b.ed assignment- 4

8/14/2019 B.Ed ASSIGNMENT- 4

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UNIVERSITY OF SINDH JAMSHORO

Department of Distance, Contin in! "Comp ter E# cation, Fac $t% of E# cation,

H%#era&a#, Sin#'

()E# Non Forma$ *ro!ramme

St #% Center+ o-t+ (o%s Hi!' Sc'oo$, (a#in

ASSI NMENT. II

S &/ect+ DE.012 H man De-e$opment "3earnin!

(%+ Afta& A'me# 4'as5'e$i

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6) Differentiate &et7een Tra#itiona$ an# Mo#ernpractices of #ea$in! 7it' st #ent8s specia$ nee#s)

Ans+ Tra#itiona$ Teac'in! *ractices+ Education has been anintegral part of human life as eating and sleeping. It has shaped somany generations for thousands of years and remains doing so inour present. These days, however, technology has changed somany things as well as the manner we digest information. Digitaltools, such as computers, audio and visual tools, are slowlyreplacing traditional teaching methods.

9'at Are Tra#itiona$ Teac'in! Met'o#s:Before we tackle the issue of technology as replacing conservativetraditional teaching methods, we must first discover the basics oftraditional teaching methods. The three main types of methodsused in traditional education are as follows:

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3ect res an# Direct Instr ction Traditional teaching, as most of us have e perienced, is classroom!based and consists of lectures and direct instructions conducted bythe teacher. This teacher!centered method emphasi"es learningthrough the teacher#s guidance at all times. $tudents are e pectedto listen to lectures and learn from them.

Seat7or5 Tests are the most significant indicator of student performance anddegree of learning. $tudents who belong in the same class sit downand take a single set of e aminations, which they should pass. %ostof the e aminations are taken from fundamental resources, such aste tbooks and other publications that are relevant to the sub&ect.

3istenin! an# O&ser-ation Teachers talk to the students about the sub&ect matter and e pectthem to learn everything through the lectures held in the

classroom.

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Mo#ern Teac'in! *ractices+ The traditional -chalk and talk-method of teaching that persists for hundreds of years is nowac*uiring inferior results when compared with more modern andrevolutionary teaching methods that are available for use in

educational institutions today. In classrooms at present greaterstudent interaction is encouraged, the boundaries of teacher sauthority are being broken down and a focus of en&oyment isemphasi"ed.

(hen teaching, teachers are concerned with giving learners accessto

information and helping learners master various skills. Traditionally,teachers have lectured as a way of teaching. In fact, lecture has

been the most widely

used method of teaching. In a lecture, a teacher discussesinformation and learners take notes. Instructors who use creativeteaching methods employ non!traditional and non!lecture!style

strategies to help learners gain skills and access information. 's ateacher, it is necessary to be able to teach and remain engaged in

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the teaching and learning process. It puts a greater level ofresponsibility on creating lesson plans that truly work. 's Englishteachers, we are almost always on the lookout for new andinteresting ways to stimulate our language learners. It was E T

author and researcher $tephen D. /rashen who gave us his'ffective 0ilter hypothesis of second or foreign languageac*uisition. 1is hypothesis states that conditions which promotelow an iety levels in class allow improved learning on the part ofstudents. (hen learners en&oy class activities their 'ffective 0ilter islow and they learn more. 2ew and different activities -out of thenorm- also lower learner affective filters.

2. 9'at #o %o mean &% persona$it% assessment:Descri&e #ifferent met'o#s of persona$it% assessment)

Ans+ *ersona$it% Assessment+ The measurement of personalcharacteristics. 'ssessment is an endresult of gathering information intended toadvance

psychological theory and research and to increase the probabilitythat wise decisions will be made in applied settings 3 e.g. , inselecting the most promising people from a group of &obapplicants4. The approach taken by the specialist in personalityassessment is based on the assumption that much of theobservable variability in behavior from one person to another resultfrom differences in the e tent to which individuals possessesparticular underlying personal characteristics 3 traits 4. Theassessment specialist seeks to define these traits, to measure themob&ectively, and to relate them to socially significant aspects ofbehavior.

