CH-5 PHASES OF TEACHING

CH-5 PHASES OF TEACHING

5.1 INTRODUCTION

Teaching is the heart of the educational process. It is a purposeful, formal activity designed to cause learning. A good teacher doesn't just present information; they carefully guide the process to ensure students actively attend, understand, and internalize knowledge. This complex process is carried out systematically through distinct stages known as the Phases of Teaching.

In Simple Terms: Just as a farmer prepares the field (planning), sows and nurtures the seeds (teaching), and then harvests the crop (assessment), a teacher follows a structured three-phase cycle to ensure effective learning.

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5.2 PHASES OF TEACHING

Teaching is a cyclic activity divided into three interconnected phases. Each phase has specific tasks that guide the teacher from preparation to evaluation.

(i) Pre-active Phase (The Planning Stage)
(ii) Interactive Phase (The Implementation Stage)
(iii) Post-active Phase (The Evaluation & Reflection Stage)

STAGE I: PRE-ACTIVE PHASE OF TEACHING (The Planning Stage)

This is the preparation stage where all planning is done before entering the classroom. Think of it as a chef planning a menu, gathering ingredients, and preparing utensils before starting to cook.

Key Activities in the Pre-active Phase:

1. Fixation of Goals (Setting Objectives):

• The teacher decides what the students should be able to know, do, or feel by the end of the lesson.
• Objectives are defined in clear, observable terms (Behavioural Objectives).
• Two key considerations:
• Entering Behaviour: What do the students already know about this topic? (e.g., Do Class 3 students know what a "noun" is before teaching "proper nouns"?)
• Terminal Behaviour: What should the students be able to do after the lesson? (e.g., "Students will be able to identify and list 5 proper nouns from their surroundings.")

2. Decision Making About the Subject Matter (Content Selection):

• Choosing what content to teach from the syllabus to achieve the set objectives.
• Basis for decision:
• Demands of the curriculum.
• Needs, interests, and level of the students.
• Relevance to daily life.

3. Arranging the Content in a Logical Sequence (Sequencing):

• Organizing the selected content in a step-by-step order—from simple to complex, known to unknown.
• This aids in smooth transfer of learning.
• Example: To teach "Addition with carryover," first revise simple addition, then introduce the concept of 'tens' and 'ones', and finally demonstrate carryover.

4. Decision Making About Teaching Strategies & Methods:

• Selecting the most suitable method to deliver the content.
• Questions to ask: Should I use storytelling, a demonstration, a group activity, or a project?
• Example: For teaching the life cycle of a butterfly, a story method followed by a drawing activity is more effective for Class 2 than a lecture.

5. Development and Preparation of Teaching-Learning Materials (TLM):

• Preparing or gathering the required aids—charts, models, flashcards, real objects (realia), audio-visual aids.
• Example: Collecting leaves of different shapes for a lesson on "Types of Leaves."

6. Planning for Assessment:

• Deciding how to check for understanding. Planning the questions for recapitulation and the type of homework/assignment.

Daily Life Example (Primary Teacher in Punjab):

• Topic: ਜਲ ਚੱਕਰ (Water Cycle) for Class 4.
• Pre-active Planning:
• Goal: Students will describe the stages of the water cycle in their own words.
• Content: Evaporation, Condensation, Precipitation, Collection.
• Sequence: Start with students' experience of drying clothes (evaporation), then clouds (condensation), then rain (precipitation).
• Method: Interactive storytelling with a diagram, followed by a role-play activity where students act as sun, water droplets, cloud, and rain.
• TLM: A large chart of the water cycle, flashcards with key terms, a small pot of water to simulate evaporation.

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STAGE II: INTERACTIVE PHASE OF TEACHING (The Implementation Stage)

This is the execution stage where the planned teaching happens through direct interaction between the teacher, students, and content in the classroom. It's when the chef actually cooks the meal.

Key Activities in the Interactive Phase:

1. Sizing Up the Class:

• The teacher quickly observes the classroom atmosphere, student attendance, and general mood as they enter.

2. Diagnosis of Learners:

• A quick check of students' previous knowledge (entering behaviour) related to the day's topic through questions or a short activity.
• Example: "Can anyone tell me what happens to the water in a puddle after a sunny day?" before starting the water cycle.

3. Action and Reaction (The Core of Teaching-Learning):

This involves a continuous cycle of Teacher Stimulus ➔ Student Response ➔ Teacher Feedback.

