A very common and frustrating thing about Pcs is having to deal with a bioshock exe error, in a flash, often at a very inconvenient time. If you don’t happen to be a computer professional, the most irritating thing is that you don’t know where to look for help or how to go about fixing it. In my next few paragraphs I want to show you a state-of-the-art technology that will allow you to very easily take care of these troubles.

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When these frustrating problems pop up, most people tend to try to get the information on the internet, trying to look for a proper solution, or get out the phone book and call an expert. First of all, don’t spend your money on a pc repair service – maybe another problem will require it, but not this one. You’ll soon discover what’s behind all this trouble, and what’s needed for you to handle it by yourself.

It is usually the case that when a bioshock exe error is displayed on your computer, there is likely an issue with your registry system. Explained in ordinary language, the registry is one of the most important components of your windows system. It basically functions by documenting all your computer software and hardware installations and removals, as well as updates. An incorrect software removal, for example, might just cause your registry to malfunction. One instance of a corrupted registry is the windows file’s inability to locate the route of an executable file of an application you want to start up – when this occurs, these errors can begin to pop up.

Since you now have an understanding of what is to blame for this problem and why you can get a bioshock exe error, let me show you a quick and elegant way that will fix it for you. It’s a simple matter of downloading a professional registry repair tool – these are unique software programs that can easily thoroughly examine and even automatically repair the contaminated windows registry with little effort on your part. I recommend that you download and install one of these; they usually provide you with scans at no charge and you’ll be able to solve the problem in almost no time and with almost no effort.

Walking toys are fascinating for kids. They see these “robots” like living creatures. That is why they like it so much. Because after they pushed and pulled them they start walking by themselves. They are amazed by them. Just like a cat is amazed and lays with a piece of cotton attached to a string. You move the ball through the string. They consider the ball moving by itself. And that means it’s somehow alive. So they want to explore it. Play with it. Get scared by it sometimes. Attack it. Over all play, play and play again.

Babies and kids react the same way to the walking toys. They regard them as living things. Just like themselves. Juts like you. Just like their mom and dad. So they want to explore it. And exploring means play. This is the main reason for which they make such great toys for kids.

Even older kids enjoy them very much. Imagine an older child. That is are that the walking toys aren’t alive. But yet they regard them as robots. And that is equally cool for them. They actually have a toy walking by itself. Just like the cool Mars rovers they have seen on TV. They have their own robot. It doesn’t matter to them that this robot just walks straight ahead. It’s of no importance to them that he has no electronic circuit inside. That it’s just some spring that makes the “robot” walk. They simply love it. Plus, it’s very educational. Especially for the boys it’s stimulating to follow an engineer career. Many children will open them up to see what is the mechanism that keeps the toys walking. And this is not a bad thing. A lot of parents shout and get angry at the kid. Because they broke the toy which was bought by them. But after all the role of playing is exploration. Is to understand how things work.. So if you ever get your kid to open up a toy, don;t get mad at him. Just explain to him that now he won;t be able to play with it. But don’t blame him for exploring.

But walking toys are not just for kids. You’ve surely seen on Youtube and Vimeo that cool wooden things walking by themselves. They are toys for adults. The engineering behind them is incredible and a complete wonder. Some people work for years to build these incredible “toys”.

No matter what the age, walking toys are a wonder. They astonish from babies to serious engineers. After all, a walking toy is all about exploration. For the small ones it represents a living creature. For the kids a bit older is their very own robot. For the grown ups is a way of inventing and designing something completely autonomous and as close as possible to the perpetuum mobile. From toy to art, from play to smart and delicate design, it’s all about having fun in a constructive way no matter what the age.

Being so geographically dispersed, the FOREX market can’t be controlled for long periods of time by one single entity, no matter if it is a commercial or central bank, financial institution, retail broker etc. This means, in theory at least, that everybody can learn to trade FOREX and be successful. In practice, people who do these operations of selling and buying currencies, learn to adapt day trading strategies to the fluctuation of the market.

Trading on FOREX, the most liquid market in the world, you can almost always open or close the position at a fair price. But if you are new in this field, there are many possibilities on the Internet to help you learn to trade FOREX. One of the most important methods to learn is the free demo account that you can open, making virtual operations on FOREX. If you have no idea on how FOREX works, you must find an alternative source for more information. And you can find plenty, as there are websites especially created for the new traders who want to learn to trade FOREX. Here you have different alternatives that you can choose like: a FOREX eBook written by somebody with much more trading experience, you can subscribe for the site’s newsletter, participate on the site’s forum. Probably the best that you can do is to try everything available, thus preparing much more efficiently. FOREX is a ruthless world, so you’ll need all information that you can get.

If you decided to subscribe to a newsletter, this will inform you with everything that is new on FOREX market, new skills, latest day trading strategies that you need to learn, latest news, most interesting FOREX trades and much more. Participating on forums will help you meet other people which do the same thing as you. You can share your experience with these persons; ask advice, learning from other people’s mistakes and accomplishments. It is an active environment and you can talk to people from around the world.

A FOREX eBook is a really valuable source of information. These books are written by veterans in the branch, so you’ll be able to learn to trade FOREX from professionals. The book contains many day trading strategies, advice on when to buy and when to sell, principles of succeeding in this activity, technical indicators that you must follow. It is important to remember that a FOREX eBook is not a book that teaches you a quick method of getting rich. It is more a like a guide that shows you the big picture and it presents the information you need to know before you start to trade. Probably the most important aspect of these books is represented by learning the psychology from behind the trades.

To learn to trade FOREX is not an easy job, but if you have enough patience and you apply day trading strategies that you have learned from more experienced people, you can be successful in this domain. You can win money, no matter where you are in the world, no matter the hour in the day, because of 24 hours day trading. All you need is will and a good internet connection.

Whether you are a seasoned pro when it comes to the fine art of cooking or an utter novice there should be some cooking classes or resources in your area that can help you learn and improve your existing skills. Surprisingly few people manage to utilize the many wonderful opportunities that are available to them when it comes to cooking classes.

If you are considering a cooking class you should be glad to know that many communities offer them for a nominal fee at night and sometimes on the weekend. These classes are rather basic and often designed to help women learn the basics of a few economical and healthy meals to prepare for their beginning families. If you fit the bill for this, then you should check out your local library for possible leads for these sorts of classes in your area. For more resources visit us at cat-head-biscuit.com. Even if they do not have the information available it is quite likely that they can point you in the right direction.

If you are looking for cooking classes that you can take with your children, check out your library once again for the first resource. There are also many gourmet food shops that offer cooking classes for parents to take with their children. This is a great opportunity to bond with your child while you both learn to prepare a new dish or two together. It is quite likely that you will be quite surprised by the things you can learn from your child as well as the things you can learn by simply taking the class.