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' distinctive feature of the scientific approach

to personality measurement is the effort, wherever possible, todescribe human characteristics in *uantitative terms. 1ow much ofa trait manifests itself in an individual5 1ow many traits arepresent5 6uantitative personality measurement is especially usefulin comparing groups of people as well as individuals

Different met'o#s of persona$it% assessment+Inter-ie7

The most basic information!gathering tool is, of course, the

interview. 7sychologists are trained to conduct interviews in amanner that encourages honesty, forthrightness, and self!reflection. Interviews may be structured 3a set list of *uestions thatdoesn#t vary4, semi!structured 3similar to structured interviews, butwith more leeway for follow!up *uestions, etc.4or unstructured 3open!ended interviews in which the sub&ect#s ownassociations often dictate the direction the interview takes4. (hichof these techni*ues is used typically depends upon the

purpose of the assessment. In

so!called 8high!stakes assessments9 3e.g., criminal cases, publicsafety employee screening4, a more structured approach may beused in order to reduce the possibility of bias. n the other hand,in clinical cases, a more unstructured approach is fre*uentlyindicated in order to foster a more therapeutic relationship andencourage the patient to reflect upon him or herself.Se$f.Report Tests

These paper!and!pencil tests, sometimes referred to as forced!choice instruments because the sub&ect must choose between alimited number of possible answers 3e.g., true!false, or a scale of ;!


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comprehensive inventories that yield scores on multiple scalesmeasuring different aspects of an individual#s personality. Theseinventories have been developed empirically, meaning that thevarious scales have been found to differentiate different groups ofpatients 3e.g., depressed from schi"ophrenic4 or predict certainbehavior patterns. Typically, interpretation involves the analysis ofprofiles that is not only the scores on individual scales, but therelationship between the scores on the various scales. 'lthoughthere are computer programs that do some of the work ofinterpretation, only highly trained assessment psychologists canproperly interpret the profile of an inventory such as the %%7I!=3%innesota %ultiphase 7ersonality Inventory!=4 or the 7'I

37ersonality 'ssessment Inventory4. In addition, most of theseinventories have sophisticated validity scales , which are indicatorsdesigned to reveal over or under reporting of symptoms orconscious attempts at impression management.*erformance.(ase# Tests

The other main classes of psychological instruments arecalled performance!based tests or free!response tests. These aredistinguished from self!report inventories in that the sub&ect is

typically asked to perform a task 3e.g., interpret an inkblot, tell astory to a picture, and complete a sentence4. >arious inferencesabout the individual#s personality may be drawn from the way inwhich s?he engages in this task. The tests are 8free!response,9 in that

there are no constraints placed on what the person may say inresponse to the task. These tests used to be called 8pro&ective,9because it was thought that the person pro&ected his or herpersonality into their responses. This term has fallen out of favor,however, because recent research has demonstrated that theresponse process is more comple than simply a pro&ection of one#spersonality. In addition, there is little agreement amongpsychologists as to the definition of the term pro&ection.

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The most well!known of these tests is the @orschach ( usuallyreferred to as the @orschach Inkblot %ethod4. In recent years, therehas been some controversy about the @orschach that has made itsway into the popular press. 'lthough there are some psychologistswho are skeptical about it, the vast ma&ority of assessmentpsychologists find it to be a valid and useful method of personalityassessment. Because it is not a self!report inventory, it is notsub&ect to some of the same kinds of manipulation. @esearch hasdemonstrated that inferences drawn from the @orschach haveabout the same validity as those drawn from well!validatedinventories. It appears that the @orschach is more valid for certainkinds of *uestions and self!report inventories for others. '

comprehensive assessment that utili"es instruments from bothclasses of tests is most likely to yield reliable information.

3. Define t'e term ! i#ance an# #escri&e its nat re an#f nction:

Ans+ i#ance+ In order to understand the meaning of guidance,it is to be accepted that the focal point of guidance is an individual,not his problem . 0rom this point of view, before starting guidance,the potentialities and abilities of the individual are studied.

