Page 173 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 18: Simulated Teaching: Concept, Purpose and Procedure

7. It keeps the student teacher in understanding and facilitating the classroom a management Notes
and behavioural problems.
8. The confidence in teaching is developed to encounter the face to face situation in pupil-
teacher.
9. It helps in getting mastery over a different social skills and teaching skills relevant to
classroom situation.
10. It provides an occasion for each trainee to play the role of a teacher, student and supervisor.
11. It is a best replacement of demonstration lesson because every teacher educator is not an
effective teacher.
12. Simulation can work much better if it is used along with micro-teaching

18.7 Criticism

1. The most common error is the mis-conception that when adult play a role of child, it simply
becomes superfluous where each student teacher comes to play a game and go.
2. It is an artificial situation which is a way from the real situation which is a way from the
real situation and student teachers do not take much interest in such type of activity.
3. The student teachers are quite mature and it is very imaginative that they will play the role
of children of a particular class.

18.8 The Procedure of Simulated Teaching

The techniques are used for developing the social skill of teaching in classroom situation. This is
generally employed for the pupil-teacher before sending them in real classroom in their teaching
practices. Certain steps have been outlined merely as suggestions. The teacher educators can
develop their own procedure of Simulated Teaching. Generally the following six steps are used
in Simulated Teaching technique:
Steps of Simulated Teaching
1. Assignment of Roles: In the assignment of roles to the pupil-teachers all the pupil-teachers
have to play all the roles, the role of a teacher, pupil and the supervisor.
2. Selection and Discussion of Social Skill for Practice: Now some specific social skills are
selected and discussed. The topics relating to these skills are practiced which those topics are
selected in which selected social skills 'fit'.
3. Preparation of Work Schedule: Now, it is decided that who should initiate the simulated
teaching. When it should be summed up? Who will sum it up? Who will interrupt etc. This work
schedule is decided before-hand.
4. Determination of Observation Technique: Decision regarding the observation technique
includes the types of data to be recorded and their way of interpretation. Thus, this step is related
to the procedure of evaluation.
5. Organisation of First Practice Session: Now the first practice session is organized and the
feedback is provided to all the participant pupil-teachers regarding their teaching work. Some
changes can be made for second session. The data regarding the first practice session are recorded
so that the evaluation of the teaching behaviour may be conducted on the basis of that recorded
data. The sessions go on and everyone gets his turn.
6. Altering the Procedure: Necessary changes are made in the procedure after the first session.
Topic are changed. The pupil-teacher, observer and the teaching skills are altered. In this altered
procedure too everyone plays the role of a teacher and all the pupil-teachers get a chance to
practice. This cycle goes on till the pupil-teacher is trained.

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