• a) Selection and Presentation of Stimuli:
• The teacher presents the content using the planned methods and TLM.
• Uses verbal (questions, explanations) and non-verbal (gestures, expressions) cues to engage students.
• b) Feedback and Reinforcement:
• Positive Reinforcement: Praising a correct answer, a smile, a star. (Increases desired behaviour).
• Example: "ਵਾਹ! ਬਹੁਤ ਵਧੀਆ ਜਵਾਬ, ਸਿਮਰਨ!" (Wow! Excellent answer, Simran!)
• Negative Reinforcement: Gently correcting a wrong answer, guiding towards the right path. (Decreases undesired behaviour).
• Example: "ਤੁਸੀਂ ਇੱਕ ਕਦਮ ਨੇੜੇ ਆ ਗਏ ਹੋ, ਫਿਰ ਸੋਚੋ..." (You're close, think again...)
• Purpose: To strengthen, change, or modify student responses for better learning.
• c) Deployment of Strategies:
• The teacher actively uses and sometimes adapts the planned strategies based on real-time classroom dynamics.
• Manages the classroom, maintains discipline, encourages participation, and caters to individual differences.
• Example: If students are confused during the water cycle role-play, the teacher pauses, re-explains using the chart, and then continues.

4. Student Participation and Interaction:

• A good teacher ensures this phase is not a monologue. Students ask questions, perform activities, discuss in groups, and interact with the material.

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STAGE III: POST-ACTIVE PHASE OF TEACHING (The Evaluation & Reflection Stage)

This is the assessment and reflection stage that occurs after classroom teaching. It involves evaluating student learning and the teacher's own performance to plan for the future. It's when the chef tastes the dish and notes what to improve next time.

Key Activities in the Post-active Phase:

1. Defining and Measuring Behavioural Changes (Evaluation):

• The teacher assesses whether the terminal behaviour (objectives) set in the pre-active phase were achieved.
• Compares the expected learning outcomes with the actual outcomes.

2. Selecting Appropriate Assessment Tools:

• Uses various tools to evaluate learning:
• Formal: Unit tests, written assignments, projects.
• Informal: Oral questioning, observation of activities, worksheet completion.
• Example: After the water cycle lesson, a short worksheet where students fill in the blanks on a diagram, or an assignment to draw and label the water cycle at home.

3. Analysis of Results and Feedback:

• The teacher checks the assessment results to identify:
• Which students achieved the objectives?
• Which concepts were misunderstood by many?
• Where did the teaching strategy succeed or fail?

4. Changing/Improving Strategies for Future Teaching:

• This is the most crucial reflective step. Based on the evaluation, the teacher asks:
• Was my TLM effective?
• Was the method suitable?
• Did I allocate enough time?
• How can I re-teach the difficult concept for the students who didn't understand?
• These insights feed directly back into the Pre-active Phase for the next lesson, creating a continuous cycle of improvement.

Diagram of the Interdependent Cycle:

text

    [Pre-active Phase: PLANNING]

            ↓

[Interactive Phase: IMPLEMENTATION]

            ↓

 [Post-active Phase: EVALUATION]

            ↖_________↙

        (Feedback for next cycle)

5.3 CONCLUSION

Teaching and learning are two sides of the same coin. Effective teaching is a harmonious, well-planned, and reflective process that stimulates and guides learning. The three-phase model (Pre-active, Interactive, Post-active) provides a scientific and systematic framework for teachers. It moves teaching beyond mere transmission of information to a purposeful activity aimed at causing desired behavioural changes. By diligently following and connecting these phases, a teacher ensures that education is a continuous, responsive, and successful journey for every child in their classroom.

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EXERCISE - ANSWERS

1. What are the different phases of teaching? Discuss their importance.

Introduction:
Teaching is a complex, dynamic process that requires careful orchestration to be effective. It is not a random act but a structured sequence of activities. Educational theorists have identified this sequence as distinct Phases of Teaching—a cyclical framework that guides a teacher from preparation to reflection, ensuring that learning is purposeful and measurable.

The Three Phases of Teaching:

1. Pre-active Phase (The Planning Stage): This is the preparatory stage conducted before classroom instruction. It involves all the intellectual work of teaching: setting clear learning objectives, selecting and sequencing content, choosing appropriate methods and teaching-learning materials (TLM), and planning for assessment.
2. Interactive Phase (The Implementation Stage): This is the execution stage that occurs inside the classroom. It is characterised by direct interaction between the teacher, students, and the content. Key activities include diagnosing prior knowledge, presenting stimuli using planned strategies, providing feedback and reinforcement, managing classroom dynamics, and encouraging student participation.
3. Post-active Phase (The Evaluation & Reflection Stage): This is the assessment stage conducted after teaching. It involves evaluating student learning outcomes against the set objectives, analysing the effectiveness of teaching strategies, and reflecting on the entire process to identify successes and areas for improvement.