Then that individual is made capable of solving his problems. This isknown as an act of guidance. In this way, guidance is a process ofall!round development.

1ence, we can say that the guidance is that process which makesan individual aware of those methods for knowing his naturalpowers.

+ones, $tefflre and $tewart have defined guidance as -the help

giver, by one person to another in making choicesand ad&ustments and in solving problems.-

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-Auidance is a continuous process of helping the individual todevelop to the ma imum of his capacity in the direction, mostbeneficial to himself and to society.-

Auidance is not a direction. It is also not imposition of one s ideason others. Auidance is not making decision for others. Decisionshould be made by an individual himself.

To carry over the burden of an individual is also not guidance. Insuch situations, to what we can call guidance5 /eeping in viewthese ideas, the definition suggested by row and row bears verycomprehensive meaning:

-Auidance is assistance made available by competent counselor toan individual of any age to help him direct his life, develop his ownpoint of view, make his own decisions and carry his own burden.-

Nat re of i#ance

(e familiari"e ourselves with the following characteristics afteranaly"ing the various definitions of guidance. This analysis alsothrows light on the nature of guidance.

;6< As a *rocess+

Auidance does not occupy independent place. The chief aim of thisprocess is to assist in the development of an individual keeping inview the social needs.

;=< A Contin o s *rocess+

Auidance is a process. 1ere, it is important to point out that theprocess of guidance never ceases. It remainsdynamic. In this process, an individual

understands himself, learns to use ma imum his own capacities,interests and other abilities.

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1e continues his struggle for ad&ustment in different situations. 1edevelops his capacity of decision!making. 1ence, we see that it is anon!stop process.

;>< Re$ate# 7it' 3ife+

The process of guidance is related to life. This guidance contributesformally or informally to life because life e periences both formaland informal occasions.

' person gets informal guidance from his friends and relatives whileformal guidance is sought from organi"ed school guidance servicesand other organi"ed guidance services.

;2< De-e$opment of Capacities+

During the process of guidance the individual is assisted in such away that he makes himself enabled to develop his capacitiesma imum from all angles.

1ence, guidance stresses the complete development of possibilitiespresent in an individual. 'n individual becomes familiar with his realimage. 1ence, guidance is helpful in self!reali"ation.

;0< In#i-i# a$ Assistance+

Auidance is accepted as individuali"ed help. Through guidance anindividual s personal development is provided a direction and not toa group. 1ence, it is process of individuali"ed assistance.

;?< Tas5 of Traine# *ersons+

7roviding guidance is not the function of all persons becausevarious techni*ues and skills are to be used in it. Everybody doesnot possess the knowledge of the same. 0or this task, trainedpersons psychologists and counselors are re*uired. 1ence,guidance is a skill!involved process.

;@< 9i#e Scope of i#ance+

The scope of guidance is too wide. 'ny needy person can beguided. This can include the persons of different age, differentinterests, various characteristics andpersons of different nature. 1ence, we cannot drawboundaries around the process of guidance.

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; < He$pf $ in A#/ stment+

Auidance helps the person in his ad&ustment in different situations. This process allows learning to ad&ust with different types ofproblems. In this way, the main characteristic of the nature of theguidance is to provide new energy to the demorali"ed person byad&usting himself in the problematic situation through the processof guidance.

;B< He$pf $ in De-e$opin! t'e A&i$it% of Se$f. i#ance+

The nature of guidance also includes the characteristic ofdeveloping self! guidance in a person with the help of guidance

process. This enables him in achieving self!dependence bysearching out the solution of problems of life.

;61< No Imposition of One s Vie7 *oint+

It is also the main characteristic of guidance not to impose one sview!point on others. It depends upon the wish of an individual howhe ac*uires benefit by accepting the decision of the guidanceworker.

If he wishes, he may deny accepting such decisions of the guidanceworkers. 1ence, it is not a process of imposing the decisions.

