk dk;Z dh izxfr laLFkku ds iz/kkukpk;Z vFkok vU; ofj"Bksa dks izsf"kr djrs jgsA

le;≤ ij LoPNrk ls lEcaf/kr dk;ZØeksa tSls [ksydwn] okn&fookn] ifjppkZ ;k LoPNrk okD; fy[kus ;k cksyus dh izfØ;k O;ofFkr djds LoPNrk ds izfr :fp iSnk djuh pkfg;sA

le;≤ ij izfr;ksfxrkvkas dk vk;kstu rFkk vuqHkkx O;oLkk; o fo|kfFkZ;ksa tks mRd`"B dk;Z fd;s gS muds fy;s mUgs iqjLd`r djuk

LoPNrk ;kstuk dk iw.kZ voyksdu djds blesa vko';d ifjorZu djuk rFkk Hkfo"; ds fØ;kUo;u ds fy;s bls izLrqr djukA

Maintinance of records

izf'k{k.k dks izHkko'kkyh vkSj mfpr rjhds ls lapkfyr djuss ds fy;s dq[k vfHkys[kksa dk cukuk vkSj mUgs lqjf{kr j[kuk vko';d gksrk gSA

izR;sd O;olk; dh viuh vko';drk gksrh gS vkSj blds vuq:i ml O;olk; ls lEcafU/kr vuqns'kd dks dqN vfHkys[kksa dks cukuk iMrk gS vkSj lqjf{kr j[kuk iMrk gSA bu vfHkys[kksa dks fuEu Hkkxksa esa oxhd`r fd;k tk ldrk gSA

1. Record related to trainee izf'k{k.k ls lEcfU/kr vfHkys[k

2. Record related to stores Hk.Mkj.k ls lEcfU/kr vfHkys[k

3. Record related to teaching f'k{k.k ls lEcfU/kr vfHkys[k

4. Other records vU; vfHkys[k

Record related to trainee

1 Trainee daily diary 2 Trainee Attendance register 3 Trainee personal bio-data 4 Trainee progress card


5 Daily material issue register

Record related to store 1 Indent book 2 Store return book 3 Raw material book 4 Stock register ( t./ e. Register ) 5 Dead stock register 6 Furniture register 7 Scrap register 8 Manufacturing register 9 Machine history book / utilization log book

Record related to teaching

1 Syllabus of trade 2 Schedules

(a) Master schedules (b) Daily schedules

3 Written instruction material (a) Lesson plan (b) Experiment sheet (c) Demonstration plan (d) Operation sheet (e) Information sheet (f) Assignment sheet (g) Job sheet

4 Teaching Aids 5 Question bank 6 Practical/written/evaluation sheet 7 Question Ask in unit test

Other record

1 Instructor teaching dairy 2 Office 3 Order / circular / notice / information / bulletin. 4 Record of the correspondence 5 Reward & Appreciation register 6 Memo & warning letter


8.5. Color dynamics

ftl izdkj lqO;oLFkk ds fy;s LoPNrk] lqj{kk] izdk'k rFkk ok;q dk mfpr lapkyu vko';d gS mlh izdkj vkd"kZd vkSj lkSUn;Z iw.kZ okrkoj.k cukus ds fy;s O;oLFkk ltkoV vkSj jaxksa dk vkilh esy vfr vko';d gSA

lksUn;Z okrkoj.k tks lh[kus eas lgk;d gksrk gSA mi;qDr jaxksa dks vkilh esy }kjk cuk;k tk ldrk gSA

izf'k{k.k vkSj lh[kuk vkd"kZd ifjos'k ls izHkkfor gksrs gSA

bllds lh[kus dh xfr c< tkfr gS vksj lqjf{kfr dk;Z djus dh tkx:drk mRiUu gksrh gSA tks xfr'khy f'k{k.k vkSj lh[kus ds fy;s vfr vko';d gSA

Definition izxfr'khy lh[kus ds fy;s mi;qDr dk;Z laLd`fr vkSj ifjos'k dk fuekZ.k jaxksa dh vkilh mi;ksfxrk dk mi;ksx djrs gq, djus dh izfØ;k dh jaxks dh xfr'khyrk dgrs gSA

lh[kus dh izfØ;k esa tc lHkh e'khuksa midj.k] nhokjksa] Q'kZ] vkSj Nr fuf'pr jaxksa ;k muds feJ.k ls jaxs gksrs gSA rks izsj.kk tkxzr gksrh gSA tks lh[kus esa lgk;d gksrh gSA rFkk lqfuf'pr dk;Z djus dh vknr dk fodkl gksrk gSa jaxksa dh xfr'khyrk ls dk;ZLFky LoPN o lqjf{kr jgrk gSA lqO;ofLFkr dk;Z ifjos'k dh vuqHkwfr djkrk gSA

Classification of color ON THE BASIS OF THEIR EFFET

1 Warm Color 2 Cool Color

Warm Color tks jax tks vkUrfjd mRrstuk ;k xeZ tks'kh dh vuqHkwfr djk;s ml HkMdhyk jax dgrs gS tSls yky

Cool Color tks jax tks vkUrfjd 'kkfUr ;k lksE; LoHkko dh vuqHkwfr djrk gS Cool Color dgykrk gSA tSls gjk] uhyk]

fdlh Hkh jaxks ds feJ.k esa HkMdhys ;k 'kkUr LoHkko ds jax ds izfr'kr ds vk/kkj ij mudk LoHkko iznf'kZr gksrk gS tSls Brown jax esa yky jax vf/kdrk gksrh gS vr% bldk izHkko ,d HkMdhys jax dh rjg gksrk gS fdUrq LVsuVh esa Hkwjs jax dh vf/kdrk gksus ds dkj.k bldk izHkko 'kkfUre; jax dh rjg gksrk gSA

ON THE BASIS OF THEIR NATURE izkd`frd xq.kksa ds vk/kkj ij jax rhu izdkj ds gSA

1 Basic Or Primary Color 2 Secondary Color 3 Tertiary Color

Basic or Primary Color tks jax nwljs jaxksa ls feydj ugha curs gS vkSj Lor% gh Lora= jax gksrs gS mUgs ewyr% ;k izkFkfed jax dgrs gSA


