STRUCTURE OF WRITING:

Whiteboards and chalkboards are no longer the staple technology of the classroom, but they are still important. Assuming that you are also using other equipment such as an overhead projector or data projector, the board (or flip-chart) has a complementary role to play, but it is still important and it needs to be used skilfully. It communicates spontaneity: you may be able to refer to a slide in response to a question or an issue which comes up out of the planned sequence, but often you can't. Either you have not got it with you, or it would take too long to find. Using the board is about being reactive to the class. Use it for key-words, which stay on the board for the duration of the session. Usually, if you use a data projector, there is only one projector, and each image is transient. Material on the board can stay there. This involves a little thought about how to organise the board. This may be sophisticated, or it may just be a matter of putting your first key word at the top-left corner, and using the rest of the space systematically rather than jotting words at random.
WRITING AND THE CLASS

When you are writing, you should not be talking. You will be facing the board, and you will not be heard as well as if you were facing the class. Moreover, people with a hearing difficulty, who need to see you speak, will certainly not be able to follow. Left-handers rule! At least we do with western left-to-right scripts. A left-hander's writing hand is progressively moving away from the script, revealing it: a right-hander will be progressively covering it. You can't change your handedness for the sake of board-writing, but it's nice to know there are circumstances when left-handedness is a positive advantage! In any event, try to stand to one side of your writing, rather than directly in front of it. Somehow, that just seems rude. You do have an obligation to spell correctly if possible, but it is difficult to see just what you have just written from up close. Stand back and view it briefly to pick up errors. If you do spell badly, and the class is mature enough, ask them to proof-read for you.

HANDWRITING
The handwriting should be neat and clean, but not shabby and clumsy. If the students are to take notes from the board, if its difficult for them to understand the handwriting, then they will loose their concentration on the class and will be involved only in taking notes by understanding the handwriting written on the board.

As we have seen in the lecture of Prof. H. M. Rajashekharswamys lecture as to how to make the use of board a better means by the use of different colored chalks to indicate different parameters in the same figure / diagram. Also we have seen how to structure the topics to be discussed one after the other, step by step so that a student can understand every concept and/ or a problem very clearly. Clean and lucid handwriting grabs the attention of the students and also helps them to concentrate on the subject as and how the session continues by the simultaneous use of board in the session.

COMMUNICATION SKILL:
Whether you are dealing with your superiors or your subordinates and colleagues, it is your communication skill which is the key to a successful performance at your workplace. Professor Stephen Hawking of Cambridge University once said that, the worlds problem could be solved if we kept talking. This statement can be applied to both our personal as well as professional lives. Here are a few tips to foster effective communication professionally. Albert Einstein once said The important thing is not to stop questioning. It is very important that you ask all your doubts without being too offensive or nagging. You must always respect the form of communication that others choose, whether it is through the Internet or otherwise. Use the right words which convey your message clearly with due respect to others opinions. Avoid sarcasm, flirting or hurtful humor and help your co-workers and students when they make mistakes. Keep records of all important decisions, including those taken over the phone. Be generous with sorry and thank you. Avoid making personal remarks and getting too close to your co-workers/ students. Regardless of your profession or your goals in life, remember the better you communicate, greater will be your achievements. In teaching, the use of language plays a vital role and it directly affects the students understanding. The major factors to be kept in mind are : Use of simple language. Fluency: Te flow of language should be lucid and not with many pauses. Accent of the language: it should be proper and each word should be spelled rightly.

Pronunciation
Vocabulary Voice throw: i.e., voice should be audible to every student rather its not shouting.

INNOVATIVENESS
Teaching with creativity and teaching for creativity include all the characteristics of good teaching including high motivation, high expectations, the ability to communicate and listen and the ability to interest, engage and inspire. Creative teachers need expertise in their particular fields but they need more than this. They need techniques that stimulate curiosity and raise self esteem and confidence. They must recognize when encouragement is needed and confidence threatened. They must balance structured learning with opportunities for self-direction; and the management of groups while giving attention to individuals.

TEACHERS ENCOURAGING CREATIVITY y Give students extended, unhurried time to explore and do their best work. Dont interfere when students are productively engaged and motivated to complete tasks in which they are fully engaged. Create an inviting and exciting classroom environment. Provide students with space to leave unfinished work for later completion and quiet space for contemplation. Provide an abundant supply of interesting and useful materials and resources. Create a classroom climate where students feel mistakes are acceptable and risk taking is encouraged. Appropriate noise, mess and autonomy are accepted.

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PRESENTATION
The presentation is the most difficult task as the student understands, learns and then adopts the concept by seeing and listening to the presentation done by the faculty in the particular class. Hence the presentation should be with minimum or with no mistakes. This requires very rigorous preparation so that the concept to be taught in the class is very well understood by the students.
y y y y y y y The presentation also requires lot of self confidence and it is a pre requisite for any presentation to be done. The parameters that affect the presentation are: Communication skills Presentation skills Body language Knowledge of the subject and most importantly confidence. Lack of confidence will have a negative effect and also gives the student an undue advantage of not listening to the lecture delivered by the faculty.

