Pot Book-1





R
aj
es
hSh
ar
ma
Gr
eenPar
k,Ni
ranj
anpur
,Dehr
adun(
U.K.
)
CONTENTS
1. INSTRUCTION FOR VOCATION ------------------------------------------------------ 6
1.1. Introduction -------------------------------------------------------------------------------------------------- 6
1.1.1. Objectives of ATI & CTI -------------------------------------------------------------------------------- 6
1.1.2. Training in pedagogy (TIP) - its objectives------------------------------------------------------------ 6
1.1.3. Phases of training ----------------------------------------------------------------------------------------- 8
1.1.4. Schedule of instructions---------------------------------------------------------------------------------- 8
1.2. Orientation --------------------------------------------------------------------------------------------------- 9

1.2.1. Evolution of vocational training scheme in india ---------------------------------------------------- 10
1.3. Teaching As profession------------------------------------------------------------------------------------ 13

1.3.1. Teaching As nobel work -------------------------------------------------------------------------------- 13
1.3.2. Formal & informal education--------------------------------------------------------------------------- 13
1.3.3. Growth requirements of industries--------------------------------------------------------------------- 14
1.3.4. Role of instructors in vocational training & education ---------------------------------------------- 15
1.4. Principles of vocational education ---------------------------------------------------------------------- 16

1.4.1. Evolution of workmanship------------------------------------------------------------------------------ 16
1.4.2. Importance of vocational education & training ------------------------------------------------------ 17
1.4.3. VocationAs mean of living ----------------------------------------------------------------------------- 17
1.4.4. Dignity of work - changing pattern of present Society---------------------------------------------- 17
1.5. Instructor and his Responsibilities---------------------------------------------------------------------- 17
1.6. Requisite of good instructor------------------------------------------------------------------------------ 18

1.6.1. Plan a course of instruction ----------------------------------------------------------------------------- 18
1.6.2. Effective presentation ----------------------------------------------------------------------------------- 19
1.6.3. Knowledge of evaluation:------------------------------------------------------------------------------- 20
1.6.4. Maintaining of records: --------------------------------------------------------------------------------- 22
1.7. Characteristics of good instruction --------------------------------------------------------------------- 22

1.7.1. Importance of good instruction:------------------------------------------------------------------------ 22
1.7.2. Teach – show make them do and evaluate------------------------------------------------------------ 23
1.7.3. Importance of chalk board/ white board:-------------------------------------------------------------- 23
1.7.4. Value of note taking in the class ----------------------------------------------------------------------- 23
1.7.5. Characteristics of good instructor: --------------------------------------------------------------------- 24
1.7.6. Role of instructor----------------------------------------------------------------------------------------- 24
1.7.7. Full Form of POST CARD ----------------------------------------------------------------------------- 25
1.7.8. Instructor's role as an administrator, leader and facilitator ----------------------------------------- 25
1.8. Common defects in instruction -------------------------------------------------------------------------- 26
2. PSYCHOLOGY OF LEARNING ------------------------------------------------------28

2.1. Educational psychology & teaching -------------------------------------------------------------------- 28
2.2. Learning ----------------------------------------------------------------------------------------------------- 40
2.3. Principles of learning -------------------------------------------------------------------------------------- 43
2.4. Principles of teaching-------------------------------------------------------------------------------------- 44
2.5. Law of learning --------------------------------------------------------------------------------------------- 45

2.6. Individual differences in learning----------------------------------------------------------------------- 45
2.7. Transactional Analysis ------------------------------------------------------------------------------------ 55
2.8. Theory of learning from thorn dike -------------------------------------------------------------------- 61
2.9. Senses Are Avenues of learning ------------------------------------------------------------------------- 61

2.9.1. Perception & conception -------------------------------------------------------------------------------- 63
2.10. Factors affecting the learning---------------------------------------------------------------------------- 74
2.11. Motivation --------------------------------------------------------------------------------------------------- 75
3. ANALYSIS OF SYLLABUS AND COURSE CONSTRUCTION --------------85

3.1. Syllabus and its information ----------------------------------------------------------------------------- 85
3.1.1. What is syllabus & curriculum? ----------------------------------------------------------------------- 85
3.1.2. Basic of construction ------------------------------------------------------------------------------------ 85
3.1.3. Factor influencing formulation of A syllabus -------------------------------------------------------- 86
3.1.4. Entry behavior standard-duration-terminal behavior ------------------------------------------------ 87
3.2. Analysis of syllabus ---------------------------------------------------------------------------------------- 88

3.2.1. What, why And how to Analyze the syllabus -------------------------------------------------------- 89
3.2.2. Advantage for Analysis of syllabus-------------------------------------------------------------------- 90
3.3. Method of Analysis of the syllabus---------------------------------------------------------------------- 91

3.3.1. Principle, methods And steps of Analysis of syllabus----------------------------------------------- 91
3.3.2. Time based And subject based Analysis -------------------------------------------------------------- 92
4. PLANNING FOR INSTRUCTIONS ---------------------------------------------------97

4.1. Skill And its basic elements ------------------------------------------------------------------------------ 97
4.1.1. Definitions of skill --------------------------------------------------------------------------------------- 97
4.1.2. Types of skill --------------------------------------------------------------------------------------------- 97
4.1.3. Basic elements of skill----------------------------------------------------------------------------------- 97
4.2. Lesson plan -------------------------------------------------------------------------------------------------- 99

4.2.1. Definition:----------------------------------------------------------------------------------------------- 100
4.2.2. Important points of lesson plan preparation: ------------------------------------------------------- 100
4.2.3. Characteristic of lesson plan-------------------------------------------------------------------------- 105
4.2.4. Advantage of lesson plan ----------------------------------------------------------------------------- 106
4.2.5. Disadvantage of lesson plan -------------------------------------------------------------------------- 107
4.3. Question & questioning --------------------------------------------------------------------------------- 111
4.4. Phase of skill learning ----------------------------------------------------------------------------------- 121

4.4.1. Fixation phase ------------------------------------------------------------------------------------------ 121
4.4.2. Autonomous phase------------------------------------------------------------------------------------- 121
4.5. Steps of learning the skill ------------------------------------------------------------------------------- 122
4.6. Step of teaching the skill -------------------------------------------------------------------------------- 123

4.6.1. Helping trainees to develop psychomotor skill----------------------------------------------------- 123
4.6.2. Actual teaching of skill-------------------------------------------------------------------------------- 125
4.7. Requirement for instructor to teach skill------------------------------------------------------------ 125
4.8. Demonstration plan-------------------------------------------------------------------------------------- 130

4.8.1. Preparation: --------------------------------------------------------------------------------------------- 130
4.8.2. Presentation: -------------------------------------------------------------------------------------------- 131
4.8.3. Application (or feedback): ---------------------------------------------------------------------------- 132
4.8.4. Test (only for trainees): perform the test. ----------------------------------------------------------- 133
5. INSTRUCTIONAL TECHNOLOGY------------------------------------------------- 138

5.1. Instructional technology -------------------------------------------------------------------------------- 138
5.1.1. Definition ----------------------------------------------------------------------------------------------- 138
5.2. Communication------------------------------------------------------------------------------------------- 139
5.3. Types of Teaching-Learning Aids--------------------------------------------------------------------- 141

5.3.1. Facts, skills, knowledge, understanding and Appreciation --------------------------------------- 141
5.3.2. Why training Aids Are used -------------------------------------------------------------------------- 142
5.3.3. How do the training Aids help in a training situation --------------------------------------------- 142
5.3.4. Selection of training Aids: ---------------------------------------------------------------------------- 142
5.3.5. Classification of teachingAids------------------------------------------------------------------------ 142
5.4. Non projected Aids--------------------------------------------------------------------------------------- 144

5.4.1. Chalk board/ white board ----------------------------------------------------------------------------- 144
5.5. Micro teaching -------------------------------------------------------------------------------------------- 147

5.5.1. Introduction: -------------------------------------------------------------------------------------------- 147
5.5.2. What is micro teaching -------------------------------------------------------------------------------- 147
5.5.3. Micro elements ----------------------------------------------------------------------------------------- 148
5.5.4. Ground rules for micro teaching --------------------------------------------------------------------- 148
5.5.5. Why micro teach --------------------------------------------------------------------------------------- 149
5.5.6. How to micro teach ------------------------------------------------------------------------------------ 149
5.5.7. What to prepare ---------------------------------------------------------------------------------------- 149
6. WRITTEN INSTRUCTIONAL MATERIAL ---------------------------------------- 151

6.1. Introduction ----------------------------------------------------------------------------------------------- 151
6.2. Definition -------------------------------------------------------------------------------------------------- 151
6.3. Objective of written instruction material------------------------------------------------------------ 152
6.4. Advantages written instruction material ------------------------------------------------------------ 152
6.5. Disadvantages written instruction material--------------------------------------------------------- 153
6.6. Composition ----------------------------------------------------------------------------------------------- 153
6.7. Operation sheet ------------------------------------------------------------------------------------------- 153

6.7.1. Introduction --------------------------------------------------------------------------------------------- 153
6.7.2. Object---------------------------------------------------------------------------------------------------- 153
6.7.3. Advantage of operation sheet------------------------------------------------------------------------- 153
6.7.4. Disadvantage of operation sheet --------------------------------------------------------------------- 154
6.8. Job sheet --------------------------------------------------------------------------------------------------- 156

6.8.1. Introduction --------------------------------------------------------------------------------------------- 156
6.8.2. Objective ------------------------------------------------------------------------------------------------ 156
6.8.3. Advantage----------------------------------------------------------------------------------------------- 156
6.8.4. Disadvantage ------------------------------------------------------------------------------------------- 156
6.9. Information sheet ---------------------------------------------------------------------------------------- 158

6.9.1. Introduction --------------------------------------------------------------------------------------------- 158
6.9.2. Objective of information sheet ----------------------------------------------------------------------- 158
6.9.3. Advantage----------------------------------------------------------------------------------------------- 158
6.9.4. Disadvantage ------------------------------------------------------------------------------------------- 158
6.10. Assignment sheet ----------------------------------------------------------------------------------------- 160

6.10.1. Introduction ----------------------------------------------------------------------------------------- 160
6.10.2. Object ------------------------------------------------------------------------------------------------ 160
6.10.3. Actual information --------------------------------------------------------------------------------- 160
6.11. Experiment sheet ----------------------------------------------------------------------------------------- 162

6.11.1. Introduction ----------------------------------------------------------------------------------------- 162
6.11.2. Object ------------------------------------------------------------------------------------------------ 162
6.11.3. Advantage ------------------------------------------------------------------------------------------- 162
6.12. Pre job sheet----------------------------------------------------------------------------------------------- 164

6.12.1. Introduction ----------------------------------------------------------------------------------------- 164
6.12.2. Objective -------------------------------------------------------------------------------------------- 164
6.12.3. Advantage ------------------------------------------------------------------------------------------- 164
7. TEST AND EVALUATION------------------------------------------------------------ 166

7.1. Definitions ------------------------------------------------------------------------------------------------- 166
7.1.1. Advantages of test ------------------------------------------------------------------------------------- 166
7.2. Intelligent -------------------------------------------------------------------------------------------------- 169

7.2.1. Classification of test ----------------------------------------------------------------------------------- 174
7.3. Characteristics of test ----------------------------------------------------------------------------------- 175
7.4. Types of test on basis of use ---------------------------------------------------------------------------- 177
7.5. Oral test ---------------------------------------------------------------------------------------------------- 179

7.5.1. Advantage of oral test --------------------------------------------------------------------------------- 180
7.5.2. Disadvantage ------------------------------------------------------------------------------------------- 181
7.6. Written test ------------------------------------------------------------------------------------------------ 181

7.6.1. Advantage----------------------------------------------------------------------------------------------- 181
7.6.2. Disadvantage ------------------------------------------------------------------------------------------- 182
7.6.3. Advantage----------------------------------------------------------------------------------------------- 183
7.6.4. Disadvantage ------------------------------------------------------------------------------------------- 183
7.7. Performance test ----------------------------------------------------------------------------------------- 184

7.7.1. Construction of performance test -------------------------------------------------------------------- 184
7.7.2. Elements of performance ----------------------------------------------------------------------------- 184
7.8. Evaluate ---------------------------------------------------------------------------------------------------- 185
8. ORGANIZATION & MANAGEMENT OF INSTRUCTIONAL AREA ------- 186

8.1. Teaching & managerial responsibility --------------------------------------------------------------- 186
8.2. Class room And it's management --------------------------------------------------------------------- 188
8.3. Workshop organization --------------------------------------------------------------------------------- 192
8.4. Good house keeping-------------------------------------------------------------------------------------- 196

8.4.1. Color dynamics----------------------------------------------------------------------------------------- 197
8.5. Color dynamics ------------------------------------------------------------------------------------------- 202
8.6. Workshop safety------------------------------------------------------------------------------------------ 204
8.7. Discipline in skill training ------------------------------------------------------------------------------ 209
8.8. Stress management -------------------------------------------------------------------------------------- 213
8.9. Time management --------------------------------------------------------------------------------------- 215

Chapter – One
Instruction for Vocation

1. Instruction for vocation
1.1. Introduction
1.1.1. Objectives of ATI & CTI
izf'kf{kr vuqns'kdksa dks vk/kqfud izf'k{k.k dyk ¼i)fr½ ls rFkk vk/kqfud dq'kyrk ls
ifjfpr djkukA
vPNk O;olkf;d Kku izkIr djkukA
vPNh O;olkf;d dq'kyrk dk vuqHko izkIr djkukA
lh[kus dh dyk dk Kku izkIr djkukA
f'k{k.k dyk dk izk;ksfxd v/;;u djukA
nwljksa dks i<+kus dk vH;kl djds dq'ky izf'k{kd cuus dk iz;Ru djukA
vius fopkjksa dks nwljks dks lkeus Bhd :i ls izLrqr djus dk vH;kl djukA
izn'kZu nsus dh dq'kyrk lh[kkukA
f'k{k.k lkexzh] izf'k{k.k lkexzh] pkWd] cksMZ] MLVj bR;kfn dk mfpr izdkj ls iz;ksx djus
dh f'k{kk nsukA
f'k{k.k dk;Z o ftEesokfj;ka le>ukA
vius lekt dh HkykbZ djukA
ns'k dh vkS|kSfxd mUufr esa mfpr :i ls lg;ksx nsukA
Lo;a dks thfodksiktZu dk lk/ku cukukA
Lo;a ds thou dh mUufr dh vfHkyk"kk j[kukA
f'k{k.k dk;Z ds izfr vknj o lEeku djukA
izf'k{k.k dh lekfIr ds ckn mRrh.kZ gq;s izf'k{k.kkfFkZ;ksa dks izf'kf{kr f'kYi Øk¶V vuqns'kd
gksus dk lfVZfQdsV nsukA
1.1.2. Training in pedagogy (TIP) - its objectives
Principal of Teaching (POT) f'k{k.k ds fl}kar

blds varxZr izf'k{k.k dk egRo] lh[kus fl[kkus dk euksoSKkfud fof/k;ksa ;k fofHkUu fof/k;ksa }kjk fn;k
tkrk gSA ,d vuqns'kd o izf'k{kd dks vuqns'kd izf'k{kd ls vPNk dq'ky o fuiq.k cukus ds fy;s fuEu
ckrksa dks le>k;k tkrk gS
euksoSKkfud f'k{k.k fof/k;ksa ds }kjk lh[kus fl[kkus ds ckjs esa tkudkjh nsukA
f'k{k.k dh fofHkUu fof/k;ksa dk ifjp; o vH;kl djuk ;k djkukA
ikB fo"k; dk fo'ys"k.k lqpk: :i ls v/;;u bZdkbZ o ikB djuk o fof/k;ka crkuk gSA
d{kk d{k dh o dk;Z'kkyk dh :ijs[kk rS;kj djds mudk izca/ku djukA
lqO;ofLFkr <ax ls i<+us dh lkexzh dk izHkko'kkyh <ax ls mi;ksx djukA
6
Principle of Teaching
n`'; JO; dh lkefxz;ksa ,oa e'khuks ds mi;ksx] j[kj[kko dh tkudkjh iznku djukA pkVZ]
ekWMy] eksdi] VªkalisjsUlh bR;kfn dks cukukA
fofHkUu izdkj ds izf'k{k.k dk fo'ys"k.k djuk o ijh{kkQy cukukA
nh xbZ f'k{kk dk ewY;kadu o tkap djukA
fyf[kr lkefxz;ksa dks rS;kj djuk o le; ≤ ij mldk mi;ksx djuk o mldk
fodkl djukA
F;ksjh o iz;ksxkRed d{kkvksa dks lewg cukdj crkuk o lewg esa djukA
le;≤ ij m|kSxksa esa Hkze.k djuk o QhYM fjiksVZ rS;kj djukA
f'k{kd dh ftEesokfj;ka D;k gS o mls dSls iwjk fd;k tkos \
Principal of Teaching dks fuEufyf[kr ukeksa ls Hkh tkuk tkrk gS
Teaching Technique (TT) i<+kus dh fof/k
Methods of Instrcution (MOI) izf'k{k.k i}fr ;k fu;e
Training Methodology (TM) izf'k{k.k ds rjhds
Training In Pedagogy (TIP) izf'k{k.k 'kkL=
Principal of Teaching ls tqM+s gq;s eq[; inksa dh ifjHkk"kk;sa fuEu fyf[kr gSa
v- f'k{kk dk vFkZ
lh[kuk] le>kuk] tkuuk] v/;;u] vf/kxeu] KkuktZu vkfn blds varxZr euq"; dh og lHkh Hkkouk;sa
o ps"Vk;sa vkrh gS tks dk;Z o O;ogkj esa dq'kyrk ykus] 'kkjhfjd o ekufld 'kfDr;ksa ds lao/kZu esa
lgk;d gksrh gS] mldks ge f'k{kk dgrs gSA
c- f'k{k.k dk vFkZ
lh[kuk ,oa fl[kkuk] le>kuk] tkuuk] v/;;u] KkuktZu vkSj viuh vuqHkwfr ,oa fopkjksa ,oa Kku dks
vius vuqHkoksa ds }kjk nwljksa esa ckaVuk vkfn izf'k{k.k dgykrk gSA
l- f'k{k.k i)fr dk vFkZ
fof/k] jhfr] <ax] Øe] fu;e ;k ifjikVh] viuh tkudkjh ;k Kku dks vU; yksxksa esa ckaVus dh fof/k dks
f'k{k.k i)fr dgrs gSA
Important definitions & terminologies

v/;kiu fo|k ,oa f'k{kk 'kkL= ds eq[; vFkZ
S.N. Term Definition
It is the branch of science deals with teaching & learning. It is
1 Pedagogy
involved to the classification of WHAT , WHY & HOW to teach
It is the theory of teaching & learning or theory of lesson &
2 Didactic
instructions (WHAT & WHY)
3 Methodology It is the theory of method of teaching (HOW, WITH & WHAT)
It is motivational message to maintain the mobility of
4 Mission
organization.
7
¼fdlh Hkh laLFkku dh xfr'khyrk cuk;s j[kus ds fy;s izsjd lans'k½
It is theAssortedAnAmbition toAchieve mission.
5 Goal
¼y{; lfgr vius mn~ns’; dks izkIr djuk½
It is the ultimate outcome ofAssignedActivity
6 AIM
¼f'k{kk dk;Z dks Øec) djds mlls vafre y{; dks izkIr djuk½
The objective is the boundedActivities toAchieve the set target
7 Objective
¼,d fuf'pr le;c) y{; dks izkIr djus ds fy;s gh Objective gS½
It is provided the direction to the instruction or to conveye the
8 Purpose
instructional intent ¼izLrqrhdj.k½ to trainees.
1.1.3. Phases of training

First Phase % vuqns'kd ds }kjk bl pj.k esa iwoZ Kku dh iqujko`fRr dh tkrh gSA vU; fo"k; dks
NksM+dj O;olk; izf'k{k.k ds fl)kar D;k gSa] bu ckrksa dk Kku djk;k tkrk gSA N% lIrkg dh vof/k
lekIr gksus ds ckn ,d ijh{kk vk;ksftr dh tkrh gS bls First Phase dgrs gSaA
Second Phase% bl Qst dks izkjaHk djus ls igys eq[; :i ls ijh{kk dh tkrh gS bl ijh{kk ds ckn gh
eq[; :i ls f'k{k.k fl)kar ds f'k{k.k ij tksj fn;k tkrk gSA blds ckn bl vof/k esa f'k{k.k ds
vfrfjDr yslu Iyku] MseksLVªs'ku Iyku cukdj fn[kkus dk iz;kl djuk rFkk vH;kl djuk izf'k{k.kkFkhZ
dks dSls i<+kuk pkfg;s bldk vH;kl yslu Iyku cukus dh fof/k] CySd cksMZ ij fy[kus dk vH;kl]
izstsUVs'ku] fizijs'ku dSls fd;k tkos lHkh bl Qst esa vkrs gS bls Second Phase dgrs gSaA
1.1.4. Schedule of instructions

bls vuqns'kksa dh lwph Hkh dgrs gSaA vuqns'kd dks vius O;olk; ds ikB~;Øe ds vuqns'k nsus ds fy;s rS;kj
fd;k tkrk gSA ,d ekg ;k vf/kd lIrkg esa fdruk vuqns'k nsuk gksrk gS] mls igys miyC/k le;kuqlkj
fuf'pr dj fy;k tkrk gSA O;olkf;d fl)kar esa fdrus ikB i<+kus gS] mudh rkjh[k o le; fnu ds
vuqlkj rkfydk esa Øec) <ax ls vafdr dj ds iz/kkukpk;Z ls vuqeksfnr djkdj vius dk;Z'kkyk o d{k
esa Vkax fn;k tkrk gSA dHkh &dHkh ikB~;Øe ds Øe o funsZ'k rkfydk esa varj gks tkrk gSA ;g lacaf/kr
fØ;kvksa ds vH;kl ds fy;s fd;k tkrk gSA vkus okys eghuksa dh rkfydk esa NWkVs gq;s fo"k;ksa dks 'kkfey
dj fy;k tk;sA bl izdkj iwjs o"kZ esa 12 ekg dh vuqns'kd rkfydk cukbZ tkrh gS] bl rkfydk dks
cukus ds fuEu ykHk gSa
vuqns'kd vxys fnu i<+k;s tkus okys ikB dh rS;kjh djrk gSA
blds fy;s og ikB ;kstuk rS;kj djrk gS] lkFk gh vH;kl izn'kZu ;kstuk Hkh cukrk gSA
bl fØ;k ¼iz;ksx½ esa ;k vH;kl ds fy;s mi;qDr lkexzh dk izca/k djrk gSA
;fn vko';d gks rks Lo;a Hkh mldk vH;kl djrk gSA
lh[kus okyksa dks ;g ykHk gksrk gS fd og vxys fnu i<+k;s tkus okys ikB dh rS;kjh dj
vkrs gSaA
i<+k;s tkus okys ikB dks ;fn izf'k{k.kkFkhZ igys ?kj ls i<+dj ;k rS;kj dj vkrk gS vkSj
fdlh dkj.ko'k vuqns'kd vuqifLFkr gks tkrk gS rks izf'k{k.kkFkhZ iwoZ fØ;k ;k ikB dk
vH;kl ;k okrkZyki dj ds fo"k; ds ckjs esa tkudkjh izkIr djrs gSA
vuqns'kd o izf'k{k.kkFkhZ dks ;g irk jgrk gS fd ,d ekg esa mUgsa fdruh fØ;k,a o vH;kl
djus gSA
8
blds lkFk vf/kdkfj;ksa dks bl rkfydk ls fujh{k.k djus esa lqfo/kk gksrh gSA
blls ;g Hkh irk yxrk gS fd ikB~;Øe ds vuqlkj i<+k;k tk jgk gS ;k ugha o fdruk
i<+k;k tk jgk gS ;k x;k gS A
1.2. Orientation
Advance Women's
Training Vocational
Training
Apprenticeship Craftsman Foreman Staff

training Training Training Training &
Scheme Scheme Research
DGE&T
;g Hkkjr ljdkj dk laLFkku gSA tks Je ea=ky; ds varxZr vkrk gS bldk eq[; dk;kZy; ubZ fnYyh esa
fLFkr gSA bldk eq[; dk;Z jk"Vªh; Lrj ij f'kYidkjksa ds fy;s ;ksX; izf'k{k.k rFkk izf'k{k.k dsUnz LFkkfir
djuk gSA izf'k{k.k dsUnzksa dk izca/ku jkT; ,oa dsUnz ljdkjsa la;qDr :i ls djrh gSA
Scheme of DGE&T
QSfDVª;ksa rFkk m|kSxksa esa dq'ky dkjhxjksa dk gksuk vko';d gSA blds e//ksutj ljdkj us dq'ky dkjhxj
cukus gsrw izf'k{k.k ;kstuk izkjaHk dh xbZA bldh vko';drk f}fr; fo'o;q) ds nkSjku iM+h tc ;q) esa
lktks lkeku vL=&'kL=ksa ds fuek.kZ esa dq'ky dkjhxjksa dh deh eglwl dh xbZ] ftlds fy;s ljdkj us
okj VsfDuf'k;u lsUVj [kksyus izkjaHk fd;s ftudks 1950 ds ckn [kksyk x;kA DGE&T ds varxZr ;g
izf'k{k.k lHkh jkT;ksa esa izkjaHk fd;s x;sA
Aims of Training
fofHkUu O;olk;ksa ds fy;s dq'ky dkjhxjksa dks rS;kj djukA
dkjhxjksa dks ;kstukc) izf'k{k.k nsdj vkS|kSfxd {ks=ksa dh ekax dks iwjk djukA
9
lHkh dks jkstxkj ds volj iznku djrs gq;s csjkstxkjh nwj djuk A
f}fr; fo’o ;q) esa viax o fodykax lSfudksa ,oa 'kghn lSfudksa ds ifjokjksa dks jkstxkj
iznku djus ds fy;s mUgsa izf'kf{kr fd;k x;kA
1.2.1. Evolution of vocational training scheme in india

Year Scheme
1941 War Technician Scheme
1945 Training Scheme for Ex - Serviceman
1948 Training Scheme for Craftsman
1950 Craftsman Training Scheme
1958 Evening Class for Industrial Workers
1959 NationalApprenticeship Scheme (Volumenty - Now Discontinue)
1961 ApprenticeshipAct 1961 (Pass by Parliament)
1963 Appemention of The Act Apprenticeship 1.1.1963
Central Staff Training & Research Institute
1968 ATI Madras
All India Skill Competition forApprenticeship
1970 Progressive Trade Test Scheme
1971 Training Trades Chemicals & Hotels
1972 Foreman Training Institute Bangalore
1973 ATI For Electronic & Process Instrumentation Hyderabad
A.V.T. Scheme
1977
N.V.T.I. for Women New Delhi
2004 Center of Excellence (COE)
2008 Modular Employble Scheme (MES)
Craftsman Training Scheme & Its Evolution ¼f'kyidkj izf'k{k.k ;kstuk½

bl ;kstuk dks pykus ds fy;s Hkkjr ljdkj us lHkh jkT;ksa esa vkS|kSfxd izf'k{k.k laLFkku [kksys ftuesa
fofHkUu O;olk;ksa esa izf'k{k.k dh lqfo/kk miyC/k djkbZ xbZA vktknh ds ckn y?kq m|kSxksa dks c<+kok nsus ds
mn~ns’; ls Øk¶Vesu dh vf/kd vko';drk FkhA bl mn~ns’; dh iwfrZ ds fy;s lu 1950 ds vkl&ikl
VsfDudy Vªsfuax Ldhe ,oa oksds'kuy Vªsfuax ds lg;ksx ls budk uke vkS|kSfxd izf'k{k.k laLFkku j[kk
x;kA orZeku esa ns'k Hkj esa yxHkx 4500 vkbZ-Vh-vkbZ- gSa tgkWa yk[kksa uo ;qod&;qofr;ka fofHkUu
O;olk;ksa esa baftfu;fjax rFkk uku&baftfu;fjax O;olk; esa izf'k{k.k izkIr djrs gSA O;olk;ksa dh 'kS{kf.kd
;ksX;rk vkBoha ikl ls ysdj ckjgoha rd gSA buesa dqN O;olk; ,d o"khZ; rFkk nks o"khZ; gSaA izf'k{k.k
iw.kZ djus ij izf'k{k.kkFkhZ dks vky bf.M;k VªsM VsLV ikl dj ,ulhOghVh }kjk izek.k&i= fn;k tkrk gSA
Apprenticeship Training Scheme ¼f’k{kqvksa izf'k{k.k ;kstuk½

12 fnlacj 1961 esa Hkkjr ljdkj }kjk ,dApprenticeship dkuwu ikl fd;k x;k ftlds vuqlkj izR;sd
m|ksxksa ds ekfydksa ;k ljdkjh miØeksa dks dkj[kkus esa rduhdh Kku fl[kkus ds mn~ns’; ls f’k{kqvksa
j[kus iM+rs gS rFkk mUgsa Nk=o`fRr Hkh nsuh gksrh gSA ;g izf'k{k.k 10 lIrkg] 4 ekg] 6 ekg] 1 o"kZ] 2 o"kZ
rFkk 4 o"kZ rd dk gksrk gSA bl vof/k esa f'k{kqvksa dks fØ;kRed rFkk iz;ksxkRed dk vH;kl djk;k
10
tkrk gSA ,slk vuqeku gS fd 2003 rd yxHkx 3 yk[k f’k{kqvksa izf'kf{kr gq;s gSA 12 fnlacj 1961 ds bl
,DV esa lu~ 1971 esa la'kks/ku fd;k x;k blds vuqlkj 126 baftfu;fjax O;olk; blesa lfEefyr fd;s
x;sA
;g ;kstuk Human Resource & Development Ministry ds varxZr vkrh gSA 1986 ds mijkar
baftfu;fjax fMxzh ,oa fMIyksek izkIr Nk=ksa Hkh izf'k{k.k dh O;oLFkk dh xbZA budh izf'k{k.k vof/k 1 o"kZ
;k 2 o"kZ fuf'pr dh xbZA bl izf'k{k.k dk;ZØe dks ns'k Hkj esa 6 {ks=h; funs'kky; ns[k jgs gSA ;g fuEu
gS & enzkl] eqacbZ] dksydkrk] gSnjkckn] dkuiqj rFkk QjhnkcknA blds varxZr fofHkUu jkT;ksa ds
funs'kky; Hkh f’k{kqvksa izf'k{k.k ;kstuk dks fØ;kfUor dj jgsa gSaA
dkuiqj mrrjizns'k] mRrjkapy] e/;izns'k] NRrhlx<+ jkT;
dksydkrk fcgkj] mM+hlk] if'pe caxky] ukFkZ bZLV jkT;
eqacbZ eqcbZ] iw.ks] xqtjkr] dukZVdk] xksok
Qjhnkckn gfj;k.kk] iatkc] fnYyh] fgekapy] tEew o d'ehj
gSnjkckn vka/kzizns'k] mM+hlk
enzkl nf{k.k jkT;
Craft instructor training scheme

tc vuqns'kd ds fy, izf'k{k.k izksxzke dh 'kq:vkr dh xbZ rks ,slk fopkj fd;k x;k fd Kku vkSj
dkS'ky ds fo"ks'kKksa }kjk ;g izf'k{k.k fnyk;k tk, rkfd ns'k esa fof'k"V Kku okys vuqns'kd rS;kj gks
ldsaA blh mn~ns’;iwfrZ ds fy, 1948 esa dksuh fcykliqj esa Center Training Institute for Crafts
Instructor dh LFkkiuk ljdkj ds Employment & Training Wing ds varxZr dh xbZA
fdarq dqN le; ds i'pkr~ bl laLFkku dks e/;izns'k ls dydRrk LFkkukarfjr dj fn;k x;kA blds
i'pkr~ eqacbZ] enzkl] gSnjkckn] dkuiqj ,oa yqf/k;kuk esa Hkh ;s Institute [kksys x,A
C.T.I.
C.T.I. ds fuEufyf[kr mn~ns’; gSa
vuqHkoh ,oa dq'ky dkjhxjksa dks f'k{k.k nsdj izf'kf{kr vuqns'kd rS;kj djukA
mu vuqns'kdksa dks tks igys ls izf'k{k.k dk dk;Z dj jgs gSa] mUgsa i<+kus dh dyk esa izf'kf{kr dj fuiq.k
cukukA
vk/kqfud f'k{k.k dyk ij vk/kkfjr f'k{k.k ds Kku dh iqujko`fRr (Refresher Course) djus dh f'k{kk
nsukA
C.T.I. dh izf'k{k.k vof/k lekIr gksus ds ckn mudh ijh{kk vk;ksftr djds ;ksX; izf'k{k.kkfFkZ;ksa dks
;ksX; ,oa dq'ky vuqns'kdksa dk izek.k&i= iznku djukA
History of Craftsman Training Institute

f}rh; fo'o;q} ds nkSjku War Technician Scheme izkjaHk dh xbZA blds ckn 1947 esa Hkkjr&Lora=
gqvkA ml le; Hkkjr ds usrkvksa ,oa fo'ks"kKksa us lkspk fd gekjs ns'k dk fodkl dsoy m|ksxksa ds }kjk gh
gks ldrk gSA blfy, m|ksxksa ds fodkl ds fy, dq'ky dkjhxjksa dh vko';drk iwjh djus ds fy, 1950
ds vklikl ns'k ds lHkh I.T.I. dh LFkkiuk dh xbZA
loZizFke m|ksxksa ds fy, dq'ky dkjhxj rS;kj fd, rFkk dqN Craftsman dks vuqns'kdh; dk;Z esa fuiq.k
djus ds fy, vuqns'kdh; izf'k{k.k laLFkku [kksyus ij cy fn;k x;kA
11
loZizFke lu+ 1948 esa ,d laLFkku C.T.I. for Instructor Training ds uke ls izkjaHk fd;k x;kA 1950 esa
Lora=rk fnol ds ckn Program Industry ds varxZr Craftsman Training Scheme ftls C.T.S. ds uke
ls tkuk tkrk gS] [kksyk x;kA 1968 esa nwljk C.T.I. iwuk ftys ds vkS/kxkWao esa [kksyk x;k] tks fd eqacbZ
esa LFkkukarfjr fd;k x;kA bl Ldhe ds varxZr fuEu ckrksa dks iwjk djus ds fy, /;ku fn;k x;k %
Quality ,oa Quantity nksuksa dk Lrj c<+kus ds fy,A
fofHkUu m|ksxksa esa vko';drkuqlkj dkjhxjksa dh iwfrZ ds fy,A
lu~ 1959 esa f’k{kqvksa dkuwu cuk;k x;k] tks ApprenticeAct 1961 ds uke ls tkuk tkus yxkA
lu~ 1961 esa dydRrk] eqacbZ] psUubZ] dkuiqj] yqf/k;kuk rFkk gSnjkckn esa C.T.I. [kksys x,A lu~ 1963 esa
dsoy efgykvksa ds fy, ,d C.T.I. for Women dtZu jksM fnYyh esa [kksyk x;kA lu~ 1968 esa 16 I.T.I.
esaA.V.T.S. Scheme ykxw dh xbZA
ORGANIZAITON
DGET
J/S (I.A.S.)
DYDG
DYDG (Training) DYDG (Apprentice)
(Employment)
D D D
D (TRG) D (Apprentice)
(PROJ) (WOT) (ADMN)
JDT JDT JDT JD

JDT
(AFFIL) (TRG) (TRG) (APP)
DDT DDT DDT DDT

DDT
(AFFIL) (TRG) (ADMN) (APP)
ADT ADT
ADT ADT ADT
(ADMN) (APP)
TO TO
TO TO TO
(ADMN) (APP)
JTA JTA
VI/JTA VI/JTA VI/JTA
(ADMN) (APP)
C.S.T.A.R.I. (Central Staff Training And Research Institute):

;g laLFkku 1968 esa dksydkrk esa fo'ks"k :i ls LVkQ izf'k{k.k vkfn ds fy, LFkkfir fd;k x;kA blesa
izf'k{k.k vf/kdkjh] lgk;d izf'k{k.k vf/kdkjh] izkpk;Z] vkfn dks izf'k{k.k nsus dk dk;Z fd;k tkrk gSA
;g laLFkku teZu la?kh; x.kjkT; ds lg;ksx ls [kksyk x;kA blds eq[; mn~ns’; fuEu gSa
'kS{kf.kd fl)karksa ij vk/kkfjr izf'k{k.k lkexzh rFkk JO; o n`'; lkexzh dk mRiknu djuk ;k cukuk gSA
O;kolkf;d izf'k{k.k ds {ks= esa vuqla/kku dk fodkl djuk bldk eq[; dk;Z gSA
12
F.T.I. (Foreman Training Institue):
bldh LFkkiuk 1972 esa cSaxyksj esa dh xbZ rFkk blds i'pkr~ 1982 esa te'ksniqj esa nwljk laLFkku [kksyk
x;kA bldk eq[; mn~ns’; Foreman rduhdh bathfu;j dh rduhdh {kerk esa lq/kkj ds fy, izf'k{k.k
iznku djuk gSA
Central Instructional Media Institute (CIMI):

bu laLFkkuksa esa izf'k{k.k lacfa /kr vPNh xq.koRrk ds fy;s vPNh iqLrdsa] f'k{k.k laca/kh uohure ,oa mPp
Lrjh; izxfr dh O;oLFkk djuk gSA ;g lalFkku teZu jkT; ds lg;ksx ls dks;EcVwj esa lFkkfir fd;k
x;k gSA
1.3. Teaching As profession

1.3.1. Teaching As nobel work
f'k{k.k ,d cgqr lEekfur cgqr ftEesnkjh dk dk;Z gksrk gSA nwljs 'kCnksa esa ge dg rs gS fd f'k{k.k ,d
dyk ,oa foKku Hkh gSA bldks ge ,d dyk blfy;s ekurs gS D;ksafd vU; dykvksa dh Hkakfr f'k{k.k
izfØ;k Hkh lnSo ns'k] dky] ifjfLFkfr rFkk euq"; dh fopkj/kkjkvksa ds vuqdwy ifjofrZr gksrh jgrh gSA
bldk Lo:i f'k{kk ds mn~ns’;ksa ds lkFk cny tkrk gS A blds dqN fu;e gksrs gSa tks lHkh ifjfLFkfr;ksa
vkSj ns'kksa esa leku :i ls izHkkodkjh fl) gksrs gSaA ;g fu;e dHkh cnyrs ugha gSaA bl n`f"V ls f'k{kk ,d
foKku Hkh gS ;g dyk izR;sd O;fDr esa O;kIr ugha gksrhA bl dkj.k f'k{k.k ,d lqizfrf"Br dk;Z gS ;k
dk;Z dgykrk gSA f'k{k.k fuEu dkj.kksa ls vko';d gksrk gS
tkuus ds fy;s lh[kkuk (Learning to Know)
dk;Z dks djus ds fy;s lh[kkuk (Learning to Doing)
thou fuokZg ds fy;s lh[kkuk (Learning to Live)
fodkl gsrw lh[kkuk (Learning to Development)
1.3.2. Formal & informal education

f'k{k.k 'kkfL=;ksa us f'k{kk dks nks :iksa esa foHkkftr fd;k gS %
vuksvkSipkfjd f'k{kk (Informal Education)
vkSipkfjd f'k{kk (Formal Education)
Informal education
bl izdkj dh f'k{kk ds fuEu fcanq gksrs gSa %
bl izdkj dh f'k{kk ckY;koLFkk ls vkjaHk gksdj le> vkus rd pyrh gSA
bl izdkj dh f'k{kk dk Kku ekrk&firk o ifjokj ds lnL;ksa ls izkIr gksrk gSA
bl izdkj dh f'k{kk ls bldh vknrksa o LoHkko dk fuekZ.k gksrk gSA
bl izdkj dh f'k{kk esa lh[kus o fl[kkus dh fo'ks"k :ijs[kk o ekin.M fu/kkZfjr gksrs gSA
bl izdkj dh f'k{kk ds fy;s fdlh Hkh izdkj dh dkih o fdrkc dh vko';drk ugha gksrh
gSA
bl izdkj dh f'k{kk dk izHkko dkQh yacs le; rd cuk jgrk gSA
bl izdkj dh f'k{kk ls okrkoj.k ds vuqlkj vPNh&cqjh vknrksa dks lh[kk tkrk gSA
13
bl izdkj dh f'k{kk dk dksbZ le; fuf'pr ugha gksrk gSA
bl izdkj dh f'k{kk ds fy;s dksbZ ikB'kkyk o f'k{kd dh vko';drk ugha gksrh gSA
bl izdkj dh f'k{kk ls LoHkkfod ;ksX;rk dk fodkl gksrk gSA
bl izdkj dh f'k{kk esa :fp rFkk bPNk dk lekos'k gksrk gSA
Formal education
og f'k{kk tks lqpk: :i ls Øec) <ax ls o fu;e iwoZd izkajHk dh tkrh gS] mls vkSipkfjd f'k{kk dgrs
gSaA bl izdkj dh f'k{kk ds fuEu fcanq gS %
vkSipkfjd f'k{kk ckyd dks le> vkus ds ckn dHkh Hkh izkjaHk dh tk ldrh gSA
;g f'k{kk ikB'kkyk esa fo'ks"k okrkoj.k esa izkjaHk dh tkrh gS A
bl izdkj dh f'k{kk dh fu'fpr :i js[kk rFkk fo"k; Hkh gksrs gSaA
bl izdkj dh f'k{kk esa ys[ku lkexzh iqLrds vkfn dh vko';drk;sa gksrh gSaA
bl izdkj dh f'k{kk esa fopkj 'kfDr dk vf/kd iz;ksx gksrk gSA
bl izdkj dh f'k{kk esa mi;ksxh fo"k;ksa ,oa ckrksa dks NkaV&NkaV dj fl[kkus dh ftEesnkjh
f'k{kd dh gksrh gSA
bl izdkj dh f'k{kk esa lh[ks gq;s fo"k;ksa dk mi;ksx u djus ij Hkwyus dh laHkkouk vf/kd
gksrh gSA
bl izdkj dh f'k{kk ls tks izkIr gksrk gS mldk izek.k&i= feyrk gS tks f'k{k.k ;ksX;rk dk
izek.k&i= dgykrk gSA
bl izdkj dh f'k{kk ls izkIr izek.k&i= ekU; gksrs gSa vkSj ;g Hkfo"; dks lkdkj cukus esa
lgk;d gksrs gSaA
bl izdkj dh f'k{kk izkIr djus ds ckn lekt esa vknj o lEeku izkIr gksrk gSA
1.3.3. Growth requirements of industries
m|ksxks ds fodkl dk vfHkizk; ;g Fkk fd ns'k dh mUufr ;k ns'k dh turk dk Lrj Åapk djukA ns'k
dh mUufr ls ns'k dh mUufr ds fy, lu~ 1956 esa laln esa ;g izLrko j[kk x;k dh ns'k dk fodkl
m|ksxks }kjk gh gks ldrk gSaA dsoy d`f"k ij fuHkZj gksdj ugh gks ldrk ns'k esa vkS|kfxddj.k fd;k
tk;k vkSj blds fy;s fuf'pr :i ls m|ksxks dh LFkkiuk dh xbZ vkSj mudk oxhZdj.k fd;k x;k]
ftles fd tu'kfDr dh vko';Drk dh iwfrZ djus ds fy;s n{k ,oa dq'ky dkjhxjksa dh vko';Drk iM+h
rHkh ns'k esa vf/kd ls vf/kd yksxks dks m|ksx /ka/kksa ds fy;s yxk;k x;kA lkFk gh dq'ky dkjhxjksa rFkk
c<+rh gqbZ csjkstxkjh nwj djus ds fy;s m|ksx yxk;s x;s rkdh Jehd viuh vkenkuh c<+kus ds lkFk
m|ksxks dh vko';Drkvksa dh iwrhZ gks lds rFkk ns'k dk fodkl gks ldsA
14
What, Why, Where, Which, Who, When, How (6W + 1H)
UE
SU
IQ
N
B
CH
JE
CT
TE
M
NG
AT
HI
TE
AC
R
TE
MANAGEMENT TECHNIQUE
Teaching Technique
1.3.4. Role of instructors in vocational training & education
1 lS)kafrd Kku nsuk

2 lS)kafrd Kku dks dkS'ky ls tksM+uk
3 lS)kafrd Kku o dq'kyrk dks instruction ¼funsZ'k½ Øec) gksuk
4 euksfoKku] f'k{kk 'kkL= ds vuqlkj iBu ikBu cukuk] djuk ;k djkuk
5 Training Methodology fof/k ds vuqlkj Knowledge of Skill dks crkuk o djuk
6 orZeku esa mi;ksx gksus okys ;a=ksa ,oa lkexzh dk Kku gksuk
7 m|ksxks dh vko';Drk vuqlkj izf'k{k.k nsuk
8 izf'k{k.kkfFkZ;ksa dk lgh ewY;kadu djuk
9 Audio/Vedio Aids ¼JO;@nz';½ lkexzh dk iBu&ikBu esa mi;ksx
10 iz'uksa dks cukuk vkukA
11 d{kk O;oLFkk ds izca/k dk Kku gksukA
12 dk;Z'kkyk ds izca/k dk Kku gksukA
13 dk;Z djrs le; lqj{kk ds fu;eksa dks crkuk ,oa ikyu djukA
14 vius O;olkf;d fo"k; esa fodkl djukA
15 vius O;fDrRo dks vPNk j[kukA
16 le; dk Bhd <ax ls mi;ksx djuk vkfnA
dqN egRoiw.kZ fcanq %
To orient the trainees to haveAn understandingAndAppreciation of the trade.
izf'k{k.kkfFkZ;ksa dks muds O;olk; ds xq.k ¼ewY;] ykHk½ le>kdj izksRlkfgr djuk
To provide the opportunities to the trainees to workAnd master the basic skill of the
trade.
izf'k{k.kkfFkZ;ksa dks vius O;olk; dh izkjafHkd dq'kyrk dks Lo;a djus ds fy, ekSdk iznku
djuk
15
To develop safe work habbits
lqjf{kr dk;Z djus dh vknr Mkyuk
To develop theAbility to understand, read, interpret the drawing related to tradeAnd
work independently with their help
VªsM ls lacaf/kr Mªkbax dks le>us] i<+us o mldk eryc crkus dh izoh.krk dk fodkl
djuk o Lora= :i ls dk;Z djus dh vknr Mkyuk
To beAble to workAndAdopt industrial requirements
m|ksxksa dh vko';drkuqlkj dk;Z djus ;ksX; cukuk
To develop theAbility to follow written instructions
fyf[kr vuqns'kdh; lkexzh dk vuqlj.k dj ;ksX;rk dk fodkl djuk
To develop the sense of disciplineAnd punctuallity
vuq'kklu o le; ds ikyu dh psruk dk fodkl djuk
ToAppreciate labour management relationship
Je izca/k ds laca/kksa ds xq.kksa ;k eku dks tkuuk
ToAble to shoulder responsibilities
mRrjnkf;Ro ;k dRrZ; ds fuokZg djus ;ksX; cukuk
To develop the sociable good habbits, courtesy, obidience, loyaltyAnd sincerty.
feyulkj] vPNh vknrsa] mRlqdrk] vkKkdkjh vkfn vknrksa dk fodkl djuk
1.4. Principles of vocational education

What is the Workmanship? dk;Zdq'kyrk D;k gS \
Accuracy ¼'kq) eki½] Safety ¼lqj{kk½] Punctuality ¼fu/kkZfjr le;½
fdlh dk;Z dks 'kq) eki] lqj{kk o fu/kkZfjr le; ds vanj cxSj gkfu ds iwjk fd;k tkuk gh
dk;Zdq'kyrk dgykrk gSA
dk;Zdq'kyrk mls dgrs gSa] ftlesa ;a=ksa] midj.kksa vkSj lkexzh dk mfpr mi;ksx rFkk de [kpZ ds
lkFk&lkFk lko/kkuhiwoZd dk;Z iwjk fd;k tk,] rc og dk;Zdq'kyrk dgykrk gSA
1.4.1. Evolution of workmanship

dk;Zdq'kyrk dh tkap ;k izf'k{k.k ds ekinaM fu/kkZfjr fd, x, gSa] D;ksafd tc rd bldh ckjhdh dh
tkap o ijh{kk ugha dh tkrh] rc rd mldk ewY;kadu laHko ugha gSA blds izeq[k fcanq gSa
le; (Time)
'kq)rk (Accuracy)
dk;Zdq'kyrk (Workmanship)
'kq)rk (Accuracy) : fdlh dk;Z dks eki ds vuqlkj 'kq)rk ds lkFk 'kr&izfr'kr djuk gh 'kq)rk
dgykrh gSA
izkphu dky es lHkh dk;Z gkFkksa ls fd, tkrs FksA ml le; ,sls dksbZ ;a= ugha Fks] fdarq m|ksxksa dh c<+rh
gqbZ vko';drk o vk/kqfud rduhd dh vko';drkvksa dh iwfrZ ds fy, lw{e ;a= fodflr fd, x,A bu
;a=ksa dh lgk;rk ls Je ,oa le; dh cpr gksrh gS vkSj dk;Z Hkh vPNs Lrj dk gksrk gSA
16
1.4.2. Importance of vocational education & training
fdlh Hkh O;olk; dh mUufr ds fy;s mldk Kku gksuk vR;Ur vko';d gS] blfy;s ns'k ds fodkl ds
fy;s O;olkf;d izf'k{k.k dks cM+k gh egRoiw.kZ LFkku fn;k x;k gSA vPNk O;olkf;d izf'k{k.k fuEu
fl)karksa ij vk/kkfjr gS %
1 izf'k{k.kkfFkZ;ksa ds lh[kus ds fy;s okLrfod dk;Z djus dk okrkoj.k vPNk gksuk pkfg;sA
2 dk;Z djus dk <ax] vkStkjksa dk mi;ksx vkfn izf'k{k.kkFkhZ dks mlh izdkj lh[kuk pkfg;s tSlk
fd mUgsa m|ksxksa ds izfr"Bkuksa esa tkdj dk;Z djuk i<+rk gS A
3 izf'k{k.kkfFkZ;ksa esa fopkj foe'kZ rFkk dk;Z dq'kyrk dh vPNh vknr Mkyuh pkfg;s] ftlls mldk
mi;ksx os dgha Hkh dj ldsaA
4 O;oklkf;d izf'k{k.k mlds fy;s mi;ksxh gS] ftuesa lh[kus dh pkg ,oa :fp gks vkSj lh[ks gq;s
Kku dk o dq'kyrk dk mi;ksx djus dk ykHk mBk ldasA
5 izf'k{k.k le;kuqlkj ifjorZu'khy Hkh gksuk pkfg;sA
Brief Conclusion
1 Real And Actual training & Atmosphere.
2 Equipment & Tool used And Approach properly.
3 Good habbits for skill.
4 Practical use for future.
5 Change of learning.
1.4.3. VocationAs mean of living

m|ksxksa ds gj {ks= esa i<+s fy[ks dq'ky dkjhxjksa dh vko';drk gksrh gS] mUgha ds }kjk m|ksxksa esa izxfr
laHko gS] O;olkf;d f'k{kk ds }kjk gh vkthfodk dk lk/ku miyC/k gksrk gS rFkk thou ds Lrj esa lq/kkj
gksrk gSA
1.4.4. Dignity of work - changing pattern of present Society

iwoZ le; esa i<+s fy[ks rFkk izfrf"Br O;fDr NksVs dk;Z djus okyksa dks ?k`.kk dh n`f"V ls ns[krs FksA lekt
esa fuEu Lrj dk dk;Z djus okys yksaxksa dks lekt ghu n`f"V ls ns[krk FkkA
Changing Pattern of Present Society:

tc Hkkjr Lora= gqvk ml le; vusdksa leL;k;sa FkhA izR;sd Lrj ij xjhch csjkstxkjh dk cksyckyk FkkA
bl leL;k dk gy djus ,oa yksxks ds Lrj dk fodkl djds muds jgu & lgu ds Lrj esa Hkh ifjorZu
ykuk FkkA ftlds fy;s Hkkjr ds x.kekU; yksxksa blds mik; lkspdj ns'k esa fons'kh lgk;rk ls m|ksxksa
dks lFkkfir fd;kA muesa mUgha O;fDr;ksa dks Qksjesu] lqijokbZtj] baftfu;j rFkk VsfDuf'k;u ds inksa ij
dk;Z djus dks fu;qDr fd;kA mUgsa ns[kdj vU; yksxksa esa Hkh tkx`fr iSnk gqbZA bldk izHkko ;g gqvk fd
lekt ds lHkh oxksZ ds yksxksa esa mRlkg iSnk gqvk] bldk izHkko ;g gqvk fd lkekftd <kaps esa cgqr cM+k
ifjorZu gqvkA vkt ds oud ;qx esa esgur ls dke djus okys yksxksa esa cM+k gh lEeku o vknj gksrk gSA
1.5. Instructor and his Responsibilities

f'k{kd ns'k dk fuekZrk gksrk gS] og izf'k{k.kkFkhZ dk ekxn'kZu djrk gSA bl dkj.k mldk mRrjnkf;Ro
vkSj c<+ tkrk gSA vuqns'kd dk mn~ns’; dsoy d{kk esa tkdj i<+kus rd lhfer ugha jgrk vfirq fuEu
fcanqvksa ij Hkh /;ku gksuk vko';d gS %
17
Towards Himself or Herself:
¼vius izfr½ ,d vPNs vuqns'kd dks vius dk;ksZa ds lkFk le; dk ikcan] e`nqy O;ogkj] lkSE; O;fDrRo]
fo"k; dk iw.kZ Kku rFkk d{kk laca/kh fjdkMZ~l dk Bhd izdkj ls j[kj[kko djuk pkfg,] vuqns'kd dk
dk;Z F;ksjh rFkk iz;ksxkRed ls lacaf/kr gSA vuqns'kd ds fy, lcls igys vkRefo'okl gksuk pkfg,A mls
viuh ftEesnkjh dk ,glkl gksuk pkfg,] ftlds fy, ;kstukc) Plan And Closing Method And
Learning habbit dk gksuk vko';d gSA ,d vPNs vuqns'kd esa fuEu fo'ks"krk,sa gksuh pkfg, %
vuqns'kd dk LokLF; Bhd gksuk pkfg,A LoLFk vuqns'kd gh LoLFk f'k{kk ns ldrk gSA
vius lg;ksfx;ksa ds lkFk mldk O;ogkj fe=rkiwoZd gksuk pkfg,A
vuqns'kd dk iguko ,slk ugha gksuk pkfg, fd og d{kk esa galh dk ik= cusA
O;olk; dh xfjek cuk,s j[kus ds fy, gjlaHko iz;kl djsA
lHkh izf'k{k.kkfFkZ;ksa ls lekurk dk O;ogkj djsaA
izf'k{k.k ds {ks= esa uohu rduhdh dh tkudkjh ysuh pkfg,A
izf'k{k.kkfFkZ;ksa dks vPNs lq>ko nsus pkfg, ftlls mudk Hkfo"; mTtoy gksA
le; dk ikcan gksuk pkfg,A
1.6. Requisite of good instructor

,d vPNs vuqns’kd dk dk;Z c<+k gh tfVy gSA mls fofHkUu izdkj dh fof/k;ksa dh tfVyrk dk Kku gksrk
gS tSls fØ;kRed dk;Z] lkekftd dk;Z] ckSf)d ,oa HkkoukRed vkfnA ,d vuwns’kd dks fdlh fØ;k dks
iwjk djus esa dkSu&dkSu lh lkexzh mi;ksx esa ykbZ tkosxh mls mldk Kku gksrk gSA ,d vuqns’kd vius
vuqHko ds vuqlkj cM+h la[;k esa ,oa mPp izf’k{k.k dk;ZØeksa dh lykg Hkh nsrk gS ,oa ekxZn’kZu Hkh djrk
gSA lkFk gh leL;kvksa dks gy djus dk jkLrk <aw<+rk gSA ftlls mldk dk;Z lQy gksrk gSA
,d vuqns’kd dks vius O;olk; gsrw fuEu dk;Z djus gksrs gSa
1.6.1. Plan a course of instruction

Adequate Preparation (i;kZIr rS;kjh½
This includes the preparation of
Self
Students
Teaching Material
(1) Self (scrutinize):
Analyze the syllabus (Model Wise & Lesson Wise)
Effective Screening of Topics to be taught or get proper idea of topic to taught
Lesson plan should be prepare in Advance Ref. Books, Notes etc.
Follow the rules ofAdequate preparation
(2) Students:
Inform the students in Advance About the topic to be covered in the next class, so
that they can prepare for it mentally.
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Tkks ikB dy i<+uk gS mls iwoZ esa f’k{kkFkhZ dks crk nsosa fd dy fdruk i<+uk ¼;k dkSu lk
Vkfid doj fd;k tkosxk½ ftlls og ekufld :i ls rS;kj gks tkosA
Monitor the students suitable so that they develop interest in the topic.
izf’k{k.kkFkhZ dks izsfjr dj mudh i<+usa esa ikB ds fy;s :fp iSnk gksA
Create A suitable learningAtmosphere in the teaching place
i<+k;s tkus okys LFkku dk okrkoj.k ,slk cuk;sa fd lh[kus okyk lh[k ldasA
Maintain the interest of learners so that they Are ready to receiveAnd retain the
instruction in the class.
:fp cuk;s j[kus ls fo|kFkhZ rS;kj jgsaxsa o lh[kus gsrw vkSj funsZ’kksa dks vius esa /kkj.k dj
ysaxsaA
Develop interest in topic.
Establish effective learning Atmosphere
(3) Teaching materials:
Try to prepare proper lesson And demonstration plan.
Effective teaching Aid prepared in Advance.
Prepare an Adequate number of copies of information sheets, job sheets etc. in
Advance.
Prepare A set of questions to be asked in class.
Insure proper questions & questioning so As to keep the class Alert.
Note the student’s participation in class room Action.
Get the learning material According to need.
Proper Presentation ¼lgh <ax ls izLrqr djuk½ %
Proper selection of methodsAccording the needs of students.
Related instructions must be modified.
To teach skill demonstration or show how to do?
Offset unwanted material.
Provide step by step sequence for effective learning.
Attention of trainees.
Make your preparation interesting and effective.
Ready to follow the trainer.
Preparation should be pertaining to topic.
Related the teaching to be level for learner.
Try not to jump from one point to the other and come back to first.
Try to use proper teaching Aids for proper time.
1.6.2. Effective presentation
It is necessary to consider the sequence on which class lesson should be presented. This sequence
must be thought out in Advance in general sequence follows:
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Spent A few time introducing your lesson. (Making its purpose clear And Arising the
interest of class)
Start with in trainee’s expense.
Prepare the class to ready to receive new material.
Present the subject matter in logical sequence.
Revise what must, should & should be know.
The Sequence of Teaching Skill in Workshop is as follows
Explain.
Demonstrate.
Class Imitates.
Practice
65 % BY PRACTICE
25% BY DEMONSTRATION
10% BY EXPLANATION
1.6.3. Knowledge of evaluation:

No teaching and learning is completed without proper evaluation or test. Test is A measuring
skill to measure the total achievement of the learner. It’s A good practice for each and every
instructor also to occasionally rate himself in order to take stock of one self and try to improve.
(A) Learner:
For the evaluating the performance of learner, there exist the number of tools of each the
instructor must be aware in a comprehensive of program of evaluation. The following can be
used
Publish records.
Questionnaires, Inventories and Interview.
Check List and Rating Scale.
Class Study.
Personal Report and Projective Techniques
Psychological Tests etc.
20
(B) Self (himself) check list:
An instructor should not only have good knowledge of the subject but also must be having the
right attitude, out look and manner. From time to time, he must get his performance evaluation so
that he knows what and where he needs improvements.An instructor is performing by one or
more follow instructors. Many instructors have comparatively developed A check list of items.
So that they consider to be the elements of a good classroom situation for use of observationAnd
teachers.
A list may include such items as there teacher check YES or NO on how they have felt
There is coordinal atmosphere in the classroom.
There is a good support between trainees and trainers
Teaching methods are flexible to care for individual needs.
Students respect the opinion of other division of the group.
The teacher wise and effective use of class time. In other words teacher initialize the
class time effective and accurately.
Self-Rating Chart or Scale:

Self rating chart or scale for instructor may also be prepare as shown below
SN Items Activity Grade
Several 3
I haveAnalyzed (on paper) A job or a number of jobs
1. to determine the skill to be learnt together with related One 2
knowledge.
Never 1
Several 3
I have made an analyzed (on paper) for setting up
2 complete course of study including jobs or related One 2
information for use in any section
Never 1
Always 4
Frequently 3
3 I make use of four basic steps of teaching in my class
Several Time 2
Never 1
Always 4
Usually 3
4 Advance planning of my class room lesson
Occasionally 2
Never 1
Several Time 3
5 I Am impractical Usually (One) 2
Never 1
Several Time 3
6 I favor some of learners and indicated One Time 2
Never 1
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1.6.4. Maintaining of records:
Several recordsAre maintained by the instructor for trainees & self. They are as follows:
Attendance Register of Trainees
Progress record of individuals
Material Indenting Register / Inventory Register
Material Consumption Register
Store Return Book
Student Work Diary
1.7. Characteristics of good instruction
1.7.1. Importance of good instruction:
dksbZ Hkh izf'k{k.k rHkh lQy gksrk gS tc mls Øec) <ax ls fd;k tkos rFkk mldh ;kstuk cukbZ tkosA
vPNs f'k{k.k dh dyk Kku izkIr djus ds fy;s dqN lQy fof/k;ksa dk Kku vko';d gSA
nwljksa dks lh[kus esa enn nsus dh izfØ;k dks f'k{k.k dgrs gSA
nwljksa dks fl[kkus dh bl izfØ;k esa vuqns'kd dks tkap fof/k;ksa dks /;ku esa j[kdj mudk ikyu djuk
pkfg;sA blds fcuk lh[kuk o fl[kkuk nksauks gh dfBu] izHkkoghu ,oa vFkZghu gksrk gSA vPNs vuqns'kksa esa
de ls de fuEu fcanq 'kkfey gksrs gSa %&
lgh lkekftd okrkoj.k iSnk djukA
rS;kj dh xbZ lkexzh dk lgh la'kks/ku djukA
izf'k{kk.kkfFkZ;ksa }kjk rS;kj dh xbZ ckgjh lkexzh dk lgh mi;ksx djus dk funsZ'k nsukA
lgh iz'u&mRrj rS;kj djuk] vFkZ le>kuk vkfnA
izf'k{k.kkfFkZ;ksa ds O;ogkj ,oa fLFkfr ¼/kkj.k½ esa lgk;rk o fodkl djus esa mi;ksx esa vkus okyh 'kCnkoyh
fuEu fyf[kr gS %
Amplifying c<+kuk
Apprising crkuk
Defining Li"V djuk
Describing O;k[;k djuk
Explaining vFkZ Li"V djuk
Eliciting fu"d"kZ.k
Response mRrj ;k tokc
Correctly lgh <ax ;k rjhdk
Questioning iz'u djuk
Comparing rqyukRed
Cons trusting O;oLFkkid
Confirming fu'p; djuk
Justifying U;k; djuk
Interpreting & Stating vFkZ vkSj fLFkjrk
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1.7.2. Teach – show make them do and evaluate
Teach ¼fl[kkvks½ & What is to be Done
Show ¼fn[kkvks½ & Systematic Instruction & Demonstration
Make Them to Evaluate ¼mudks fØ;k djus dks nsuk½ & mudks ewY;kadu djus ;ksX; cukvks ;k mudk
ewY;kadu djksA
1.7.3. Importance of chalk board/ white board:

';ke iVy lcls lLrh iz.kkyh dk eq[; vax gSA ;g vuqns'kd ds c<+s dke dh oLrq gSA orZeku esa ';ke
iVy dh egrrk vf/kd c<+ xbZ gS D;ksafd dksbZ Hkh fo"k; lQyrk iwodZ rHkh i<+k;k tk ldrk gS] tc
';ke iVy dk mi;ksx fd;k tkosA izf'k{k.k euksfoKku us ;g fl) dj fn;k gS dh fo|kFkhZ vius
KkusfUnz;ksa }kjk Kku izkIr djrk gS vkSj KkuktZu ds fy;s ftruh vf/kd KkusfUnz;ksa dk mi;ksx fd;k
tkos] Kku izkIr djus esa mldk mruk vf/kd egRo gSA bl euksoSKkfud rF;ksa ds vk/kkj ij ;fn f'k{kd
vius ekSf[kd O;k[;ku dks ';ke iVy ij fy[ks rks mldk egRo vf/kd gks tkrk gS A
Importance of Developing a Lesson on Chalk Board/ White Board:

vkt ds euksoSKkfud ;qx us fl) dj fn;k gS fd f'k{k.k ekSf[kd :i ls iw.kZ ugha fd;k tk ldrk gSA
bldh vko';d ,oa egRoiw.kZ ckrksa dks ';ke iVy ij fy[kk tkos rks if'k{k.kkFkhZ viuh KkusfUnz;ksa dk
iz;ksx djds viuk fodkl dj ldrk gSA ;fn ,d ;k ,d ls vf/kd KkusfUnz;ksa dk mi;ksx ge fl[kkus
esa djrs gS rks mldk izHkko lh[kus esa vPNk iM+rk gSA ';ke iVy ds mi;ksx esa vka[k ,oa dku ¼ns[kus ,oa
lquus½ dh KkusfUnz;k fØ;k'khy gksrh gSaA ftlls lh[kus okys dk Kku fLFkj gks tkrk gSA ';ke iVy }kjk
iwjh d{kk dks ,d lkFk gh ikB~;oLrq] mnkgj.k ,oa x`g dk;Z fn;k tk ldrk gSA blls ;g Li"V gks tkrk
gS fd ';ke iVy v/;kidksa dh vko';drk ;k ';ke iVy cM+s dke dh oLrq gSA bls ge lPpk ,oa vPNk
fe= Hkh dg ldrs gSaA
1.7.4. Value of note taking in the class

Helps in memorizing and useful mental thinking.
Keep trainees alert & attentive in class.
Helps in learning and teaching.
Increase thinking power.
Increase writing and expressive power.
Clear up wrong ideas.
Increase the class activities (By Engaging) in making the notes.
It acts as records of work done on helpful in remembering.
It is useful for future guidance.
Methods of Writing on Black Board / White Board:
';ke iVy dh fy[kkoV rFkk dk;Z dk izf'k{k.kkFkhZ ij xgjk izHkko iM+rk gSA og mls uewuk ekudj
mldk vuqlj.k djrs gSa A blh fy;s vuqns'kd dks vkSj fo'ks"kdj u;s f'k{kdksa dks ';ke iVy dk vf/kd
ls vf/kd mi;ksx djuk pkfg;s mudks pkfg;s dh tks og i<+kosa mldh eksVh&eksVh ckrsa vFkok lkj ';ke
iVy ij fy[krs tkosa] ftlls fo"k; Li"V gks ldsA dqN vuqns'kd ';ke iVy dk mi;ksx Bhd ls ugha
dj ikrs gS] ftlls mudh fy[kkoV ,d edM+h ds tky dh Hkkafr izrhr gksrh gS blls ;g irk pyrk gS
fd vuqns'kd esa vius fo"k; dh ;ksX;rk esa fo'ks"k vkRefo'okl ugha gSA
';ke iVy ij fy[krs le; fuEu fyf[kr ckrksa dk /;ku djuk vko';d gS %
23
vuqns'kd dh fy[kkoV LoPN vkSj lqanj gks ftlls izf'k{k.kkFkhZ mls ljyrk iwoZd i<+ ldsA
';ke iVy ij fy[kkoV bruh cM+h gks fd d{kk dk izR;sd izf'k{k.kkFkhZ mls i<+ ldsA
laHko gks lds rks lh/ks v{kj rFkk lh/kh ykbZus gh ';ke iVy ij fy[ksa blls fo|kFkhZ dh
vka[kks ij vf/kd ruko ugha iM+sxkA
';ke iVy ij Øe ls fy[kuk pkfg;s rFkk bls nks Hkkxksa esa ckaVdj mldk lgh mi;ksx
djuk pkfg;sA
';ke iVy lh[kus dh izfØ;k esa ,d lqn`<+ ek/;e gSA
Disadvantage of Dictation:
It is slow (ClassActivity is not good).
It takes less time for explanation.
Students loose confidence to the instructor.
Students may get confused if the instructor dictates too fast.
Students may get bore if the dictation is too slow.
It is one-way communication.
Students try to avoid the class.
No students and teacher relation, No effect of instruction.
1.7.5. Characteristics of good instructor:
1 Control temper and be tactful in avoiding arguments.
2 Check him and class before condemning the class.
3 Co-operative with others.
4 Correct questioning to get comment answer.
5 Avoid too much talking.
6 Avoid playing favourisum.
7 Avoid embarrassing students.
8 Answer the question of all learners.
9 Give clear and adequate direction.
10 Get and hold attention of class.
11 Usually stand up while teaching.
12 Use suitable teaching aids.
13 Use object instead of illustration.
14 Use right method in teaching.
15 Explain new lesson before application.
16 Encourage students.
1.7.6. Role of instructor

The responsibilities of instructor are many field and does not and until.
1 Develop trust.
2 Encourage and give constructive feed back.
3 Eliminate fear.
4 Provide necessary information.
24
5 Act consistently.
6 Be clear about teaching plan.
7 Create a respectful atmosphere.
8 Offer support.
9 Model tolerance and flexibility.
10 Encourage participation.
11 Follow guide for effective interaction.
12 Evaluating the learner correctly.
13 Allow up focused on task.
1.7.7. Full Form of POST CARD

P - Planning
O - Organizing
S - Selecting
T - Training
C - Caring and Connecting
A - Advising
R - Regulating
D - Directing
1.7.8. Instructor's role as an administrator, leader and facilitator

1 To Organize a Training Program By analysing The Syllabus.
2 To prepare training materiall and training.
3 To procure and maintain the store for conducting practical, exercise. Various
types of store is required such as raw material, general tools, machine tools,
consumable items etc.
4 To supervise the practical training.
The training program conducted in following
1 Class room lesson
2 Workshop Demonstration
3 Attitude Formation
4 Grading and Evaluation
5 To keep liaison with industries.
6 Good public relation.
7 Committed to moral value.
8 Communication Skill.
9 To give good judgment.
10 Independent search for solution.
11 Decide the selection of instructional mode.
12 Job provider.
13 Orderliness.
14 Provide vocational effectiveness.
15 Providing workmanship status, so as become self-reliance.
16 Error to paint out amicably.
25
1.8. Common defects in instruction
fdlh Hkh O;oklkf;d izf'k{k.k ;kstuk dk iw.kZ gksuk vuqns'kdksa ds vuqns'kks ij fuHkZj djrk gSA
izf'k{k.kkFkhZ dq'kyrk Kku] O;ogkj vkSj xq.k foospuk eq[;r% vuqns'kd ds O;ogkj }kjk izkIr djrs gSaA
blfy;s ;g vko';d gS fd lcls igys vuqns'kd dks xq.kksa ds Lrj dh ij[k gksuh pkfg;sA cgqr ls
vko';d xq.k funsZ'kksa ds iw.kZ gksus esa vf/kd lgk;rk djrs gSaA eki dh nj ds vuqlkj ,d lh[kus okys ds
funsZ'kkRed xq.kksa esa funsZ"k dh cgqr lh dfe;ksa fn[kkbZ iM+rh gSA ;g lR; gS fd fl[kkus dh laHkkfor
dfe;ka gksrh gSa cgqr lh tkudkfj;ka funsZ'kksa ds iw.kZ o viw.kZ ds ckjs esa dgh tkrh gSA ;g lc fl[kkus
okys ij fuHkZj gksrk gSA tc og fuEu fyf[kr vPNkbZ;kssa ;k cqjkbZ;ksa dks fl[kkus esa vleFkZ gks tkrk gS rks
funsZ'kksa esa vkdkj dk ifjorZu gks tkrk gS vkSj lk/kkj.k nks"k mRiUu gks tkrk gSA
lk/ku laiUurk dh deh (Resourcefulness) f'k{k.k lkexzh dh deh ds dkj.k vFkok uohu
rduhdh foKku dh mi;ksfxrk o Kku o lk/ku laiUurk dh deh ds dkj.k funsZ'kksa esa nks"k gksrs gSa
ftldk izHkko fo|kFkZ;ksa ij iM+rk gS A ;g vi;kZIr iw.kZ dfe;ksa ds dkj.k gksrk gSA
lgk;rk dh bPNk gksuk (Desired to be Helpful) dbZ izf'k{k.kkFkhZ dq'kyrk dk fodkl djus esa
iz;Ru'khy ugha jgrsA fo|kfFkZ;ksa esa ;g vlarks"k jgrk gS fd ikB~;Øe dh okLrfod vko';drk gS ;k
lh[kus okyk iwjk ugh dj ikrk gS ;k vuqns'kd dh bPNk dh deh gkssus ds dkj.k funsZ'kksa dh lgk;rk esa
nks"k mRiUu gks tkrk gSA
O;fDrro (Personality) vuqns'kd ds O;fDrRo ls fo|kfFkZ;ksa ij xgjk izHkko iM+rk gSA fo|kFkhZ mldksa
vkn'kZ ekudj mldk vuqdj.k djrs gsS ;fn vuqns'kd LoLFk] drZO; ijk;.k] o dk;Z dq'ky ugha gS rks
mlds }kjk fn;s x;s funsZ'k Hkh fujFkZd fl) gksaxsa rFkk funsZ'kksa esa nks"k mRiUu gksxk A ;k nks"kiw.kZ funsZ'k
mRiUu gksxsaA
ifj/kku (Dress) vuwns'kd dh os'kHkw"kk dk Hkh Nk=ksa ij xgjk izHkko iM+rk gS D;ksafd ;fn vuqns'kd
lkQ&lqFkjs diM+s ugha igurk ;k lnSo QS'ku dks gh ns[krk jgrk gS rks vPNk funsZ'k Hkh ugha ns ldrk]
D;ksafd mldks ;g fpark yxh jgrh gS fd mlds diM+s eSys uk gks tk;sa ftlds dkj.k funsZ'k nsus esa deh
gks tkrh gSA
vkokt (Voice) funsZ'k nsus ds fy;s f'k{kd dk Loj mrkj & p<+ko okyk gksuk pkfg;sA ean Loj ls
cksyus okys f'k{kd ds }kjk fn;s x;s funsZ'k nks"k iw.kZ gksrs gS D;ksafd 'kCnksa dk mPpkj.k lkQ uk gksus ds
dkj.k mls fo|kFkhZ ugha lh[k ikrs gSa] ftldk izHkko fo|kFkhZ ij iM+rk gSA
f'k{kk (Education) vuqns'kd dh ;ksX;rk iw.kZ gksuh pkfg;s viw.kZ f'k{kk ds dkj.k f'k{kd funsZ'kks dks nsus
dh rS;kjh ugha dj ldrkA blfy;s mls fo"k; dk Kku ugha gksrk ftlds dkj.k funsZ'kksa esa nks"k mRiuu
gks tkrk gSA
/kS;Z (Patience) & vuqns'kd /kS;Zoku rFkk lgu'khyrk ds Hkko okyk gksuk pkfg;s D;ksafd Øks/kh o
NksVh&NksVh crksa ij MkaV&QVdkj yxkus okys vuqns'kd dh cqf) o fopkj nksuksa ij gh izHkko iM+rk gSA
ftlds dkj.k fn;s x;s funsZ'k nks"kh gks tkrk gSA
vkRefo'okl (Confidence) & vuqns'kd esa vkRefo'okl gksuk pkfg;s ;k og n`<+ fu'p;h gksA ,slk ugha
gksus ij og vius fopkjksa esa Qsj&cny djrk jgsxkA ftlds dkj.k fn;s x;s funsZ'kksa esa nks"k mRiUu gks
tk;saxsaA
mRlkg (Enthusim) & ;fn vuqns'kd esa vuqns'k nsus ds izfr mRlkg ugha gksxk rks og izf'k{k.kkFkhZ dk
fodkl djus rFkk funsZ'kksa dks lgh rjhds ls ugha ns ik;sxkA ftlds dkj.k mlds funsZ'k nks"kh ik;s tkosaxsaA
yxu'khyrk (Sencerity of Devotion) & ;fn dk;Z ds izfr bZekunkjh o yxu gS rks og vuqns'kd ds
fy;s bZuke gksxk vkSj izf'k{k.kkfFkZ;ksa ds fy;s ogh xq.kdkjh gksxkA ;fn dk;Z ds izfr yxu ugha gksxh og
funsZ'k nks"kiw.kZ gksxkA
26
usr`Ro (Leadership) & ;fn vuqns'kd dk usr`Ro lgh ugha gS rks fn;s x;s funsZ'kksa dks fo|kkFkhZ ikyu
ugha djsxk ftlds dkj.k izf'k{k.kkFkhZ vius dk;Z esa ;k lh[kus esa O;Lr ugha gksxa saA vkSj vuqns'kd }kjk
fn;s x;s funsZ'k viw.kZ gks tk;saxsaA
i{kikr (Unfairness) & vuqns'kd dks lHkh izf'k{k.kkfFkZ;ksa ds ,d leku ns[kuk pkfg;s] HksnHkko okyk
O;ogkj dk;Z dks fl[kkrs le; ;k mldk ewY;kadu djrs le; lgh ijh{k.k ugha fn[ksxk ftlds dkj.k
funsZ'kksa esa nks"k mRiUu gks tk;saxsaA
Defects in Instruction by Presentation:

1. Wrong Method of Presentation
2. Sequence of presentation is not proper.
3. Improper way of handling or use of training aids.
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Chapter – Two
Psychology of Learning
2. Psychology of Learning
2.1. Educational psychology & teaching
Education
This isA Latin word, it consists of EDUCARE in which E stand for InsideAnd
DUCA means for GOINGAHED from inside. It involves mental aptitude, mental
instinct, and mental trait and impulse.
“Education is the process of developing metal aptitude, mental instinct and impulse.”
Education is developing healthy mind in healthy body.
It is a process of development which contains the passage of human being from
infancy to maturity.
** O;fDr ds Øfed fodkl dh izfØ;k gh f’k{kk gSA
Education is harmonious development of human being.
Psychology
It consist by two words PSCHYE = SOUL and LOGUS = KNOWLEDGE
(Knowledge of Soul or Mind)
eu ds foKku dks euksfoKku dgrs gSA
Psychology is the positive science of human behavior and experience.
euksfoKku O;fDr ds O;ogkj vkSj vuqHko dk ldkjkRed foKku gSA
It is the Science of human conduct and behavior.
;g O;fDr ds vkpj.k vkSj O;ogkj dk foKku gSA
It is the science of human behavior with relation to environment.
;g ifjos’k ds lkis{k O;fDrxr ds O;ogkj ds foKku dk euksfoKku dgrs gSaA
Types of Psychology:
1 General Psychology ¼lkekU; euksfoKku½
2 Educational Psychology ¼’kS{kf.kd euksfoKku½
General Psychology ¼lkek; euksfoKku½

Study of human behavior and nature in general circumstances is known as General Psychology.
lkekU; ifjos’k esa O;fDr ds O;ogkj vkSj iz—fr ds v/;;u dks lkekU; euksfoKku dgrs gSaA blds
varxZr fufgr gS
Physical, Mental, Social, Emotional, Cultural, Economic and Conditional aspect.
How to study the general psychology:

1 Development Process ¼fodkl izfØ;k }kjk½
2 Introspection (Self Study) ¼Lo;a dk vkadyu½
3 Statistical Study ¼fjdkMZ ;k igys ls tqVk;s x;s rF;½
4 Case Study ¼fo’ks"k ifjfLFkfr esa fo’ks"k O;fDr ds fy;s v/;;u½
5 Observation ¼voyksdu½
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6 Experimental Study ¼izk;ksfxd v/;;u½
Educational psychology:
Study of human behavior in relation to education is known As Educational
Psychology.
f’k{kk ds lkis{k O;fDr ds O;ogkj dk vkadyu f’k{kk dk euksfoKku dgykrk gSA
Introspection and observation are two factors essential for educational psychology.
vkRe ijh{k.k vkSj voyksdu f’k{kk ds euksfoKku ds fy;s nks vko’;d rF; gSaA
Educational Psychology aim at improving the teaching and learning process by
developing.
f’k{kk dk euksfoKku fuEu dkjdksa esa fodkl djds f’k{k.k vkSj lh[kus dh izfØ;k dks ifj"—r djrk gS
1 Knowledge - To Know By Head
2 Skill - To Do By Hand
3 Attitude - Feeling and Emotion By Heart
Knowledge + Skill (K+S) = Competency
Observation:
Nature of Trainee ¼izf’k{kq dk O;ogkj½
Probability of the Progress ¼izxfr dh laHkkouk;sa½
Social, Emotional, Cultural Adoptability ¼lkekftd] HkkoukRed rFkk lkaL—frd xzg.k½
Nature of Trainee:
Behavior
Action & Response of sense organs is called behavior.
KkusfUnz;ksa dh fØ;k ;k izfrfØ;k dks O;ogkj dgrs gSaA
Stimulus
Activation of sense organ due to environmental awareness.
KkusfUnz;ksa dh lfØ;rk dks euksfoKku dh Hkk"kk esa laosnuk dgrs gSaA ;k lkekftd ifjos’k dh
tkx:drk ds dkj.k KkusfUnz;ksa dh fØ;k’khyrk dks mudh laosnuk dgrs gSaA
Intensity of stimulus generated on sense organ will determine the effectiveness of learning &
teaching process.
KkusfUnz;ksa dh laosnuk dh rhozrk f’k{k.k izfØ;k ds izHkko dks lqfuf’pr djrh gSA
Response
Reaction of sense organ in harmony with nerves system is called Response.
Rkaf=dk rarqvksa ds lek;kstu esa KkusfUnz;ksa }kjk gksus okyh izfØ;ksa dks vuqfØ;k dgrs gSaA
Educational Psychology ¼f’k{kk dk euksfokku½ %

Behavior directed to acquire skill, knowledge and accordingly develop the attitude is known as
education psychology.
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tc O;ogkj Kku vkSj n{krk izkIr djds mlds vuqlkj n`f"Vdks.k fuekZ.k esa vxzxkeh gks rks mls f’k{kk dk
euksfoKku dgrs gSaA
Terms in Educational Psychology:

Training: Training is a process of developing one’s knowledge and skill in a particular field, so
as to act with competency.
fdlh fo’ks"k {ks=+ ds fy, vko’;d Kku o n{krk ds fodkl dh izfØ;k dks izf’k{k.k dgrs gSaA
Education: Education is a general process of overall development of an individual whereas
training is a specific processor of development in a specific area.
f’k{kk fdlh O;fDr dk lkekU; o lexz fodkl gS tc fd izf’k{k.k O;fDr dk ,d fo’ks"k ds {ks+= esa
leqfpr fodkl gSA
Knowledge: Knowledge is the process of Recording, Retaining, Recognizing and Reveling the
fact related to an object.
Kku fdlh oLrq ds fo"k; esa izkIr rF;ksa dks laxzg djuk mUgsa cuk;s j[kuk] igpkuuk o vko’;drk iMus
ij mls mlh gh :i esa iqu% of.kZr djus dh izfØ;k gh Kku gSA
Skill: Skill is to perform a job accurately and correctly in minimum time with maximum
workmanship.
fdlh dk;Z dks de ls de le; esa lgh vkSj lVhd rjhds ls vko’;d xq.koRrk ds lkFk djuk gh
n{krk gSA
Attitude: Will power to do a job is attitude.
fdlh dk;Z dks djus dh bPNk 'kfDr dks n`f"Vdks.k dgrs gSaA
Performance = (Knowledge + Skill) x Attitude
If knowledge + Skill is constant then performance is directly proportional to attitude.
fdlh fuf’pr Kku o n{krk ds fy, O;fDr dh dk;zZdq’kyrk mlds n`f"Vdks.k ds lekuqikrh gksrh gSaA
Aptitude: Natural or inherited potential of an individual in any field is called aptitude.
fdlh Hkh {ks= esa O;fDr dk usSlfxZd ;k oa’kkuqxr izkIr {kerk dks uSlfxZd ;k vkUrfjd {kerk dgrs gSaA
Aptitude can be developed, articulated or modified but can not be changed completely whereas
attitude can be changed completely.
uSlfXkZd {kerk dk fodkl] fn’kk funsZ’ku ;k lq/kkj rks fd;k tk ldrk gS] ysfdu bls iw.kZr;k% cnyk
ugha tk ldrk gS tcfd n`f"Vdks.k esa iw.kZ :i ls ifjorZu laHko gSA
Teaching & Learning ¼f’k{k.k ,oa lh[kuk½

Teaching and learning is two distinct process of education but they are interrelated.
f’k{k.k o lh[kuk] f’k{kk ds nks vyx&vyx LraHk gSa ysfdu ;g nksauksa vkil esa lacaf/kr gSA
Learning:
It is abide by teaching and teaching has to take a clue from learning.
Lkh[kuk f’k{k.k ds vuq:i gh laHko gS vkSj f’k{k.k ds fy;s lh[kus ls ,d vk/kkj feyrk gSA
Teaching a cause but learning is a effect.
f'k{k.k ,d dkjd gS vkSj lh[kuk mldk izHkko gSA
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Parts of Educational Psychology:
Instinct vkRecks/k Will Power bPNk’kfDr
Sensation Lakosnuk Memory ;kn~nk’r
Perception Kkucks/k Temperament Lkgu’khyrk
Interest :fp Emotion vkos’k
Attention /;ku Feeling vuqHkwfr
Suggestion Lkq>ko Character Pkfj=
Imitation vuqdj.k ;k udy Personality O;fDrRo
Remembering ;kn djuk Ability ;ksX;rk
Forgetting Hkwy tkuk Reasoning Foods
Talent Xkq.koRrk Habit Vknr
Fatigue FkdkoV
Interest ¼:fp½ + Attention ¼/;ku½ = Concentration ¼/;kukd"kZ.k½
Instinct
It is a inherited or natural psychological disposition which determine possessors to perceive and
pay attention to an object of certain class, then experience the emotional excitement of certain
levelAfter perceiving the objectAndAct inA definite manner.
vkRecy ,d izk—frd ;k iSf=d euksoSKkfud izo`fr gS tks O;fDr dks fdlh oLrq ds izfr /;ku dsfUnzr
djus dh n’kk dks fuf’pr djrh gS vkSj /;ku dsfUnzr djus ds ckn ml oLrq ds izfr fdl Lrj dh
HkkoukRed mRrstuk dk vuqHko djuk gS] bls lqfuf’pr djrh gS vkSj blds vk/kkj ij fdl izdkj dk
vkpj.k djuk gS bls funsZf’kr djrh gS A
Steps of Instinct:
1 Cognitive ¼Kku½ : To perceive the knowledge about the object.
2 Affective ¼Hkkouk½ :Analyze the Object
3 Co native ¼dksf’k’k djuk½ : Try to achieve the object
Characteristic of Instinct:
Instinct is natural in born responses.
vkRecy ,d LoHkkfod vkSj tUetkr izfrfØ;k gSA
Instinct control our emotionAndAction.
vkRecy gekjs dk;Z vkSj vkos’k dks fu;af=r djrk gSA
Level of instinctAre different in different individual.
izR;sd O;fDr esa vkRecy dk Lrj vyx&vyx gksrk gSA
Instinct isAlwaysAssociated with certain level of emotion.
vkRecy ds lkFk vkos’k loZnk tqM+k jgrk gSA
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Sensation ¼laosnuk½
It isAwareness to the qualityAnd experience ofAn object due toActivation of sense
organs.
KkusfUnz;ksa dh lfØ;rk ds dkj.k fdlh oLrq dh xq.koRrk vkSj vuqHko ds izfr tkx:drk
dks laosnuk dgrs gSaA
Awareness of sense organ to external stimulus is knownAs sensation.
Ckkg; txr dh mRrstuk ds izfr KkusfUnz;ksa dh tkx:drk dks laosnuk dgrs gSA
Stimulation of sense organ is sensation.
KkusfUnz;ksa dh lfØ;rk gh laosnuk gSA
Types of SensationAnd Sense Organ:

1 Visual Sensation - Sense of Seeing via Eye ¼ns[kus dh laosnuk½
2 Auditory Sensation - Sense of hearing via Ear ¼lquus dh laosnuk½
3 Olfactory Sensation – Sense of smelling via Nose ¼lwa?kus dh laosnuk½
4 Gustatory Sensation – Sense of Taste via Tongue ¼Lokn dh laosnuk½
5 Tactual Sensation – Sense of Touch via Skin ¼Nwus dh laosnuk½
6 Kinesthesis Sensation – Sense of push. Pull & press via Muscle
lHkh KkusfUnz;ksa ls izkIr tkudkjh dks ,df=r dj uoZ~l ra= fnekx rd ys tkrh gSA bu uoZ~l dks
Sensesory Nerves dgrs gSa A fnekx ls lwpuk dk vkns’k fdlh KkusUnzh dks fn;s tkrs gSa rks mls eksVj
uoZ~l dgrs gSaA
Perception
Perception is the process of receiving the physical senseAnd interpretation it.
Ckkg; laosnuk dks izkIr djds bldh foospuk ds ckn ifj.kke izkIr djus dh izfØ;k dks Kku
cks/k dgrs gSaA
Perception is the process of knowing objectAnd its objectivity.
fdlh oLrw vkSj mlds mn~ns’; dks tkuus dh izfØ;k dks Kkucks/k ;k le> dgrs gSaA
Perception is the functional process of knowing objects, experienceAnd expectation.
fdlh mn~ns’;] vuqHko vkSj vkadka{kk;s ds ifj.kke izkIr djus dh izfØ;k dks Kkucks/k dgrs
gSaA
Difference between Sensation and Perception

Sensation is the subjective process, whereAs perception isAn objective process.
Lakosnuk fo"k; oLrq dks tkuuk gS vkSj fo"k; oLrq ds lkis{k Kku izkIr djuk Kkucks/k gSA
Sensation isA representing process but perception isA presentative process.
Lakosnuk izfrfuf/kRo djus dh izfØ;k gS]tcfd Kkucks/k izLrqrhdj.k dh izfØ;k gSA
Sensation is to sense the object but perception is to know objectivity of object.
fdlh oLrq dk vkHkkl djuk laosnuk gS] tcfd blds ckjs esa Kku izkIr djus dh dksf’k’k
djuk Kkucks/k gSA
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In Sensation process mind is more or less remains inactive while in perception
process it is highlyActive.
Lakosnuk dh izfØ;k esa efLr"d lkekU;r% 'kkar ¼fuf"Ø;½ voLFkk esa jgrk gS] tcfd Kkucks/k
dh izfØ;k esa efLr"d vR;f/kd fØ;k’khy jgrk gSA
Interest
Interest isA psychological disposition will determine the cognition.
:fp ,d eukSoSKkfud izo`fr gS tks gekjs Kku dks lqfuf’pr djrh gSA
Interest isAn inclination to indulge inAnyActivities.
fdlh dk;Z esa lfEefyr gksus ds fy;s Lo;a dk vkarfjd >qdko :fp dgykrk gSA
Interest isA tendency toAbsorve oneself inAnyAction.
:fp fdlh dk;Z esa lekfgr gksus dh izo`fr gSA
Interest is some set of subjective feelingAboutAn object.
fdlh fo"k; oLrq ds izfr mRiUu gksus okyh vuqHkwfr;ksa dks :fp dgrs gSaA
Interest is common man concern with personal feeling, experienceAnd objective.
:fp lkekU; O;fDr ds O;fDrxr vquwHkwfr] vuqHko vkSj mn~ns’; ls lacaf/kr gksrh gSA
Interest isA conation in its dynamicAspect.
xfr’khy voLFkk esa :fp bPNk’kfDr gksrh gSA
Interest is responsible for consistentAnd persistent behavior ofAn individual.
:fp O;fDr ds gB vkSj vfM+;y O;ogkj ds fy;s mRrjnk;h gksrh gSA
Loss of Interest Because of
(A) Trainees Factor

1 Poor Physique ¼’kkjhfjd detksjh½
2 Fatigue ¼FkdkoV eglwl djuk½
3 Repulsion ¼i<+kbZ ds izfr vkd"kZ.k ugha gksuk½
4 Financial Poblem ¼vkfFkZd d"V½
5 Worry ¼fpark ds dkj.k½
6 Bad Company ¼cqjh vknrksa ds dkj.k½
(B) Trainer Factor

1 Teaching by Dictation ¼Jqfr ys[k½
2 Offer unnecessary Criticism ¼vuko’;d vkykspuk djuk½
3 Have Poor Self Discipline ¼Lo vuq’kklu dh deh½
4 Has inadequate Preparation For Teaching ¼i<+kus ds fy;s i;kZIr rS;kjh uk gksuk½
5 Has Defective Method of Teaching ¼i<+kus dk rjhdk lgh ugha gS½
6 Has improper Instructional Planning ¼vuqns’k dh ;kstuk dk lgh uk gksuk½
7 Has Poor Personality ¼detksj O;fDrRo½
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8 Give Bad Treatment to The Trainees
¼fo|kfFkZ;ksa ds lkFk f’k{kd dk O;ogkj Bhd uk gksuk½
9 Give Excess Work Beyond Their Capacity ¼mudh {kerk ls T;knk dk;Z nsuk½
By Trainer How To Concentrate The Interest of Trainees:

1 Behave like a guardian [Carrot and Stick Treatment] with your trainees.
2 The methods of teaching provide pleasure not pressure.
i<+kus dk rjhdk bl izdkj gks fd fo|kFkhZ izlUurk dk vuqHko djs uk fd ncko dk
vuqHko djsA
3 Encourage competitionAmong the trainees.
fo|kfFk;kssa esa izfrLi/kkZ dh Hkkouk dks tkxzr djsaA
4 Have interest in learning progress of your trainees.
vius fo|kFkhZ ds lh[kus dh izxfr esa :fp ysukA
5 Encourage the trainees to do better.
fo|kfFkZ;ksa dks ges’kk vPNk djus ds fy;s izksRlkfgr djsaA
6 Create favorable environment for learning.
lh[kus ds fy;s mi;qZDr okrkoj.k cukukA
7 Provide praise for good work done by trainees.
fo|kFkhZ }kjk fd;s x;s vPNs dk;Z dh ljkguk djukA
8 Preserve, Excellent job of trainees, soAs to feel them their worthiness.
fo|kFkhZ ds mR—"B dk;Z dks lqjf{kr j[kdj mldh lgHkkfxrk dks lEeku nsukA
9 BeAlways fairAnd impartial in your judgment.
vius fu.kZ; esa ges’kk fu"i{k vkSj lkQ gksukA
10 Keep the class busy withAppropriateAssignment.
mfpr dk;Z nsdj d{kk dks ges’kk O;Lr j[kukA
11 Avoid giving lengthy home work.
cgqr T;knk x`g dk;Z Hkh uk nsukA
12 Do not only find the fault, butAlso correct it.
fo|kFkhZ dh dsoy xyrh ;k dfe;ka gh ugha crkuk cfYd mlesa lq/kkj djukA
13 BeAlways polite in mannerAnd behavior.
vkpj.k o O;ogkj ls lnSo fouez jgukA
14 Punish to correct not coarse.
n.M cnys dh Hkkouk ls ugha] lq/kkj dh Hkkouk ls nsukA
15 Never reprimandA trainee publicly tells his mistake separately.
lHkh ds lkeus fdlh fo|kFkhZ dk vieku ugha djuk mls vdsys esa mldh xyfr;ka crk
nsukA
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Attention ¼/;ku½
Conscience is like a stream ¼>juk½, the Sensation ¼laosnuk½, Perception ¼Kkucks/k½, Prospection
¼Hkkouk½ And Attention ¼/;ku½Are its elements.
foosd ,d >jus dh rjg gS] ftlds vo;o laosnuk] Hkkouk vkSj /;ku gksrs gSaA
Attention is the vital element of this steam.
1. Attention is the process of keeping the efLr"d dks ,d le; esa ,d gh fo"k; ij
mind on one object onlyAtA time. dsfUnzr djus dh fØ;k dks /;ku dgrs gSaA
2. The process of brining the thought fdlh oLrq ls lacaf/kr fopkjksa dks vLi"V :i ls
ofAm object clearly in front of mind efLr"d iVy ij ykus dh izfØ;k dks /;ku dgrs
isAttention. gSaA
3. Attention is conation determining the /;ku og bPNk’kfDr gS] tks Kku dks lqfuf’pr
cognition ¼Kku½. djrk gSA
4. Attention isAlways concern with some /;ku esa ges’kk dksbZ uk dksbZ mn~ns’; tqM+k gksrk gSA
purpose.
5. Attention may be positive (+ve) or /;ku ldkjkRed vkSj udkjkRed nks izdkj dk
negative (-ve). Shifting of mind from gksrk gSA efLr"d dk ,d oLrq ls nwljh oLrq ij
one object to other object is called ckj&ckj cnyuk udkjkRed /;ku dgykrk gSA
negative. Leave itAt time of training.
izf’k{k.k ds le; bls R;kxuk pkfg;sA
6. At the level of concentration theirAre /;kukd"kZ.k ds Lrj ij /;ku nks izdkj dk gksrk
two types ofAttention - gS &
(a). GeneralAttention ¼v½- lkekU; /;ku
(b). SelectiveAttention
¼c½- pquk x;k /;ku
EFFICIENCY
GENERAL DEGREE OF ATTENTION
DEEP SLEEP DIZZNESS
RELAXED EMOTIONAL EXICTEMENT
FULLY AWAKED
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Relation Between InterestAndAttention ¼:fp vksj /;ku esa laca/k½ :
1. InAttention there is A process of /;ku esa ,d pquko dh izfØ;k gksrh gS] ftlesa :fp
selectivity And interest helps lgk;rk djrh gSA
toAchievement it.
2. Interest is enduring mental systems, :fp lrr~ ekufld ra= gS] tks bPNk 'kfDr dks
which sustain conation And cuk;s j[krs gq;s /;ku dks dsfUnzr djrh gSA
continueAttention.
3. Interest sustains our Attention on A :fp gekjs /;ku dks ifjfLFkfr fo’ks"k ij dsfUnzr
situation toAchieve goal. djds y{; izkfIr esa lgk;d gksrh gSA
4. Interest intent our Attention on content. :fp /;ku dk fo"k; oLrq ij cuk;s j[krh gSA
5. Interest is the inner incentive of :fp vkarfjd /;ku dk ifjrks"k gSA
Attention.
6. Interest concentrates the Attention on :fp ,d le; esa /;ku dks ,d gh oLrq ij dsfUnzr
one object only At A time. djrh gSA
7. Interest is talented Attention And :fp ,d cqf)eRrk iw.kZ /;ku gS] vkSj dk;Z esa :fp
Attention is interest in Action. gh /;ku gSA
8. Interest is radiated in Attention And :fp /;ku esa ifjyf{kr ¼fn[kkbZ½ gksrh gS] vkSj
Attention is guided by interest. /;ku :fp ds }kjk fn’kk funsZf’kr gksrk gSA
Interest ¼:fp½ +Attention ¼/;ku½ = Concentration ¼/;kukd"kZ.k½
Habit ¼vknr½:
1. Habit is A inated psychological vknr ,d LokHkkfod euksoSKkfud izo`fr gSaA
tendancy.
2. HabitsAre formed when certain dqN fo’ks"k xq.kksa dks izkIr djus ls gh vknr curh
qualitiesAre required. gSA
3. Recurring, Repetition of sameActivities ,d gh dk;Z dh ckj&ckj iqujko`fRr ls vknr
forms habit. curh gSA
4. Habit helps to develop theAttitude of vknr fo|kFkhZ ds n`f"Vdks.k ds fodkl esa lgk;d
trainees. gksrh gSA
5. Habit is very important for lh[kus vkSj f’k{k.k dh izfØ;k esa vknr dh
teachingAnd learning cycle. Hkwfedk egRroiw.kZ gSA
Characteristics of Habit ¼vknr ds xq.k½:

1 Uniformity ,d:irk
2 Propensity pkgr
3 Promptness rRijrk
4 Excercise nksgjkuk
5 Resistance to Modify lq/kkj dk fojks/k
6 Facility lqfo/kk;sa
7 Company xq.k
8 Resources lalk/ku
9 Inclination >qdko
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Bad Habits OR Mannerism Manner of Trainees
1. Playing truant from homeAnd class. ?kj ,oa d{kk nksuksa ls HkkxukA
2. Indulging in talk. ckrksa esa fyIr gksukA
3. Complaining f’kdk;r djukA
4. Telling Lie >wB cksyukA
5. Use of filthy language vHknz Hkk"kk dk mi;ksx djukA
6. Repeated Querrel (Pugnacity) ckj&ckj >xM+k djukA
7. EarlyAgeAffiances de mez esa vijk/k djukA
8. Stealing pksjh djukA
9. Shirking Responsibilities ftEesnkfj;ksa ls nwj HkkxukA
10. Showing disrespect to seniors cM+ksa dk vuknj djukA
11. Tendency to loitterAimlessly fcuk mn~ns’; ds b/kj&m/kj ?kweus dh vknrA
12. Scribing on the wall nhokjksa ij fy[kukA
13. Showing vulgarity by wordAndAction 'kCnksa vkSj dk;Z }kjk vHknzrk dk izn’kZuA
14. Spoiling the material (Vernacity) tkucw>dj [kjkc djukA
How to Correct the Bad Habits ¼cqjh vknrksa dks dsls lq/kkjk tkos½
Personal, Social, EconomicalAnd psychological factors helps to remove the bad habits.
Lo;a] lkekftd] vkfFkZd rFkk euksfoKku dkjd cqjh vknrksa dks NqM+kus esa enn djrs gSa
Psychological factor ¼euksoSKkfud dkjd½
It almost based on self. They are

1. Principle of gradual breaking bad /khjs&/khjs cqjh vknrksa dks NksM+us dk fl)karA
habits.
2. Principle of encouraging the tolerance. lgu’khyrk dks c<+kok nsus dk fl)kar
3. Principle of exhaustation. lekIr djus dk fl)kar
4. Principle ofAuto suggesion. Lo;a dks lq>ko nsus dk fl)kar
5. Principle of forming the new habit ubZ vknr cukus dk fl)kar
6. Principle of breaking theAssociation cqjh laxr dks NksM+us dk fl)kar
7. Principle ofAvoidance tkucw>dj nwj jgus dk fl)kar
8. Principle of Psycho –Analysis euksoSKkfud foospuk dk fl)kar
9. Principle of Self Punishment Lo;a dks n.M nsus dk fl)kar
10. Principle of Self Teaching Lo;a dks mins’k nsus dk fl)kar
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What Teacher will do to break The Bad Habit of Trainees in Class
¼d{kk esa fo|kFkhZ dh cqjh vknrksa dks lq/kkjus ds fy;s f’k{kd D;k djs½ :
1 Breaking it Gradually
2 Try to Find out Reason
3 Restrain bad company
4 Rectify Social and Emotional Problem
5 Encourage to gain good habits.
6 Try to feel self respect.
Memory (remembering) ;kn~nk’r :
Memory is the process of bringing the previous information in same pattern keeping the original
contents intactAs where required. ThereAre four process (steps) of Memory
;kn djuk og izfØ;k gS] ftlesa iwoZ laxzfgr lwpuk dks mlds ewy :i esa iqu% okil yk;k tkrk gSA
eseksjh ds pkj pj.k gS
1 Registration fnekx esa laxzg dj ysuk

2 Retention cuk;s j[kuk
3 Recall iqu% dg nsuk
4 Recoginition igpkuuk
Registration fnekx esa laxzg dj ysuk
ReceivingAnd storing the information in mind through the sensation of sense organ via nervus
system is knownAs Registration.
KkusfUnz;ksa dh laosnuk ls izkIr lwpukvksa dks raf=dk ra= ds ek/;e ls efLr"d esa lqjf{kr j[kus dh
izfØ;k dks laxzg (Registration) dgrs gSaA
Retention ¼cuk;s j[kuk½
The same information should remain forA long period in mind is called Retention.
lwpuk dks efLr"d esa vf/kd le; rd cuk;s j[kus dks jksd ds j[kuk ;k Retention dgrs gSaA
Factors affecting the retention

¼D;k dkj.k gS fd i<+s gq;s rF;ksa dks T;knk le; rd fnekx esa ugha j[kk tk ldrk½
1 Frequency of Events rF;ksa dk ckj&ckj vkuk
2 Association withAn Event ?kVuk ds lkFk lfEefyr gksuk
3 Interest :fp ¼fo"k; lacaf/kr½
4 Regency u;kiu
Principle of Optimum Retention ¼T;knk fnuksa rd cuk;s j[kus dk fl)kar½

1. Comprehensive Teaching than cursory le>k ds i<+kuk ;k lrg :i ls i<+kuk
teaching.
2. Willful learning than forcefull learning bPNk ls lh[kuk uk fd ncko ls
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3. Pleasure in learning lh[kus esa [kq’kh
4. Association in Learning lh[kus esa lgHkkfxrk
5. Sequence of Learning Øec) rjhds ls lh[kuk
6. Interest in learningAndAttention lh[kus esa :fp vkSj /;ku
Recall ¼iqu% dg nsuk½ %
Producing the same information in same content is called recalling.

fdlh lwpuk dks mlds ewy :i esa iqu% izLrqr dj nsuk iqu% cqykok ;k Recall dgykrk gSA
Recoginition ¼igpkuuk½ %
Process of scanning the required information from the various similar information stored in
memory is called Recognition.
efLr"d esa laxzfgr ,d leku lwpukvks esa ls vko’;d lwpukvksa dks igpku dj vyx djus dh izfØ;k
dks lwpukvksa dk igpkuuk dgrs gSaA
Forgetting ¼Hkwyuk½ %
Forgetting is opposite of remembering. It isA process of evaporating ¼mM+ tkuk½ or removing the
information completely or partially from the mind.
Hkwyuk ;kn djus dk foijhr gSA fdlh Hkh lwpuk dk iw.kZ :i ;k vkaf’kd :i ls efLr"d ls xk;c gks
tkus dh izfØ;k dks Hkwyuk dgrs gSA
Time Elapsed After Remembering Percentage of Forgetting
20 Minute 42 %
1 Hour 46 %
9 Hours 64 %
24 Hours 66 %
48 Hours 70 %
7 Days 75 %
30 Days 79 %
Factors Responsible for Forgetting ¼Hkwyus ds fy;s mRrjnk;h dkjd½
1. Fatigue FkdkoV
2. Intoxication u’kk
3. Lapse of Time ;kn djus ds ckn T;knk le; chruk
4. Mental Disturbance ekufld vlarqyu
5. Emotional Disturbance HkkoukRed vlarqyu
6. Deffective Method of Teaching i<+kus dk nks"kiw.kZ rjhdk
39
7. Amount of Learning Material lh[kus dh lkexzh vi;kZIr gksuk
8. Doubts lansg jg tkuk
9. Unpleasent Event vfiz; ?kVuk
10. Not Using Proper TeachingAid i<+kus ds rjhdksa dk lgh mi;ksx uk gksuk
11. Metal Retardation ekufld FkdkoV
12. Age Factor mez ds dkj.k
13. Under Learning CasualApproach ,dkxzrk uk gksuk
2.2. Learning
1. Learning is very important in field of f’k{kk ds {ks= esa lh[kus dk cgqr egRoiw.kZ LFkku
education. gSA
2. Every individual born with certain ;g vkRe’kfDr vfu;af=r voLFkk esa gksrh gS bls
instinct. These instinctsAre wild in lq/kkj dj rFkk fodflr dj] lkekftd laL—fr
nature, which has to be improved, vkSj Lrj dks izkIr fd;k tk ldrk gSA lh[kuk
developedAnd modified to gain the
bls izkIr djus esa lgk;d gksrk gSA
social cultureAnd status. Learning
Helps toAttain it.
3. Learning is A modification of izf’k{k.k ;k vuqHko ds }kjk O;ogkj esa gksus
behavior either by experience or by ifjorZu dks lh[kuk dgrs gSaA
training.
4. Learning is A process of Attaining thou dh vko’;drk dks iwjk djus ds fy;s
skill, knowledgeAnd Attitude to meet Kku] n{krk vkSj n`f"Vdks.k dks izkIr djus dh
the demand of life. izfØ;k dks lh[kuk dgrs gSaA
5. Learning is modification of our ready- vuqHko ds vk/kkj ij orZeku O;ogkj esa gksus okys
made behavior due to experiences. ifjorZu dks lh[kuk dgrs gSaA
6. Learning is A process of progressive O;ogkj esa gksus okys Øec) ifjorZu dh izfØ;k
behaviorAdoptation. dks lh[kuk dgrs gSaA
7. Learning is Acquisition of motive to O;ogkj dks larq"V djus ds djus ds fy;s
satisfy the behavior of Attaining the vko’;d izsjd dh izkfIr ;k y{; dh lk/kuk dks
goal. lh[kuk dgrs gSaA
8. Learning isApprehension of meaning iwoZ vuqHko ds vk/kkj ij laca/kksa dh foospuk vkSj
with it relation to previous experiences mUgsa izkIr djuk dh lh[kuk gSA
9. Learning is modification of behavior lh[kuk O;ogkj esa og ifjorZu gS] tks iwoZ O;ogkj
influenced by previous behavior. ls izHkkfor gksrk gSA
10. Learning is the process by which lh[kuk og izfØ;k gS ftlds }kjk O;fDr ubZ
individualAcquire new from of lksp o vuqHkwfr dks izkIr djrk gSA
thinkingAnd feeling.
11. Learning is means ofAttaining virtue lh[kuk og lk/ku gS ftlds }kjk O;fDr iki]
¼lR;½, vice ¼vlR;½, belief,Attitude iq.;] fo’okl vkSj n`f"Vdks.k izkIr djrk gS]
which from our natureAnd behavior. ftlls mldk O;ogkj mldh izo`fr curh gSA
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Behavior ¼O;ogkj½
Conscious ¼psruk ds lkFk½, Unconscious ¼vpsruk½, Intuitive ¼vareZu½, Instinctive ¼izo`fr ;k
vkRefparu½ or Intensive ¼tkucw>dj½ Action of Human being is called Behavior.
psruk ds lkFk ;k vpsruk ds lkFk] vareZu }kjk] vkRefparu }kjk ;k tkucw>dj fd;s x;s dk;Z dks
O;ogkj dgrs gSaA
Types of Behavior ¼O;ogkj ds izdkj½

ThereAre two types of behavior
1 Internal Behavior ¼vkarfjsd O;ogkj½ :
Internal behavior cannot be observed, such as thinking and reading.
2 External Behavior ¼ckg~; O;ogkj½ :
All Action performed by human being, which can be observed by other is known
as external behavior.
O;fDr ds }kjk fd;k x;k og izR;sd dk;Z ftls nwljksa ds }kjk ns[kk tk ldrk gS] mls ckg~; O;ogkj
dgrs gSaA
Like, dislike, sympathy, Antipathy And huminity Are behavior which leads to learning due
to change in behavior.
ilan djuk] uk ilan djuk] lgkuqHkwfr iznf’kZr djuk ;k uk djuk rFkk ekuork dk izn’kZu O;ogkj
gSA uezrk dk izn’kZu Hkh O;ogkj gS] ftlls O;ogkj esa ifjorZu gksrk gS vkSj lh[k feyrh gSA
Learning is change in behavior. The trainees See, Hear, Contemplate ¼euu djuk½, Try, Fail,
Correct,Again doAnd get success. This causes change in behavior hence learning take place.
lh[kuk O;ogkj esa ifjorZu gS] fo|kFkhZ ns[krk gS] lqurk gS] euu djrk gS vkSj djus dh dksf’k’k
djrk gS] vlQy jgrk gS] iwNrk gS] vius esa lq/kkj djrk gS vkSj lQyrk fey tkrh gS] blls
mlds O;ogkj esa ifjorZu gksrk gS vkSj og lh[k tkrk gSA
Tardiness, Sickness, Fatigue, MentalAnd Physical DisturbanceAreAlso causing change in
behavior but it is not learning.
detksjh] chekjh] Fkdku rFkk ekufld ;k 'kkjhfjd O;o/kku ds dkj.k Hkh O;ogkj esa ifjorZu gksrk
gS] ijarq og lh[kuk ugha gSA
Drugs, Narcotics, Tranquilliser, Excessive Smoking, Alcoholism Also causes change in
behavior, but it is not learning.
Learning take place by

1 Trying ¼dksf’k’k djds½
2 Observing ¼ns[kdj ;k fujh{k.k djds½
3 Practicipating ¼vH;kl djds½
4 Understanding ¼le> dj½
5 Imitation ¼vuqdj.k ;k udy djds½
6 Memorising ¼jV dj½
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Elements of Learning
1. Goal ¼y{;½ The consequences learner, which to var ifj.kke ftls fo|kFkhZ izkIr
Achieve is known As Goal. djuk pkgrk gS] mls y{; ;k
xksy dgrs gSaA
2. Readyness Readyness refers to ;ksX;rk vkSj ifjfLFkfr;ka nksuksa
¼rS;kjh½ circumstancesAndAbility. lh[kus ds fy;s vko’;d gksrh
It includes social, psychological And gSaA
experimental background learner
lkekftd] euksoSKkfud vkSj
process.
izk;ksfxd i`"BHkwfe ftlls fo|kFkhZ
It is highly repertovice ofAbility.
dk laca/k gS
;g ;ksX;rk ds mPpre Lrj dks
n’kkZrk gSA
3. Situation It includes person, symbolAnd ladsr] oLrq] vkSj O;fDr bl
¼ifjos’k ;k objective in the process of learning. izfØ;k esa lfEefyr gksrs gSaA
fLFkfr½ It is the task of instructor to select ;g vuqns’kd dk dk;Z gS fd og
best possible situationAnd present
loksZRre f’k{k.k voLFkk dk pquko
them in best possible sequence.
djs vkSj mugsa lgh Øe esa izLrqr
djsA
4. Interpretation Reaction to obstacles. He forces to ck/kkvksa ds izfr izfrfØ;kA og
¼O;k[;k½ evaluate before initiating theAction. vkadyu djus ds fy;s ck/; gksrk
gS vkSj vkadyu ds mijkar gh
vius dk;Z dks 'kq: djrk gSA
5. Sequence of TheAction followsAfter the result of O;k[;k ds vk/kkj ij gh dk;Z dh
Action interpretation. 'kq:okr gksrh gSA
6. Consequences The behavior becomes O;ogkj lqfuf’pr vkSj lqn`<+ gksrk
ofAction confirmatoryAnd reinforcing. gS] ;fn lQyrk feyrh gSA
If fails follow the previous two step ;fn og Qsy gksrk gS rks igys ds
(4th & 5th)Again.
nks pj.kksa ¼4 o 5½ dks iqu%
nksgjkuk gS] ftlls dh lQyrk
fey ldsA
7. Generalization It integrate the present learning with uohu lh[ks x;s rF;ksa dks iqjkus
¼lkekU;dj.k½ previous learning The behavior will rF;ksa ds lkFk lek;ksftr dj
beAdoptive maladoptive depending nsuk] O;ogkj lh[k ds vuqlkj
on success or failureAchieve by
lVhd voLFkk esa <y tk;sxk ;k
learner.
ugha] ;g lQyrk vkSj vlQyrk
ij fuHkZj djrk gSA
Sequence of Learning ¼dk;Z djus dk Øec) rjhdk½

1 Create the Need – Causes motive factor for motivation
2 Gather Information
3 Activities
4 GoalAchieved
ToAchieve the goal motivation must be upto properAnd information must beAccurate
&AuthenticAndActivities must be in correct direction.
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y{; izkIr djus ds fy;s mfpr Lrj dh izsj.kk vko’;d gS] lwpuk lgh o izekf.kd gks rFkk fØ;k&dyki
¼dk;Z½ lgh fn’kk esa fd;k x;k gksA
Variables in Learning ¼lh[kus ds dkjd½

1 Learner ¼fo|kFkhZ½
2 Learning Material ¼f’k{k.k lkexzh½
3 Learning Process ¼f’k{k.k izfØ;k½
4 Psychological Factor ¼euksoSKkfud dkjd½
5 Learning Environment ¼lh[kus dk okrkoj.k ;k ifjos’k½
6 Individual Differences ¼fo|kFkhZ dk [kqn dk erHksn½
Types of Learning Process ¼lh[kus dh izfø;k ds izdkj½

1 Incidental (Accidental or Occasional) Learning ¼vkdfLed f’k{k.k½
2 Deleberate Learning ¼tkucw>dj f’k{k.k½
Rote Learning ¼jV dj f’k{k.k½
Mechanical Learning ¼;kaf=dh f’k{k.k½
Rational Learning ¼rkfdZd f’k{k.k½
2.3. Principles of learning

1. Learning results from stimulation lh[kuk laosnuk dk ifj.kke gSA
2. Learning requiresActivities lh[kusa ds fy;s fØ;k&dyki vko’;d gSA

3. Learning based on past experiences lh[kuk iqjkus vuqHkoksa ij fuHkZj djrk gSA
4. Learner learns when he is willing to learn fo|kFkhZ rHkh lh[krk gS] tc mlds lh[kus dh
bPNk gSA
5. Effective learning is essential for lh[kuk lqn`<+ gks] blds fy;s izHkkodkjh lh[k
reinforcement of learning vko’;d gSA
6. Learning requireAwareness of purpose mn~ns’; dh tkx:drk lh[kusa ds fy;s vko’;d
gksrh gSA
7. Continious evaluation is essential for izHkkodkjh lh[k ds fy;s lrr vkadyu
effective learning vko’;d gSA
8. Learning will be effective if learning is lh[kuk rHkh izHkkodkjh gksxk] tc fy[ks x;s
followed by initiateApplication rF;ksa dk rqjar mi;ksx fd;k tkosA
9. Repeatation in learning is essential n{krk izkIr djus ds fy;s lh[ks x;s rF;ksa dh
forAttaining the skill iqujko`fÙk vko’;d gSA
10. Learners learnAt different rate izR;sd fo|kFkhZ ds lh[kus dh xfr vyx&vyx
gksrh gSA
Only knowing is not the learning. Learning is the continious And dynamic process.
flQZ tkuuk gh lh[kuk ugha gSA lh[kuk ,d xfr'khy o lrr~ izfØ;k gSA
Learning cans be Acertain if following conditions Are fulfilled.
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;fn fuEu ckrsa iw.kZr% lR; gksrh gSa rks mls lh[kuk dgrs gS %&
1. Knowing of object oLrq dk Kku gks

2. UnderstandingAbout object oLrq ds ckjs esa le> gks
3. Able to demonstrateAnd describe it izn'kZu o fooj.k crkus esa l{ke gksuk
4. Able to explain the fact related to it blls lacaf/kr rRoksa dh O;k[;k djus esa
l{ke gksuk
5. Apply the learn material inA new situation u;s ifjos'k esa lh[kus ds lk/ku dks ykxw
djuk
6. Modify toAdoptAccording to situation ifjfLFkfr vuqlkj lq/kkj djds <kyus esa
l{ke gksuk
2.4. Principles of teaching

1. ges'kk ljy ls dfBu dh vksj i<kosa
Always teach from easy to difficult
2. Always teach from recogination to ges'kk igys igpku fQj ;kn djkosa
remembering
3. Always teach from realisation to igys vuqHko djsa fQj lkekU; O;ogkj djsa
normalization
4. Always teach fromActual to imaginary okLrfod phts crkus ds ckn dkYifud crkosa
5. Always teach fromAnalysis to synthesis igys foPNsnu fQj tksM+uk lh[kkosa
6. Always teach from simple to complex ljy ls dfBu crkosa
7. Always teach from seen to unseen igys ns[kk gqvk fQj fcuk ns[kk crkosa
8. Always teach from emperical to formula ikB crkus ds ckn QkewZyk crkosa
9. Always teach from particular to general igys fo'ks"k fQj lkekU; ckrsa crkosa
10. Always teach from principle to theory igys fl)kar fQj F;ksjh crkosa
11. Always teach from perception to igys Kkucks/k djkosa fQj mldh vo/kkj.kk
conception crkosa
12. Always teach from psychological to logical igys euksoSKkfud dkj.k crkosa fQj
O;ogkfjd thou ls rdZiw.kZ tksM+uk crkosa
13. Always teach from concrete toAbstruct igys eq[; rFkk Bksl rF; crkosa fQj lrgh
rF; crkosa
14. Always teach from congnative to igys Kku fQj mldh n{krk crkosa
psychomotor
15. Always teach from conceptual to igys eq[; ckrsa fQj le>us okys rF; crkosa
comprehensive
16. Always teach from collective to individual igys lkewfgd crkosa fQj ,d&,d dj crkosa
17. Always teach from fact to figure igys rF; crkosa fQj fp= cukdj crkosa
18. Always teach from definite to indefinite igys fu/kkZfjr rF;ksa dks fQj vfu/kkZfjr
rF;ksa dks crkosa
19. Always teach fromAim to objective igys eq[; y{; fQj NksVk mn~ns’; crkosa
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2.5. Law of learning
1. Law of Readiness - Learning will be rRijrk dk fu;e & lh[kuk rHkh izHkkodkjh
effective if learner ready to learn gksxk] tc og lh[kus dks rS;kj gSA
2. Law of Exercise or Frequency ckjEckjrk dk fu;e
A. Law of Newness v- u;siu dk fu;e
B. Law of Disuse c- vuqi;ksfxrk dk fu;e
Repetition of learn experiences will caught
n{krk izkIr djus ds fy;s lh[ks x;s rF;ksa dh
theAttaining of skill
iqujko`fÙk vko’;d gSA
3. Law of Effect izHkko dk fu;e
A. Law of likeAnd dislike v- ilan@ukilan dk fu;e
B. Law of pleasureAnd pain c- lq[k@nq[k dk fu;e
4. Law of regency u;kiu dk fu;e
5. Law of primacy fudVrk dk fu;e
6. Law of intensity of response izfrfØ;k dh rhozrk dk fu;e
7. Law of purpose mn~ns’; dk fu;e
8. Law of maturity ifjiDork dk fu;e
9. Law of multiple response vusd izfrfØ;kvksa dk fu;e
10. Law ofAttitude set or disposition n`f"Vdks.k fu/kkZfjr djus dk fu;e
11. Law ofAssimilation lek;kstu dk fu;e
12. Law of partial response vkaf’kd izfrfØ;k dk fu;e
13. Law of belonging laca/kksa dk fu;e
14. Law ofAdaptation vuqdwyrk dk fu;e
15. Law of singularity ,dyrk dk fu;e
2.6. Individual differences in learning

An effective And True Teacher must not only know the learning material bus the individual
learnerAlso.
,d izHkkodkjh vkSj lgh f'k{kd dsoy f'k{k.k lkexzh dk gh Kku ugha j[krk cfYd izR;sd fo|kFkhZ ds ckjs
esa Hkh mls Kku gksrk gSA
Some learner exposed to the learning during the course for teaching whereas for other teacher has
to discover their interestAndAbility for learning.
izf'k{k.k dh izfØ;k esa dqN fo|kFkhZ Lor% gh LosPNk ls lgHkkfxrk djrs gSa] ysfdu dqN fo|kfFkZ;ksa ds fy,
f'k{k.k izfØ;k cukus gsrq f'k{kd dks gh mudh ;ksX;rk vkSj :fp dk irk yxkuk iM+rk gSA
Learners have someAttributes or qualities similar to each other but still they differ in
variousAspects which makeA difference in theirAbilityAnd behavior to learn.
fo|kFkhZ esa O;fDrRo dh cgqr lkjh leku fo'ks"krk,sa gksrh gSa] fQj Hkh muesa fHkUurk,sa gksrh gSa vkSj ;gh
fHkUurk,sa muds O;ogkj vkSj ;ksX;rkvksa esa varj djds lh[kus dh izfØ;k dks izHkkfor djrh gSA
Learner differs in Personality,Appearance, Previous, Knowledge,Attitude, physicalAppearance,
interest ,intiative skill,family background ,creativity,AttentionAnd intelligent,
fo|kFkhZ ,d nwljs ls O;fDrRo] igukok] igys dk Kku] n`f"Vdks.k] 'kkjhfjd cukoV]
45
#fp] dk;Z djus esa mRlkg] ikfjokfjd i`"BHkwfe] l`tukRed {kerk vksSj /;ku ds Lrj ds vk/kkj ij
vyx vyx gksrs gSaA
Personality
O;fDrRo ysfVu oMZ Personal ls fy;k x;k gS ftldk vFkZ gS eq[kkSVkA
Personality comes from Latin word "Person" means MASK.
Personality is the Quality of individual behaviors.
O;fDr ds O;ogkj dh fo'ks"krkvksa dks Personality dgrs gSaA
Personality totality of individualAcquired by every once.
vuqHko ds vk/kkj ij O;fDr ds }kjk izkIr dh xbZ lEiw.kZrk dks O;fDrRo dgrs gSaA
Personality is theAttribute which differentiate one person to other person inA group.
O;fDrRo og fo'ks"krk gSa tks fdlh lewg ds ,d O;fDr dks nwljs O;fDr ls vyx djrh gSaA
It is the consistentAnd persistent behavior of individualAs perceived by others.
O;fDr dk og n`<+ vkSj yxkrkj O;ogkj ftldk voyksdu nwljksa ds }kjk fd;k tk lds mls
O;fDrRo dgrs gSaA
Personality is the total sum characteristics of individual obtained by experience, environment
or heredity.
O;fDr dk O;fDrRo og laiw.kZ fo'ks"krk gS] ftls og vius vuqHko] okrkoj.k ;k oa'kkuqxr izHkko ls
izkIr djrk gSA
Individual Differences in Learner lh[kus okyksa ds vkilh erHksn
Inter-individual Differences: The differences in Intelligency, Interest, Skill,Attitude, Knowledge
of two individual between same group or class.
nks O;fDr;ksa ds chp dk erHksn %& tc fdlh ,d gh lewg ;k ,d ;k d{kk ds nks fo|kfFkZ;ksa dh
cqf)eRrk] n{krk] :fp] n`f"Vdks.k o Kku esa varj gksrk gS] rks bls nks O;fDr;ksa ds chp dk erHksn dgrs
gSaA
Intra-individual Differences: The differences in Skill of same individual in two different
fieldsAs knownAs intraindividual differences.
,d gh O;fDr dk nks vyx&vyx {ks=ksa esa erHksn % fdlh ,d O;fDr dk nks vyx&vyx {ks=ksa esa n{krk
ds Lrj esa gksus okys varj dks O;fDr dk vkarfjd erHksn dgrs gSaA
Family Background, Intellectual LevelAnd Peer RelationshipAlsoAffect the behavior prospect of
learning.
ikfjokfjd i`"BHkwfe] cqf}eRRkk dk Lrj ,oa lgikfB;ksa dk vkilh lac/k gh O;ogkj dks rFkk lh[kus dh
laHkkoukvksa dks izHkkfor djrk gSA
Accepted, Loved, SecureAnd EsteemedAnd Satisfied. They use theirAbilityAnd intelligency in
constructive & creative manner.
,sls O;fDr tks ifjokj esa Lohdkj fd, x, gSa] ftUgsa I;kj o lg;ksx fn;k x;k gks] ftUgsa I;kj o lg;ksx
fn;k x;k gks] tks lqjf{kr gksa] ftUgsa lEeku feyrk gks] os viuh ;ksX;rk o cqf)eRrk dks ldkjkRed o
l`tukRed rjhds ls mi;ksx djrs gSaA
Deprived, deserted, desolatedAnd desperate, they do not use theirAbilityAnd intelligency in
proper prospectives.
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ftUgsa ifjokj esa deh eglwl gks] frjLd`r eglwl djs] vdsykiku o fujk'kk eglwl djs] os mfpr
voLFkk esa viuh cqf)eRrk dk mi;ksx ugha dj ikrs gSaA
Differences in Social, Educational, EconomicAnd Political level of Parents.
vfHkHkkod ds lkekftd] 'kS{kf.kd] vkfFkZd o jktuhfrd Lrj esa fHkUurk ls Hkh fo|kfFkZ;ksa ds :fp]
Kku] n{krk o cqf)eRrk ds Lrj esa varj vkrk gSA
Intellectual Level (Courage & Confidence)
Able toApply Intelligency in Self Development.