;66< He$pf $ in *reparin! for F t re+

The process of guidance is helpful in preparing a person for hisfuture. 1ence, a person can succeed in preparing himself for futureactivities. In this way, guidance is a well!wisher of an individual sfuture.

2) E p$ain #ifferent sta!es of teac'er #e-e$opment an#a$so #isc ss t'e ro$e of ! i#ance in t'e #e-e$opment ofa teac'er:

Ans+ The concept of development and associated developmentalstages has a long history in the field of child development and earlychildhood education. 1owever, several postmodern scholars haveargued that the concept of development is of doubtful validity3Burman, ;CC ) Arieshaber annella, =FF;4. 's it is used here,the term development is used to indicate that both thought andbehavior are learned in some kind of se*uence and becomeincreasingly adaptive to the tasks at hand and to the environment.

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In other words, no one can begin a professional role!such as ateacher or physician!as a veteran) in most cases, competenceimproves with e perience and the knowledge andpractice that come with it. It is unlikely that any

e perienced teacher believes and feels that he or she was morecompetent during the first month or year of teaching than duringthe fifth month or year, all other things being e*ual. Therefore, itseems to me meaningful as well as useful to think of teachers ashaving developmental se*uences or stages in their professionalgrowth patterns 3/at" (eir, ;CGC4. The purpose of the present

discussion is to suggest the tasks and training needs associatedwith each developmental stage and to consider the implications forthe timing and location of training efforts that might be mostresponsive to the nature of the stages.

Sta!e I+ S r-i-a$

De-e$opmenta$ Tas5s

During the survival stage, which may last throughout the first fullyear of teaching, the teacher s main concern is whether or not sheH= can survive the daily challenges of carrying responsibility for awhole group of young children and their growth, development, andlearning. This preoccupation with survival may be e pressed to theself in terms such as - an I get through the day in one piece5(ithout losing a child5 an I make it until the end of the week!tothe ne t vacation5 an I really do this kind of work day after dayafter day5 (ill I be accepted by my colleagues5- $uch *uestions arewell e pressed in @yan s 3;CJF4 enlightening collection of accountsof first!year teaching e periences.

The first full impact of responsibility for a group of immature butvigorous young children 3to say nothing of encounters with theirparents4 inevitably provokes some teacher an ieties. Thediscrepancies between anticipated successes and classroomrealities may very well intensify feelings of inade*uacy andunprepared ness.

Trainin! Nee#s

During this survival period, the teacher is most likely to needsupport, understanding, encouragement, reassurance, comfort, andguidance. $he needs direct help with specific skills and insight intothe comple causes of behavior!all of which must be provided atthe classroom site. n!site trainers may be principals, senior staff

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members, advisors, consultants, directors, or other speciali"ed ande perienced program assistants. Training must be constantly andreadily available from someone who knows both the trainee and herteaching conte t well. The trainer?mentor should have enough timeand fle ibility to be on call as needed by the trainee. $chedules ofperiodic visits that have been arranged in advancecannot be counted on to coincide

with trainees crises, although visits may fre*uently be helpful.ook and %ack 3;CJ;4 describe the British pattern of on!site

training given to teachers by their headmasters 3principals4.'rmington 3;CGC4 also describes how advisors can meet theseteacher needs on site at times of stress or during moments of crisis.

Sta!e II+ Conso$i#ation

De-e$opmenta$ Tas5s

By the end of the first year!give or take a month or two!the teacherhas usually come to see herself as capable of surviving immediatedaily crises. $he is now likely to be ready to consolidate the overall

gains made during the first stage and to differentiate specific tasksand skills to be mastered ne t. During $tage II, teachers usuallybegin to focus on individual children and problem situations. Thisfocus may take the form of looking for answers to such *uestions as-1ow can I help a clinging child5 1ow can I help a particular childwho does not seem to be learning5 're there some more effectiveways to handle transition times5- These *uestions are nowdifferentiated from the general survival issues of keeping the wholeclass running smoothly.