Importance of the Phases:

• Ensures Organisation and Direction: The pre-active phase provides a clear roadmap, preventing aimless teaching and ensuring efficient use of classroom time.
• Promotes Effective Delivery: The interactive phase translates plans into action, using interactive and engaging methods to cater to diverse learners.
• Facilitates Assessment and Growth: The post-active phase provides concrete evidence of learning. It holds the teacher accountable for outcomes and is crucial for professional development through self-reflection.
• Creates a Continuous Cycle: The phases are interdependent. Insights from the post-active phase (e.g., students struggling with a concept) directly inform the planning for the next pre-active phase, creating a continuous loop of improvement.
• Makes Teaching Scientific and Reflective: This model moves teaching from an intuitive art to a reflective practice, where decisions are based on planning and evidence from evaluation.

Conclusion:
In conclusion, the division of teaching into pre-active, interactive, and post-active phases is not merely academic. It is a practical and essential framework that brings clarity, purpose, and professionalism to the teaching process. By systematically following these phases, a teacher can transform classroom instruction from a routine activity into a powerful instrument for ensuring meaningful and lasting learning.

2. Discuss the interactive phase of teaching.

Introduction:
The interactive phase is the heart of the teaching-learning process, where planned strategies come to life through dynamic classroom interaction. It is the "teaching" moment—the live performance where the teacher, students, and subject matter engage in a dialogue to construct knowledge. This phase begins when the teacher enters the classroom and continues until the instructional content is delivered.

Detailed Discussion of the Interactive Phase:

The interactive phase is a complex, fluid process centered on stimulus, response, and feedback. It involves the following key activities:

1. Initial Diagnosis and Sizing Up: The teacher quickly gauges the class's mood and conducts a diagnostic assessment through questions or a short activity to understand students' entering behaviour (prior knowledge) related to the new topic.
2. Action and Reaction (The Core Interaction): This is a continuous cycle:
• Stimulus Presentation: The teacher presents the content using the chosen methods (storytelling, demonstration, discussion) and TLM (charts, models, real objects). This stimulus can be verbal (questions, explanations) or non-verbal (gestures, visuals).
• Student Response: Students react to the stimulus by answering questions, performing activities, discussing in pairs, or asking their own doubts.
• Teacher Feedback and Reinforcement: The teacher immediately responds to student reactions.
• Positive Reinforcement (praise, smile, reward) strengthens correct responses.
• Guided Correction helps modify or change incorrect responses, steering students toward understanding.
3. Deployment and Adaptation of Strategies: The teacher implements the planned strategies but must remain flexible. This involves:
• Classroom Management: Maintaining a conducive learning environment, managing time, and ensuring discipline.
• Encouraging Participation: Using questioning techniques that involve all learners, including shy students.
• Catering to Individual Differences: Providing extra examples for slow learners or extension tasks for fast learners within the flow of the lesson.
• Using Effective Communication: Clear speech, appropriate body language, and skillful use of the blackboard.

Example: In a Class 3 lesson on "Measurement," the teacher (stimulus) shows a meter scale and asks, "How can we find the length of this desk?" Students (response) suggest using hands, pencils, or the scale. The teacher praises the student who suggested the scale (positive reinforcement), demonstrates its use, and then guides a student who is holding it incorrectly (guided correction).

Conclusion:
Therefore, the interactive phase is far more than just talking. It is a skilled, responsive performance of communication and management aimed at actively engaging students in the learning process. Its success depends entirely on the quality of pre-active planning and, in turn, determines what will be evaluated and reflected upon in the post-active phase. It is in this phase that the abstract plan transforms into tangible learning experiences.

3. What activities are involved in the pre-active phases of teaching? Explain it.

Introduction:
The pre-active phase is the foundational stage of teaching, often conducted away from the classroom. It is the strategic planning stage where a teacher makes crucial intellectual decisions that determine the direction, quality, and effectiveness of the impending classroom interaction. As the saying goes, "Failing to plan is planning to fail," and this phase ensures the teacher is fully prepared.