Secondary Color tks fdUgh nks izkFkfed jaxksa dks feykus ls curs gS f}fr;d jax dgrs gSA tSls

RED + BLUE = MAGENTA BLUE + GREEN = CYAN (PEACOCK BLUE) RED + GREEN = YELLOW

Tertiary Color tks fdUgha nks f}fr;d jaxksa dks feykus ls curs gS mUgs r`rh;d jax dgrs gSA tSls %

MAGENTA + CYAN = SLATY MAGENTA + YELLOW = PURPLE YELLOW + CYAN = OLIVE GREEN

f}rh;d jaxks ,oa izkFkfed jaxks ds feJ.k ls fuEu jax curs gSA

YELLOW + BLUE = WHITE CYAN + RED = WHITE MAGENTA + GREEN = WHITE Based on LIGHT REFLECTING ORABSORVING PROPERTIES:-

izdk'k dh ijkofrZr ;k 'kksf"kr djus ds xq.k %&

Reflector Color izdk'k dk ijkorZu

og jax tks vius Åij iMus okys izdk'k dks ijkofrZr dj nsrk gS izdk'k dk ijkorZd dgykrk gS tSls lQsn jax& lEiw.kZ izdk'k dks ijkofrZr dj nsrk gS vr% bldh ijkorZu {kerk 100 % gksrh gSA vkSj 'kks"kd {kerk 'kwU; gksrh gSA

Absorber Color og jax tks vius mij iMus okys leLr izdk'k dks 'kksf"kr dj ysrk gS mls 'kks"kd jax dgrs gSA dkys jax dh 'kks"kd {kerk 100% gksrh gSA tc fd ijkorZu {kerk 'kwU; gksrh gSA

Color combination Adopted for various facilities & machineries jax vkSj muds feJ.k dh fo'ks"krk ds vk/kkj ij f'k{k.k dh lqfo/kkvksa vkSj e'khuksa ds fy;s fuUu jax ;k muds feJ.k dk iz;ksx fd;k tkrk gSA

Ceiling Nr dks ges'kk lQsn jax ls jaxk tkrk gS ftlls ;g lEiw.kZ izdk'k dks Q'kZ dh rjQ ijkofrZr dj nsrk gSA blls pdkpkS/k ugha gksrh vkSj izdk'k forj.k leku :i ls gksrk gSA izdk'k dh rhozrk c< tkrh gS vkSj T;knk txg dh vuqHkwfr gksrh gSA

Walls 1 Above the line of sight:-

tgka rd ns[k ldrs gS mlls mij Nr rd gYds ihys jax ftldh ijkorZu {kerk 50 ls 70 izfr'kr ds chp gks jaxk pkfg,A

2 Below the line of sight :-


ns[kus dh lhek ls uhps dh nhokjksa dks FkksMk xgjs ihys jax ftldh ijkorZu {kerk 40 ls 50 izfr'kr ds chp gks ml gh jaxuk pkfg,A

Flooring Q'kZ dks nhokjksa ij yxk;s x;s jax dh rqyuk esa xk<s jax ls jaxuk pkfg;s fdUrq ;g dkyk u gksA

Q'kZ T;knk ls t;knk izdk'k 'kksf"kr dj ys vkSj dqn izdk'k dks gh ijkofrZr djsA ftlls lkekU; dk;Z dh voLFkk es pdkpkS/k mRiUu ugha gksxhA

Machineries e'khuksa dks mnklhurk jaxksa ls jaxuk pkfg;sA Hkkjrh; ekud ds vuqlkj LysVh ;k cknkeh flysVh jax dh laLrqfr dh x;h gSA

e'khu dk xkMZ ;k <Ddu ihys jax ls jaxuk pkfg;sA

cUn djus okys fLop vkSj nqljs lqj{kk midj.k yky jax ds gksus pkfg;sA

fo|qr e'khu dk jax ukajxh gksuk pkfg;sA

nhokjksa ij dgha vkd"kdZ jaxksa dk iz;ksx djrs gq;s pkVZ iksLVj lqj{kk vkSj LoPNrk ds lans'k ;k dqN ladsr fy[ks ;k cus gksA

Mªkbafuax gky] lwpuk d{k] lHkkxkj] vkd"kZd jaxks ls ltk gksuk pkfg;sA

cjkenk] NTtk] xyh] lh<h] vkSj yEck tkus okyk jkLrk o mudh nhokjsa bl izdkj jaxh gks fd ns[kus esa lkSn;Z ;qDr yxsA

SL NO COLOUR MEANING USES i) OFF SWITCH (ELECTRICAL) ii) MAVY VOLTAGE iii) FIRE EXTINGUSHER BUKET iv) TRAFFIC STOP

1 RED COLOUR DANGER

v) FIRST AID BOX i)ALEART, ATTENTION

2 YELLOW WARNING ii) INDICATION OF IMPECS i) ON SWITCH (ELECTRICAL)

3 GREEN SAFE ii) GO SIGNEL FOR TRAFFIC

8.6. Workshop safety

Definition: All means And method Adopted to Avoid Accident/incident in workshop An insure Safe working condition for All known As w/s precaution or safety.

mfpr mi;ksx djds dk;Z'kkyk eas ?kVuk ;k nq?kZVuk dks Vkyk tk ldrk gS rFkk lHkh yksxks ds fy;s lqjf{kr dk;Z ifjos'k iznku djuk lEHko gksrk gS mls dk;Z'kkyk dh lko/kkfu;ka ;k laqj{kk dgrs gSA

izf'k{k.k dh vof/k eas fo|kFkhZ dks vusd izdkj dh e'khuksa ij dk;Z djuk iM+rk gSA

