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Instructional Aids and Devices

Kinds of Instructional Materials.

I. Printed Materials:A. TextbookB. Supplemental Materials

o 1. Workbookso 2. Duplicated outlineso 3. teacher-prepared study guideo 4. Reference bookso 5. Pamphletso 6. Magazine articleso 7. newspapers

II. Audio Aids:a. Radiob. Phonographc. Tape recorders

III. Visual Aids:a. Chalkboard

b. Still Pictures1. Non projected

1.1 Photographs1.2 illustrations

2. Projected Pictures2.1 slides2.2. Filmstrips2.3. Opaque projections2.4 overhead projections

C. Graphic Materials1. Charts2. Graphs3. Maps and globes

4. PostersD. Exhibits1. school-made displays2. Bulletin boards3. Museums

E. Flannel board and felt board- It allows hands-on interactionF. Objects

1. Specimen2. Realias3. Models

IV. Audiovisual AidsA. Motion picturesB. TelevisionC. videotapes

V. DemonstrationsVI. Community Resources

A. Field tripsB. Resource persons

VII. Language laboratoryVIII. Programmed Instruction- It consists of self-teaching with the aid of a textbook or teaching machine thatpresents material structured in a logical sequence.

Basic Guidelines in the use of the AV Aids

Audiovisual aids cannot teach by themselves, they need skillful teaching to make them effective1. Selecting the materials- appropriateness and effectiveness- regency- availability- appeal- technical

quality- cost Try it before using

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2. Preparing the class for the audiovisual experience

Motivation

Spend time discussing the purpose

Suggesting points that will direct attention to key ideas during the activity

In working order

3. Guiding the pupils through the audiovisual experiences- Ear stops at a certain points during thepresentation to ask questions or to explain to the pupils what they are experiencing

4. Following-up the audiovisual experiences after its completionHelps clear out people misunderstanding of certain portions of the experience

Evaluates worth of the material

Basis for improving

Aids to Effective Teaching1. Recitation:

> Permanent fixture of the classroom situation>visible manifestation of the teaching-learning situation

Rationale:1. Occasion for developing reflective thinking, creative expressions, favorable attitudes and ideas ofsocial living2.Matrix for inculcating democratic ideals such as respect for the human personality, cooperativeeffort, general welfare, grp resp. and the use of ones intelligence.

Purpose:1. To develop wholesome attitude essential to effective social living2. To provide practice in democratic ideals and processes3. To provide problem solving activities that will train pupils in reflective thinking and critical evaluation4. To encourage freedom of expression and respect for the opinion of others

How to conduct:1. Planning and organizing-ensure smooth unfolding of activities2. Recitation should be progressive-clear goal3. Should provide for active pupil participation and self-activity-learn by doing4. Should utilize lifelike situations5. Should provide for individual differences

6. Should provide for evaluation

2. AssignmentIntegral part of any lesson

What they are to do and what they are to accomplish in the lesson

Chiefly means of stimulating and directing learning

Means of developing good study habits and independent work

Purposive, meaningful and significant to students

How to conduct:1. Set the goal or direction of the learning activity2. Review past lessons in the preparation for a tests or organization of ideas and concepts

3. Motivate the pupil and prepare the job to be done4. Setting up definite learning activities to carried out5. Providing directions for learning activity6. Establishing of habit of studying regularly

. The Art of QuestioningUses of questions:

1. To stimulate pupils to think2. To motivate pupils3. To diagnose pupils difficulties4. To discover pupils interests5. To help pupils organize and evaluate6. to aid pupils to relate pertinent experiences to the lesson

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7. To focus pupils attention on the key points of the lesson8. To develop new appreciations and attitudes9. To provide drill or practice10. To show relationships, such as cause and effect

Characteristics of a Good Question

A good question:1.Simple and clear

2. Definite

3. Challenging and thought provoking

4. Adapted to the age, abilities and interests of the students

5. Requires an extended response

Techniques of Questioning:

1. Questions should be asked in a natural and well- modulated voice

2. A teacher should ask the question first and then wait for the class to think about it before calling on astudent to answer the questions

3. A sufficient number of questions should be asked to stimulate students to activity

4. A teacher should refrain from repeating the questions

5. Questions should be evenly distributed so that the majority of the pupils can take part in the discussion

6. A teacher avoid resorting to any mechanical system of fielding questions to the class

7. A teacher should ask questions that are really interestingTechniques in handling student responses to the teachers

1. A teacher should make every effort to show an appreciative attitude toward students answers

2. A teacher should never allow wrong answers to slip by

3. Correct answers of students should be followed with encouraging remarks by the teacher

4. Clarity in every point expressed by the students should be insisted upon by the teacher

5. Answering in concert should be discouraged

6. A teacher should encourage students to answer in a loud and clear voice.

7. Students should be encouraged to answer in complete thought units and grammatically correctstatements

8. A teacher should refrain from marking the students in his

Techniques in Handling Student Questions1. Students questions should be welcomed by a teacher

2. A teacher should not answer a student question right away

3. Indiscriminate students questions should not be allowed

4. A teacher should require students to frame grammatically correct questions

5. If a teacher is asked questions he cannot answer, as sometimes happens, he should promptly admit hisinability

Classroom Management

Meaning and Importance of Management:> Carter V. Goods Dictionary of Education (1973) defines classroom management as the administrationor direction of activities with reference to such problems as discipline, democratic techniques, use and care ofsupplies and reference materials, the physical features of the classroom, general housekeeping and socialrelationship of the pupils.

Classroom management includes control of its physical conditions as well as of the materials of instruction

.Classroom management includes operation and control of activities.

A well-managed class is conducive to mental growth and development.

Pleasant surroundings induce good thoughts and inspire both teacher and the pupils to do their best.

Good classroom management establishes an atmosphere which permits activities to be carried on efficientlyand economically.

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Aspects of Classroom Management:

1. Physical preparation - lighting (avoid Glares) - physical appearance of room

The physical appearance of the room can stimulate pleasant feelings, attitudes, ideas, andappreciations essential to learning.2. Care of Routine

Advantages:

1. Economy in time and effort

2. Prevent confusion

3. Promote learning activity

Disadvantages:

1. If over mechanized, no room for initiative is left to the pupils.

2. Students may behave like automatons, creativity is destroyed.3. Directing and controlling Learning

Democratic teachings produce better learning results than those who dominate, control or manipulatelearning situation.

Two-way communication

DisciplineThe process or result of directing or subordinating immediate wishes, impulses, desires, or interestsfor the sake of an ideal, or for the purpose of gaining more effective, dependable action.

- The ultimate function of discipline is to help the child develop good moral character.

- It must help attain right behavior.- Discipline should provide opportunities for training the intellect, the emotions, and the will.

- Discipline should help the child develop desirable habits leading to self-discipline.

Principles of Effective and Constructive Discipline:

1. The teacher should be responsible for his own class discipline.

2. The teacher should provide a wholesome atmosphere which results from orderly and adequate classroomconditions.

3. Effective discipline aims for self-direction.

4. Discipline, to be effective, should be vital meaningful, sympathetic, and humane.

5. Pupils right should be respected.6. Effective discipline should be based in the tenets ofdemocracy.*Restraint without freedom is tyranny; freedom without restraint is anarchy.