For those among us who are seeking culinary experience with very specific cuisines you will have to search a little more for the perfect cooking classes in which you can achieve your goal. They do exist however, though your chances of learning Thai cooking are much greater in a larger city than in smaller towns throughout the country. If you are really interested in learning some exotic cooking techniques perhaps you should consider a vacation in which you can try out a few new cooking classes while you are there. If you prefer other things on your vacation to cooking you could make a point of attempting one basic class in the cuisine of your choice for each vacation you take. You can also login to july4-recipes.com. This will give you a little more than the same old souvenir to bring back from your trip and an experience that in many cases is quite memorable.

Finally, if you are looking for a romantic idea, how about signing up to take a couples cooking class? Believe it or not, these classes are often offered in both big and smaller cities. They seem to be all the rage around Valentine’s day, perhaps the hint is that the other partner in a relationship can share some of the cooking responsibility or perhaps the idea is that there is more than one way to steam up the kitchen.

Regardless of the reason for taking cooking classes they can bring not only a great deal of enjoyment to your dining room, but also increase your ease in your kitchen. If you’ve never taken a cooking class, there is no time like the present to do so. No matter how skilled you are in the kitchen there is always something that can be learned.

Painting a house is no easy task. There are many steps that need to be taken and there are very specific procedures that need to be followed; unless, of course, your goal is to create a disaster zone.

One of the most tedious tasks that a contracted painter must complete is painting the trim of a home. What I will do here is go through the step by step process that is required to be completed when attacking this aspect of house painting.

Let’s begin by listing the basic equipment that is needed:

- Quality Paint Brushes

- The Selected Paint

- Masking Tape (That is specifically designed for painting)

- Newspaper

1. Select The Paint

The first step that a contracted painter would take in the process, as always, is to select the type and color of the paint that you want to use for the trim. Obviously, you will want to select a color that is congruent with the color of the entire house. You will also need to decide if you want to use a water based paint or oil based paint.

2. Prep Work

Here you will need to prepare the surface as well as any areas that may be affected by the painting work. First you will want to scrape all of the loose paint from the surface area of the trim. Next, you will need to take all of the screens off of the windows around your home. Finally, you will need to caulk the window seals and make sure that it is dry before painting over it.

3. Get Your Tape On

Next, you will want to tape over the windows. A contracted painter will typically tape back 2-4 inches from the edge of the window. After you have taped the windows, you will want to paint the sashes. Be sure to paint them while they are open so that they do not dry shut together.

4. Frame Time

Now you will need to paint the frames on the windows. You will want to be very careful to not get any paint on the window screens.

5. Now The Doors

A contracted painter will now cover any metal parts and or door knobs so as not to get any paint on them. After you have done so, proceed with painting the insets of the doors first and then move outward.

6. Final Round

Finally, you will need to make a final trip around the home to see if you might need any additional coats of paint. Also, you will want to take a small brush with you in order to fill in any spots that you were not able to get with the bigger brushes you used in the first round.

Voila! You have now completed the process of painting the trim on your home. This is the approximate process that a contracted painter would follow. Obviously, there would be some variations in the process and you will need to adjust to any challenges that may arise in the process. However, if you follow this process, you should be in great shape.

Have you always been a fan of oil paintings? If you think you should have some of the very best oil paintings in your home, then you should explore the collection of Van Gogh paintings. All those people who have some affection for oil paintings know they are not going to get anything better than Van Gogh work.

While it is true that there are many other artists with some of the very best paintings, there are many things that set Van Gogh apart from others. Basically, it is the creativity behind all these paintings that make them famous. All of Van Gogh paintings have a special element of creativity and romanticism, which is the reason why people don’t mind spending top dollar to get one such painting.

However, when it comes to best of the best, you can find some of those paintings that are still as popular as in past. Before letting you know about those few masterpieces that have made Van Gogh acquire this place in the world of painters, it is important to point out that he sold only one of his paintings in his life. As amazing as it sounds, his work became popular after he kicked the bucket. But, there are some of the most amazing oil paintings that are loved and liked by the masses.

The great thing about Van Gogh work is that there are so many prints that have been replicated on regular basis. And, one of the biggest hits of all times is Starry Night. This particular painting should be on your wall if you are fan of Van Gogh or oil paintings. Explore the modern culture and you will find Starry Night to be one of the most well known paintings. Actually, there are quite a few reasons why this particular painting has acquired this much of popularity. The most prominent thing is that anyone can relate to this particular painting. It represents life; as, there are dark clouds like problems in life and there are shining stars like happiness. What’s more, there is a small town below the hills, which is perfectly painted to enhance the meaning and grace of this painting.

Apart from this particular painting, there are many others that are equally popular. Van Gogh’s Blossoming Pear Tree is another classic oil painting to consider by all. Due to the amazing use of colors and inherent meaning, this painting is just as popular as Starry Night.

So, the fact of the matter is that it is not possible to be a fan of oil paintings and don’t have something from Van Gogh. But, do make sure you shop from a right place to get the best Van Gogh paintings for your collection.

ABSTRACT

This research paper has been designed to cover the following objectives. (1) To obtain the conceptions of teachers about classroom skills. (2) To identify the essential classroom skills being stressed during teacher training program. (3) To identify the problems in attaining and implementing the essential classroom skills.

Technique of multistage sampling was used. Three districts from Punjab were randomly chosen from the first stage. Ten percent secondary schools were chosen from each district. Ten percent teachers as sample were chosen from each district.

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A questionnaire was designed to get the response of the teachers about the required and acquired skills during the teacher training program B.Ed & M.Ed. Data collected through research instruments was analyzed by using mean score and t-test.

It was concluded that the teachers possessed good planning skills they prepared the lesson objectives before going to class and had the ability to plan the lesson according to the needs of the students. The teachers had command over the skills of presenting the material effectively they introduced the lesson in a very interesting way; they involved the students in interesting activities and built relationship between learning experiences and affective instructions. The teachers managed and organized the lesson well they taught the new lesson with relation to student previous knowledge, clearly and carefully chose and presented the course material and arranged the learning material in proper sequence.

It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.

1: INTRODUCTION

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Teachers are the backbone of the education system. Without the best trained teachers, society and country can acquire targets in every field of life to succeed in the world. Through a standardized education system, nations cannot only make them strong in the field of economy, but they also can communicate their cultural heritage to the coming generations. So the quality of education imparted is directly related to its teachers.

The Commission on National Education (1959) put it as under:

“No education system can rise above the teachers, who serve it and its quality depends ultimately upon the quality and efforts of the teachers. Education is direct nation building activity and if leader of thought and action, on various walks of life are to be produced; the country’s best teacher must be used in the teaching profession” (p.219)

Teachers constitute the major school input. Teaching skills are positively related to student performance. Although teachers qualifications, certifications, educational attainments and knowledge are the most frequently used measures of their class-worthiness, one factor that has not been given  due attention specially in the developing countries is the content and method of teacher training. The education commission 1959 observed:

“Of all the different factors which influence the quality of education and its contributions to national development, the quality, the competence and character of teachers is undoubtedly the most significant. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional and creating satisfactory conditions of work in which they can be fully effective.”(Pp.102-103)

Teaching is one of the most important components of the education process. Teaching is used as a way of making something known to others, usually in the routine of school. Teaching is a sacred profession. It has been the profession of the Prophets. Those who teach are teachers and teachers have been and are respected in all religions and societies. According to Webster dictionary, teaching is to communicate knowledge or skill or to give insight by example or experience. A teacher will be best defined as the organization of learning and successful teaching seeks to organize learning for authentic results.

