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fJekJh^9L f;ybkJh dhnK nt;EktK^g{otfefonk, nzsofefonk ns/ T[Zsofefonk
(3) f;ybkJh^P?bh (Styles of Teaching) ^ gkm^t;s{ dh u'D d/ pknd nfXnkge fJ; B'N
rZb s/ fuzsB eodk j? fe T[j u'D ehsh rJh gkm^t;s{ B{z fet/A ns/ fe; P?bh Bkb
gVQkJ/. fJ; d/ bJh T[j gkm d/ ftfGzB fpzd{nK B{z wB'ftfrnkBe ns/ soeg{oD Yzr
d[nkok eowpZX eodk j? fi; d[nkok fe ftfdnkoEh finkdk ;obsk Bkb fJ; B{z f;Zy
;eD.
(4) f;ybkJh^Bhsh ouBk u'D (Selection of Teaching Strategies) ^ fJ; gqfefonk ftZu
nfXnkge ftfdnkoEhnK dh T[wo, gq'VQsk, :'rsktK nkfd d/ nXko s/ frnkB gqdkB
eoB d/ bJh fJ; rZb s/ fuzsB eodk j? fe T[j f;ybkJh dh fejVhnK BhshnK ouBktK
dk gq:'r eo/ sKfe ftfdnkoEh ;obsk Bkb frnkB gqkgs eo ;eD. ;ko/ f;ybkJh
;z;EkB ftfdnkoEh nfXnkgeK B{z ftfGzB Bhsh ouBktK d/ ftP/ ftZu fJ;h bJh frnkB
gqdkB eod/ jB fi; d[nkok fe iwks ftZu ;jh Bhsh ouBktK nkfd dh u'D eo ;eD
ns/ f;ybkJh ekoi B{z ;[uko{ o{g Bkb eo ;eD.
(5) f;ybkJh :'iBktK dh u'D (Selection of Teaching Tectices) ^ nfXnkge B{z iwks
ftZu ikD s'A gfjbK jh fJ; rZb dk fBoDk eoBk ukjhdk j? fe gkm^t;s{ d/ feBQK^feBQK
f;ybkJh fpzd{nK B{z ;gPN eoB d/ bJh f;ybkJh d/ ;w/A fejVhnK f;ybkJh :'iBktK ns/
gqftXhnK, T[dkjoD ns/ ;jkfJe ;wZroh dk gq:'r eo/rk. iwks ftZu ed'A gqPB
eo/rk, ftnkfynkB d/t/rk ns/ fe; ;w/A fejVh Pot^fdqP ;wZroh dk gq:'r eo/rk.
nfXnkge B{z gfjbK s'A :'iBk pDk b?Dh ukjhdh j? fe T[j f;ybkJh dk w[bnzeD fet/A
ns/ feBQK gqftXhnK d/ wkfXnw d[nkok eo/rk.
“In pre-active phase, teacher selects objectives, plans the curricula, arranges
the classroom and studies the readiness of the pupils.” Jackson,
1966
II. nzsofefonk nt;Ek ftZu f;ybkJh fefonktK
(Operations of Teaching During Interactive Stage)
f;ybkJh dh nzsofefonk ftZu nfXnkge d[nkok iwks d/ nzdo ehshnK ikD tkbhnK ;kohnK
fefonktK nkT[AdhnK jB, fiBQK ftZu'A gqw[Zy jB^
(1) iwks^neko dh nB[G{sh (Sizing-up the Class) ^ iwks ftZu nfXnkge fit/A jh
tVdk j? T[j iwks ftZu p?m/ j'J/ ftfdnkoEhnK s/ fJZe ;o;oh fBrkj gkT[Adk j?. fJ;
soQK iwks neko dh nB[G{sh eod/ j'J/ T[; B{z gsk uZb iKdk j? fe iwks ftZu nZS/ ns/
ewI'o ftfdnkoEh feZE/^feZE/ p?m/ jB, feZE'A^feZE'A T[; B{z f;ybkJh nt;Ek ftZu
;jkfjsk fwb/rh ns/ fejV/ ftfdnkoEh T[; B{z ;fj:'r BjhA d/ ;eDr/. fJ; soQK T[j
iwks ftZu G"fse fB:'iB eo b?Adk j?.
d{i/ gk;/ ftfdnkoEh th nfXnkge B{z d/y e/ fJj ikDB dk :sB eod/ jB fe fJj
nfXnkge fezBk :'r j?, fezBh gqGktPhbsk d/ Bkb gVQk ;e/rk.
eh s[;hA ikDd/ j' nfXnkge B{z iwks ftZu ekch ikro{e ofjDk ukjhdk j?. nfXnkge d/
jkt^Gkt, gfjDktk, p'bD dk yzr nkfd gqGktPkbh j'D/ ukjhd/ jB sK jh
ftfdnkoEh gqGkfts j' ;eDr/ ns/ e[ZM BtK f;Zy ;eDr/.
(2) ftfdnkoEhnK dk fBdkB (Diagnosis of Learner) ^ iwks ftZu iwks d/ neko dh
nB[G{sh d/ s[ozs pknd nfXnkge fJj gsk brkT[Dk :sB eodk j? fe ftfdnkoEhnK dk
;so, g{ot^frnkB, :'rsktK, ;woZEktK, nGhftosh s/ nGho[uhnK fej' fijhnK jB ns/
ftfdnkoEhnK B{z fet/A ns/ fe; ;so s/ gVQkfJnk ikDk ukjhdk j?. nfXnkge
gqsZyheoD d[nkok ftfdnkoEhnK dh :'rsk nkfd dk fBdkB eodk j? iK ;{uBktK fJeZso
eodk j? ns/ T[jBK d/ nB[;ko f;ybkJh dhnK nB[fefonktK nkozG eodk j?.
LOVELY PROFESSIONAL UNIVERSITY 115