;g e'khus fo|qr pfyr gksrh gS] rFkk rhzo xfr ls pyrh gSA


vr% ;g vko';d gksrk gS fd dk;Z'kkyk eas lqjf{kr dk;Z dks lqfuf'pr djus ds fy;s lHkh vko';d lko/kkfu;ksa dk ikyu fd;k tk;saA

dk;Z'kkyk eas izf'k{k.k ls lacaf/kr O;fDr;ksa dks lqj{kk dh tkudkjh gksuh pkfg,A

ysfdu dk;Z'kkyk dh O;oLFkk vkSj bleas lapkfyr gksus okys d{kkvkas dh ftEesnkjh vuqns'kd dh gksrh gS

blfy;s mls dk;Z'kkyk dh laj{kk ls lacaf/kr lHkh fu;e vkSj dkuwu dk iw.kZr;k Kku gksuk pkfg;sA

;|fi lHkh lko/kkfu;ksa dk ikyu djrs gq;s Hkh dk;Z'kkyk dk;Z djrs gq;s Hkh dk;Z'kkyk eas ?kVuk ;k nq?kZVuk ?kfVr gks ldrh gSA

vr% ;g vo'; gh irk gksuk pkfg;s fd bu ?kVukvkas ds D;k dkj.k gksrs gS ;g fuEu dkj.kkas ls gks ldrh gS

Hunan cause: Main factor of human cause is given blow ekuoh; dkj.kks ls nq?kZVuk gksus ds eq[;

dkj.k fuEu gSA

• Ignorance ¼vufoKrk½ ;fn ,d O;fDr fdlh e'khu ;k midj.k ds dk;Z djus ds mfpr

rjhds ds ckjs eas ugha tkurk gS] rks ?kVuk ;k nq?kZVuk gks ldrh gSA

• Carelessness ¼ykijokgh½ fdlh e'khu ds dk;Z djus ds mfpr rjhds dh tkucw> dj ikyu

ugha djuk ;k laf{kIr rjhds dk iz;ksx djuk nq?kZVuk dk dkj.k curk gSA

• Fatigue ¼Fkdku½

tc O;fDr viuh okLrfod {kerk ls T;knk fdlh Hkh dkj.k o'k dk;Z djrk gS rks blls ekufld rFkk 'kkjhfjd ruko iSnk gksrk gS ftlds dkj.k ?kVuk ;k nq?kZVuk gks ldrh gS

dk;Z LFky ij gok ikuh izdk'k rFkk vU; HkkSfrd lqfo/kkvksa ds vHkko eas dk;Z djus ij Fkdku vk tkrh gS] tks nq?kZVuk dk dkj.k cu ldrh gSA

Machine cause Improper Accessories And tools vi;kZIr o [kjkc voLFkk ds vkStkjksa ls dk;Z djus eas

nq?kZVuk gks ldrh gSA

Improper cover & grad: lHkh e'khuks fo'ks"k :i ls fo|qr pfyr e'khuks ds fy;s doj vkSj xkMZ gksuk vko';d gS blds vHkko es dk;ZLFky vlqjf{kr gksrk gSA

Improper positioning of machine dk;Z'kkyk eas e'khuks dh dk;Z'kkyk dh O;oLFkk ;kstuk ds vuqlkj ugha j[kk x;k gS dk;Z'kkyk eas dqN txgks ij vusd e'khus j[k dj [kkyh txg fcydqy ugha NksM+h tkrh gSA tcfd nwljs txgks ij fjDr LFkku fcuk mi;ksx ds [kkyh iM+k jgrk gSA

Improper foundation of heavy machine Hkkjh e'khuksa dks lhesUV ;k vU; mfpr izHkkoh uhao }kjk vPNh rjg mudh txg ij fLFkj dj nsuk pkfg, ftlls dk;Z djrs le; mueas vko';d ls vf/kd dEiUu ughA


Other causes

• Improper clothing dk;Z'kkyk eas igus okys diM+s brus <hys ugha gksuk pkfg;s fd dk;Z djr le; e'khu esa Ql tk; ;k brus VkbZV Hkh ugha fd dk;Z djus eas vlqfo/kk gks

dk;Z'kkyk eas igukok bl izdkj gksuk pkfg, fd izR;sd O;fDr viuk dk;Z lqxerk iwoZd dj ldsaA

Improper working condition izdk'k] gok] ihus dk ikuh] vkSj nwljh lqfo/kk;s ;fn dk;Z LFky ij mfpr ek=k eas miyC/k ugha rks nq?kZVuk gksus dh lEHkkouk jgrh gSA

Improper store foLQksVd vkSj Toyu'khy iznkFkksZ dks ,d lkFk Hk.Mkj.k djus ls nq?kZVuk gks ldrh gSA e'khu ds Hkkjh iqtksZ ds Åij Hk.Mkj.k djus ls ?kVuk gks ldrh gSA

Inadequate safety equipment dkWap dh LØhu] p'ek] /kwi] dh LØhu nLrkus lqj{kk doj jcj 'kksy ds twrs ;k jcj dh NksVh pVkbZ;ks i;kZIr ek=k eas vFkok mRre xq.koRrk eas miyC/k u gksus ij nq?kZVuk gks ldrh gSA

Work shop safety dk;Z'kkyk eas dke djus okys lHkh O;fDr;ks dh lqj{kk vkSj lko/kkfu;ks dk mfpr Kku gksuk pkfg;s dk;Z'kkyk eas lqj{kk dks lqfuf'pr djus ds fy;s bldk mRrjnkf;Ro dsoy vuqns'kd dk ugh gS vfirq lHkh yksx tks izf'k{k.k ls lacaf/kr gS] izR;sd le; laj{kk ds izfr tkx:d jgsaA fQj Hkh fuEu dkj.kks ds }kjk dk;Z 'kkyk dh lqj{kk dks cuk;s j[kk tk ldrk gS