Farris, (1996) A teacher provides service for society because no one can become a doctor, lawyer, police officer etc without first going to elementary and secondary schools. Perhaps, no other profession is as rewarding and challenging as teaching (p21).

Stronge, (2002) Teachers have a powerful, long lasting influence on their students. They directly affect how students learn, what they learn, how much they learn and the ways they interact with one another and the world around them (1-15).

Yasmeen Akhtar, (2006) Good training can help teachers to cope with the complex demands of teaching a large number of students for five or more periods per day. Improper training, on the other hand, interferes with teaching and learning which causes interruptions, delays and waste of time. Infact good teacher trainings are necessary for healthy learning environment in schools. Better-trained and qualified teachers may make a difference for student achievement and learning at classroom and school. (Pp-11-12)

Highly trained teachers work differently with groups in their classrooms because they posses new knowledge about teaching and learning. So it is rightly said that the quality of education system is directly related to the quality of the teacher. A teacher is considered a more crucial factor in implementing all educational reforms at grassroots level.

1.1 TEACHER:

To Iqbal (1996), “The quality of education imparted depends to a large extent on the quality of teachers”   (P-9).

It is a fact that a teacher is a change-beginning agent of the society. Challenges of the present society can be responded if the teachers are dedicated to their profession and are well equipped with the modern teaching techniques.

The teacher shows a pivotal role in any educational system and maintains a standard. It also matters a great deal how far teachers are knowledgeable, professionally trained and committed to their profession. Today the task of the teacher has become really challenging.

Because, teachers are now not only required to integrate theory and practice to improve schooling but are also required to teach a diverse population because of many factors such as rural/urban and province to province migration. (Pp-12-14)





1.2       THE IMPORTANCE AND ROLE OF TEACHERS:

God gave one of the most precious gifts to the teacher, the gift of teaching, and alongside gave the teacher the authority to exercise that gift for the students benefit. Good teachers, like artists, have their own individual styles of performing. A teacher is like a candle, which lights others in consuming itself.

DuBois, (1993) Teachers’ through their talent and charisma, motivate their students’ intellectual growth, evoke their students’ emotions, and improve their students’ self-esteem. These talented teachers encourage the students to find meaning in their lives, a sense of purpose, a vision. The teacher possesses a unique form of altruism, an unselfish commitment to the welfare of the student. Teaching is an ongoing passion (P-8)

1.3       QUALITIES OF A GOOD TEACHER:

(Mohan, 1992) defines the qualities of a good teacher which are as under

1. Pleasant Personality:

Pleasant, kindly disposition, with a sense of humor, cheerful and inclined to keep the class cheerful. Keeping pleasant atmosphere in the classroom.

2. Encourages the Students:

Interested in pupils, eager to render help in difficulties, keen to encourage them in their enthusiasm and interest.

3. Explains the Lesson in Simple Form:

Ready to clarify things whenever approached, tolerant of pupil’s faults, willing to repeat and simplify parts of lessons not understood.

4. Keeping the Class Alert:

Alert, active and full of enthusiasm for the task and the company of pupils. Uses proper questioning to keep the class engaged and alert.

5. Having no bias:

Has no favorites and is not prejudiced against any. Deals with the students in the same manner and does not allow biases.

6. Maintains Discipline:

Maintain discipline, is firm but not harsh.

7. Teacher like Personality:

Is presentable in health, appearance and dress. (p262)

(Borich, 2000) In the last few decades, a revolution has occurred in the definition of good teaching. Defining good teachers by the community ideals proved unrealistic on the job and in the preparation of teachers. Similarly teacher’s psychological characteristics proved to be poorly related to what teachers actually did in the classroom. This directed researchers to study the impact that specific teacher behavior had no the specific cognitive and effective teaching behavior of their students. The term good teaching changed to effective teaching and the research focus shifted from exclusively studying to include their effect on students. These new ways of studying classroom behavior have made the student and teacher–student interaction in the classroom the focus of modern definitions of effective teaching.

These changes have influenced the profession of teaching so dramatically that their effects now are felt in the reform of teacher training curricula, in the competency testing of the teachers, in the education of the teacher trainers and the textbooks on teaching methods. Perhaps most responsible for this change are the new ways in which classroom researchers have come to study the nature of teaching. These new ways of studying classroom behavior have made the students and teacher – student interaction in the classroom the focus of modern definitions of effective teaching. (P-25)





1.4       TEACHER EDUCATION:

Arshad (2005) The objectives and characteristics of teaching clearly show that it is a highly technical career and demands skills on part of the teacher.

For effective teaching, a teacher should have clarity of thoughts and concepts as well as clarity in communication and knowledge of the basic principles of teaching. They include ability to create curiosity to learn, to exemplify, and to recapitulate at suitable intervals, to avoid boredom, to move from easy to difficult, to move from known to unknown and to teach according to the mental caliber of the students.

In school, the teacher has instructional counseling, administrative, supervisory and public relations responsibilities. The instructional responsibilities include:

Determining the objectives Diagnosing learners Planning instructional activities Implementing programs Evaluating learning outcomes

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Training and professional development includes imparting knowledge about content and skills in instruction, classroom management, assessment, and developing teacher knowledge and skill. It enables teachers to reflect critically on their practice and approach new knowledge and beliefs about content, pedagogy, and learners. It includes a direct instruction/lecture component, skill demonstration, modeling, workshop, presentations and other types of in-service activities. (P-3)

1.5       NEED OF TEACHER TRAINING:

Teaching is not something that anybody can do without any kind of training. For efficient teaching it is necessary that the educator must have education of the highest level accompanied by the training in techniques of teaching, principles of teaching, solution of educational problems, curriculum, organization of the school, etc. Different kinds of training are required for teaching at the different levels of education, and with this end in view, the kind and nature of training required for teaching at the primary, secondary and higher levels of education, have been determined. The teacher once trained for any level is not enough for that level forever in the changing patterns of time. The global changes insist the teacher to change himself with knowledge and teaching methodology. For this in-service training besides pre-service training with intervals is very necessary. The main aim of training is effective teaching.

Ranga 2005 has discussed the need of training in the teaching profession:

Teacher training is necessary to develop the qualities of truthfulness, non-violence and dignity of labour To perceive the role as an agent of social change in the community To act as a leader of community and as a guide of the community Establish a liaison between the school and the community Develops the warm and positive attitude towards growing children Develops the competencies (P-20)

1.6       TEACHERS EDUCATION IN PAKISTAN

In Pakistan, teacher’s education program focuses solely on the development of teachers, knowledge enhancing, teaching strategies, techniques of tests and measurement, evaluation procedure, school administration and physical skills in teaching.

