OBSERVATION SCHEDULE

OBSERVATION SCHEDULE FOR THE SKILL OF STIMULUS VARIATION

Names of the Student ­­­­­­­­­­­­­­­­­­_____________________________________ Roll No.___________

Topic ________________________________________ Class ________________

Name of supervisor ______________________________________

Date ______________________ Time Duration ______________ Teach/ Reteach

The glossary of the terms is given below.

Movements : Movements from one place to another which seem to encourage useful shifts for attention

Gestures : Movements of head, heads and body to direct attention, to emphasize importance, to express emotion, or to indicate shapes, sizes, movements, etc

Change in speech pattern : Sudden or radical changes in tone, volume or speed of the teacher’s speech

Focusing : Verbal, gestural, or verbal-gestural focusing

Change in interaction styles : Change in interaction styles from one to the other (i) teacher-group, (ii) teacher-pupil, and (iii) pupil-pupil

Pausing : Short deliberate intervals of silence used while conveying information, lecturing, explaining, etc.

Oral - visual switching : Change in the medium - oral, visual or oral-visual through which information is conveyed to pupils, indicate a change if there is any of the following changes in the media. Oral – visual, Oral – oral-visual, Visual – oral-visual.

Instructions: Mark the tallies in the appropriate cells as they occur during the lesson.

OBSERVATION SCHEDULE FOR THE SKILL OF STIMULUS VARIATION

Names of the Student ­­­­­­­­­­­­­­­­­­___________________________________ Roll No.___________

Topic ________________________________________ Class ________________

Name of supervisor ______________________________________

Date _________________ Time Duration ________________ Teach/ Reteach

Instructions: This proforma is meant to ascertain the extent to which the student teacher exhibit or uses the skill, namely, skill of stimulus variation. Judgments have to be given on a seven-point scale for the various aspects of the skill, Indicate the extent of acquisition of the various aspects of the skill by crossing (X) the appropriate number you deem fit. The scale value ‘0’ indicates that the student teacher did not use the concerned aspect(s) of the skill at all; whereas the scale value ‘6’ means that the student teacher used/ practiced the skill aspect (s) very much. Keeping these two extremes in view, examine carefully the teacher behaviour related to the various given aspects of the skill and cross (‘X) the appropriate scale value ranging from zero to six.