Teacher Training and Simulation

Wed, 12/04/2013 - 07:38 -- Umar Farooq

Teacher Training and Simulation

Simulated play technique of teacher training is very important technique. The following are the simulated environment:

  1. Demonstration lesson
  2. Discussion lesson
  3. Teaching Practice

For all the above teacher training colleges have to depend on schools. No doubt it is possible only in simulated environment schools are must for making the teacher successful. We have to face the following hurdles in the above practice. Schools are required for teacher training programme. They depend upon schools. It is important how much the schools cooperate in this work. The officer dislike it from the core of their heart. There are certain principals who are straight forward in expression and say that the like it and thus happy to cooperate. You may also find this article helpful  Characteristics of a Successful Student

It is an injustice to the students of the schools wherein teaching practice is being carried on by the teacher training colleges. Teachers are only trainees. Their teaching methods are not matured. It may be of a very poor quality. So the students are the least benefitted learners feel it as the wastage of their time.

There should be sufficient training for teaching. Teaching practice for certain days is only phoney. It is not sufficient. Simulated teaching helps to some extent in teacher training. The officers concerned with the training programme can create artificial situations in their own colleges and universities and they can complete major portion of teachers training and teaching practice in their own colleges, where schools and their students are not involved. The teachers’ trainees can be sent to schools when they are perfectly aware of the teaching methods and techniques; so that they may achieve success in the real class room situations for its successful implementation.

Cruikshank had done exercise in presentation of this skill through 31 types of acting in teaching, which could not be used as additional skills in teaching process.

  1. The participant pupil have to teach in the class by playing the role of a nevi/ teacher.
  2. The role player teacher is given prior knowledge of the problems.
  3. The participants are informed about the possible solutions of problems.
  4. The participants are given opportunities to become observers.
  5. Situation is presented with the help of film strips.
  6. Participants come forward with fresh suggestions in the class room itself.
  7. Analysis is attempted through discussion done by the participants.
  8. The objectives are also re-examined on the basis of discussion of participants.
  9. The participants record responses of the situation on incident Response Sheet which are later on analyzed.
  10. The participants are given knowledge of 31 problems, 10 of which are presented in the actual context through film strips and the remaining through role playing.