It is of importance, as well that the teacher training should not only be effective but it should also be compatible with the value system and culture of the society. In this regard the effectiveness of teacher training and its relevancy with social setup both are equally important.

According to Iqbal, (1996)

In the country like Pakistan, which owes its very existence to an ideology based on religious faith. It is even more important that the teacher education is planned and directed in accordance with the tenants of its faith. The teacher training should produce teachers who fear God comply with Shariah, possess sound personal character and are of modest personality for the student. (P-125)

1.7       OBJECTIVES OF TEACHER TRAINING IN PAKISTAN NATIONAL EDUCATION POLICY (1998-2010)

The Teacher Training Program is undoubtedly a significant program aiming at the continuous development of the teachers in the desired direction. Following are the chief objectives of the Teacher Training Program:

To provide incentive to the teachers to function more efficiently. To help the teachers to know their problems and to solve them by pooling their resources and wisdom. To help the teachers to employ more effective work and wisdom. To help teachers to get acquainted with modern techniques in education. To broaden the mental outlook of the teachers. To increase the professional efficiency of the teachers.

1.8 TEACHING SKILLS

Ranga (2005): The teacher should possess such skills and competencies so that his task may be easy, useful and effective. He should know the techniques and procedures which should be adopted in his profession. He should think about the active performance of his duties.

Many teachers personally believe that their job is to develop certain basic skills at a given level of achievement. The teacher of tomorrow should be the one who can design a teaching program which is conducive for the growth of the pupil’s mental health and develops in them a commitment to a set of values, that is creativity and enquiry skill.

Now a days, a teacher is in need of certain skills and competencies to develop and he is in need of new type of knowledge so that he may be in a position to make his task easy. The teachers of today are in need of such an education which is new, constructive, spontaneous and which is based on a new philosophy of life.     (Pp-17-18)

Darling Hammond (2004) has presented the various teaching skills:

General Academic Ability and Intelligence:

There is a positive correlation between teaching performance and measures of teacher’s intelligence or academic ability.

Subject Matter Knowledge:

Subject matter knowledge is another skill and teaching variable.

Knowledge of Teaching and Learning:

Knowledge of teaching and learning is also an important variable and an important teaching skill.

Teaching Experience:

Teacher’s experience about the teaching and learning and learning difficulties are also the important variables.

Teacher Behavior and Practice:

Teacher’s personality, traits and behavior like teacher’s “flexibility”, “creativity”, or “adaptability” also influence student achievement and learning. (P-6)

Hustle & McIntyre (1996) have identified some teaching skills which are as under:

Planning and Preparation:

The teacher should plan the lesson according to the needs of the students and should prepare the lesson objectives before going to the class.

Lesson Presentation:

The teacher should present the new lesson in an interesting way so that the objectives of the lesson can be achieved.

Lesson Management:

The teacher should split the learning material into sequence and clearly formulate the learning content.

Classroom Climate:

The teacher should keep the classroom environment good and pleasant for the teaching and learning process.

Class Discipline:

The teacher should show quick response to the behavior of the students and maintain good discipline in the class.

Assessing Pupils:

The teacher should use proper questioning techniques during the lesson to assess the pupils and gauge their progress.

Evaluation:

The teacher should use proper evaluation technique to find out the strengths and weaknesses of the students.(http.)

Chris Kyracou (1997) has given some essential teaching skills which are as under:

Management of Material:

The teacher should organize the material in sequence and according to the level of the students.

Guided Practice:

The teacher should provide opportunities to the students to practice the lesson learnt and the teacher should act as a guide during their practice.

Structured Conversation:

The teacher should prepare the lesson objectives, and plan the lesson according to the student’s needs and level and should provide some time for conversation.

Monitoring:

The teacher should monitor the students continuously during teaching-learning process so that all the students take proper interest in the subject.

Use Natural Language:

The teacher should use natural language during teaching because use of natural language during the lesson can be easily understood by the learners and it will help them in understanding the lesson.

Management of Order:

The teacher should maintain order and discipline in the class room and deal with misbehavior effectively.

Flexible Material:

The teacher should present the flexible material which can be changed during the lesson according to the student’s level.

Planning and Preparation:

The teacher should plan and formulate the lesson objectives according to the level of the student.

Written Evaluation:

The teacher should conduct the written test to judge that how much the students perceive the knowledge given by the teacher.

Knowledge about the Subject Taught:

The teacher should have full knowledge and command over the subject taught to the students.

Organization and Management of Class:

The teacher should organize and manage the class in a proper way.

Teaching Experience:

The teacher should have teaching experience because this will help the teacher to enhance the teaching methodology.

Teacher Personality:

The teacher should possess teacher like personality and should have the experience about teaching and learning.

Knowledge of Teaching and Learning:

The teacher should have a strong knowledge about teaching and learning. The teacher should have the ability to use learning activities that require students to practice higher order thinking.(http)

2:    OBJECTIVES OF THE STUDY

The following were the objectives of the study:

To obtain the conceptions of teachers about classroom skills. To identify the essential classroom skills being stressed during teacher training program. To identify the problems in attaining and implementing the essential classroom skills.

3    RESEARCH QUESTIONS:

What are the teaching skills required for effective teaching? How far the teacher education institutions are helping the teachers in acquiring these skills? How far are the teachers actually using these skills in classroom institution?

4    PROCEDURE OF THE STUDY

The study was delimited to the teachers of the secondary schools in three districts of Punjab. A survey was conducted to investigate the views of teachers of secondary schools through specially constructed questionnaire.

4.1   POPULATION:

The population of the study consisted of 9471 Govt. Sec. Schools and 167696 teachers of Secondary Schools.

4.2   SAMPLE:

Technique of multistage sampling was used. Three districts of Punjab were randomly chosen from first stage. 10 percent teachers as sample were chosen from each district.

The following table shows the details of the sample.

Sample Table:

DISTRICT

TOTAL SCHOOLS

SCHOOLS TAKEN

NO. OF TEACHERS

Rawalpindi

266

27

65

Attock

244

24

60

Lahore

275

28

70

Total

785

79

195

4.3   INSTRUMENTATION:

One questionnaire for secondary school teachers was developed. Each statement provided the descriptions of five levels namely strongly disagree, disagree, uncertain, agree, strongly agree.

The language and concept of a questionnaire was drafted in such a manner that these statements may be clear and meaningful to the reader.

4.4   PILOT TESTING:

A pilot testing of the research instrument was carried out on members of the population not included in the sample. The pilot survey helped in refining the research instrument.

4.5   DATA COLLECTION:

The questionnaire was delivered personally to the teacher.

4.6   DATA ANALYSIS:

Data collected through research instrument was analyzed by using mean score and t.test.