ftu fo|kfFkZ;ksa eas cqf)eRrk dk Lrj vPNk gksrk gS] muesa lkgl o vkRefo'okl Lor% gh iksf"kr gksrk gS
vkSj os viuh cqf)eRrk dk mi;ksx Lo;a ds fodkl dh xfr dks c<+kus esa mi;ksxh gksrk gSA
Negative (Loose)
Confidence, CreateAnxiety,ActAs Inhibition for his own development.
,sls fo|kFkhZ] ftuesa cqf)eRrk dk Lrj de gksrk gS] muesa vkRefo'okl dh deh gksrh gSA os Lo;a ds
fodkl dks gh ckf/kr djrs gSaA
All theseAffects the educationalAspiration, learning limitationAnd progress pattern of learner.
mijksDr lHkh dkjd & ikfjokfjd i`"BHkwfe] cqf)eRrk dk Lrj o fo|kfFkZ;ksa dk vkil es lg;ksx]
'kS{kf.kd laHkkouk,sa] lh[kus dh laHkkouk,sa vkSj izxfr ds izk:i dks izHkkfor djrs gSaA
Teacher Must Be:

Friendly fe=or~ Conductive mfpr ikB i<+kuk
Involved lekfgr gksuk Able ;ksX;rk
Fairness fu"i{krk Intellegent cqf)eRrk gks
Trusted fo'oklh Devoted f'k{k.k ds izfr lefiZr
gks
Honest bZekunkj Cordial vPNk O;ogkj djuk
Interested i<+kus esa :fp
Environment for Teaching:

Clean LoPN Conductive vius dke esa yxk gks
Cheerfull [kq'kuqek Co-Operative ,d&nwljs dk lg;ksx
Student Must Be:

Co-Operative lg;ksxh Social lkekftd
Beseech fouez Interested bPNqd
Obedient vkKkdkjh Progressive For lh[kus dh bPNk
Learning j[kusokyk
Learnig Situations
a) Learning Facilities: Books, Workshop, Classroom, and Teaching Aids.
b) Environment: - Teacher & Learner Are concentrating on teaching learning process.
47
f'k{kd o fo|kFkhZ f'k{k.k izfØ;k ij /;ku nsaA
c) Availability: -Availability of Raw Material, Tools, Equipments & Machineries.
d) Resources Utilization ¼lalk/kuksa dk mfpr mi;ksx½ Proper use of handling of Raw
Material, Tools & Equipments.
dPps eky dh mfpr mi;ksfxrk] vkStkj midj.kksa mfpr mi;ksx-
e) Notion for Learning ¼lh[kus ds fy, ladsr ;k bPNqd gksuk½ :- TeacherAnd trainee must be
interested in teaching & learning.
f'k{kd o fo|kFkhZ f'k{k.k o lh[kus esa :fp ysaA
f) Initiating theAssignment ¼mfpr x`gdk;Z nsuk½ :- ProperAssignment for proper
development.
mfpr x`gdk;Z mfpr fodkl ds fy, vko';d gSA
g) Note the progress ¼fodkl ij /;ku nsuk½ :- Proper evaluation to eliminate the
shortcoming.
dfe;ksa dks nwj djus ds fy, mfpr ewY;kaduA
h) Generalization ¼lkekU;dj.k½ :- Reinforcing the learning.
lh[k dks lqn`<+ djukA
Mental Differences ¼ekufld fofHkUurk,sa½

Will Power bPNk 'kfDr Sentiment vareZu
Intelligency cqf)eRrk Interest &Attention /;kukd"kZd
Notion for learning lh[kus ds izfr >qdko Ability ;ksX;rk
Temperament vkos'k dk Lrj Lazyness lqLrh
Enthusiasm lh[kus dh bPNk Tardiness Fkdku dk eglwl djuk
Retension ;kn j[k ldus dh bPNk
Physical Differences ¼’kkfjfjd fofHkUurk,sa½:
1 Physique - Tall, Short, Fat, Lean
2 Health - Robust, Strong, Good, Normal, Ill.
3 Handicap - Defects inAny sense organ.
4 Appearance - Attractive, Robust, Handsome, Ugly.
Psychological Differences ¼ekufld fofHkUurk,sa½:
1 Jealaus - Fellow Trainees, Friends, Family members.
2 Co-operation - Fellow Trainees, Teacher, Friends, Family.
3 Family Background- Educational, Social, Cultural, Economic,Political
4 Co-ordination - Learning And teaching process.
5 Apathy - Fellow Trainees, Teacher, Friends, Family.
6 Social habbits - Sports, Drama, CulturalActivities.
7 Environment - Teaching Trends of Institute.
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PERSONALITY TRAITS:
Physical traits :
i) Physique: - Complexion, Appearance, Weight, Height, Shape of ear, Eye & Nose.
ii) Movements: - Body, Posture, Facial expression Gesture, HandAnd Head Signal.
iii) Perceptive: - How Other Feel About once behavior.
iv) Style: - How one expresses the matter to other.
Performance Traits :
i) Physical Performance ¼’kkjhfjd dk;Zdq’kyrk½:- Dexterity of muscle, Grip of

FingersAnd Hand Muscle, Movement of Legs.
ii) Intellectual Performance ¼ckSf)d dk;Zdq’kyrk½ :- Intelligency & Interest to learnAnd
retain the new skill. ubZ n{krk dks lh[kuk o cuk,s j[kus dh :fp rFkk cqf)eRrk
iii) Aptitude Performance ¼rkfdZd dk;Zdq’kyrk½ :- Inherited potentiality to skill. fdlh
n{krk dks djus ds fy, oa’kkuqxr izkIr {kerk-
iv) Nonintellectual Performance ¼vckSf)d dk;Zdq’kyrk½ :- Honesty, Integrity,
InitiativeAndAmbition comes in this category.
Individual Difference in Training:
Socio Economic Differences

¼lkekftd] vkfFkZd fHkUurkvksa ds dkj.k fo|kFkhZ ds lh[kus dh xfr esa varj ½
Living Condition - jgus dh ifjfLFkfr;ka
Economic Condition - vkfFkZd ifjfLFkfr;ka
Availability of recreational Fascilities - euksjatu dh lqfo/kkvks dh miyC/k
Distant Covered to reach institution - laLFkk igqapus es pyh xbZ nwjh
Personality is defined And determined by:

O;fDrRo fuEu dkj.kksa ls ifjHkkf"kr o lqfuf’pr fd;k tkrk gS %
Biological Factor - tSfod ifjfLFkfr;ka
Social Factor - lkekftd ifjfLFkfr;ka
Cultural Factor - vkfFkZd ifjfLFkfr;ka
Situational Factor - fo’ks"k ifjfLFkfr;ka
Cultural Differences (Factors) ¼lkaLd`frd dkjd@dkj.k½
Hobby - 'kkSd
Language - Hkk"kk
Dress - os'kHkw"kk
Region - {ks=
Religion - /keZ
Rural / Urban - xzkeh.k@'kgjh
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Above differences makes the differences in:
¼bu fHkUurkvksa ds dkj.k fuEu fo'ks"krkvksa esa fHkUurk vkrh gS½ %
Learning Process - lh[kus dh izfØ;k
Personality - O;fDrRo
Creativity - l`tukRedrk
Attitude - n`f"Vdks.k
Perception - Kkucks/k
FactorsAffecting the Trust fo'okl dks izHkkfor djus okys dkj.k
1 Reliability (fo'oluh;rk) :- It comes from commitment opuc)rk ls gh
fo'oluh;rk vkrh gS
2 Consistency (,d:irk) :- It creates confidence (fu;erk ls vkRefo'okl mRiUu
gksrk gS )
3 Respect (vknj) :- Diginity developed for carryingAttitude. (nwljksa ds izfr lEeku
dk Hkko j[kuk @ mRiUu djuk )
4 Congruency (le:irk) :- Harmonization of wordAndAction (dk;Z o dFku esa
,d:irk )
5 Acceptance (Lohdkj djuk) :- Try to ingrove relation with up & down.lHkh
ifjfLFkfr;ksa esa laca/kksa dks lq/kkjus dh dksf'k'k djuk
6 Charactor (pfj=) :- Character is Hallmark of Personality. ( pfj= O;fDrRo dk ,d
fo'ks"k xq.k gS )
7 Fairness (le:irk) :-Appeal to justice(U;k; ds izfr laosnu'khyrk)
8 Competency (n{krk) :-AbilityAndAttitude to serve better. ( ges'kk vPNk djus dh
;ksX;rk o n`f"Vdks.k )
9 Integrity (lR;fu"Bk) :- Beyond doubt ( bles dksbZ lansg ugha gksuk pkfg, )
Differences between Discussion and Argument ifjppkZ o oknfookn esa varj
Argument has Big Mouth and Small Mind but Discussion has Big Mind and Small Mouth.
Argument means, sayAnythingAtAny time, Discussion means, say Right thingAt Right time.
oknfookn esa dHkh Hkh fdlh rF; dks dg fn;k tkrk gS tcfd ifjppkZ esa lgh rF; dks lgh le;
ij dgk tkrk gSA
Argument is expressing ignorance, Discussion is expression knowledge.
oknfookn esa esa tks ge ugha tkurs mls Hkh crk fn;k tkrk gS (viuh vKkurk dks n'kkZuk tcfd
ifjppkZ esa vius Kku dks n'kkZ;k tkrk gSA
Argument generate HeatAnd Discussion generated Light.
oknfookn ds dkj.k O;fDr Øksf/kr gksrk gS] tcfd ifjppkZ }kjk Kku izkIr gksrk gSA
Argument tries to prove the right, Discussion tries to prove the logic.
oknfookn esa viuh ckr dks lgh fl) djus dks dksf'k'k dh tkrh gS] tcfd ifjppkZ esa lgh D;k gS]
mls rdZlaxr rjhds ls fl) fd;k tkrk gSA
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How to COPE with Individual Differences O;fDrxr erHksnksa dks fdl izdkj O;ofLFkr
Teaching the learner with variation in their talent, interest, Attitude And Ability is A
daunting task for teacher.
fo|kFkhZ ftuesa cqf+)eRrk] :fp] n`f"Vdks.k o ;ksX;rk ds vk/kkj ij cgqr gh fHkUurk gksrh gSA mu lHkh
dks ,d lkFk i<+kuk f'k{kd ds fy, cgqr dfBu dk;Z gSA
Teaching the leaner with variation in their talent, interest, Attitude And Ability is A daunting
task for teacher.
fo|kFkhZ ftuesa cqf+)eRrk] :fp] n`f"Vdks.k o ;ksX;rk ds vk/kkj ij cgqr gh fHkUurk gksrh gSA mu lHkh
dks ,d lkFk i<+kuk f'k{kd ds fy, cgqr dfBu dk;Z gSA
Constant rate of progress uniform curriculumAnd identical method of teaching may not be
effectiveAnd prove equal opportunity toAll for their optimum progress.
fodkl dh ,d leku xfr] f'k{kk dk ,d leku rjhdk vkSj ,d tSlk fo"k; oLrq lHkh fo|kFkhZ;ksa
ds fy;s izHkkodkjh ugh gksxk vkSj blds }kjk lHkh ds leqfpr fodkl ds fy;s leku lqfo/kk,
miyC/k djkuk lEHko ugh gSaA
Grouping the training togetherAccording to theirAge make it heterogeneous groups which
will not have same level of understanding.
fo|kFkhZ;ksa mez ds vuqlkj ,d lkFk j[kus ls cqf?n ds vk/kkj ij ;g vlkekU; xzqi cu tkrk gSaA
To cope with these individual differences And provide equal opportunity to progress for All
trainees irrespective of their instinctual level the following methods Are Adapted.
fo|kFkhZ;ksa ds cqf/n vkSj ;ksX;rk ds vk/kkj ij gksus okyh fofHkUurkvksa dks /;ku esa j[krs gq, lHkh dks
izxfr dk leku volj iznku djus ds fy;s f'k{kd }kjk d{kk esa fuUu rfjdks dk mi;ksx djuk
pkfg,A
1 Intra Class Grouping
2 Individualized Instruction
3 Homogeneous Grouping
Intra Class Grouping:
The traineesAre flexibly groupedAnd regrouped together in two or three groups depending
on their level of intelligence.
fo|kFkhZ;ksa dks mudh cqf/neRrk ds Lrj ds vuqlkj nks ;k rhu xzqiks esa vLFkkbZ :i ls foHkkftr
djukA
The week learner, mediumAnd intelligent learner will has equal opportunity to progress.
detksj e/;e vkSj dq'kkxz cqf/n okyks dks leku volj feyrk gSaA
All the learner will learn the same content but with variation in scope depth in
understandingAnd level ofAbstractness.
izR;sd fo|kFkhZ ,d leku fo"k; oLrq dk v/;;u djsxk ysfdu mldh cqf/n ds Lrj ds vuqlkj
fo"k; oLrq dh le> mldk foLrkj vkSj HkkoukRed xzg.k dk Lrj vyx vyx gksxkA
Constant evaluation by the instructor is essential soAs promote the disserving learner to other
groups.
vuqns'kd }kjk yxkrkj eqY;kadu djuk vko';d gSa ftlls ;ksX; fo|kFkhZ;ksa dks nqljs xzqiks esa j[kk
tk ldsA
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Time A(W) B(M) C(I)
Problem solving
Self study &
10:00 to 10:30 Teacher guidance & group
Assignment
discussion
Problem solving & Self study
10:30 to 11:00 Teacher guidance
group discussion &Assignment
Problem solving
Self study
11:00 to 11:30 & group Teacher guidance
&Assignment
discussion
Individual Instructions
LEARNING TRAINER TRAINEES

METERIAL
LEARNING TRAINEES
METERIAL
FACILIATOR
Homogenious Grouping:
NotAs perAge but intelligence level.
cqf/n ds Lrj ds vuqlkj uk dh mez dsA
Assess their need understanding learning patternAndAbility toAnalys before grouping them.
,d xzqi esa j[kus ls igys fo|kFkhZ dh vko';drk] le> vkSj fl[kus ds izk:i vkSj vkadyu dh
voLFkk lqafu'fpr djuk vko';d gksrk gSaA
Allow the to progress togetherAnd evaluateAt regular interval.
,d lkFk mUgs izxfr dk volj nsuk vkSj le; le; ij ewY;kadu djrs jgukA
Their grouping will be changedAccording to their performance.
dk;Z dq'kyrk ds vk/kkj ij muds lewg es ifjorZu fd;k tkrk gSaA
It createsA competitionAmong the learner to reach the top groups.
mPp lewg esa igqpus ds fy, fo|kFkhZ;ksa ds chp izfr;ksfxrk fd Hkkouk mRiUu gksrh gSaA
Diagonesticand Remadial Method of Teaching

¼deh dks igpku dj mls nwj djus f'k{k.k dk rjhdk½ %
TheAttitude test to know their level And from where to start the teaching.
52
,d ijh{kd }kjk mudh cqf) ds Lrj dk irk yxkdj] ogka ls f'k{kk 'kq: djuk] bls lqfuf'pr
djukA
To know their difficultyAnd explain the way And mean to remove it (Remedial Method).
mudh leL;k dks le>uk rFkk muds fujkdj.k ds fy, leqfpr rjhds dks lqxe Hkk"kk es crkuk
¼leL;k dks nwj djus dk rjhdk½A
Early task should be easy so that they can get early success to create motivation.
izkjafHkd dk;Z ljy gks ftlls mUgsa lQyrk fey tk, vkSj ;g izsj.kk dk dk;Z djrk gSA
Teaching should simple interestedAndAccording to their mental level.
f'k{k.k dk;Z ljy o :fpdj gks rFkk muds ekufld Lrj ds vuq:i gksA
Behaviour Influenced By
¼O;ogkj buds }kjk izHkkfor gksrk gS½ %
1. Intrinsic 2. Extrinsic
1 Intrinsic : It has two parts -
(a) Phyisical Age, Sex, Financial Conditions.
(b) Psychological Intelligency, Sense of Value, Personality
2 Extrinsic : It has two parts -

(a) Partial Environment Family Back Background
Organization:
Position, Performance, Prospective, Pay, Perk, Policy, Craze, Praise, Punishment.
1 Fully Environment - Social Setup

Cultural Setup, Political Setup, Technical Setup, Growth Prospective
euksoSKkfud us O;fDr;ksa dks rhu Hkkxksa esa ckaVk gS %&
1 Economic Rational Model ¼vkfFkZd laca)rk dk izk:i½:-
2 Social Model ¼lkekftd izk:i½
3 SelfActualization ¼Lo&mUufr½
Motive ¼izsjd½
It is inner state of mind whichActivatesAnd directs the behavior towards.
izsjd vareZu dh voLFkk gS tks O;fDr ds O;ogkj dks mRlkfgr djds y{; izkfIr djus ds fy, fn'kk
iznku djrs gSaA
Restless, Lack, Yen & Force whenever in grip of motive, magnetic the behavioral & comdel
to do something. The human being keeps on doing till it limit the lack, reduce the restless
Alluate the Aim & Aim & fillip the force.
eu dh v'kkafr] deh vkSj vkfFkZd vHkko o ncko tc izsjd ds laidZ easa vkrk gS] rks O;ogkj pqacd
ds leku fØ;k'khy gksdj dqN djus dks ck/; gks tkrk gS vkSj O;fDr rc rd dk;Z djrk jgrk gS]
tc rd eu 'kkar u gks tk,] deh nwj u gks tk,] iSls dk vHkko [kRe u gks tk, vkSj ncko lekIr
u gks tk,A
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Needs is the environment, conditions forces & motive is the inner state of mind, which direct
the behaviourial toAchieve the goal.
vko';drk,sa cká txr ls fLFkj gS] ftls izkIr djus ds fy, vareZu dk izsjd O;ogkj gks fn'kk
funsZf'kr djrk gSA
Motive is if three types mRizsjd rhu izdkj dk gksrk gS
1 Physical Motive: - Which Add physical comfort to body.
ftlds dkj.k 'kjhj dks HkkSfrd lq[k feyrk gSA tSls [kkuk] diM+k] dkj] caxyk
bR;kfn-
2 Social Motive: -Acceptance withAsAssociation to society is social motive.
lekt ls laca/k gksus dh Lohd`fr lkekftd izsjd dgykrk gS-
3 Psyche Motive: - Which gives Passion to Personality.
O;fDr ds O;fDrRo dks fu[kkjus ds fy, ekufld izsjd dks euksoSKkfud izsjd dgrs gS-
Need & Want:

WANT ->> DIFFECIENY OF SOMETHING
NEED ->> ESSENTIAL FOR SURVIVAL
NEED IS CAUSE & WANT ISA CLUE.
Drive: - Drive is setup toAlleviate the need vko';drk dh iwfrZ ds fy, xfr iznku dh tkrh gS
Drive is difficiency with direction. It provides energetic trust to Action for Achieving goal.
MªkbZo deh fd fn'kk esa dk;Z dks ,d xfr'khyrk iznku djds mnns'; izkfIr esa lgk;d gksrh gSaA
Goal: Achieving the goal will fulfill the needAnd eliminated the drive.
y{; izkfIr ls vko';drk fd iwfrZ gks tkrh gSa vkSj Mªkbo can gks tkrh gSaA
GENERATE CREATE ENERGIZE PERFORM CAUSE
NEED WANT DRIVE BEHAVIOR ACTION GOAL
SUCCESS-REINFORCING THE BEHAVIOR
GOAL
FAILURE-FRUSTRATION OF BEHAVIOR
Needare Two Types:

1 Physical or Primary need: - Its cause physical comfort.
HkkSfrd voLFkk;s tks 'kkjhfjd lq[k iznku djsA
2 Psychological or Secondary Need: - It cause satisfaction of mental need.
tks eu dh 'kkafr iznku djsaA
Physical or Primary Need:

1 Vital Need :-Air, Water, Food, ¼thus ds fy;s t:jh½
2 Basic Need :-Air, Water, FoodAnd Shelter ¼thus ds fy;s ewyHkqr t:jr½
3 Comfort Need :- Rest, ¼thus ds fy;s t:jh HkkSfrd lqfo/kk,½
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2.7. Transactional Analysis
Internal interest toAchieve the objective.
mn~ns’; izkfIr ds fy, vkarfjd vko';d mRlkg izsj.kk gSA
TransactionalAnalysis toAscertain the fact And Actual information of Any communication.
fdlh laizs"k.k esa fufgr okLrfod lwpuk vkSj rF;ksa dks lwfuf'pr djuk gh fofue; foospu gSA
TranactionalAnalysisi to systemize the information derived from the interaction of the
individual.
O;fDr;ksa ds vkils okrkZyki ls izzkIr lwpukvksa dks lgh Øe esa lek;ksftr djuk gh fofue; foospu
gSA
It is one of the impartant Analysis for Ascertaing the behavious of individual.
O;fDr;ksa ds O;ogkj dks lqfuf'pr djus ds fy;s ;g ,d egRoiw.kZ foospuk gSA
ThereAre four types ofAnalysis requires to recognize the human identity.
O;fDr dh igpku dks igpkuus ds fy;s pkj egRoiw.kZ vkdyu fd;s tkrs gSA
1 Structural Analysys ¼lajpuk dh foospuk½: toAnalysis the personality of
individual.
O;fDr ds O;fDrRo ds vkdyu djus ds fy;s lajpuk dh foospuk dh tkrh gSA
2 Transactional Analysis ¼fofue; foospuk½: ToAnalyze what people sayAnd do.
O;fDr D;k dgrs gS vkSj D;k djrs gS bldh foospuk ds }kjk dh tkrh gSA
3 Game Analysis ¼[ksy foospuk½ To Analysis the ulterior motive of communication.
fdlh laokn esa varj fufgr rF;ksa dh foospuk [ksy foospuk ds }kjk dh tkrh gSA
4 Script Aalysis ¼laf{kIr ys[k foospuk½: the important toAnalyse the important event
or script of life.
thou ds fdlh fo'ks"k ?kVuk ;k igyqvksa dh foospuk] fLØIV foospuk }kjk dh tkrh gSA
Structural Analysys ¼lajpuk dh foospuk½
Individual is having multiple natures some time referAs dual nature
O;fDr dh izo`fRr cgqvk;keh gksrh gSA izk;% bls f}vk;ke ls n'kZk;k tkrk gsSA
There is continues conflict between rich & poor, good & bad, high profile &low profile,
inner man & outer man.
O;fDr ds vanj loZnk ,d varj dyg pyrh jgrh gS fd D;k eSa vehj gwWa ;k xjhc gwWa] vPNk ;k
[kjkc gwW] mPp inLFk ;k fuEu inLFk gwWa rFkk vanj ds Hkko o ckgj ds Hkko D;k gSA
According to S. Maugmam, IAm matter of several charactersAnd each character
dominatesAtA time then invaviably hand over to the other character. Some other time, which
one true? All or None?
eukSoSKkfud ,l- ekSxese ds vuqlkj ** eS vusd pfj=ksa dk lfEeJ.k gwW] fdlh ,d le; ij ,d
pfj= izHkko'kkyh gksrk gS rks nwljs le; ij nwljk pfj= mldk LFkku ys ysrk gSA dkSu lk pfj=
lgh gS\ lHkh ;k dksbZ Hkh ugha **
55
Organisational setup transactional Analysis help to
¼laLFkku ds ifjos'k esa fofue; foospuk ls fuEu lgk;rk feyrh gS½
1 To expert control on the behavior to staff towards work.
dk;Z ds izfr LVkQ ds O;ogkj dks izsfjr djuk ;k fu;af=r djukA
2 To improve interpersonal skill.
vkilh ijLij laca/kksa dks okrkZyki esa la/kkj djukA
3 To improve the effect ness of work culture.
dk;Z laLd`fr dks izHkkoh cukukA
4 Stoking:- The fundamental of transactional Analysis is stoking which people
give take during their interaction.
fofue; foospuk dk vk/kkjHkwr laosfnr djuk gks ftls O;fDr vius okrkZyki }kjk nwljs
dks nsrk gS ;k nwljs ls izkIr djrk gSA
5 The stoking is the process of recognizing Accounting or Acknowledging the
presence of other.
laosfnr djuk ml vko';Drk ds v/;;u ls mRiUu gqvk gS tks NksVs cPps dks mfpr
'kkjhfjd] ekufld vkSj eukSosKkfud fodkl ds fy;s vko';d gksrk gSA
Stoking has three much type:

1 Positive stoking:- It causesA pleasant feeling.
blds }kjk ldkjkRed laosnuk ds }kjk lq[kn vuqHkwrh gksrh gSA
2 Negative stoking:- It causesA bad feeling.
udkjkRed laosnuk ds }kjk nq%[kn vuqHkwrh;ksa dk vglkl gksrk gSA
3 Mixed stoking:- It is conglomeration of positiveAnd negative stoking.
;g ldkjkRed o udkjkRed nksuks dk feJ.k gksrk gSA
4 No stoking:- Natural response to stimulas.
fdlh Hkh laosnuk dh mnklhu izfØ;kA
Ego Stage
All behaviors are directed by certain internal feeling of individual.
O;fDr dk O;ogkj ges'kk dqN vkarfjd vuqHkwfr;ksa ds }kjk funsZf'kr gksrk gSA
It causes the specific pattern of communication.
ftlds dkj.k laokn dk ,d fo'ks"k izk:i gksrk gSA
The interactions among the peopleAre due these ego states.
D;ksfd O;fDr;ksa dh vkilh okrkZyki bl bZxks ds dkj.k gh gksrk gSA
When two people counter which each other sooner or later, one will recognize the presence of
othersAnd will send verbalAnd nonverbal signal knownAs transactional stimulation to which the
next or other man has to reply. It constitutes transactional response both combined to formA
transactional.
56
tc nks O;fDr vkeus lkeus gksrs gS rks mlesa ls ,d O;fDr 'kCnksa ;k ladsrks }kjk laokn dh izfØ;k 'kw:
djrk gS ftls fofue; dh laosnuk dgrs gS vkSj nwljk O;fDr bldk mÙkj nsrk gS tks fofue; dh izfØ;k
dgykrh gS] bu nksuks dk esy gh fofue; gSA
Stimulus Response = Ego State

The instruction originates from A set of definite feeling directed toward A set pattern of
behaviors which is termed As ego state.
okrkZyki ges'kk ,d lqfuf'pr vuqHkwfr ds vk/kkj ij gksrk gSA ;g ,d fuf'pr O;ogkj ds izk:i dks
n'kkZrk gS] ftls bZxksa dh voLFkk dgrs gSA
This pattern of behavior As perAs situation is so definite even it can be predicted well
inAdvance.
O;ogkj dk ;g izk:i bruk lqfuf'pr gksrk gS fd bldh Hkfo";ok.kh igys ls gh dh tk ldrh gSA
This ego state originate from following three sets of behavior patterns.
fuEu rhu O;ogkj ds izk:iksa ls bZxks dh voLFkk mRiUu gksrh gS%&
1 PARENT EGO
2 CHILD EGO
3 ADULT EGO
P: Based on previous value & character.
P P
Taught concept of life.
A: Based on fact & expectation.
A A
Taught concept of life.
C C
C: Internal recovery (feelingAn emotion)
Felt concept of life.
OVERLAPED DISTINCT
bu rhuksa esa ls ,d bZxks izR;sd O;fDr ij gksrk gS] ftlesa ls ,d vkidks dominate djrk gS mlh ds
vuqlkj ge viuk behavior pattern cukrs gSA
1. Parent Ego:
The personal Acting with parent ego will be isjsaV bZxks ls izHkkfor O;fDr vius laokn esa lqjf{kr
protective, evaluative & pragmatic in its ewY;kadu djus okys vkSj n`"Vkar ¼mnkgj.k ;k
communication.
lk{;ksa ds lkFk½ tSls 'kCnksa dk iz;ksx djsxkA
It is A thought concept of life refers to law, ;g ftanxh ls vuqHkoksa ls izkIr vfHk/kkj.kk gSA bl
rule, regulations, boundariesAnd limitations. izdkj dk O;fDr fu;e] dkuwu] lhek vkSj
vf/kdkjksa dh ckr djsxkA
Parent Ego Is Of Two Kinds
Natural Parents (or Nursing) Ego:

This ego is shown by providing help, bl izdkj ds bZxks iznf'kZr djus okys O;fDr nqljksa
shelter,Advice, supportAnd constructive ideas. dh lgk;rk djrs gS] mUgS 'kj.k nsrs gS vkSj
ldkjkRed lq>ko nsrs gSA
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They go out of way to help their subordinate bl izdkj ds O;fDr vius twfu;j dh lgk;rk
&Always cater confidance with their seniors. djus ds fy;s rRij jgrs gS vkSj lhfu;j ds lkFk
fo'okl cukus dh dksf'k'k djrs gSA
They suppots the social values &Always care os ges'kk lkekftd ewY;ksa dks le`} djrs gSa rFkk
for character, moralitiesAnd integiritiy. Lo;a ds pfj=] uSfrdrk vkSj lR; fu"Bk dk ges'kk
/;ku j[krs gSa
Verbal Communication:
Support verbs, writtern praise, constructive idea &Advice, warm welcome,Addressing the social
gathering.
ldkjkRed lksp o lykg] xeZ tks'kh ls Lokxr djuk] lkekftd lHkkvksa dks lacksf/kr djukA
Nonverbal Communication:
Smiling, patting gently on back, wark handshake, listening carefully to others, proper facial
gathure, keeping proper eye contacts, acknowledging the presence of others by hand singnals.
eqLdjkuk] gYds gkFksa ls ihB FkiFkikuk] xeZ tks'kh ls gkFk f7eykuk] /;ku ls ckr lquuk] psgjs ds mfpr
gko&Hkko] ckrsa djrs le; utjs feyk dj ckr djuk] gkFkksa ds ladsr }kjk nwljks dh mifLFkfr dks
Lohdkj djukA
Critical Parents Ego:

They Act by punishment, warning, Admonish, power &Authority. They strictly follow rules and
regulations. It is beyond their nature to help any one. They always try to point out mistake and
wrongdoing of others.
bl izdkj ds bZxks izHkkfor O;fDr gesa n.M psrkouh] vf/kdkjh vkSj 'kfDr ds vuqlkj dk;Z djkuk pkgrs
gSa og fu;e o dkuwu dh ifjf/k ls ckgj dHkh ugha tkrk gSA nqljksa dh lgk;rk djuk mlds O;ogkj esa
ugha gSA og ges'kk nwljksa dh xyrh o xyr dk;ksZ dks [kkstus dh dksf'k'k djrk gSA
Verbal Clue:
Critical words, warning, in oral or written form, scolding verbally or in written form, uses the
following words frequently - Stupid, Nonsense, Lazy, sine, Sholking, Disgusting, Ridicules, Poor
Showing, Poor Doing, Sony, Honey etc.
vkykspukRed 'kCn] fyf[kr ;k ekSf[kd psrkouh] ekSf[kd MkaVuk ;k mls fy[k dj crkuk] bl izdkj ds
dfBu fuEu 'kCnksa dk izk;% iz;ksx djrs gSA ;s gSa & nq"V] lqLr] ew[kZ] vizR;kf'kr dk;Z djuk] vk'kk ds
foijhr dk;Z djuk] gkL;izn dk;Z dk;Z dq'kyrk lgh ugha gksuk] vPNk dke ugha djuk] nwljs ukeksa ls
cqykukA
Non-Verbal Clue: - Furrow eyebrow, persue lip, hand on hip, closed hands around chest, foot
tapping, head wagging, peeping through glass.
HkkSgsa p<+h gqbZ gksa] de cksysa] dwYgs ij gkFk j[kdj [kM+k gksuk] gkFkksa dks lhus ds ikl yxkuk] iSjksa ls
FkiFkikuk] flj ,d rjQ >qdk gksuk] p'esa ds Xykl ls ckgj ns[kukA
2. Adult Ego:
Thought concept of life. He develops clarity of conceptionAs he growsAnd mature.Adult ego
concern with fact, informationAndAction. This ego person behavior will be rational, purposeful,
unemotional,And withoutAny pre judice. He is likeA data processing computer which grind out
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the decisionAfter processing the in,formation received from childAnd parent egoAs wellAs
recievedAnd receiving through own experienceAnd exploration.
lksp fopkj dj dk;Z djus dh Hkkouk] fopkjksa dh Li"Vrk] tks mez ds lkFk ifjiDo gksrh gSA ,MYV bZxks
dk O;fDr rdZ laxr] mn~ns’; ;qDr] vkos'k jfgr vkSj iwokZxzg ls xzflr ugha gksxkA ;g O;fDr ml
dEI;wVj ds leku gS tks pkbZYM vkSj iSjsUV bZxks ls izkIr lwpukvksa rFkk vius vuqHkoksa vkSj [kkst ls izkIr
dh xbZ lwpuk ;k izkIr gks jgh lwpuk dk ladyu djds fu.kZ; ysrk gSA
Verbal Clue:
Giving clear and correct instruction, master of profession, clarity of vision and value, command
on communication skill, unerring judgment, building subordinate, caring human value And
relation.
mfpr vkSj lgh vuqns'k nsuk] vius O;olk; es ikjaxr gksuk] Hkfo"; dh egRodka{kk vkSj ewY;ksa esa
Li"Vrk] laizs"k.k n{krk esa iw.kZr% fu;a=.k] loZekU; fu.kZ; ysuk] vius fu"B lg;ksxh dh lkFkZd lgk;rk
djuk] ekuoh; ewY;ksa vkSj laca/kksa dk /;ku j[kukA
Non-Verbal Clue:
Showing proper gesture, posture, body language, facial expression and eye contact, keeping
Attention in listening, cheerful hand shaking.
psgjs ds gko&Hkko] vka[kksa dk lgh izn'kZu] rFkk 'kjhj dh vk—fr dks lgh izdkj ls iznf'kZr djuk] lqurs
le; /;ku dk dsfUnzr j[kuk] xeZtks'kh ls gkFk feykukA
3. Child Ego:
Felt concept of life. The experience of child is non verbal.
vuqHkwfr;ksa dks eglwl djus dh vfHk/kkj.kk dks pkbZYM bZxks dgrs gSaA cPps dk igyk vuqHko lkadsfrd
gh gksrk gSA
Child can see, hear, feel the body data.
cPpk ns[k ldrk gS] lqu ldrk gS vkSj 'kkjhfjd ladsrksa dk vuqHko dj ldrk gSA
In children resides curiosity, creativity, desire exploreAnd no touch feelAnd judge, recording
of glorious past time experiences.
cPpksa ds vanj mRlqdrk] l`tukRed {kerk] iz;ksx djds tkuus dh bPNk] Nwuk] vuqHko djuk vkSj
fu.kZ; ysuk] Hkfo"; ds fdlh 'kkunkj dk;Z dks ;kn j[kuk vkfn xq.k gksrs gSA
Verbal Clue:
Expressing the curiosity, rasing the hand to tell something, laughing, crime, nailbiting and
teasing, jocking attracting the Attention by others, no listening only speaking.
viuh mRlqdrk dk o.kZu djuk] dqN crkus ds fy;s gkFk mBkuk] fpYyuk] uk[kwu drjuk o dkVuk] rax
djuk] etkd djuk] nwljs ds /;ku dks viuh rjQ [khapuk] lquuk ugha dsoy cksyrs jgukA
Non Verbal Clue:

Smiling, Quivering lip, pouting, temper, rolling eye, shrugging shoulder, giggling, wrapping,
notion for no.
eqdqjkuk] gkSaB dkiuk] Øksf/kr gksuk] vkosf'kr gksuk] vka[kksa dks Åij&uhps djuk] da/ks dks vkxs >qdkuk]
vLi"V vkokt fudkyuk] ckgksa }kjk idM+uk] ugha dk ladsr nsukA
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Three type of child ego
1 Natural Child Ego ¼LoHkkfod cPps dk bZxks½: This child is freelyAnd openly. He
warm welcomingAnd friendly in hisApproach. He is creative, humorousAnd like
social company.
bl rjg dk cPpk Lora= vkSj [kqys :i ls dk;Z djrk gSA mlesa Lokxr djus dh] fe=
cukus dk pfj= gksrk gSA og l`tukRed] lkekftd ifjos'k esa jgus okyk vkSj fouksnh
LoHkko dk gksrk gSA
2 Adoptive Child Ego ¼xksn fy;s cPps dk bZxks½: SubmissiveAndAlways seeking the
help.Always wantsAdvice, guideAnd permission fromAuthority. He may be hard
working, labourious by nature, sincere, obedient but can never beA leader.
bl izdkj ds bZxks okys O;fDr ges'kk laLFkku ls ijke'kZ] funsZ'ku vkSj Loh—fr pkgrs
gSaA og dfBu esgur djus okys izo`fRr ls gh ifjJeh] dke ds izfr opuc) vkSj
vkKkdkjh gksrs gSA ysfdu usr`Ro djus dh {kerk dk vHkko gksrk gS vkSj og dHkh
eqf[k;k ugha cu ldrsA
3 Manipulative Child Ego ¼<kys x;s cPps dk bZxks½: This ego person will be cunning,
cheaterAnd tricky. He is selfishAndAlways makeAnd break the friendship
depending the self profit And loss. He is A prosecuter in public life. He is the
cutthroat personality.
bl izdkj ds bZxks dk O;fDr prqj] pkyckt vkSj nwljksa dks /kks[kk nsus okyk gksxk gSA
bl izdkj dk O;fDr LokFkhZ gksrk gS vkSj Lo;a ds ykHk ;k gkfu ds vk/kkj ij fe=rk
cukrk ;k rksM+rk gSA og vius lkoZtfud thou esa nwljksa dks d"V nsus okyk gksrk gSA
og xyk dkVus okyh lksp dh izo`fRr ds O;fDrRo dk gksrk gSA
4 Littile Professor Child Ego ¼cPps dk bZxks½:According to theAge have more
knowledgeAnd taking deicision.
ftlesa mez ls vf/kd Kku vkSj fu.kZ; ysus dh {kerk gksrh gS
Type of Transaction:
1 Complimentary Transaction: ResponseAnd stimulus on expected line.
laonsuk vkSj izfrfØ;k vk'kk ds vuq:iA
2 Crossed Transaction: The response is not on expected line. It generally blocks
the communication. It createsAnAtmosphere of isolationAnd tension.
izfrfØ;k vk'kk ds vuq:i ugha gksrhA ;g laisz"k.k dh izfØ;k dks ckf/kr djrk gSA
blls ruko ;qDr ;k vyxko ;qDr okrkoj.k curk gSA
3 Ulterior Transaction: It gives indirect hidden message.
blds }kjk ijks{k :i ls laokn esa fNfi lwpuk nsrk gSA
4 Angular Transaction: When Response can be interpreted in two ways. It help the
senior to salvage his position. Response may or may not be on expected line.
tc izfrfØ;k dks nks rjhdksa ls O;k[;k fd;k tk ldsA blds }kjk ofj"B viuh izfr"Bk
dks cpk ldrk gSA izfrfØ;k vk'kk ds vuq:i ;k foijhr Hkh gks ldrh gSA
Life Script or Life Position ¼thou dh n'kk ;k voLFkk½
Every person has a specific set of dominant ego to relate with other. This set of ego Always
emerge whenever the individual communicates with others. This will affect the stoking received
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and given by him. This set of pattern remains with the individual throughout his life until some
major incident /Accident take place is called life script or life position of that individual. This can
be understood by analyzing the following four positions discussed in Thomas. Herry book of I
AM OK. YOUARE OK.
izR;sd O;fDr fdlh Hkh nwljs O;fDr ls laokn lFkkfir djus ds ,d izHkkodkjh izk:i dk mi;ksx djrk
gSA vr% fo'ks"k izdkj dk bZxks tks O;fDr ls lacaf/kr gS] mlh ds vuqlkj O;fDr laizs"k.k djsxkA laosnuk
dh izfØ;k tks O;fDr }kjk nh tkrh gS ;k izkIr dh tkrh gS] ;g bZxks mls izHkkfor djrk gSA O;fDr
fo'ks"k dk fo'ks"k bZxks izk:Ik thou Ik;ZUr mlh izdkj cuk jgrk gS tc rd fd dksbZ cgqr cM+h nq?kZVuk
@?kVuk uk gks bls ml O;fDr dk thou voLFkk ;k thou dk laf{kIr ys[k dgrs gSaA ;g rF; fuEu pkj
fcanqvksa ds vkadyu ls le>k tk ldrk gSA tSlk fd Fkkel ,- gSjh dh fdrkc esa vkbZ-,e-vksds- ;w-vkj-
vksds- esa n'kkZ;k x;k gSA
2.8. Theory of learning from thorn dike

1. Trial And error theory of learning xyrh djuk] lq/kkjuk vkSj lh[kuk
2. Imitation Theory udy djds lh[kuk
3. Inside Theory Lo;a lh[kuk
4. Skinner Operand Theory (StimulationAnd laosnuk vkSj izfrfØ;k ls lh[kuk
response theory)
5. Observation And behavior Theory fujh{k.k vkSj O;ogkj dk fl)kar
6. Negative Adaptation Theory udkjkRed :i ls <yus dk fl)kar
7. Field effect theory – New beginning effect fo"k; oLrq fl)kar
by fast experiences
Pragmatic Theory of Learning
1 Theory of freedom.
2 Theory of Interest
3 Theory of Living
4 Theory of Motivation
5 Theory of Retention
6 Theory of Association
7 Theory of Practice
2.9. Senses Are Avenues of learning

1. Teacher And teaching methods Are the f'k{kd vkSj f'k{k.k dk rjhdk fo|kfFkZ;ksa rd
source of transferring the knowledge to Kku igqpkus dk ,d ek/;e ;k lk/ku gSA
the trainees.
2. The step in learning is the sensation; lh[kus esa izFke dk;Z laosanuk dk gksrk gS] ftls
receive by the trainees by one or more fo|kFkhZ viuh KkusfUnz;ksa ds ek/;e ls izkIr
sense organs such As Seeing, Hearing, djrk gSA tSls & ns[kuk] lquuk] Li'kZ djuk]
Touching, Smelling And Tasting.
lwa?kuk o Lokn p[kukA
3. According to intensity of sensation there laosnuk dh rhozrk ds vuqlkj lsUljh uoZ esa
are transform to impulse of sensory nerve m|hiu mRiUu gksrk gS tks raf=dk ra= ds }kjk
And via nerves system transmitted to efLr"d rd tkrk gSA
brain.
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4. Therefore, the method of teaching is the vr% f'k{k.k dk rjhdk lh[kus dk iFk gS vkSj
"ROADWAYS" of learning And sense KkusfUnz;ka bldk izos'k }kj gSaA
organs Are the AVENUS of learning.
5. Knowledge, Fact, Process And principle Kku] rF;] izfØ;k vkSj fl)kar tks f'k{kd ds
transmitted by the teacher to the trainees }kjk fo|kFkhZ dks fn;k tkrk gS og fo|kFkhZ ds
is new to him. fy;s u;k gksrk gSA
6. The mind of trainees is covered with the fo|kFkhZ dk efLr"d de lfØ;rk ds dkj.k
wall of ignorance And sense organ may <dk jgrk gS vr% mfpr lwpuk izkIr ugha dj
not receive the information. ldrk gSA
7. Hence, it is the responsibility of the vr% ;g f'k{kd dk nkf;Ro gS fd og mfpr
teacher to trace the proper path for ekxZn'kZu djds vko';d lwpukvksa dks fo|kFkhZ
receiving the proper information. rd iagqpk;sA
8. The sense of seeing plays An important lh[kus dh laosnuk Kku izkfIr esa egRoiw.kZ
role in Acquiring the knowledge. Hkwfedk fuHkkrh gSA
9. It is not sufficient to Attain the proper mfpr n{krk izkIr djus gsrw ;g Ik;kZIr ugha gSA
skill
10. It is essential to instructor to exploit more vr% vuqns'kd ds fy;s ;g vko';d gks tkrk
than one sense organ of trainees during gS fd lh[kus dh izfØ;k esa og izf'k{k.kkFkhZ ds
process of learning. ,d ls T;knk KkusfUnz;ksa dks lek;ksftr ;k
lfEEfyr djsa
Factors Affecting the Sense Organ in Learning Process

¼lh[kus dh izfØ;k esa KkusfUnz;ksa dk izHkko½ :
The following Are the Advantage of using more than one sense organ
,d ls T;knk KkusfUnz;ksa ds iz;ksx ds fuEu ykHk gS
1. Avoid misconception & poor learning blls xyr /kkj.kk o lh[kus dh deh nwj gks
tkrh gS
2. Different trainees uses each sense organ At izR;sd fo|kFkhZ fdlh Hkh ,d KkusUnzh dks ,d gh
different level Lrj rd mi;ksx ugha djrk gS
3. If more than one sense organ used then it ,d ls vf/kd KkusfUnz;ksa dk iz;ksx djus ls
create more impact or improvement bldk izHkko T;knk gksrk gS
4. Rate of learing will enhance & effective lh[kus dh nj izxfr'khy o izHkkodkjh gksxh
5. Possibility of retention will increase T;knk fnuksa rd lh[ks x;s rF;ksa dks ;kn j[kuk
laHko gksxkA
Learning
Sense Organ
Educational Vocational Chemical
Seeing by Eye 75 % 20 % 25 %
Hearing by Ear 13 % 10 % 5-6 %
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Touching by Skin 6% 63 % 5-7 %
Smelling by Nose 3% 3% 27 %
Tasting by Tong 3% 4% 35 %
100 % 100 % 100 %

The instructor must use this teaching skill to Appeal these sense organ in the process of learning.
f'k{kd viuh f'k{k.k dyk dk iz;ksx djrs gq;s lh[kus dh izfØ;k esa bu KkusfUnz;ksa dks T;knk ls T;knk
izsfjr djsxk
1. Seeing: Draw And sketch the diagram, ns[kuk %& dEI;wVj dh lgk;rk ls fn[kk;s
show chart, model, mockup, transparencies tkus okyh f'k{k.k lkexzh dks fn[kkuk
And show compute raided material.
2. Hearing: The teacher or instructor must lquuk %& vuqns'kd dks 'kq)] lgh] iw.kZ]
speak correctly, completely, clearly, Li"V] :d&:d dj] lwuus ;ksX;] ljy vkSj
distinctly, Audibly, simply And pleasantly
fouez Hkk"kk esa cksyuk pkfg;sA O;k[;k djus
with moderated voice. He must be master
in Art of explaining. dh dyk esa mls vo'; gh fuiq.k gksuk pkfg;s
3. Smelling : Instructor must Able to lw?kuk %& lwa?kus dh fofHkUu izfØ;kvksa dks
different process related to smell or sense muds mn~xe ls lacaf/kr djus esa vuqns'kd
such As burning, bad & pleasant smell,
vo'; gh l{ke gks tSls & tyus] xa/k&lqxa/k]
pungent smell And smell of smoke of
welding rod etc. rhoz xa/k] ;k osfYMax jkWM ls fudyus okys /kqa,s
dh xa/k dks igpkuuk
4. Touching : Let the trainess feel the Nwuk %& fdlh Hkh oLrq dk vkdkj] izdkj]
weigh, size, And dimension fan object, o otu dh vuqHkwfr fo|kFkhZ dks djkuk]
proper way of gripping And handling the
midj.k vkStkj o e'khuksa dks mfpr rjg ls
tool, equipment And machines
idM+uk o mudk lapkyu djukA
5. Tasting: It is very useful in cooking trade Lokn %& ikd dyk O;olk; o jlk;fud
And some chemical factories. The certain QSfDVª;ksa esa bldk mi;ksx vf/kd gksrk gSA
qualities Are related to the object can be
oLrqvksa ds dqN xq.kksa dks Lokn ds }kjk
Assessed by tasting.
fu/kkZfjr fd;k tkrk gSA
2.9.1. Perception & conception

To process Act or state of getting impression to efLr"d ij KkusfUnz;ksa dh laosnuk ds }kjk izkIr
mind through the sensation of sense organ is izHkko] dk;Z ;k voLFkk dh izØh;k dks Kkucks/k
known As perception. dgrs gSA
The sensation such As Auditory, visual, fofHkUu KkusfUns;ksa ds }kjk izkIr laosnuk la;qDr :i
tactual, gestatory, Alfactory, ore received ls efLr"d dks izHkkfor djrh gSA efLr"d dks
through ear, eye, tongue, nose and skin All izHkkfor djus dh bl izfØ;k dks Kkucks/k dgrs gSA
welded together to form in impression on
mind. This process is known As perception.
When this impression of mind Accumulates efLr"d ij KkusfUnz;ksa ds ek/;e ls vkus okyk
the mental picture ofAn specific object then izHkko tc ,d fo'ks"k oLrq dh vkd`fr ds :i esa
this is knownAs conception. efLr"d iVy ij mHkjrk gS rks mls vfHk/kkj.kk
dgrs gSA
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The process of generating the ideaAnd creating fdlh oLrq fo'ks"k ds ckjs esa laiw.kZ le> vkSj
the specific understanding ofAn object is mlls lacaf/kr fopkjksa dk mRiUu djus dh izfØ;k
known As conception. dks vfHk/kkj.kk dgrs gSA
Conception is the faculty of genrating & vfHk/kkj.kk og Kku gS ftlds }kjk efLr"d esa
formulating specific InformationAboutA fdlh oLrq fo'ks"k ds ckjs esa ,d lqfuf'pr lwpuk
object. curh ;k mRiUu gksrh gSA
Perception is perceived in the form of Kkucks/k iwoZ vuqHko] orZeku izsj.kk] Hkfo"; dh
experience, present motivation, And future laHkkouk,sa] rFkk voLFkkvksa ds vuq:i efLr"d dks
expectationAnd circumstances. izHkkfor djrk gSA
Conception is getting specific ideaAnd fdlh oLrq ls lacaf/kr fof'k"V le> vkSj lwpuk
understanding based on perceptionAnd ftls Kkucks/k vkSj [kkst ds vk/kkj ij efLr"d
expectation. }kjk lqfuf'pr fdlk tkrk gS mls vfHk/kkj.kk dgrs
gSA
Concept may be primary having general idea vfHk/kkj.kk izFke gks ldrh gS ftlesa dsoy fopkj
or secondary having specific language related lekfgr gksrs gS ;k f}fr;d gks ldrh gS ftlesa
to its characteristics. Hkk"kk ds ek/;e ls ml oLrq dh fo'ks"krk crkbZ
tkrh gSA
primary conceptions releates to shape, size, izFkr vfHk/kkj.kk fyf[kr ;k ekSf[kd gks ldrh gS
small, smaller, big, bigger, light, heavy, & tks fdlh oLrq ds HkkSfrd xq.kksa dks n'kkZrh gS] tSls
other physical knowledgeAbout the object. It oLrq dk vkdkj] izdkj] rqyukRed v/;;u tSls
may be verbal or non-verbal.
;g oLrq nwljsa dh rqyuk esa NksVh gS ;k cM+h gS]
gYdh gS ;k Hkkjh gSA
Secondary concept isAlways verbal requiresA f}fr;d vfHk/kkj.kk ges'kk Hkk"kk ds }kjk oLrq ds
language to explain the specific characteristics fo'ks"k xq.kksa dks n'kkZus dk ek/;e gS tSls oLrq dk
based on experienceAnd experiment suchAs jax] jlk;fud xq.k ;k xfr'khy fo'ks"krk,saA ;g
different colors, chemical nature, dynamic
xq.k iqjkus vuqHko ;k u;s iz;ksxks ds vk/kkj ij gh
properties.
crk;k tkuk laHko gSA
The colour can only be identified ifA person is jaxks dh igpku ,d O;fDr rHkh dj ldrk gS tc
having experience of it. bls mldk iwoZ vuqHko gksA
Perception is process of presenting the fdlh oLrq dh mifLFkrh dh vuqHkwfr] KkusfUnz;ksa
existence ofAn object in mind through the dh laosnuk ds }kjk efLr"d dks djkuk Kkucks/k
sensation of sense organ. dgykrk gSA
Whereas how the object look lilke, what is it, tc fdlh oLrq ds ckjs esa lqfuf'pr lwpuk izkIr
why it is placed like this, who will operate it djuk tSls ;g dSlk fn[kkbZ nsrk gS] ;g D;k gS]
when it will work, is the result of conception. ;gkWa ij D;ks j[kk gS] dkSu bls lapkfyr djsxk]
dc vkSj dSls bldk dk;Z lapkfyr gksxk vkfn
iz'uksa dk lVhd mRrj gh vfHk/kkj.kk gSA
Step of psychology in learning:

1 Sensation
2 Perception
3 Conception
4 Motivation
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5 Pedisation
6 Normalization
7 Charecterisation
1 SENSATION ¼laosnuk½
(a) Instinct ¼vkRecks/k½
(i) Affective ¼izHkkodkjh½
(ii) Cognitive ¼Kku izkIr djuk½
(iii) Co-native ¼dksf'k'k djuk½
(b) Stimulus ¼laosnuk½
(c) Intencity ¼rhozrk½
2 PERCEPTION ¼Kkucks/k½
(a) Interest ¼:ph½
(i) Consistant ¼,d:irk½
(ii) Persistant ¼yxkrkj½
(iii) Disposition ¼izo`fRr½
(b) Attension ¼/;ku½
(i) Conation ¼/;ku nsuk½
(ii) Courage & Comitancy ¼lkgl o n{krk½
(c) Concentration ¼/;ku vkd"kZ.k½ {ATTENSION + INTEREST }
3 CONCEPTION ¼vfHk/kkj.kk½
(i) Understanding ¼le>½ the best way of doing A work.
(ii) Thinking ¼lksp½
(iii) Conceptual ¼vfHk/kkj.kk ls lacaf/kr lksp½
(iv) Perceptual ¼Kku ls lacaf/kr lksp½
(v) Logical ¼rqyukRed lksp½
(vi) Imaginary ¼dYiukRd lksp½
(vii) Feeling ¼vuqHkwfr ;k eglwl djuk½ {UNDERSTANDING +
THINKING}
4 MOTIVATION ¼izsj.kk½
(i) Resolving ¼n`<+ fu'p;½
(ii) Devotion ¼yxs jguk½
(iii) Dedication ¼leiZ.k½
(iv) Determination ¼dk;Z esa n`<r
+ k½
(b) Willing ¼bPNk 'kfDr½
(i) Internal Enthuasim ¼vkarjhd mRlkg½
(ii) Incouraging ¼mRlkgo/kZu½
(iii) Vim ¼Lo;a mRlkfgr gks½
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(iv) Vigour ¼vanj ls mBus okyh Hkkouk,sa½
(v) Vitality ¼iq:"kkFkZ½
5 REALISATION ¼izkfIr dk vuqHko izkIr gksuk½
(a) Suggesion ¼lq>ko½ Idea And information given with conviction. ¼lwpuk vkSj fopkjks dks
fuf'pr izk:i esa nsuk½
(b) Imitation ¼udy½ Motivational message in the form of short signal ¼laf{kIr lans'kksa }kjk
iszj.kkRed lans'k nsuk½
(c) Intelligent memory Measurable terms related with speed,Accuracy, And standard.
¼cqf)erk dks xfr] lfVdrk] vkSj xq.koRrk ls ukik tk ldrk gS½
(d) Forgetting ¼Hkwyuk½ Reverse of memory (memory is recordinjg, retaining,
recognizingAnd revealing) ¼fdlh rF; dks efLr"d esa vafdr dj ysuk] mls cuk;s
j[kuk] igpkuuk vkSj vko';Drk i<+us ij mlh izdkj ls mls dg nsuk½
6 NORMALISATION ¼lkekU;dj.k½
(a) Ability ¼;ksX;rk½
Present status to perform efficiently ¼orZeku voLFkk ftlds dkj.k ge viuk dk;Z dq'kyrk dk
lewfpr lekiu dj lds½
(i) Capability ¼{kerk½
(ii) Capacity=Ability + Interest
(b) Reasoning ¼foosd½
(i) power of process ¼rF;ksa dks le>kus dh 'kfDr½
(ii) Power of Judgement ¼fu.kZ; ysus dh 'kfDr½
(iii) Power of Conception ¼vfHk/kkj.kk cukus dh 'kfDr½
7 CHARACTERISATION ¼pfj=hdj.k½
(i) Habit ¼vknr½
(ii) Temper ¼LoHkko½
(iii) Character ¼pfj=½
(iv) Personality ¼O;fDrRo½
To comply with individual differences in use and performance of Audio & Vidual
Aids the instructor should following points
n`'; o JO; iBu lgk;d lkexazh ds mi;ksx vkSj dk;Z dq'kyrk ds varj dks /;ku esa
j[krs gq,sa vuqns'kd izHkkoh izf'k{k.k ds fy;s fuEu fcanqvksa ij /;ku ns ldrs gS
Give balanceAppealAnd use of each sense organ by using oral practicleAnd Demonstration
process.
ekSf[kd] izk;ksfxd vkSj izn'kZu dh izfØ;k dk mi;ksx drs gq,sa vuqns'kd fo|kFkhZ ds izR;sd Kkusfnza;ksa
dk lqeqfpr mi;ksx dj ldrs gSA
Change the track of teaching when they are tired of seeing or listening.
tc fo|kFkh ns[kus o lquus ls Fkd tk,s rks f'k{k.k dh izfØ;k esa cnyko djuk pkfg;saA
Tell them what is happening, let them do tell until they grasp meaning of learning.
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mUgsa rF;ksa dk iw.kZ Kku nsuk rFkk mUgS Lo;a djus vkSj dgus dk volj nsuk ftlls fl[kus dk lgh
Øe izkIr dj ldAs
Select the categories of teaching Aid According to the content.
fo"k; oLrq ds vuqlkj ikBu lgk;d lkexzh dk pquko djsA
Condition for positive Learning ldkjkRed lh[kus dh n'kk %

1 Motivation ¼izsj.kk½
2 Available Stimulus ¼laosnuk dh miyC/krk½
3 Response ¼izfrfØ;k½
4 Confirmation ¼lqfuf'pr½
STIMULUS ¼laosnuk½
Knowledge of What, Why, When, Who, How, & Where About Any object.
oLrq D;ks gS] D;k gS] dkSu gS] dSls gS] ;g lc laosnuk,sa gSA
CONFIRMATION OF STIMULUS ¼laosnukvksa dh izoh.krk½

1 Test ¼ijh{k.k½
2 Inspection ¼fufj{k.k½
3 Quality ¼xq.koRrk½
4 Answer ¼mRrj½
5 Method ¼fof/k½
6 Reply ¼izfrmRrj½
MOTIVATION ¼izsj.kk½
1 Environment ¼ifjos'k½
2 Situation ¼ifjfLFkrh½
3 Effort ¼iz;kl½
4 Interest ¼:ph½
5 Desire ¼bPNk½
RESPONSE ¼izfrfØ;k½
1 Physical ¼'kkjhfjd½
2 Mental ¼ekufld½
3 Psychological ¼eukSoSKkfud½
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STIMULUS CONFIRMATION
MOTIVATION RESPONCE POSITIVE LEARNING
SENSATION IS RECEIVED BY AWARENESS TO

EYE EXTERNAL ENVIRONMENT
SENSORY SENSATION IS CONVERTED IN TO IMPULSE AND

NURVE FLOW THROUGH NURVIOUS SYSTEM TO BRAIN.
VARIFIES ANALYSE AND DECIDE THE COURSE

BRAIN OF ACTION.
MOTOR CARRY THE INSTRUCTION TO RESPECTED ORGEN.