1 Educating for safety laj{kk dk Kku nsuk tkx:drk iSnk djuk

2 Guarding for safety laj{kk dks cuk;s j[kuk

Educating for safety lqj{kk ds fo"k; ij fu;fer :i ls d{kkvksa dk vk;kstu djuk

laj{kk ij izfr;ksfxrk vk;ksftr djdsA

Safety poster Safety debates Safety slogans Safety presentation

izFke mipkj djus ds vH;kl dk vk;kstu

vfXu lked ;a=ks ds vH;kl dh O;oLFkk djukA

vfXu lked vuqHkkx ds fo'ks"kKks }kjk vkx cq>kus dh izfØ;k ij izLrqrhdj.k dk vk;kstu

fo|kfFkZ;ks eas ls lqj{kk lfefr dh fu;qfDr djuk

lqj{kk lEcU/kh pkVZ vkSj iksLVj dks fof'k"V LFkkuksa ij yxkukA

nhokjkas ij txg&txg vkd"kZ.k jaxks }kjk laj{kk ds okD; fy[kuk

?kVuk jfgr ;k nq?kZVuk u gks bl izdkj ds lIrkg ;k i[kokM+k cuk;k

lqj{kk ds Åij NksVs&NksVs fp= ;k pyfp= fn[kkuk

lqj{kk ds fy;s cuh rkfydk vkSj lans'kkas dks le;≤ ij voyksdu djukA


Grading for safety I) knowledge of safety rule & regulation lqj{kk ds fu;eks dh tkudkjh

Ii) safe working environment lqjf{kr dk;Z ifjos'k

Iii) developing the proper Attitude towards safety

laj{kk ds izfr mfpr n`f"Vdks.k dk fodkl

Knowledge of rule And regulation

dk;Z'kkyk eas ;k e'khuksa ij dk;Z djus okys O;fDr dh ykiokgh ;k izfØ;k dh vufoKrk lqj{kk ds izfr ,d cM+h xyrh gksrh gS] ftlds dkj.k ?kVuk ;k nq?kZVuk gks ldrh gSA

dk;Z'kkyk eas izR;{k ;k vizR;{k :i ls bl izf'k{k.k ls tqM+s izR;sd O;fDr dks dk;Z'kkyk ls lacaf/kr lqj{kk vkSj lko/kkfu;k dk Kku vo'; gksuk pkfg;sA

lqj{kk laca/khr oSKkfud fof/k;ksa vkSj lwpuk vfXu leu vuq;kx ;k vU; lqj{kk laLFkkuks ls izkIr djuh pkfg;sA

jk"Vªh; laj{kk ifj"kn] jkT; laj{kk lykgdkj ;k vkS|kSfxfd laj{kk fujh{kd ds ijke'kZ ls fuf'pr vUrjky ij laj{kk laca/kh fu;ekas dh mfpr tkudkjh izkIr djus ds fy, izLrqrhdj.k ifjppkZ xks"Bh ;k dk;Z'kkyk dk le;≤ ij vk;kstu vo'; gh djuk pkfg;sA

bu laLFkkuks ds }kjk izkIr lwpuk;s izekf.kr vkSj izHkkodkjh gksrh gSA

Safe environment ;fn dk;Z'kkyk dk okrkoj.k lqj{kk ds izfr ldkjkRed gS] rks blls Lor% gh lqj{kk ds izfr tkx:drk izsfjr gksrh gS] vkSj lqjf{kr dk;Z djus dh vknr dk fodkl gksrk gS dk;Z'kkyk eas lqjf{kr ifjos'k fuEu rF;ks dks viukrs gq;s cuk;k tk ldrk gS %&

e'khu dks mfpr txg ij j[kukA

Hkkjh e'khu dh mfpr uhao cukukA

e'khu ds pkjks vksj mfpr [kkyh LFkku NksM+ukA

fo|qr pfyr e'khuks ds fy;s mfpr vfFkZx vkSj fctyh laca/kh lqj{kk dk iw.kZ :i ls ikyu gksuk pkfg;sA

dk;Z djrs le; e'khu ij vko';d oLrq;s ugha j[kuh pkfg;saA

e'khu ij gksus okys vko';d ejEer dk;Z dks le; ij vo'; gh djuk pkfg;sA

vfHkys[kksa dk mfpr vdau vkSj j[kj[kkoA

mfpr lqO;oLFkkA

jaxks ds }kjk mfpr lans'k nsukA

izFke mipkj ckDl ,oa vfXu’kked ;=kas dk KkuA

O;ofLFkr igpkuA

lqO;ofLFkr lqj{kk midj.kA

HkkSfrd lqfo/kk;s eas fLFkfr ds vuqlkjA

lqj{kk ds iksLVj lgh fLFkfr ds vuqlkjA


fo|qr djaV ds mipkj ds pkVZ mfpr LFkku ij yxs gksA

tgjhys] foLQksVd vkSj Toyu'khy iznkFkZ dks vPNh rjg fy[kh gqbZ iphZ yxkdj vyx&vyx Hk.Mkj.k djukA

dk;Z'kkyk dh O;oLFkk mfpr izdkj ls dh xbZ gksA

vuqns'kd fo|kFkhZ rFkk dk;Z'kkyk ls lacaf/kr izR;sd O;fDr laj{kk ds egRo dks vPNh rjg le>sA

Proper Attitude toward safety ;fn dk;Z'kkyk eas dk;Z djus okys lHkh O;fDr lqj{kk ds izfr lpsr gks rks dk;Z'kkyk dk ifjos'k lqjf{kr dk;Z laLd`fr dks ifjyf{kr djrk gSA

vuqns'kd vkSj izf'k{kkFkhZ izf'k{k.k izfdz;k ds nks LrEHk gS vr% dk;Z'kkyk eas lqjf{kr dk;Z laLd`fr dk fuekZ.k vkSj iks"k.k bldk nkf;Ro gks tkrk gS] lqj{kk dh vk/kkjf'kyk izf'k{k.k ds vfHk/kkj.k ls gh izkjEHk gks tkrh gSA

lqj{kk ls lacaf/kr lHkh fu;e vkSj izfdz;k dk izf'k{k.k dh vof/k eas gh mfpr rjhds vkSj n`<+rk ls lapkfyr djus ls laj{kk O;ogkj eas lekfgr gks tkrh gS] ;g cuk;s x;s lkeku dh xq.koRrk c<+k nsrk gS] lkeku dh cjcknh de gksrh gS xfr vkSj lVhdrk izkIr gksrh gS] ;g m|ksx dh mRikndrk c<+krk gS ftlls iwjs ns'k dh mRiknu {kerk c<+ tkrh gSA