During $tage I, the neophyte ac*uires a baseline of information

about what young children of a given age are like and what toe pect of them. By $tage II, the teacher is beginning to identifyindividual children whose behavior departs from the pattern of mostof the children she knows. Thus she identifies the more unusual ore ceptional patterns of behavior that have to be addressed toensure the steady progress of the whole class.

Trainin! Nee#s

During this stage, on!site training continues to be valuable. 'trainer can help the teacher by engaging in &oint e ploration of an

individual problem case. Take, for e ample, the case of a youngpreschool teacher eager to get help who e pressed her problem in

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the *uestion -1ow should I deal with a clinging child5- 'n on!sitetrainer can, of course, observe the teacher and child in situ andarrive at suggestions and tentative solutions fairly *uickly.1owever, without firsthand knowledge of the child and the conte t,an e tended give!and!take conversation between teacher andtrainer or mentor may be the best way to help the teacher interprether e perience and move toward a solution of the problems in*uestion. The trainer might ask the teacher such *uestions as-(hat strategies have you tried so far5 an you give

an e ample of some e periences with this particular child duringthis week5 (hen you did such and such, how did the childrespond5-

In addition, during this stage, the need for information aboutspecific children or problems that young children present suggeststhat learning to use a wider range of resources would be timely.7sychologists, social and health workers, and other specialists canstrengthen the teacher s skills and knowledge at this time.

E changes of information and ideas with more e periencedcolleagues may help a teacher master the developmental tasks ofthis stage. pportunities to share feelings with other teachers in thesame stage of development may help to reduce some of theteacher s sense of personal inade*uacy and frustration.

Sta!e III+ Rene7a$

De-e$opmenta$ Tas5s

ften during the third or fourth year of teaching, the teacher begins

to tire of doing the same things, offering the same activities, andcelebrating the same se*uence of holidays. $he may begin to askmore *uestions about new developments in the field: -(hat aresome new approaches to helping children s language development5(ho is doing what5 (here5 (hat are some of the new materials,techni*ues, approaches, and ideas being developed these days5- Itmay be that what the teacher has been doing for each annualcohort of children has been *uite ade*uate for them, but that sheherself finds the recurrent >alentine cards, Easter bunnies, andpumpkin cut!outs insufficiently interestingK If it is true that ateacher s own interest and commitment to the pro&ects andactivities she provides for children contribute to their educational

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value, then her need for renewal and refreshment should be takenseriously.

Trainin! Nee#s

During this stage, teachers are likely to find it especially rewardingto meet colleagues from different programs on both formal andinformal occasions. Teachers in this developmental stage areparticularly receptive to e periences in local, regional, and nationalconferences and workshops, and they profit from membership inprofessional associations and participation in their meetings.

Teachers are now widening the scope of their reading, scanningnumerous maga"ines and &ournals, viewing films and videotapes,and using the Internet as a source of fresh ideas. 7erhaps duringthis period, they may be ready to take a close lookat their own classroom teaching through

videotaping themselves at work and reviewing the tapes alone orwith colleagues. This is also a time when teachers welcomeopportunities to visit other classes, programs, and demonstrationpro&ects. oncerns about how best to assess young children s

learning, and how to report and document it, are also likely toblossom during this period.

7erhaps it is at this stage that teacher centers had the greatestpotential value 3$ilberman, ;CJ;) Bailey, ;CJ;4. Teacher centerswere once places where teachers gathered together to help eachother learn or re!learn skills, techni*ues, and methods) to e changeideas) and to organi"e special workshops. 0rom time to time,specialists in curriculum, child growth, or any other area of concernidentified by the teachers were invited to the center to meet withthem and focus on their concerns.

Sta!e IV+ Mat rit%

De-e$opmenta$ Tas5s

%aturity may be reached by some teachers within three years, byothers in five or more. The teacher at this stage is likely to havecome to terms with herself as a teacher and to have reached acomfortable level of confidence in her own competence. $he nowhas enough perspective to begin to ask deeper and more abstract*uestions, such as -(hat are my historical and philosophical roots5

(hat is the nature of growth and learning5 1ow are educationaldecisions made5 an schools change societies5 Is early childhood

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teaching really a profession5- 7erhaps she has asked these*uestions before. But with e perience, the *uestions represent amore meaningful search for insight, perspective, and realism.

