sage on stage

8/8/2019 Sage on Stage

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SAGE ON STAGE ATTITUDE

ROLE OF INSTRUCTORS

INTRODUCTION

1. Of all the instructional methods, the chalk and talk method is still the most commonly

used method for imparting training to our ab-initio trainees. However, for effective transfer of

knowledge, the Instructor should endeavor to generate the interest of the trainee in the subject tocomplete a teaching-learning cycle. It is always preferable to sprinkle liberal doses of modern

techniques, to this age-old method, throughout the duration to add variety and participation.Dedicated effort by the Instructor, which many times not possible in Service due to variousconstraints, is the first parameter for success of this method. In many of our capsules, the time

allotted for the syllabus is inadequate and also many times, the Instructor is burdened with other

essential unavoidable duties. For an effective training environment we need to create situationsdevoid of distracters mentioned above.

2. The physical conditions of many of our classrooms and its overcrowding are the most

significant constraint to learning. This paper will hopefully enable Instructors to facilitate thedevelopment of their strategies to anticipate ways of dealing with frustrations in the learning

environment. The Administration and Management should channelise efforts to include Utopian

settings in the already available infrastructure.

AIM

3. The aim of the paper is to: -

(a) Emphasise the role of Instructor, even today, with many technologicaladvancements and new methods of teaching.

(b) Advocate adoption of interactive lecture methods for teaching in our training

institutes.(c) Bring out the facilitators and distracters in the teaching/learning environment.

INSTRUCTORS RAPPORT AND ENCOURAGEMENT

4. The most frequently mentioned facilitator of learning is the rapport and encouragement

provided by Instructors. The constant use of explanation and demonstration by the Instructor


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encourages and facilitates Trainees learning. There's a positive attitude toward learning and

some great Instructor are interested in the classes' progress and performance. Some constantly

remind the Trainees of the "importance of a good education for their future" and especiallymotivate them to "do well in the exams". Some trainees do say that "My Instructor is good and

treats me as 'his own' and has fun at times. He uses the chalk to involve the class and draw

their attention back to him. This popular method of instruction is very successful when four

stages, viz. Planning, Preparation, Presentation, and Evaluation are diligently followed in thelectures. This adds necessary features and dimensions of effectiveness to the classroom lectures.

Planning

5. Planning a Lecture. The overall objectives of the lecture concerned needs to be

considered while planning for the same. Realistic, practical, useful and clearly definedobjectives help accurate and appropriate planning. All other activities of the lecture depend on

this stage.

6. Trainees. The trainees to whom lecture is given are another important consideration

at the planning stage. Their previous knowledge, attitude towards the subject, as well as thelectures, intellectual level, speed of work, homogeneity, learning difficulties, and mostimportant, the number in the class help the Instructor plan effectively.

7. Time. Another factor that helps in planning is the time required to prepare for the lectureon the planned lines, the total time available for the entire lesson and what part of the day the

lecture is to be given. Temporal considerations are very useful to infuse sufficient interest in

students and enable the instructor to make his lecture effective against any odds due to time.

8. Subject Matter. The most crucial factor in planning is the nature and amount of

subject matter to be passed on by means of the lecture. It is useful to grade the subject matter as

vital, basic facts, data figures and symbols which every trainee must know, the importantelaboration of the above which every student should know and the background information

historical and related, that may be picked up incidentally by the students who may find it nice

and he could know them.

Preparation

9. Preparation of the lecture is important, but it must accommodate spontaneity as well as

planning. A written script intended to be read should, however, be avoided. In practical terms,

the best time to prepare a lecture is immediately after a class.

10. Developing the Lesson Material. Ideally two or three broad points should be sufficient

for a forty five minutes lecture. Inclusion of a dozen items is surely too many for a class. It is in

the hands of the Instructor to exercise intelligent, imaginative and ruthless power of selection ofmaterials to be used in the lecture, discussion on test questions to be asked before, during and

after the lecture. Handouts and notes on the chalk board need to be prepared before lecture.

Sound preparation involves not only gathering material but also throwing it away.

11. Preparing a Lesson Plan. A logical planning for a lecture would lead the instructor to

prepare a plan for his actual lesson, which is the hard core of the whole lecture. The lesson plan

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for a lecture class needs to have provided specific places for exercises, demonstration,

illustration for which materials have been gathered. But unless the time required for each

activity is accurately estimated, the lesson plan will not succeed in setting the direction of thelecture.

12. Classroom Arrangements. Generally, few arrangements are already set for whatever type

of lecture class we have. However, it is possible to prepare for slight changes in the physical setup for enabling the students to have group work for providing audio-visual or other equipment

testing its functioning and the visibility of the projected information to the whole class.