S= Set the System lqO;ofLFkr djuk

A= Avoid The Mistake xyfr;kWa u djuk

F= Furnish The Fact rF;ks dks iznku djuk

E= Eliminate The Error =qfV;ksa dks lekIr djuk

T= Transmit The Trend lgh izfd`;k dks lapkfyr djuk

Y= Yes To Yield y{; dks izkIr djuk

Systematic Activation of functional efficiency tenders the yield dk;Z ij[k dk;Z dq'kyrk dk Øe c) fØ;kUo;u gh lqj{kk gS ftlls mnns'; izkIr gksrk gS

Safety slogans

ges'kk pkSdUuk jgus ls nq?kZVuk Vkyh tk ldrh gS

dk;Z dks lgh o 'kks/k djs fdUrq lqjf{kr djsa

ges'kk lgh vkStkj dk mi;ksx djs lqj{kk ds fu;ekas dk dHkh mya?ku u djsa

mfpr laj{kk dks /;ku eas j[krs gq, lqjf{kr fnu lqfuf'pr djasA

lqj{kk dh vogsyuk fu;e dh vogsyuk gSA

vkxs vkus okys [krjs ls lko/kku jgsaA

lqj{kk viukus ls eu 'kkUr laxzfgr vkSj ,dkxzfpr gksrk gSA

,dkxzrk ls lqj{kk laHko gSA

xfr pykus dk izek.k&i= feyk gS] u fd ekSr dkA

lqj{kk lqjf{kr dk;Z djus dh vknr ds leiZ.k dks n'kkZrh gSA


dk;Z dq'kyrk eas laj{kk dk lek;kstu gksus ls izHkko'khyrk c<+ tkrh gSA

Øec) rjhds dk loZnk mi;ksx djsa laf{kIr rjhdk nq|ZVuk dk dkj.k gks ldrk gSA

u'kk uhan vkSj 'kjkc eas okgu pykuk ftUnxh dh vof/k de djrk gSA

vR;f/kd vkRefo'okl laj{kk ds fy, [krjk gS

nq|ZVuk ls nsjHkyhA

nwljs ds dk;ksZ ;k O;ogkjkas dk vuqlkj.k djus ls igys Lo;a lksps le>s vkSj fQj dk;Z djsa

lqjf{kr dk;Z djus dh vknr dk fodkl djsaA

lqO;ofLFkr dk;Z ifjos'k dk fuekZ.k djrk gSA

dk;Z dks izfrfØ;k ds }kjk ugha vfirq iw.kZrkds }kjk iznf'kZr djsaA

dk;Z dk mfpr Kku gh mfpr lqj{kk gSA

lh[kuk ,d thou iz;Ru izfdz;k gS vr% ges'k lqjf{kr vkSj lgh rjg ls lh[krs jfg;s

vius uSfrdrk vkSj vkpj.k eas laj{kk dk lekos'k djds bls izsj.kk dk ,d vax cuk;s

lqj{kk ds fu;e ls dHkh Hkh le>kSrk u djsaA ;g 'kjhj bZ'oj dk ojnkj gS] ysfdu bldh lqj{kk gekjk nkf;Ro gS

laj{kk dks viukdj O;ofLFkr dk;Z djuk lEHko gSA

mnnzs'; izkIr djus ds fy;s lqjf{kr vkSj lEeqfpr ;kstuk cukuk

dk;Z eas xfr dHkh Hkh lqj{kk dh dher ij ugha gksuh pkfg;sA

fu;ekas dk ikyu djs u fd n`"BkUrkas dk

lqj{kk dks vius vkos'k dk;Z ;ksX;rk eas lekos'k djsaA

lqj{kk ds ikyu ls izf'k{k.k dh vO;oLFkk lekIr gks tkrh gSA

mfpr vkStkj o lqj{kk ds fu;eks dk ikyu djrs gq;s mi;ksx djs

fu;e dk ikyu djus ls mn`ns'; dh iwfrZ gksrh gSA

8.7. Discipline in skill training fdlh Hkh izf'k{k.k izfØ;k eas vko';d lQyrk izkIr djus ds fy;s f'k{kd vkSj izf'k{kkFkhZ dh lfØ; lg;ksfxrk vfr vko';d gS

izf'k{k.k dh izHkko'khyrk] izf'k{k.k dks izfØ;k ds vuqlkj lapkfyr djus ij fuHkZj djrh gS] izf'k{k.k izfØ;k ds vuqlkj lapkfyr djus ij fuHkZj djrh gS] izf'k{k.k izfØ;k dk lEeqfpr lapkyu f'k{kd vkSj fo|kfFkZ;ks ds n`f"Vdks.k ij fuHkZj djrk gSA

ldkjkRed n`f"Vdks.k tks lQyrk ds fy, vko';d gS mfpr vuq'kklu ds }kjk izkIr fd;k tk ldrk gSA

vr% ;g vuqns'kd dk izFke drZO; gS fd og vius izR;sd izf'k{k.k dk;Z eas mfpr vuq'kklu dks cuk;s j[ksA

Definition of discipline vius dk;Z f'k{k.k laLFkku lekt] vkSj jk"Vª ds izfr lEeku dh Hkkouk dk l`tu gh vuq'kklu gSA


Since of respect to ward s one s work teacher institute society & nation is kation is known As discipline.