Trainin! Nee#s

Throughout maturity, teachers benefit from opportunities to participate inconferences an seminars an perhaps to !or" to!ar an a #ance egree. $atureteachers !e%come the chance to rea !i e%y an to interact !ith e ucators !or"ingon many prob%em areas on many ifferent %e#e%s. Training sessions an conferencee#ents that &tage'(( teachers en)oy may be #ery tiresome to the &tage'(* teacher.&imi%ar%y, introspecti#e, in' epth iscussions en)oye by &tage'(* teachers may %eato rest%essness an irritabi%ity among the beginning teachers in &tage (.

S mmar%

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0igure ;. $tages of Development and Training 2eeds of 7reschool Teachers.

In the above outline, four dimensions of training for teaching have

been suggested: 3;4 developmental stages of the teacher, 3=4training needs of each stage, 3


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Trainin! Nee#s of Eac' Sta!e) The training needs of teachers

change as e perience accrues. 0or e ample, the issues dealt with inthe traditional social foundations courses do not seem to addressthemselves to the early survival problems that are critical to theine perienced. 1owever, for the maturing teacher, attention tothose same issues may help to deepen her understanding of thelarger conte t in which she is trying to be effective.

3ocation of Trainin!) The location of training can be moved asthe teacher develops. 't the beginning of the new teacher s career,training resources are most likely to be helpful when they aretaken to her. In that way, training can be responsive to the

particular 3and possibly uni*ue4 developmental tasks and workingsituation, as well as the cultural conte t that the trainee faces inher classroom, school, and neighborhood. ater, as the teachermoves beyond the survival stage, training can move away from theschool to a training facility or a college campus.

Timin! of Trainin!) The timing of training should be shifted sothat more training is available to the teacher on the &ob. %anyteachers say that their preserves education has had only a minorinfluence on what they do day!to!day in their classrooms) this claimsuggests that strategies ac*uired before employment will often notbe retrieved under the pressures of the actual classroom and schoolsituation. It is interesting to note that the outstanding practices tobe observed in the small Italian city of @eggio Emilia that areadmired worldwide are implemented by teachers with only a highschool education, but with e tensive and intensive on!site in servicetraining and support 30ilippini, ;CC


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Ans+

;a< i#ance Ser-ices in Sc'oo$s+ ' student s primary middleschool and high school years are some of the most challenging andimportant in his educational career. (hile the e act servicesoffered vary from school to school, most guidance counselors offerstudents in secondary school a number of similar guidance services,including test preparation, program planning, individual counselingand career?college planning to help make their secondary schoolyears as pain!free as possible. 7rogram planning is another keyservice offered by guidance departments. 7rogram planninginvolves helping the student decide what classes he wants to takeduring his middle school and high school career. 7rogram planningnot only helps the student decide what electives to take and whatclasses are best for his academic abilities, it ensures that theclasses the student is taking fulfill the high school s graduationre*uirements.

;&< Trait T'eor% of *ersona$it%+ In ;Cocational guidance is one of thebasic pillars in the life of contemporary societies as this processcontinues throughout the individual life, starting as he &oinskindergarten and continues throughout his

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shift to the stages of general education, graduation in highereducation stages, embarking on practical life till his pension.

Auidance process has an important and constructive impact on theindividual life as it helps him achieve harmony between the variousfactors of his personality, tendencies and preparedness and thereality of life. This helps him develop and grow in variouspsychological, social and economic aspects and conse*uently assistin achieving prosperity and progress of the society in which helives.

T'e Concept of i#anceIt is a process to guide the individual to the various paths throughwhich he is able to discover and utili"e his potentials andcapabilities, tendencies and desires to lead a pleasant life andcontributes to the happiness of his society.

THE END

b.ed assignment- 4

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