NURVE
LIMBS/
MACHINE ACTION IS PERFORMED AS PER INSTRUCTION.
ACTION
STEPS OF TEACHING ¼f'k{k.k ds pj.k½ :-
It contains four steps:

1 Preparation
2 Presentation
3 Application
4 Test or Evaluation
PREPARATION:
Perpose of teaching for preparation
(a) Provide A link between teacher & student fo|kFkhZ vkSj f'k{kd ds chp laca/k
LFkkfir djukA
(b) Utility of the lesson ikB dh mi;ksfxrk
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(c) Relevency of lesson D;k ikB rdZlaxr gS
(d) Provide the propulsion fo|kkfFkZ;ksa dks izsj.kk nsuk
(e) Obtain the objective m)s'; dh izkfIr
(f) Systhesis the subject fo"k; oLrq dks f'k{kk ls tksM+uk
(g) Insure the effectiveness izHkko'khyrk dks lqfuf'pr djuk
Role of Teacher for Theory Class (Lesson Plan)

1 Provide A profile 'kh"kZd iznku djuk
2 Restate the objective m)s'; dks crkuk
3 Insure the inspiration izsj.kk nsuk ;k lqfuf'pr
4 Proper peeping to previous lesson igys yslu dks vkt ds yslu ls vPNh rjg ls
tksM+uk
5 Effective teaching Aids. izHkkodkjh iBu lgk;d lkexzh dk pquko
6 Relevant method of teaching. i<+kus ds mfpr rjhds dk pquko
7 Availability of time & space. le; vkSj txg dh miyC/krk dk /;ku j[kuk
8 Take the learner together f'k{k.k izfØ;k esa fo|kFkhZ dks tksM+uk
9 Initiate properAssignment x`g dk;Z D;k nsuk mls lqfuf'pr djuk
10 Offer evolution ewY;kdau dSls djuk gS mls lqfuf'pr djuk
11 Note the notion. fo|kFkhZ ds gko Hkko dks /;ku nsuk
Role of teacher for the practicle / Demonstration (Demonstration Plan):

1 Proper light And ventilation At the place of Demonstration.izn’kZu dh txg ij
mfpr izdk'k o gok dh O;oLFkk
2 Relevant tools And equipment must be Available. vko';d midj.k o vkStkj
vo'; gh miyC/k gks
3 Incourage participation. fo|kFkhZ dh lgHkkfxrk
4 Proper measuring tool. vko';d ekius ds vkStkj mfpr ek=k esa miyC/k gks
5 Insure chart, drawing if required. pkVZ o MªkbZx vxj vko';d gks rks mls izkIr djsa
6 Required raw material. vko';d dPpk eky miyC/k gks
7 Adequate safe working condition. mfpr o lqjf{kr o i;kZIr dk;Z djus dk ifjos'k
;k okrkoj.k gks
8 Try team Demonstration. la;qDr :i ls izn'kZu djsa
9 Individual practice must be Allowed. fo|kFkhZ dks O;fDrxr :i ls vH;kl djus nsa
10 Offer help when need. vko';drk gksus ij lgk;rk nsa
11 Negate the negative concept udkjkRed ;k xyr vo/kkj.kk dks lq/kkjsa ;k nwj djsa
Role of Trainees in teaching ¼f'k{k.k esa izf'k{k.kkFkhZ dk ;ksxnku½

1 Prepare to perceive. Kkucks/k gsrq rS;kj gksuk
2 Ready to receive. izkIr djus gsrq rS;kj gksuk
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3 Interested to imitate of teacher. f'k{kd dh udy djus esa :fp gksuk
4 Propessity to progress izxfr djus dh pkgr gks
5 Intution from ingress. vUrjeu ls izkIr djus bPNk gks
6 Realm to retain. Kku ;k fl[kk;k gqvk cuk;s j[kus dh {kerk gksuk
7 Ability to Analysis. fo'ys"k.k dh {kerk gks
8 Tendency to trim. xyrh;ksa dks l/kkjus dh mRlqdrk gks
9 Initiative to Accelerate. dk;Z dks xfr ds lkFk 'kq: djuk
10 Obedience to obtain. izkIr djus gsrq vkKkdkjh cuus dh {kerk
11 Nattiness(skill) to knob(to Attain).Kku izkIr djus dh n{krk gks
PRESENTATION
Role of Teacher
1 Proper order. mfpr Øe
2 Reflecting the sequence. Øe dks cuk;s j[ksa
3 Effective inspiration. i;kZIr izsj.kk iznku djus dh dksf'k'k djsa
4 Set As per lesson / Demonstration plan. izn'kZu ;ksstuk o ikB ;kstuk vuqlkj gh
izLrqfrdj.k djuk
5 Easy language. Hkk"kk ljy] lqcks/k o Li"V gks
6 Note the mental level of learner. fo|kFkhZ ds ekufld Lrj dk /;ku j[ks
7 Teach the relevant point only. rdZlaxr foUnqvksa dk gh f'k{k.k ns
8 Adequate teaching Aid And use properly. i;kZIr f'k{k.k lkexzh o mldk mfpr
mi;ksx
9 Try to dare the doubts of the trainers. fo|kfFkZ;ksa ds lUnsgksa dks nwj djus dk iz;kl
djuk
10 Integrate the similar points togather toAvoid confusion. ,d leku rF;ksa ds
fojks/kkHkk’k nwj djus gsrq mUgsa ,d lkFk gh j[ksa
11 Obtain their understanding. fo|kFkhZ ds le>us ds Lrj dks le>uk
12 Note physical & psychological Aspect of your personality. vius O;fDrRo ds
'kkjhfjd o eukSoSKkfud {kerk dk /;ku j[ksa
Questioning in presentation
1 Proper Question
2 Relevant Question.
3 Affectiveness of Question.
4 Sequence of Question
5 Time for each Question.
6 Individual to Ask Question.
PROSPECTIVE
Presentation: Proper participation (Two-way communication between learner & Instructor)
For Teacher
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1 Restating the objective. m)s'; dks vo'; gh lqfuf'pr djuk
2 Insure the classroom Activities. d{kk dh xfrfof/k;ksa dks lqfuf'pr djuk
3 Note the resources AvailableAnd utilize. lalk/ku dh miyC/krk ,oa mi;ksfxrk dks
lqfuf'pr djuk
4 Eliminate transient behavious. papyrk O;olk; O;ogkj esa ugha vkuk pkfg;s
5 Track the trainees progress. fo|kFkhZa dh izxfr ij /;ku j[kuk
6 Always use proper teaching Aids At proper timeAnd for proper time. ges'kk mfpr
izf'k{k.k lkexzh dk mfpr le; ij vkSj mfpr le; ds fy;s gh iz;ksx djs
7 Trim the tendency of jumping from point to another point. ,,d rF; ls nwljs rF;
ij tkdj okil vkus dh vknr f'k{kd esa ugha vkuk pkfg;sA
8 Imitation must be followed by Application. tks dqN ns[kk x;k mldk mi;ksx fd;k
tkosA
9 Offer effective evaluation. ges'kk fo|kFkhZ dk mfpr eqY;kadu djrs jgsA
10 Never evade the wrong habit. xyr vknr dks nwj djus dh dksf'k'k djsA
For students:-
1 Proper participation in classroom Activities. f'k{k.k d{kk ds dk;ksZ esa mfpr
lgHkkfxrkA
2 Receiving proper knowledge & skill. mfpr Kku o n{krk dks izkIr djukA
3 Insure to be well verses with poors. igys i<+k;s x;s ikB dk leqfpr Kku gksA
4 Should be motivated, Alert, Attentive & retentive. fo|kFkhZ esa i;kZIr izsj.kk gks]
d{kk esa og /;ku ls lqus] mls ;kn j[k ldsA
5 Insure toAvoid theAbsentism from class. dksf'k'k djs fd og d{kk esa vuqifLFkr
ugh jgsxkA
6 Nominate in class roomActivities. d{kk ds dk;ksZ esa lfØ; :i ls Hkkx ysA
7 Take part in discussion. (Ask And reply the question Asked by teacher). ifjppkZ
esa Hkkx ysA
8 Assist teacher in displaying chart & model. pkVZ o ekMy fn[kkus esa f'k{kd dh
lgk;rk djsA
9 Try to note down the important points. egRoiw.kZ fcanqvksa dks fy[kus dh dksf'k'k djsA
10 Often feel part & parcel of class. ges'kk vius dks d{kk dk ,d vfHkUu vax le>sA
¼bls constructive motive dgrs gS½
11 Never deceive the teacher. vius f'k{kd dks dHkh /kksdk u nsA
APPLICATION: (For trainees only):

iz'uksa ds }kjk i<+k;sa x;s rF;ksa dh deh dks irk yxkukA
1 Access their understanding by Asking question. iz'u iwNdj muds le; ds Lrj
dks irk yxkosA
2 Purify their mistakes. deh;ksa dks nwj djsA
3 Purposeful repeatation of doubtful points. ftu fcanqvksa ij lansg gks] mUgS iqu% crk
nsukA
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4 Litter out their mistakes & misunderstanding. mudhs xyrh vkSj fl[kus esa deh dks
nwj djukA
5 Eliminate the wrong conception. xyr vo/kkj.k dks nwj djsA
6 Check their recording, retaining & revealing Ability. muds ;kn djus] lewg djus]
vkSj iqu% cukus dh {kerk dks tkWpukA
7 Again repeat the main points. eq[; fcanqvksa dks iqu% crk nsukA
8 Theory And practicle related Aspect must be classified. lS)kfUrd vkSj izk;ksfxd
rF; tks vkil esa lacaf/kr gksa mUgs vPNh rjg ls crk nsukA
9 Initiate to increase their note laking Ability. eq[; fcanqvksa ds fy[kus dh ;ksX;rk dks
fodflr djukA
10 Offer to Analyse their mistakes. mudh xyrh dks vPNh rjg crkukA
11 Never keep their doubts lingering. muds lansgksa dh deh dks cxSj crk,sa ugh NksM+uk
pkfg;sA
TEST:
1 Track their success & failure. lQyrk o vlQyrk dk irk yxkus ds fy;sA
2 Enhance the effectiveness of learning. fl[kus dh izHkko'khyrk dks lqn`<+ djus gsrqA
3 Should feel courage & confidance in learning. fl[kus esa lg"kZ lkgl o
vkRefuHkZjrk dk vuqHko djsA
4 Test, Grading & Evaluation must be proper. izf'k{k.k fn;k tkus okyk Øe ,oa
ewY;kadu mfpr gksuk pkfg;sA
CONCLUSION OF MAIN OBJECTIVE: lkjka'k
Preparation:
1 Create the interest & curiousity. :ph o mRlqdrk dks cukukA
2 Attaract theAttension. /;ku f[kapukA
3 Press the perception. Kkucks/k dks cM+kukA
4 Increase the interest. :ph dks cM+kukA
5 Stimulate the sensation. laosnuk dks lfØ; djukA
Presentation:
1 Develop the past. iwoZKku dks iqu% izkIr djukA
2 Incerase the insight. varZeu dh yxu dks cM+kukA
3 Cater the concept. vfHk/kkj.kk dks iksf"kr djukA
4 Tender the tenacity. rduhdh rUe;rk dks iznku djukA
5 Furnish the fact. rF;ksa dks mfpr Øe esa crkukA
6 Reverberate the remembering. ;kn djus dh 'kfDr dks cM+kukA
7 Insuring the effectiveness. izHkko'khyrk dks lqfuf'pr djukA
Application:
1 Define the deed. dk;Z dks ifjHkkf"kr djukA
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2 Provide the perceptionAnd performance. dk;Z dq'kyrk iznku djukA
3 Attain the objective. m)s'; dh izkfIr djukA
4 Undue the understanding. le> dk foLrzr gksukA
5 Legate the learning. lh[kusa dks vknrksa ds lkFk tksM+ukA
Test:
1 Sustain the skill. n{krk cuk,sa j[kus ds fy;sA
2 Attain the Ability. ;ksX;rk dks izkIr djukA
3 Decide the determination. n`<+rk dks lqfuf'pr djukA
4 Crip the conviction. varjeu ls fy[kuk ;k fu.kZ; dks ,d fn'kk nsukA
5 Outline the outcome. ifj.kke dks izkIr djukA
Law Applied On Preparation:

1 Law of readiness.
2 Law of effect.
Law Applied On Presentation:

1 Law of Association.
2 Law of satisfaction/dissatisfaction impact.
Law Applied On Application:

1 Law of frequency
2 Law of intensity of response.
3 Law of belonging.
Law Applied On Test:

1 Law of satisfaction
2 Law of singularity.
Questioning Asked In Diffeent Parts of Teaching

PREPARATION:
a) Introductory question
b) providiction Question
c) Problem Question
PRESENTATION:
a) Develoing Question
b) Thought provoking Question
c) Problem Question
APPLICATION:
a) Thought provoking Question
b) Problem Question
c) Comparision type Question
TEST:
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a) Comparision type Question
b) comprehensive type question
c) Recapilulatory type question.
The Meaning of Part Of Teaching:

Preparation: What & Why
Presentation: How (Tell & Show)
Application: Practice (Guide & Correct)
Test: evolution the level of learning.
Percentage of Participation Of Instructor & Learner

TRAINEES
EFFORT PREPERPATION PRESENTATION APPLICATION EVALUATION
TRAINER
0
25
50
75
TRAINER 100
EFFORT TRAINEES
2.10. Factors affecting the learning

¼lh[kus dks izHkkfor djus okys dkjd½
1. Motivation – Knowledge to the process mRlkfgr djus ds rjhds dk Kku
encouragements
2. Organization – Learning Pattern lh[kus ds rjhds ,oa fl)kar
3. Participation – MentalAnd physical response lgHkkfxrk
4. Conformation – To know rightAnd wrong lqfuf’pr djuk
learning
5. Repetition –A degree of over learning nksgjkuk
6. Application – Use of learning information lh[ks x;s rF;ksa dk mi;ksx
7. Individual Difference – Psychological euksoSKkfud rF;
Factors
Psychological phases of learning ¼lh[kus ds euksoSKkfud Øe½
1. Visualization ns[kuk
2. Interalization vanj ys tkuk
3. Perceptualization Kku xzg.k djuk
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4. Conceptualization vo/kkj.kk cukuk
5. Intellectualization cqf) izkIr djuk
6. Application mi;ksx djuk
2.11. Motivation
Motivation deal with behavior, how it get speak, Started speedup, Sustained And Directed to
subjective work.
izsj.kk O;ogkj dks fdz;k'khy cukdj xfr iznku dj vkSj xfr dks cuk, j[krs gq, mn~ns'k dh rjQ
izsfjr djrh gSaA
Motivation perform to inspire encourageAnd impulse the requiredAction.
izsj.kk dk dk;Z fdz;k'khyrk ds fy;s vko';d mRlkg vkSj lkgl mRiUu djds lgh fn'kk iznku
djuk gSaA
Degree of readiness ofAn individual toAchieve the objective is motivation.
y{; izkIr djus ds fy;s O;fDr ds rRijrk ds Lrj dks cuk;s j[kus dks gh izsj.kk dgrs gSaA
Motivation comes from motion, WeAre familiar with motive, Power of verticals, so the
motivation is the gradient which provide energy to ourAction.
izsj.kk xfr dk Lo:i gSa ftldk vuqHko xfr'khy okguks ds }kjk fd;k tk ldrk gSa vr% izsj.kk og
xfreku rF; gSa tks gekjs dk;ksZ dks ÅtkZ iznku djrh gSaA
Motivation mesmerise the fundamental question of WHY And WHAT, which makes And
individual to works.
izsj.kk ewyHkwr iz'u tSls D;k vkSj D;ksa dks Li"V djds O;fDr dks dk;Z ds fy;s izsfjr djrh gSaA
Motivation comes from motive which provide dynamic trust to Achieve goal.
izsj.kk izsjd ls vkrk gSa tks y{; izkfIr ds O;ogkj dks vko';d xfr iznku djrk gSaA
Encouraging A group of indivisual to Achieve toAttain the objectives is motivation.
fdlh leqg ds O;fDr;ks dks izsfjr djds mn~ns’; izkfIr dks izsj.kk dgrs gSaA
Motivation is self-induced enthusiasm of An individual to explore his Ability to the best of
his capability so As to Achieve the individual As well As goal of organisation.
izsj.kk O;fDr dk og vkarfjd mRlkg gSa ftls og ;ksX;rk ds vuqlkj vkSj vf/kdre {kerk rd
mi;ksx djds Lo;a rFkk laLFkk ds mn~ns’; dks izkIr djrk gSaA
Natural nattiness to nav the necessity is motivation.
O;fDr dh uS'kfxZd {kerk tks vko';drk dh iwfrZ esa l{ke gks izsj.kk dgykrh gSaA
Motivation is the management function that kindly the burning passion into Action Amid the
human force of orgnisation that brings the machinary into creative Action.
izsj.kk izca/ku dk dk;Z gSa ftlds }kjk ekuoh; dk;Z cy dks ,d lkewfgd fn'kk iznku djds mudh
vkarfjd {kerk dk ln~mi;ksx djrs gq, e'khuksa dks l`tukRed xfr'khyrk iznku djrk gSaA
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Diffrent kind of Motives
Affiliation lEcU/kh dj.k Responsibility nkf;Ro
Achievement miyfC/k Response izfrfØ;k
Affection I;kj]viuRo Realization vuqHkwfr gksuk
Aggression mxzLoHkko Esteem lEeku
Assertion C;ogkj dh n`<rk Extend lgk;rk djuk
Active fØ;k'khy Effectiveness izHkko'khyrk
Authority vf/kdkj nsuk Environment okrkoj.k
Praistige lEeku Dependent fuHkZj
Praise viuh iz'kalk Determination n`<rk
Pride xoZ Devotion leiZ.k
Prediticition fdlh dk;Z es lekfgr Dedication Ykxu
gksuk
Propensity dk;Z djus dh pkgr Diligent ifjJe
Prosperity lEiUurk Independent vkRefuHkZj
Courage Lkkgl Intution vUreZu
Confidence vkRefo'okl Interest :fp
Courtesy 'kkyhurk Intension tkucw>dj
Character pfj= Inclination >qdko
Conviction fu.kZ; ysus dh {kerk Ponder Ekuu
Compentency n{krk
Respect lEeku
Recognition Ikgpku
Motive in trainees
1 Curiosity Motive mRlqdrk dk izsjd% Curiosity motive must be exposed to
constructive work.
mRlqdrk ds izsjd dks ldkjkRed dk;Z dh rjQ fn'kk nsukA
2 Constructive Motive: This motive is responsible for effective learning And
Proper Acquisition of skill.
;g izsjd lh[kus ds fy, o mfpr n{krk ds fy, vko';d gSA
3 Self display motive: Lo;a dks n'kkZus dk izsjd
4 Combative Motive: mxz LoHkko
5 Self Abasement Motive v/khurk dk izsjd% Children loose their Ability or
thinking power under Authority of senior.
ofj"B yksxksa ds vf/kdkj {ks= esa gksus ls cPps viuh ;ksX;rk [kks nsrs gSaA
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6 Discipline is essentiat for orderly And proper goal but over discipline make to
childern inferior And they loose their reasoning power.
vuq'kklu fo/kk;kFkhZ ds leqfpr o dzeo) fodkl ds fy, vko';d gSA ysfdu vfr
vuq'kklu cPps esa ghu Hkkouk mRiUu djrk gS vksj og viuh foosd dh 'kfDr dks [kks
nsrk gSA
7 Self Aquisite Motive: By nature, human being is Selfish, Greedy & Cheater.
This motive must be carefully Cater to Achieve to Effective Learning.
izzd`fr ds vuqlkj LoHkko ls gh O;fDr LokFkhZ] ykyph o /kks[kk nsus okyk gksrk gSaA
8 Cognitive Dissolve Kku dh fjDrrk ;k deh: Repeatitive failure causes Aversion
to learning & lead to cognitive dissolve.
ckj&ckj vlQy gksus ls f'k{k.k dh nwjh curh gS vkSj lh[kuk vlaHko gks tkrk gS]
ftlls Kku dh fjDrrk dk dkjd mRiUu gksrk gSA
Factors Affecting The Motivation ¼izsj.kk dks izHkkfor djus okys dkjd ½%
1. Goal izsj.kk dk Lrj y{; ij fuHkZj djrk gSA y{; gekjh bPNk] vk'kk vis{kk ds vuq:i gksuk
pkfg,A Aspiration, Ambition & Ability of Individual.
2. Incentive Capability of in dual is increased by incentive.
;g {kerk dks c<+k nsrk gSA ;g nks izdkj ds gksrs gSa %

TANGIBLE - Monetary Benefit ¼/ku dk Qk;nk½
INTANGIBLE - Non Monetary Benefit ¼iq:Ldkj] ekSf[kd iz'kalk vkfn½
3. Vim & Vigor ¼vkarfjd 'kfDr o cy½ To keep concentrated on work in it Achieved.
tc dk;Z iwjk u gks tk,s] mles yxs jgukA

4. Enthusiasm ¼mRlkg½ fdlh dk;Z dks djus dk fdruk mRlkg gksrk gSA
5. Mobilization The Will Power ¼bPNk 'kfDr dks dsafnzr djuk gS½A
Individual not only defer in their Ability to do A work, but Also their will to do it.
O;fDr dsoy ;ksX;rk ds vk/kkj ij gh ugha cfYd bPNk'kfDr ds vk/kkj ij Hkh dk;Z djrk gSA
Environment ¼ifjos'k½ lekt] ifjos'k] laLFkku fo|kFkhZ easa lh[kus dh izsj.kk dks izHkkfor
djrk gSA O;fDr dsoy ;ksX;rk ds vk/kkj ij gh ugha cfYd bPNk'kfDr ds vk/kkj ij Hkh dk;Z
djrk gSA Individual not only defer in their Ability to do A work, but Also their
will to do it.
6. Anxiety ¼vkarfjd ;k eu dh fpark½ eu dh vkarfjd lksp fdlh dk;Z dks iwjk dj ldsaxs
;k ughaA
7. Quality ¼xq.koRrk½ The quality of performance & result Affect the level of motivation.
dk;Z dq'kyrk dh xq.koRrk vkSj mldk vafre ifj.kke izsj.kk ds Lrj dks izHkkfor djrk gSA
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Motivation in Training & Teaching ¼izf'k{k.k o f'k{k.k esa izsj.kk½
Motivation in training means the method And process Applied by teacher to Achieved the
effective learning to included the interest in trainees to learn.
f'k{kd }kjk viuk;s x;s f'k{k.k dk rjhdk vkSj izfdz;k ftlls fo|kFkhZ;ks esa lh[kus dh bPNk dk fodkl
gks mls gh izf'k{k.k vkSj f'k{kk dh izsj.kk dgrs gSaA
There Are two kind of MOTIVE.
1 Intrusive Motive ¼vkarfjd izsj.kk½: To create or innate spontaneous interest.
f'k{kd fo|kFkhZ esa :fp mRiUu djds vko';d Kku vkSj n{krk fcuk mn~ns’; dks /;ku
esa j[ks gh nsus dh dks'kh'k djrk gSaA
2 Extrinsic Motive ¼ckg~; dkjd½: Keeping the goal Always in the mind knowledge
And skill is important so that trainees can earn their livelihood.
f'k{kd ges'kk mn~ns’; dks /;ku esa j[krs gq, fo|kFkhZ dks bl izdkj Kku vkSj n{krk
iznku djrk gSa ftlls og viuk thou ;kiu dj ldsA
Reinforcement of learning play an important role in acquiring the skill

¼fl[kus dk lq–<hdj.k n{krk izkIr djus esa ,d vge Hkwfedk fuHkkrk gSa½
The learner if get success in first Attempt then hi will have the hope of success in
consecutive Attained this lead to motivation learning which cater it reinforcing.
;fn fo|kFkhZ dks igys iz;Ru esa lQyrk feyrh gks rks vU; iz;Ruks esa Hkh mls lQyrk dh vk'kk
jgrh gSa vkSj mlls lh[kus esa izsj.kk tkxzr gksrh gSa rFkk lh[k dk lq–<hdj.k gksrk gSa blds foijhr
;fn fo|kFkhZ dks igys gh iz;Ru esa vlQyrk feyrh gSaA
If learner get failure in first Attempt. Success of failure in learning hangs between the
balance of hope to success & fear of failure, which cause pleaser or pressure in learning.
fl[kus esa lQyrk ;k vlQyrk] lQyrk dh vk'kk ;k vlQyrk dk Mj] dk e/;eku gSa tks
lh[kus ds izfr :fp ;k mnklhurk mRiUu djrk gSa
HOPE OF LEARNING PLEASER OR SATISFACTION

SUCCESS
SUCCESS MOTIVATION IN LEARNING
POSITIVE REINFORCEMENT OF LEARNING

LEARNER
FEAR OF LEARNING PLEASER OR SATISFACTION

FAILURE
FAILURE BARRIER IN LEARNING
NAGATIVE REINFORCEMENT OF LEARNING
MOTIVATIONAL FUNCTIONAL OF TEACHER IN CLASS

1 Arousal Function. ¼:fp dks c<kus esa½
2 Expectancy Function. ¼vk'kkoknh dk;Z½
3 Incentive Function. ¼ikfjrksf"kd dk;Z½
4 Disciplinary Function. ¼vuq'kklukRed dk;Z½
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1 Arousal Function ¼:fp dks c<kus esa½
The first responsibility of teacher is to make the trainees interest Around their willingness to
listen. Keep their Attention & interest until the end of class.
f'k{kd dk igyk nkf;Ro fo|kFkhZ esa fl[kus ds izfr :fp mRiUu djuk gSa o lquus ds fy, rS;kj gks
rFkk mldk /;ku o :fp d{kk ds vUr rd cuk jgsA
To make it possible the teacher must teach the lesson At learner level of understanding.
fo|kFkhZ ds le> dk Lrj ds vuqlkj f'k{k.k dk;Z f'k{kd }kjk lqfuf'pr djukA
Use simple And correct language.
ljy vkSj lgh Hkk"kk dk mi;ksx djukA
Divide the lesson in point And discuss them in proper sequence.
ikB dks NksVs NksVs Hkkxks esa ckVdj dzec) rjhds ls i<kuk pkfg;sa
Very the pace of teaching to Avoid sleeping And emotional excitement.
f'k{k.k fd xfr esa ;Fkk laHko cnyko djds fo|kFkhZ;ksa ds vkarfjd mRrstuk ;k d{kk esa uhan vkus dh
laHkkouk dks lekIr djukA
2 Expectancy Function ¼vk'kkoknh dk;Z½
Correct their level of expectation.
vk'kk dk Lrj mfpr rjg crkuk-
Over expectation due to initial success may damage the goal Achieving prospect of the
teacher.
izkjafHkd lQyrk ds dkj.k vko’;drk ls vf/kd vk’kkoku gksuk] Hkfo"; dh lQyrk ds fy, lgh
ugha gksrk gS-
Under expectation due to initial failure may due to learning barrier.
izkjafHkd lQyrk ds dkj.k vk'kk esa vf/kdre deh] lh[kus esa ck/kd gksrh gS-
Teacher must correct the over & under expectation by proper correcting & counseling
method.
f'k{kd bl] vkf/kdre ;k U;wure vk'kk ds Lrj dks izHkkoh rjhds ls mfpr Lrj rd ykus dh
dksf'k'k djs-
3 Incentive Function ¼ikfjrksf"kd dk;Z½
The teacher must encourage the trainees to perform with quality And keep on improving by
correcting time past mistakes.
f'k{kd ges'kk fo|kFkhZ dks xq.koRrk ds lkFk dk;Z djus ds fy, izsfjr djs vkSj viuh xyfr;ksa dks
ges'kk lq/kkjus dh dksf'k'k djs-
Teacher must encourage the Teacher by Appreciating their good work.
f'k{kd] fo|kFkhZ ds vPNs dk;ksZa dh ljkguk djds mUgsa izksRlkfgr djs-
Never sculled And reprimand them publicly.
mUgS lcds lkeus uk MkaVsA
Never put bad remark with red in their notebook.
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yky L;kgh ls dHkh Hkh [kjkc fVIi.kh uk djsA
Take Adequate care for mentally week student.
ekufld :i ls detksj fo/kkFkhZ ij i;kZIr /;ku nsA
Take care that Appreciation for some student may not cause discouragement for others.
dqN fo/kkfFkZ;ksa dks nh xbZ iz'kalk nwljs dks grksRlkghr u djs] mldk /;ku j[ksaA
4 Disciplinary Function ¼vuqa'kklukRed dk;Z½
Ignoring the unwanted behavior At first instant.
izFke volj ij vokaNuh; O;ogkj dks tkucw> dj /;ku u nsukA
Counter condition:- Take Appropriate Action to check the deviant behavior.
mxz O;ogkj dks jksdus ds fy;s mi;qDr dk;Zokgh djukA
Punishment must correct not course the trainee.
n.M bl izdkj gks fd ftlls fo/kkFkhZ esa lw/kkj gks u fd mls ;g Hkkj yxsA
Tell correctly what is unwanted And how to correct it.
;g Li"V :i ls crk, fd D;k O;ogkj vuko';d gS vkSj mls dSls nwj fd;k tkosxkA
The process of Awarding the result behaviorAnd punishing the deviant behavior to correct
the trainees is known As restitution.
leqfpr O;ogkj djus okys fo/kkFkhZ dks iqjLd`r djuk vkSj vokaNuh; O;ogkj djus okys fo/kkFkhZ dks
naM nsdj lq/kkj djus dh izfØ;k dks Restitution dgrs gSA
How to Motivate
1 Attain the ideal posture. ,d vkn'kZoknh Nfo cukus dh dksf'k'k djsA
2 Apt Analysis to Attitude of each trainee. izR;sd fo|kFkhZ ds nzf"Vdks.k dk vPNh rjg
voyksdu djsA
3 Be firm, fair but friendly. n`<+] fu"i{k ysfdu fe=or jgsA
4 Be leader not A boss. uSr`Ro iznku djus dh {kerk j[ks] ,sdkf/kdkj uk pykosA
5 Carrot And stick Approach. tSlh vko';Drk gks oSlk O;ogkj djsA
6 Care for commitment. tks dgs mldk /;ku j[ksA
7 Develop devotion And decency. leiZ.k ,oa 'kkyhurk ds Hkko dk fodkl djukA
8 Involved innovative nature of learning. fl[kkus esa ges'kk u;k djus dh dksf'k'k djsA
9 Formulate the fact According their understanding. fo"k;oLrq dks fo|kFkhZ ds le>
ds vuqlkj izLrqr djukA
10 Give the guardian gauge. vfHkHkkod dh rjg fo?kkFkhZ ds lkFk O;ogkj djukA
11 Gear the group dynamic. lkewfgd f'k{k.k xfrf'kyrk dks vkxs c<+kukA
12 Honesty is the best policy. bZekunkjh loksZPp fu;e gS bldk ikyu djukA
13 Honors must be commanded, not demanded. lEeku Lo;a izkIr djus dh dksf'k'k
djukA
14 Ideal to imitate. gekjs vkn'kksZ dh udy dj ldsA
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15 Inculpate the Ability And interest to imitate. ;ksX;rk vkSj :ph tks vuqdj.k ds
fy;s vko';d gS] iSnk djukA
16 Judicious evaluation At each step of learning. fl[kus ds izR;sd Lrj ij rdZ laxr
eqY;kadu djukA
17 Kind And caring Attitude towards trainees. n;kyqrk vkSj /;ku j[kus dh izo`fRr dk
fodkl djukA
18 Learning must followed by Application. tks dqN lh[k tkos mldk mi;ksx gksA
19 Maintain the mobility by mobilizing the motivation. izsj.kk dks fn'kk nsdj f'k{k.k esa
xfr'khyrk dks cuk;s j[kukA
20 Narrate the learning-by-learning process. fl[kus dh izfØ;k ls fl[kkus dh O;k[;k
djukA
21 Obtain objective by providing proper skill And knowledge. mfpr Kku vkSj n{krk
iznku dj mn~ns’; dks izkIr djukA
22 Quench their quest of knowledge properly. Kku dh deh dks vPNh rjg iwjk
djukA
23 Proper peeping to perception. Kkucks/k ij /;ku nsukA
24 Resource utilization for realization. Kku izkfIr ds fy;s lalk/kuks dk mi;ksx djuk
djukA
25 Suffice the satisfaction. vkRe larqf"B dks izkIr djukA
26 Candle the technical tenacity. rduhdh n{krk dks iznku djukA
27 Use the proper technique. mfpr Øe dk mi;ksx djukA
28 Valuate the value of effective learning. izHkko'kkyh lh[k ds ewY;ksa dk ewY;kadu
djukA
29 Watch the progress of trainees. fo|kFkhZ dh izxrh ij /;ku j[kukA
Fear, Failure & Frustation ¼Hk;] vlQyrk ,oa >qa>ykgV½

Fear: - sensing syndrome suppresses the starting surge to work. ;g efLr"d dh laosfnr xzaFkh gS tks
dk;Z djus dh izkjafHkd mRlkg dks nck nsrh gSA
Failure: - When motivational cycle is blocked And not reaching to goal is known As failure.
izsj.kk dk Øe tc chp esa gh ckf/kr gks tkrk gS vkSj y{; rd ugha iagqprk gS rks mls vlQyrk dgrs gSA
Frustation: - Repeated failure cause frustration. yxkrkj gkj ls >qa>ykgV gksrh gSA
Motivators And Demotivators Action ¼izsjd vkSj grksRlkfgr djus okys dkjd½
f'k{kd }kjk dgs x;s okD; ftlls fo|kkFkhZ dks izsj.kk feyas ;k mldh izsj.kk esa deh gks f'k{kd dk
izksRlkghr ;k grksRlkghr djus okyk dk;Z dgk tkrk gSA
Motivators De-motivators
Appreciation up to iz'kalk mfpr Lrj rd Appeasing dsoy [kq'k djus ds
Appropriate level gh djuk Appreciation fy;s dh xbZ iz'kalk
Brain storming the fo|kFkhZ ds O;ogkj dks Blocking the O;ogkj dks ckf/kr djuk
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behaviors fodflr djuk behaviors
mudh xfrfof/k;ksa dks vkykspuk ds lkFk
Correcting cordially correcting critically
fouezrk ls lq/kkjuk lq/kkjuk
leiZ.k ,oa yxu dh
developing dedication developing deduction mnklhurk ,oa fujk'kk
Hkkouk dk fodkl
And devotion & desperation dk Hkko mRiUu djuk
djuk
f'k{kk ds xq.k ,oa eliminating
Effusing essentiality vkarfjd mRlkg ,oa
vko';Drk dks iznku encouragement And
And essence you dks de djuk
djuk enthusiasm
rF;ksa dks fNUu fHkUu
formulating the future rF;ksa dks iznku djds Fostering the failure
djds vlQyrk dh
by fostering the fact Hkfo"; dk fuekZ.k djuk by fracturing the fact
rjQ vxzsf"kr djuk
m)s'; dks Li"V u
Garnering the gain lQyrk izkIr djuk Glooming the goal
crkuk
fo|kFkhZ lQyrk dks hindering the help to y{; izkfIr esa ck/kd
Harness the harvest
lqfuf'pr djuk have the goal cuuk
fo|kFkhZ f'k{k.k dk;Z dk
Inculcate the interest Initiate the idea to f'k{k.k ls vyx djus
vuqlj.k djs] bl :fp
imitate isolate dk dk;Z
dks txkuk
n;k vkSj lgkuqHkwfr dk izf'k{k.k ds izpyu dks
Kind And considerate Kinking the cult
Hkko j[kuk izHkkfor djuk
ikB&;kstuk ds lkFk
Laminate the learning f'k{k.k dks tksM+dj
by relating to Lesson Lingering the lesson ikB dks iwjk u djuk
Plan
lh[kus dh izfØ;k dks
lqn`<+ djuk
mRd`"V dk;Z dq'kyrk
Know by leasing the mi;qDr vkpj.k dh
izkIr djus ds fy, Mitigating the manner
mean to marble the deh ds dkj.k y{;
lalk/kuksa dk leqfpr to Attain the goal
performance izkIr djuk vlaHko
lek;kstu
lTturk ds lkFk
f'k{k.k ds u, lgh
f'k{k.k esa ges'kk dqN u Negating the notate
Narrate the novelty rjhds dks f'k{kd }kjk
dqN u, rF;ksa dh norms
u viukuk
O;k[;k djuk
Offering the fo"k;oLrq dk Øec)
laHkkoukvksa dks izkIr
orderliness to Achieve Kku nsdj mn~ns’; izkIr Offset the opportunity
ugha djus nsuk
the objective djuk
Provide proper KkuizkfIr ds mfpr Percolating the mfpr ;kstuk ds vHkko
prospective to press rjhds dks mfpr rjg ls planning the pervade
esa Kku izkIr u gks ikuk
the perception iznku djuk the perception
fo|kFkhZ ds iz'u vkSj
Quickly quench their fo|kFkhZ ds iz'uksa dks u
'kadkvksa dk vPNh rjg Quake the question
question And query crkuk ;k Vkyuk
fuokj.k djuk
Recon the realization mn~ns’;izkfIr dks fo|kFkhZ Reflect the resources izkIr lalk/kuksa dk
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dks cks/k djuk to reduce the vU;= eksM+dj
realization mn~ns’;izkfIr esa ck/kd
cuuk
lh[kus ds izfr mRiUu
Sustain their f'k{k.k ds izfr larqf"V Suppressing the surge
gksus okys mRlkg dks nck
satisfaction ds cks/k dks cuk, j[kuk to learn
nsuk
yxu dks iksf"kr djuk
Tender the tenacity Tinker the tenacity yxu dks de djuk
;k nsuk
lh[kus ds ewY;ksa dk
Valuate the value of lh[kus ds ewY;ksa dk Vault the value of
mfpr ewY;kadu ugha
learning lgh ewY;kadu djuk learning
djuk
Place of Motivation in Learning

Preparation
Presentation
Communication
Motivation
Conception
Realization
Normalization
Evaluation
Preparation ¼rS;kjh½
mfpr rS;kjh ls vPNh dk;Zdq'kyrk izkIr gksrh gSA
Purpose +Principle + Prospective + Practice + Perseverance + Pride + Preparation
Presentation
Short, Simple, Self Explanatory, Subjective
laf{kIr] ljy] ftldh O;k[;k dh tk lds rFkk fo"k;oLrq ds vuq:i gks] bu ckrksa dk ges'kk /;ku
j[ksaA
Communication ¼laizs"k.k½
fo|kFkhZ vkSj f'k{kd ds chp f'k{k.k lkexzh ds lkFk lac/k LFkkfir djus dh izfØ;k dks laizs"k.k dgrs gSaA
Motivation ¼izsj.kk½
Internal interest to achieve the objective. mn~ns’; izkfIr ds fy, vkarfjd vko';d mRlkg izsj.kk gSA
Conception ¼Kkucks/k½
Chronological steps of content. fo"k;oLrq dk Øec) Kku-

Realization
Change in behavior is indication of learning. O;ogkj esa gksus okys ifjorZu dk ladsr gh lh[kuk gSA
Normalization ¼lkekU;hdj.k½
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Attaining the psychomotor skill. n{krk dks izkIr djuk gh n{krk dk O;ogkjhdj.k gSA
Evaluation ¼ewY;kadu½
By following the learning process As per learning material whether the required learning
objective has been Acquired or not, is evaluation.
lh[kus dh fo"k; oLrq ds vuqlkj lh[kus ds rjhdksa dk mi;ksx djrs gq, vko';d lh[kus ds mn~ns’; dks
izkIr dj fy;k x;k gS ;k ugha] dk vkdyu gh ewY;kadu gSA
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Chapter – Three
Analysis of Syllabus and

Course Construction
3. Analysis of syllabus and course construction
3.1. Syllabus and its information
3.1.1. What is syllabus & curriculum?
;g izf’k{k.k esa i<k;sa tkus okys fo"k; dh :i js[kk gS ikB;Øe f’k{kk es ,d ,slk lk/ku gS tks f’k{kk
rFkk thou ds y{;ksa dh izkfIr esa lgk;d gksrk gSA ikB;Øe 'kCn vaxzsth ds Curriculam 'kCn dk
Ik;kZ;okph gS ;g ysfVu Hkk"kk dk 'kCn gS ftldk vFkZ gS nkSM+ ls gS ftldk rkRi;Z ;g gS fd f’k{kdksa dks
nkSM+ dk eSnku D;k gS blds ckjs esa le>kuk pkfg, D;ksa fd nksuksa dk y{; izFke LFkku ij vkuk gS ;k
mn~ns’; dh iwfrZ djuk nwljs 'kCnksa esa ikB;Øe og ekxZ Hkh gS ftld vuqlj.k djds gh ,d fo|kFkhZ y{;
dks izkIr djrk gSA
f’k{kk 'kkfL=;ksa ds vuqlkj tks dqN i<+k;k ;k fy[kk;k tkrk gS mldh Øec} fo’ks"krkA O;oLFkk dks
ikB;Øe dgrs gSA
deksZusu oxZ ¼f’k{kk 'kkL=h½ ds vuqlkj ikB;Øe ikB; fo"; ds”Kku dk lqO;ofFkr :Ik gS tks fd
fo|kfFkZ;ksa dh vko’;drk dh iwfrZ ds fy;s rS;kj fd;k tkrk gSA ftls dqN vf/kdkfj;ksa ,oa oSKkfudksa
}kjk rS;kj fd;k tkrk gSA
ikB;Øe fofHkUu vk;q ds fo|kfFkZ;ksa dh vko’;drk dks /;ku esa j[kdj cuk;k tkrk gS fd fo|kFkhZ dks
dc D;k lh[kuk pkfg,A fdruk rFkk fdl izdkj lh[kuk pkfg, ;g lHkh ckrs ikB;Øe esa lEefyr
gksrh gSA ftlls Kku izkIr djds lekt dh vko’;drkvksa dh ;g iwfrZ dj ldrk gSA
3.1.2. Basic of construction

ikB;Øe fuekZ.k esa fuEu fyf[kr ?kVd egRoiw.kZ ekus tkrs gSA
ikB;Øe ds fuf’pr mn~ns’;A
dq’ky Kku o n{krk izkIr djus gsrq izf’k{kkfFk;ksa dks ml ;ksX; cukus gsrqA
fo|kfFkZ;ksa ;k f’k{kkfFkZ;ksa dh vko’;drkA
midj.k lk lkexzh dh miyC/krkA
vuqns’ku dh lokZf/kd mfpr izxfrA
ikB;Øe dh lekfIr ij vkisf{kr ifj.kkeA
ikB;Øe fuekZ.k esa ;g Hkh fuf’pr fd;k tkr gS fd
D;k&fo"k; ;k O;okgfjd Kku ds fy;s iz;ksfxd midj.k ;a= vkfnA
dc iw.kZ gksxk] dc ykxw gksxk] dc lh[ksxk vkfn\
dSls i<+kuk gS dSls fy[kuk gS\
fo|kfFkZ;ksa ds Kku ds fy;s v/;kid dks Kku dh rS;kjh djuh pkfg,A
mn~ns’; fuEu nks izdkj ds gksrs gSA
O;ogkfjd mn~ns’; @ iz;ksxkRed
lS)kafUrd mn~ns’; @ v/;kiukRed
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ekSfyd mn~ns’; %
fo"k;ksa ds ckjs esa tkudkjh izkIr dj Kku izkIr djuk rFkk fo"k;ksa ds ckjs esa tkudkjh izkIr djuk] Kku
ysuk] fo"k; ds ckjs esa le>uk rFkk ifjHkkf"kr djuk vUrj crkuk o fl}kUr le>kkuk vkfnA
O;ogkjkRed mn~ns’; %
dkS’ky ds ckjs esa tkudkjh izkIr djuk tSls cukus esa dk;Z djus esa l{ke gksxsa rFkk fo"k; ds ckjs esa
tkuuk le>uk ifjHkkf"kr djuk vkfnA
ikB;Øe ds mn~ns’;ksa ds fuEu izdkj oxhZd`r fd;k tkrk gSA
lkekU; mn~ns’; %
;s mn~ns’; fdlh fof’k"B ikB ;k dk;Z fØ;k dyki ds mn~ns’; gksrs gSA
bl mn~ns’; dks fuf’pr djus dk le; fuEu iz’u vuqns’k dh ekxZ n’kZu djrs gSA
vki D;k i<+kus dk iz;kl dj jgs gSA
vki fdls i<+kus tk jgs gSA
fdlh ifj.kke dh vis{kk j[k dj i<kus tk jgs gsA
vki fdl ek/;e dk mi;ksx djuk pkgrs gSA
vki dkSu lh i)fr viukus tk jgs gSA
fo|kfFk;kZs dks fdl izdkj dks izfrfØ;k visf{kr gSa
fdl izdkj ds Kku dkS’ky rFkk vfHko`fRr ds vUrxZr gSA
D;k mudk ekiu djuk laHko gSA
vkids fo|kfFkZ;ksa dk izkjfEHkd ,oa vfUre Lrj D;k gSA
vkidk vfUre y{; D;k gSA
3.1.3. Factor influencing formulation of A syllabus
The Syllabus:
Rkduhdh O;olk; ds ikB;Øe ds fuekZ.k esa fuEu fyf[kr ckrksa dk /;ku j[kuk pkfg,A
1 Requirements of trade
O;olk; dh vko’;drk
2 Object –Aim of object – object of subject , trade theory, workshop, calculation &
science, s. study
3 Training faculty
f’k{k.k lqfo/kk
4 Time Available for training
le; dh miyC/krk
5 Standard of student At the time of intake
izos'k ds le; fo|kfFkZ;ksa dk Lrj dks /;ku esa j[kuk pkfg,A
ikB;Øe cukus dk vf/kdkj vuqns’kd dk ugha gS fdUrq vuqHko ds }kjk 'kklu dks crk ldrk gS fd
mlesa D;k ifjorZu djuk gSA
86
ikB;Øe dks i<kus dk ;k mldk mi;ksx vuqns’k gh djrk gSA
Necessity of Analysis the syllabus

d{kk esa tks dqN Hkh i<k;k tk; mldks Hkyh&Hkkarh lh[kus ds fy;s ikB;Øe fo’ys"k.k dh vko’;drk gSA
fo’ys"k.k ikB;Øe }kjk izf’k{kd dks ;g Kku gksrk gS fd fuf’pr le; esa fdrus Kku ikB ,oa fdrus
dkS’ky ikB i<kus gS lkFk gh lkFk mUgsa nksgjkus dk vH;kl djus ds fy;s Hkh le; fuf’pr djuk gSA
bl lc dk;ksZ dk C;ksjk ;k fglkc izf’k{kd dks j[kuk iM+rk gSA
ikB;Øe fo’ys"k.k djrs le; lHkh izdj.k vuqns’kd dh n`f"V esa vkrs gS ;fn fdlh fo'ks"k izdj.k esa Lo;a
dks dfBukbZ izrhr gksrh gS rks mls Lo;a vius dks rS;kj djuk iM+rk gS fo"k; dh egRrk dks /;ku esa
j[krs gq;s muds Øe dks Hkh Bhd mlh izdkj ls j[kuk iM+rk gSA
lHkh fo"k;ksa dh rS;kjh rFkk mlls lEcaf/kr iBu ikBu dh lgk;d lkexzh rS;kj djus dk Hkh mfpr
le; f’k{kd dks fey tkrk gSA
ikB;Øe dh Øec}rk ls lh[kus esa le; dh cpr Hkh gksrh gSA
lHkh izf’k{kkfFkZ;ksa dksa oakfNr Kku izkIr gksrk gSA
izf’k{kd vkSj izf’k{kkFkhZ;ksa nksuksa gh lUrqf"Vh dk vuqHko djrs gSA D;ksafd fl[kuk rFkk lh[kkuk nksuks gh
Hkyh Hkkrh gksrs gSA
f’k{kd dk i<kus dk Øe fu/kkZfjr jgrk gSA
lIrkg rFkk ekg ds fu/kkZfjr ikBksa dks le; vkus ij Bhd vPnh izdkj i<k;k tkrk gSA
ikB;Øe fo’ys"k.k ls gh izf’k{k.k dk;Z ;kstuk c) gksrk gSA
izf’k{k.k ds e/; esa lqfo/kkuqlkj iznZ’kuh djokus ;k vU; LFkkuksa ess izf’k{kkfFkZ;ksa dks ys tkus ds fy;s
dk;ZØe rS;kj fd;k tkrk gSA
fo’kys"k.k dk lcls cMk ykHk ;g gS fd vuqns’kd dks ;g irk yx tkrk gS dh dkS’ky ikB fdrus i<us
gSA vkSj muds fy;s fdu fdu midj.kksa ;k lgk;d lkexzh dh vko’;drk i<sxhA
le; ls iwoZ gh og mu lkexzh dh iwfrZ dj ldrk gSA
ikB;Øe fo’kys"k.k ls if’k{kkfFkZ;ksa dk iw.kZr% O;ogkfjd cukus esa lgk;rk feyrh gSA
ikB;Øe fo’kys"k.k vH;kl ,oa iwujko`fRr dks LFkku nsus ls izf’k{kkFkZhZ }kjk vftZr Kku LFkk;h gksrk gSA
3.1.4. Entry behavior standard-duration-terminal behavior
Entry Behavior
izos'k O;ogkj D;k gS \
;g og izfØ;k gs tc izf’k{kkfFkZ fdlh laLFkku esa izos’k ysrk gS rks ml le; mldh vknr ;ksX;rk rFkk
O;ogkj tks mlesa gS rFkk ftruk iwoZ Kku mls gksrk gS mlh ds vuqlkj tSlk O;ogkj og djrk gS mls
izos’k O;ogkj dgrs gS vFkkZr fdlh Hkh laLFkku esa izf’k{kkFkhZ dks izos’k ysus ls iwoZ dh vknrksa dks izos’k
O;ogkj dgrs gSA
Standard
izf’k{kkfFkZ;ksa dh ;ksX;rk dk Lrj dk rkRi;Z gs muesa fdlh f’k{kk dh dksbZ ckr le>us o lh[kus dk D;k
Lrj gS vFkkZr og fdlh ckr dks dSls lh[krk gS ;k dSls xzg.k djrk gS ;g mudh viuh f’k{k.k ;ksX;rk
ij fuHkZj djrk gS ;g rHkh tkuk tk ldrk gS tc mudh tkap ;k ewY;kadu fd;k tk; blh fy;s
87
izf’k{kkFkhZ ds Lrj dks fcuk tkaps gq, mUgs f’k{kk ugh nh tkuh pkfg,A D;ksfd ;fn muds Lrj ds vuqlkj
f’k{kk u nh x;h rks f’k{kk dk mn~ns’; v/kwjk jgsxkA
Duration
vof/k dk vFkZ gS fdlh fo’ks"k O;olk; ds izf’k{k.k dk ikB;Øe fdruh vof/k dk gksuk pkfg, vof/k dk
fuekZ.k ikB~; Øekuqlkj fo’ks"kKksa }kjk fu/kkZfjr fd;k tkrk gS fdlh fo’ks"k O;olk; dk ikB;Øe fdrus
le; esa lekIr gksrk gSA mls izkjEHk ls vUr rd fdu lkSiku dh la[;k [k.M rFkk ikBksa dh la[;k ij
fuHkZj djrk gS izf’k{k.k dh vof/k ;fn de gks rks ikB;Øe dk izf’k{k.k iwjk ugha gks ldrk ;g 'kklu
}kjk vuqeksfnr fd;k gS mn~ns’; bl fy;s ikB;Øe vof/k ds vuqlkj cuk;k tkrk gS ;g Hkh dgk tk
ldrk fd fuf’pr ikB;Øe ds fy;s ,d fuf’pr vof/k fu/kkZj.k djuk vko’;d gSA
Terminal Behavior
,d u;k izf’k{kkFkhZ izf’k{k.k izkIr djus ds fy;s laLFkku esa izos’k ysdj ftu&ftu fØ;k dykisa dks
lh[krk gS mlds Kku O;ogkj esa tks ifjorZu gksrk gSA mls vknr esa ifjorZu dgrs gS D;ksfd O;ogkj eas
cnyko gh izf’k{k.k dgykrk gS ;g dgkor pfjrkFkZ gS fd “ Learning is nothing but change
in bhaviour ” vFkkZr O;ogkj esa ifjorZu ls gh lh[kuk gksrk gS ;g ikB;Øe ds vuqlkj mRre
izf’k{k.k nsdj gh fd;k tk ldrk gSA
O;ogkj esa ifjorZu ds fuEu fcUnq gS %
okrkoj.k
f’k{k.k i)fr
lS|kfUrd Kku
O;ogkfjd Kku
3.2. Analysis of syllabus

Analysis:
fo'ys"k.k 'kCn dk Hkko ;g gS fdlh oLrq dk dk;Z ds Hksnksa dks Li"V djuk rFkk mldk mYys[k djuk
ftlls dh dksbZ Hkh O;fDr mls i<+dj ;g tku tk; fd og D;k oLrq gS ;k D;k fo"k; gS rFkk dSls
izkIr fd;k tk ldrk gS fdlh Hkh O;olk; ds ikB;Øe dh :ijs[kk dsoy ;g n’kkZrh gS fd fu/kkZfjr
ikB;Øe ds vraxZr dkSu&dkSu ls fo"k; fcUnqvksa dk lekos’k gS ijUrq bl fo"k; oLrq vkSj O;fDr e;kZnk
;k Øe n’kkZus esa ;g :ijs[kk vleFkZ gksrh gS izR;sd vuqns’kd dk igyk drZO; jgrk gS fd fn;s x;s
ikB;Øe dks lqfu;ksftr bZdkb;ksa esa foHkkftr djuk ikB;Øe dh :ijs[kk dks izf’k{k.k dk;Z Øe esa
ifjorZu djus dh izfØ;k dks fu/kkZfjr le; ls ikB;Øe ds vk/kkj ij fuf’pr fd;s x;s mn~ns’; rFkk
y{; izkIr djuss ds fy;s foLr`r ;kstuk dh vko’;drk gksrh gS lEiw.kZ d{kk dh xfr fof/k;ksa dks bl
izdkj vk;ksftr djuk ftlls ikB;Øe ds mn~ns’; lQy gks ;gh ikB; Øe dk mn~ns’; gSA
;gh ikB;Øe dk y{; gS bl fo’kys"k.k ls vuqns’kd ds ikl lqfu;ksftr fo"k; lkexzh dk Hk.Mkj
miyC/k gksrk gS ftlds vk/kkj ls mldk dk;Z lqfo/kktud rFkk lQy gks ldrk gSA
Schedule of instruction training methodology
88
TIME – TABLE
I II III Break IV V
Day 9.30 - 11.00 – 12.30 - 1.30 – 2.00 – 3.30 –
11.00 12.30 1.00 2.00 3.30 5.30
Monday TB TK Comp. TM Prcact.
Prcact.
H
Tuesday TB TK Assg. Comp.
C
Prcact.
Wednesday TB TK TM Libr.
N
Prcact.
U
Thursday TB TK MD GD
L
Prcact.
Friday TM Comp. Assg. Libr.
TB Theoretical Base TM Theorytical Material

TK Theorytical Knowledge Comp. Computer Theory
Assg. Assignment Work Libr. Library
GD Group Discussion Pract Practical
ikB;Øe fo'ys"k.k dk eq[; mns'; %

D;k i<+kuk gS \
fdruk i<+kuk gS \
fdl Øe esa i<+kuk gS \
Planning For Trade Syllabus Analysis

1 Orientation iwoZ izkphu
2 Objective for the Entire course iwjs izf'k{k.k dk mns'; ¼iz;kstu½
3 List of job for each unit from the list of practical unit (by doing ) izR;sd iz;ksxkRed
bdkbZ dh lwph ls dk;Z djus dh lwphA
4 List of lesson for each unit izR;sd ikBksa dh lwphA
5 List of Attitude to be develop. dk;Z djus dh lwph ds <ax dk fodklA
3.2.1. What, why And how to Analyze the syllabus

ikB;Øe fo'ys"k.k fuEu rhu fcUnqvksa ds vk/kkj ij fd;k tkrk gSA
What ¼D;k½
ikB;Øe D;k gS vkSj ikB;Øe ds D;k tkuuk gS ikB;Øe esa v/;;u ds i'pkr gh ;g Kku gksrk gS fd
izf'k{kkFkhZ dks ikB;Øe ds ek/;e ls gh f'k{kk nsuh pkfg,A bleas izf'k{kkFkhZ;ksa dh ;ksX;rk rFkk Kku dk
89
Lrj dks Hkh tkuuk vfr vko';d gS ftlls mUgs D;k i<+kuk gS dgka ls i<+kuk izkjEHk djuk gS ftlls
izf'k{kkFkhZ fo"k; dk Kku vftZr dj lds blfy;s muds Lrj ds vuqlkj gh ikB;Øe dk fo'ys"k.k djuk
pkfg;sA
Effective of Analysis ¼fo'ys"k.k dk izHkko½

izf'k{k.k dh mi;ksfxRkk ij izHkko iM+rk gSA
lgh Kku izkIr djus esa lgk;dA
mns'; dh izkfIr eas lgk;d
vFkkZr~ fo'ys"k.k dk izHkko izf'k{k.k dh mi;ksfxrk ij iM+rk gS rFkk mlls izf'k{kkFkhZ dks lgh Kku izkIr
djus esa lgk;rk feyrh gSA ftld izHkko ;g gksrs gS] fd og y{; dh izkfIr dj ldsA
How ¼dSls½ %
ikB;Øe dk dSls fo'ys"k.k fd;k tk; ikB;Øe fo'ys"k.k ds dbZ fcUnq gS ftudksa tkuuk vfr vko';d
gS fo'ys"k.k dk vFkZ Break up ;k [k.M djuk gS ;k ml f'k{kk vof/k ds vuqlkj ,d ls vf/kd Hkkxksa
esa foHkktu djuk gh fo'ys"k.k gSA
3.2.2. Advantage for Analysis of syllabus

1 ikB;Øe fo'ys"k.k ls ;g YkkHk gS fd vuqns'kd vxys fnu i<k;s tkus okys ikB dh
rS;kjh dj ysrk gSA
2 vuqns'kd fo"k; oLrq dh ikB ;kstuk rFkk iznZ'ku ;kstuk rS;kj dj izf'k{kkfFkZ;ksa dsk
i<krk gSA
3 iz;ksx dk;Z dh lkexzh dk izcU/ku & bl izfØ;k esa vH;kl ds fy;s mi;qDr lkexzh
dk izcU/ku djrk gSA
4 ;fn vko';d gks rks vuqns'kd Lo;a Hkh dk;Z dk vH;kl djrk gS rkfd izf'k{kkFkhZ dks
iw.kz rFkk lgh tkudkjh ns ldsA
Learner Prepared to Learn
5 lh[kus okys dks ;g ykHk gS fd og vxys fnu i<k;s tkus okys ikB dh rS;kj ?kj ls
djds ykrk gSA
6 i<k;s tkus okys ikB dks ;fn izf'k{kkFkhZ i<dj vkrk gS vkSj fdlh dkj.ko'k vuqns'kd
mifLFkr ugha gksrk gS rks izf'k{kkFkhZ dks fiNyh fØ;k ds vH;kl dk iz;kl djrk gSA
7 fØ;kvksa dh la[;k dk Kku & blls mUgs ;g Hkh Kkr gksrk gS fd ,d ekg esa mUgs
fdruh fØ;kvksa dk vH;kl djuk gSA
8 fjikVZ fujh{k.k ;k C;kSjk & blds lkFk&lkFk vf/kdkjh dks bl rkfydk ls f'k{k.k dk
irk yxrk gS fd vkt dk ikB D;k gS rFkk D;k vH;kl djk;k tk jgk gSA
9 blds vykok ;g Hkh irk yxk;k tkrk gS fd ikB;Øekuqlkj i<k;k tk jgk gS vFkok
ughaA
90
3.3. Method of Analysis of the syllabus
3.3.1. Principle, methods And steps of Analysis of syllabus
Principle
1 Principle of imparting knowledge of experiecc of human rage
ekuo tkfr ds vuqHkoksa dk Kku gksuk pkfg,A
2 Principle of linking with life
thou ls lEcfU/kr gksuk orZeku esa uohu rduhdh dk fodkl djuk gSA
3 Principle of intrest & capacitis
:fp;ksa vkSj ;ksX;rkvksa dk /;ku j[kukA
4 Principle of individual deference
ikB;Øe ds er Hksnksa dk fla}kr
5 Principle of forward looking.
vfxze n'kZrk dk fl}kUr
6 Principle of social filling
lkekftd vuqHkwfr dk fl}kUr
7 Principle of correlation
lg fo"k;ksa ls lEcaf/kr fl}kUr
8 Principle of developing creative power
jpukRed 'kfDr ds fodkl dk fl}kUr
9 Principle of proper Allocation of time
i;kZIr le; dh O;oLFkk dk fl}kUr
ikB;Øe fo'ys"k.k dh i)fr %
bldh eq[; nks i)fr;ka gSA
fo"k; ij vk/kkfjr & blesa le; dh dksbZ ck/;rk ugha gksrhA
le; ij vk/kkfjr
fo"k; ij vk/kkfjr %
bl i)fr esa le; dk cU/ku u ugha gksrk gSA fo"k; ij [kkst djrs gq;s fo"k; dh tkudkjh gksus rd
pyrk jgrk gSA
blesa izf'k{k.k dh vof/k fu/kkZfjr ugha gksrh gSA
tfVy fo"k;ksa ds fy;s ;g i)fr mi;qDr gksrh gSA
blesa izR;sd bZdk;ksa esa vko';d 'kh"kZd pqus tkrs gS 'kh"kdZ dks i<kus ds fy;s dk;Z rFkk lS}kfUrd ikBksa
dk vk;kstu fd;k tkrk gSA
vuqla/kku dk;kZs ds fy;s ;g fof/k ¼i)fr½ viukbZ tkrh gSA
91
3.3.2. Time based And subject based Analysis
le; ij vk/kkfjr %
le; ij vk/kkfjr ikB;Øe ds fo'kys"k.k ls izR;sd bdkbZ ds fy;s fuf'pr le; fu/kkZfjr fd;k tkrk gS
izR;sd dk;Z rFkk mlls lEcafU/kr tkudkjh ij fu/kkZfjr le; esa ls gj ,d bdkbZ nks muds egRo rFkk
yEckbZ rFkk tfVyrk ds vuqlkj dkVk tkrk gS rFkk le; gksus ls mldk fuf'pr mi;ksx gksrk gS mDr
nksuks iz.kkfy;ksa esa ls O;ogkfjd izf'k{k.k ds fy;s le; ij vk/kkfjr i)fr gh mi;qDr gS blds fuEu
fyf[kr dkj.k gS %&
'kS{kf.kd laLFkk;sa fu;ksftr dk;Zdj.k izf'k{k.k rFkk muds izf'k{k.k dk;ZØe tks iquZjko`fRr izdkj ds gksrs gS
muds fy;s ikB;Øe esa le; fuf'pr gksrk gSA blesa fuf'pr le; esa 'kh"kZd iwjs gksus vko';d gS] rkfd
izf'k{kkfFkZ;ksa ijh{kk esa vPNh rjg mRrh.kZ gks ldsA
ikB;Øe esa fu/kkZfjr le; esa iwjk djuk lEHko gksrk gSA D;ksafd le; dk mfpr iz;ksx fuf'pr fd;k
tkrk gSA
izf'k{kkFkhZ dk ekufld Lrj rFkk HkkSfrd Lrj gh izf'k{k.k dk vk/kkj ekuk tkrk gS blfy;s fu/kkZfjr
le; dks /;ku esa j[kds ikB;Øe dk foLrkj fd;k tk ldrk gS ;g foLrkj f'k{k.k ls fo|kfFkZ;ksa dk
ckSf)d Lrj lek;ksftr gks tkrk gSA
SYLLABUS
UNLIMITED FIELD TRAINING LIMITED FIELD TRAINING
BLOCK
MAJOR DIVISION OF SYLLABUS SUB DIVISION OF SYLLABUS
UNIT(TOPIC)
KNOWING
DOING (RELATED
BEING
(PRACTICAL INSTRUCTIONAL
(THEORY
EXERCISE THEORY SMALLEST
LESSON)
LESSON) TEACHING UNIT
Planning for trade syllabus Analysis
Sequencing of topic
1. Knowing
2. Doing
3. Being
mns'; dks ysdj O;olk; ds vuqlkj Øekuqlkj fo"k; dks n'kkZus dks sequencing dgrs gSA
Knowing:
1 Related theory lesson.
2 Trade calculation lesson.
3 Sketching And drawing.
92
4 Construct science lesson.
Doing:
1 Basic skill of the trade.
2 Job or experiments by when skill can Acquire And develop.
Being:
1 Syllabus is provided by the Administration keeping is view the following.
2 Effective training period
3 Standard to be Achieved At the end of the period.
Method of Analysis of Syllabus:

ikB;Øe dks foHkkftr djus ls iwoZ mldk v/;;u djuk vuqns'd dk drZO; gS fd izf'{kkfFkZ;ksa dks
f'k{k.k nsus ls igys muds Lrj dk irk yxk;s rFkk f'k{k.k ds ckn muds Kku dk Lrj D;k gksxkA
ikB;Øe foHkktu dh fuEu fof/k;ka gSA
loZizFke ikB; fo"k; dks cMs&cMs Block ;k Hkkxksa esa foHkkftr dhft, vkSj mlds ckn [k.Mksa dks rdZiw.kZ
Øe ds vk/kkj ij cuk yhft, blds i'pkr Unit bdkbZ dh Øe la[;k rS;kj djs rRi'pkr Lesson ikB
dh Øe la[;k j[ksA
Block ¼[k.M½
[k.M dk vFkZ gS fd mlesa f'k{k.k dh rdZ iw.kZ ckrs gks ;g Block dgykrs gs iwjs ikB;Øe esa nks ;k rhu
[k.M ls vf/kd ugh gksA
Unit ¼bdkbZ½ %
euksoSKkfud ds vk/kkj ij ;g fuf'pr fd;k x;k gS fd Kku Lo;a ,d bdkbZ gS vkSj fo|kfFkZ;ksa ds
lEeq[k Kku dks bdkbZ ds :i eas gh izLrqr djuk pkfg;sa nwljs 'kCnksa esa ;g fd fo|kfFkZ;ksa dks Kku [k.Mksa
essa ugh cfYd lEiw.kZ :i ls nsuk pkfg,A
f'k{kk 'kkL=h Risk ds dFkukuqlkj bdkbZ 'kCn dk vFkZ fdlh leL;k ;k izdj.k ls lEcaf/kr lh[kus
okyh fØ;kvksa dh lexzrk ;k ,drk dks izdV djrs gSA
f'k{kk 'kkL=h Bossing ds vuqlkj bdkbZ dk vFkZ iw.kZ ,oa ,d nwljs ls lEcaf/kr fØ;kvksa dh O;kid
J[kyk gS tks fodflr gksus ij fo|kfFkZ;ksa ds mns'; dh iwfrZ djrh gS vkSj mUgs egOoiw.kZ 'kS{kf.kd vuqHko
iznku djrk gS Li"V gS fd bdkbZ dk rkIi;Z ml Kku fØ;k ;k vuqHko ds ,d laxfBr :i ls gS tks
ijLij lEcaf/kr gksrh gSA
Lesson ¼ikB½
ikBØe dk ;g lcls NksVk vuqns'kdh; Hkkx gS tks fuf'pr le; ea izLrqr fd;k tkrk gS vkSj f'k{k.k ds
vk/kkj ij vk/kkfjr gksrk gS Lesson dgykrk gSA
lh[kuk ,d lrr izfØ;k gS tks thou i;ZUr pyrh gS lh[kuk nks izdkj ls gksrk gSA
tkucw>dj lh[kuk %
vutkus esa lh[kuk %
lc izdkj dk lh[kuk ekufld fØ;k ij fuHkZj djrk gS ekufld fØ;k esa ,d izdkj dh ekufld
vuqHkwfr gksrh gSA
93
Knowledge condition Kku ;k ifjfLFkfr
Filling or Affection lEosnuk ;k izHkko
Action Process fØ;k
bu igyqvksa ls lEcafU/kr fuEu rhu izfØ;k gksrh gSA