5          ANALYSIS OF THE TEACHERS PERCEPTIONS:

Table 1            Lesson Planning Skills

S.No

Statement



S D

D

U N

A

S A

Total

Mean

1

The teacher possesses good planning skills

Frequency

1

17

16

146

70

250

4.07

Score

1

34

48

584

350

1017

Percentage

0.4

6.8

6.4

58.4

28.0

100.0

2

The teacher prepares the lesson objectives before going to class.

Frequency

1

34

52

99

64

250

3.76

Score

1

68

156

396

320

941

Percentage

.4

13.6

20.8

39.6

25.6

100.0

3

The teachers have the ability to plan the lesson according to the needs of the students.

Frequency

7

30

32

93

88

250

3.91

Score

7

60

96

376

440

979

Percentage

2.8

12.0

12.8

37.2

35.2

100.0

4

The teachers have the ability to identify intended learning outcomes.

Frequency

0

76

127

37

10

250

2.92

Score

0

152

381

148

50

731

Percentage

0

30.4

50.8

14.8

4.0

100.0

Mean of means=3.66

Table 1 shows that 86% teachers agreed that the teacher possesses good planning skills and mean score is 4.07, 65% agreed that the teacher prepares the lesson objectives before going to class and mean score is 3.76, 72% agreed that the teachers have the ability to plan the lesson according to the needs of the students and mean score is 3.91, 18% agreed that the teachers have the ability to identify intended learning outcomes and mean score is 2.92.

On all the four statements of lesson planning skills, majority of the teachers agreed and mean of means is 3.66. So, it can be concluded from the above table that the teachers agreed and are satisfied with the performance of teachers on lesson planning skills. Mean of means lies between uncertain and agree showing positive response.

Table 2:          Lesson Presentation Skills

S.No

Statement



SDA

DA

U N

A

S A

Total

Mean

1

The teachers have the ability to present the material effectively.

Frequency

0

36

15

111

88

250

4.00

Score

0

72

45

444

440

1001

Percentage

0

14.4

6.0

44.4

35.2

100.0

2

The teachers have the ability to introduce the lesson in a very interesting way.

Frequency

6

29

32

99

84

250

3.90

Score

6

58

96

396

420

976

Percentage

2.4

11.6

12.8

39.6

33.6

100.0

3

The teachers have the ability to involve the students in learning activities.

Frequency

0

18

33

117

82

250

4.05

Score

0

36

99

468

410

1013

Percentage

0

7.2

13.2

46.8

32.8

100.0

4

The teachers have the ability to build the relationship between the learning experiences and effective instructions.

Frequency

0

25

58

116

51

250

3.77

Score

0

50

174

464

255

943

Percentage

0

10.0

23.2

46.4

20.4

100.0

Mean of means=3.93

Table 2 shows that 79% teachers agreed  that the teachers have the ability to present the material effectively and mean score is 4.0, 72% teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way and mean score is 3.90, 78% agreed or strongly agreed that the teachers have the ability to involve the students in learning activities and mean score is 4.05, 66% agreed that the teachers have the ability to build the relationship between the learning experiences and effective instructions and mean score is 3.77.

On all the four statements of lesson presentation skills majority of the teachers agreed and Mean of means is 3.93. So, it can be concluded from the above table that the teachers agreed on lesson presentation skills. The Mean of means lies between uncertain and agree showing positive trend.





Table 3:          Lesson Management Skills

S.No

Statement



SDA

DA

U N

A

S A

Total

Mean

1

The teachers have the ability to manage and organize the lesson.

Frequency

0

10

25

130

85

250

4.16

Score

0

20

75

520

425

1040

Percentage

0

4.0

10.0

52.0

34.0

100.0

2

The teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge.

Frequency

0

9

20

136

85

250

s4.19

Score

0

18

60

544

425

1047

Percentage

0

3.6

8.0

54.4

34.0

100.0

3

The teachers have the skill to clearly and carefully formulate the course material.

Frequency

0

32

70

99

49

250

3.66

score

0

64

210

396

245

915

Percentage

0

12.8

28.0

39.6

19.6

100.0

4

The teachers have the ability to split the learning material into sequence.

Frequency

1

16

76

104

53

250

3.77

Score

1

32

228

416

265

942

Percentage

.4

6.4

30.4

41.6

21.2

100.0

Mean of means= 3.79

Table 3 shows that 88% teachers agreed that the teachers have the ability to manage and organize the lesson and Mean Score is 4.16, 88% teachers agreed that the teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge and mean score is 4.19. 58% agreed that the teachers have the skill to clearly and carefully formulate the course material and mean score is 3.66 and 62% teachers agreed that the teachers have the ability to split the learning material into sequence and mean score is 3.77.

On all the four statements of lesson management skills majority of the heads agreed and Mean of means are 3.79. So, it can be concluded from the above table that the heads agreed and are satisfied with the performance of teachers on lesson management skills. The Mean of means lies between uncertain and agree showing positive trend

Table 4:          Classroom Climate

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to maintain good climate in the class.

Frequency

0

17

25

94

114

250

4.22

Score

0

34

75

376

570

1055

Percent

0

6.8

10.0

37.6

45.6

100.0

2

The teachers have the ability to maintain pleasant atmosphere for learning.

Frequency

0

23

26

123

78

250

4.02

Score

0

46

78

492

390

1006

Percent

0

9.2

10.4

49.2

31.2

100.0

3

The teachers have the ability to develop strong interaction between students and teacher.

Frequency

0

24

51

93

82

250

3.93

Score

0

48

153

372

410

983

Percent

0

9.6

20.4

37.2

32.8

100.0

4

The teachers have the ability to develop trust of the students.

Frequency

1

13

20

144

72

250

4.09

Score

1

26

60

576

360

1022

Percent

.4

5.2

8.0

57.6

28.8

100.0

5

The teachers have the ability to develop the student’s interest in learning.

Frequency

0

13

40

100

97

250

4.12

score

0

26

120

400

485

1031

Percent

0

5.2

16.0

40.0

38.8

100.0

6

The teachers have the ability to make the classroom climate effective for teaching and learning.

Frequency

0

53

22

91

84

250

3.82

Score

0

106

66

364

420

956

Percent

0

21.2

8.8

36.4

33.6

100.0

Mean of means=3.65

Table 4 shows that 82% teachers agreed that the teachers have the ability to maintain good atmosphere in the class and Mean score is 4.22. 69% teachers agreed that the teachers have the ability to maintain pleasant atmosphere for learning and Mean score is 4.02, 69% teachers agreed that the teachers have the ability to develop strong interaction between students and teacher and Mean score is 3.93. 85% teachers agreed that the teachers have the ability to develop trust of the students and Mean score is 4.09, 78% teachers agreed that the teachers have the ability to develop the student’s interest in learning  and the mean score is 4.12. 69% teachers agreed that the teachers have the ability to make the classroom climate effective for teaching and learning and the Mean score is 3.82

On all the four statements of classroom climate skills majority of the teachers agreed and Mean of means is 3.65. So, it can be concluded from the above table that teachers agreed with the performance of teachers on the skills of maintaining good classroom atmosphere. Mean of means lies between uncertain and agree showing positive trend

Table 5:          Command over the Subject

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have full command over the subject.