Importance of discipline

1 Alertness &Attentiveness lpsr ,oa pkSdUuk jguk

2 Punctuality le;c)rk

3 Tidiness & neatness LoPNrk vkSj O;ofLFkr jguk

4 Observation rule & regulation fu;e rFkk rkjhdks dk ikyu djukA

5 Proper planning mfpr dk;Z ;kstuk

6 Dedication & devotion to wards dk;Z ds izfr yxu vkSj leiZ.k

7 Manners & etiquettes of society vkpj.k lH; leki eas jgus ds rjhdsA

Role of instructor in maintaining the discipline

Lo vuq'kklu ds }kjk nwljks ds fy;s ,d mnkgj.k izLrqr djuk]

izf'k{k.k ds izR;sd Lrj ij mfpr ;kstuk cukuk

f'k{k.k ds izfr lgk;d ifjos'k cukus dh dksf'k'k djukA

mfpr dk;Z ;qDr O;fDrRo dk fodkl djuk ftldk nwljs vuqdj.k dj ldsaA

vius f'k{k.k eas ges'kk yxu vkSj fujUrjrk ds Hkko iznf'kZr djsaA

vius dk;Z ds izfr fo'ks"k :i ls mfpr n`f"Vdks.k dk fodkl rFkk lHkh ds izfr lkekU; :i ls vknj ds Hkko fodflr djukA

vius f'k{k.k ds izfr le; c) rFkk fu;fer jgsaA

LoPN vkSj O;ofLFkr jgsaA

dk;Z dk foHkktu fo|kfFkZ;ksa eas bl izdkj djs fd lHkh vius dk;Z eas rYyhu jgsaA

dk;Z ds vHkko eas dksbZ [kkyh u cSBk jgs D;ksafd [kkyh fnekx 'kSrku dk ?kj gksrk gSA

izf'k{kkFkhZ ds fy;s vko';d lqfo/kkvksa dh igys ls izkIr dj ysukA

n{krk izkfIr ds fy, vko';d lqfo/kkvksa dks mfpr le;kuqlkj iquZjko`fRr djus dk volj iznku djukA

;fn lHkh fu;e ds vuqlkj vius dk;Z eas O;Lr gks rks blls vuq'kklu dh Hkkouk Lor% gh tkx`r gks tkrh gS

lEeku ekWaxus ls ugha feyrk vfirq Lo;a ds vkpj.k O;ogkj vkSj O;fDrRo ls Lor% gh izkIr gksrk gSA

izf'k{k.k ds vokPNuh; O;ogkj vkSj mudh xyfr;ksa dks lkSE; rjhds ls bl izdkj cukuk fd mUgs bldk vglkl gksA

d{kk ds lkeus fdlh fo|kFkhZ dks psrkouh u nsaA

,d fo|kFkhZ dh xyrh ds fy;s iwjh d{kk dks n.M er nhft;sA

vuq'kklu ghurk vkSj vogsyuk ds ekeys eas la;e j[kasA

ges'kk lH; vkSj laUrqfyr Hkko dks fo'ks"k :i ls fo|kFkhZ ds lkFk vo'; gh iz;ksx djsaA


fo|kfFkZ;ks ;k vU; ls iz;ksx dh tkus okyh vHknzHkk"kk dks dHkh Hkh Lohdkj u djs bl izdkj ds O;ogkj dks jksduk rFkk bldh iquZjko`fRr u gks]A

leL;k dks vadqfjr gksus ls igys gh lekIr djus ds izfr lapsr jguk

fo|kFkhZ ds lkFk fu"i{k] n`< ysfdu fe=or jfg;sA

vuqns'kd ds O;fDrRo vkSj f'k{k.k ds izfr fo|kfFkZ;ks eas vkRefo'okl iSnk gksA

vius izf'k{kkfFkZ;ks ds lkFk fo'okl vkSj vkilh laca/k cukus dh dksf'k'k djsaA

vius dk;Z dks 'kCnkS ds }kjk ugha vfirq fØ;k dykiks ds }kjk iznf'kZr djasA

Difine the goal y{; dk fu/kkZj.k

Divise the means alalk/kukas dks izkIr djuk

Despense with procrastination rkye Vksy dh vknr NksM+uk

Delegate deotion & determination leiZ.k vkSj yxu dh Hkkouk dks lek;ksftr djuk@vkxs c<+kuk

Do it diligently ifjJe ds lkFk djuk

Derive the deeds goal y{; dks izkIr djuk

Hot stove rule of discipline vuq’kklu ls lEcfU/kr Early warning iqoZ psrkouh

Immediately rqjUr n.M

Impartially fu"i{krk

Consistency ckjackjrk fujUrjrk

DISCIPLINE

D = Difine The Determination vuq'kklu n`<+rk dh 'kfDr dks ifjHkkf"kr djrk gSA

I = Inte The Intrest :fp dks c<+krh gS

S= Synchronise The Sprit vkRecy dks dk;Z ds lkFk lekfgr djrh gS

C= Cater The Concept vfHk/kkj.kk dks iksf"kr djrh gS

I= Initiate The Instinct ewy o`fRr;kas dks izHkko'khy cukrk gS

P= Propel The Performence dk;Z dq'kyrk dks xfr iznku djrh gS

L= Laminate The Learning fl[kus dks lqn`< cukrh gS

I= Inculcate The Intution euksoy dks tkx`r djrh gS

N= Narrate The Nattnee & Nobleness n{krk vkSj lTturk dks izLrqr djrh gS

E= Effuse To Effectivness izHkko'khyrk dks cuk;s j[krh gS

Discipline slogans Discipline determine the density of determination,

vuq'kklu n`<+ fu'p; dh 'kfDr dks n'kkZrk gSA

Devotion And dedication Are drive from discipline,


leiZ.k vkSj yxu ds Hkko vuq'kklu ls mRiUu gksrs gSA

Discipline delete the deficiency by directing the diligence

vuq'kklu ifjJe dks iznku djds gekjh dfe;ksa dks nwj djrk gSA

Self discipline synthesis the synergy to sustain the Action

Lo vuq'kklu ;ksX;rk vkSj ÅtkZ dk lekos'k djds dk;Z dh xfr dks cuk;s j[krk gSA

Discipline dieine the destiny by creating conducive culture

ldkjkRed ifjos'k dk fuekZ.k djds vuq'kklu gekjs Hkfo"; dks ifjHkkkf"kr djrk gSA

Discipline develop devotion toward

vuq'kklu dk;Z ds izfr leiZ.k ds Hkko dk fodkl djrk gSA

Discipline debar our destructive behavior

vuq'kklu O;ogkj ds udkjkRed igyw dks lekIr djrk gSA

Discipline is the mirror of individual idealizing

vuq'kklu O;fDr ds vkn'kZ dks niZ.k gksrk gSA

Discipline dictated the decorum for ruleAnd regulation

vuq'kklu fu;e vkSj izfØ;k ds izfr vknj dk Hkko n'kkZrk gSA

Self discipline citizen know the limit of law

Lo vuq'kkflr ukxfjd fu;e dh lhek dks tkurk gSA

Discipline is the hall mark of individual success

O;fDr dh lQyrk ds fy, vuq'kklu vfr vko';d gSA

Personality essential for discipline 1 Set & example vius dk;ksZ ds }kjk ,d mnkgj.k izLrqr djsaA

