Teacher Training Mumbai Distance Learning has explained some of the activities and also they are as follows:
Creating Confidence: Giving support to those who lack confidence, assuring the timid ones, not rejecting but redirecting an answer. Helping to locate answers, giving chance to elaborate ideas and to relate own experiences, etc.
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Enhancing Pupils Aspirations: Requiring only that of which a pupil is capable or just a little more to provide challenging to him. Opening new possibilities without coercion, withholding, sarcasm and ridicule. Making the child aware of the positive side of his personality, and so on.
Developing positive Feelings: Showing belief in the child, listening to him attentively, accepting his ideas. Helping the child gain competence, being patient with him and such other activities.
Developing Communicative Skills: Seeking for the child’s option and experience, giving him opportunities to use many media of communication, providing plenty of books and other materials, affording opportunity for the child to compare his new experience with the previous ones and draw inferences and generalisations, seeking child’s own idiomatic response in writing and other expressions, encouraging non-verbal communication of feelings and attitudes and many others.
Social Responsibility: Setting limits with him and also for him, clarifying standards with public criteria, making the child aware of the norms of various groups outside the school, helping the child to analyse his behaviour in the light of these norms, giving responsibility for others, helping him to evaluate with discrimination and providing similar social activities of growth.
According to Early Childhood Program interaction and also cohesiveness are interdependent. If the class group is cohesive, there will be more interaction will bring more cohesiveness, which builds morale of class. Effective and cohesive groups-whether they are of army, factory workers or students have good morale. It encourages loyalty and group pride. Some teachers do not like that there should be groups in the class. They not only discourages friend working together.
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Flander’s Technique of Interaction
Analysis helps a teacher get an idea about it. It is an observational procedure wherein the verbal behaviour of the teacher is classified into seven categories, the pupil’s talk comprises of two categories and one more category of `silence or confusion’ is added to denote the intervals, where neither the students, nor the teacher are making any verbal responses.
An observer sitting in a corner of the class notes on a sheet of paper. Whatever activity is taking place in the classroom, by noting down the number assignment to activity according to its category. He does this every three seconds. Thus, about the 30 to 35 minutes of Teacher Training Mumbai, the observer will have a series of numbers from 1 to I 0 written on a paper.
It will look somewhat as below: 1, 4, 3, 7, 10, 5, 6, 9, 1, 2, 4, 5, 4, 5, 8, 9, 8, 9, 10, 10, 10, 6, 7, etc. Numbers are taken in pairs such as (1, 4), (4, 3), (3, 7), and so on till the end with the help of these number that can be marked in a two way table. The resulting picture helps us draw many conclusions about the type and also amount of interaction in the class.