Frequency

0

34

69

54

93

250

3.82

Score

0

68

207

216

465

956

Percent

0

13.6

27.6

21.6

37.2

100.0

2

The teachers have knowledge beyond the prescribed syllabus.

Frequency

3

18

84

90

55

250

3.70

Score

3

36

252

360

275

926

Percent

1.2

7.2

33.6

36.0

22.0

100.0

3

The teachers have the ability to provide latest information about the subject.

Frequency

5

70

50

60

65

250

3.44

Score

5

140

150

240

325

860

Percent

2.0

28.0

20.0

24.0

26.0

100.0

Mean of means=3.65

Table 5 shows that 58% teachers agreed that the teachers have full command over the subject and Mean score is 3.82. 58% agreed that the teachers have knowledge beyond the prescribed syllabus and Mean score is 3.70. 50% agreed that the teachers have the ability to provide latest information about the subject and Mean score is 3.37.

All the three statements of the skills of command over the subject majority of the teachers agreed that the teachers have full command over the subject they taught and mean of means is 3.65.

So, it can be concluded from the above table that teachers are not fully satisfied from the performance of teachers on the skills of command over the subject. Mean of means lies between uncertain and agree showing positive trend





Table 6:          Appropriateness of Teaching Methodologies

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to choose the teaching method according to the situation.

Frequency

7

35

40

86

82

250

3.80

Score

7

70

120

344

410

951

Percent

2.8

14.0

16.0

34.4

32.8

100.0

2

The teachers have the ability to teach the students by using appropriate teaching method.

Frequency

0

34

25

132

59

250

3.86

Score

0

34

25

132

295

966

Percent

0

13.6

10.0

52.8

23.6

100.0

3

The teachers have the ability to see the relevance of their work.

Frequency

1

18

32

163

36

250

3.86

Score

1

36

96

652

180

965

Percent

.4

7.2

12.8

65.2

14.4

100.0

4

The teachers have the skills to make active efforts to improve instructional   effectiveness.

Frequency

21

45

33

115

36

250

3.40

Score

21

90

99

460

180

850

Percent

8.4

18.0

13.2

46.0

14.4

100.0

5

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

7

58

30

85

70

250

3.61

Score

7

116

90

340

350

903

Percent

2.8

23.2

12.0

34.0

28.0

100.0

6

The teachers have the ability to make active efforts to improve instructional   effectiveness.

Frequency

0

41

74

106

29

250

3.49

Score

0

82

222

424

145

873

Percent

0

16.4

29.6

42.4

11.6

100.0

7

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

0

63

69

64

54

250

3.44

Score

0

126

207

256

270

859

Percent

0

25.2

27.6

25.6

21.6

100.0

8

The teachers have the ability to improve instructional effectiveness.

Frequency

0

34

60

104

52

250

3.70

Score

0

68

180

416

260

924

Percent

0

13.6

24.0

41.6

20.8

100.0

9

The teachers have the ability to use learning activities that require the students to practice higher order thinking.

Frequency

27

57

44

78

44

250

3.22

Score

27

114

132

312

220

805

Percent

10.8

22.8

17.6

31.2

17.6

100.0

10

The teachers have the ability to use different strategies for problem solving.

Frequency

0

14

31

154

51

250

3.97

Score

0

28

93

616

255

992

Percent

0

5.6

12.4

61.6

20.4

100.0

11

The teachers have the ability of inspiring confidence in the students.

Frequency

1

11

17

147

74

250

4.13

Score

1

22

51

588

370

1032

Percent

.4

4.4

6.8

58.8

29.6

100.0

12

The teachers have the ability of relating the previous lesson with the current lesson.

Frequency

0

17

36

105

92

250

4.09

Score

0

34

108

420

460

1022

Percent

0

6.8

14.4

42.0

36.8

100.0

13

The teachers have the ability of arousing student’s interest in lesson.

Frequency

1

10

51

131

57

250

3.93

Score

1

20

153

524

285

983

Percent

.4

4.0

20.4

52.4

22.8

100.0

14

The teachers have the ability to provide plenty of opportunities to students for practice.

Frequency

1

38

62

90

59

250

3.67

Score

1

76

186

360

295

918

Percent

.4

15.2

24.8

36.0

23.6

100.0

15

The teachers have the ability to motivate the students towards learning.

Frequency

0

8

31

120

91

250

4.18

Score

0

16

93

480

455

1044

Percent

0

3.2

12.4

48.0

36.4

100.0

16

The teachers have the ability to use learning activities that require students to practice higher older thinking

Frequency

15

46

47

95

47

250

3.45

Score

15

92

141

380

235

863

Percent

6.0

18.4

18.8

38.0

18.8

100.0

Mean of means=3.73

Table 6 shows that 66% teachers agreed that the teachers have the ability to choose the teaching method according to the situation and Mean score is 3.80. 78% teachers agreed or strongly agreed that the teachers have the ability to teach the students by using appropriate teaching method and the mean score is 3.86. 79% agreed that the teachers have the ability to see the relevance of their work and mean score is 3.86. 60% agreed that the teachers have the skills to make active efforts to improve instructional effectiveness and the Mean score is 3.40. 62% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.67. 53% agreed that the teachers have the ability to make active efforts to improve instructional effectiveness and the Mean score is 3.49. 46% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.44. 61% agreed that the teachers have the ability to improve instructional effectiveness and the mean score is 3.70. 48% agreed that the teachers have the ability to use learning activities that require the students to practice higher order thinking and the Mean score is 3.22. 81% agreed that the teachers have the ability to use different strategies for problem solving and the Mean score is 3.97. 87% agreed that the teachers have the ability of inspiring confidence in the students and the mean score is 4.13. 78% agreed that the teachers have the ability of relating the previous lesson with the current lesson and the Mean score is 4.09. 74% agreed that the teachers have the ability of arousing student’s interest in lesson and the Mean score is 3.93. 59% agreed that the teachers have the ability to provide plenty of opportunities to students for practice and the Mean score is 3.67. 84% teachers agreed or strongly agreed that the teachers have the ability to motivate the students towards learning and the Mean score is 4.18. 56% agreed that the teachers have the ability to use learning activities that require students to practice higher older thinking and the Mean score is 3.45.

All the sixteen statements of the skills appropriateness of the teaching methodologies, the teachers agreed that the teachers are using appropriate teaching methodologies according to the demand of the subject they taught and Mean of means is 3.73

So, it can be concluded from the above table that teachers are satisfied with the performance of teachers on the skills of appropriateness of teaching methodologies. Mean of means lies between uncertain and agree showing positive trend





Table 7:          Class Discipline

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to maintain good order in the classroom.

Frequency

0

7

24

125

94

250

4.22

Score

0

14

72

500

470

1056

Percent

0

2.8

9.6

50.0

37.6

100.0

2

The teachers have the ability to deal the misbehaviors effectively.