Presentation

13. Delivery of the Lecture. The traditional trifurcation of a lecture into the beginning, themiddle and the end helps the instructor to adjust to the requirements at each stage of his lecture.

Speech is a basic tool and command of voice is as important a part of professional competence as

command of subject matter. Pace and timing are important qualities of an instructor. The role ofchalk in the talk becomes evident here.

14. Introduction. The lecture should be commenced punctually keeping the students at easeand announcing the topic appropriately. Chalking the topic on board is a good way to arouse

their interest. Relating the new lesson to the previous instruction provides continuity and raises

the level of students expectations. It is during the introduction that the lecturer has to get groupinterest and motivate the students.

15. Body of the Lesson. After kindling the interest of the trainees the actual subject is

presented at this part of the lecture. This place the instructor may lose grip over the trainees orthe trainees may lose interest. Hence the lesson plan prepared by the instructor should be used

sincerely and carefully. Logical sequence, effective use of questions and answers and keeping

time track are all the essentials already provided in the lesson plan. The instructor may try andmake as much as interactions possible at this phase. The treatment of the subject should not be

very light and too dense. Through the presentation, there is a vital need for keeping the much

needed warmth. Intended pauses and encouraging the trainees to clarify their doubts must beincorporated diligently. This will bring in a much needed diversity in presentation of the topic.

The chalk should be used liberally to give a visual impact to important words, points, or

sentences.

16. Summation. A final recapitulation by reviewing the ground covered is the next step. At

this point of time it is also necessary to evaluate the level of assimilation by the trainees.

Questioning technique and dealing tactfully with incorrect answers is a fitting link between the

middle and the end of a lecture. The test used at the end of a lecture should be adequate to coverthe topic. Due consideration must be given to the trainees ability to answer within the time

available. It is good to go over the weakness of a test at the end of lecture.

MAKING LEARNING MORE EFFECTIVE

17. Learning Situation. Besides the type of trainees, the environmental factors also play a

major role in subject assimilation in Chalk and talk method. Disciplined atmosphere in well-litand properly-equipped classrooms are conducive to the use of this method. There are many

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'things' in the learning environment that encourage or facilitate the Trainee's learning". The

factors that encourage learning are summarized below :-

(a) Motivational strategies such as charts, displays and teaching aids.

(b) Instructors encouragement through friendly reinforcing behaviour and being a

Guide on Side instead of a Sage on Stage.

(c) Classroom interaction through the use of group work and other cooperative

practices.

(d) Clear ventilated class rooms.

(e) Using Trainee as part of class organization, i.e. Class Senior, Group Leader,Independent Examiner etc.

(f) Other facilities in the Institute, like, Labs, Cut-away models, Old projects etc.

18. The importance of having charts, posters, and displays, as motivating for the Traineecannot be over-emphasised. Despite the rather poor view of the wall displays in many of ourclassrooms, the power of visual reinforcement is perceived as very important for Trainees. The

use of group work, co-operative activities and involving the Trainee as part of class organization

brings in a positive feedback factor. Having their work recognised by the Instructors and other

members of the class is a very important stimulant for learning.

FACTORS THAT DISCOURAGE / DISTRACT TRAINEE'S LEARNING

19. Some 'things' in the learning environment discourage or frustrate the Trainee's

learning". The factors that discourage learning are summarised below:-

(a) Instructors negative behaviour, not being helpful, bullying in class, and strategiesthat focus primarily on the slow or disruptive learners.

(b) Physical conditions of the classrooms - too much noise, cramped conditions, poor

acoustics, Nil/Limited display space, Power failure during class etc.

(c) Cramped and uncomfortable seating with limited space for the display of creativework.

(d) Chalk and talk which did not allow Trainees to make any decisions.

(e) Lack of resources or out of date teaching materials.

(f) Overloaded content based curriculum, with a strong exam pressure.

(g) External disruptions from other Staff/Officers in the Institute.

(k) Missing of classes due to Guard duties and Other duties.

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(l) Weekly Training Plan and curriculum not followed due to other events, like POP,

Sports Events, Unit Anniversary etc. taking priority at times.