2 Well done is better then well said" dgus ls vPNk gS] djds fn[kk;sA

3 Should shoulder responsibility ftEesnkfj;ksa dk fuokZg djuk

4 Should synthesis responsibility lg;ksfx;ksa dks dk;Z eas lEefyr djukA

5 Should have faith on supreme power bZ'oj eas vkLFkk j[kuk

6 Sense of humor fouksnh LoHkko gks

7 Sense of participation lgHkkfxrk ds lkFk dk;Z djuk

8 Credible communicative & compassionate fo'oluh; laEizs"k.k vkSj n;kywHkko gks

9 Well-Adjusted in thought & Action fopkj vkSj dk;Z :i eas iw.kZ :i ls O;ofLFkr gks]

10 Right Attitude mfpr n`f"Vdks.k

11 Accessible vklkuh ls miyC/k gks

12 Proper planning ges'kk mfpr ;kstuk cuk;s

13 Proper And positive thinking mfpr vkSj ldkjkRed lksp

14 Essence of esteemness lEeku dk Hkko gks


15 Reasonable realistic & relevant rdZ lxar okLrfodrk ls lacaf/kr vkSj mfpr O;ogkj djsaA

8.8. Stress management

Major Causes of Stress (I). Psychological 1. Adaptation 2. Overload 3. Frustration 4. Deprivation (II). Bio-ecological 1. Biorhythms 2. Noise 3. Nutrition (III). Personality 1. Self Perception 2. Behavioral

Patterns 3. Anxiety

Psychological Causes These stress orate A function of the complex interaction between social behavior And the way our minds interpret those behaviors. In other words, such of our societal stress is determined by the meaning that we Assign to the events in our lives. Different individuals Are likely to interpret differently meaning to the same situation. This explains why each person’s pattern of societal stress is unique. In this group four major sources of stress can be included –Adaptation, Frustration, Overload And Deprivation.

Bio-Ecological Causes These stressors Are biologically elated And may Arise out of our relationship with our environment. This group includes biological rhythms, nutrition And noise As bio-ecological stimuli which Are capable of contributing to the distress that A person experiences in day-to-day existence. His study of biological rhythms points out that human behavior should be synchronized, when ever possible with naturally occurring rhythms that surrounds us.

Personality Causes These reflect the dynamic of An individual’s self-perception And characteristics Attitude And behaviors which may some how contribute to excessive stress.

The Holistic Approach To The Control of Stress 1 Technique to minimize the frequency of the stress response -

(a) Social Engineering (b) Personality Engineering

2 Technique to Minimize the intensity of the stress response And reduce emotional reactivity

(a) Meditation (b) Bio- Feedback (c) Neuromuscular Relaxation Training


(d) Autogenic Relaxation Training 3 Techniques to utilize Appropriately the by-products of excessive stress Arousal.

(a) Body Awareness Activities. (b) Ego-void physical exercise.

1. Techniques to minimize the frequency of the stress responses

Social Engineering It is the technique of willfully taking command And modifying one’s life. In one sense, it is the most conscious point of intervention; but As stress management becomes A way of life, one begins unconsciously to modify one’s position in relation to sources of stress by selecting A less stressful life style.

Examples of Social Engineering Strategies 1 Adaptive Stress. 2 Stress from Frustration. 3 Overload. 4 Derivational Stress. 5 Bio-ecological Stress.

Personality Engineering To A large degree the Amount of stress caused by society And the environment depends upon what information is taken in And what is blocked, upon how the information is perceived, evaluated And given meaning, And what effect. This whole process has on mental And physical Activity. Few events Are innately stressful, but we make them stressful by the way, in which we perceive them. A person may Alter these stress-causing Attitudes And then working to change the process through Personality Engineering. If Personality Engineering is effective, the way you perceive A particular event will be changed to the point where there will be little physical Arousal.

Examples of Personality Engineering Strategies 1 Poor self-esteem And Depression. 2 Type ‘A’ Behavior (Coronary prone type of Personality). 3 Anxious reactivity.

2. Techniques To Minimize The Intensity Of The Stress Response And Reduce Emotional Reactivity:- The stress response, which is physical Arousal, can be elicited by conscious, involuntary (autonomic0Activation, which keeps the body in A, state of readiness. the constant state of readiness to respond with the fight or flight response when such A response is unwarranted is called Emotional Reactivity. Relaxation training Along with various other techniques meditation, biofeedback, Aided relaxation, neuromuscular And Autogenic relaxation, helps reduce emotional reactivity. Not only does relation training promote voluntary control over some central nervous system.

Conclusion Physical Arousal may be considered A symptom of potential malfunction but it remain hidden because most people do not know enough About how disease develops And Are not sufficiently Aware to their bodies. It is not until they have symptoms of pain And dis function, our society’s


convention of disease, that they seek treatment, Our health care system is in reality A disease care system. If we change the basic concept from psychosomatic illness to psychometric health, we can take positive intervention steps And formulate educational experiences, which bring us closer to optimal health.

8.9. Time management Most teachers, if questioned, say that they never have enough time - theyAlways feel that more could be done. Your placement will give youA good idea of the tasks you will have to juggleAnd how much time is required to complete them. Make sure you use this experience to work out how to organise yourselfAnd manage your time effectively. Remember to:

ensure that college paperwork is kept up-to-dateAnd that formsAre handed in on time;Also make sure you know when your college tutor is coming in to observe you,And that youAre thoroughly prepared to discuss progress

planAheadAnd prioritise your tasksAccording to deadlines earmark particular tasks for particular times so that you can establishA routine set upA suitable filing systemAnd file things straightaway so that you don’t waste valuable

time hunting for important information batch homework to be marked in separate piles inA safe place; ifA pupil hands in work

lateAdd it to the right batch immediately toAvoid losing it clear upAs you goAlong - however hard it is, try to remain free of clutter!