Frequency

1

28

35

94

92

250

3.99

Score

1

56

105

376

460

998

Percent

.4

11.2

14.0

37.6

36.8

100.0

3

The teachers have the ability to identify disruptive behavior.

Frequency

0

2

40

128

80

250

4.14

Score

0

4

120

512

400

1036

Percent

0

.8

16.0

51.2

32.0

100.0

Mean of means=4.11

Table 7 shows that 87% teachers agreed or strongly agreed that the teachers have the ability to maintain good order in the classroom and Mean score is 4.22. 73% agreed that the teachers have the ability to deal the misbehaviors effectively and Mean score is 3.99. 83% agreed that the teachers have the ability to identify disruptive behavior and Mean score is 4.14.

From the three statements of class discipline skills majority of the teachers agreed and Mean of means is 4.11. So, it can be concluded from the above table that teachers agreed and are satisfied with the performance of teachers on class discipline skills.

Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 8:          Teacher like Personality

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers possess teacher like personality.

Frequency

0

17

25

111

97

250

4.15

Score

0

34

75

444

485

1038

Percent

0

6.8

10.0

44.4

38.8

100.0

2

The teachers have the experience about teaching and learning.

Frequency

0

14

26

121

89

250

4.14

Score

0

28

78

484

445

1035

Percent

0

5.6

10.4

48.4

35.6

100.0

3

The teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements.

Frequency

28

31

24

85

82

250

3.65

Score

28

62

72

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

Mean of means=3.98

Table 8 shows that 82% teachers agree or disagree that the teachers possess teacher like personality and Mean score is 4.15. 83% agreed or strongly agreed that the teachers have the experience about teaching and learning and Mean score is 4.14. 66% agreed that the teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements and Mean score is3.65.

From all the three statements of teacher’s personality majority of the teachers agreed and Mean of means are 3.98. So, it can be concluded from the above table that teachers agreed and are in favor that the teachers possess teacher like personality. Mean of means lies between uncertain and agree showing positive trend.

Table 9:          Formulation of Appropriate Questions

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to use proper questioning during the lesson.

Frequency

0

17

25

111

97

250

4.15

Score

0

34

75

444

485

1038

Percent

0

6.8

10.0

44.4

38.8

100.0

2

The teachers have the ability to use lower cognitive and higher cognitive questions to check student’s understanding.

Frequency

0

14

26

121

89

250

4.14

Score

0

28

78

484

445

1035

Percent

0

5.6

10.4

48.4

35.6

100.0

3

The teachers have the ability to properly handle the student’s questions.

Frequency

28

31

24

85

82

250

3.65

Score

28

62

72

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

4

The teachers have the ability to use regular questioning to gauge pupils progress.

Frequency

0

1

43

103

103

250

4.23

Score

0

2

129

412

515

1058

Percent

0

.4

17.2

41.2

41.2

100.0

5

The teachers have the ability to use questioning to stimulate the students thinking during instructions.

Frequency

7

19

73

117

34

250

3.61

Score

7

38

219

468

170

902

Percent

2.8

7.6

29.2

46.8

13.6

100.0

Mean of means=3.95

Table 9 shows that 82% teachers agreed that the teachers have the ability to use proper questioning during the lesson and Mean score is 4.15. 83% agreed that the teachers have the ability to use lower cognitive and higher cognitive questions to check the student’s understanding and Mean score is 4.14. 66% agreed that the teachers have the ability to properly handle the student’s questions and Mean score is 3.65. 82% agreed that the teachers have the ability to use regular questioning to gauge the pupils progress and the Mean score is 4.23. 59% agreed that the teachers have the ability to use questioning to stimulate the students thinking during instructions and Mean score is 3.61.

From the five statements it can be concluded from the above table that the teachers agreed and are satisfied that the teachers have the skills to formulate the appropriate questions and Mean of means is 3.95. Mean of means lies between uncertain and agree showing positive trend.

Table 10:        Checking Of Homework

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers give homework regularly.

Frequency

0

27

19

116

88

250

4.06

Score

0

54

57

464

440

1015

Percent

0

10.8

7.6

46.4

35.2

100.0

2

The teachers check the homework regularly.

Frequency

1

43

74

67

65

250

3.61

Score

1

86

222

268

325

902

Percent

.4

17.2

29.6

26.8

26.0

100.0

Mean of means=3.83

Table 10 shows that 81% teachers agreed that the teachers give homework regularly and Mean score is 4.06. 52% agreed that the teachers’ check the homework regularly and Mean score is 3.61.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the homework regularly and mean of means is 3.83. Mean of means lies between uncertain and agree showing positive trend.

Table 11:        Checking Of Class Work

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers give class work regularly.

Frequency

0

16

13

111

110

250

4.26

Score

0

32

39

444

550

1065

Percent

0

6.4

5.2

44.4

44.0

100.0

2

The teachers check the class work regularly.

Frequency

1

43

46

69

91

250

3.82

Score

1

86

138

276

455

956

Percent

.4

17.2

18.4

27.6

36.4

100.0

Mean of means=4.04

Table 11 shows that 88% teachers agreed that teachers give classwork regularly and Mean score is 4.26. 63% agreed that the teachers check the classwork regularly and Mean score is 3.82.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the class work regularly and Mean of means is 4.04. Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 12:        Inspiring Confidence in Students

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to inspire confidence in students.

Frequency

0

12

25

119

94

250

4.18

Score

0

24

75

476

470

1045

Percent

0

4.8

10.0

47.6

37.6

100.0

2

The teachers have the ability to appreciate the student’s efforts.

Frequency

0

0

36

113

101

250

4.26

Score

0

0

108

452

505

1065

Percent

0

0

14.4

45.2

40.4

100.0

3

The teachers have the ability to reinforce the correct behavior of the students.

Frequency

0

8

62

109

71

250

3.97

Score

0

16

186

436

355

993

Percent

0

3.2

24.8

43.6

28.4

100.0

Mean of means = 4.13

Table 12 shows that 84% teachers agreed that the teachers have the ability to inspire confidence in students and Mean score is 4.18. 85% agreed that the teachers have the ability to appreciate the student’s efforts and Mean score is 4.26. 71% agreed that the teachers have the ability to reinforce the correct behavior of the students and Mean score is 3.97.

From the three statements it can be concluded from the above table that the heads agreed that the teachers inspire confidence in the students regularly. The Mean of means is 4.13. Mean of means lies between agree and strongly agree showing strong positive trend.

Table 13:        Evaluation Skills

S.No

Statement



SDA

DA

UNC

A

SA

Total

Mean

1

The teachers have the ability to use evaluation techniques.

Frequency

0

16

28

143

63

250

4.01

Score

0

32

84

572

315

1003

Percent

0

6.4

11.2

57.2

25.2

100.0

2

The teachers evaluate the students properly.

Frequency

0

41

37

126

46

250

3.71

Score

0

82

111

504

230

927

Percent

0

16.4

14.8

50.4

18.4

100.0

3

The teachers have the ability to conduct classroom test for evaluating the student’s performance.

