The skill of
examples and illustrations is an important instructional skill. An
example is a fact or event or condition that illustrates or represents a
general rule while an illustration is the act of making something
clearer by using examples and various media especially pictures, charts,
drawing and photographs. Example and illustration skills facilitate
teaching – learning process. The skills make way for easy remembering
and recalling. Achuonye (2007) noted that the skill is used to clarify,
verify and substantiate abstract ideas and concepts in order to achieve
instructional objectives. The ideas or concept are first explained to
the learners while they are backed up with appropriate examples and
illustrations. The skill can be used to enhance teaching- learning
process through the use of various instructional media [visual audio and
audio-visual], practical demonstration, dramatization, experienced
verbal illustrations and explanation. The teacher should use the
examples that are chosen to serve specific objectives and needs of
learners. The examples must be relevant and related to the experience
and developmental level of the learners.
Furthermore, the Skill of
explanation empowers the teacher to make a concept or idea clearer
through verbal discussion or description. He should discuss in details
so as to make the idea or concept understood by the learner. He needs
this to clarify issues during lesson presentation. Ajileye (2012) noted
that the skill is a very essential activity by the teacher because it
increases the learners’ understanding of task to be accomplished in a
lesson. The teacher‘s choice of words, construction of sentences and use
of language intelligible and clear while presenting the content of a
lesson. He should make complete statement and he should be fluent in his
communication. He should be patient while explaining ideas, concepts,
principles and facts so as to be able to present his discussion in a way
that will help mastery, retention and recall of the subject matter by
the students. While he is discussing and explaining the ideas and facts,
he should give the learners opportunity to raise relevant issues, ask
questions, make observations and present their own views and opinions.
Another
important microteaching skill is the skill of recognizing learners’
attending behavior could be described as the ability of the teacher to
monitor and be sensitive to learners’ reactions or behaviors during
teaching-learning process. It also involves the use of feedback signals
or hints which learners exhibit so that the teacher can restructure his
lesson. Level of concentration, attention and interest of the learners
can be revealed by the signals mentioned above. The signals as
enumerated by Abifarin (2004) are: facial expression, hissing, direction
of eyes, tilting of the head, body posture, body touching, feet
shifting, yawning, looking sleepy, stretching of body, discussing
privately during lesson, eye wide open, head up most of the times, hands
and fingers stretched up to ask questions frequently etc. All these are
indicators either interest or lack of interest, boredom and large
degree of involvement by learners in the lesson. The recognition of such
attending behavior is necessary so as to be able to address them so as
not to disturb or create disciplinary problem during lesson.
A good
teacher should be observant of what the learners are doing from time to
time during lesson. After the teacher has recognized the behavior he
should have ability to contend with them. He can grapple such situation
by changing the lesson, varying activity, introducing new instructional
strategies etc. He could check some of the behaviors using appropriate
non-verbal cues such as facial expression, eyes, head, arm, hand and
finger movement, extra-verbal cues etc. Attending behaviors could be
negative or positive in whatever case, they should be attended to. He
can also arrest the situation by not facing the chalkboard and by not
writing for a long time on the board so as to be able to keep eyes on
the students.
Furthermore, classroom management skill is a necessity
I teaching-learning process. It is an instructional skill. Bhagava
(2009) noted that discipline maintenance in the classroom and dealing
tactfully with the pupils who misbehave pose a great challenge to
teacher trainees. This is because they are worried and disturbed by
impish pupils’ behaviors. This serves as a barrier to effective
classroom management. Kilic (2010) claimed that student teachers can
curb indiscipline and assert classroom control by effective use of
instructional materials, good time management, positive personality and
mastering of the subject matter. Others are ensuring constant interest
in the lesson, creating a democratic, neat and conducive environment,
proper leadership and classroom organization.
In addition,
utilization of instructional materials is an indispensable microteaching
skill. Instructional media in this context are all things which can be
seen heard, read and manipulated in order to facilitate communication
and teaching-learning process. The skill of instructional media
utilization is the ability of the teacher to use a host of materials to
facilitate teaching-learning process in order to achieve the set
objectives. They are used to make learning meaningful and concrete. They
always affect the quality and quantity of learning. Ajelabi (2005)
opined that pupils understand better and faster when instructional
materials are used in teaching. There are numerous instructional media
available today which serves as powerful and flexible means of
communication to teachers and learners. These media affect the quality
and quantity of learning. Examples of these materials are: printed text
(books, journal, magazines, newspaper, maps, diagrams, posters, charts,
graphs, photographs, and atlases), chalkboard, realia (real objects)and
electronic media such as telephone, radio, tape, recorder, cassettes,
television, public address systems, film, film strips, computers etc.
