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Unit–12: Simulated Teaching (Simulation)

(3) Determination of Sequence—Reality by learning skills that are selected based on their exercise Notes
program after Lesson planning is made. To what skills will be first, what skills will be when it is used

to determine the order. This step is used to determine the order in which the teacher and the order in
which they practice different teaching skills which will role.
(4) Determination of Observation Techniques—It is used to determine what type of teaching skills
for the practice of observing the system will be stored. Ex Audio Cassette the will be used. Thus, the
equipment to observe and practice teaching skills and what methods will be used, it is decided Here
it is also certain that the observations in which the points will be observed, and Which method will be
adopted to nourish.

(5) Organisation of First Practice Session—When the entire system is held the first practice session.
Nutrition practice session immediately after the page is given by supervisors and suggestions for
improvement are necessary. The session lasts until the turn of the teacher does not come to practice.
(6) Providing Mastery Over Teaching Skills—Each teacher teaching skills then keep practicing until
he receives the full dexterity skills. Him to a second teaching skills are put to practice skills..And also to
master is the third practice teaching skills. Thus, the sequence continues.

Description of the main steps of simulation is given here. It can be changed according to
the requirement and facilities.

12.5 Characteristics of Simulated Teaching

(1) The student work naturally in artifi cial conditions.
(2) The students have the opportunity to be master in various skills.
(3) There are many opportunities for students to rehearsal.
(4) The pupil - teacher who is playing teacher’s role get immediately feedback after completing
the lesson.
(5) This method is simple, easy and very useful.

(6) By using this method confidence of teacher awaked.
(7) Without teachers teaching in school as part of the school are learning opportunities, thereby
increasing their experiences and increasing interest in teaching.
(8) School is not being addressed because of the problem, the method teaching practice teaching
method is accurate.
(9) Actual teaching practice in the school is not teaching. Therefore, students would not harm any
of the studies.

(10) Actual teaching of teachers face many difficulties. Much lower than the actual conditions in real
educational problems are revealed.
(11) In reality teachers teaching different learning skills are mastered, thus teaching them in full,

efficiency is relatively simple and intuitive.
(12) Develop the ability to sort the text is presented.
(13) Interest in this method, and rich in inspiration and enthusiasm.
(14) Reality of teaching in the classroom teacher is learning the right way to behave.

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