INTERACTION:
This category contains elements directly related to the affective domain of student growth brought about by faculty/student interaction. Psych, ego, individual worth are all intricately bound within this framework. 1. Learn the name of each student as quickly as possible and use the student's name in class. Based upon the atmosphere you want to create: a. Call on students by their first names. b. Call on students by using Mr., Mrs., Miss, Ms. 2. Tell the students by what name and title you prefer to be called (Prof., Dr., Mr., Mrs., Miss, Ms, First Name). 3. At the end of each class period, ask one student to stay for a minute to chat (compliment on something: tell student you missed him/her if absent, etc.). 4. Instead of returning tests, quizzed, themes in class, ask students to stop by your office to pick them up. This presents an opportunity to talk informally with students. 5. Call students on the telephone if they are absent. Make an appointment with them to discuss attendance, make-up work, etc. 6. Get feedback periodically from students (perhaps a select few) on their perceptions of your attitudes toward them, your personal involvement, etc. 7. Socialize with students as your "style" permits by attending their clubs or social activities, by having lunch with them, by walking with them between classes, etc. 8. Conduct a personal interview with all students sometime during the semester. 9. Provide positive reinforcement whenever possible; give students a respectful answer to any question they might ask.

10. Listen intently to students' comments and opinions. By using a "lateral thinking technique" (adding to ideas rather than dismissing them), students feel that their ideas, comments, and opinions are worthwhile. 11. Be aware of the difference between students' classroom mistakes and their personal successes/failures. 12. Be honest about your feelings, opinions, and attitudes toward students and toward the subject matter. Don't be afraid to admit that you don't know all the answers. If a student tells you something in confidence, respect that confidence. Avoid making value judgments (verbally or non-verbally) about these confidences. 13. Lend some of your books (reference) to students and borrow some of theirs in return. You can initiate the process by saying, "I've just read a great book on _______, would anyone like to borrow it?" 14. Give your telephone number to students and the location of your office. 15. A first class meeting, pair up the students and have them get acquainted with one another. Switch partners every five (5) minutes. 16. Have the students establish a "buddy" system for absences, work missed, assignments, tutoring, etc. Exchange telephone numbers; pair them by majors or geographical proximity.

PREPARATION:
This section presents the greatest challenge to the ability and creativity of each faculty member. You must take the initiative to implement these suggestions, to test them, and to device them. 1. Utilize small group discussions in class whenever feasible. 2. Take the initiative to contact and meet with students who are doing poor work. Be especially cognizant of the "passive" student, one who comes to class, sits quietly, does not participate, but does poorly on tests, quizzes, etc. 3. Encourage students who had the first part of a course to be in the second part together. Try to schedule the same time slot for the second course. 4. Ask the Reading faculty to do a "readability study" of the texts you use in your classroom. 5. Develop library/supplementary reading lists which complement course content. Select books at various reading levels. 6. Use your background, experience, and knowledge to inter-relate your subject matter with other academic disciplines. 7. Throughout the semester, have students submit topics that they would like to cover or discuss. 8. Take students on a mini-tour of the learning resources center, reading/study skills area, counseling center, etc. If a particular student needs reading/study skills help, don't send him/her, TAKE him/her. 9. Work with your division counselor to discuss procedures to follow-up absentees, failing students, etc. 10. Use your imagination to devise ways to reinforce positively student accomplishments. Try to avoid placing students in embarrassing situations, particularly in class.

11. Create situations in which students can help you (get a book for you from library, look up some reference material, conduct a class research project). 12. Set up special tutoring sessions and extra classes. Make these activities mandatory, especially for students who are doing poorly. 13. Confer with other faculty members who have the same students in class. Help reinforce one another. 14. Look at your record book periodically to determine student progress (inform them) and determine if you know anything about that student other than his/her grades. 15. Team teach a class with a colleague or switch classes for a period or two. Invite a guest lecturer to class. 16. Use the library reference shelf for some of your old tests and quizzes. Tell the students that you will use some questions from the old tests in their next test. 17. Engage in periodic (weekly) self-evaluation of each class. What was accomplished this past week? How did students react? 18. At mid-term and at final exam, your last test question should ask if a student is going to continue at the college or drop out at the end of the semester. If a potential drop-out is identified, you can advise the student to work with the division counselor.

LEVEL OF INTEREST SHOWN:

One should love the work he/she is doing. The level of interest is such a parameter that affects directly the teaching ability of a faculty. A faculty should dedicate himself /herself to search the matter related to the content of the syllabus and all the necessary information related to the topic should be supplied abundantly so that the student can very well understand and learn the concept very well. Teaching is such a profession which requires the maximum involvement of the individual. The students should be made curious to know the subject. This is possible if the interest shown by faculty is maximum which in turn stimulates the students to learn. Making use of modern visual aids like videos, use of LCD, to make teaching effective is also very important.

USE OF LCD/MODERN VISUAL AIDS:

ADVANTAGES: - professional in appearance - evidence of preparation - good for large or small group - easy to integrate with classroom discussion - animated - up-to-date technology - easy to update

DISADVANTAGES: - require special equipment/facilities - require initial training to create - require significant time to create - require basic graphics/composition skills VIDEOS ADVANTAGES: - professional in appearance - good for large or small groups DISADVANTAGES: - more expansive than other visual aids - requires special equipment - not good for discussion and interaction - require accurate cueing

SLIDES ADVANTAGES: - professional in appearance - good for large groups DISADVANTAGES: - formal and impersonal - shown in the dark - not good for discussion and interaction - more difficult to update than other visual aids - require special equipment

KNOWLEDGE OF SUBJECT:
To teach all students according to todays standards, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others. To teach is to first understand purposes, subject matter structures, and ideas within and outside the discipline. Teachers need to understand what they teach and, when possible, to understand it in several ways. Comprehension of purpose is very important. We engage in teaching to achieve the following educational purposes:

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To help students gain literacy To enable students to use and enjoy their learning experiences To enhance students responsibility to become caring people To teach students to believe and respect others, to contribute to the well-being of their community To give students the opportunity to learn how to inquire and discover new information To help students develop broader understandings of new information To help students develop the skills and values they will need to function in a free and just society.

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