Activities Involved in the Pre-active Phase:

1. Formulation of Learning Objectives (Fixation of Goals):
• The teacher defines what students should be able to know (cognitive), do (psychomotor), or feel (affective) by the end of the lesson.
• Objectives are written as clear, observable Behavioural Outcomes. (e.g., "Students will be able to solve 5 two-digit addition problems without regrouping").
• The teacher considers the entering behaviour (what students already know) and the desired terminal behaviour.
2. Decision-making about Subject Matter (Content Selection):
• From the prescribed syllabus, the teacher selects the specific content required to achieve the objectives.
• This selection is based on the curriculum, student needs, interests, age-appropriateness, and relevance to daily life.
3. Sequencing the Content:
• The selected content is organized in a logical and psychological order—from simple to complex, known to unknown, concrete to abstract.
• This sequencing ensures a smooth flow and facilitates easier understanding and retention.
4. Choosing Teaching Strategies and Methods:
• The teacher selects the most appropriate instructional methods (lecture, demonstration, group work, project, etc.) and teaching models (Herbartian, Inquiry-based) suited to the topic and the learners' level.
• Example: Choosing a hands-on experiment to teach "Objects that float and sink" in Class 4 EVS rather than a lecture.
5. Preparation and Selection of Teaching-Learning Materials (TLM):
• The teacher gathers, prepares, or selects the necessary aids to support the chosen method. This includes charts, models, flashcards, multimedia, realia (real objects), or worksheets.
• Example: Collecting different types of leaves, seeds, and a magnifying glass for a lesson on "Plants."
6. Planning for Assessment:
• The teacher decides how to evaluate whether the objectives have been met. This involves planning:
• In-process questions for recapitulation during the lesson.
• The nature of homework or assignments.
• Assessment techniques (oral quiz, short test, project evaluation).

Conclusion:
In essence, the pre-active phase is where the teacher wears the hat of a curriculum designer, instructional planner, and resource manager. The depth and quality of work done in this silent phase directly determine the confidence of the teacher and the effectiveness of the learning that will occur in the noisy, interactive phase of the classroom. It is the blueprint for successful teaching.

4. Describe the structure of teaching.

Introduction:
The "structure of teaching" refers to the organized framework or model that defines the sequence and components of the teaching-learning process. It provides a systematic approach to ensure teaching is not haphazard but a goal-oriented, interactive, and evaluative activity. The most widely accepted structure is the Three-Phase Cyclical Model of Pre-active, Interactive, and Post-active stages.

Description of the Structure (The Three-Phase Cyclical Model):

The structure can be visualized as a continuous, self-improving cycle where each phase informs the next:

1. Pre-active Phase: The Input/Planning Stage
• Nature: Reflective, intellectual work done before class.
• Core Components: This stage involves input in the form of:
• Defining Objectives (Expected Behavioral Outcomes).
• Selecting and sequencing Content.
• Choosing Methods & Strategies.
• Preparing Teaching-Learning Materials (TLM).
• Analogy: Like an architect creating a detailed blueprint before construction begins.
2. Interactive Phase: The Process/Implementation Stage
• Nature: Dynamic, communicative action done during class.
• Core Components: This is the process where the plan is executed. It involves:
• Interaction between teacher-student and student-student.
• Presentation of stimuli (content, TLM).
• Response from learners.
• Feedback & Reinforcement from the teacher.
• Classroom Management.
• Analogy: Like the construction team actively building the house according to the blueprint, making minor on-site adjustments as needed.
3. Post-active Phase: The Output/Evaluation Stage
• Nature: Analytical, evaluative work done after class.
• Core Components: This stage measures the output or product. It involves:
• Evaluation of student learning (Real Learning Outcomes) against the objectives.
• Assessment of teaching effectiveness.
• Reflection and Feedback Analysis.
• Analogy: Like the building inspector evaluating the constructed house against the blueprint's specifications and noting areas for repair or improvement.

The Cyclical Link: The findings from the Post-active phase (e.g., "Many students did not understand Step 3") become critical input for the next Pre-active phase ("I need to modify my strategy for Step 3"). This closes the loop, making the structure a dynamic cycle of Plan-Act-Evaluate-Revise.

Conclusion:
Therefore, the structure of teaching is a coherent, tripartite model that seamlessly integrates planning, execution, and evaluation into a recursive cycle. This structure is crucial as it brings scientific rigour and professional accountability to teaching, ensuring it is a deliberate process aimed at achieving specific, measurable learning outcomes rather than a mere transmission of information.

5. Write a note on: (i) Phases of Teaching (ii) Pre-active Phase (iii) Interactive Phase (iv) Post-active Phase

(i) Phases of Teaching
The Phases of Teaching represent a systematic framework that breaks down the complex act of teaching into three manageable and interconnected stages: Pre-active, Interactive, and Post-active. This model underscores that effective teaching is not a single event but a continuous cycle of planning, implementation, and reflection. The Pre-active phase involves all preparatory work (objective setting, content planning). The Interactive phase is the live classroom execution focused on interaction and feedback. The Post-active phase is dedicated to evaluation and analysis of outcomes. Together, they form a closed loop where the results of one phase inform and improve the next, ensuring teaching is a purposeful, responsive, and evolving professional practice.