Cognitive process KkukRed izfØ;k
Affection Process lEosnukRed izfØ;k
Job or trade Process fØ;kRed izfØ;k
Analysis of syllabus is complete by step:

iwjh ikB ppkZ dk lko/kkuh iwoZd v/;;u djukA
vko';d izkFkfedrk dkS'kyks dh lwph cukukA
bu dkS'kyksa ds fy;s vko';d izk;ksfxd dk;Z rFkk lS|kfUrd ikBksa dks lwph cukukA
bu lc ds fy;s vko';d lEcaf/kr tkudkjh dh rFkk muds ikBksa dh lwph cukukA
bu ikBksa rFkk dk;ksZ dk euksoSKkfud rFkk rkfdZd Øe fuf'pr djuk tks ljy ls tfVy dh vkSj rFkk
vklku ls dfBu dh vksj gksA
iwjs ikB;Øe ds fy;s miyC/k le; dks ?k.Vksa esa foHkkftr djuk tSls NqfV~V;ks dk vfrfjDr le;
NksMdj miyC/k fnu × gj fnu ds dk;Z ds fy;s miyC/k ?k.Vs ¾ dqy miyC/k ?k.VsA
bu ?k.Vksa dk ikBksa dh tfVyrk ls rfd le;Z ds vuqlkj izR;sd ikB vkSj dk;Z ds fy;s caVokjk djukA
bdkbZ;ksa dk vk;kstu djrs le; bl izdkj djuk %&
igys ifjpkyu] gLr dkS'ky rFkk dk;ksZ dk euksoSKkfud rFkk rkfdZd Øe fuf'pr djukA
bu dkS'kyksa ls lEcaf/kr tkudkjh dh bdkbZ bl izdkj vk;ksftr djuk ftlls mu dkS'kyksa ds lkFk
budk esy tksy izLFkkfir gks lds dkS'kyksa ls lEcaf/kr tkudkjh ds ikB igys iBkuk fQj rqjUr ckn
dkS'kyksa ds funsZ'k dks fn[kkdj ml ij vk/kkfjr dk;Z nsukA
izR;sd ikB ;k dk;Z ds fy;s izLrqrhdj.k dh i)fr fuf'pr djukA
vko';d f'k{k.k lkexzh dk iz;ksx djukA
;a=h] vkStkjksa] midj.kksa dh lwph cukukA
ewY;kdau dh i)fr fuf'pr djukA
vuqns'kh; y{; ds :i esa visf{kr vknrs n`f"Vdks.k rFkk izo`fR;ksa dh lwph cukukA
bu lHkh tkudkjh ds vk/kkj ij lEiw.kZ ikB;Øe ds fy;s ewyHkwr vuqlwph rS;kj djukA
ewyHkwr vuqlwph;kas ds vk/kkj ij nSfud ;k lkIrkfgd vuqlwph rS;kj djuk bl izdkj lko/kkuh ls rFkk
fopkj iwoZd cuk;h x;h vuqlwph lEiw.kZ izf'k{k.k dk;ZØe dh xfrfof/k;ksa dk niZ.k ekuh tkrh gSA
Master Schedule
lEiw.kZ izf'k{k.k dk;ZØe tks d{kk dh lEiw.kZ xfrfof/k;ka dks n'kkZrk gS mls ewyHkwr vuqlwph dgrs gSA ;g
vuqlwph fuEu fcUnqvks dks n'kkZrh gS
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ikB;Øe vkjEHk dh lkeqfgd fof/kA
izf'k{k.k dk le; ;k dyk fof/kA
fo"k; oLrq dk ØeA
izf'k{k.k dh izxfrA
lekfIr dh le;kof/kA
ewY;kadu izxfr vkSj ekfld vuqlwphA
Monthly Schedule:
fdlh ,d fof'k"V ekg ds fy;s cuk;s x;h vuqlwph dks ekfld vuqlwph dgrs gSA bls vxys ekg ls
izkjEHk ls iwoZ cuk;k tkrk gS fiNys ekg dh vuqlwph ls NqVs gq;s ;k viw.kZ fo"k;ksa dks Hkh blesa lEefyr
fd;k tkrk gSA ;g ewyHkwr vuqlwph vk/kkj ij cukbZ tkrh gSA
Time Schedule:
izkIr le; ds izR;sd fnu ds izR;sd ?k.Vs dk dk;ZØe fuf'pr fd;k tkrk gSA lIrkg dkSu ls fnu esa
dksu ls ?k.Vs eas D;k fd;k tk;sxkA ;g bl le; lkj.kh esa n'kkZ;k tkrk gSA
Daily Time-Table:
le; lkj.kh ds vuqlkj eghus ;k lIrkg ds izR;sd fnu dk lEiw.kZ dk;Z dk vk;kstu bl vuqlwph esa
n'kkZ;k tkrk gS le;&lkj.kh ds fo"k; ;k xfrfof/k;ka dk uke n'kkZ;k tkrk gSA tSls & xf.kr] vaxzsth
dk dkSu lk ikB i<k;k tk;sxk blfy;s nSfud vuqlwph le; & lkj.kh vf/kd fof'k"V gSA
izf'k{k.k pØ %
,d u;s izf'k{k.k dk;ZØe dk la;kstu djuk rFkk mls fØ;kfUor djuk ;g ,d tfVy rFkk le; lk/kd
dk;Z gSA ;g dk;Z djrs le; vusd vko';drkvksa dk fopkj djuk vfuok;Z gksrk gSA ;g dk;Z vklku
rFkk lqyHk cukus ds fy;s fofHkUu pj.kksa dk ,d Øe funsZf'kr fd;k tkrk gSA izf'k{k.k dk;ZØe dks
dk;kZfUor djus ds fy;s pj.kksa mi;ksx fd;k tkrk gSA mls izf'k{k.k pØ dgrs gSA izf'k{k.k pØ ds
fofHkUu ?kVd dk;ZØeksa ds izR;sd pj.k esa tkap iM+rky ds fy;s vk;kstdksa dh lgk;rk djrs gSA izf'k{k.k
dk;Zokgh mi;qDr ds ckjs esa i;kZIr tkudkjh izkIr djrs gSA
izf'k{k.k pØ ds eq[; ?kVd
1-vko';drkvksa dh tkap iM+rky 2- vk;kstu 3- iwoZ rS;kjh
4- fo"k; lwph 5- izxfr 6- ek/;e
7- lqfo/kk;sa 8- izLrqrhdj.k 9- ewY;kadu
vko';drkvksa dh tkap iM+rky %
;g igyk pj.k gS blh dks gh izf'k{k.k pØ dk igyk ?kVd dgrs gSA
vk;kstu
vko';drkvksa dh iwfrZ ds fy;s vk;kstu fd;k tkrk gSA vk;kstu djrs le; lk/ku lkexzh dh
miyC/krk rFkk vU; lqfo/kkvksa ij fopkj djuk vko';d gSA
iwoZ rS;kjh %
dk;Z dh ;kstuk dh fdz;kZfUor djus ds fy;s iwoZ rS;kjh vko';d gSA blesa fuEufyf[kr phts lfEeyr
gSA
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LFkku dk fuf'prdj.k
izf'k{kdx.k
;a= vkStkj o midj.k lk/ku lkexzh dPpk eky
ukSdjh dk;Z ds volj rFkk pj.k esa dkS'ky ds fy;s dk;ZA
vko';d ek/;eksa dk fuekZ.kA
fo"k; lwph %
ikB;Øe dh vko';drkvksa ds vuqlkj fo"k; lwph dk vk;kstu fd;k tkrk gSA fo"k; lwph fu/kkZfjr
djrs le; fuEu dk Li"Vhdj.k djuk vko';d gSA blds fuEu fyf[kr Hkkx gS %&
izos'k ds le; fo|kFkhZ dk LrjA
ikB lekfIr ij fo|kFkhZ dk vfUre LrjA
ikB;Øe ds mns';A
ikB;Øe dh :i js[kkA
izxfr %
tc ikB;Øe dks mns'; rFkk :ijs[kk fuf'pr dh tkrh gSA rc mu mns';ksa dks iwjk djus ds fy;s mfpr
izxfr dk p;u gksrk gS tSls & d{kk ikB dk;Z'kkyk esa dk;Z ds LFkku ij dk;Z djus ds izf'k{k.k vkfnA
ek/;e %
iwoZ fu;ksftr dk;Z i)fr dks fdz;kZfUor djus ds fy;s lcls mfpr ek/;e dk p;u djuk pkfg,A
lqfo/kk;sa %
i)fr dk ek/;e fuf'pr gksus ij vko';d lqfo/kk esa miyC/k djkuk vko';d gSa ;fn i;kZIr lqfo/kk;sa
miyC/k ugha gS rks muds fy;s vko';rkuqlkj O;oLFkk djuk vfuok;Z gS ;fn O;oLFkk izkjEHk esa gh dj nh
tk; rks ikB;Øe esa vkus okyh leL;kvksa dks jksdk tk ldrk gSA
izLrqrhdj.k %
tc i;kZIr iwoZ rS;kjh iw.kZ gks tk; rks izR;sd izf'k{k.k dk;Z dh fØ;kfUor fd;k tkrk gS mlh dks
izLrqrhdj.k dgrs gSA cukbZ x;h ;kstuk ds vuqlkj miyC/k lqfo/kkvksa dk mi;ksx djds fu/kkZfjr izxfr
rFkk ek/;e }kjk izf'k{k.k dk;ZØe vius y{;ksa dh vksj vkxs c<rk gSaA blh pj.k esa izR;{k izf'k{k.k dk
dk;Z gksrk gSA
ewY;kadu %
izf'k{k.k dk dk;Z rc rd iwjk ugha gksrk tc rd mldk ewY;kadu ugha gksrkA ewY;kadu fuEu fcUnqvksa ds
fy;s vko';d gSA
fo|kFkhZ & D;k mUgksus fu/kkZfjr mns'; iw.kZ dj fy;s gSA
izf'k{kd & izf'k{k.k dk;Z ds iqu % fujh{k.k ds fy;s D;k fd;k \
izf'k{k.k dk;ZØe lQyrk iwoZd lEiUu vlQyrk izkIr \
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Chapter – Four
Planning For Instructions

4. Planning for instructions
4.1. Skill And its basic elements
4.1.1. Definitions of skill
fdlh dk;Z dks dk;Zfof/k ds vuq:i djus dh {kerk dks n{krk dgrs gSA
fdlh dk;Z dks djus ds fy;s dk;Z ds vuqlkj Kku gksuk vko’;d gSA Kku ds varxZr dk;Z
dh fof/k vkSj fof/k ds fufgr Øe dk Kku gksuk vko’;d gSA
bl Kku ds vk/kkj ij fdlh dk;Z dks mfpr fof/k vkSj lgh Øe esa djuk n{krk dks
iznf’kZr djrk gSA dk;Z ds tkuuk vkSj djuk (Knowing & Doing) nks vko’;d vax gS]
ftUgsa O;olkf;d izf’k{k.k esa Kku vkSj n{krk ls lacksf/kr djrs gSaA
m|ksx esa fdlh dk;Z dks de le; esa vf/kdre 'kq)rk ds lkFk rFkk de ls de dPps eky
dk mi;ksx djds djuk gh n{krk gSA
n{krk m|ksaxksa ds lanHkZ esa mRiknu] vkd"kZd] forj.k de nke ds fy;s vko’;d gSA
ekufld vkSj 'kkjhfjd fØ;kvksa dk ;kstukc) rFkk lqfu;ksftr leUo; tks fdlh dk;Z dks
mldh xq.koRrk ds vuqlkj djus ds fy;s vko’;d gks n{krk dgykrk gSA
4.1.2. Types of skill

n{krk dks nks Hkkxksa esa ckaVk x;k gS %
1 Physical Skill - Swimming, Typing
2 Mental Skill – Emotion, Sensation.
4.1.3. Basic elements of skill

TIME le;
ACCURACY lVhdrk
WORKMANSHIP dk;Z dkS'ky
Time:
Time is most valuable must be utilize for le; lcls vf/kd ewY;oku gS] lQyrk ds fy;s
success
bldk lnqi;ksx vko';d gS
Inspire to sense its importance by trainee le; dk ln~i;ksx djds dq'kyrk izkIr dh tk
ldrh gSA
Minimum time must be taken to complete A fdlh dk;Z dks de ls de le; eas iqjk djus dk
job
iz;kl djuk
Efficiency can be Achieve by proper use of le; dk ln~i;ksx djds dq'kyrk izkIr dh tk
time
ldrh gSA
For Trainee
Tune the trainees to do A job with specified f'k{kd fo|kFkhZ dks le; lhek ds varxZRk dk;Z iw.kZ
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time djus eas gh n{krk fodflr djus dh dksf'k'k djsaA
Inculcate time oriented habit le; ds lkis{k dk;Z djus dh vknr cukukA
Minimize the wastage the time le; u"V u djsaA
They must remember that time can neither be ;g ges'kk ;kn j[ks fd chrk le; u gh okil
returned or retrieved vk;sxk vkSj u gh iSnk gksxk
Essence of Acquiring the skill is proper n{krk izkIr djuk le; ds lkFkZd mi;ksx ij
utilization of time fuHkZj djrs gSA
Accuracy
Accuracy means standard in production mRiknu eas lVhdrk dk vFkZ xq.koRrk gS
Capable of producing with in given tolerance fn;s x;s ekud eas NqV ds vuqlkj cukus dh n{krk
Create job As per given dimension fn;s x;s eki ds vuqlkj dk;Z dks cuk nsuk
Used proper material And tool mfpr vkStkj vkSj lkeku dk iz;ksx djuk
Relate job to skill dk;Z dks n{krk ds lkFk tksM+uk
Accuracy required proper procedure lVhdrk ds fy;s mfpr fof/k vko';d gSA
Click the comprehension Accuracy lVhdrk dh iw.kZ :i le> gks ftlls lVhdrk
dks vPNh rjg le> tk;s
For Teacher
Ask to Accuracy by skill by practice n{krk izkIr djus ds fy;s vH;kl vko';d gSA
Capable to measure the tolerance f'k{kd fo|kFkhZ dks VkWyjsUl ukius eas l{ke cuk;s
Consideration for time & speed le; vkSj xfr dk dk;Z djrs le; /;ku j[ksA
Use right tool At right time mfpr le; ij lgh vkStkj dk iz;ksx
Required material must be Able to identify vko';d lkeku dks igpkuus dh ;ksX;rk izkIr
djsaA
Ability to find out the short coming in lVhdrk eas vkus okyh deh dk irk yxkus dh
Accuracy ;ksX;rkA
Cater Ability to test the Accuracy of A job fdlh dk;Z dh lVhdrk dk fufj{k.k djus dh
;ksX;rk
Workman Ship
Working with proper And required tool vko';d vkSj mfpr vkStkjks ls dk;Z djuk
Obey safety rules lqj{kk ds fu;eksa dk ikyu djuk
Required to select require raw materials vko';d dPpseky ds pquko dh vko';drk
Keeps tools & equipment in proper working midj.k vkSj vkStkj dks mfpr dk;Z voLFkk eas
condition j[ksA
Minimize the wastage of time & material le; vkSj lkeku dh cjcknh de ls de djus dk
iz;kl djsA
Accuracy speed & time is the essential Grade lVhdrk le; vkSj xfr dk;Z dkS'ky ds eq[; vax
workman ship gS bldk /;ku j[ksA
Never compo with skill n{krk ds lkFk dHkh le>ksrk u djs
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Should following good house keeping lqO;oLFkk dk vo'; ikyu djs
Marness neat working habit LoPN dk;Z djus dh vknr dk fodkl djsaA
Independent working Lora= :i ls dk;Z djsaA
Proficiency require consistory & desistance izkIr n{krk dk yxkrkj vkSj le; o) iquZjko`fRr
repetition of required skill djus ls izoh.krk izkIr gksrh gSA
FOR TEACHER
Teacher must inspire the trainee inatch fd;s x;s dk;Z dk fujh{k.k vkSj vkWdyu Lo;a
&Analysis their job djsaA
Obey the rule & regulation fu;e dkuwu dk ikyu djs
Reduce the waste cjcknh de djs
Keep the speed intact dk;Z dh xfr dks cuk;s j[ksa
Maintain the standard xq.koRrk cuk;s j[ks
Analysis the flaws lkeku dks deh dk vkWdyu dj lds
Narrate mean to rectify the faults viuh deh nwj djus dk rjhdk crk lds
Synthesis the speed & time with Accuracy le; vkSj xfr dh lVhdrk ds lkFk lekosf'kr
djuk
Harness the proper habit mfpr vknr dk fodkl djuk
So the each trainee will Acquire different level vr% izR;sd fo|kFkhZ ds Kku vftZr djus dk Lrj
of knowledge vyx&vyx gksrk gSA
Intensity of stimulation depend on Attention & laosnuk dh rhozrk fo|kFkhZ ds /;ku vkSj :ph ij
Interest of trainee fuHkZj djrh gSA
Values of knowledge Acquire determine the Kku izkfIr dk ewY; izkIr dh tkus okyh n{krk dks
level of skill to be Attend n'kkZrk gS
Effective Attempt mean to of knowledge help izHkkodkjh Kku mfpr n{krk izkfIr eas lgk;d gksrk
to proper skill gSA
4.2. Lesson plan

Trainees must have 6-P presentation:
1 Pace xfr
2 Pause Bgjuk
3 Projection vpkud rst
4 Pave Li"V
5 Pronunciation mPpkj.k
6 Pitch rhozrk
1 Plan the work and work the plan. dk;Z dh ;kstuk vkSj ;kstuk ds vuqlkj dk;Z
2 Instructor must prepare his lesson plan properly And effetely vuqns'kd mfpr rFkk
izHkkodkjh ikB ;kstuk vo'; cuk;sA
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4.2.1. Definition:
1 Lesson plan is the systematic Arrangement of trainer nudge & experience in A
sequential order.
f'k{kd dh Kku vkSj vuqHko dh mfpr Øe eas Øec} djuk gh ikB ;kstuk gSA
2 2- It is out line of content in A sequence to be delivered in class.
ikB ;kstuk fo"k; oLrq dk ml Øe esa lek;kstu gS ftl Øe esa bls d{kk esa izLrqr
djuk gSA
3 It is the smallest part of instruction to be covered in A Specific period of time
ikB ;kstuk vuqns'ku dk og NksVk ls NksVk Hkkx gS ftls ,d fuf'pr vof/k esa izLrqr
fd;k tkrk gSA
4.2.2. Important points of lesson plan preparation:

1 Plan should be brief And simple
ikB ;kstuk de ls de o ljy gksA
2 Link with previous lesson
ikB ;kstuk fiNys ikB ls lEca/k gksA
3 At the mental levee of learner
ikB ;kstuk fo|kFkhZ ds ekufld Lrj ds vuq:i gks
4 Should be titled properly
ikB ;kstuk dk 'kh"kZd mfpr gksA
5 Topic Arranged in A systematic ordered
eq[; fcUnqvksa dks mfpr Øe esa O;ofLFkr fd;k tk;A
6 Plan should be reflective
ikB ;kstuk ds }kjk Kku iznku fd;k tk ldsA
7 Categorize for theory class only
ikB ;kstuk dsoy lS|kfUrd d{kk ds fy;s gh cukbZ tkrh gSA
8 Decide the proper A./V.AIDS
JO; vkSj n`'; lgk;d iBu lkexzh dk mfpr fu/kkZj.k
9 Arrange All the points of lesson logically
ikB ;kstuk ds lHkh fcUnqvksa dh rdZ laxr rjhds ls O;ofFkr djukA
10 Basic plan must be modified According to need of learning
izkjEHk es cuk;h x;h ikB ;kstuk fo|kfFkZ;ksa dh vko';drk ds vuqlkj ifjofrZr dh
tk ldrh gSA
11 Should follow four step method of teaching
ikB ;kstuk i<kus ds pkj Øe ;kstuk ds vuqlkj gksuh pkfg,
12 Plan should be flexible
IkkB ;kstuk yphyh gks
13 Instructor must know what to teach under each point
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vuqns'kd bl rF; dks vo';d gh lqfuf'pr djrs gS fd fdl eq[; fcUnq ds vUrxZr
D;k i<kuk gSA
14 Learner participation must be ensured
fo|kfFkZ;ksa dh lgHkkfxrk lqfuf'pr djukA
15 Plan must be prepared in Advance before commencement of class
ikB ;kstuk d{kk izkjEHk gksus ls iwoZ cuk ysuh pkfg,A
TITLE:
1 Tuned to immediate need
vkt ds ikB dh vko';drk ds vuq:i gksA
2 Indicate the main point to be covered
ikB ds eq[; fcUnqvksa dks n'kkZ;s
3 Selected from content to delivered
vkt i<kus okys ikB ds vk/kkj ij 'kh"kZd dk pquko gksA
4 Suffice the real situation
okLrfod fo"k; oLrq dks lwfpr djsA
OBJECTIVE:
1 Objective is A Acquire the required knowledge in A specific time According to
specific method And A specific content
fuf'pr le; esa fuf'pr fo"k; oLrq ds vkk/kkj ij fo'ks"k f'k{k.k ds rjhds dk mi;ksx
djrs gq;s vko';d Kku dks izkIr djuk ikB ;kstuk ds varxZr mn~s'; gSA
2 Ultimate out come of An instruction or presentation presented in the class As per
lesson plan
ikB ;kstuk ds vuqlkj d{kk esa iznf'kZr ;k vuqnsf'kr fd;sa x;s vuqns'ku dk vPNk
ifj.kke gh mn~ns'; gSA
3 It is core of teaching
;g f'k{kd dk vko';d vax gSA
TEACHINGAIDS:
1 Seeing with believing
tks fn[kk;k tk; ogh crk;k tk;sA
2 Visual Aids in support of oral discussion has deep impact on learner mind And
Avoid forgetting
dgs x;s rF;ksa dks pkVZ ;k ekMy ds }kjk fn[kkus ij bldk izHkko fo|kFkhZ ds efLr"kd
ij vf/kd fnuksa rd cuk jgrk gSA ftlls rF;ksa dks vf/kd fnuksa rd ;kn j[kk tk
ldrk gSA
3 A./V Aids must be interesting As well As information
iBu&ikBu lkexzh :fpdj rFkk lwpukizn gksuh pkfg,A
4 Must be proper shown At proper time And for proper duration
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iBu lgk;d lkekxzh mfpr gks mfpr le; ij fn[kkbZ tk; vkSj mfpr le; ds fy;s
fn[kk;k tk;A
5 It must be related to pick being presented during presentation
izLrqrhdj.k ds le; izLrqr gksus okyh fo"k; oLrq ls laEcaf/kr gksA
REVIEW & LINK:

1 Learner learns when he knows purpose of learning
fo|kFkhZ rHkh lh[krk gS tc mls lh[kus ds mns'; dk Kku gksA
2 Learner learn when is willing to learn
fo|kFkhZ rHkh fl[krk gS tc mls lh[kus bONk gksA
3 He is interested to learn lesson present lesson properly link with the previous
lesson
fo|kFkhZ lh[kus ea rHkh :fp ysrk gS tc vkt dk ikB fiNys ikB ls vPNh rjg tksMk
tkrk gSA
MOTIVATION:
1 brain storming
fnekx dks >d>ksjuk
2 Offer opportunity to relate the topic with surrounding
vkt ds ikB dks ifjos'k ls tksMus dk volj iznku djuk
3 Advocate our one experience
Lo;a ds vuqHko crkuk
4 Tale short stores Anecdotes, facts. matching miners jokes or previous experience
of same lesson
NksVh izsj.kkRed dgkfu;k fdlh cMs O;fDr dh udy djuk pqVdqys crkuk mlh lEca/k
esa iwoZ vuqHko crkuk
PRESNTATION:
1 It is Essential to Achieve predetermined object
iwoZ fu/kkZfjr mns'; dks izkIr djuk vko';d gSA
2 To Achieve instruction must be divided in topic And delivered in sequence As
determined earlier
mns'; dh izkfIr ds fy;s vuqns'k dks NksVs&NksVs Hkkxks esa ckVdj iwoZ fu/kkZfjr Øe ds
vuqlkj izLrqr djuk gksrk gSA
3 Presentation must follow following sequence
izLrqrhdj.k fuEu Øe ds vuqlkj gksuk pkfg,A
(a) Description & discussion
o.kZu djuk vkSj ifjppkZ djukA
(b) Explanation & illustration
O;k[;k djuk vkSj iznf'kZr djukA
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(c) Question & Query
iz'u iwNuk vkSj iz'uksa ds mRrj nsukA
1 Success of class depends on effective handling of teaching material And
teaching method
f'k{k.k dh lQyrk f'k{k.k fof/k vkSj lh[kus dh lkexzh ds izHkko mi;ksx ij fuHkZj
djrh gSA
SPOT HINTS:
TEACHINGAIDS:
Teaching Aids must be proper used At proper time And for proper duration.
iBu lgk;d lkekxzh mfpr gks mfpr le; ij fn[kkbZ tk; vkSj mfpr le; ds fy;s gh fn[kkbZ tk;A
QUESTION TECHNIC:
Question must be Asked At different interval
iz'u ,d fuf'pr vUrjky ds ckn vo'; gh iwNk tk;A
Question must be simple straight forward And relation to topic
iz'u lgt] lh/ks vkSj fo"k; oLrq ls lEcaf/kr gksA
It is must be relevant realistic relevant And thought provoking
iz'u rdZ laxr mi;qZDr vkSj ikB ds vuqlkj gksus pkfg, tks efLr"kd dks mRrj izkIr djus
ds fy;s mRrsftr dj ldsA
Formula, sketch, special suggestion & comment given in spot hints
lw= [kkdk ¼fp=½ fo'ks"k lq>ko ldkjkRed vkykspuk rqjUr funsZ'k ds vUrxZr vkrs gSA
APPLICATION:
Question Asked under this must be related to objective .
vuqiz;ksx ds vUrxZr iwNs x;s iz'u ds vuqlkj gksus pkfg,A
Its number will be equal to the number of objective.
iz'uksa dh la[;k mn~ns'; dh la[;k ds cjkcj gksuh pkfg,A
The topic presented during presentation Are covered in Application
izLrqrhdj.k ds le; izLrqr fd;s x;s fo"k; ls gh lEcaf/kr iz'u iwNus pkfg,A
It provide in Opportunity evaluate the instruction for Ability to transfer the skill.
;g vuqns'k dks vius Kku LFkkukUrj.k dh ;ksX;rk dk ewY;kdau djus dk volj nsrk gSA
Give information regarding the topic note under stand by trainee hence some must be
emphasized properly during summary
fdlh ikB dks ftls izLrqrhdj.k esa crk;k x;k gS] fo|kFkhZ vPnh rjg ugha le>ik;k gS ;g
lwpuk vuqns'kd dks vuqiz;ksx ds vUrxZr iz'uksa ds ek/;e ls izkIr gksrh gSA vr% bl ikB
dh O;k[;k lkjak'k crkrs le; mfpr rjhds ls rFkk foLrkj esa crkuk pkfg,A
SUMMARY:
1 Summarize the main points Again
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eq[; fcUnqvksa dsk iqu% crk;k tkuk pkfg,A
2 When properly summarize trainees get An idea to clear their persisting doubts.
mfpr rjhds ls lkjak'k crkus ij fo|kFkhZ dk vf/kd le; ls pyk vk jgk lUns'k lekIr gks
tkrk gSA
3 Emphasize the point where doubts Are early to create.
mu fcUnqvksa ij vf/kd /;ku nsrs gq;s lkjak'k crkuk gS tka lUnsg mRiUu gksus dh lEHkkouk;sa
T;knk gksrh gSA
TEST:
4 Track their success & failure in learning
lh[kus mudh lQyrk o vlQyrk dk irk yxkus ds fy;s iz'u iwNs tkrs gSA
5 Interested Question must be comprehensive or comparative type to Jude their
mental Ability
ijh{k.k ds le; iwNs x;s le> lEcU/kh ;k rqyukRed gksus pkfg,A ftlls fo|kFkhZ dh
ekufld ;ksX;rk dk irk py ldsA
6 Question Are Ask to ensure their participative Associate on of trainer with
trainee
iz'u fo|kFkhZ dh lgHkkfxrk vkSj f'k{k.k dh lafyIrrk dh lqfuf'pr djus ds fy;s iwNs tkrs
gsA
ASSIGNMENT:
1 It is given to reinforce the learning & keeps them. Busy during off house of
teaching.
xzg dk;Z lh[kus dh izfØ;k dks lqn`< djus ds fy;s rFkk f'k{k.k dky ds ckn fo|kFkhZ
dks O;Dr j[kus ds fy;s fn;k tkrk gSA
2 Volume fdruk nsuk gSA
3 Observation to be made xzg dk;Z esa D;k fujh{k.k djuk gSA
4 Collect information fo|kFkhZ lwpuk ,df=r djsA
5 Answer Questioning Adequate & correctly iz'uksa dk lgh vkSj i;kZIr mRrj fy[ksA
6 Try to solve the problem if Any iz'u esa ;fn dksbZ leL;k gks rks mls <w<us dk iz;kl
djsA
7 Inclined to prefer books manuals journal information sheet to Answer certain
Question
dqn iz'uksa dk mRrj nsus ds fy;s mls fdrkc] if=dk fu;ekoyh ;k lwpuk lh[k mldk
voyksdu vo'; gh djuk pkfg,A
8 Out line the chart graph, sketch. As per requirement
vko';drk ds vuqlkj pkVZ xzkQ ;k fp=ksa cukuk iMsA
9 Note the learning by knowing the information
lwpukvksa dks izkIr djds lh[kus esa izxfr dks n'kkZ;As
10 Activate interest the learning.
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xzg dk;Z ,slk gh fd lh[kus dh :fp dks txk;k
11 Learn formula tables And definitions if Any
lw=] lkj.kh vkSj ifjHkk"kk ;fn gks rks mls ;kn dj ysA
4.2.3. Characteristic of lesson plan

1 Lesson plan should be in written from not At mantel or oral.
ikB ;kstuk fyf[kr gks ;k ekSf[kd ;k ekufld Lrj ij u gksA
2 All relevant point must be included
lHkh vko';d rF; ;k lwpuk;sa vo'; gh blesa lEefyr gksA
3 Relate in each point
lHkh rF; vkil esa lEcaf/kr gksA
4 Ensure continuity
lHkh rF;ksa dh Øec}rk cuh jgsA
5 Note the mental level of learner
fo|kFkhZ ds ekufld Lrj dk /;ku j[kk tk;A
6 Teaching method must be properly selected
f'k{k.k fof/k dk mfpr pqukoA
7 Activate intrinsic & extrinsic motivation
fo|kFkhZ dh ckã; ,oa vkUrfjd nksuksa izsj.kk tkxzr gksA
8 Learner participation is ensuring.
fo|kFkhZ dh lgHkkfxrk vo'; gksA
9 Should have variedly of student Activity with variation mental level
fo|kFkhZ ds ekufld Lrj ds vuqlkj muds fy;s vusd fØ;k dyki vo'; gh fufgr
gksA
10 Should have proper Assignment
mfpr xzg dk;ZZ vo'; gksA
11 Used day-to-day Activities As example.
nSfud dk;Z dh xfr fof/k;ka mnkgj.k ds :i esa izLrqr djsA
12 State title correctly
'kh"kZd mfpr rjg n'kZk,
13 Specify objective correctly
mns'; lgh y[ksA
14 Past And future lesson
vkt ds ikB dks dy i<k;s x;s ikB ls vkSj dy i<k;s tkus okys ikB ls vo'; dh
tksMsA
15 Keep motivation level inflect.
iszj.kk ds Lrj dks cuk;sA j[ksA
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16 Always explain new terms And trades properly
u;s 'kCn vkSj i|fr;ksa dh mfpr O;k[;k djsA
17 Learning material must be Adequate Accurate
lh[kus dh lkexzh i;kZIr vkSj mfpr gksA
18 Explain to under stand in presentation
izLrqrhdj.k le>us ds fy;s foLrkj ls O;k[;k djsA
19 Always track learning progress of trainee
fo|kFkhZ ds lh[kus dh izxfr dks ges'kk /;ku esa j[ksA
20 Stress safety point of lesson if Any.
lqj{kk lEcU/kh fcUnqvksa dks ;fn ikB es gh gks rks vPNh rjg crkuk pkfg,A
21 Used proper teaching Aids.
mfpr iBu lgk;d lkexzh dk mfpr mi;ksx djukA
22 Satisfy the learning requirement of trainees
fo|kfFkZ;ksa ds lh[kus dh vko';drkvksa dh larqf"V djukA
4.2.4. Advantage of lesson plan

1 Help the teacher to follow proper sequence
mfpr Øe dk vuqlj.k djus esa f'k{kd dh lgk;rk djrk gSA
2 Includes All points no important portion is left out.
lHkh fcUnqvksa dks ,d txg j[kk tk ldrk gS dksbZ egRoiw.kZ Hkkx NwVrk ugha
3 Follows simple to complex And know to unknown
ljy ls dfBu rFkk tkudkjh ls vufHkXK rF;ksa dh rjg c<+us dk Øe feyrk gSA
4 Develop confidence vkRecy c<rk gSA
5 Helps the teacher when & where to use the teaching Aids.
dc iz'u iwNuk gS vksj dc iBu lgk;d lkexzh fn[kkuk gS blds pquko esa lgk;rk
feyrh gSA
6 Awareness to complete the lesson with in specification .
,d fuf'pr le; esa ikB dks iwjk djus dh tkudkjh feyrh gSA
7 Convenient for Administration to know the progress of instructor.
iz'kklu dks vuqns'kd ds ckjs esa dk;Z izxfr dh tkudkjh djus eas lqfo/kk gksrh gSA
8 Offer A written record of lesson plan.
ikB ;kstuk dk fyf[kr vfHkys[k cu tkrk gSA
f'k{k.k dk;Z dks fo"k; oLrq ls HkVdkrk gSA
f'k{kd dks fo"k; oLrq ls HkVdko ls cpkdj fuf'pr Øe ij ges'kk cuk;s j[krk gSa
lh[kus dh lkexzh fyf[kr :i esa ges'kk miyC/k jgrh gSA
vuqns'kd iznku dh tkus okyh n{krk ds ckjs eas ges'kk tkudkjh j[krk gSA
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fo|kfFk;kZs ds mfpr fodkl dks izlLr djrk gSA
4.2.5. Disadvantage of lesson plan

1 le; T;knk yxrk gSA
2 /khjs&/khjs f'k{kd dh :fp rFkk ;kn djus dh fØ;k de gksrh tkrh gSA
3 ikB ;kstuk ds vk/kkj ij f'k{kd Jqfr ys[k fy[kkus yxrk gSA rFkk fo"k; oLrq ij
d{kk esa ifjppkZ ugha djrk gSA
4 fo|kfFkZ dh :fp de gks tkrh gS tc f'k{kd ikB ;kstuk dks cS'kk[kh dh rjg iz;ksx
djrs gSA
5 vius O;olk; esa gksus okyh vk/kqfud fodkl ds vuqlkj f'k{kd ikB ;kstuk dks
ifjofrZr djrs gSA
6 le; ds lkFk f'k{kd vkjke nsg gks tkrk gS ftlls f'k{k.k ds izfr mnklhUkrk vk tkrh
gSA
Point to be remembering while delivering As per lesson plan:

Preparation f'k{kd f'k{k.k lgk;d lkekxzh] fo"k; oLrq
fo|kFkhZ o vko';d midj.k rFkk f'k{kd ds rjhds
dh ;kstukA
Motivation izsj.kk dks txkuk vkSj cuk;s j[kukA
Development fo|kfFkZ;ksa ds iz'uksa ij /;ku nsA
Use teachingAids mfpr vkSj i;kZIr iBu lgk;d lkekxzhA
Summary eq[; fcUnqvksa dks iqu% laf{kIr esa dgukA
Participation izHkkodkjh lh[k ds fy;s mfpr iz'u djukA
Chalk board cksMZ ij fy[kus dks vknr gksuh pkfg,A
Technical Word rduhdh 'kCnksa dk lgh Kku rFkk mfpr O;k[;kA
Presentation mfpr lgHkkfxrk ds }kjk mns'; dh izkfIrA
OBJECTIVES:
Cognitive Skill Effective Skill Psychomotor (Workshop
(Theory Class) (Motivational Factor for Demonstration)
Trainees)
Parts Parts Parts
Knowledge Kku Receiving izkIr djuk Imitation udy djuk
Comprehension le> Responding izfrfØ;k djuk Manipulation cnyuk
Application vuqiz;ksx Valuating ewY;kadu djuk Precession 'kq)rk lVhd djuk
Analysis foPNsnu ;k Organizing Øec) djuk Adaptation xzg.k djuk
vyx&vyx djuk Articulation fn'kk nsuk Realization vuqHko djuk
Synthesis iqu% lek;kstu ;k Characterizing pfj= esa lek Normalization lkekU;dj.k
tksM+uk tkuk
Evaluation vkdyu djuk
REMEMBERING = RECALL + RECOLLECT + RECOGNIZE + REVEAL
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COGNITIVE SKILL:
1 Knowledge: To know Principal, Purpose & Procedure of facts.
Active Verbs: Reproduce, Organize, State, Select, Identify, Define, describe, match, name
¼iqu% crkuk] O;ofLFkr djuk] cguk] pquko djuk] igpkuuk] ifjHkkf"kr djuk] fooj.k crkuk] feykuk]
uke crkuk½-
2 Comprehension: - Understand & interpret the meaning of fact & figure,
formula, purpose of principle, procedure & other related terms.
Active verb: Distinguish Predict, Infer, Estimate, Narrate, Summarize, Give
Example, Extend, Explain, and Generalize.
¼igpkuuk] Hkfo";ok.kh djuk] vuqeku yxkuk] vuqekfur] O;k[;k djuk] laf{kIr esa
crkuk] mnkgj.k nsuk] fofLrzr djuk@c<+kuk] le>kuk] lkekU; :i ls crkuk½
3 Application ¼vuqiz;ksx½:Apply the Acquired knowledge And comprehension to
suitable situation. Able to modify the circuit diagram for proper function.
Active Verb: Demonstrate, Discover, Manipulate, Modify, Solve, Show,
Combine, Operate, And Produce, Use.
¼iznf'kZr djuk] [kkstuk] ifjorZu djuk] lq/kkj djuk] gy djuk] fn[kkuk]
tksM+uk@feykuk] pykuk] cukuk] mi;ksx djuk½
4 Analysis ¼foPNsnu½: Dismantle machine into its parts And identify the working of
different parts with relation to each other.
¼e'khu dks mlds Hkkxks ls vyx vyx djukA izR;sd Hkkxks dks vyx vyx djds
muds Hkkxksa dks vkarfjd laca/kksa@dk;ksZ dk fo'ys"k.k djuk½
Active Verb: Dismantle, Discriminate, Differentiate, Printout, Indicate,
Separate, Sub-Divide.
¼vyx vyx djuk] igpkuuk o vyx djuk] varj crkuk] fpafgr djuk] n'kkZuk]
vyx djuk] Hkkxksa esa ckaVuk½
5 Synthesis ¼lek;kstu½:- To relocate the All parts of A machine in A correct
sequence.
lgh Øe esa e'khuksa ds lHkh Hkkxksa dks ,d txg djukA
Active Verb: Categories, Compile, compose, revise, rewrite, relate, reorganize,
tell, plan, devise, design, And create.
¼lwphc) djuk] bdV~Bk djuk] cukuk] iqu% cukuk] iqu% fy[kuk] laca/k LFkkihr djuk]
iqu% O;ofLFkr djuk] crkuk] ;kstuk cukuk] rjhds cukuk] fp= cukuk] jpuk djuk½
6 Evaluation ¼vkdyu djuk½: To evaluate efficiency, correctness, quality, flaws,
Accuracy, reliability, durability. It is A kind of judgment.
¼blesa {kerk] lgh jk;] xq.koRrk] xyrh;ksa] 'kq)rk] fo'oluh;rk rFkk fVdkmiu dk
vkdyu fd;k tkrk gSA ;g U;k; dk ,d rjhdk gSA½
Active Verb: Compare, Contrast, Judge, Suggest, Appreciate, Conclude,
Concise.
¼rqyuk djuk] fojks/kkHkkl] fu.kZ; djuk] lykg nsuk] iz'kalk djuk] lekiu djuk]
laf{kIr djuk½
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AFFECTIVE SKILL:
1 Receiving ¼izkIr djuk½ :- It refers to willingness to Accept the Information. It
concern with getting, holding And directing the Attention.
lwpukvksa dks lwuus dh bPNk izdV djsA ;g /;ku dks izkIr djuk] cuk;sa j[kuk o mls
,d fn'kk nsus ls lacaf/kr gSA
Active Verb: Give, Hold, Ask, Reply, Apply, Follow, Introduce, Complete.
nsuk] idM+uk] iwNuk] mRrj nsuk] ykxw djuk] vuqdj.k djuk] ifjp; nsuk] iwjk djukA
2 Responding ¼izfrfØ;k djuk½ :-Action in expected direction. It concern with
responding (for example "willing to do Assignment"), willing to respond (Do
more work than given to him)And pleasure in responding (satisfaction in doing
the Assignment)
lksp ds vuqlkj dk;Z dh fn'kkA ;g izfrfØ;k djus ls lacaf/kr gS ¼tSls fn;k x;k dk;Z
djuk½ rFkk izfrfØ;k dh bPNk O;Dr djuk ¼tSls fn;s x;s dk;Z ls T;knk djuk½ vkSj
izfrfØ;k esa vkuan vuqHko djuk ¼tSls dk;Z djus esa larqf"V dk vks/k gksuk½
Active Verb: Help, Confirm, Perform, Assist, Present, Practice, Answer,
Discuss.
lgk;rk djuk] lqfuf'pr djuk] dk;Z djuk] lgk;rk djuk] izLrqr djuk] vH;kl
djuk] mRrj nsuk] ppkZ djukA
3 Valuating ¼ewY;kadu djuk½ :- The value or worth traineesAttach to object,
behaviorAnd content. It refer to simple behavior (improving the skill or
commitment) should caring the responsibility.
fdlh oLrq] fo"k; ;k O;ogkj dks fo|kFkhZ fdruk egRo nsrk gSA ;g ,d lk/kkj.k
O;ogkj gks ldrk gS ¼tSls n{krk esa lq/kkj½ ;k drZO; fu"Bk Hkh gks ldrk gS tSls fn;s
x;s nkf;Ro dks iwjk djukA
Active Verb: Join, Initiate, And Justify, Response, Interface, Share, Study, And
Form.
tksM+uk] 'kq: djuk] mfpr crkuk] izfrfØ;k djuk] ,d lkFk feykuk] ckaVuk] v/;;u]
cukukA
4 Organizing ¼Øec) djuk½: bring All facts Information together resolving their
conflicts And deciding A definite direction for Action.
lHkh lwpuk o rF;ksa dks ,dtwV djuk] muds vkilh fojks/kkHkkl ls nwj djuk] rFkk
,d fof/kor dk;Z fn'kk dks lqfuf'pr djukA
Active Verb: Adhesive, Alter, Arrange, Generalizing, Complete.
fpidkuk@bdV~Bk djuk] cnyuk@ifjorZu djuk] lqO;ofLFkr djuk] lkekU; Øe ls
djuk@ns[kuk] iwjk djukA
5 Articulating ¼fn'kk nsuk½: Synthesizing the Action with direction. Accepting
responsibility, knowing own strength And weakness.
dk;Z djus dh fn'kk iznku djukA viuh ftEesnkjh dks Lohdkj djuk] viuh deh dks
vkSj etcwrh dks tkuukA
Active Verb: Verify Order, Revise, Integrate, And Listen.
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lR;kfir] Øe ls djuk] lqfuf'pr djuk] ,d lkFk feyk nsuk] lquukA
6 Characterizing ¼pfj= esa lek tkuk½:- Behavior At this level becomes more
pervading And predictable. it refers to emotional, psychological, & physical
balance of behavior. Display safety, consciousness. Display self-reliance
inaction control.
bl Lrj ij O;ogkj T;knk foLrzr vkSj vuqeku yxkus ;ksX; gks tkrk gSA HkkSfrd]
HkkoukRed vkSj eukSoSKkfud Lrj ij O;ogkj esa larqyu vk tkrk gSA lqj{kk ds izfr
tkx:drk mRiUu gks tkrh gSA dk;Z o fu;ar= esa vkRefuHkZjrk vk tkrh gSA
Active Verb: Display, Influence, Propose, Act, And Qualify.
iznf'kZr djuk] izHkkfor djuk] izLrqr djuk] dk;Z] ;ksX; cukukA
PSYCHOMOTOR SKILL:
1 Imitation ¼udy djuk½:- it is the stimulation of sense organ. Awareness to
subject, quality, And relation of fact, figure & Information.
Kkusafnz;ksa dh laosnuk½ fdlh lwpuk] rF;] ;k vkd`fr ds vkilh laca/k] xq.k vkSj muds
fo"k; oLrq ds ckjs esa tkudkjh nsuk ;k tkx:d djukA
Active Verb: Assemble, Built, Calibrate, Design, Compile, Fasten, Heat, Weld,
Grind.
lfEefyr ¼tksM+uk½] cukuk] lR;kiu djuk] [kkdk cukuk] ,df=r djuk] fjfcV
yxkuk] xje djuk] osfYMax djuk] xzkbZaM djukA
2 Manipulation ¼cnyuk½ :-
(a) Readiness to perform the task or Action. It is of three types
dk;Z fØ;k dks djus gsrq rRijA ;g rhu izdkj dk gksrk gS%&
Mental set (ready to Act) izfrfØ;k ds fy;s rRij jguk
Physical set (stoutness to Act) 'kkjhfjd 'kfDr gksuk
Emotional set (Willing to Act) izfrfØ;k dh bPNk djuk
A trainee must be ready for All Above three readinesses.
(b) Knows the proper sequence of operation.
(c) Perform proper body And hand movements.
'kjhj rFkk gkFk ds fØ;k dyki mfpr izdkj ls gksukA
Active Verb: Start, Begin, Proceed, And React, Volunteers.
'kq: djuk] vkjEHk djuk] vkxs cM+kuk] izfrfØ;k djuk] LosPNk ¼ls dk;Z djus gsrq vkxs vk,s½
3 Precision or Accuracy ¼'kq)rk lVhd djuk½:
(a) To perform more skillful motor Activities involving complex operating pattern.
n{krk dh tVhy fØ;kvksa ls vPNh rjg ls djus esa l{ke gksukA
(b) Efficiency is indicated by quick, smooth and (minimum time consumption)
Accuracy of Actions.
dk;Z dks tYnh] lVhd o lQkbZ ls djuk gh n{krk dks iznf'kZr djuk dgrs gSA
Active Verb: Mixture, Mend, Spread, Shoot, Sharp.
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feykuk] xje djds feykuk] QSykuk] xzkbZfMax@QkbZfyax ds ckn izkIr NksVs NksVs d.k dks vyx vyx
djuk] rst djuk
4 Adaptation ¼ifjfLFkrh vuqlkj <ky ysuk½: To change the step of operation to suit
A particular skill.
fdlh fo'ks"k n{krk izkIr djus ds fy;s vius fd;s x;s dk;Z ds Øe esa ifjorZu djukA
Active Verb: Adopt, Alert, Choose, Correct, Reproduce, Recognize.
<ky ysuk] cnyuk] pquuk] lgh] iqu% cukuk] iqu% O;ofLFkr djukA
5 Realization ¼vuqHko djuk½ :-
(a) It relates Automatic operation of skill related motor Activities.
n{krk ls lacaf/kr fØ;kdyki dk Lor% gh lR;kiuA
(b) Able to hold the too land equipment properly & correctly.
midj.k o vkStkj dks mfpr o lgh rjhds ls idM+us esa l{ke gksukA
(c) Attain more confidence And courage in doing motor Activities.
vf/kd lkgl o vkRefo'okl ds lkFk dk;Z djus esa l{ke gksukA
Active Verb: Compose, Develop, Combine, Originate.
cukuk] fodkl djuk] tksM+uk ;k feykuk] 'kq:vkr djukA
6 Normalization ¼lkekU;dj.k½ :
(a) Learn Activities become habitual process.
tks dqN fl[kk x;k og vknr ds :i esa vk tkrk gSA
(b) More efficient coordination of mind And machine (ease of muscle Action).
ekal isf'k;ksa dh efLr"d esa leqfpr lapkyuA
Active Verb: Tear Twist, Watch, Wear, And Work.
QkM+uk] eksM+uk] ns[kuk] f?kluk] dk;Z djukA
4.3. Question & questioning

Question is An Art As well As technique of teaching
iz'u f'k{k.k dk ,d rjhdk vkSj dyk gSa
Teacher must know how to formulate stimulation question & jhow to use in the class.
fdl izdkj mfpr iz'u cuk;s tk, vkSj d{kk esa mudk dSls mi;ksx gks bldk lEeqfpr Kku f'k{kd dks
vo'; gh gksuk pkfg,A
PURPOSE OF QUESTION
FOR TEACHER:
1 Provide A means know previous knowledge of trainer
iz'uksa ds }kjk f'k{kd fo|kFkhZ ds iwoZ Kku dk irk yxkrk gSA
2 Use the method transfer the skill.
iz'uksa ds vk/kkj ij n{krk iznku djus ds fy;s mfpr rjhds dk mi;ksx djrk gSA
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3 Retentively & attentively of learner is Ascertained.
;kn djus vkSj d{kk esa lpsr jgus ds xq.kksa dks lqfuf'pr fd;k tk ldrk gSA
4 Provide A means to motive the learner
fo|kfFkZ;ksa dks izsfjr djus dk ,d ek/;eA
5 Offer A link between trainer & trainee.
f'k{kd vkSj fo|kFkhZ ds chp ,d lEca/k LFkkfir djrk gSA
6 Effectiveness of learning is Ascertained
lh[kus dh izHkko'khyrk dks lqfuf'pr j[kk tk ldrk gSA
FOR TRAINEES:
1 Cater the confidence
vkRe fo’okl c<sxkA
2 Arouse the Attention
Lkpsr jgsxkA
3 Promote Alertness
Kku cks/k esa o`f}
4 Arrest Avert ness
VkyeVksy dh izo`fRr de gksukA
5 Click the creativity
l`tu dh {kerk esa o`f}
6 Inculcate the intrest & curiosity
ftKklk vkSj :fp tkx`r gksrh gSA
7 Trim the transient
O;ogkj dh papyrk lekIr gksrh gSA
8 Offer that Attain object
mns'; izkfIr esa iz’u lgk;d gksrh gSA
9 Realize their mistake
viuh xyfr;ksa dk vglkl gksrk gSA
10 Set to correct it
Xkyfr;ksa dks lq/kkjus dk iz;kl djukA
TYPES OF QUESTION
Based on PRESENTATION:
izLrqrhdj.k ds vk/kkj ij iz’u nks izdkj ds gksrs gSA
1 Oral ekSf[kd
2 Written fyf[kr
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ON THE BASIS OF LESSON PLAN
Introductory or preparatory question Ikfjp;kRed ;k rS;kjh lEca/kh iz’u %

To know the previous knowledge of learner
fo|kfFkZ;ksa ds iwoZ Kku dk irk yxkus ds fy;s
Developing question fodkl lEca/kh iz’u
Presentation it is Asked to Accelerate the rate of learning
izLrqrhdj.k esa iz’uksa ds }kjk lh[kus dh xfr dks c<;k tkrk gSA
Help to maintain report with trainee
fo|kfFkZ;ksa ds lkFk fo’okl dk lEca/k cuk;sa j[kus esa lgk;d gksrs gSA
Disciplinary question vuq'kklukRed iz’u
To maintain discipline in class
d{kk esa vuq’kklu cuk;s j[kus ds fy;sA
To Alert the trainee in class
d{kk esa fo|kfFkZ;ksa dks ges’kk pkSdUuk j[kus ds fy;sA
Recapituratory question lkja'k lEc/kh iz’u
Asked in summary &Application part to know their learning level & doubt in learning if Any
bl izdkj ds iz’u ikB ;kstuk ds vuqiz;ksx vkSj lkja’k ds vraxZr iwNs tkrs gsA ftls fo|kfFkZ;ksa ds
lh[kus ds Lrj dks vkSj lh[kus esa vkus okys lUns’k dk irk yxk;k tk ldsA
Evaluator question ewY;kdau lEc/kh
Asked in test in find out their grading in learning
Lh[kus ds Øe dks fu/kZfjr djus ds fy;s ikB ;kstuk ds ijh{k.k ds varxZr bl izdkj ds iz’ku iwNs tkrs
gSaA
ON THE TIME OF TEACHING
1. NATURAL QUESTION:
Asked by trainees during process of teaching it. Indicate their natural response to
learning.
f’k{k.k ds e/; fo|kfFkZ;ks }kjk iwNs x;s iz’u mlds lh[kus ds izfr izfrfØ;k dks n’kkZrk gS bl
izdkj ds iz’uksa dks LokHkkfod iz’u dgrs gSA
2. FORMAL QUESTION:
Asked by teacher during teaching to simulate the learning Among learner
f’k{k.k ds e/; esa lh[kus ds izfr fo|kFkhZ dks lEcksf/kr djus ds fy;s f’k{kd }kjk iwNs x;s iz’uksa
dks vkSipkfjd iz’u dgrs gSA
ON THE BASIS OF DISCUSSION

1 Detailed question foLr`r iz’u
2 Topic question fo"k; ls lEcaf/kr iz’u
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ON THE BASIS OF MEMORY ;kn djus ds vk/kkj ij
1 Fact question rF; laca/kh
2 Of information regarding A material fdlh oLrq ds lca/k esa eq[; ;k fo’ks"k lwpuk
izkIr djukA
3 Recognize question igpkuus okys
4 On the basic past knowledge learner to identify A specific materials Ikqjkus Kku ds
vk/kkj ij fdlh oLrq dh igpku djukA
5 Organization question laxBu lEca/kh iz’u
6 To tell structure & working process of An equipment. fdlh midj.k dh lajpuk
rFkk dk;Z fof/k dks crkus ds fy;s iwNs x;s iz’uksa dks laxBu lca/kh iz’u dgrs gSA
7 Memory question ;kn djus okys iz’u
8 To know formula, definition, table etc. lw= rkfydk rFkk ifjHkk"kk dks ;kn djds
crkukA
9 Assumption question vuqeku yxkus okys iz’u
10 Assume structure, function, probable fault ofA system or machinery fdlh e’khu
;k midj.k esa vkus okyh lEHkkfor [kjkfc;k ml e’khu dh dk;Z fof/k ;k lajpuk ds
ckjs esa vuqEkku yxkus ds fy;saA
11 Inference question Lkgefr izdkj ds iz’u
12 To know to comparative Ability of using A machine or system fdlh ry ;k
e’khu ds rqyukRed ;ksX;rk dk Kku izkIr djus ds fy;s
13 Interpretative question vius 'kCnksa esa iz'u dks crkukA
14 Illustrative question le>us dh ;ksX;rk lEca/kh
15 Informative question lwpuk lEca/kh
16 To know purpose function & other general information of A system or machine
fdlh e'khu ;k ;a= ds mns'; dk dk;Z fof/k ;k lkekU; lwpukvksa dks tkuus ds fy;sA
17 Comprehensive question le>us lEca/kh iz'u
18 Connection question lEcU/k izdkj ds iz'u
19 Able to establish relation between two component fdlh e'khu ds nks Hkkxksa ds chp
lEc/k LFkkfir djus dh ;ksX;rk tkuus ds fy;sA
20 Comparison question rqyukRed lEcU/kh iz'u
21 Able to compare the quality of two parts of machine or system fdlh e'khu ds nks
Hkkxksa dks nks e'khuksa esa ;k ,d ra= ds vusd e'khuksa esa rqyukRed lEca/k LFkkfir djus
dh ;ksX;rk tkuus ds fy;sA
22 CASUAL REASONING QUESTION vLFkkbZ foosd lEca/kh iz'u
23 To Assure the creativeness of learning fo|kFkhZ dh l`tukRed {kerk dk vkadyu
djus ds fy;s iwNs x;s iz'u
24 Analytical question foPNsnukRed iz'u
25 Ability to put down different parts of machine to tell its internal structure fdlh
e'khu ds Hkkxksa dks vyx&vyx djds vkUrfjd lajpuk dks crkus dh ;ksX;rk dks
tkuus ds fy;s iz'uA
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ON THE BASIS OF COMMINCATION
1 Close question
2 Does have one Answer As – what is your name? iz'uksa dk ,d mRrj nksA
3 Presumptive question iwokZuqeku ds rgr iz'u
4 Assume to know certain information with out being telling fcuk dgs gq;s [kqn
lwpukvksa dh tkudkjh igys ls j[krs gq;s iz'u djukA
5 Leading question usr`Ro lEc/kh iz'u
6 To know the Ability to perform A job fdlh dk;Z dks djus dh ;ksX;rk dk irk
yxkus ds fy;s iwNs x;s iz'u
7 Conflicting question fojks/kkHkk"kh iz'u
8 To clarify the Ambiguity regarding doing A job fdlh dk;Z dks djus esa vkus okyh
nqfo/kk dks nwj djus ds fy;s iwNs x;s iz'u
9 Hypothetical question dYiuk lEc/kh iz'u
10 Imagination regarding performance or Activities dk;Z dq'kyrk ;k fØ;k & dyki
ds ckjs eas tkudkjh izkIr djus ds fy;s dYiuk djukA
11 Open question [kqys iz'u
12 Descriptive type Answer ,sls iz'u ftuds vUrj foLr`r gksA
13 relation question lEcfU/kr iz'u
14 To relate the different Activities of same individual ,d gh O;fDr ds vusd dk;ksZ
esa lEca/k tkuus ds fy;s iwNs x;s iz'u
15 Multiple question ,d eas vusd iz'u
16 Answer contain to clarify more then tow facts bl izdkj ds iz'uksa esa nks ls vf/kd
mRrj nsus gksrs gSA
17 Rumbling question ,d lkFk vusd iz'u
18 Two or more question Ask simultaneously with giving the Answer the first
question ,d gh lkFk nks ;k nks ls vf/kd iz'u djuk vkSj igys iz'u dk mRrj feyus
ls igys gh nwljk iz'u dj nsukA
19 Testing question ijh{k.k lEc/kh
20 To know Ability specific field fdlh fo'ks"k {ks= esa ;ksX;rk dk irk yxkus ds fy;s
iwNs x;s iz'u dk ijh{k.k djukA
21 Probing question irk yxkus okys iz'u
22 To know specific information from an individual fdlh O;fDr ls fdlh fof'k"V
lwpuk ds ckjs esa iwNs x;s iz'uksa dks irk yxkus okys iz'u dgrs gSA
CHARACTERISTIC OF QUESTION
1 Simplicity ljyHkk"kk
2 It is must be correct concise, crypt, complete, concrete, collective ;g mfpr lgh
ljy iw.kZ rFkk Bksl rFkk ,d tqVrk okyh gksuh pkfg,A
3 Language of question iz'u dh Hkk"kk'kSyh
4 Language must be simple And At the level of learner iz'u dh Hkk"kk ljy rFkk
fo|kFkhZ ds ekufld Lrj ds vuq:i gksA
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5 Challenging of question
6 Comparative in form evaluating recognize type iz'u rqyukRed lgefr O;Dr djus
okys ewY;kadu ;ksX; rFkk igpku okys pqukSrh iw.kZ dgykrs gSA
7 Thought Provoking & generating idea fopkjksa dks m}sfyr djuk foosd tkuus okys
iz'u dgykrs gSA
8 Clarity question Li"V izdkj ds iz'u
9 Sense of question must be understood the trainee even though he may not be
knowledge its Answer iz'u dk vFkZ fo|kfFkZ;ksa dh le> esa iw.kZr% vk tk;s ;|fi
ml iz'u dk mRrj mls ugha vkrk gksA
DEFINITENESS
1 Question must have only one Answer iz'u dk dsoy ,d gh mRrj gks
2 It must not Ambiguous blesa nqfo/kk ;k lansg ugha gksuk pkfg,A
3 It clearly indicates the topic with which relate fdl ikB ls bldk lEca/ku gS ;g
Li"V gksuk pkfg,A
4 Define the direction of definite Answer blds }kjk ,d fuf'pr mRrj gh funsf'kZr
gksA
SPECIFICITY QUESTION
1 It must have specify purpose of Asking iz'u iwNus dk ,d fo'ks"k mns'; gksuk pkfg,A
2 What And which skill is obtained by it must be indicated blls D;k n{krk vkSj
fdl rjg feysxh vo'; gh bafxr gksA
3 Trainee must know the knowledge they Are At Attaining from it. fo|kFkhZ dks ;g
vo'; gh irk gks fd bl izdkj ds iz'uksa ls og fdl izdkj ds Kku vkSj n{krk dks
izkIr dj jgk gSA
4 Indicate to specific objective fdlh fo'ks"k mns'; dks n'kkZuk gh mns'; dh iwfrZ gSaA
Step of questioning
ASK:
1 Ask to entire class iwjh n{krk ls iwNk tk;A
2 Never put barrage of question to gather. ,d gh lkFk T;knk ls T;knk iz'u u iwNs
tk;A
3 Ask randomly i<kus ds chp&chp esa dHkh&dHkh iz'u iwNs tk;A
4 Never follow A sequence of Asking of the class. d{kk esa iz'u iwNus dk Øe u
cuk;sA
5 Different objective must be keep in mind iz'u iwNus ds mns'; dk vo'; /;ku j[ksA
6 Make sure that trainees has understood the question fo|kFkhZ us iz'u vPNh rjg
le> fy;k gSA ;g vPNh rjg lqfuf'pr dj ysA
7 Ask in A Amicable manner 'kkyhu LoHkko ls iz'u iwNsA
PASUE
1 Wait for moment After Asking the question
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iz'u iwNus ds ckn dqN le; bUrtkj djsA
2 Allow them to organize their though & try to find out the Answer
mUgs vius fopkjksa dks O;ofLFkr djus dk le; nhft, ftlls og lkspdj iz'u dk
mRrj izkIr djus dh dksf'k'k djsxkA
3 Try to pump out the Answer from trainee never seems to be hurry
fo|kFkhZ ls gh iz'u dk mRrj izkIr djus dh dksf'k'k djsa RkFkk dHkh Hkh tYnckth u
djsA
4 hurry on part of teacher develop same Attitude in trainee
f'k{kd }kjk fd;s x;s O;ogkj ds vuqlkj gh fo|kfFkZ;ksa ds n`f"Vdks.k dk fodkl gksrk
gSA
CALL
1 Call the trainees by name And let him Answer
fo|kfFkZ;ksa dks mlds uke ls cqyk, rFkk mls iz'u dk mRrj nsus nsA
2 Never interact in between even he is giving wrong Answer
;|fi og xyr mRrj ns fQj Hkh mls chp esa u jksdsA
3 Never repeat the Answer give fix by trainee
fo|kFkhZ }kjk fn;s x;s mRrj dks dHkh Hkh u nksgjk;k tk;A
4 Do not make A mockery of his Answer
mlds }kjk mRrj dk migkl u djsA
5 Do not criticize or comment critically in front of class
d{kk ds lkeus mldh rh[kh vkykspuk u djsA
LISTEN
1 Listen carefully the Answer of trainee
fo|kFkhZ ds mRrj dks /;kuiwoZd lqusA
2 Aspect or reject with A positive response without hearting the feeling of trainee
mlds }kjk fn;s x;s mRrj dks mldh lEosnukvksa dks fcuk uqdlku igqpk;sa ldkjkRed
rjhds ls mls Lohdkj dj nsA
3 Let him properly that his Answer is wrong
mls mfpr rjg ls crk ns fd rqEgkjk mRrj xyr gSaA
RESPONCE:
1 find out the response of trainee
fo|kFkhZ dh izfrfØ;k tkuus dh dksf'k’k djukA
2 Can he try Again to give correct Answer
D;k og iqu% lgh mRrj nsus dk iz;kl djsxk
3 Ascertain his willingness
mldh bPNk dk irk yxk;sA
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REPEAT
1 Let the other trainee given the Answer
vc nwljs fo|kfFkZ;ksa dks mRrj nsus dh vuqefr nsukA
2 If he tells correctly then Ask the previous trainee to repeat it
;fn og lgh mRrj crkrk gS rks xyr mRrj nsus okys fo|kFkhZ dks lgh mRrj nksgjkus ds
fy;s dfg,A
3 Correct him if he is Again giving wrong Answer
;fn og iqu% xyr mRrj ns rks mls lgh crk nsuk pkfg,A
4 Repeat the Answer correctly & properly with Active participation of trainee
mRrj dh iqukZo`fRr mfpr rjhds ls fo|kfFkZ;ksa dh lgh ;k mfpr lgHkkfxrk ls djsA
OBSERVATION OF TRAINEE ANSWER