20. The physical condition of classrooms is perceived as the major frustration to Trainees'

learning. Cramped classrooms, no storage or display space, external noise, unsuitable furniture,

No electricity at times etc. are a negative influence on the effective learning atmosphere. The

negative behaviour of the Instructor and negative teaching strategies, focussing primarily on theslower or more disruptive learners also influences the atmosphere. Instructors may ignore the

questions and answers of Trainees labeled as Below average and Weak and thus may not

cater for their needs and lowering their expectation of success. Instructional practices that drawthe most criticism includes inconsistent Instructors expectation, shouting, unfriendliness, over

valuing Above-average Trainees, negative reinforcement and providing unjust punishments and

rewards.

21. Ineffective Instructional Strategies. Chalk and talk is cited as being both boring and

not allowing the Trainee to involve and make decisions. There could be "... too much Instructors

talk, repetition, lecturing, note taking, board work, book work and the lack of activities andextension opportunities." Giving no individual attention is cited as the Instructional strategy that

causes discouragement to some slow learners. Lack of equipment and poor resources are also

cited as a major discouragement by the some Trainees. Library facilities and aged texts wereidentified by Trainees.

22. Interruptions to Learning. The chain of thoughts in the mind of the Instructor/Traineeduring the teaching/learning process gets disturbed due to; Noise from adjacent areas,

Interruption during the class because of trainees going-out/coming-in due to other duties, Duty

call for Instructor handling other duties also, Surprise checks by Officers/Management etc.

23. Curricula and Extra-curricular Issues. Many Instructors have identified the overloaded

content-based curriculum with strong emphasis on examination and the deviations in Weekly

Training Plan and study timetable as a major discouragement factor. These activities areinterspersed with class-room activities and the mood transition time is not catered for in the

teaching effort undertaken. A trainee or a group of trainees coming into a class for study after an

outdoor activity will have lots to talk/discuss/regale and his/their mind will keep wandering with

no attention to the class. Similarly, a trainee or group of trainees who have to go out for anyduty/outdoor activity will spend the time making plans and mental preparations for it. He will not

have any tactical interests in the class.

Disadvantages of Lecture Method

24. Although very commonly used in many a training institutions, the chalk and talk

method also has many a disadvantages:-

(a) There is no room for a trainee activity.(b) It is difficult to retain the trainees attention throughout the lecture session.

(c) There is no immediate feedback from the trainees.

(d) The contents of lecture can not be remembered for long.(e) The students reach the point of saturation very quickly.

Guidelines to Instructors

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25. Keeping the above disadvantages in view, the following guidelines would help instructors

deliver lectures more effectively. They should endeavor to:-

(a) Fit the material to the time at their disposal.

(b) Seek hard and unrelentingly for good and precise examples / illustrations.

(c) Begin by stimulating the interest of the trainees, preferably with a joke, quip,

quote, anecdote or historical facts .(d) Provide the trainees with frequent breathing, spaces and encourage the trainees to

ask questions. Do not ever try to snub any relevant questions. This will discourage the

trainees from asking any further questions.(e) Provide an ending for every lecture but maintain continuity.

(f) Develop and use a range of voice, gestures and physical movement i.e.

appropriate to your style, to the material and to the occasion.

CONCLUSION

26. The Instructor centered 'chalk and talk' approach with a focus on the average student inthe class is the most common method of instruction. Some trainees may get a very encouragingInstructor while some others may have to bear an Instructor using too much negative

reinforcement and ridicules of weaker learners. Among the various established method of

instructions, the lecture is the easiest, the most accepted, the safest, the oldest and the most basicmethod. However this method does have many drawbacks and one of the serious amongst them

is that the trainees do not have any room to participate in the activity. This further leads to

creation of lack of interest in the trainees and they reach a saturation point very quickly. The

priceless impact of effective lectures can be seen in their stimulation and renewal of studentinterest in the topic lectured. Therefore adopting an interactive style in lectures can improve

trainees assimilation of the subject.

27. In view of the large amount of information, usually attempted to be pumped-in during the

lecture, it is often said that lecture is only one way of communication. That is why we should

not restrict our class to just Talk but should attempt to use the Chalk whenever possible tomake the Trainees see and think. Even though lecture is performed mainly through oral

communication (talk), it is necessary for the instructor to consider the optimal use of available

resources to break the monotony of possible one-way communication. The Chalk today also

includes any Audio-visual or other equipment used for demonstration, explanation or illustration,preparatory reading resources such as books, journals or even hand out in relation to the topic on

which lecture is to be given help the instructor to incorporate interactive moments with the

trainees. Sustained effort on the part of instructor to keep the interest of the trainees, by using

various techniques such as discussion, problems to solve, and demonstration/drawings etc., canmake the lectures a two way communication. Even with all the technological advancements,

Chalk and Talk method of Instruction remains the best, provided the Instructor takes it onhimself to bring around the trainees to learning.

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