What is Simulation Teaching Method Definition & Significance

Wed, 12/04/2013 - 06:12 -- Umar Farooq

What is Simulation Teaching Method

The word 'Simulated' means to imitate exactly. Interest is aroused in the pupils through 'Role Playing' while teaching. This skill is used by teachers and pupils in the classroom by playing some role without any preliminary training i.e. extempore or without any rehearsal. So, it can be safely concluded that simulation is a form of Role playing wherein pupil-teachers display this skill spontaneously.

In the simulated teaching method, the pupils are only acquainted with the conditions. Therefore they discuss and go ahead with the subject matter. Groups of four or five pupils are made in such a method.

Simulation in teaching has recently entered the field of education. It is used at different levels of instruction. The teacher is trained practically and also imparted theoretical learning. The pupil teacher needs to be trained in simulated situations before sending him to the school for teaching practice. He has to play the role of teaching in artificially created environment. After that he should be sent to the school. In this way the teacher will be able to teach in an excellent manner.

Simulated play is an area in which specific communication skill is developed or educational process is carried on in artificially created situations. Simulation skill which is a form of role playing is used in the subject of history science and literature. Imitation is done or some role in play with the help of various teachers.

Definition of Simulated Teaching

Simulated teaching is the technique of learning and training, which develops the ability in an individual regarding problem solving behaviour. It has been defined as a role playing strongly in which learner performs the role in an artificially created environment.

Significance of Simulation Teaching Method

Dr. Stone has pointed out the significance of this method in the following words.

"Simulation on techniques for all their artificiality can often be preferable to putting students in classroom to learn on their own or lecturing to them in classroom. In other spheres, pilots trained in the artificial circumstances of the link trainer or driving schools have their traffic simulators and the medical students their cadavers. And this is eminently sensible. By the same token classroom simulation removes the risk from the first steps of a new type and enable him to come to terms with demand of a complex skill learning without the stress of the real situation. At the same time it is to be preferred to merely 'telling' the student, for much the same reason as it is better to allow beginning pilot to practice operating the dummy controls rather than telling him how to do it when he finds himself in the air".

Therefore, it is clear that a pupil cannot become successful teacher till he acquires the teaching skill though 'role playing' in the classroom e.g. soldiers are put to face and fight artificial war. Stone has cited the example of a pilot under training who is made to face and pass through all the conditions, which he has to face in the air in artificially aircraft model in Air Force Training centre. "The pilot should be this, should do that" has no practical value. He is trained to understand and to control his problems in artificial air craft model. Same is the position of a teacher. Simulation in teaching pals a great role, instead of telling him does and do not he should be put to simulation or role playing so that he could prove to be a successful teacher. Therefore, following the arts of simulation in teaching

  1. Solo-acting
  2. Mimic
  3. Development of expression
  4. Development of all aspects
  5. Emotional organization
  6. Bodily expression