Time Management Whether you Are teaching full time or part time, the week’s tips will help you manage your time effectively so you'll have quality time for yourself, your family, And your students.

Taking Advantage of Time To save time, you can combine some tasks. At other times, you will save time by focusing on only one task. Use these tips to help you discern when to combine And when to focus: When studying or preparing for class, focus on only one task. Multi-tasking slows down your thinking process And Ability to work effectively. When shopping, combine errands And buy in bulk.

Effective time management Effective time management is An essential tool for busy people. When you have that sense of being overwhelmed with tasks, it is time to look At whether you making the best use of the time Available to you. Very often, the people with the biggest workload Achieve the most. This is not because the yare super-humans, but because they know how to organize their time in order to Achieve the best results. To make your time work in your favor, you have to know why you Are doing what you do, how to be Able to prioritize your Activities, how to do only what is necessary, And how to eliminate time-wasting. What Are you doing And why? To start the process of organizing your time, you need to be Aware of how you use your time And why. There is no need to confine time management to just one Area of your life such As work. You can Apply the principles to All Areas of your life in order to Achieve A better balance of Activity All Around. First, start A record of one day’s Activities. The headings you need Are: Time started Activity Time finished Reasons for doing List what you do And the time you spend doing each Activity. When you have A complete day mapped out, you can start to Analyze the results. First group the Activities According to the different roles you have to play:


employer/manager/employee/student family member friend yourself As An individual

The Week's Tips for Time Management in Training

Creating A Master To-do List (Monday)

Create A weekly master list of to-do's, And then Assign tasks to each school day. On Friday Afternoon, go over the current list And make up your list for next week. See this week’s Download Depot, And use these tips to help: Be practical with the time it will take to complete tasks. Neither overloads nor under load you. Add personal time. Taking 10 minutes, A day to relax And get in touch with yourself will help you to be more effective. Finding More Time Each Day (Tuesday)

Here Are some tips to help you find more time each day: Take Action on every piece of paper you pick up. If you can’t, put A check mark At the top corner. Too many checks will jump-start you into Action. If you have A chair in your office that invites visitors to stay too long, put A stack of books on the chair. Eliminate Time Wasters (Wednesday)

Use these tips to eliminate time wasters: Never open e-mail first thing in the morning. Open e-mail After you have completed A major task; then you can read, take Action, And close. Have A place for everything And return things to their places. Keep your workspace clean so you can work more effectively. Put things Away unless you Are going to use them within the next two hours.

Getting to School On Time (Thursday) Students who Are late for class interrupt the class; however, when the instructor is late, there is no class. To make sure you Always get to class on time, try these tips: Prepare the night before. Place your coat, keys, papers, books, briefcase, And other things by the door. Then set your Alarm clock 15 minutes earlier than normal. Resist the urge to do "just one more thing" before you leave for class.

Learning to Say No (Friday) For such A little word, “no” has A big impact on your life. To help you say no before you jump into something that will eat into your time, try these tips: Pause before Answering A request, And think About the request. Ask yourself what effect the request will have on your current workload. Ask yourself when it will be practical for you to be Able to Act on this request.

More Suggestions for Cooperative Learning Use the following for cooperative learning: Have game teams compete on oral tests And hold tournaments. Assign each team member A task. Everyone on the team must cooperate As the information is collected, organized, And reported. Give the teams the entire Assignment And let them decide how the tasks will be divided. Have students work together to provide A written Analysis of A problem. Have students work together to give A multimedia presentation About An issue.

Teaching Intrapersonal Learners Intrapersonal learners’ intelligence is related to inner states of being, self-reflection, met cognition, And Awareness of spiritual realities. These learners need time Alone to focus. They know how to follow their instincts. They Are creative, original, And self-paced. For ways to


optimize their learning, try the following strategies: Have students keep A journal of their learning And how it relates to their lives. Encourage students to pursue their interests, dreams, And feelings.

Teaching Naturalistic Learners Naturalistic learners’ intelligence has to do with observing, understanding, And organizing patterns in the natural environment. These students need to spend time outdoors And to bring the outdoors into the classroom. For ways to optimize their learning, try the following strategies: Relate the course material to the natural world. Encourage students to make connections between the course material And the natural environment.

Have Students Meet Outside of Class Have students exchange phone numbers And Addresses And get together outside of the classroom, As An extension of the class time. If necessary, eliminate A few hours of classroom time to make up the difference. Moving the setting from the classroom opens students to new points of view. Try this Activity: Give student groups A set of problems to be solved within a time. Each group should Assign one member to be the spokesperson to report their solution.

Allow Time for Discussion And Reflection Provide some class time for students to get together for discussion And reflection. Students need time to process And Apply their knowledge, And group work is An excellent way for students to review their learning. Arrange the class into small groups And have groups Answer the following question: What changes will this learning help me make in my personal And professional life?

Written Assessment Strategies Written Assessment strategies include essays, restricted responses, written simulations, case Analysis, And problem solving exercises. Written Assessments can provide in-depth evaluation of real-life experiences. They measure writing skills And higher-level skills, And the yare reasonable in developmental costs And time. However, the scoring is objective, time consuming And expensive, difficult to equate, And only moderately reliable. For these reasons, use written Assessment Along with Alternative Assessment methods.

Oral Assessment Strategies Oral Assessment strategies include oral examinations And interviews. Oral evaluations measure communication And interpersonal skills, provide in-depth Assessment with varied stimulus materials, And encourage learner involvement. They Also Are costly And time consuming, have limited reliability, And reflect narrow sample of content. The scoring is difficult And requires multiple raters. This is not a widely recommended method of Assessment.


1. INSTRUCTION FOR VOCATION

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