(ii) Pre-active Phase
The Pre-active Phase is the planning and preparation stage conducted before entering the classroom. It is the intellectual foundation of teaching. In this phase, the teacher acts as a designer, making critical decisions about what to teach (content selection based on objectives), how to teach it (choice of methods and strategies), and with what (preparation of TLM). Key tasks include formulating clear behavioural objectives, diagnosing students' entering behaviour, sequencing content logically, and planning assessment techniques. The thoroughness of this phase directly determines a teacher's confidence and the clarity of direction in the subsequent interactive phase, making it the most crucial step for ensuring organised and effective instruction.

(iii) Interactive Phase
The Interactive Phase is the execution and communication stage that occurs during classroom teaching. It is characterised by dynamic, two-way interaction between the teacher, students, and the subject matter. This phase centres on the cycle of stimulus (teacher presents content), response (students react/participate), and feedback/reinforcement (teacher guides and corrects). Key activities include diagnosing prior knowledge at the start, deploying planned teaching strategies flexibly, managing the classroom environment, and encouraging active student participation. It is in this phase that the abstract lesson plan becomes a concrete learning experience, and the teacher's skill in interaction and adaptability is most vital.

(iv) Post-active Phase
The Post-active Phase is the evaluation and reflective stage that takes place after classroom teaching is concluded. Its primary purpose is to assess the outcomes of the teaching-learning process. Activities involve measuring students' Real Learning Outcomes (RLOs) through tests, assignments, or observation, and comparing them with the Expected Behavioural Outcomes (EBOs) set in the planning phase. This phase is not merely about grading students but is a critical tool for teacher self-evaluation. By analysing what worked and what didn't, the teacher gains insights to modify objectives, content, or strategies for future lessons. Thus, it completes the teaching cycle by providing the feedback necessary for professional growth and improved practice.

6. The three phases of teaching are dependent on each other. Explain it.

Introduction:
The three phases of teaching—Pre-active, Interactive, and Post-active—are not isolated steps but integral, interlocking components of a single, dynamic process. They function in a cyclical and interdependent relationship, where the output of one phase becomes the essential input for the next, creating a continuous feedback loop for improvement. This interdependence is what makes teaching a reflective and scientific profession rather than a routine activity.

Explanation of their Interdependence:

1. Pre-active Phase sets the stage for the Interactive Phase:
• The plan created in the pre-active phase (objectives, content, methods, TLM) is the blueprint for action in the interactive phase.
• Without clear objectives from the pre-active phase, the interactive phase would lack direction and purpose. The choice of method dictates how the teacher will interact in the classroom.
• Example: The decision to use a group project (Pre-active) directly determines the nature of classroom interaction—collaborative, noisy, student-led (Interactive).
2. Interactive Phase implements and tests the Pre-active Plan:
• This phase brings the pre-active plan to life. However, its role is not just passive execution.
• The real-time experiences and immediate student responses during the interactive phase provide the first layer of informal evaluation of the plan's effectiveness.
• Example: If students seem confused during a demonstration (Interactive), it signals that the chosen method or explanation (from the Pre-active plan) might need adjustment.
3. Post-active Phase evaluates both the Interactive and Pre-active Phases:
• The formal evaluation in the post-active phase assesses the final product—student learning. This outcome is the joint result of the quality of the plan (Pre-active) and the quality of its execution (Interactive).
• Analysis of test results or assignments can reveal flaws in either phase: Was the objective too vague (Pre-active flaw)? Was the explanation unclear (Interactive flaw)?
4. Post-active Phase feeds back into the next Pre-active Phase (The Cycle):
• This is the core of interdependence. The findings and reflections from the post-active phase are the most critical data for future planning.
• Insights like "Students mastered concept A but struggled with concept B" or "The model was effective but the worksheet was too difficult" become direct inputs for revising objectives, re-sequencing content, or adopting new strategies in the next Pre-active phase.
• Example: Poor performance on questions about the "condensation" stage of the water cycle (Post-active) leads the teacher to plan a new, more concrete activity (like the "glass of ice water" demo) for the next time they teach that topic (Pre-active).

Conclusion:
Therefore, the three phases are locked in a symbiotic relationship. The Pre-active phase is the plan, the Interactive phase is the action, and the Post-active phase is the review. The review informs a new, improved plan, and the cycle continues. This interdependence ensures that teaching is not a static repetition but a constantly evolving, self-correcting practice. A weakness in any one phase weakens the entire process, while strength in each phase, informed by the others, leads to sustained teaching excellence and effective student learning.