Frequency

1

1

36

115

97

250

4.22

Score

1

2

108

460

485

1056

Percent

.4

.4

14.4

46.0

38.8

100.0

4

The teachers have the ability to use evaluation skills for judging the student’s achievements.

Frequency

1

28

33

127

61

250

3.88

Score

1

56

99

508

305

969

Percent

.4

11.2

13.2

50.8

24.4

100.0

5

The teachers have the ability to use diagnostic evaluation skill to identify the problems in learning.

Frequency

6

54

55

90

45

250

3.46

Score

6

108

165

360

225

864

Percent

2.4

21.6

22.0

36.0

18.0

100.0

6

The teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students.

Frequency

1

23

43

125

58

250

3.86

Score

1

46

129

500

290

966

Percent

.4

9.2

17.2

50.0

23.2

100.0

Mean of means=3.86

Table 13 shows that 82% teachers agreed that the teachers have the ability to use evaluation techniques and Mean score is 4.01. 68% agreed that the teachers evaluate the students properly and Mean score is 3.71. 84% agreed that the teachers have the ability to conduct classroom test for evaluating the student’s performance and Mean score is 4.22. 74% agreed that the teachers have the ability to use evaluation skills for judging the student’s achievements and the Mean score is 3.88. 54% agreed that the teachers have the ability to use diagnostic evaluation skills to identify the problems in learning and the Mean score 3.46. 73% agreed that the teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students and the mean score is 3.86.

From the six statements it can be concluded from the above table that the teachers agreed and are satisfied that the teacher has the skills to use the evaluation skills properly and Mean of means is 3.85. Mean of means lies between uncertain and agree showing positive trend.





DISCUSSION:

The teacher constitutes the major school input. The teacher at different levels needs different types of training. Because good education represents good teacher and good teacher need not only sufficient knowledge of the subject matter to be imparted to students but techniques and methods should be taught both in theory and practice.

The study was descriptive in nature. For this purpose the research reviewed the related documents, educational policies and Teacher Training Programs. The main objective of the study was the analysis of skills acquired in the Teacher Training Programs and required in the actual classroom. A study was conducted to investigate the needs, teacher and teacher trainers.

Technique of multistage sampling was used. 3 Districts of Punjab were the sample of the study. In each district ten percent teachers were selected as a sample. For data collection the researcher prepared a questionnaire for the teacher.

Data collected through research tool was analyzed by using t-test. It was concluded that majority of the teachers prepared the lesson objectives before going to class. Majority of the teachers lacked the skills of identifying misbehaviors. The teachers were trained in the traditional methods and the teacher training programs are heavily loaded with theoretical information and the teachers are unable to use modern methodologies.

It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.

6:         FINDINGS

86 percent teachers strongly agreed or agreed that the teachers possessed good planning skills 65 teachers strongly agreed or agreed that the teachers prepared the lesson objectives before going to class but the classroom 72 percent teachers strongly agreed or agreed that the teachers had the ability to plan the lesson according to the needs of the students. But the classroom observation showed that only 27 percent teachers possessed this skill. 15 percent teachers agreed that the teachers had the ability to identify intended learning outcomes but the classroom observation showed that only 27 percent teachers possessed this skill. 79 percent teachers agreed that the teachers had the ability to present the material effectively. 72 percent teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way but the classroom observation showed that only 56 percent teachers possessed this skill. 78 percent teachers agreed that the teachers had the ability to involve the students in learning activities but the classroom observation showed that only 27 percent teachers possessed this skill. 66 percent teachers agreed that the teachers had the ability to build the relationship between the learning experiences and effective instructions but the classroom observation showed that only 43 percent teachers possessed this skill. 88 percent teachers agreed that the teachers had the ability to manage and organize the lesson but the classroom observation s

Doctors who perform hair transplants are finally getting their props! There was a time when performing hair transplant surgery was associated with unattractive hair plugs, telltale scars and botched hair transplants and rip-offs were more the norm.  But not anymore!

The technology surrounding hair transplants has grown so precise that the newest hair transplant surgery is done under a microscope, called Follicular Unit Extraction where each hair follicle is removed and replaced one by one. And the newest way to avoid scarring when using a strip incision method was a surgical technique called a Trichophytic Closure which is a way of minimizing scars performed by trimming the edge of a line scar closure so that hair actually grows through the scar. In fact when hair follicles are taken one by one, the artistry involved in creating a natural-looking hairline becomes the hallmark of success of a hair transplant surgery.

Just take the case of Desiree, a 34-year-old performer who had lost the hair around her hairline from the way she wore her hair in dreadlocks for almost her entire adult life.  She started noticing the fall-out as the dreads grew longer and heavier, now around her waist. And she also saw the telltale pimples that were her hair follicles screaming for help! She knew she’d have to make a change but the last thing she was thinking was that her search for help would lead her to hair transplants.  First, things first, she went to see her hairstylist, a friend she’d known for years but whom she hadn’t used her services because who needs a hairstylist when you have dreadlocks? She tried to help by removing the dreads entirely and by creating a new, naturally curly hairstyle for Desiree. But she emphasized that she couldn’t guarantee the problem would resolve itself and sent her directly to a dermatologist to find out whether the one inch of hair loss she suffered all around her hairline was permanent or not.

Desiree went to the dermatologist who prescribed some cortisone injections and creams to relieve the swelling and inflammation where her hair was pulling, an antibiotic for the pimples so they wouldn’t get even more infected and some Minoxidil to try to regrow her hair, if those hair follicles weren’t pulled literally to death.  At that point, the dermatologist warned Desiree that hair transplant surgery might be in her future if she didn’t respond to the hair regrowth therapy.  After five months of the Rogaine Treatment, Desiree didn’t see much hair regrowth and while she was enjoying her new look she was worried about how strange her face must look with her hair starting so far back, she started to get upset and even wore her head wrapped after a while.

The last time she visited the dermatologist, he said she should consider hair transplant surgery because she was a good candidate.  The hair in the back of her head was still extremely healthy and full and because her skin was light and had resulted in no scarring from the original trauma and infections and because she was still young. “Hair transplants?” Desiree thought to herself, “Me?” she just didn’t see how that would help her. After all, she wasn’t some desperate, balding, middle-aged man.

But she had been reading about the procedure online after her dermatologist told her about it.  What she read about hair transplants astounded her:  Surgeons transplanted each hair follicle one by one in such a way could recreate any hairline shape exactly.  That beside the medical skill, there was a great deal of artwork intrinsic to the procedure and that’s what attracted her to hair transplants finally.  She decided to look up the best doctor who specialized in hair transplant surgery for women that she could find in her state. She even looked for old pictures of herself before the hair loss (and she’d have to go back about 10 years) to see what her hairline even looked like. She had forgotten that she’d had a slight cowlick at her side part line – but with today’s hair transplants she could get any hairline she wanted and she did!