1 Never Accept wrong Answer other wise trainee will learn wrong concept
dHkh&Hkh fn;s x;s xyr mRrj dks Lohdkj u djsa vU;Fkk fo|kFkhZ dks xyr lans'k
tk;sxk vkSj mldh oSlh gh vfHk/kkj.k cusxhA
2 Always Accept incomplete Answer
ges'kk iwjk mRrj gh Lohdkj djsA
3 Answer should be related to topic
mRrj fo"k; oLrq ls gh lEcaf/kr gksA
4 Allow time think And Answer the question
fo|kFkhZ dks iz'u mRrj nsus esa lkspus ds fy;s i;kZIr le; nsA
5 If Any trainee bluff reprimand him kindly
;fn dksbZ fo|kFkhZ >wB cksyrk jgk gS rks mls lgt Hkko ls psrkouh nsA
6 Find their faults & correct it .
deh dks nwj djus dh dksf'k'k djsA
7 Never punish A trainee for giving A wrong Answer
xyr mRrj nsus ij fo|kFkhZ dks n.M u nsA
8 Do not unnecessary haste to find the Answer
fo|kFkhZ }kjk iz'u dk mRrj izkIr djus ds fy;s tYnh u djsA
9 Be pair And let them response freely
fu"i{k jgs vkSj mUgs Lora= :i ls mRrj nsus nhft,A
10 Encourage to Answer not inject
iz'u dk mRrj izksRlkfgr djds izkIr djs u fd izrkfM+r djdsA
11 Should Always Attentive to their Answer
fo|kFkhZ ds fn;s x;s mRrj dks /;ku ls lquuk pkfg,A
Tender motivation to Ask And Answer the fo|kFkhZ dks iz'u vkSj mRrj nsus ds fy;s izksRlkfgr
question djuk pkfg,A
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Click the conception to conception to fo|kFkhZ
comprehended the fact while Answer
Repeating of trainee Answer is A nervous time f'k{kd }kj fo|kFkhZ ds mRrj dh iquZjko`fRr djuk
consuming have le; u"B djus okyh fuf"dz; vknr gS
Prevent few trainee giving All Answer dqN fg fo|kFkhZ lHkh iz'uksa dk mRrj ns ;g f'k{kd
dks jksduk
OBSERVATION OF TRAINEE QUESTION

Do not Allow group questioning lewg eas iz'u iwNus dh vuqefr u nsuk
Allow them to Ask effective question izHkkodkjh iz'u iwNus dh gh vuqefr nsuk ;k
izksRlkfgr djuk
Tricky catchy or misleading question must be xyr lwpuk nsus okys vkSj tfVy iz’u ds fy;s
rejected fo|kFkhZ dks euk djuk pkfg,
Encourage to form the question in proper iz'u iwNrs le; mfpr Hkk"kk dk iz;ksx djsa rFkk
language mUgas izksRlkfgr djsaA
1 Do not permit to show their intelligence through question
iz'uks ds ek/;e ls mUgs viuh cqf)eRrk ds izn'kZu dh vuqefr ugha nsukA
2 Desist irrevent question
ikB ls gV dj fd;s x;s iz'uksa dks Vky nsukA
3 Counsel them privately if they use to Ask understand question regularly
;fn dksbZ fo|kFkhZ ckj&ckj vokafPNr iz'u djs ,slk u djus ds fy;s mls vyx ls
ijke'kZ nsaA
REASION OF WRONG ANSWER BY TRAINEE

Trainee has not understood the lesson ikB izf'k{kkfFkZ;ksas dh le> eas u vk;k gks
Not Attentive in the class fo|kFkhZ d{kk eas lapsr ugha gS
Framing of question may not be correct f'k{kd }kjk crk;s x;s iz'u lEHkor% lgh ugha gSA
The level of question Above the mental level iz'u fo|kFkhZ ds ekufld Lrj ls mps Lrj gSA
of trainee
Instructor must not have the explain the lesson f'k{kd }kjk mlh ikB dh mfpr O;k[;k ugha dh
properly xbZ gSA
Doubt remain mind in trainee ikB ds izfr fo|kFkhZ ds eu eas vc Hkh lUnsg gS
Should has not understood the question fo|kFkhZ iz'uksa dks vPNh rjg ls ugha le> ik;k
gSA
Question is too lengthy iz'u oM+k gksus ds dkj.k
TYPE OF ANSWER
Right Answer lgh mRrj
Wrong Answer xyr mRrj
Partially right Answer vkaf'kd lgh mRrj
Guessing Answer vuqeku yxkus okys mRrj
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Random Answer tYnckth eas fn;k x;k mRrj
Mischief Answer 'kjkjr iw.kZ mRrj
TYPE OF WRONG QUESTION

Suggestive question lq>ko lEcU/kh iz'u
Answer in indicate in question mRrj iz'u eas n'kkZ;k x;k gks
Wide question foLr`r iz'u
Answer is unlimited ,sls iz'u ftu ds mRrj dh lhek u gks
Incomplete question v/kwjs iz'u
Not properly fram vPNh rjg u cuk;s x;s gks
Multiple question ,dkusd iz'u
More then one question in same question ,d gh iz'u eas vusd iz'u gks
Question with many Answer ,d iz'u rFkk vusd mRrj
Ambiguous question nqfo/kk okys iz'u
VAGUE QUESTION ¼izpyu ls ckgj ds iz'u½

QUESTION FROM OBSOLATE OR DELETED TOPIC
,sls iz'u tks izpyu eas u gks jgs fo"k; ls lacafU/kr gks
1 Question with misplace the ward
'kCnksa dk lgh iz;ksx u fd;k x;k gks
2 Grammatical or language error in question
iz'u eas Hkk"kk ;k O;kdj.k dh =qfV gks
ECHO QUESTION ¼iz'u /ofu iz'u½

When teacher require repetition of question by trainee
d{kk eas tc f'k{kd fo|kfFkZ;ksa ls mlh iz'u dh iquajko`fRr pkgrk gks
Collaborative question ¼ vf/kdkj izn'kZu iz'u ½
Where teacher want show the dominate by way of expression of illustration from question
tc f'k{kd viuh vfHkO;fDr ;k izLrqrhdj.k dks iz'u ds ek/;e ls d{kk eas iznf'kZr djuk pkgrk gSA
YES OR NO QUESTION ¼gkWa ;k ugha iz'u½
Answer should be only yes or no
ftu iz'uksa dk mRrj dsoy gkWa ;k u gksA
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4.4. Phase of skill learning
4.4.1. Fixation phase
For Trainee
Follow immediately the skill As observed tSlk ns[kk oSlk gh n{krk dks djus dh dksf'k'k
djuk
Insure All the steps of skill is performed n{krk ds lHkh dze dks vo'; gh dk;Z:i nsuk
Xerox the steps As stated by instructor vuqns'kd }kjk crk;s x;s dk;Z dks mlh :i eas
ikyu djsaA
Always try to select proper rain material geas'kk mfpr dPps eky dk pquko djs
Try to perform the skill Independent n{krk dks Lora= :i ls djus dh dksf'k'k djs
Involve in Activities with keenness yxu vkSj :fp ds lkFk dk;Z eas lEefyr gks
Offer to note the abstract viuh ck/kkvksa dk /;ku j[ksaA
Notion for correctness lVhd djus dh bPNk
For Instructor
fo|kFkhZ dks dk;Z djrs gq;s vPNh rjg ns[kuk
Fully watch while they Are performing the skill
Insure the correct them when ever & what ever tc vkSj tks Hkh mUgs vko';d gks og mUgs iznku
is required djuk
Xeroxing of step must be proper lHkh dze dk mfpr ikyu vo'; djsaA
Allow to used more then one sense-organs ,d ls T;knk KkusfUnz;ksa dk mi;ksx djus ds fy;s
izsfjr djsa
Try to over come their murdle mudh ck/kkvks dks nwj djus dh dksf'k'k djuk
Inculcates the intrest :ph dks tkx`r djuk
Offer the mean to increases the speed xfr dks c<+kus ds fy;s izksRlkfgr djsaA
Note their progress fodkl eas /;ku nsaA
4.4.2. Autonomous phase

Unforeseen fear still persist to perform Lora= :i ls dk;Z dks djus eas vc Hkh ,d Hk; eu
independently eas cuk jgrk gSA
Try to overcome the hurdle with the help of f'k{kd dh lgk;rk ls ck/kkvks dks nwj djuk vc Hkh
learner still to depend fuHkZjrk dks n'kkZrk gSA
Overcome the obstacle with self reasoning vius foosd ds ek/;e ls ck/kkvksa dks nwj djuk
indicate to independency Lo;a ij fuHkZjrk dks n'kkZrk gS
Nullify the dependency by providing fo|kfFkZ;ksa dh ejEer lq/kkj lQkbZ vkSj iqu% fuek.kZ
rectification modification meeninence & tSls dk;ksZ dks nsdj mudh f'k{kd ds izfr fuHkZjrk
servicing work to them dks lekIr fd;k tk ldrk gSA
It offer the sense of success in training blls fo|kfFkZ;ks ds eu eas lQyrk dk Hkko mRiUu
gksrk gSA
Make to strength the positive response ldkjkRed izfrfdz;k dks cy feyrk gS
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Offer to generate confidence competence & blls lkgl vkRecy vkSj n{krk mRiUu gksrh gS
courage
Usually time of struggle to Attain the requires l?k"kZ dk og le; tks vko';d Lrj dks n{krk
level of skill is known As Autonomous phase izkIr djus ds fy, t:jh gS] n{krk dh Lora=
voLFkk dgykrh gS
For Instructor
Allow to Allen the proper skill mfpr n{krk izkIr djus eas lgk;rk djsa
Almost care for speed Accuracy And in xfr lVhdrk vkSj dk;Z ds vuq:i dkSf'k'k izkIr
workmanship djus eas T;knk /;ku nsa
Tended the tricks dqN fo'ks"k lq>ko o ;qfDr;kWa crk,
Offer to Attain the slandered xq.kioRrk izkIr djus eas lgk;rk nsaA
Notice And till their weakness mudh deh dks ns[ks vkSj mUgs crk;s
Offer to work Independently Lora= :i ls dk;Z djus dk volj iznku djsa
Make sure they use proper tool properly ;g lqfuf'pr djs fd og lgh vkStkj mfpr le;
ls iz;ksx djs
Obey the set rule of skill learning n{krk lh[kus ds fu/kkZfjr fu;eks dk vo'; gh
ikyu djsaA
Use to form the habit of doing properly & 'kh?kzrk vkSj lgh rjhds ls dk;Z djus dh vknr
promptly cukukA
Set to synchronize the skill with speed And n{krk dks lVhdrk rFkk xfr ds lkFk lekosf'kr
Accuracy djsaA
4.5. Steps of learning the skill
Observation fujh{k.k djuk

Participation lgHkkfxrk djuk
Imitation vuqdj.k@udy djuk
Repetition iquZjko`fRr
OBSERVATION FOR TRAINEES

Observe As demonstrated or explained by f'k{kd }kjk fn;s x;s izn'kZu ;k O;k[;k dk
teacher voyksdu djuk
Be sure to watch carefully each step of izn'kZu ds lHkh Øe dks lko/kkuh iwoZd ns[kuk
demonstration
Step of demonstration must be imitates in mind izn'kZu ds dze dks ;kn djus dh dksf'k'k djuk
Repetition of important point must be engraved f'k{kd nksgjk;s x;s egRoiw.kZ fcUnqvks dks ;kn djus
in mind dh dksf'k'k djuk
Value of observation depend on interest voyksdu dk egRo :fp vkSj /;ku ij fuHkZj
&Attention djrk gSA
Always see & listen when demonstrate And f'k{kd }kjk izn'kZu fd;s x;s ;k crk;s x;s rF;ks
explain by teacher dks vo'; gh ns[ksa vkSj lqusA
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Always Alert allain the skill ges'kk lpsr fo|kFkhZ gh n{krk izkIr djrk gS
Try to sequence the step in mind iznf'kZr djus dh dze dks efLr"d eas Li"V ldasr
cukuk
Initiate to Acquire the basic fact required for n{krk ds ewy rRoks dks izkIr djus dh 'kq:okr
skill djuk
Obtain the help to correct the sequence of Øe dks lgh djus ds fy;s f'k{kd dh lgk;rk
required izkIr djuk ;fn vko';d gks
Note the important point of demonstration izn'kZu ds eq[; fcUnqvksa dks fy[k nsuk
4.6. Step of teaching the skill

4.6.1. Helping trainees to develop psychomotor skill
OBSERVATION FOR INSTRUCTOR

Demonstration And explain properly f'k{kd }kjk mfpr izdkj ls izn'kZu ;k O;k[;ku
djukA
Demonstrate each step in sequence izn'kZu ds lHkh fcUnqvks dh Øec) rjhds ls izn'kZu
djuk
Insure the follow correct step lgh dze dk f'k{kd }kjk vuqlj.k djuk
Reputed of important of Attention & intrest in izn'kZu ds voyksdu eas /;ku vkSj :fp ds egRo
watching the demonstration dks vo'; crk;saA
Try to exploit more then one sense organ izn'kZu ds le; fo|kFkhZ dk ,d ls T;knk
during demonstration KkusfUnz;ksa dks mRrsftr djus dk iz;kl djuk
Make sure trainee Are Alert during izn'kZu ds le; fo|kFkhZ lapsr ;k pkSDduk jgsaA
demonstration
Tell to recollect the step of demonstration izn'kZu ds fcUnqvks dks iqu% O;ofLFkr djus ds fy;s
dguk
Explain properly the basic element of skill n{krk ds ewy rRoks dh vPNh rjg O;k[;k djuk
Offer the help of needed vko';d dze lgh djus eas lgk;rk djuk
Dictate the main point of demonstration izn'kZu ds eq[; fcUnqvkas dks Jqfr ys[k }kjk fy[kuk
PARTICIPATION
TRAINEE INSTRUCTOR
1- izf'k{kkfFkZ;ks dks izn'kZu eas Hkkx ysuk pkfg, 1- f'k{kd ;g lqfuf'pr djs fd fo|kFkhZ izn'kZu eas
vo'; gh lgHkkfxr gks
2- fo|kFkhZ izn'kZu dks /;ku iwoZd ns[ks 2- f'k{kd fo|kFkhZ dks pkSdUuk jgus dks dgssa
3- izn'kZu ds Øe dks iqu% lqfuf'pr djuk 3- fo|kFkhZ dks izn'kZu ds Øe dks lqfuf'pr djus
dk volj iznku djsaA
4- iqNus ij izn'kZu ds Øe dks mlh :i eas crk,as 4- izn'kZu ds Øe dks fo|kfFkZ;ks ls vo'; iwNk
tk;sA
5- lgHkkfxrk ds fy, vuqdj.k vko';d gS 5- fo|kFkhZ izn'kZu ds Øe dks vo'; ;kn j[ks
6- izn'kZu dh Li"V vfHk/kkj.kk cukuk 6- izn'kZu dh vfHk/kkj.kk dks Li"V djuk
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7- le> ds }kjk :fp dks c<+kuk 7- mfpr izn'kZu }kjk :fp c<+kuk
8- miyC/k lalk/kukas dk mfpr mi;ksx djuk 8- lalk/ku dk mfpr mi;ksx lqfuf'pr djuk
9- vko';d ifjoZruds ckn izn'kZu ds Øe dks 9- izn'kZu ds Øe dks fuf'pr djus eas lgk;rk
fuf'pr djuk djuk
10- ;fn dksbZ lansg gks rks mls nwj djuk 10- muds lansg dks nwj djuk
11- tc vkSj tSlk vko';d gks vuqns'k dh 11- tc vko';d gks rks izf'k{k.k dh lgk;rk
lgk;rk ysuk djuk ;k funsZ'k nsuk
12- mfpr Øe dks fy[kuk 12- mfpr Øe fy[kus ds fy;s dgukA
IMITATION
TRAINEE INSTRUCTOR
1- tSlk ns[kk mlh ds vuqlkj vc izn'kZu djuk 1- vc mUgsa Lo;s djus dk volj nsuk
2- vuqdj.k djus ds fy;s izsj.kk vko';d gS 2- vuqdj.k djus ds fy;s mUgs izsfjr djuk
3- Lo;a iznf'kZr djus ds fy;s :fp vkSj /;ku 3- mudh :fp vkSj /;ku c<+kus dh dksf'k'k djuk
dsfUnzr djus dh dksf'k'k djuk
4- mfpr Øe ds vuqlkj djus dh dksf'k'k djuk 4- muds izn'kZu ds dze dks fujh{k.k djuk
5- dze dks ;kn djus dh dksf'k'k djuk 5- dze dks ;kn djus ds fy, dguk
6- vf/kd ls vf/kd KkuksfUnz;ks dk mi;ksx djus 6- O;k[;k ds }kjk vf/kd ls vf/kd KkusfUnz;ks
dh dksf'k'k djuk dks mi;ksx eas ykuk
7- izR;sd vkStkj dks mfpr rjg ls idM+us o 7- fo|kFkhZ ds vkStkj idM+us ds <ax dk voyksdu
iz;ksx djus dh dksf'k'k djuk djuk
8- efLr"d rFkk ekal isf'k;ksa dk leUo;d izkIr 8- mfpr leUo;d izkIr djus eas lgk;rk djuk
djuk
9- vius fodkl dks Lo;a ns[kuk 9- muds fodkl dh deh dks mUgs crkuk
10- izf'k{kkfFkZ;ks dks le; ,oa lVhdrk ls dk;Z 10- le; o)Rrk ,oa lVhdrk ds fy;s mUgs izsfjr
djus dk iz;kl djuk pkfg;s djuk
REPETITION
TRAINEE INSTRUCTOR
1- vH;kl ds }kjk gh iw.kZrk izkIr gksrh gS vr% 1- vH;kl djus dk volj iznku djuk
mlh izn'kZu dh ckj&ckj nksgjkuk vko';d gS
2- mfpr iquZjko`fRr }kjk gh izHkkodkjh n{krk izkIr 2- izf'k{kkfFkZ;ks dks mfpr iquZjko`fRr djus dk
dh tkrh gSA volj iznku djukA
3- mfpr fof/k dk vuqlj.k djuk 3- mudh fof/k dk fujh{k.k djuk
4- dk;Z djus ds rjhds dks dk;Z ds vuqlkj gh 4- ;fn dksbZ xyrh gks jgh gks rks mls crk nsuk
djuk
5- lVhd dk;Z djus dh vknr cukus dh dksf'k'k 5- mfpr dk;Z vknr dks f'k{kd }kjk izksRlkfgr
djuk djuk
6- loZxq.k izkIr djus ds fy;s dk;ksZ eas iw.kZ :i 6- leiZ.k vkSj yxu ds lkFk dk;Z djus ds fy;s
ls rRdkyhurk vko';d gS mRlkfgr djuk
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7- O;ogkj dh vkokaNuh; xfr fof/k;ks dks jksduk 7- fo|kFkhZ ds vuko';d dk;ksZ dks vo'; crk;s
8- lVhdrk cuk;s j[krs gq;s xfr c<+kus dh 8- dk;Z dkS'ky izkIr djus ds fy;s izksRlkgu
dksf'k'k djuk djuk
9- lkoZHkSfed@vUrjk"Vªh; xq.koRrk ds vuqlkj 9- vaUrjk"Vªh; xq.koRrk dh fo'ks"krk, crkuk
xq.koRrk izkIr djuk
10- laf{kIr ;k xyr rjhds ls dHkh Hkh dk;Z 10- bl vknr dks f'k{kd }kjk jksdukA
djus dk iz;kl u djuk
4.6.2. Actual teaching of skill

Skill is transfer mighly experience & trained n{krk ,d vuqHkoh vkSj leqfpr izf'k{k.k }kjk
tramer to learner izf'k{kkfFkZ;ksa dks LFkkukUrfjr dh tkrh gSA
Demonstration is essential from being to izn'kZu fuEu dkj.kks ls f'k{k.k ds izkjEHk ls gh
following vko';d gSA
To clearly the object mnns'; dks Li"B djus ds fy,
Purify the performance dk;Z dq'kyrk dh ifj"d`r djus ds fy,
Direct & different direction from Instructor is mfpr fodkl o iw.kZrk izkIr djus ds fy, vuqns'kd
Always s especial for Proper development dk lqfuf'pr vkSj le; ij[k funsZ'ku vkfr
Attainment vko';d gSA
Correct the Action oaten the require skill vko';d n{krk izkIr djus ds fy;s dk;Z fof/k eas
lq/kkj djuk
Instructor is A live wire between learner & f'k{kd f'k{k.k lkekxzh vkSj fo|kFkhZ ds e/; og
learning materially hence play An important lsrq gS ftlds ek/;e ls Kku vkSj n{krk dk mfpr
role in tramper of skill And knowledge As well LFkkukUrj.k gksrk gS rFkk fo|kFkhZ iz'kaluh;
As formation of Appreciating Attitude
n`f"Vdks.k izkIr djrk gSA
4.7. Requirement for instructor to teach skill

Motivation (desiretteact) i<+kus dh bPNk ;k izsj.kk
Manipulation proficiency gLr dkS'ky tkuuk
Presentation execution of skill by trainee fo|kfFkZ;ks }kjk n{krk izkIr djuk rFkk mldk
mi;ksx djuk
Evaluation ewY;kadu
MOTIVATION
Mobilize the bill to teach i<+kus dh bPNk 'kfDr dk laxzg djuk
Obtain the object mnns'; dks izkIr djuk
Tame the team sprit ,d lkFk Vhe Hkkouk dks cuk;s j[kuk
Instinct to transfer the skill vUrjeu ls n{krk LFkkukUrj.k dh dksf'k'k djuk
Value of skill must be understood n{krk dk ewY; vPNh rgj le> eas vk tk;
Ability to shoulder to responsibility ftEesnkjh fuokZg djus dh dksf'k'k ;ksX;rk
Try to Give proper demonstration & ges'kk izn'kZu vkSj izLrqfrdj.k vPNh rjg djus
presentation nsus dh dkSf'k'k djuk
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Obtain effectiveness izHkko 'khyrk izkIr djus dh dksf'k'k djsaA
Notion for proper intention mfpr lksp dk /;ku j[ksaA
MANIPULATIVE
Master of his profession vius O;olk; eas ikjaxrA
Anchor of Ability ;ksX;rk dk vf/kdrj Lrj izkIr djuk
Notion of nattiness n{krk dk ladsr
Ideal to imitate vuqdj.k ads vkn’kZ
Portrait of performance dk;Z dq'kyrk dk izfrfoac
Upkeep the urgency vko';drk dks iwjk djus okyk gSA
Laminator of learning lh[k dks lqjf{kr djus okyk
Arc of Action dk;Z dkS'ky ls ifjiw.kZ gks
Track of transferring the skill n{krk iznku djus dk iFk gks
Value for human value ekuoh; ewY;ksa dk egRo le>us okyk gks
Eradicate the errors xyfr;ks dks nwj djus okyk gks
PRESENTATION
Prepare from A to z lHkh vko';d lkekxzh o fof/k dh vPNh rjg
rS;kj djuk
Required lesson plan demonstration plan must ikB ;kstuk izn'kZu ;kstuk tks Hkh vko';d gks
be ready igys ls rS;kj djds j[kk tk;
Effective teachingAids izHkkodkjh iBu lgk;d lkexzh dh rS;kjh
Proper tools & equipments As required vko';d midj.k ,oa vkStkj tks Hkh t:jh gks
Arrange it in sequence mUgs dk;Z ds Øe eas j[kkA
Relate each step properly lHkh fcUnqvkas dks ,d lkFk tksM+uk
Ascertain the learning understanding fo|kFkhZ dh le> dh lqfuf'pr djuk
Tell each step with proper illustrate lHkh Øe dks mfpr izn'kZu ;k O;oLFkk ds lkFk
explanation crkuk
Insure to use to proper tool mfpr vkStkj dk gh mi;ksx djuk
Obtain the progress of trainee during learning lh[kus dh izfdz;k eas fo|kfFkZ;ksa ds fodkl dks
process lqfuf'pr djuk
Note And correct their mistake mudh xyfr;ksa dks ns[kuk rFkk lgh djuk
DEMONSTRATION SKILL
Develop proper demonstration plan mfpr izn'kZu ;kstuk cukuk
Effective demonstration will have positive izHkkodkjh izn'kZu fo|kfFkZ;ks ij ldkjkRed izHkko
impaction learner Mkyrk gSA
Maintain the motivation level izsj.kk ds Lrj dks cuk;s j[kuk
Out line the steps of demonstration properly izn'kZu ds mfpr Øe dh Øec) rjhds ls crkuk
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Narrate each step izn'kZu ds izR;sd fcUnq dks ifjHkkf"kr djuk
Should Arrange the trainee in such Away so fo|kfFkZ;ksa dks bl izdkj O;ogkj djuk ftlls
that each can see & hear properly izR;sd fo|kFkhZ vPNh rjg vkSj lqu ldsaA
Tell the use of each tools & equipment izR;sd midj.k vkSj vkStkj dk mi;ksx vo';
crk;s
Rate of demonstration should be slow izn'kZu dh xfr /kheh gksrh gS gksuh pkfg,
Attract the Attention by illustration And O;k[;k vkSj izn'kZu ds }kjk fo|kFkhZ ds /;ku dks
explanation vkdf"kZr djuk
Try to tell & follow the sefty-precution vko';d lko/kkfu;kWa crkuk rFkk Lo;a vuqlj.k
djuk
Insure to use tool & rain material properly & dPps eky rFkk vkStkj dk mfpr rFkk lni;ksx
economically djuk
Obtain effectiveness in demonstration izn'kZu eas izHkko'khyrk izkIr djuk
Know & correct the negative Attitude udkjkRed n`f"Vdks.k dks crkuk vkSj lq/kkjuk
Acquisition & executiom of skill by trainee

Ability to demonstrate izn'kZu dh ;ksX;rk
Capability to explain & illustration O;k[;k vkSj izn'kZu
Use to Adhere the safety point lqj{kk ds fcUnqvkas dk ikyu djsaA
Quality to Attend the standard ekud ads vuqlkj xq.koRrk izkIr djuk
Endurance to operate dk;Z dh lkeF;Z izkIr djukA
Synergy for psychomotor skill n{krk dks izkIr djus eas vko';d ÅtkZ vkSj bPNk
dks izkIr djuk
1 INSTICT TO ERADICATED THE INTRICASES
tfVy dk;Z dks djus dk vkUrfjd euA
2 TRY TO OVERCOME THE OBSTACLE
ck/kkvks dks nwj djus dh dksf'kl djsaA
3 Intigard the skill the job
dk;Z ds lkFk n{krk dks lekosf'kr djsaA
4 Obtain orderliness
dk;Z dks O;ofLFkr rjg ls djsA
5 Never negait the set sequence
Øec) rjhds dk ges'kk ikyu djsaA
EVALUATION
Explain the marking scheme vad nsus dh ;ksX;rk dh vPNh rjg crk nsuk
Value of judge the job muds dk;Z dk ewY;kdau vkSj xq.koRrk ds vk/kkj
ij fu.kZ; ysukA
Analysis the job to find the defect dk;Z dk vkadyu djds dfe;kWa fudkyuk
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Legate their learning to skill viuh lh[k dks fd;s x;s dk;Z dh n{krk ds lkFk
tksM+uk
Use the same standard for All trainee vad nsus ds ,d gh ekiuk dk lHkh fo|kFkhZ;ks ds
fy;s leku :i ls djuk
Always explain their short coming mudh dfe;ks dk mUgs vo'; crk;s
Tell the standard And Accuracy needed ekud vksj lVhdrk D;ks vko';d gS mUgs crk;s
Illustrate the fact which is common for All lHkh fo|kfFkZ;ks ds fy;s vko';d rF;ksa dks leku
:i ls crkuk
Offer to prepaid to grading izkIrkd ads vuqlkj mudh lQyrk dk Øe crkuk
Note And tell their sasses And failure mudh lQyrk vkSj vlQyrk ij /;ku nsuk vkSj
mUgas crkuk
ELEMENT OF SKILL
Speed xfr Economic lnqi;ksfXkrk
Accuracy lVhdrk Concentration ,dkxzrk
Workmanship dkS'ky Co opration lg;ksx
Ability ;ksX;rk Punctuality le;c)rk
Dexterity izoh.krk@prqjkbZ Proper Attitude mfpr n`f"Vdks.k
PROPER ATTITUDE
Courtesy fouezrk Induestriousness esgurh LoHkko
Initiative izkjEHk djuk Leadership usr`Ro dh {kerk
Earnestness n`< ladYi Self relian vkRe fuHkZj
Interest :fp Objective mnns'; ds vuqlkj
Integrity lR;fu"Bk Judgment fu.kZ;
Honesty bZekunkjh Ambition egRodka'kk
Enthusiasm mRlkg Purpose & punctualit mnns'; vkSj le;o)rk
Loyalty oQknkjh CO- Ordination & CO leUo;d vkSj lg;ksx
Opration
Intuition vUrj eu ls dk;Z Self Control Lofu;a=.k
djuk
Resourceulness lalk/kukas dk mfpr Self-Dependency Lo;a ij fuHkZjrk
mi;ksx
DEMONSTRATION
1 Preparation - Before demonstration
2 Presentation - During demonstration
3 Application - After Demonstration feedback
PREPARATION
Select the objective And state the skill mnns'; dks pquuk vkSj izkIr dh tkus oky n{krk
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dks vPNh rjg crk nsuk
Acquire the require tool & equipment & raw vko';d vkStkj midj.k rFkk dPpk eky izkIr
material dj nsuk
Remove the distracting effect fo|kFkhZ dk /;ku izn'kZu dh rjQ vkdf"kr djuk
Decide the sequence of demonstration is izn'kZu ds dze dks igys ls gh lqfuf'pr dj ysuk
necessary write ;fn vko';drk iM+s rks Øe dks fy[k nsuk
Arrange the tool & equipment As per there use midj.k dks muds mi;ksx ds vuqlkj dze eas yxk
nsuk
Required safety precaution to be explained vko';d lko/kkuh o lqj{kk tks izn'kZu ls igys
mls crkuk
Provision for keeping the extra raw material vfrfjDr dPpk eky ;fn vko';d gks rks mls
required j[kus dh txg lqfuf'pr djuk
Make sure trainee participation fo|kFkhZ dh lgHkkfxrk dks lqfuf'pr djuk
Provision for Air And light At the place of izn'kZu ds LFkku ij gok o izdk'k dh leqfpr
demonstration miyC/krk
Let the trainee stand the semi circle so that fo|kFkhZ dks v/kZ xksykdkj eas [kM+k djuk ftlls
every one can see & hear lHkh ns[k rFkk lqu ldsa
Prepare the experiment sheet operation sheet & vkijs'ku 'khV] iz;ksxkRed 'khV tkWc'khV dks vo';
Job sheet As required cuk;s
PRESENTATION OR DEMONSTRATION
Explain or technical term to be use during izn'kZu ds le; mi;ksx fd;s tkus okys rduhdh
rF;ksa dh mfpr O;k[;k djuk
Explain the pulpous And use of each tools lHkh vkStkjks ds mnzns'; vkSj mi;ksx dh O;k[;k
dj nsuk
Explain properly the safety precaution bl izn'kZu eas fufgr lko/kkuh vkSj lqj{kk dks
involved vPNh rjg crk nsuk
Explain sequence of demonstration slowly & izn'kZu ds Øe dks /kheh xfr ls vkSj Øe c)
sequentially rjhds ls crk nsaA
While explaining do not demonstrate And O;k[;k djrs le; izn'kZu u djs vkSj izn'kZu djrs
while demonstrating do not explain le; O;k[;k u djs
Insure the demonstrate According to decided iwoZ fu/kkZfjr Øe ftldh vHkh O;k[;k dh x;h gS
sequence As explain mlh Øe ds vuqlkj izn'kZu djsaA
While explaining look on trainee & while O;k[;k djrs le; fo|kFkhZ dh rjQ ns[kas rFkk
demonstrating look on job izn'kZu ds le; dk;Z dks
Do not explain while demonstration izn'kZu ds le; O;k[;k u djsa
Ask the trainee to be Attentive fo|kfFkZ;ksa dks /;ku ls ns[kus ds fy;s dfg;s
If required use chalk board ;fn vko';d gks rks pkd cksMZ dk iz;ksx djsA
Demonstrate As A skill crafts man dq'ky dkjhxj dh rjg izn'kZu djsaA
Let them watch And comprehended the basic ewy n{krk dks ns[kus vkSj le>us dh dksf'k'k djsaA
skill
Use same tools & equipment As to be use by ogh midj.k o vkStkj izn'kZu eas mi;ksx djs
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the trainee ftldk mi;ksx fo|kFkhZ Hkh djsaxsA
Pay Attention And follow the safety precaution lqj{kk vkSj lko/kkfu;ksa ij /;ku nsuk vkSj mldk
vuqlj.k djukA
Perform on sample place izn'kZu uewus ds :i eas djs
Perform their reception fo|kFkhZ ds n{krk dk Lrj izkIr djus dk irk
yxk;saA
Repeat same skill with trainee As vocational mlh n{krk dh iquZjko`fRr vc fo|kfFkZ;ksa ds lkFk
instructor O;oklkf;d vuqns'kd dh rjg djsaA
Get the place of demonstration clean And let izn'kZu ds lkFk gh LoPNrk lqfuf'pr dyk vkSj
them understand the value of proper house lqO;oLFkk fd egRo dh le>us dh dkSf'k'k djsaA
keeper
APPLICATION
Provide the experiment/ operation job sheet to fo|kfFkZ;kas dks vko';drkuqlkj iz;ksx lhV] 'khV]
trainee dk;Z 'khV rS;kj djukA
Let them imitate the skill immediately crk;s x;s n{krk dh rqjUr vuq'kj.k djuk
Observed them while doing dk;Z djrs gq;s mldk voyksdu djsaA
Note the mistakes tell them politely & mldh xyfr;ks dks ns[kus lkSE; rjhds ls mUgs
correctly crkuk rFkk mleas lq/kkj dh dksf'k'k djuk
Guide to use tool & equipment & rain material midj.k vkSj dPps eky dk mfpr mi;ksx djus
Properly ds fy;s fn'kk funsZ'k nsuk
Let them repeat the same skill mlh n{krk dh iquZjko``fRr ds fy;s mUgs dgsaA
Now tell the standard &Accuracy require with vc mUgs xq.koRrk vkSj lVhdrk tks ,d fuf'pr
specific time &Ask them to Achieve le; eas izkIr dh tkusokyh gS mls crk;s vkSj izkIr
djus ds fy;s dgs
Evaluate their job And tell their success failure vc muds fd;s x;s dk;Z dk ewYkkdau djds mudh
level lQyrk vkSj vlQyrk dh Li"V :i ls crk
nsukA
4.8. Demonstration plan

1 Preparation - Planning for Demonstration
2 Presentation - Giving the Demonstration
3 Application - Feedback of Demonstration
4 Test - Applicable on Students
4.8.1. Preparation:
1 Select the Skill.¼n{krk dk pquko½
2 State the Objective ¼mn~ns'; dks lqfuf'pr djuk½
3 Acquire the Required Tools & Equipments ¼vko';d midj.k ,oa vkStkj izkIr
djuk½
4 Arrange them in Sequence of Their use ¼mUgs ¼fo|kFkhZ½ muds mi;ksx ds Øe esa
O;ofLFkr djuk½
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5 Decide the Method & Sequence of Demonstration ¼iznf'kZr djus dk rjhdk o Øe
dks fuf'pr djuk½
6 Required Raw Material must be Available ¼vko';d dPpk eky miyC/k gks½
7 Avoid the distracting effect ¼/;ku esa ck/kk igqapkus okys dkj.kksa dks nwj djuk½
8 Essential safety precautions ¼vko';d lqj{kk o lko/kkfu;kaa½
9 Essential safety equipments if required ¼lqj{kk ds midj.k ;fn vko';d gksa½
10 Check for place of demonstration ¼izn'kZu LFky dh tkap½
11 Ensure proper light And ventilation At the place of demonstration ¼izn'kZu LFky
ij izdk’k ,oa gok dh mfpr O;oLFkk gks½
12 Arrangement for the trainees ¼fo|kfFkZ;ksa dh cSBus dh O;oLFkk gks½
13 Proper place for positioning of tools, equipments, raw material & teachingAids
¼midj.k vkStkj] dPpk eky vkSj iBu lgk;d lkexzh dks j[kus gsrq mfpr LFkku½
14 Availability of first Aid & fire extinguisher ¼izkFkfed fpfdRlk rFkk vfXu'keu ;a=ksa
dh miyC/krk½
15 Availability of experiment sheet & operation sheets ¼izk;ksfxd 'khV rFkk vkWijs'ku
'khV dh miyC/krk½
4.8.2. Presentation:
GIVING THE DEMONSTRATION: ¼izLrqrhdj.k dk Øe½
1 Explain the skill & objective required. n{krk o mn~ns'; tks fo|kFkhZ izkIr djsxk]
mldh O;k[;k djsa-
2 Explain the purpose of each tool with their identification. izR;sd midj.k dks mudh
igpku ds lkFk muds dk;Z dh O;k[;k djsa-
3 Explain the technical terms to be used during demonstration. izn'kZu ds le;
mi;ksx fd, tkus okys rduhdh rF;ks dh O;k[;k djsa-
4 Explain the safety precautions to be involved in the demonstration. izn'kZu eas
lfEefyr lqj{kk dh lko/kkfu;ksa dks Li"V :i ls crkuk ;k O;k[;k djuk-
5 Explain the procedure of the demonstration. izn'kZu ds rjhdksa dh O;k[;k djsa-
6 Ensure to follow set sequence of explaining the procedure. fof/k crkrs le;
izn'kZu ds ,d fuf'pr Øe dks lqfuf'pr djuk-
7 Ensure to perform with same procedure & same sequence. mlh Øe o rjhds ls
izn'kZu djsa ftls crk;k x;k-
8 Arrange the trainees in semi-circle so that each one can observe properly.
fo|kfFkZ;ksa dks v/kZo`Rrkdkj ?ksjs esa bl izdkj O;ofLFkr djsa fd izR;sd fo|kFkhZ izn'kZu dks
vPNh rjg ns[k ldsA
9 Ensure to concentrate their Attention on demonstration. muds /;ku dks izn'kZu ij
dsafnzr djuk lqfuf'pr djsa-
10 Ensure to look on object while demonstration & look trainees while explaining.
izn'kZu djrs le; dk;Z dks ns[ksa vkSj O;k[;k djrs le; fo|kfFkZ;ksa dh rjQ ns[ksa-
11 Ensure not to explain while demonstrating & not to demonstrate while explain.
izn'kZu djrs le; O;k[;k u djsa vkSj O;k[;k djrs le; izn'kZu u djsa-
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12 Use chalkboard & teaching Aids as & when required. ';keiV dks iBu lgk;d
lkexzh dk vko';drkuqlkj mi;ksx djsa-
13 Perform with same Tools & Equipments, which trainees used. fo|kFkhZ ftl
midj.k o vkStkj dks mi;ksx djrk gS mldk mi;kssx djrs le; izn'kZu djsa-
14 Perform on samples piece. uewuk ds fy, j[ks x, tkWc ij gh dk;Z djsa-
15 Ensure to receiving of trainee in between trainees. fo|kFkhZ fdruk izkIr dj jgk gS]
chp&chp esa bls lqfuf'pr djsa-
16 Perceive their understanding & clarify the doubts. mudh le> ds Lrj dk /;ku
j[krs gq, muds lansgksa dks nwj djuk-
17 If there is more than one method, perform with one method only at a time. ;fn
izn'kZu djus ds ,d ls vf/kd rjhds gksa rks ,d le; ij dsoy ,d gh rjhds ds }kjk
izn'kZu fd;k tkos-
18 Follow the safety precautions during the demonstration as explained. O;k[;k ds
le; tks Hkh lqj{kk dh lko/kkfu;ka crkbZ xbZ gksa] izn'kZu ds le; mudk vo'; mi;ksx
djsa-
19 Remove distracting effect if any. /;ku esa HkVdus ds dkj.k dks gVk nsuk-
20 After demonstration let, the trainees check & recognize the quality. izn'kZu ds ckn
fo|kFkhZ dks izn'kZu dh xq.koRrk igpkuus o tkap djus dk volj nsa-
21 Repeat the demonstration with the trainees. fo|kfFkZ;ksa ds lkFk mlh izn'kZu dks iqu%
nksgjk,sa-
4.8.3. Application (or feedback):

1 Summarize the complete demonstration with the trainees. fo|kfFkZ;ksa ds lkFk laiw.kZ
izn'kZu laf{kIr esa iqu% djuk-
2 Provide the experiment sheet or operation sheet. mUgsa operation sheet ;k
experiment sheet iznku djuk-
3 Provide Tools/Equipment, Raw Material, Machineries As required.
vkStkj@midj.k] dPpk eky vkSj e'khu tks Hkh vko';d gksa] mUgsa iznku djuk-
4 Tell the safety precautions. lqj{kk dh lko/kkfu;ksa dks iqu% crkuk-
5 Let them do the practical. mUgsa Lo;a izk;ksfxd dk;Z djus fn;k tkos-
6 Instructor must observe them. vuqns'kd vo'; dh mUgsa dk;Z djrs le; /;ku nsa-
7 Correct them whenever the follow wrong sequence or procedure. tc os xyr Øe
o xyr rjhdk dj jgs gksa] rks mUgsa lgh Øe o rjhdk crkuk-
8 Guide them as & when needed. tc vkSj tSlh vko';drk gks] mlds vuqlkj
ekxZn'kZu djuk-
9 Check the job & evaluate. muds dk;Z dk fujh{k.k dj ewY;kadu djuk-
10 Tell their shortcoming in attaining the skill. n{krk izkIr djus esa D;k deh gS og
crkuk-
11 Allow them to practice, to correct to mistakes. mudh xYkfr;ksa dks nwj djus dk
vH;kl dk vkSj volj iznku djuk-
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4.8.4. Test (only for trainees): perform the test.
1 Provide the necessary Amenities. tks vko';d gS og mUgsa nsuk-
2 Tell the time of completion of work. dk;Z iw.kZ gksus dk le; fu/kkZfjr djuk-
3 Standard (Quality, Accuracy & Workmanship) requires. xq.koRrk D;k gks\
4 After completion of time, check their job & grade them. le; iwjk gksus ij muds
dk;Z dh tkap djsa vkSj muds vuqlkj xzsM iznku djuk-
Sequence of Remembering the Demonstration Plan:

¼izn'kZu ;kstuk dks ;kn j[kus dk Øe½
TELL SHOW LET THEM DO CORRECT GUIDE EVALUATE
crkvks fn[kkvks djus nks lq/kkjks ekxZn'kZu nks ewY;kadu djks
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LESSON PLAN
Trade: Lesson No:
Date: Time:
Name: Roll No:
Unit: Unit No:
TITLE:
Objective: On completion of this lesson the trainee shall be able to:
1.
2.
3.
4.
Training Aids:
Preparation:
Review:
Motivation:
Introduction:
Presentation:
S.No. Points/Topics Information in short Spot Hints
1.
2.
3.
4.
Summarization:
1. Q:
A:
134
2. Q:
A:
Application:
1. Q:
2. Q:
Test:
1. Q:
2. Q:
References:
1.
2.
Next Lesson:
135
Demonstration PLAN
Trade: Demo. No:
Date: Time:
Name: Roll No:
Unit: Unit No:
SKILL:
Objective: On completion of this demonstration, the trainee shall be able to:
1.
2.
3.
4.
Preparation:
Tools & Equipments Raw Materials Sample (Aids)
Introduction:
Presentation:
Narration of activities with

Procedure Spot hints
safety
136
Summarization:
1. Q:
A:
2. Q:
A:
Application:
1. Q:
2. Q:
Test:
1. Q:
2. Q:
References:
1.
2.
Next Demonstration:
137
Chapter – Five
Instructional Technology
5. Instructional technology
5.1. Instructional technology
5.1.1. Definition
vkt ds ;qx eas egRoiw.kZ rFkk fodflr midj.k vkSj ;a=kas dh rduhdh dk m|ksxkas eas ;k training
mythology eas l`tukRed mi;ksx dks gh Instructional Technology dgrs gSA
foKku Øec) vkSj izHkkfor Kku dh 'kk[kk gS bls vuqHko vkSj ifjfLFfr fl)karkas ds ek/;e ls fl)
fd;k tk ldrk gSA
Instructional technology vuqns'kd esa deh [kkst dk lekos'k gh vuqns'kd ;a= foKku dgrs gSa foKku
ds ifjekf.kr rjhdksa dk lqO;ofLFkr mi;ksx djuk gh vuqns'k ;a= dk y{; gSA ;g rhu izdkj ds gksrs gSa
1 Law of instructional technology
2 Medium of instructional technology
3 High of instructional technology
fdlh Hkh izdkj dk ;a= foKku dk pquko bl ij fuHkZj djrk gS fd og fdlh leL;k dk lQyrk
iwoZd lek/kku djrk gS vkSj vuqns'k dh izfØ;k dh tfVyrk D;k gS mfpr izdkj dk pquko lgh lgk;d
vkSj lacaf/kr rF;ksa dk /;ku esa j[kdj leL;ksa ds vuqlkj fd;k tkrk gSA
Law of Instructional Technology:

Chalk Board; Talk Teaching, Chart, Model, Magnetic Board, And All three Dimensioning
Teaching Aids.
Medium of Instructional Technology:

OverHead Projector, Film, Projector, Strip Film, Sound Film Projector.
High of Instructional Technology:

Multimedia, LCD, (Liquid Crystal Display) D.L.P. (Disinter Liquid Projector) Animation,
Television, Satellite, Diseken Education
vuqns'ku rduhd esa d{kk vFkok d{kk ls ckgj ikB~;Øe dks izLrqr djus dk o.kZu fd;k tkrk gSA izk;%
vuqns'ku o f'k{k.k nksuksa esa izf'k{kkf.kZ;ksa dks lh[kus dh izsj.kk nh tkrh gSA fQj Hkh nksuksa esa varj gSA
vuqns'ku dk vFkZ gS] lwpuk nsuk vFkkZr~A
TRAINER CONTENT
EVALUATION
TRAINEE METHOD
OF MEDIA
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5.2. Communication
Communication has come from A Latin Word “COMMUNE” that means TO MAKE
COMMON.
Elements of Communication:
MEDIUM
SOURCE MESSAGE (CHANNEL) RECEIVER
Steps of Communication:
1 Ideation
2 Encoding
3 Transmission
4 Receiving
5 Decoding
6 Action
Classification of Communication:
1 One Way And Two Way Communication
2 Verbal And Non Verbal Communication
3 Interpersonal And Mass Communication
4 Informal And Formal Communication
Formal Communication:
Horizontal Vertical
Upwards Downwards
Meeting of Same Level People
Subordinates to Boss Boss to Subordinates
Communication Media:
Sound Picture Action
1. Verbal Communication 1. Written communication 1. Non verbal communication
using written language
2. Much Widely use 2. Visual Communication 2. Body language
3. Do not require much 3. Carries more idea than 3. Used As supplement to
learning language communication verbal communication
4. Immediate Feedback 4. Used As Aid to language 4. Visual Aids
5. Easy to Establish communication
6.Less chance of
misunderstanding
Five Rules of Effective Communication:

Communicator (Sender) should ensure that the receiver.
1 Receives the message
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2 Understand the message
3 Accepts the message
4 Uses the message
5 Sends Feedback
Seven C’s In Communication:

1 Clear
2 Complete
3 Correct
4 Concise (Brief)
5 Courteous (Polite)
6 Concrete (Not Abstract) (Confident)
7 Candid (Free & Frank)
Five W’sAnd 1 H in Communication:

1 What
2 Who
3 Whom
4 When
5 Why
6 How
How to Improve Effective Communication:

1 Physical Aspects
(a) Standing Posture
(b) Eye Contact
(c) Voice Modulation
(d) Action Communication
2 Academic Aspects
(a) How to Introduce the Subject
(b) Objectives / Dimensions
(c) Giving Example whenever necessary
(d) Conclusion
3 Understanding the Receiver
(a) I know type
(b) Emotional Type
(c) Understanding Social, Economical, Status And Responsibilities
4 Para-Communication or Body Language
Tip For Improving Communication:

1 Tell it Right
2 Plan Your Communication
3 Select Proper Channel For Communication
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4 Encode / Decode Properly
5 Setup Easy Conditions for Easy Communication
6 Follow-up Your Communication
7 Be Sure That Action Supports Your Communication
8 Seek Not Only To Under Stood, But To Understand Also.
COMMUNICATION OF INFORMATION:
;g dk;Z izf'k{k.k ds vfrfjDr vU; O;fDr;ksa ;k ;qfDrvksa }kjk Hkh iwjk fd;k tk ldrk gSAtSls %
AUDIO VISUAL AIDS:

izf'k{k.kkfFkZ;ksa dks funsZf'kZr dj ldrh gSA i=kpkj ds ikB~;Øe rFkk Open University Hkh vuqns'kd ds
dk;ksZa dks izsl rFkk Vsyhfot+u ls ljyrkiwoZd dj ldrh gSA vuqns'k rduhd gkMZos;j izksxzke ij
vk/kkfjr o mlds varxZr VsifjdkMZ] fjdkWMZj Iys;j] Vsyhfot+u izkstsDV vkfn vkrs gSA ftldh lgk;rk
ls izf'k{k.k cM+s ls cM+s lewg dks de ls de le; rFkk de [kpZ esa Kku iznku fd;k tk ldrk gSA
vuqns'ku f'k{kk dks ljy] Li"V :fpdj] izHkko'kkyh cukus esa lgk;d gksrh gSA ijarq vuqns'ku rduhdh
izf'k{k.k dk LFkku ugha ys ldrh] D;ksafd izf'k{kd ,o izf'k{k.kkFkhZ ds chp var%izfØ;k dk gksuk t+:jh gSA
vuqns'ku rduhdh f'k{k.k vkSj lh[kus dh laiw.kZ izfØ;k dks fof'k"V mn~ns'; ds vuqlkj fMtkbu djus]
pykus rFkk mldk ewY;kadu djus dh ,d Øec) ;kstuk gSA
vuqns'ku lh[kus ¼rduhdh½ dh izfØ;k dks izsfjr djrh gSA blds varxZr vuqns'ku lkexzh dk p;u
mn~ns'; dks /;ku esa j[kdj fd;k tkrk gSA
vuqns'kkRed rduhdh dh vo/kkj.kk %
izf'k{k.kkFkhZ viuh vko';drkvksa ds vuqlkj vkSj viuh {kerkvksa ds vuqlkj lh[k ldrk gSA
izf'k{kd dh vuqifLFkfr esa izf'k{k.kkFkhZ lh[k ldrk gSA
vuqns'ku ds fujarj iz;ksx ls iw.kZ cy iznku fd;k tk ldrk gSA
vuqns'ku rduhdh }kjk vf/kxe mn~ns';ksa dks izkIr fd;k tk ldrk gSA
vuqns'kkRed rduhdh dh fo'ks"krk,a %
vuqns'kkRed rduhdh] KkukRed mn~ns';ksa dks izkIr djus esa lgk;d gksrh gSA
;g rduhdh izHkko'kkyh izf'k{kdksa dh deh dks iwjk djrh gSA
bl rduhdh }kjk fo|kFkhZ viuh vko';drkuqlkj vkSj viuh xfr vuqlkj lh[k ldrs gSaA
bl rduhd }kjk O;fDrxr fHkUurkvksa ij fu;a=.k ik;k tk ldrk gSA
bl rduhd esa ikB~; oLrq dk xgjkbZ ls fo'ys"k.k fd;k tk ldrk gSA ftlls ikB~; oLrq dk
izLrqfrdj.k izHkko'kkyh gksus dh vk'kk cuh jgrh gSA
5.3. Types of Teaching-Learning Aids

A training Aid can be defined As A device that assists a trainer to transmit to a learner.
5.3.1. Facts, skills, knowledge, understanding and Appreciation

A training method means the way in which an instruction is presented to the learner. There are
various training methods. Especially for vocational training method. Such As Lecture Method,
Demonstration Method, Group Discussion or Conference Method, Role Playing Method etc. The
selection of A particular method for a particular course is determine by the considering as to how
141
can the objective of the course to best fulfilled. How can the scope and content of the course be
covered to achieve the objective? Most training course objectives are best met by using one or a
combination of more then one of these several methods.
5.3.2. Why training Aids Are used

In order to answer to the question it is necessary to know the basic principles in which training
Aids Are developed.
Basic Principle – “All Learning Is the Experiments – By Teaching, By Smelling, By Seeing, By
Testing, & By Hearing.”
However, 80% of learning is affected through two sensory organs – Seeing and Hearing.
Teaching Aids Are therefore mostly developed on those two principles. These Aids may be –
1 Visual Aids
2 Audio Aids
3 Audio Visual Aids
5.3.3. How do the training Aids help in a training situation

Some of the specific ways in which the training Aids influence the learner to create motivation
And participation in the subject of instruction are explained.
1 They create interest and hold Attention.
2 They Assist information correct image in the learner’s mind.
3 They assist in understanding proper relationship components part of A whole
unit.
It can be said that the training Aid, have A wide range of Application they serve to inspire
Action, create desirable Attitude, expedite the development of skills And orient people to new
situation.
Thus it can be summarized that - TrainingAids
1 Help The Learner
(a) To Learn Faster
(b) To Remember Longer
(c) To Gain More Accurate Information
(d) To Receive an understand delicate concepts and meanings.
2 Help The Instructor
5.3.4. Selection of training Aids:

The effectiveness of training Aids is mainly depending on their judicious selection and proper
use. Selection of training Aids for A training program is again dependent on the training
technique or the media of communication Adopted to meet the objectives of the program.
In vocational training the gap between training And learning program is frequently wide because
of the back of A suitable program of medium, of communication. Media provide the ways And
means of learning through the Appropriate sensory experience listening, smelling testing
touching and manipulating Are prime, firsthand impressive learning factors, when properly use,
such experience can stamp realism And effectiveness into vocation training program.
5.3.5. Classification of teachingAids
Audio Visual Aids:

Audio Visual Aids Are the latest technique of teaching, presently Almost trainers, instructors
And institutes Are using these Aids for the effective training. Audio Visual Aids are the
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combination of HARDWARE ‘A’And SOFTWARE ‘B’.Audio Visual Aids Are used in three
ways –
1 Visual Aid
2 Audio Aid
3 Audio Visual Aids
1. Visual Aids:
Visual Aids are used in two manners. These Are Projected Aids And Non-Projected Aids.
Projected Aids ‘A’ Non-Projected Aids ‘A’
1. Slide Projector 1. Chalk Board

2. Film Strip Projector 2. Magnetic Board
3. Over Head Projector (OHP) 3. Felt Board
4. Epidiascope Projector 4. Display Board
5. Camera 5. Printing Machine
6. Loop Film Projector
Projected Aids ‘B’ Non-Projected Aids ‘B’

1. Slide 1. Graphic Aids
2. Film Strip 2. Printed Materials
3. Transparency 3. Photographs
4. Opaque Material 4. Flannel Materials
5. Loop Film 5. Chart
6. Models
7. Mock-Ups
a. Printed Material – Books
b. Visits – Industrial Visit
2. Audio Aids:
Audio Aids ‘A’ Audio Aids ‘B’
1. Tape Recorder 1. Magnetic Tape
2. Record Player 2. Record
3. Radio
3. Audio Visual Aids:

Audio Visual Aids ‘A’ Audio Visual Aids ‘B’
1. Sound Film Projector 1. Sound Films
2. CCTV 2. Video Tapes
3. Multimedia 3. Animation Clips
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5.4. Non projected Aids
5.4.1. Chalk board/ white board
Importance of Chalk Board/ White Board:

';ke iVy lcls lLrh iz.kkyh dk eq[; vax gSA ;g vuqns'kd ds c<+s dke dh oLrq gSA orZeku esa ';ke
iVy dh egrrk vf/kd c<+ xbZ gS D;ksafd dksbZ Hkh fo"k; lQyrk iwodZ rHkh i<+k;k tk ldrk gS] tc
';ke iVy dk mi;ksx fd;k tkosA izf'k{k.k euksfoKku us ;g fl) dj fn;k gS dh fo|kFkhZ vius
KkusfUnz;ksa }kjk Kku izkIr djrk gS vkSj KkuktZu ds fy;s ftruh vf/kd KkusfUnz;ksa dk mi;ksx fd;k
tkos] Kku izkIr djus esa mldk mruk vf/kd egRo gSA bl euksoSKkfud rF;ksa ds vk/kkj ij ;fn f'k{kd
vius ekSf[kd O;k[;ku dks ';ke iVy ij fy[ks rks mldk egRo vf/kd gks tkrk gS A
Importance of Developing a Lesson on Chalk Board/ White Board:

vkt ds euksoSKkfud ;qx us fl) dj fn;k gS fd f'k{k.k ekSf[kd :i ls iw.kZ ugha fd;k tk ldrk gSA
bldh vko';d ,oa egRoiw.kZ ckrksa dks ';ke iVy ij fy[kk tkos rks izf'k{k.kkFkhZ viuh KkusfUnz;ksa dk
iz;ksx djds viuk fodkl dj ldrk gSA ;fn ,d ;k ,d ls vf/kd KkusfUnz;ksa dk mi;ksx ge fl[kkus
esa djrs gS rks mldk izHkko lh[kus esa vPNk iM+rk gSA ';ke iVy ds mi;ksx esa vka[k ,oa dku ¼ns[kus ,oa
lquus½ dh KkusfUnz;k fØ;k'khy gksrh gSaA ftlls lh[kus okys dk Kku fLFkj gks tkrk gSA ';ke iVy }kjk
iwjh d{kk dks ,d lkFk gh ikB~;oLrq] mnkgj.k ,oa x`g dk;Z fn;k tk ldrk gSA blls ;g Li"V gks tkrk
gS fd ';ke iVy v/;kidksa dh vko';drk ;k ';ke iVy cM+s dke dh oLrq gSA bls ge lPpk ,oa vPNk
fe= Hkh dg ldrs gSaA
EFFECTIVE USE OF CHALK BOARD

1 Surface should be dull enough to Avoid glaive
PkkWd cksMZ dh lrg pdkpksan dh nwj djus ds T;knk pedhyh ugha gksuh pkfg,
2 The surface should be rough enough to hold the chalk
bldh lrg [kqnjh gks rkfd pkd }kjk bl ij vPnh rjg fy[kk tk ldsA
3 StandAt one side of the board while explaining
O;k[;k djrs le; cksMZ ds ,d rjQ [kMs gks chp es ugh
4 Write heading in bold & capital letter in the central
ikB ds eq[; 'kh"kdZ dks cksMZ ds e/; esa cMs v{kjksa esa fy[kuk
5 Write neatly And clearly
lkQ vkSj Li"V fy[ks
6 Writing should be cleared by soft cloth or duster
cksMZ dh fy[kkoV dks eqyk;r diM+s ;k MLVj ls lkQ djuk pkfg,
7 Avoid draining complex picture ob board
tfVy fp+= cksMZ ij cukus dk iz;kl u djsa
8 Avoid cramping to much point on board
cksMZ ij T;knk ls T;knk fo"k; oLrq ugha fy[kuh pkfg,
9 Always start writing from top to bottom
cksMZ esa ges’kk mij ls uhp dh fy[kuk pkfg,
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10 Date should be written At Any other corner of board
fnukad ges’kk tgka ls fy[kuk izkjEHk gks mlds nwljs fdukjs ij fy[kuk
11 Module or lesson no should be on top near corner
ikB dk uke uEcj ;k ekM;wy tgka ls izkjEHk djrs gS ml dkuZj esa fy[kuk
12 Divide the board in two half
cksMZ dks fy[krs le; nks Hkkxks esa ckaVuk
13 Any end write sub heading & it’s include heading
mi'kh"kZd ;k blds vUrxZr vkus okys vU; 'kh"kZdA
14 Near side use for solving problem sketch or essential point of content
utnhd dh rjQ leL;kvksa dk lek/kku [kkuk [khapuk ;k ikB ds eq[; Hkkxksa dks
crkus ds fy;s iz;ksx djkuk pkfg,
15 Writing on board Always be simple short & subjective
cksMZ ij ges’kk ljy Hkk"kk esa laf{kIr esa vkSj fo"k; oLrq ds lEcU/k esa gh fy[ks
16 Develop explanation with the help of point written one by one in logical manner
O;k[;k ds fcUnqvksa dks rdZ laxr Øe esa ,d&,d djds cksMZ esa fy[ks
17 Use color chalk for high light the main point
eq[; fcUnqvksa dks vPNh rjg n’kkZus ds fy;s jaxhu pkd dk iz;ksx djsa
18 Use board only when necessary
ftruk vko’;d gks mruk gh cksMZ dk mi;ksx djsA
19 Do not use it As cribber board
LØkbcj cksMZ dh rjg iz;ksx u djsa
20 Do not use in to proof your Artiste competency
viuh dyk dk izn’kZu djus ds fy;s cksMZ dk iz;ksx u djsa
21 Clean the board before writing so that previous writing is not visible
fy[kus ds ckn cksMZ dks bl izdkj lkQ dj ns fd igys dh fy[kkoV u fns[ksA
22 Care should be taken not write continuously on the board
cksMZ ij ykxkrkj fy[ks dk dke u djsA
23 Plan the work in Advance
cksMZ ij D;k fy[kk gS bldh ;kstuk igys cuk ysA
24 Paint the board At regular interval
cksMZ dks le;≤ ij lkQ isUV djrs jgsA
25 For geometrical work use geometrical scale
26 Allow time for trainee to note down the content
fo|kfFkZ;ksa dks fo"k; oLrq fy[kus dk le; nhft,
27 Use pointer to explain the point written on board
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cksMZ ij fy[ks fcUnqvksa dh O;k[;k djus ds fy;s ladrs dk iz;ksx djsA
28 Do not turn your complete back where writing
fy[krs le; f’k{kd dh iwjh ihB fo|kfFkZ;ksa dh rjQ ugha pkfg,A
29 Lettering size for
(a) Heading – 50 to 60 mm
(b) Sub heading – 35 to 45 mm
(c) Under sub 30 to 40 mm
(d) Normal content 25 to 30 mm
30 Try to Always writing in capital letter on board
cksMZ ij ges’kk cMs v{kjksa esa fy[kuk pkfg;sa
CHALK BOARD IS A VISUAL AID:

1 Effective And readily Available visual A/v Aid
;g izHkko dkjh gS rFkk vklkuh ls miyC/k gks tkrk gSa
2 Cheep & convenient to use
lLrk gksrk gS rFkk ljyrk ls mi;ksx fd;k tkrk gSA
3 Capable to classifying the content when properly
vPNh rjg mi;ksx djds fo"k; foLrq ds mi;ksx dks Li"V djus dh {kerk
4 Centre of dynamic communication between trainee And trainer
f’k{kd vkSj fo|kFkhZ;ksa ds chp esa xfr’khy laEizs"k.k dk ek/;e gSA
5 Creative competence And teaching skill in hence b proper utilization of chalk
board
PkkWd cksMZ ds mfpr mi;ksx ls f’k{kd dh f’k{k.k Jt`ukRed n{krk dk fodkl gksrk gS
ADVANTAGE
iwoZ rS;kjh dh vko’;drk ugha gksrh
lHkh lwpukvksa dks fy[k ldrs gS feVk ldrs gS rFkk cny ldrs gSA
fy[krs le; dksbZ egRo iw.kZ fopkj vkus ij mUgs tksMk tk ldrk gSa
fo|kFkhZ;ks ds lansg dks fy[kdj nwj fd;k tk ldrk gS
blds fy;s vfrfjDr d{k T;knk ykbZV ;k vU; lkexzh dh vko’;drk ugha gksrh
DISADVANTAGE
bl ij fy[kus dh izekf.kdrk ugha gksrhA
bl ij tfVy Mªkabx ;k fp= ugha cuk;s tk ldrsA
f’k{kd ds fy[kus dh {kerk dks izHkkfor djrk gS
pkWd ls fudyus okyh MLV gkfudkjd gksrh gSA
le; vf/kd yxrk gS
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GRAPH / CHART
The training took some times demands materials that can communicate ideas and facts concisely,
clearly and logically as we ans impressively. In this situation, the trainer will call upon graphics,
which is a combination of drawing, data’s, words and pictures. Designed in two dimensions,
graphic material Are comparatively abstract, but have the Ability to convey more in less time by
compressing factual relationship in concept.
MAGNETIC BOARD
Magnetic can be combine with flannel board for greater flexibility and usefulness. Some flannel
board Are constructed with A thin metal sheet or metal screening placed between the backing
And the flannel covering while others Are built with A flannel board covering on one side And
A thin piece of sheet metal on the other. Small objects, cards or similar material Adhere to the
metal, if small magnetic piece are glued to their backs.
Magnetic board is particularly used for depicting of processes or electric circuitry.
ADVANTAGE
1 More Direct
2 More Clear
3 More Controlled By The Lecturer
DIS ADVANTAGE
1 Lakes Group Participation
2 May be dull
3 Requires careful preparation
4 Requires speaking Ability.
5.5. Micro teaching

5.5.1. Introduction:
Microteaching is one of the most important developments in the field of teaching practice and
interesting innovations that have emerged in the field of educational technology during the last
decade.
Microteaching was developed in 1963 At the University of Stanford in California, USA and
Arose as A by-product from a research program devoted to the identification of specific teaching
behavior.
5.5.2. What is micro teaching

Microteaching is laboratory technique of teaching practice in which the complexities of normal
classroom teaching are simplified. The name “Micro Teaching” was Adopted for this type of
teaching practice because the technique involved in scaling down as many elements as possible
in each practice lesson. The number of students is reduced and the teacher normally teaches only
4-5 students At A time. The lessons are very short, usually between 5-15 minutes duration. The
contents of the lesson is Also simplify And is used for the practice of one particular teaching
skill like lecturing, questioning, leading A discussion or using instructional Aids.
Microteaching was developed in the early and mid 1960's by Dwight Allen and his colleagues At
the Stanford Teacher Education Program. The Stanford model emphasized A teach, review And
reflect, re-teach Approach, using Actual school students As Authentic Audiences. The model
has been Adapted for college and university teaching where it has been used most often for
graduate teaching Assistants. It often offers a concentrated, focused form of peer feedback and
discussion. A very similar model called Instructional Skills Workshop (ISW) was developed
147
during the early 1970s by British Columbia’s Education Ministry As A training support program
for All college And institute faculty in British Columbia And has now spread throughout Canada,
the US And internationally. While there are significant differences between the two models, they
both share some commonalities and were designed to enhance teaching and promote open
collegial discussion about teaching performance.
A micro lesson is an opportunity to present a sample “snapshot” of what/ how you teaches and
to get some feedback from colleagues about how it was received. It is a chance to try teaching
strategies that you may not use regularly. This is a good, safe time to experiment with something
new to you or to get feedback on a technique you’ve been trying but Are not sure about its
effectiveness.
You have several decisions to make concerning the preparation of your micro lessons:
1 Your topic: Choose a teaching topic that you are comfortable with in order to
focus on a particular teaching method or element.
2 Your lesson objectives: Think About and be Able to Articulate what you want
your students to learn from your lesson (e.g., facts, concepts, skills, and/or
values) and how your teaching methodology might work to fulfill your
objectives (see Developing Performance Objectives for Microteaching handout).
3 What you want feedback on. You can specify to the group what you would like
them to focus on. For example, you may wish to have overall, general feedback
or perhaps you might wish for the group to simply attend to a specific issue, such
As how you use questions or reinforcement with students.
5.5.3. Micro elements

1 Micro Class / Group
2 Micro Lesson
3 Components Skill
The microelement is the cardinal feature of micro teaching which systematically Attempts to
simplify the complexities of the teaching process. Under lying this is the basic supposition that
before one Attempts to understand, learn And perform effectively the complicated task of
teaching, one should first master the component skills of that task, through short lesson. This
short lesson concentrates on one skill. When the trainee teacher is proficient in this skill it will be
combined with other mastered skills in longer regular lessons.
Training in teaching skills does not require larger class. It is true however, that while teaching a
micro group of five students, the teacher will not encounter the management problems, which are
common toad larger class. However, even classroom management can be taught in that micro
class by stimulating specific behavioral problems.
5.5.4. Ground rules for micro teaching

1 Respect confidentiality concerning what we learn about each other.
2 Respect Agreed-upon time limits. This may be hard, but please understand that
it is necessary.
3 Maintain collegiality. We are all in this together.
4 Stay psychologically and physically present and on task.
5 Respect others’ Attempts to experiment and to take risks.
6 Listen and speak in turn, so everyone can hear all comments.
7 Enjoy and learn from the process.
Microteaching is A teaching method whereby the teacher reviews A video tape of the lesson
After each session, in order to conduct A "post-mortem". Teachers find out what has worked,
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which Aspects have fallen short, And what needs to be done to enhance their teaching technique.
Invented in the mid-1960'sAt Stanford University by Dr. Dwight Allen, micro-teaching has been
used with success for several decades now, As A way to help teachers AcquireAnd hone new
skills.
5.5.5. Why micro teach

Microteaching is organized practice teaching. The goal is to give instructors confidence, support,
and feedback by letting them try out among friends and colleagues short slice of what they plan
to do with their students. Ideally, microteaching sessions take place before the first day of class,
And Are video taped for review individually with an experienced teaching consultant.
Microteaching is a quick, efficient, proven, and fun way to help teachers get off towrd strong
start.
5.5.6. How to micro teach

As many As six teachers from the same or similar courses can participate in a single
microteaching session. Course heads, A few experienced instructors, And a Book Center staff
member Are usually invited to serve as facilitators. While one person takes his or her turn as
teacher, everyone else plays the roles of students. It is the job of these pretend puples to ask and
Answer questions realistically. It is the job of the pretend teacher to involve his or her "class”
Actively in this way.
5.5.7. What to prepare
Most course heads provide micro teachers with scenarios to prepare in Advance. If not, think of
A few minutes of material that you especially would like to make sure your students understand
by the end of your next class. As Always, you should not only plan out how to treat the subject
matter, but Also give some thought to how you Are going to present yourself, manage the class,
And involve the students. There are, of course, many different ways of teaching a given lesson
well. That is why participants find that, Along with what they learn from their own experience
practice teaching, they can also pick up many helpful ideas from observing fellow micro teachers
Conclusion:
The micro concept is based on long established learning theory, which today underlies
programmed learning and computer Assisted. Instruction. In both causes, it is assumed that
learning is more effective if a complex skill is divided into its component skills and learned
systematically before it is under taken As A whole. Other concept of learning theory such As
feed back, reinforcement of extension where Also Adopted in the micro teaching procedure. The
developer of microteaching should be credited for incorporation All these well-known principles
into A systematic training system.
149
GRADE SHEET
MICRO TEACHING PRACTICE
USING LESSON PLAN TRAINING AIDS
Trg. Course on :
SCORES / GRADES
Venue : A – Outstanding - 5
Period : B – Good - 4
C – Average - 3
Name : D – Below Average -2
E – Indifferent / Poor -1
Teacher’s Ability
Sr.
Active Area Roll Nos Remark
No.
1 2 3 4 5 6 7 8 9 10 11 12
1. Has the instructor
prepared the trainee to
participate And
introduced the lesson
effectively
2. Presented the lesson in
logical sequence to
Attend specific
objective.
3. Stressed the key
points And cleared the
doubts.
4. Secured the class
interest of learning
until end.
5. Planned And used
proper questioning
technique.
6. Reviewed And
recapitulated the
lesson for conclusion
7. Used proper teaching
Aids effectively in
time of need
8. Habit : Manner
&Attitude
9. Voice & Delivery
10. Dexterity :
Body Movement
Facial Expression
Hand, Eye Signal
Total
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Chapter – Six
Written Instructional Material

6. Written instructional material
6.1. Introduction
fdlh izdkj ds vf/kxE; ds fy;s lanHkZ lkexzh dh vko';drk gksrh gSA lkekU;r% cktkj esa tks lkexzh
ikB; iqLrdksa ds :i esa miyC/k gksrh gS ls O;kikjh n`f"Vdks.k esa j[kdj rFkk vf/kd ls vf/kd fo|kFkhZ ds
fy;s mi;qDr gks ,slh cukbZ tkrh gS fof'k"V fo|kFkhZ lewg dh fof'k"V v/;kiu leL;kvksa dks nwj djus ds
fy;s ikB; iqLrd vleFkZ gksrh gS bu fof'k"B vko';drkvksa dks iwjk djus ds fy;s vuqns'kh; fyf[kr
vuqns'kh; lkexzh dk fuekZ.k djrk gS v/;;u rFkk v/;kiu dk;Z ds fy;s ;g lkexzh egRoiw.kZ Hkwfedk
fuHkkrh gS d{kk dk;Z'kkyk ;k iz;ksx'kkyk esa ;g lkexzh lanHkZ ds :i esa mi;qDr gS fo|kFkhZ dk v/;;u
dk;Z vfrfjDr le; esa Hkh tkjh j[kus ds fy;s bldk mi;ksx gksrk gS lHkh fo|kFkhZ;ksa dks leku f'k{kk
nsuk rFkk mudh O;fDrxr leL;kvksa dh vksj /;ku nsuk lEHko gksrk gS ,d le; esa vusd fo|kFkhZ;ksa dks
f'k{kk nsuk lEHko u gksus ds dkj.k le; dh cpr gksrh gSA
6.2. Definition
fdlh Hkh izdkj dh eqndz h; ;k izfrfyfid lkexzh tks fyf[kr :i esa gksrh gS rFkk vuqns'ku dk;Z esas
lgk;d gksrh gSA mls fyf[kr vuqns'kh; lkexzh ds :i esa gksrh gS lkekU;r% fdlh fof'k"V fo|kFkhZ ds
lewg dks /;ku esa j[kdj bls vuqns'kd }kjk cuk;k ;k izkIr fd;k tkrk gS mi;ksfxrk ds vuqlkj
fyf[kr vuqns'kh; lkexzh dks fuEufy[kr :i esa oxhZd`r fd;k tkrk gS %
v/;kiu lkexzh %
tks lkexzh vuqns'kd ;k f'k{kd vius O;fDrxr mi;ksx ds fy;s cukrs gS] mls v/;kiu lkexzkh dgrs gSA
v/;;u lkexzh %
,slh lkexzh tks f'k{kd }kjk vius fof'k"V fo|kFkhZ lewg ds v/;;u dk;Z esa lgk;dks ds :i esa cuk;h
vFkok izkIr dh tk ldrh gS mls v/;;u lkexzh dgrs gSA
1 v/;kiu lkexzh
1 ikB fVIi.kh Lesson Note
2 ikB ;kstuk Lesson Plan
3 funsZ'ku ;kstuk Instructional Plan
4 vuqns'kh; ekxZ n'kZu Instruction Guide
5 fo'ysf"kr ikB;Øe Analysis Of Syllabus
6 izf'k{k.k vuqlwph Schedule Of Training
2 v/;;u lkexzh
1 tkudkjh lwpuk Information Sheet
2 fu;r dk;Z i=d Daily Work Sheet
3 ifjpkyu i=d Working Sheet
4 dk;Z i=d Job Sheet
5 iz;ksx i=d Experimental Sheet
6 dk;Z iwoZ tkap i=d Pre Job Check Sheet
7 dk;Z i'pkr~ tkap i=d Final Job Check Sheet
8 xzg dk;Z i=d Assignment Sheet
151
fyf[kr vuqns'kh; lkexzh rS;kj djrs le; fuEu rRoksa dks /;ku esa j[kuk vko';d gS
1 fo|kFkhZ dk Lrj
2 Li"V rFkk fuf'pr mns';
3 ikB;Øe dh :i js[kk
4 vuqns'ku dh i)fr
5 vf/kxeu ds rRo
6 HkSfrd lqfo/kk;s
7 vuqns'ku dk LFkku] d{kk] dk;Z'kkyk] iz;ksx'kkyk vkfnA

8 tkudkjh ds L=ksr
9 fo|kFkhZ;ksa dk iwoZ Kku rFkk izkIr dkS'ky
10 ikB;Øe ;k dk;Z dh lekfIr ij vkisf{kr Kku rFkk dkS'ky
11 rqjUr iz;ksx esa yk;s tkus okys dkS'ky rFkk Kku
12 izLrqrhdj.k dh dkykof/k
13 lkexzh dh vko';drk
14 lkexzh dh mi;ksfxrk
15 lkexzh dks vkdkj nsuk
6.3. Objective of written instruction material

bl dk eq[; mns'; ;g gS fd izf'k{kkfFkZ;ks dks D;k vkSj fdruk i<+kuk gs mlds fy;s izf'k{kkfFkZ;ksa dk
voyksdu djuk vko';d gS ;fn fyf[kr lkexzh lgh :i ls cuk;h x;h gks rks og d{kk o dk;Z'kkyk
nksuksa ds mi;ksx esa ykbZ tk ldrh gS fyf[kr gksus ds dkj.k lkexzh dh tkap Hkh dh tk ldrh gSA
ekSf[kd lkexzh ls vuqns'kksa dh tkap djuk dfBu gS blfy;s vuqns'kd dh iwfrZ ds fy;s fyf[kr vuqns'kh;
lkexzh rS;kj djrk gSA
6.4. Advantages written instruction material

1. Uniformibility Of Instruction vuqns'kks dh ,d :irk
2. Supplementary Of Instruction vuqns'kd ds iwjd
3. Minimize The Laps On Absence Of izf'k{kkfFkZ;ksa dh vuqifLFkfr dh deh ds dkj.k
Trainee
4. Additional Information vfrfjDr lwpuk
5. Use Of Hours le; dk mi;ksx
6. Individual Progress O;fDrxr fodkl
7. Classification oxhZdj.k
8. Clarification Li"Vhdj.k
9. Stimulate For Wider Knowledge foLr`r Kku izkfIr esa izksRlkgu
10. Help In Safety lqj{kk esa lg;rk
11. Use Of Learning Principle lh[kus ds fl}kUr
152
6.5. Disadvantages written instruction material
1 vuqns'kd ikB i<kus dh ftEesnkjh ls th pqjkrk gSA
2 izf'k{kkFkhZ W.I.M. dh /;ku iwoZd ugha i<rs cfYd mls mlh :i esa fujLr dj nsrs gSA
3 W.I.M. dk mi;ksx <ax ls u djus ls f'k{k.k esa deh vk tkrh gS rFkk izf'k{k.k ;g
lkspdj fd eSa dy ;kn d:xka lh[kus esa ykijokgh djrs gSA
4 WIM cukus esa dkQh le; rFkk [kpkZ yxrk gSA
5 ;fn W.I.M. izR;sd cSp esa cnyh ugh tkrh rks izf'k{kkFkhZ iqjkus izf'k{kkFkhZ;ksa ls bl
lkexzh dks ekaxdj j[k ysrs gs vkSj ykijokg gks tkrs gSA
6 W.I.M. ls rqjUr f'k{k.k ds izfr iqf"V ugha gksrhA
6.6. Composition
1. Language Hkk"kk
2. Sketch full vkd`fr ;qDr
3. Directive funsZ'kdkjh
4. Impressive izHkko'kkyh
5. Limited lhfer
6. Reference lUnHkZ
7. Seriated Øec}
8. Objective mns';
9. Title 'kh"kZd
10. Safety Hint lqj{kk ladsr
11. Question iz'u lewg
6.7. Operation sheet

6.7.1. Introduction
vuqns'kd }kjk cukbZ x;h og fyf[kr vuqns'k lkexzh ftlds }kjk izf'k{kkFkhZ dks ewy dkS'ky ;k ,d fØ;k
djus dh vknr ;k {kerk dk Øekuqlkj fujh{k.k fd;k tk lds rFkk ftlesa ;a=ksa midj.kkas e'khuksa o
lkexzh dk lgh pquko djus rFkk lqj{kkRed <ax ls lgh Øe esa dk;Z djus ds funsZ'k fn;s gks og lEiw.kZ
dk;Z i)fr 'khV dgykrh gSA
6.7.2. Object
bl 'khV dks cukus dk eq[; mns'; ;g gS fd bu fØ;kvksa dks djus ds fy;s mi;ksx gks lds blds
vfrfjDr ;g Hkh Kku gks fd fdlh ,d fØ;k dks Øekuqlkj lqj{kkRed <ax ls mi;ksx djus dk <ax gks
bldk eq[; mns'; ;g Hkh gS fd ewy dkS'ky dks djus dh vknr dk fodkl ftlls fd izf'k{kkFkhZ esa
vkRefuHkZjrk gks blds vfrfjDr Operation Sheet ls fuEu ykHk gSA
6.7.3. Advantage of operation sheet

bl 'khV dk iz;ksx dj dsoy ,d fØ;k rFkk ewy dkS'ky lh[kus rd gh lhfer gksrh
gSA
153
;g 'khV lgh <ax ls dke djus dh lgh vknr Mkyus dks c<kok nsrh gS rFkk bfPNr
ifj.kke izkir djus esa lgk;rk djrh gSA
tc fdlh fØ;k dks Øekuqlkj lh[kus dks vko';drk gksrh gS rks ;g 'kfDr izn'kZu ds
ckn izf'k{kkfFkZ;ksa dks mlh fØ;k dks djus ds fy;s funsZ'k ds :i esa nh tkdrh gSA ftlds
}kjk ,d u;k lh[kus okyk tYnh o vf/kd lh[krk gSA bl 'khV dk iz;ksx dsoy
izf'k{kkfFk;ksZ dh izkjfEHkd voLFkk esa fd;k tkrk gS ;g 'khV vuqns'kd }kjk Lo;a rS;kj djds
izf'k{kkfFkZ;ksa dks dk;zZ djus ds fy;s nsrk gS ;g vuqns'kd dh iwjd Hkh gSA fdUrq vuqns'kd dk
LFkku ugha ys ldrh gSA
6.7.4. Disadvantage of operation sheet

;fn Operation sheet Øec} <ax ls u cuk;h x;h gks rks u;s izf'k{kkfFkZ;ksa dks dk;Z djus esa
vlqfo/kk gksrh gSA ;fn vuqns'kd dzk;Z dk izn'kZu djds u fn[kk;s rks ;g dk;Z 'khV csdkj
gksxh D;ksfd izf'k{kkFkhZ viuh ;ksX;rkuqlkj ml dk;Z dks iwjk ugh dj ldrk vkSj u gh
viuh KkusfUnz;ksa dk mi;ksx dj ldrk gSA
izf'k{kkFkhZ lnSo ydhj dk Qdhj gksrk gS rFkk vuqns'kd dk vuqdj.k djrk gSA ftlls
mldk lgh fodkl ugh gks ldrkA
Safety
bl 'khV dks cukrs le; lqj{kk dk vf/kd /;ku j[kuk pkfg, D;ksafd izf'k{kkFkhZ tks u;s lh[kus okys gksrs
gS rks dHkh Hkh nq?kZVuk gks ldrh GS bl fy;s nq?kZVuk ds cpko ds fy;s izR;sd lrj ij lqj{kk ds ladsr
fn;s tkrs gSA blls Lo;a dk;Z] ;a=] e'khu midj.k lkexzh vkfn dk cpko gks ldrk gSA
154
Operation sheet
Trade: Skill No:
Date: Time:
Name: Roll No:
Unit: Unit No:
SKILL:
Objective: On completion of this demonstration, the trainee shall be able to:
1.
2.
3.
4.
Preparation:
Introduction:
Motivation:
Presentation:
Operation Procedure Safety Precaution Diagram/Sketch
Questions:
1. Q:
2. A:
3. Q:
A:
155
6.8. Job sheet
6.8.1. Introduction
;g og fyf[kr lkexzh gS tks vuqns'kd dks ,d fo'ks"k tkWc ;k dk;Z vH;kl dh lHkh fØ;kvksa lgh :i
ls djus ds fy;s mfpr eki] le;] lqj{kk vkfn dh iwjh ;ksX;rkvksa lh[kus ds fy;s cuk;h tkrh gSA tkWc
'khV dgykrh gSa dHkh&dHkh ;g 'khV izf'k{kkfFkZ;ksa }kjk tkWc ;k dkS'ky dks Challenge djus ;k tkWc
dks de le; esa lgh eki ds vuqlkj cukus ds fy;s Hkh cukbZ tkrh gS ;g 'khV fn'kk funsZ'k nsus ds fy;s
o fdlh tkWc dks lgh o lqj{kk ds fy;s /;ku esa j[kdj D;k vkSj dSls iwjk fd;k tk; vuqns'kd rS;kj
djds funsZ'k ds :i esa izf'k{kkfFkZ;ksa dks djus ds fy;s nsrk gS bldk izn'kZu ugha fd;k tk ldrk D;ksafd
blesa dbZ fØ;k;as lfEeyr gksrh gSA vuqns'kd ns[k js[k djrk gS vkSj vko';drk iMus ij enn Hkh djrk
gSA
6.8.2. Objective
bl 'khV dks cukus dk mns'; ;g gS fd izf'k{k.k dks fdlh tkap dks cukus ds fy;s D;k vkSj dSls iwjk
fd;k tk; dk Kku gksrk gS D;ks fd bl 'khV esa tkp ;k vH;kl dk uke n{krk mfpr js[kk fp=] lgh
ekis lEcaf/kr fØ;k esa Øekuqlkj dh tkrh gSA rFkk vkStkj] ;a=ks] e'khuksa ds ladsrks dk o.kZu gksrk gS bl
'khV ls lHkh ckrks dk Kku izkIr gksrk gSSA bl 'khV ls mDr lHkh iz;ksx djus Hkh Kku izkIr djrk gSA
izf'k{kkFkhZ;ksa esa vkRefuHkZjrk iSnk djus ds mns'; rFkk fcuk fdlh lgk;rk ds tkWc dks iwjk djus dh
vknr Mkyus ds mns'; rS;kj fd;s tkrs gSA
6.8.3. Advantage
bl 'khV ds }kjk izf'k{kkFkhZ vius Lrj ds }kjk vuqlkj tkWc dks iwjk djrk gS ;g lh[kus okyksa ds fy;s
cgqr gh ykHknk;d gS D;ksadh blds }kjk izf'k{kkFkhZ lgh lkexzh lgh ;a=ksa] rFkk e'khuksa dk pquko lqxerk
ls dj nsrk gS bl 'khV ds }kjk izf'k{kkFkhZ js[kk fp= rFkk ekiksa dks le>us dk vH;kl gks tkrk gS tkWc
'khV ls izf'k{kkFkhZ dq'kyrk dh vksj c<rk gS vFkkZr dq'ky dkjhxjh izkIr djrk gSA vkSj dk;Z dh vknr
Hkh iMrh gSA
6.8.4. Disadvantage
bl 'khV ls fuEu gkafu;k gSA bl 'khV ds }kjk izR;sd fØ;k ;a=ks] e'khuksa] vkfn dk ;fn lgh ukekadu
ugha fd;k x;k gks rks izf'k{kkFkhZ vius Kku ds Lrj ds vuqlkj mls iwjk ugha dj ldrk D;ksfd og
vuqns'kd dk vuqlj.k djrk gSA
Safety Hint
bl 'khV ds }kjk izR;sd fØ;k o ;a=] e'khuksa ds iz;ksx djus ds ladsr Øekuqlkj fn;s jgrs gS ftldh
lgk;rk ls tkWc Vwy e'khu ,oa Lo;a dh lqj{kk n'kkZ;h tkrh gSA tSls & tkWc esa fNnz djus ls iwoZ lgh
LFkku ij iap djuk n'kkZ;k tkrk gSA
156
Job sheet
Trade: Job No:
Date: Time:
Name: Roll No:
Unit: Unit No:
Job:
Preparation:
Job Sketch:
Safety Precautions:
1.
2.
3.
157
6.9. Information sheet
6.9.1. Introduction
lwpuk i=d ikB; iqLrdksa ys[kdksa }kjk lkekU; f'k{k.k ds mns';ksa dks iwjk djus ds fy;s cukbZ tkrh gSA
fdUrq ikB; iqLrds fy[krs le; ys[kdksa ds lkeus u rks izf'k{k.k dh ifjfLFkfr;k gksrh gSA vkSjugha
izf'k{k.k dh fo'ks"k vko';drk gksrh gSA fdUrq ekSf[kd vuqns'kksa dks iwjk djus vFkok lgk;rk nsus ds fy;s
;g vko';d gks tkrk gS fd izf'k{kkFkhZ dks dqN fyf[kr vuqns'kh; lkexzh nh tk; vuqns'kd fo"k; ls
lafEcf/kr lwpuk;sa tkudkfj;k o fo'ks"k 'kh"kZd rFkk fof/k ij ,d ,slh jkspd 'khV rS;kj djrk gS ftlds
}kjk izf'k{kkFkhZ dks Hkyh Hkkafr Kku izkIr djus dh ;ksX;rk izkIr gks ,slh 'khV dks Information
sheet dgrs gSA tks vuqns'kdksa ds vuqns'k dks nksgjkrk gS o mu vuqns'kuksa dh iwjd gksrh gSA ftUgs
vuqns'kd }kjk fn;s vuqns'kks dh iwfrZ dh tk ldrh gSa izf'k{kkFkhZ dq'kyrk iwoZd dk;Z djus dh dyk blesa
lh[krk gSA
6.9.2. Objective of information sheet

ekSf[kd vuqns'kksa dks egRoiw.kZ cukus gsrqA
izf'k{kkfFkZ;ksa dks vuqns'kks }kjk lgh fn'kk nsus gsrqA
fuf'pr le; esa vf/kd ls vf/kd ,ao lkekU; Kku izkIRk djus gsrq
vuqns'kdksa dh deh dks iwjk djus ds mns'; lsA
6.9.3. Advantage
bl 'khV ds }kjk izf'k{kkFkhZ dks dk;Z lEcU/kh vko';d vuqns'k izkIr gksrs gSA
bl 'khV }kjk ikB; iqLrdksa dk lanHkZ fn;k tkrk gSA
;g 'khV f'k{k.k ds fy;s mi;ksxh gS blls os lHkh lwpuk;s izkIr gksrh gS tks fdlh tkap dks
;ksX;rk iwoZd cukus esa lgk;d gksrh gSA
bl 'khV ds }kjk izf'k{kkFkhZ dks Hkfo"; ds fo"k; esa tkudkjh feyrh gSA
lwpuk 'khV lS|kfUrd d{kk esa i<kus ds fy;s cgqr mi;ksxh gksrh gSA
;g nksgjkus ds dke Hkh vkrh gSA
funsZ'k dh ,d :irk gksrh gSA ftlls lHkh izf'k{kkFkhZ leku f'k{kk xzg.k djrs gSA
;g vuqns'kd dh iwjd gksrh gSA
6.9.4. Disadvantage
;fn ;g 'khV Hkyh Hkkafr rS;kj u dh x;h gks rks iw.kZ f'k{k.k ugh gks ldrk v/kwjh lwpuk ls
Kku Hkh v/kwjk feysxk tks f'k{kd o f'k{kkFkhZ nksuks ds fy;s gkfudkjd gSA
blls ;g Hkh gkfu gks ldrh gS fd izf'k{kkFkhZ viuh ;ksX;rk vuqlkj Lo;a dksbZ dk;Z
ugha dj ldrs vkSj fdlh deh dks Lo;a iwjk ugha dj ldrsA
;g 'khV dsoy fyf[kr dk;Z ;k d{kkvksa ds fy;s gh cukbZ tkrh gSA
bldks izf'k{kkFkhZ dks nsus ls og ykijokg gks tkrk gS rFkk viuh fopkj 'kfDr dk iz;ksx de
djrk gS lnSo bl fuHkZ jgus yxrk gS rFkk vf/kdrj izf'k{kkFkhZ vuqifFkr gkus yxrs gS
ftlls f'k{k.k o izf'k{kkFkhZ nksuksa dks gkfu gksrh gSA
158
Information sheet
Trade: Lesson No:
Date: Time:
Name: Roll No:
Unit: Unit No:
TITLE:
1.
2.
3.
4.
Information:
References:
159
6.10. Assignment sheet
6.10.1. Introduction
;g og fyf[kr vuqns'kh; lkexzh gS tks vuqns'kd }kjk fn;s x;s vuqns'kksa ds izek.k dks tkuus vFkok
izf'k{k.k dks le>us ds Lrj dks tkuus ds fy;s rS;kj djds izf'k{kkFkhZ dks nh tkrh gSA blesa iz'u lewg
gksrs gSA ftlls izf'k{k.k dks fopkj 'kfDr djus ds fy;s vkil esa ifjppkZ ls Hkh mRrj fd;s tkrs gSA
blls izf'k{kkFkhZ dks ;g Hkh Kku gksrk gSA fd x`g dk;Z D;ksa vkSj dSls iwjk djuk pkfg;A
6.10.2. Object
x`g dk;Z bl 'khV dk eq[; mns'; gS D;ksfd ;g izf'k{kkFkhZ dks lh[kus RkFkk mUgs iz'uksa ds mRrj rS;kj
djus ds fy;s fn;k x;k x`g dk;Z gSA vFkkZr d{kk esa vuqns’kd }kjk tks Hkh vuqns'k nh;s tk pqds gSA muds
ifj.kke dks Kkr djus gsrq bl 'khV dk mi;ksx gksrk gSA ;g izf'k{kkFkhZ dks viuh KkusfUnz;ksa ds iz;ksx
djus dk volj nsus ds mns'; ds fy;s izf'k{kkFkhZ dh fopkj 'kfDr ,oa x`g dk;Z djus dh 'kfDr dk
fodkl djus ds mns'; esa iz;ksx fd;k tkrk gSA
6.10.3. Actual information

x`g dk;Z 'khV dk iz;ksx f'k{k.k dk;Z esa fd;k tkrk gSA
bl 'khV ds }kjk izf'k{kkFkhZ ds Kku izkIr djus ds Lrj dks tkuk tkrk gSA
bl 'khV ls izf'k{kkFkhZ;ksa dks dk;Z ds fo"k; esa lkspus fopkj us dk volj feyrk gSA
blds }kjk izf'k{kkFkhZ;ksa dks izsfjr dj lh[kus ds fy;s rS;kj fd;k tkrk gSA
blds }kjk izf'k{kkFkhZ;ks dks lh[kus fd izsj.kk feyrh gSA
bl 'khV dk mi;ksx fd;s fcuk f'k{k.k dk;Z v/kwjk jgrk gSA
bl 'khV dk eq[; dk;Z ;g Hkh gS fd izf'k{kkFkhZ;ks dks fdlh dk;Z dks D;ks vkSj dSls izkjEHk
fd;k tk, og vfr vko';d gSA
160
Assignment sheet
Trade: Lesson No:
Date: Time:
Name: Roll No:
Unit: Unit No:
TITLE:
1.
2.
3.
4.
Questions:
1.
2.
3.
4.
5.
Refrences:
161
6.11. Experiment sheet
;g fyf[kr vuqns’kdh; lkexzh gS] tSlk uke ls izrhr ;g izk;ksfxd 'khV gS bls O;okgkfjd :i ls fdlh
fo'ks"k O;olk;ks eas gh O;ogkj eas yk;k tkrk gS bysDVªkfud] vkjvkbZVhoh] bySDVªkWfud ,oa foKku iz;ksx
'kkyk eas ;g lk/kkj.kr% iz;ksx dh tkrh gSA ;g fuf'pr djus ds fy, fd lS/kkfUrd fl)kUr lgh gS
vFkok ugha ;g mDr O;olk; ds iwoZ izf'k{k.k ds igys pj.k eas vf/kdrj vH;kl izk;ksfxd gks ldrs gS
;g u lh[kus okyks dks iz;ksxkRed dk;Z djus eas lgk;d gksrh gS bldk vfHkizk; ;g Hkh gS dh dksbZ
nwljh lqpuk tks iz;ksx ls lacaf/kr gS NwV xbZ gS vkSj mls iqu% 'kkfey fd;k tk ldsA
6.11.2. Object
bl 'hkV ds iz;ksx ds le; igys ds iz;ksx ds fu"d"kZ tkuus ds fy, tks iz;ksx fd;k tk jgk gSA mldh
lkjh deh iqjh gks pqdh gSA bl mns'; ls D;k&D;k izkIr dj ldrs gSA ds ;ksX; gSA
6.11.3. Advantage
bl 'khV ds }kjk izf'k{kkFkhZ dks fdlh Hkh fl)kUr dks dSls lR;kfor d;k tkrk gS]dk Kku gksrk gSA
og Lo;a dk;Z djus ds fy, izsfjr gksrk gSA
izf'k-vius mns'; iwfrZ eas lQy gksrk gSA
izf'k{kkFkhZ dks vkREkfo'okl c<+rk gSA
162
Experiment sheet
Trade: Experiment No:
Date: Time:
Name: Roll No:
Unit: Unit No:
SKILL:
Objective: On completion of this experiment the trainee shall be able to:
1.
2.
3.
4.
Preparation:
Introduction:
Presentation:
Operation Procedure Safety Precautions Diagram
Questions:
1. Q:
A:
2. Q:
A:
References:
1.
2.
Next Experiment:
163
6.12. Pre job sheet
;g fyf[kr vuqns'kh; lkexzh gS tks vuqns'kh; iz'uks }kjk izf'k{kkFkhZ;ks ls Kkr djus ds fy;s fdlh Hkh
fo'ks"k tkWac dks djus ls igys tkWp djus ds fy;s cukrk gS] og izktsDV psd f'kV dgykrk gSA bleas
vkStkj e'khuks midj.kkas lacaU/kh lwpuk;sa vkSj lqj{kk ladsr ;k iz'u gksrs gSA ftldk mRrj izf'k{k.k dks
tkap djs 'kq: djus ls igys nsuk gksrk gSA ;fn izf'k{kkFkhZ us izhtkWc 'khV dk mRrj larks"ktud u fn;k gks
rks vuqns'kd mls dk;Zkuqlkj Bhd djus eas enn dj ldrk gS vkSj vfUre tkWc tkWp Hkh cuk dj
izf'k{k.kkFkhZ ls cukokdj o lgh djds mUgs fo'ks"k tkWc dh cukus dh vuqefr nsrk gS
6.12.2. Objective
;g 'khV vuqns'k bl mnzns'; ds lkFk izf'k{kd dks nsrk gS fd ,d fo'ks"k tkWc dks cukus ds fy, fdruh
vko';drk gS rFkk D;k&D;k ra= iz;ksx eas yk;s tk,xs rFkk fdu&fdu fdz;kvks dks dsls dze eas fd;k
tk,xk blds fy, iz'u cukdj vuqns'kd izf'k{k.k dks nsrk gSA
,d fo'ks"k tkWc ftldh MªkbZx nh tkrh gS mls cukrs le; fdu&fdu ckrks dks /;ku eas j[kuk gSA
izf'k{kkfFkZ;ks dh deh Kkr djus vkSj fo'ks"k tkWc eas lgh le; eas de [kpZ o iw.kZ :i ls rS;kj djus dh
fof?k;k crkus ds mnzns'; ls vuqns'k mi;ksx djrk gSA
izf'k{kkfFZk;ks ds Kku dk fodkl djus rFkk rdZokn fookn dk volj iznku djus ds fy, bl mnzns'; ls
;g 'khV vuqns'kd iz'uks ds :i eas izf'k{kkFkhZ dks nsrk gSA
izf'k{kkfFkZ;ks rFkk vuqns'kd nksuks dks vc rd dh izxfr dk irk py tkrk gS bl mnzs'; ls bldk
mi;ksx fd;k tkrk gSA
6.12.3. Advantage
bl f'kV dk eq[; ykHk ;g gS fd ;g fuf'pr dk;Z ds fy, fo'ks"k /;ku fn;k tkrk gSA rFkk bldks
dzekuqlkj djus gsrq ck/; djrh gS ftlls dk;Z iwjk gksus eas xyrh ugha gksrh
bl 'khV }kjk lko/kkuh iwoZd dk;Z djus dh vknr gks tkrh gS] ftlls izf'k{kkFkhZ NksVh&NksVh xyfr;ka
ugha djrkA
blls ;g Hkh ykHk gksrk gS fd izf'k{kkFkhZ fdlh lkexzh] ;a= e'khu midj.k vkfn ds xyr mi;ksx dh
laHkkouk de gksrh gSA
blls ;g Hkh ykHk gksrk gS fd izR;sd lh[kus okyk dk;Z izfr lpsr jgrk gSA
164
Pre Job check sheet
Trade: Job No:
Date: Time:
Name: Roll No:
Unit: Unit No:
Job:
1.
2.
3.
4.
Preparation:
Questions:
1.
2.
3.
4.
5.
165
Chapter – Seven
Test and Evaluation

7. Test And evaluation
Teaching is not completed until the Lerner is measured for his performance.
f’k{k.k dk;Z rc rd laiUu ugha gksrk tc rd fo|kFkhZ dks mldh dq’kyrk dk irk yxus ds fy;s
ekiu ugha gks tkrk gS A
It is A process to know quantitative learning level of learner.
;g fo|kFkhZ ds xq.kukRed Kku ds Lrj dk irk yxkus dh izfØ;k gSA
7.1. Definitions
Test is An unaided performance of learner, which enables the teacher

ijh{k.k ,d Lora=] dk;Zdq’kyrk dk ekiu gS] ftlds }kjk izf’k{kd] izf’k{k.kkFkhZ dks lh[kus ds Lrj
dk irk yxkrk gSA
It is A YARDSTICK to gauge the success level of both TRAINEES & TRIANER.
fo|kFkhZ o f’k{kd] nksuksa dh lQyrk ds ekiu dk iSekuk gSA
TEST is measuring method to Ascertain the grade of the learner.
fo|kfFkZ;ksa ds xzsM dks lqfuf’pr djus ds fy, Kku ds ekiu dk ;g ,d rjhdk gSA
TEST is A process of confronting the subject matter with A set of questions to which the
learner has to respond independently & provide A quantitative means to Access the
performance of learner.
ijh{k.k fdlh fo"k; oLrq eas fo|kfFkZ;ksa }kjk izkIr fd, x, Kku o mlds vk/kkj ij vftZr dk;Z
dq’kyrk ds ekiu ds fy, iz’uksa d ek/;e ls mls izkIr djus dh izfØ;k gSA
TEST is the essential part ofAny education or vocational system. It should be conductedAt
fdlh Hkh O;kolkf;d ;k 'kSf{kd dk;ZØe dk] izf’k{k.k ,d egRoiw.kZ vax gS vkSj bls fuEu le; ij
fy;k tkrk gS ;k ifjpkfyr fd;k tkrk gS %&
1 Before starting the Session Entrance Test
ikB~;Øe 'kq: djus ls igys izos’k ijh{kk
(a) Beginning of Session Confirmation test To select the teaching
point.
ikB~;Øe ds izkjaHk esa Vhfpax ikWbaV dks pquus ds fy,
2 During the session Progress Test to know the progress of learner.
ikB~;Øe ds izkjaHk esa izf’k{k.kkFkhZ ds fodkl dk irk yxkus ds fy,
(a) End of Session Achievement test To Ascertain their Grading.
ikB~;Øe ds var esa xzsM dks lqfuf’pr djus ds fy,
7.1.1. Advantages of test
1. Provide A means to know the progress of fo|kfFkZ;ksa dh izxfr ds Lrj dk irk yxkus dk
learner. ,d ek/;e-
166
2. Promote LEARNER understanding in fo|kfFkZ;ksa ds lh[kus dh le> dk fodkl gksuk-
learning.
3. Provide of process to gauge the percentage izf’k{k.k esa fdrus izfr’kr lQyrk izkIr gqbZ] bls
of in teaching. izkIr djus dk ,d ek/;e gS-
fo|kfFkZ;ksa dks muds xzsM ds Lrj dk irk yxkus
4. Help the Trainee to know their GRADING.
esa lgk;d gksrk gS-
5. Help the TEACHER to know the weakness f'k{kd vius fo|kfFkZ;ksa dh dfe;ksa dk irk
of their TRAINEES. yxkus esa l{ke gksrk gS-
6. Help Administration to have on spot iz'kklu dks laiw.kZ dk;Zdq'kyrk ds ckjs esa Kku
knowledge of total performance. izkIr djus es lgk;rk gksrh gS-
7. Helps the parent to know the learning vfHkHkkod vius cPpksa ds lh[kus ds Lrj dks
standard of their pupil (ward). tku tkrs gSaA
How to Design Test Paper
Two Aspect must be consider to design Test Paper

1 Planning
2 Preparation
Planning
1 Category of students
izf'k{kkfFkZ;ksa dk ekufld Lrj
2 Type of question to be Asked
fdl izdkj ds iz'u iwNuk gSA
3 Subject covered
fdl fo"k; ls iz'u iwNuk gSA
4 Scoring Pattern
vad nsus dk rjhdk
5 Nature of test
ijh{k.k dk mns'; ¼Kku dk ijh{k.k½
6 Time Allotted /Available
miyC/krk ;k fn;k x;k le;
Preparation (Ability & Subject) :-

1 Ability to be Acquired to be Attained
D;k ;ksX;rk izkIr dj fy;k vFkok izkIr djuk gS \
2 Subject in which Ability is Acquired / obtained
fdl fo"k; esa ;g ;ksX;rk izkIr djuk gS ;k izkIr fd;k gS \
3 Give mark to each question
izR;sd iz'u esa fdruk vad nsuk gS \
167
4 Give proper sub division of question
iz'uksa ds miHkkxksa dks vPNh rjg n'kkZuk
5 No tricky or doubt full question to beAsked
T;knk tfVy rFkk lansg iw.kZ iz'u u iwNs tk;as
6 Indicate properly the number of question to be Answer
fdrus iz'u djus gS] bldk mfpr ladsr gks \
7 Proper time should be Allotted & indicated
mfpr le; fn;k tk; vkSj mls fy[kk tk;A
8 If choice then must be properly clarified
;fn iz'uksa ds pquko dh lqfo/kk gks rks mls Li"V :i ls crk;k tk;A
9 Prepare scoring key before conducting the test.
ijh{k.k ysus ls iwoZ izkIrkad nsus dh rkfydk vo'; cukysA
10 Perform A critique before A conducting.
iz'uksa dh ,d ckj ijh{k.k ls iwoZ tkap dj ysA
Table of specification fufnZ"Vhdj.k dh rkfydk

Weitage
1 Weitage to be Assign Ability to be develop
fdl ;ksX;rk dk fodkl gqvk gSA
2 Behavior required to be displayed by trainees
3 Relation to A specific topic or content
,d fuf'pr fo"k; oLrq ds lanHkZ esa fo|kFkhZ ds }kjk iznf'kZr ;k izLrqr fd;k tkus okyk
O;ogkjA
4 Point to be remember while Assigning the weitage
izR;sd ikB dks egRo nsrs gq;s le; LFkku j[kus okys fcUnq ¼ ftu ikBksa ls iz'u iwN jgs
gSA ½
5 Content must be utilize in day to day Activities of trainees
fo|kFkhZ bl fo"k; oLrq dk vius f'k{k.k ds nkSjku nSfud thou esa mi;ksx djsxkA
6 Any one who knows About this subject must be familiar with this topic.
dksbZ Hkh tks bl fo"k; oLrq ds ckjs esa tkurk gksxk mls bl fo"k; oLrq dk vo'; gh
Kku gksxkA
7 Content is essential to understand the content of other topic.
;g fo"k; oLrq nwljs ikB ds fo"k; oLrq dks le>us ds fy;s t:jh gSA
8 This content is useful to learn related instruction
;g fo"k; oLrq lEcaf/kr vuqns'k ds i<us esa mi;ksxh gksxkA
9 It is useful to obtain proper performance practical session
;g fo"k; oLrq vH;kl ds le; mfpr dk;Z dq'kyrk izkIr djus eas mi;ksxh gksxkA
168
10 Time Allotted for this topic during teaching learning process.
f'k{k.k izfØ;k eas bl fo"k; oLrq dks fdruk le; fn;k x;k gSA
11 K – Knowledge S – Skill A –Attitude
12 On the basic of objective behavior Attitude of trainee
O;ogkj ds vk/kkj ij fo|kfFkZ;ksa dk n`f"Vdks.kA
13 Proposing lq>ko nsus okyk
14 Building lqn`< djus dk n`f"Vdks.k
15 Seeking information lwpuk pkgus okys
16 Asking question ( Close, leading, open,Assumption ) iz'u iwNus
17 Giving ideas fopkjksa dks izLrqr djukA
18 Taking ideas fopkjksa dks izkIr djuka
19 Testing understanding Lo;a dh le> dk ijh{k.k
20 Supporting d{kk esa lgk;ksx dh HkkoukA
21 Blocking vojks/k iSnk djus okyk
22 Attacking mxzLoHkko
23 Interfering O;o/kku mRiUu djus okykA
24 Initiating ftEesnkjh ysus okyk
25 Restricting Lo;a esa lhfer jgus okyk
26 Bringing in ifjppkZ esa Hkkx ysus okyk
27 Bringing out ifjppkZ ls vyx jgus okyk
7.2. Intelligent
It is capability of individual to adjust his thinking According to situation.
ifjfLFkfr ds vuqlkj viuh lksp dks lEeqfpr fn'kk iznku djus dh {kerk cqf}erk dgykrh gSA
It is mental Adoptability to problem And intricacies of life
thou dh tfVyrk vkSj leL;kvksa ds lkFk ekufld lek;kstu gh cqf}erk gSA
It is content in comprehension in venation direction And criticism
le> [kkst fn'kk vkSj vkykspuk blds vax gSA
Intelligent Quiescent (I.Q.) cqf}erk xq.kkad

Intelligent is A capability not Ability
cqf}erk ,d {kerk gS ;ksX;rk ughaA
When it is related to Age then it is called I.Q.
tc cqf}erk dks vk;q ds lkFk rqyuk djrs gS rks bls cqf}erk xq.kkad dgrs gSA
I.Q. = (M.A./C.A. ) × 100
M.A. = Mental Age cqf} dh vk;q
C.A. = Chronological Age Øfed vk;q
169
S.No. Classification I.Q. (150) % of Population
1 Genius 140AndAbove 0.25 %
2 Very superior 130 to 139 0.75 %
3 Superior 122 to 129 06.0 %
4 Above Average 110 to 121 13.0 %
5 Average 100 to 109 60.0 %
6 Below Average 90 to 99 13.0 %
7 Dull or border limit 70 to 89 06.0 %
8 Feeble or week 50 to 69 0.75 %
9 Mentally retired 49 & Below 0.25 %
Achievement Quiescent (Accomplishment) izkfIr xq.kkad
A.Q. = (E.A. / M.A.) × 100
E.A. = Educational or Scholastic Age
M.A. = Mental Age.
Psychological Test
fo/kkFkhZ;ksa ds euks foKku dk fujh{k.k djus ds fy;s fy;k x;k euksoSKkfud ijh{k.k
1. Observation 2. Socio Metric 3. Projection 4. Self-Rating
Observation
1 Participation chart xzqi esa jgu lguA
2 Anectiosal record ?kVuk dk fjdkMZA
3 Rating list ;ksX;rkuqlkjA
4 Check list tkWc lwphA
Socio Metric Test

1 Social nominates technique lkekftd fu/kkZj.k fof/kA
2 Social Distance technique lkekftd nwjh fof/k
3 Peer nominating technique lkfFk;ksa }kjk fu/kkZfjr fof/kA
4 Peer Appraisal technique lkFkh }kjk izkIr lwpuk dh fof/kA
Self Rating Test

Interview, inventories, Attitude, Records, questionnaire
Projection Test
1 Completion of sentence okD;ksa dks iwjk djukA
2 Doll's play Perception of ink bolt L;kgh dk /kCck
3 Interpretation of picture fp= ns[kdj ys[k fy[kuk
4 Thematic Apperception test (T.A.T.) fdlh n`'; ij
5 Situation reaction test (S.R.T.) fdlh vpkud ?kVuk ij
6 Free response test (F.R.T.) fdlh 'kh"kZd ij fy[kukA
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TEST
Test is unaided performance of A learner. It is A yardstick to gauge. The Success of failure
of Trainee And trainer.
ijh{k.k fcuk fdlh lgk;rk ds fo|kfFkZ;ksa }kjk n'kkZ;h x;h dk;Z dq'kyrk gS ;g fo|kFkhZ vkSj
f'k{kd nksus dh lQyrk vkSj vlQyrk dk eki n.M gSA
It is A device or procedure to confront the subject mater with A standard. Set of question of
task, which the learner has to response independently, & provide quantitative Achievement
of their performance.
fdlh fo"k; esa fo|kFkhZ;ksa ds lQyrk ds Lrj dk irk yxkus ds fy;s ml fo"k; ls lEcaf/kr dqN
izekf.kd iz'u iwNs tkrs gSA ftudk mRrj fo|kFkhZ Loao= :i ls nsrk gS bl izfØ;k dks ijh{k.k dgrs
gSA
Purpose Of Test
Provide A mean of Admission
izos'k ds fy;s ,d ek/;e
Promote the learner Activities
fo|kFkhZ ds fØ;k dykiksa dks c<kok nsus ds fy;sA
Provide A means to know the success of learner & teacher
fo|kFkhZ vkSj f'k{kd nksuksa dh lQyrk dk irk yxkus ds fy;sA
Help to create A feeling of competitiveness
izfr;ksfxrk dh Hkkouk tkx`r djus esa lgk;d
Help to form grading of class
d{kk esa fo|kFkhZ;ksa ds izkIrkadksa ds vk/kkj ij Øe fu/kkZj.k esa lgk;d
Help Parent to know the progress their ward
vfHkHkkod vius cPpksa dh izxfr dks ns[k ldrs gSA
Help Administration to know the level of learning
iz'kklu fo|kfFkZ;ksa ds lh[kus ds Lrj dk irk yxk ldrs gSA
Creates interest in trainees for learning
lh[kus ds izfr fo|kfFkZ;ksa esa :fp mRiUu gksrh gSA
Cater competition Among trainee for secure top position.
mPp Lrj ikus ds fy;s fo|kfFkZ;ksa esa izfrLi?kkZ dks tUe nsrh gSA
Revision of content is possible so As to refer the knowledge
fo"k; oLrq dh iquZjko`fRr djds Kku dks iqu% Li"V fd;k tk ldrk gSA
Enable to know their weakness And strength
fo|kFkhZ dh {kerk dk fu/kkZj.k djus dh ;ksX;rk feyrh gSA
Know the time bound preparation tricks.
le;c} rS;kjh dh rduhd dk irk pyrk gSA
Guess regarding Future course of Action
171
Hkfo"; ds dk;Z fu/kkZj.k ds ckjs esa lEHkkfor ;kstuk cuk ldrs gSA
TYPE OF TEST
1. Ability Test ;ksX;rk ijh{k.k
2. Achievement Test izkfIr ijh{k.k
3. Aptitude Test {kerk ijh{k.k
4. Speed Test xfr ijh{k.k
5. Special Ability Test fo'ks"k ;ksX;rk ijh{k.k
6. Socio Metric Test lkekftdrk ijh{k.k
7. Power Test 'kfDr ijh{k.k
8. Performance Test dk;Z dq'kyrk ijh{k.k
9. Predictive Test Hkfo";ok.kh ijh{k.k
10. Diagnostic Test dHkh izkIr djus dk ijh{k.k
11. Discriminatory Test vUrj crkus dk ijh{k.k
12. Machine Test ;kaf=d ijh{k.k
13. Masterly Test izoh.krk ijh{k.k
14. Free Response Test Lora= izfrfØ;k ijh{k.k
15. Individual Test O;fDrxr ijh{k.k
16. Group Test lkewfgd ijh{k.k
17. Readyness Test rRijrk ijh{k.k
1 Ability Test
Test used to measure the maximum level of performance of Any instant is called Ability
test.
fdlh ,d fuf'pr le; ij ;ksX;rk dk vf/kdre Lrj izkIr djus ds fy;s fd;s x;s ijh{k.k dks
;ksX;rk ijh{k.k dgrs gSA
2 Achievement test
To find out the degree of content has been learner understand.
fo"k; oLrq dk fdruk Hkkx fo|kFkhZ us lh[k fy;k gS ;k le> fy;k mldk irk yxkus ds fy;s
fd;s x;s ijh{k.k dks izkfIr ijh{k.k dgrs gSA
3 Aptitude Test
To know the characteristic related to performance Ability Achievement And interest.
dk;Z dq'kyrk ls lEcaf/kr fo'ks"krkvksa ¼ ;ksX;rk] izkfIr vkSj :fp ½ dk irk yxkus ds fy;s fd;s
x;s ijh{k.k dks {kerk ijh{k.k dgrs gSA
4 Speed Test
Test where speed related performance to be tested.
ijh{k.k tgka ij dk;Z dq'kyrk dks xfr ds lkis{k ekiu fd;k tkrk gSA
5 Special Ability Test
172
To test the special Aptitude of An individual in A definite field such As (Discriminatory
Test Clerical Ability).
6. Socio Metric Test
To found out social behavior of An individual of inter personal relation of individual in-
group.
fdlh O;fDr ds lkekftd O;ogkj ;k ,d lewg esa vU; O;fDr;ksa ds lkFk mlds O;ogkj dh
dq'kyrk dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks lkekftd ijh{k.k dgrs gSA
7 Power Test
To test the endurance limit of performance.
og ijh{k.k tks vf/kd le; rd ,d fuf'pr ;ksX;rk ds lkFk dk;Z djus dh {kerk dk ekiu
djsA
8 Performance Test
To test manual or motor dexterity in Any field
;kaf=d gLr dkS'ky fuiq.krk dk fdlh Hkh {ks= Hkh {ks= esa ijh{k.k djus ds fy;s mi;ksx fd;s x;s
ijh{k.k dks dk;Zz dq'kyrk dk ijh{k.k dgrs gSA
9 Predictive Test
To predicate the future performance of trainee on basis of his percent skill.
orZeku n{krk ds vk/kkj ij fdlh fo|kFkhZ ds Hkfo"; dh dk;Z dq'kyrk dk ijh{k.k ds vk/kkj ij
Hkfo";ok.kh djus okys ijh{k.k dgrs gSA
10 Diagnostic Test
Test carried out to know the poor performance
dk;Z dq'kyrk esa gksus okyh deh ds dkj.k dk irk yxkus ds fy;s fd;s x;s ijh{k.k dh deh
crkus dk ijh{k.kA dgrs gSA
11 Discriminatory Test
Test or perform to discriminate between perfect And poor performer
,sls ijh{k.k mfpr vkSj vuqfpr dk;Z dq'kyrk n'kkZus okys fo|kFkhZ dk irk yxkus ds fy;s fd;k
tkrk gSA
12 Machine Test
When test result Are Analysis & decided by machine then it is known As machine test
tc ijh{k.k dk ifj.kke ;kaf=d rjhds ls vkadyu djds lqfuf'pr fd;k tk; rks mls ;ka=fd
ijh{k.k dgrs gSA
13 Masterly Test
To test psychomotor efficiency of A trainer
izoh.krk ds vf/kdre Lrj dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks izoh.krk ijh{k.k dgrs gsA
14 Free Response Test
The test in which trainee free to follow the method or express this procedure in their own
technique
,sls ijh{k.k ftlds fo|kFkhZ viuh rduhd ;k vius rjhds dks dk;Z dq'kyrk n'kkZus ds fy;s
iz;ksx djus esa Lora= gksA
15 Individual Test
173
Test carried out to know performance ofAn individual trainee.
fdlh ,d fo|kFkhZ dks dq'kyrk ds Lrj dk irk yxkus ds fy;s fd;s x;s ijh{k.k dks O;fDrxr
ijh{k.k dgrs gSA
16 Group Test
Test carried out to know the performencA group of trainee
fo|kFkhZ ds lewg dh dk;Z dq'kyrk Kkr djus ds fy;s fd;s x;s ijh{k.k dk lkewfgd ijh{k.k
dgrs gSA
17 Readiness Test
To know the extent skill Achievement masterly Acquired in A related field by trainee
fo|kFkhZ us lEcaf/kr {ks= esa D;k fuiq.krk ;k izoh.krk izkIr dj fy;k gSA ;k ikus esa lQy gks x;k
gSA
7.2.1. Classification of test

Standard Test izekf.kr ijh{k.k
Non Slandered Test vizekf.kr ijh{k.k
1 Standered
These test Are carried out by reduced institution or body such As boards of universities
bl izdkj ds ijh{k.k izfrf"Br laLFkku ;k fudk; }kjk lapkfyr fd;s tkrs gS tSls %& f'k{kk ifj"kn
;k fo'o fo|ky;A
They follow prescribed the syllabus
;g ijh{k.k ,d fuf'pr ikB;Øe ds vk/kkj ij gksrk gSA
Proper testing measurement And griming for each trainee Are maintain
izR;sd fo|kFkhZ dk mfpr ijh{k.k vkSj ekiu ds ckn izkIrkad ds vuqlkj mfpr Øe cukdj lqf{kr
j[kk tkrk gSA
Certificates And degrees or Awarded in this basis
blds vk/kkj izek.k i= vkSj mikf/k iznku dh tkrh gSA
They Are Authentic & can be use obtain employment
esa izek.k i= o mikf/k;k fo'oLFkkuh; gksrh gS vkSj buds vk/kkj ij jkstxkj izkIr fd;k tk ldrk
gSA
These have definite duration for each course
izR;sd ikB; Øe ;k ,d fuf'pr le;kof/k gksrh gSA
Test Are designed by experts & conducted by design the body or institution
;g izek.k i= fo'ks"kKksa }kjk cuk;k tkrk gS vkSj fu/kkZfjr laLFkk ;k fudk; bldk lapkyu djrh
gSA
2 Non Standard Test
These test Are conducted by teacher According to contain covered in class to know the level
of knowledge gained by the trainee
bl izkdj ds ijh{k.k f'k{kd }kjk i<k;s x;s ikB ds vk/kkj ij fo|kFkhZ ds Kku xzg.k dh {kerk dk
irk yxkus ds fy;s tkrs gSA
174
Their Are not Authentic he can not be claim for employment
;g ijh{k.k izekf.kr ugha gksrk gS vkSj blls jkstxkj izkIr djus ds fy;s fu/kkZfjr ugha fd;k tk
ldrk gSA
Validity And reliability depends on teacher Ability
bl iz'u i=ksa dh fo'oluh;rk vkSj izekf.kdrk f'k{kd dh ;ksX;rk ij fuHkZj djrh gSA
The final recordsAre not to be maintained to longer duration
bl ijh{k.k esa ifj.kke dh T;knk fnukas rd lqjf{kr j[kus dh vko';drk ugha gksrh gSA
7.3. Characteristics of test
1. Proper Planning mfpr ;kstuk

2. Validity izekf.kdrk @ ;FkkrZrk
3. Reliability fo'oluh;rk
4. Objectivity mns';h;rk
5. Adequacy iz;kZIrrk
6. Discriminating Power vUrj djus dh {kerk
7. Comparability rqyukRedrk
8. Practicability O;ogkfjdrk@iz;ksxkRedrk
9. Utility mi;ksfxrk
1 Proper Planning
The test must be structure sequenced properly
iz'u vPNh rjg Øe c} fd;s x;s gks rFkk mudh lajpuk fo"k; oLrq ds vuq:i mfpr gksA
2 Validity
Accuracy with which the test measures what it suppose to measure
mlh 'kq}rk vkSj lVhdrk ds lkFk iz'uksa ds lkFk ekiu gks ftlds fy;s ;s cuk;s x;s gSA
Efficiency with which test Attempted to measure with it suppose to measure
mlh n{krk ds lkFk ekiu djus dh dksf'k'k djs ftl n{krk ds fy;s bls cuk;k x;k gSA
Accuracy with which test reliability measure what is reliable
iz'u fo'oluh;rk ds lkFk lVhdrk ls ekiu djs ftlls fd ;g iz'u fo'oluh; gksA
Validity depends on
1. Trait 2. Variation 3. Sampling Error 4. Scoring Error 5. Other Factors.
izekf.kdrk fuHkZj djrh gS %& 1- LoHkko dh fHkUurk 2- uewus ds ijh{k.k esa =qfV;ka 3- ekiu esa
=qfV;ka 4- vU; dkj.k
Factor Affecting the validity
izekf.kdrk dks izHkkfor djus okys dkj.k %&
Quiz questioning unclear direction
mfpr fn'kk funsZ'k dh deh
Inadequate weigh tent
iz'uksa ds vuqlkj vadks dk fu/kkZfj.k lgh u gksukA
175
Coverage of content As in inadequate
iwjs ikB;Øe ls iz'u ugha iwNs x;sA
Methods of expression is wrong
iz'uksa dh O;k[;k djus dk rjhdk xyr gSA
Inadequate terms
vi;kZIr rduhdh 'kCnksa dk mi;ksx
Have the poor construction
iz'uksa dh lajpuk lgh ugha gSA
Inadequate time distribution
le; dk lgh vkcVau ugha gSA
Related to other topics
iz'u nwljs ikB ls lEcaf/kr gSA
3 Reliability
Consistency in scoring pattern is reliability
vad iznku djus esa ,d :irk izkIr djuk gh fo'oluh;rk gSA
Accuracy with which the scoring is Attempt to be consistent is known reliability
izkIrkdksa esa lrZdrk ykus dk ges'kk iz;kl djuk gh fo'oluh;rk gSA
Type Of Reliability :
1. Content Reliability fo"k; oLrq dh fo'oluh;rk
2. Concurrent Reliability lEcafU/kr lwpukvksa dh fo'oluh;rk
3. Predicative Reliability Hkfo";ok.kh lEcaf/kr fo'oluh;rk
4. Constructive Reliability lajpuk lEcU/kh fo'oluh;rk
Factor Effecting Reliability
1 Length of test
iz'uksa dh yEckbZ
2 More lengthy less reliable
T;knk cMs iz'u de fo'oluh; gksrs gsA
3 Interval between the test
nks ijh{k.k ds chp esa T;knk le;
More interval between two test ends to less reliable
nks ijh{k.k ds chp T;knk le; gksus ls ijh{k.k dh fo'oluh;rk de gks tkrh gSA
4 Speed Of Test
de le; esa T;knk iz'u
More question in less time makes it less reliable
de le; esa T;knk iz'u nsus ls ijh{k.k dh fo'oluh;rk de gks tkrh gSA
5 Number of test more number of test make more reliable
ijh{k.k dh la[;k T;knk gksus ls ijh{k.k dh fo'oluh;rk c< tkrh gSA
6 Required talent The talent of trainee Also effect the reliability of test
fo|kFkhZ dh cqf}erk Hkh ijh{k.k dh fo'oluh;rk dks izHkkfor djrh gSA
176
Order of test
In proper sequencing causes loss in reliability
ijh{k.k dk Øe lgh u gksus ls fo'oluh;rk de gks tkrh gSA
Available means the collect data it Also Affects to reliability
rF;ksa dks laxzg djus ds fy;s miyC/k lk/ku ;g Hkh fo'oluh;rk dks izHkkfor djrk gSA
Defect in scoring
Measurement defect lower the reliability
ekiu esa deh gksus ls fo'oluh;rk de gks tkrh gSA
Objective of the test
1 Objectivity is essential validity And reliability
izekf.kdrk vkSj fo'olhu;rk ds fy;s mns'; vko';d gSA
2 Objectivities judgment is Accurate hence the test thnd to be reliable & valid
mns'; dk ekiu vkSj fu.kZ; ;fn lgh gS rks ijh{k.k Lor% gh izekf.kr vkSj fo'oluh; gks tkrk gS
3 Co relation coefficient objectivity reliability
;g lVhdrk eas deh dks n'kkZrk gS
4 Coefficient of co relation between the score of two set of paper At two difference
nks iz'u i=ks ds vk/kkj ij ,d gh f'k{kd }kjk nks vyx&vyx voljks ij fn;s x;s izkIrkad ds
vkilh laca/k xq.kkd dks mnsf'rk dgrs gS
Adequacy Test must be Adequate i.e. fair & complete
ijh{k.k fu"i{k vkSj iw.kZ vFkkZr i;kZIr vo'; gksuk pkfg,A
Discriminate power Test must discriminate between intelligent And moderate trainee
ijh{k.k cqf)eRrk vkSj e/;e cqf+)okys ijh{kkfFkZ;ks eas vUrj crkus es l{ke gks
Test :
Test must the Application Ability not the capability of memorizing
ijh{k.k ds }kjk Kku ds vuqiz;ksx dks ;ksX;rk dk ijh{k.k gksrk gS u fd fo|kFkhZ ds jgus dh {kerk
dk
7.4. Types of test on basis of use

1 Written Test
2 Oral Test
Written Test
Objective type oLrqfu"B ijh{k.k
Descriptive type foLrkj ijh{k.k
Descriptive type
Long essay type foLr`r fucU/kkRed
Short Answer type laf{kIr mRrj okys
Very short Answer type cgqr NksVs mRrj okys
Short note type laf{kIr fVIi.kh
a) Describe o.kZu djuk
177
b) Define ifjHkko crkuk
c) Explain foLrkj eas fy[kuk
d) Sketch [kkdk fp=
e) Objective oLrqfu"B
f) Drawing fp= cuokuk
Objective type
1 Identification type ifgpku okys iz'u
2 Binary type gka ;k ugha
3 Matching type feyku djus okys
4 Multiple choise type cgq fodYih
5 Relation type laca/k crkus okys
6 Filling the blank fjDr LFkkuks dh iwfrZ
7 Completion type
8 True or false type
9 One word substitution fdlh fo"k; ij lgefr ysuk
(a) Lankert thorstion scale
(b) Ranking scale
S.A :- Strongly Agree iw.kZ :i ls lger
A:-Agree lger
U:- uncertain vfuf'prrk
D:- Disagree vlger
S.D :- Strongly disagree iq.kZ :i ls vlger
Advantage of written test
For Student
He know his depth of knowledge
fo|kFkh dks mlds Kku ds Lrj dk irk pyrk gS
Know his misunderstanding faults& weakness
viuh xyr le> detksjh vkSj =qfV;ks dk mls irk py tkrk gS
Aware of his ranking his class
d{kk eas vius dze dks irk dj ysrk gS
Develop confidence to learn quickly & correctly
'kh?kz vkSj lgh lh[kus dk vkRefo'okl tkx`r gksrk gSA
Develop A filling of competitiveness
izfr;ksfxrk dh Hkkouk dk fodkl gksrk gSA
For teacher
He evaluate effectiveness of teaching
178
vius f'k{k.k dh izHkko'khyrk dk Lo;a ewY;kadu djrk gSA
know his defects in teaching
f'k{k.k dh dfe;ks dk irk pyrk gS
He makes the grading of student on the basis of test
ijh{k.k ds vk/kkj ij fo|kfFkZ;ks ds izkIrkad ds vuqlkj mudk dze curk gS
Able to understand the individual difference of leaiver & modify its technique According to
learning method
viuh f'k{k.k fof/k dks muds vuqlkj ifjofrZr djuk
Tell the grading to learner Administration And their parents.
fo|kfFkZ;ks ds izkIrkad ds dze dks muds vfHkHkkodks rFkk iz'kklu dks crkrk gSA
For Administration
To know the difficult of learner & trainer
fo|kFkhZ;ksa rFkk f'k{kdksa dh ijs'kkuh dk Kku gksrk gSA
To keep the stander of trainee And maintain the reliability of institute
f'k{k.k dh xq.koRrk rFkk laLFkku dh fo'oluh;rk cuk;sa j[kukA
To maintain the uniformity in instruction According to rule.
fu;ekuqlkj vuqns'k dh ,d :irk cuk;s j[kukA
To keep A watch on discipline by development to decent learning Atmosphere
,d LoLFk iBu lgk;d ifjos'k dk fuekZ.k djds vuq'kklu dks cuk;as j[kukA
Keep A proper repot with parents.
fo|kFkhZ;ksa ds vfHkHkkodksa ls fo'oluh; lEca/k cukus dk iz;kl djukA
For Parents
Know the progress of their wards.
vfHkHkkodksa dks vius cPpksa ds fodkl dk Kku gksrk gSA
An Opportunity to discuss with teacher &Administrate
f'k{kd rFkk iz'kklu ls ppkZ djus dk volj feyrk gSA
Can guide their ward properly.
vius cPpksa dk mfpr ekxZ n'kZu dj ldrs gSA
7.5. Oral test

These Are the set of simple question Ask orally And Answer orally.
ekSf[kd iz'u laf{kIr vksj ljy iz'uksa dk lewg gksrk gS ftls ekSf[kd :i ls iwNk tkrk gSA
rFkk mRrj Hkh ekSf[kd :i ls fn;k tkrk gSA
InAdvance form oral question Are called. interviewing
vk/kqfud ekSf[kd iz'u iwNus dks lk{kkRdkj dgrs gSA
It is use to find the suitability of A person for A particular post.
179
lk{kkRdkj fdlh O;fDr dh fdlh in ds fy;s mi;ksfxrk dk irk yxkus ds fy;s fd;k
tkrk gSA
Oral test can be Ask before during or After the written test.
ekSf[kd ijh{k.k fyf[kr ijh{k.k ds igys blds chp esa ;k blds ckn iwNk tk ldrk gSA
Interview must know the technique And procedure properly Asking oral question
other wise it will not be effective
iz'udrkZ ekSf[kd iz'uksa dks iwNus dh rduhd vkSj mfpr Øe dk vo'; gh Kkrk gks vU;Fkk
ekSf[kd iz'uksa dh izHkko'khyrk de gks tkrh gSA
7.5.1. Advantage of oral test

Possibility of copying is eliminated
udy djus dh lEHkko lekIr gks tkrh gSA
Proper records of test is not required to be maintained
ekSf[kd iz'uksa dk mfpr vfHkys[k cuk;s j[kus dh vko';drk ugh gksrh gsA
Not required designs & correction
ekSf[kd iz'uksa dh lajpuk vkSj lq/kkj dh vko';drk ugha gksrh gSA
Need not be prepared before Asking for longer duration.
iqNus ls iwoZ iz'uks dh T;knk rS;kjh dh vko';drk ugha iM+rh
This is suitable for workshop knowledge to judge to test the Ability of taken Accrued
judgment
;g dk;Z'kkyk lEcU/kh Kku rFkk gh fu.kZ; ysus dh ;ksX;rk ds ijh{k.k ds fy, mi;qDr gS
In this test trainee & teacher reface to face hens useful to test the personality &
presence of mind
bl ijh{k.k eas fo|kFkhZ vkSj f'k{kd vkeus lkeus gksrs gS vr% O;fDrRo vkSj efLr"d }kjk
mitk rqjUr Kku ds ijh{k.k eas mi;ksxh gksrk gS
Students should clarify their doubt At instant And proceed to Answer the question
fo|kFkhZ vius lUnsg dks rqjUr nwj djds iwNs x;s iz'uks dk mRrj ns ldrk gS
Test is suitable for testing in group Also
fo|kfFkZ;ks ds ,d lewg dks ekSf[kd iz'uks ds }kjk ijh{k.k fd;k tk ldrk gS
Allow coverage of content with in short period
FkksM+s le; lEiw.kZ fo"k; oLrq ls iz'u iwNuk lEHko gks ldrk gS
Restonce depend on behavior &Aptitude An Andteache
fo|kFkhZ dks mRrj nsus dh izfrfdz;k f'k{kd ds O;ogkj vkSj n`f"Vdks.k ij fuHkZj djrh gSS
Should not repeat the same question Again
mlh iz'u dh iquZjko`fRr ckj&ckj ugha gksrh gSA
Offer to test the Aptitude the trainee
fo|kfFkZ;ks dh {kerk dk ijh{k.k djus dk volj feyrk gSA
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Least expensive test
;g ijh{k.k de [kphZyk gksrk gSA
Definite Ability of trainer can be test time
de le; eas fo|kFkhZ dh ,d fuf'pr ;ksX;rk dk ijh{k.k lEHko gSA
Gradual expose of question As talent of trainee is possible
fo|kfFkZ;ks dh cqf)eRrk ds vuq:i iz'uks dh Kku xfjek dks c<+k;k tk ldrk gSA
7.5.2. Disadvantage
If trainee get frighten he will loss his confidence And will not Able to Answer properly
;fn fo|kFkhZ nwj x;k rks og vkRefo'okl [kks nsxk vkSj vPNh rjg mRrj ugh ns ik;sxk
Speaking Ability may be barrier in Answer
cksyus dh ;ksX;rk iz'u dk mRrj nsus eas ck/kd gks ldrh gSA
Same question is not Ask to All hens it not fair
,d gh iz'u lHkh fo|kFkhZ;ks ls ugha iqNk tkrk vr% ;g fu"i{k ugha gksrk gS
Student do not get time to organize then tough
fo|kfFkZ;ks dks vius fopkjkas dks dzec) djus dk le; ugha feyrk
Teacher may get bored hence try to finish in hurry
f'k{kd vc tkrk gS vr% ijh{k.k dks tYnh [kRe dj nsrk gS
Proper sctyousting potential can be tested
Kku dk vf/kdre Lrj cqf)eRrk dk ijh{k.k lEHko ugha gSA
Behavior Attitude & physiology of teach play an important role
ekSf[kd ijh{k.k eas f'k{kd dk O;ogkj n`f"Vdks.k vkSj euksfoKku dk vf/kdre egRo gksrk gSA
There is no proper scoring technique designed for this test
ekSf[kd ijh{kk ds fy, izkIrkad nsus dk dksbZ mfpr vkSj fuf'pr rjhdk ugha gSA
7.6. Written test

Written test is more reliable effective & useful
fyf[kr ijh{k.k T;knk fo'oluh; izHkkodkjh vkSj mi;ksfxd gksrk gS
Test paper Are in writer form And Answer is Also in written form write test is two type
bl ijh{k.k ds iz'u iy vkSj mRrj nksuks fyf[kr :i eas gksrs gS ;s nks izdkj ds gksrs gS
1 fo"k; fu"B
2 oLrqfu"B
SUBJECTIVE TYPE TEST
7.6.1. Advantage
1 The test paper Are essay to design & correct
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iz'u i=ks dks cukuk vkSj mleas lq/kkj djuk vklku gksrk gSA
2 Qualitative judgment of knowledge is possible
Kku dh xq.koRrk dk ijh{k.k djuk laHko gksrk gSA
3 Useful for testing personality traits
O;fDr dh fo'ks"krkvksa ds ijh{k.k eas lgk;d gksrk gSA
4 Complete syllabus can be covered
lEiw.kZ ikB;dze ls iz'u iwNs tk ldrs gSA
5 If designed properly wandering of Answer can be avoided
;fn iz'ui= mfpr rjhds ls cuk;s tk;s rks mRrj es vuko';d lwpukvks dk lekos'k
jksdk tk ldrk gSA
6 Choice for opting the number of question is incorporated
fdrus iz'u djus gS blds pquko dh lqfo/kk iz'u i=ks eas gksrh gSA
7 Trainee can scoop good mark if he study the contain properly
fo|kFkhZ ;fn fo"k; oLrq dks vPNh rjg i<+s rks bl izdkj ds iz'uks }kjk og vPNs vad
izkIr dj ldrk gSA
7.6.2. Disadvantage
1 Question Are short &less but Answer Are generally is very lengthy
iz'u rks NksVs gksrs gS fdUrq mRrj izk;% foLr`r gksrs gSA
2 Easy to designed but difficult to measure
iz'u i=ks dks cukuk ljy gksrk gS fdUrq mRrj iqfLrdk dk ewY;kdau dfBu gksrk gSA
3 Hand writing langrage And expression Ability Affect the scoring
gkFk dh fy[kkoV Hkk"kk vkSj vfHkO;fDr dh ;ksX;rk izkIrkad dks izekf.kr djrh gSA
4 In Ability to command over language well leao to unsystematic expression of
thought
Hkk"kk ds mfpr fu;a=.k ds vHkko eas Kku ds lkis{k mits fopkjks dks lgh #i ls
ØecU/k djuk laHko ugh gks ikrk gSA
5 Opinion And observation of teacher may Also influence the scoring pattern
f'k{kd dh jk; vkSj mldk voyksdu dk rjhdk Hkh izkIrkda ds Lrj dks izekf.kr
djrk gSA
6 Student try to cover the intense in disguise of words
fo|kFkhZ viuh deh dks 'kCnksa ds ek/;e ls fNikus dh dksf'k'k djrk gSA
7 In Absence of proper marking grid line the prejudice of teacher Affect the test
;fn vadks dk forj.k lgh fn'kk funsZ'k ds vuqlkj ugha gksrk gS rks f'k{kd ds LoHkkfod
O;fDrRo ds vk/kkj ij ijh{k.k dh fo'oluh;rk izHkkfor gksrh gSA
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OBJECTIVE TYPE TEST
7.6.3. Advantage
1 Prejudges And personality of the teacher will not effect the scoring
f'k{kd dk LoHkkfod O;fDrRo izkIrkdksa dks izHkkfor ugha djsxkA
2 Hand writing , language, Expression Ability Are not A hindrence in scoring
good marks.
gLr f'kYi Hkk"kk vkSj vfHkO;fDr dh ;ksX;rk vPNs vad izkIr djus es ck/kd ugha gksrhA
3 Only one correct Answer will be for each question
izR;sd iz'u dk ,d gh mRrj lgh gksrk gSA
4 Entire syllabus can be covered
iwjs ikB;e ls iz'u iwNs tk ldrs gSA
5 Relevant for checking quick thinking And Accurate knowledge.
;g lgh Kku vkSj rqjUr lksp dk ijh{k.k djus esa mi;qDr gSA
6 Most effective for entrance examination
izos'k ijh{kk ds fy;s ;g lcls miq;Dr gSA
7 Response is not Affected by Attitude of teacher
f'k{kd ds n`f"Vdks.k ij fo|kFkhZ dh izfrfØ;k ij izHkko ugha iMrkA
8 Student cans Able to store very good marks.
fo|kFkhZ cgqr vPNs vad izkIr dj ldrs gSA
9 No confusion in marking scheme.
vad iznku djus dh O;oLFkk esa dksbZ lansg ugha gksrk gSA
7.6.4. Disadvantage
1 Answer is lift to guessing if correct Answer is not know.
;fn lgh mrrj ugh vkrk rks vuqeku dh lEHkkouk;s T;knk gksrh gSA
2 Difficult to design care must be taken that it should be free from repetition clues
& confusion
bu iz'uksa i=ksa dks cukuk dfBu gksrk gS vksj bUgs cukrs le; ;g /;ku nsuk vko';d gS
fd iz'u dh iquZjko`fRr u gks iz'u esa mRrj dk ladsr ugha vkSj fodYiksa esa mRrj ds izfr
lansg ughaA
3 Not suitable for higher study
mPp v/;;u ds fy;s ;g mi;qDr ugha gSA
4 Not suitable to test personality trait
blds }kjk O;fDrro dh ijh{k.k lEHko ugh gSA
5 Possibility of copying is more
udy djus dh lEHkkouk T;knk gksrh gSA
6 Cognitive skill test – Written test followed by oral test
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7 Affective skill test – observation & psychometric test
8 Psychomotor skill test – performance & practical test followed by written & oral
test
7.7. Performance test

To test the Attainment of Accrued skills important to them
izf'k{k.k ds le; iznku dh x;h n{krk dk fdruk LFkkukUrj.k gqvk gSA bldk irk yxkus
ds fy;s dk;Z dq'kyrk ijh{k.k fy;k tkrk gSA
7.7.1. Construction of performance test

dk;Z dq'kyrk ijh{k.k esa fuEu ckrksa dk /;ku j[kuk pkfg, %&
1 Instruction covered crk;s x;s vuqns'k
2 Special instruction if Any fo'ks"k vuqns'k ;fn dksbZ gksA
3 condition of tools vkStkjksa dh O;oLFkk
4 Skill required vko';d n{krk
5 Tools & equipments need vko';d midj.k ,oa vkStkj
6 Ability needed to perform dk;Z djus dh vko';d ;ksX;rk
7 Related instruction if Any lEcfU/kr vuqns'k ;fn dksbZ gksA
8 Time required vko';d le;
9 Tolerance needed ekud ds vuqlkj miyC/k NwV
10 Physical facilities required & Available HkkSfrd lqfo/kk;sa vko';d rFkk miyC/krk
11 Materials &Accessories dPpk eky o vU; vko';d lkekxzhA
12 Machine required vko';d e'khusA
7.7.2. Elements of performance

1 Ability to read sketch & drawing Mªkabx rFkk [kkdk fp= i<us dh ;ksX;rkA
2 Ability to understand & explain to procedure of demonstration izf'k{k.k ds rjhds
dks le>kus rFkk O;k[;k djus dh ;ksX;rkA
3 Ability to transfer the theory knowledge in the practically. lS|kfUrd Kku dks
iz;ksxkRed :i esa mi;ksx djus dh ;ksX;rkA
4 Selection of tool & equipment midj.k rFkk vkStkj dk lgh pqukoA
5 Sequencing per sequin of demonstration izn'kZu ds Øe ds vuqlkj vkStkj rFkk
midj.k dks Øe c} djukA
6 Speed With Accuracy And quality. xq.koRrk vkSj lVhdrk ds lkFk xfrA
7 Quality with worker ship. dq'ky dkjhxjh dh rgj xq.kork izkIr djukA
8 use And follow safety precaution lqj{kk lko/kkfu;ka dk mi;ksx vkSj vuqlj.kA
9 Indicate Quality of work. dk;Z dh xq.koRrk cukus eas l{keA
10 Check the number of Attempt to Attain quality xq.koRrk izkIr djus ds fy;s fd;s
x;s iz;klksa dh la[;kA
11 Knowledge of skill Accrued izkIr n{krk dk KkuA
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7.8. Evaluate
1 Quality xq.kOkRrk
2 Ability ;ksX;rk
3 Assessment fu/kkZj.k
4 Awarement tkx:drk
5 Selection pquko
6 Sequencing Øec} djuk
7 Speed xfr
8 Co. ordination leUo;
9 House keeping lqO;oLFkk
10 Observation fujh{k.k djuk
11 Reliability & Relevancy fo'oluh;rk vkSj ;FkkZrrkA
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Chapter – Eight
Organization & Management

of Instructional Area
8. Organization & management of instructional Area
8.1. Teaching & managerial responsibility
Planning the course of instruction skill development
n{krk ds fodkl ds fy;s vuqns'k ds Øe dh ;kstukA
Effective demonstration- shop Arrangement
izHkkodkjh izn'kZu ds fy;s dk;Z'kkyk dh O;oLFkkA
Schedule of training & effective presentation
izf'k{k.k dh :i&js[kk izHkkodkjh izn'kZuA
Procurement &Accountability of material tools And equipments
lkekuksa dks izkIr djuk vkSj mldh ftEesnkjh&midj.k ,oa vkStkjA
SEQUENCE OF PLANNING
1 Selecting the course content to Acquire the require knowledge, skill & Attitude
fo"k; oLrq dk pquko&vko';d Kku n{krk o n`f"Vdks.k dh izkfIr ds fy;s
2 Dividing it in to teaching point grouping the similar content
f'k{k.k ds fcUnqvksa esa fo"k; oLrq dk foHkktu ,d leku fo"k; oLrq dks ,d txg
j[kukA
3 Effective sequencing chronological order of content
izHkkodkjh Øe&fo"k; oLrq dks fuf'pr Øe esa j[kus dk f'k{k.k dk ØeA
4 Dividing-teaching points in to teaching unit
ckWVuk&f'k{k.k fcUnqvksa dks f'k{k.k vuqHkkx esa ckWVukA
5 Deciding method material, machine, trainee & teaching Aids
fu/kkZj.k djuk& i<+us dk rjhdk lkexzh iBu lgk;d lkexzh e'khu rFkk izf{k.kkFkhZ
6 Selecting sequencing selecting the unit As per priority & sequencing them
pquko vkSj Øec}rk&f'k{k.k vuqHkkx dks ojh;rk Øe esa Øec} djukA
7 Preparation – plan the work & work the plan prepare the lesson plan
rS;kjh&dk;Z dh ;kstuk rFkk ;kstuk ds vuqlkj dk;ZA
8 Conducting- conduct the class with effective presentation.
fo"k; oLrq dks i<uk&izHkkoh izLrqfrdj.k ds lkFk fo"k; oLrq dks d{kk esa i<kukA
9 Record – keep A record of Achievement.
vfHkys[k& fd;s x;s dk;Z dk fyf[kr vfHkys[k j[kuk
IMPORTANCE OF PLANNING
1 Completion –All content categorizing syllabus. Will be completed in definite

time
ikB;Øe esa fn;s x;s lHkh fo"k; oLrq ,d fuf'pr le; esa iwjk gks tkrk gSA
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2 Selecting – priority grading to Acquire knowledge skill &Attitude.
pquko djuk & Kku n{krk vkSj n`f"Vdj.k dks izkIr djus ds fy;s fo"k; oLrq dks
ojh;rk ds Øe esa j[kukA
Sequencing – deciding the proper sequence of teaching
Øec} djuk&i<kus ds mfpr Øe dk fu/kkZj.k
Deciding – what to Achieve And how ?
fu/kkZfjr&D;k izkIr djuk gS vkSj dSls \
Previewing - goal of vocational learning
Vkyuk & vokfguh; iquZjko`fRr dks VkyukA
Arresting – indiscipline
jksduk & vuq'kklughurk dks jksduk
TRAINING SCHEDULE
WHY – Need Analysis vko';drk dh foospukA
HOW – Process Analysis izfØ;k dh foospukA
WHO – Manpower Analysis ekuo lalk/ku dh foospukA
WHERE - Context Analysis izos'ku dh foospukA
WHICH WAY – Manpower Teaching Need Analysis
ekuo lalk/ku ds lkFk f'k{k.k vko';drk dh foospukA
WHEN – Content Analysis le; dh foospukA
WHAT – Content Analysis fo"k; oLrq dh foospukA
ACCOUNTABILITY & PROCUERMENT OF MATERIAL

Graded exercise & requirement of tool & equipment
1 Knowledge – exercise / demonstrational of performance vH;kl vkSj izn'kZu D;k
djuk gSA
2 Demonstrational plan And operation / experiment sheet required iznZ'ku ;kstuk
dk;Z ;k iz;ksx'khy tks vko';d gksA
3 Tool & equipment raw material need for each exercise izzR;sd vH;kl ds fy;s
midj.k vkStkj rFkk dPps eky dh vko';drkA
4 Economic use of raw material dPps eky dk lgh mi;ksxA
5 Knowledge of source lkexzh izkIr djus ds LFkku dk Kku
6 Knowledge of firm establishment local trader supplying the tool & equipment &
raw material midj.k ,oa vkStkjksa o dPps eky tks fdlh QeZ] laLFkku ;k LFkkuh;
O;olkf;d ls izkIr fd;k tkrk gS]
7 Specification standard merit & demerit of various makes of tool equipment &
raw material midj.k vkStkj rFkk dPps eky dh rduhdh fo'ks"krk xq.koRrk rFkk muds
fo'oluh;rk dk Kku gksA
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PROVIDE
Information to supervisor / senior principle to porches A particular make & model of equipment
And machinery
vuqns'kd vius ofj"B vf/kdkfj;ksa ;k iz/kkukpk;Z dks vius O;olk; ds midj.k rFkk vkStkj [kjhnus ds
fy;s muds ekMy vkSj esd dh lwpuk iznku djsA
KEEP ABREST ¼lwpukvksa ij /;ku nsuk½
With changing trades technical And technology of trade
vius O;olk; esa gksus okys izpyu dk rjhdk vkSj rduhd esa ifjorZu dk /;ku j[ksA
8.2. Class room And it's management

Management of class room require managing the facilities trainees & teaching
d{kk dh O;oLFkk ds vUrxZr miyC/k lqfo/kk;sa f'k{k.k vkSj izf'k{kkFkhZ dks O;ofLFkr djuk gSA
It includes care And use of following points :bl ds vUrxZr fuEu fcUnqvksa ij /;ku nsuk gksrk gS %
1 Facilities floor space & furniture.
miyC/k txg vkSj QuhZpj dh lqfo/kk;saA
2 Class room chalkboard cupboard & shelves.
d{kk pkWd cksMZ] daiuh ] lkeku j[kus dh 'ksYQA
3 A /V Aids teaching material Abilities trainee chair & table
iBu lgk;d lkexzh f'k{k.k lkexzh rFkk fo/kkfFkZ;ksa ds cSBus gsrqA
4 Shop floor And class floor Available
d{kk rFkk dk;Z 'kkyk ds fy;s miyC/k txg
5 Light Air ventilator And other Amenities
izdk'k ok;q RkFkk buds vkokxeu o vU; lqfo/kk;saA
Class room management Are perform by two method

1. FORMAL METHOD ¼vkSipkfjd fof/k½As per rule fu;ekuqlkj
2. INFORMAL METHOD ¼vukSipkfjd fof/k½As per humanitarian consideration
ekuoh; rF;ksa dks /;ku esa j[kdj dh x;h O;oLFkk
SEATINGARRANGMENT
Class room, library, workshop, seminar room. Drawing And calculus room, study room
Characteristics of the class room seating Arrangement:

1 Seating Arrangement must be match such that each trainee can see the AV Aids
projector, chalkboard easily without Any hindrance.
cSBus dh O;oLFkk bl izdkj gks fd izR;sd fo|kFkhZ fcuk fdlh ck/kk ds pkd cksMZ
izkstsDVj rFkk vU; iBu lgk;d lkexzkh dks lqxerk ls ns[k ldsA
2 Trainee & teacher can see & discuss with each other
188
f'k{kd o fo|kFkhZ ,d nwljs dks ns[k lds vkSj ifjppkZ dj ldsA
3 It must be convenient to read & write with out describe other.
cSBus dh O;oLFkk bl izdkj gks fd izR;sd fo|kFkhZ fcuk fdlh O;o/kku ds fy[k lds
vkSj i< ldsA
4 In seminar room each trainee will face the other trainee
dk;Z'kkyk esa cSBus dh O;oLFkk fn;s x;s fu;eksa ds vuqlkj gksuh pkfg,A
5 Projector And other teaching Aids must be so position that each one can properly
see At All time
izkstDVj rFkk nwljh iBu lkexzh bl izdkj d{kk esa O;ofLFkr fd;k tk; ftlls lHkh
fo|kFkhZ izR;sd le; mls vPNh rjg ns[k ldsA
Characteristics includes fo'ks"krkvksa ds vUrxZr vkrs gS
1 Space characteristic miyC/k txg dh fo'ks"krk
2 Structural characteristic cukoV dh fo'ks"krk
3 Architectural characteristic <kpkxr fo'ks"krk;sa
4 Air And ventilation gok rFkk mlds vkokxeu dh fo'ks"krkvksa
5 Light characteristics izdk'k lEc/kh fo'ks"krk;sa
6 A/V Aids Arrangement iBu lgk;d lkexzh dh O;oLFkk dh fo'ks"krk;sA
Management of teaching & training f'k{k.k o izf'k{k.k dh O;oLFkk
1 PLANNING FOR TEACHING f'k{k.k o izf'k{k.k dh O;oLFkk
2 ORAGANISING ACTIVITIES fØ;k dyki
3 PREPARING TEACHING MATERIAL fy-v-l- cukuk
4 PRESENTATION IDEA fopkjkas dks izLrqr djuk
5 MANAGING CLASS ROOM SHOPE FLOOR TRAINEE
6 QUESTION CONTENT fo"k; oLrq
7 ASSIGNING HOME WORK xzg dk;Z
8 DIRECTION STUDY v/;;ujr~
9 DEMONSTRAT SKILL n{krk
10 GUIDING SKILL PRACTICE n{krk ds vH;kl
11 CONDUCTING DRILL ¼vH;kl dj ds i<+kuk½ DISCUSSON ¼ifjppkZ½
TEST ¼ijh{k.k½ REVIEW iqu% voyksdu
12 PROVIDING DIAGNOSTIC & REMEDIAL METHOD OF
LEARNING lh[kus dh deh dks igpkuuk vksj mUgs nwj ls n{krk iznku djuk
Effective use of chalkboard pWkd cksMZ dk izHkkodkjh iz;ksx
1 Surface should be dull enough to Avoid glarier
PkWkd cksMZ dh lrg pdkpksan dks nwj djus ds T;knk pedhyh ugha gksuh pkfg,
2 The surface should be rough enough to hold the chalk
189
bldh lrg [kqnjh gks rkfd pkd }kjk bl ij vPnh rjg fy[kk tk ldsA
3 StandAt one side of the board while explaining
O;k[;k djrs le; cksMZ ds ,d rjQ [kMs gks chp es ugh
4 Write heading in bold & capital letter in the central
ikB ds eq[; 'kh"kdZ dks cksMZ ds e/; esa cMs v{kjksa esa fy[kuk
5 Write neatly And clearly
lkQ vkSj Li"V fy[ks
6 Writing should be cleared by soft cloth or duster
cksMZ dh fy[kkoV dks eqyk;e diM+s ;k MLVj ls lkQ djuk pkfg,
7 Avoid draining complex picture ob board
tfVy fp+= cksMZ ij cukus dk iz;kl u djsa
8 Avoid cramping to much point on board
cksMZ ij T;knk ls T;knk fo"k; oLrq ugha fy[kuh pkfg,
9 Always start writing from top to bottom
cksMZ esa ges’kk mij ls uhp dh fy[kuk pkfg,
10 Date should be written At Any other corner of board
fnukad ges’kk tgka ls fy[kuk izkjEHk gks mlds nwljs fdukjs ij fy[kuk
11 Module or lesson no should be on top near corner
ikB dk uke uEcj ;k ekM;wy tgka ls izkjEHk djrs gS ml dkuZj esa fy[kuk
12 Divide the board in two half
cksMZ dks fy[krs le; nks Hkkxks esa ckaVuk
13 Any end write sub heading & it’s include heading
mi'kh"kZd ;k blds vUrxZr vkus okys vU; 'kh"kZdA
14 Near side use for solving problem sketch or essential point of content
utnhd dh rjQ leL;kvksa dk lek/kku [kkuk [khapuk ;k ikB ds eq[; Hkkxksa dks
crkus ds fy;s iz;ksx djkuk pkfg,
15 Writing on board Always be simple short & subjective
cksMZ ij ges’kk ljy Hkk"kk esa laf{kIr esa vkSj fo"k; oLrq ds lEcU/k esa gh fy[ks
16 Develop explanation with the help of point written one by one in logical manner
O;k[;k ds fcUnqvksa dks rdZ laxr Øe esa ,d&,d djds cksMZ esa fy[ks
17 Use color chalk for high light the main point
eq[; fcUnqvksa dks vPNh rjg n’kkZus ds fy;s jaxhu pkd dk iz;ksx djsa
18 Use board only when necessary
ftruk vko’;d gks mruk gh cksMZ dk mi;ksx djsA
19 Do not use it As cribber board
LØkbcj cksMZ dh rjg iz;ksx u djsa
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20 Do not use in to proof your Artiste competency
viuh dyk dk izn’kZu djus ds fy;s cksMZ dk iz;ksx u djsa
21 Clean the board before writing so that previous writing is not visible
fy[kus ds ckn cksMZ dks bl izdkj lkQ dj ns fd igys dh fy[kkoV u fns[ksA
22 20 care should be taken not write continuously on the board
cksMZ ij ykxkrkj fy[ks dk dke u djsA
23 Plan the work in Advance
cksMZ ij D;k fy[kk gs bldh ;kstuk igys cuk ysA
24 Paint the board At regular interval
25 For geometrical work use geometrical scale
26 Allow time for trainee to note down the content
fo|kfFkZ;ksa dks fo"k; oLrq fy[kus dk le; nhft,
27 Use pointer to explain the point written on board
cksMZ ij fy[ks fcUnqvksa dh O;k[;k djus ds fy;s ladrs dk iz;ksx djsA
28 Do not turn your complete back where writing
fy[krs le; f’k{kd dh iwjh ihB fo|kfFkZ;ksa dh rjQ ugha pkfg,A
29 Lettering size for
(a) Heading – 50 to 60 mm
(b) Sub heading – 35 to 45 mm
(c) Under sub 30 to 40 mm
(d) Normal content 25 to 30 mm
30 Try to Always writing in capital letter on board
cksMZ ij ges’kk cMs v{kjksa esa fy[kuk pkfg;sa
Chalk board is A visual Aid

1 Effective And readily Available visual AV aids
;g izHkko dkjh gS rFkk vklkuh ls miyc/k gks tkrk gSa
2 Cheep & convenient to use
lLrk gksrk gS rFkk ljyrk ls mi;ksx fd;k tkrk gSA
3 Capable to classifying the content when properly
vPNh rjg mi;ksx djds fo"k; foLrq ds mi;ksx dks Li"V djus dh {kerk
4 Centre of dynamic communication between trainee And trainer
f’k{kd vkSj fo|kFkhZ;ksa ds chp esa xfr’khy laEizs"k.k dk ek/;e gSA
5 Creative competence And teaching skill in hence b proper utilization of chalk
board
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PkkWd cksMZ ds mfpr mi;ksx ls f’k{kd dh f’k{k.k Jt`ukRed n{krk dk fodkl gksrk gS
ADVANTAGE
iwoZ rS;kjh dh vko’;drk ugha gksrh
lHkh lwpukvksa dks fy[k ldrs gS feVk ldrs gS rFkk cny ldrs gSA
fy[krs le; dksbZ egRo iw.kZ fopkj vkus ij mUgs tksMk tk ldrk gSa
fo|kkFkhZ;k ds lansg dh fy[kdj nwj fd;k tk ldrk gS
blds fy;s vfrfjDr d{k T;knk ykbZV ;k vU; lkexzh dh vko’;drk ugha gksrh
DISADVANTAGE
bl ij fy[kus dh izekf.kdrk ugha gksrhA
bl ij tfVy Mªkabx ;k fp= ugha cuk;s tk ldrsA
f’k{kd ds fy[kus dh {kerk dks izHkkfor djrk gS
pkWd ls fudys okyh MLV gkfudkjd gksrh gSA
le; vf/kd yxrk gS
8.3. Workshop organization

ftl izdkj lS/kkfUrd fo"k;ksa ds fy;s d{kk d{k vko’;d gS mlh izdkj n{krk lh[kus ds
fy;s dk;Z’kkyk ,d mi;qDr txg gS
d{kk esa fo"k; ls lEcfU/kr crk;s x;s lS/kfUrd Kku dks mi;ksx djrs gq;s dk;Z’kkyk esa
blds vuq:Ik n{krk lh[kh tkrh gSA
izR;sd O;olk; ds vUrxZr vkus okyh vusd n{krkvksa dh vuqns’kd ds ekxZ n’kZu esa fo|kFkhZ
dk;Z’kkyk esa vH;kl vkSj mi;ksx djrk gSA
vusd izdkj ds midj.k vkStkj] lkeu vkSj e’khuksa dh vko’;drk bl n{krk dks lh[kus
ds fy;s iMrh gSA
bu lkekuks dks vklkuh ls izkIr fd;k tk lds vkSj lqxerk ls mi;ksx fd;k tk lds
blds fy;s ;g vko’;d gS fd dk;Z’kkyk leqfpr :Ik ls O;ofLFkr gksA
blls dsoy fo|kfFkZ;ksa dks gh vH;kl djus esa gh lqxerk ugha gksrh gS vfirq f’k{k.k Hkh
lgh mfpr rjhds ls fo|kfFkZ;ksa dk ekxZ n’kZu dj ldrk gSA
Lay out of work shop
dk;Z’kkyk ds fy;s miyC/k txg dks lgh izdkj uki dj ,d mfpr iSekus dk ekiu ysrs gq;s
[kkdk cukukA
Mªkabx ds mij f[kMdh njokts] fiyj vkSj vU; vkus&tkus ds jkLrksa dks fpfUgr djA
eq[; rFkk lgk;d jkLrksa dh txg dks Mªkbax ij fu’kku yxk nsuk
ml O;oLkk; ls lEcfU/kr vko’;d e’khuksa dh lwph cukukA
QuhZpj nqljs lkeku ftUgs e.Mkj.k djuk gks lkekU; ejEer ds fy;s vko’;d txg
fo|kfFkZ;ksa ds ykadj rkfd vuqns’kd ds fy;s dqlhZ Vscy ds fy;s txg ,oa vU; vko’;d
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midj.k tks ml O;oLkk; ds fys; dk;Z’kkyk esa j[kuk t:jh gS bl lHkh dh lwph
cukukA
izR;sd oLrq ds fy;s vko’;d txg dks fy[kuk
lHkh lkekuksa dks mudh ojh;rk dks /;ku esa j[krs gq;s Øe’k% j[kuk
bl lHkh lkekuksa dks mudh txg ?ksjus ds vuqikr esa Mªkbax cukukA
dk;Z’kkyk ds fy;s miyC/k txg gsrq cuk;h x;h Mªkbax dk Ldsy vkSj lHkh lkeku ds fy;s
cuk;s x;h Ldsy dk ekiu ,d gh gksuk pkfg,A
dk;Z ’kkyk esa dqN txg Hkfo"; ds foLrkj ds fy;s vo’; dh NksM nh tkrh gSA
miyC/k txg ds fy;s cukbZ x;h Mªkbax ij lHkh lkekusak dks muds j[kus dh txg ds
vuqlkj Mªkbax ds ekiu dks iz;ksx djrs gq;s fpfUgr djukA
vko’;drkuqlkj bl Mªkbx esa ifjorZu djukA
bl Mªkbax dks Lohd`fr ds fy;s l{ke vf/kdkjh ds ikl HkstukA
Space Allotment
fdlh O;olk; ds fy;s ;g dk;Z’kkyk gSa

fdrus fo|kFkhZ dk;Z djsxsA
Hkkjh e’khu tks dk;Z’kkyk esa j[kuh gSA
e’khu ds dk;Z djus ds fy;s vko’;d mijh LFkku
lqjf{kr dk;Z ds fy;s e’khu ds pkjksa vksj vko’;d txgA
nqljh e’khu ftudk otu de gS vksj mUgs LFkkukUrfjr fd;k tk ldrk gSA
Storage space required
dPpk eky ;a= ,oa vkStkj isVªksy vk;y Y;wczhdsaV Ldszi [krjukd lkexzh ;a= ,oa mudh
,slsljht dk ekiu oSyh,oy ,flLV
dk;Z dh cSUp ds fy;s LFkku
ekewyh ejEej ds fy;s LFkku
izf’k{k.k ds ykWdj vuqns’kd gsrq dqlhZ est di cksMZ vyekjh jSd vkfnA
iznZ’ku djus ;k fn[kkus dk LFkku
izLrqrhdj.k ds fy;s LFkku
izf’k{kkfFkZ;ksa dh dk;Z Mªsl j[kus ds fy;s LFkku
lqj{kk midj.kksa dh dk;Z Mªsl j[kus ds fy;s LFkku
lqj{kk midj.kksa dks j[kus dh vko’;d txg
nhokjksa ij pkVZ lqj{kk funsZ’k okD;ks dks fy[kus ds fy;s LFkku
ikjn’khZ vyekjh tgka fo|kfFk;kZs ds mRd`"V dk;Z s dks j[kus o iznf’kZr djus ds fy;s j[kk
tkosA
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vfXu’keu ;a=ksa ds fy;s LFkku
izFke mipkj ckDl ds fy;s txg
e’khu ds iSuy cksMZ dh txg
Hkfo"; esa foLrkj ds fy;s txg
Charactristics of well organised work shop
mi;qDr okrkoj.k
lqfo/kktud
izdk'k ,oa ok;q dk vkokxeu
miyC/klqfo/kkvksa dh lqO;oLFkk
lqj{kk
izf'k{k.k & midj.k o vkStkj
Favourable condition
lqO;ofLFkr dk;Z'kkyk HkkSfrd vkSj euksoSKkfud okrkoj.k dh ijkofrZr djrh gSa
;g fo|kFkhZ o f'k{kd dh vfHk:fp dks c<krk gS /;ku dks dk;Z ij dsfUnzr djrk gS vkSj
izsj.kk esa o`f} djrk gSA
lh[kus ds fy;s lq:fp iw.kZ okrkoj.k iSnk djrk gSA
Convent
O;ofLFkr dk;Z n{krk
fo|kfFkZ;ksa dh dk;Z dq'kyrk ds lkFk dk;Z djus esa
lqO;oLFkk dh fujh{k.k djus o cuk;s j[kus esa
dPps eky dks ykus o ys tkus eas
Light & ventilation
tgka rd lEHko gks izkd`frd izdk'k vkSj gok dk lqO;ofLFkr dk;Z'kkyk esa lEeqfpr
mi;ksx fd;k tkrk gS
f[kMdh vkSj jks'kunku i;kZIr la[;k esa gksrs gS vkSj mfpr txg ij cus gksrs gSA
V;wc ykbZV ;k nwljs d`f=e izdk'k ds L=ksr mfpr LFkku ij yxs gksrs gSA
e'khu ds mij ;k fd;s tkus okys dk;Z ij ugh iMrh gSA ;|fi —f=e izdk'k Jksr dk
mi;ksx fd;k tkrk gSA
O;fDr ds lkFk&lkFk pyus okyh ijNkbZ;ksa lqO;ofLFkr dk;Z'kkyk esa ughs gksrh gSA
Organisation ofAvalable facilities
lHkh midj.k o vkStkj ,d fuf'pr txg ij j[ks tkrs gSA
lHkh phtksa dk viuk ,d mfpr LFkku gksrk gS
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Hk.Mkj.k vkSj lQkbZ lko/kkuh ds lkFk dh tkrh gSA
fdlh Hkh n{krk ds fy;s vko';d midj.k rFkk vkStkj dh i;kZIr miyC/krk
Safety
lqj{kk lEca/kh lko/kkfu;kas dks vPNh rjg ikyu djus dks fn;k funsZ'k
psrkouh lEcU/kh lwpuk mfpr LFkkuksa ij yxh gksrh gSA
fctyh dh e'khuksa ds lkFk lqjf{kr dk;Z djus ds rjhds
i;kZIr lqj{kk ds midj.k mfpr txg ij j[kus ds funZs'k
vfXu'kked ;a= vkSj izFke mipkj lkexzh i;kZIr ek=k esa
Tools & equipment
midj.k o vkStkj mfpo ek=k esa
budk mfpr Hk.Mkj.k
vPNh rjg dk;Z djus dks voLFkk esa
[kjkc vkStkj dh ejEer fu;fer :i ls dh tkrh gSA
csdkj fd;s x;s vkStkjksa dks iqu% iz;ksx ugha fd;k tkrk gS
Management of well organised workshop
dk;Z'kkyk esa midj.k ;k vkStkj j[kus ds fy;s NksVs&NksVs dsfcu
izR;sd dsfcu ds vUnj mlesa j[ks ;a=ksa ds uke fy[kuk
vkStkjksa dks muds mi;ksx ds Øe esa j[kuk
ukius okys vkStkjksa dks vyx dsfcu esa j[kukA
izR;sd vkStkj dk mfpr vfHksys[k lqfuf'pr djukA
deh gksus ij mudh rqjUr vkSj lgh lwpuk nsukA
fdlh n{krk ds fy;s vko';d vkStkj dsoy iznku djukA
le;≤ ij budh tkap o x.kuk djds budh la[;k dks lqfuf'pr djukA
fo|kFkhZ vkStkjksa dk mfpr mi;ksx djsa ;g lqfuf'pr djsA
fo|kfFk;ks ds dk;Z dk voyksdu djrs jgukA
vuko';d dk;Z dks jksduk vkSj djus ls euk djukA
[kjkc e'khu ftlls izf'k{k.k esa O;o/kku gks mldh ejEer ds fy;s rqjUr dk;Zokgh dk iz;kj
djukA
vkStkj tks vPNh rjg dke u dj jgs gksa mudh fo|kfFkZ;ksa dh lgk;rk ls ejEer djukA
fo|qr pkfyr Hkkjh e'khuksa ds fy;s fn;s x;s lqj{kk dop dks dk;Z lekIr gksus ds i'pkr
yxkuk u HkwysA
dk;Z'kkyk dks lqO;oLFkk dk Lo;a ikyu djsa vkSj mls lqfuf'pr djsA
lqj{kk o LokLFk; lEcU/kh midj.k i;kZIr ek= esa rFkk mfpr txg ij j[ks gSa
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vius f'k{k.k dk;Z dks igys ls ;kstuk cukysA
viuh ;ksX;rk {kerk ds vuqlkj {kerk ds vuqns'kd }kjk izf'k{k.k rd LFkkukUrfjr djukA
,d vkn'kZ izLrqr djuk ftldk fo|kfFkZ vuqlj.k djsA
dk;Z'kkyk esa ges'kk ldkjkRed okrkoj.k cukus dh dksf'k'k djsA
8.4. Good house keeping

Introduction
f'k{kd dk lcls egRoiw.kZ dk;Z nkf;Ro fo|kfFkZ;ksa dks lh[kus ds fy;s Kku o n{krk iznku djuk gSA
lh[kuk fdlh Hkh okrkoj.k vkSj fdlh Hkh ifjfLFkfr;ksa es lEHko gS ysfdu vPNh izHkko'kkyh lQy vkSj
rIrjrk ls lh[kus ds fy;s mi;qDr okrkoj.k cgqr vko';d gSa
vr% f'k{kd ds fy;s ;g vko';d gks tkrk gS fd lh[kus ds ;ksX; ldkjkRed okrkoj.k dks fuekZ.k
djus dh dksf'k'k djsA izHkkoh rjg ls lh[kus ds fy;s vko';d ldkjkRed okrkoj.k lqO;oLFkk ds }kjk
fufeZr fd;k tk ldrk gSA
Definition
ldkjkRed rFkk mn~ns'; iw.kZ okrkoj.k dk fuekZ.k dk;Z djsxk vkSj izHkkoh lh[kus ds fy;s lHkh vko';d
lqfo/kvksa dks iznku djus dh izfØ;k dks lqO;oLFkk dgrs gSA
O;olk;d izf'k{k.k ls tqMs izR;sd O;fDr ds fy;s lqjf{kr LokLFk; vkSj LoPN dk;Z ifjos'k iznku djuk
gh lqO;oLFkk gSA
Good house keeping includes

Cleanliness LoPNrk
Placing of machine e'khu ds fy;s LFkku
Maintenance of floor Q'kZ dk j[k j[kko
Color dynamic jaxksa dh xfr 'khyrk
Gang ways &Alleys dk;Z'kkyk esa pksM+s o ladjs jkLrs fn[kkuk
Space for stores lkeku dks j[kus dh txg
Store for tool & equipment midj.k ,oa vkStkjksa rFkk dPps eky dk Hk.Mkj.k
Scrap & waist material [kjkc o xUns lkeku
Light & ventilation izdk'k o gok dk vkokxeu
First Aid box izkFkfed mipkj ckDl
5 's' in good house keeping
Suitable environment mfpr okrkoj.k

Synergy to work dk;Z djus dh {kerk@;ksX;rk
Synthesizing to subordinate lgdfeZ;ksa dh lEeqfpr lgHkkfxrk
Setting smart goal y{; dk fof'k{B fu/kkZj.k
Self discipline Lo vuq'kklu
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SMART
S Specific fof'k"B
M Measurable ukiuk
A Attainable izkIr djus ;ksX;
R Realistic okLrfod
T Time bound le;c}
Cleanliness
lHkh d{kk dk;Z'kkyk vkSj nwljh txg vPnh rjg lkQ gksus pkfg;sA
f[kMdh] njokts] jks'knku] fctyh] ds lkeuksa ds fy;s mi;ksx gksus okyh fQfVax rFkk nwljh
vko';d midj.k vPNh rjg lkQ gks rFkk vPNh voLFkk esa gksA
dwMknku] Fkwdnku] vko';drkuqlkj mfpr txg ij j[ks gksA
Position of machine
dk;Z'kkyk dh ;kstuk ds vuqlkj e'khuks dks mlds fuf'pr LFkku ij gha j[kk tk;A
Hkkjh e'khuksa dks mudh foundation ij vPNh rjg j[kk tk;A
e'khu dk pyk;eku Hkkx dk;Z djrs le; dk;Z ds e/; esa pkSMs jkLrs ds fy;s ;k ,d rjQ
ldjs jkLrs ds fy;s cuh ihyh ykbZu ds mij ugh tkuk pkfg,A
e'khu vkSj O;fDr dh lqj{kk ds fy;s e'khu ds chp dh vksj i;kZIr txg vo'; gh gksuh
pkfg,A
Hkkjrh; fo|qr ekudksa ds funsZ'kksa dks fo|qr lqj{kk ds lEca/k esa iwjh rjg vuqikyu djuk
pkfg,A
Maintenance of flooring
Q'kZ dks vPNh rjg lkQ fd;k tk; vkSj bldh lQkbZ dks ges'kk cuk;s j[kk tk;A
Q'kZ ,d leku lery gksuk pkfg, vkSj ;g rsy] /kwi ] feV~Vh Xkzh'k ikyhFkhu vkSj fc[kjs
gq, [kjkc lkexzh ls eqDr gksuk pkfg,A
Q'kZ ij lqj{kk ds fu;eksa ds vuqlkj lkekuksa dks mfpr txg iznku djrs gq;s j[kuk pkfg,A
fo|qr dsfcy ds fy;s cuk;h x;h txg dsfcy Mkyus ds ckn vPNh rjg mij ls
<dh gqbZ gksuh pkfg,A
rsy vksj xzh'k Q'kZ ij u QSyk gks vU;Fkk blls ?kVuk ;k nq?kZVuk gks ldrh gSA
8.4.1. Color dynamics
okrkoj.k dks vkd"kZd rFkk ifjos'k dk ckã; izHkko lq/kkjus ds fy;s e'khuksa ,oa vU;
lqfo/kkvksa dks Øec} vkSj mfpr rjhds ls fo'ks"k izdkj ds jaxksa dh O;oLFkk dh tkrh gSA
dk;Z izos'k dks ;g vkd"kZd cukrk gSA
;g dk;Z'kkyk dh dk;z laLd`fr dks c<kok nsrk gSA
;g lpsr jgus O;ofLFkr jgus vkSj lqjf{kr jgus dh Hkkouk dh txg djrk gSA
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dk;Z dh xfr'khyrk la;qDr iz;kl ds }jk bl izdkj cg tkrh gS vkSj blls mRiknu {kerk
esa o`f} gksrh gSA
Advantage of color dynamics

vlqjf{kr dk;Z djus dh izo`fRr dks jksdrk gSa
dk;Z ds fy;s 'kkfUre; vkSj lqfo/kktud okrkoj.k dk fuekZ.k djrk gSa
dk;Z ds izfr ,d lEca/k vkSj xoZ dh Hkkouk fodflr gksrh gSa
yxu ds lkFk T;knk dk;Z djsu dh HkSfrd Hkkouk dks c<krk gSa
mfpr dk;Z dks'ky dk fodkl djrk gSA
Gang Ways & Alleys
dk;Z 'kkyk dk pkSMk jkLrk vPNh rjg fpfUgr djds ihys jax ls bldh ckMZj jaxh gksuh
pkfg,A
pkSMs jkLrs ds chp esa dksbZ Hkh lkeku ugha j[kuk pkfg,A
pkSMs jkLrs dh pkSMkbZ 4 ls de ugh gksuh pkfg,A
e'khu vkSj mlls lEcaf/kr dy iqtZs tks pkSMs jkLrs ds ikl LFkkfir fd;s gks dk;Z djrs
le; jkLrs dh ihyh ykbZu dks dHkh Hkh ikj u djsA
ldjs jkLrs dk;Z'kkyk ls lEcaf?kr O;fDr;ksa ds fy;sa dk;Z ds le; esa ,d txg ls
nwljh txg lqjf{kr tkus ds fy;s cuh gksrs gSA
ihyk jax vPnh rjg fn[kuk pkfg, vkSj ?kwfey gksus ij bls rqjUr isUV dj nsuk pkfg,A
Storage
dPpk eky dke esa iz;ksx gksus okyh lkexzh midj.k] vkStkj rFkk n{krk ds fy;s vko';d
lkexzh mfpr vkSj Øec} rjhds ls dk;Z'kkyk esa Hk.Mkj.k fd;k tkuk pkfg,A
bu lkeuksa dks bl izdkj Hk.Mkj.k djuk pkfg;saA ftlls vko';drk ds le; bUgs vklkuh
ls [kkstk tk ldsA
,d rjg ds lkeku mfpr ukedj.k ds lkFk ,d txg ij j[ks tkus pkfg,A
isVªksy] vk;y] xzh'k] Toyu'khy inkFkZ vkSj foLQksVd lkexzh vyx&vyx vkSj mfpr txg
ij gksuh pkfg,A
lkeku ds Hk.Mkj.k ds fy;s mfpr Hk.Mkj.k izfØ;k rFkk mlds vfHkys[k ds fy;s vko';d
ys[kk laxzg dk mfpr vkSj fu;ekuqlkj vo'; gh ikyu djuk pkfg,A
Scraps
laLFkku ds lHkh vuqHkkxksa }kjk fuLrkfjr fd;s x;s jn~nh eky dks ,d txg ,d= djus
dh mfpr izfØ;k dk ikyu djuk pkfg,A
,d vuqHkkx dk jn~nh eky nwljs vuqHkkx esa iz;ksx fd;k tkuk pkfg,A vr% blds iqu%
iz;ksx dh lEHkkouksa dks vo';d gh /;ku es j[kuk pkfg,A
fu;ekuqlkj jn~nh eky dh fuykeh djus ;k cspus dh O;oLFkk tYnh vkSj mfpr rjg ls
djuh pkfg,A
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Fire Extingvisher
O;olkf;d lqj{kk ekud ds vuqlkj lHkh rduhd laLFkkuksa ;k tgWk ij n{krk izf'k{k.k ds
fy;s dk;Z'kkyk miyC/k gks mfpr izdkj dk vfXu 'kked ;a= mfpr LFkku ij vo'; gh
j[kk gksuk pkfg, gSA
dk;Z'kkyk esa dk;Zdjus okys lHkh O;fDr vfXu'kked ;a=ksa dh txg mlds izdkj vkSj iz;ksx
djus dh fof/k ds ckjs esa iw.kZr;k ifjfpr gSA
CO2 ;wDr vfXu'kked ;a=ksa dks izk;% iz;ksx fd;k tkrk gS ysfdu blds vykok nwljs rjg
ds Hkh vfXu'kked ;a=ksa dks lHkh txg iz;ksx fd;k tkrk gSA fdUrq blds vykok nwljs rjg
ds vfUre vfXu'kked ;a= iz;ksx gksrs gSA ysfdu blds vykok nwljs rjg ds Hkh vfXu'kked
;a= iz;ksx gsrs gS tSls dkcZu VsVªk DyksjkbM] Foam Type, Liquid Type & Sand Water.
First Aid Box

lHkh lqj{kk vkSj lko/kkfu;ksa dk izks;ksx djrs gq;s Hkh dk;Z'kkyk esa /kVuk ;k nq?kZVuk gks
ldrh gS bu rF;ks dks /;ku esa j[krs gq;s dk;Z'kkykZ esa i;kZIr la[;k esa izFke mipkj lkexzh
ckDl ml txg ij j[ks gks tgka vko';drk ds le; mUgs vklkuh ls izkIr fd;k tk ldsA
vko';d nok;sa] ifV~V;k rFkk ,sUVh lsfIVd Øhe rFkk ljy nok i;kZIr ek=k esa vkSj ekU;
le; lhek ds vUrxZr gks ckDl esa j[kh gksA
;g dk;Z'kkyk izHkkjh dk drZO; gS fd og izFke mipkj ckD; dh le;≤ ij fujh{k.k
djds vko';d nokb;ksa dks lEcfU/kr ljdkjh fpfdRlky; }kjk izfr LFkkfir djk nsA
dk;Z'kkyk ls lEcaf/kr lHkh O;fDr;ksa dks izFke mipkj djus dk izf'k{k.k vo'; gh fn;k
x;k gksa ftlls vko';drk iMus ij og bl dk;Z dks dj ldsA
Cleanliness
LoPNrk gh bZ'ojrk gSa
dk;Z LFky dh LoPNrk dk vFkZ ogka ij feV~Vh dk uk gksukA
dk;ZLFky ?kwy] xUnxh]ikuh rsy] xzh'k] ikyhFkhu fc[kjs gq;s jn~nh lkeku vkSj fcuk iz;ksx
fd;s dPps eky ds VqdMksa ls eqDr gksuk pkfg;sA
lHkh Vsfcy o dk;Z csap dk;Z ds ckn vPNh rjg lkQ dj nsuh pkfg;sA
vkStkj rFkk midj.kksa dks muds mfpr txg ij j[k nsuk pkfg;sA
e'khuksa ij dk;Z djus ds ckn muds lqj{kk doj] xkMZ ;k gsf.My dks iqu yxk nsuk pkfg,A
dk;Z fnol dh lekfIr ij lHkh fo|qr fLop] dscy lqj{kk ds fLop dks NksMdj vo'; gh
cUn dj nsuk pkfg,A
Cleaning Plan
lQkbZ dks ,d fu;fer dk;Z ds :i esa ys] u fd n.M ds :i esa Lohdj djsA
lHkh O;olk; esa vuqns'kdksa ds vkilh ijke'kZ ds ckn gh lQkbZ dh ;kstuk cukuh pkfg;sA
fo|kfFkZ;ks dh mfpr lgHkkfxrk vo'; gh lqfuf'pr djsA
;kstuk bl izdkj gks fd lHkh dks bles ;ksxnku djus dk volj feysA
;kstuk ,d lIrkg ;k iUnzg fnu ds fy;s cukbZ tkuh pkfg;sA
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bls igys ls gh cksMZ ij yxk nsuk pkfg;sA rFkk lHkh lEcaf/kr vuqHkkxksa dks ifji= ds ek/;e
ls lwfpr dj nsuk pkfg,A
fo|kfFkZ;ksa }kjk fd;s x;s lQkbZ dk;Z dk vfHkys[k j[kus ds fy;s fdlh ,d fo|kFkhZ dks
ekWuhVj fu;qDr djuk pkfg;sA
LoPNrk izHkkjh ds ekxZn'kZu esa LoPNrk esa mi;ksx gksus okys lHkh midj.k ekWuhVj ds uke ij
gksus pkfg,A
vuqifLFkr jgus okyksa dks dk;Z vU; dks bl izdkj forfjr dj fn;k tk, fd LoPNrk
;kstuk esa dksbZ ck/kk u vk;sA
fo|kFkhZ ds lkFk lHkh yksxksa dks LoPNrk dk;Z esa Hkkx ysuk vko';d gSA
ekWuhVj dh ,d fuf'pr le; ds ckn nwljs fo|kfFkZ;ksa }kjk cnyrs jguk pkfg;s ftlls lHkh
fo|kfFkZ;ksa dks usr`Ro djus dk volj fey ldsA
LoPNrk izHkkjh }kjk LoPNrk vfHkys[kksa dk le;≤ ij voyksdu vkSj fujh{k.k djds
xyr izo`f"V;ksa dks fudkys vFkok djus ls jksdsA
le;≤ ij LoPNrk dk;Z dh izxfr laLFkku ds iz/kkukpk;Z vFkok vU; ofj"Bksa dks izsf"kr
djrs jgsA
le;≤ ij LoPNrk ls lEcaf/kr dk;ZØeksa tSls [ksydwn] okn&fookn] ifjppkZ ;k
LoPNrk okD; fy[kus ;k cksyus dh izfØ;k O;ofFkr djds LoPNrk ds izfr :fp iSnk djuh
pkfg;sA
le;≤ ij izfr;ksfxrkvkas dk vk;kstu rFkk vuqHkkx O;oLkk; o fo|kfFkZ;ksa tks mRd`"B
dk;Z fd;s gS muds fy;s mUgs iqjLd`r djuk
LoPNrk ;kstuk dk iw.kZ voyksdu djds blesa vko';d ifjorZu djuk rFkk Hkfo"; ds
fØ;kUo;u ds fy;s bls izLrqr djukA
Maintinance of records
izf'k{k.k dks izHkko'kkyh vkSj mfpr rjhds ls lapkfyr djuss ds fy;s dq[k vfHkys[kksa dk cukuk vkSj mUgs
lqjf{kr j[kuk vko';d gksrk gSA
izR;sd O;olk; dh viuh vko';drk gksrh gS vkSj blds vuq:i ml O;olk; ls lEcafU/kr vuqns'kd dks
dqN vfHkys[kksa dks cukuk iMrk gS vkSj lqjf{kr j[kuk iMrk gSA bu vfHkys[kksa dks fuEu Hkkxksa esa oxhd`r
fd;k tk ldrk gSA
1. Record related to trainee izf'k{k.k ls lEcfU/kr vfHkys[k
2. Record related to stores Hk.Mkj.k ls lEcfU/kr vfHkys[k
3. Record related to teaching f'k{k.k ls lEcfU/kr vfHkys[k
4. Other records vU; vfHkys[k
Record related to trainee
1 Trainee daily diary

2 Trainee Attendance register
3 Trainee personal bio-data
4 Trainee progress card
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5 Daily material issue register
Record related to store

1 Indent book
2 Store return book
3 Raw material book
4 Stock register ( t./ e. Register )
5 Dead stock register
6 Furniture register
7 Scrap register
8 Manufacturing register
9 Machine history book / utilization log book
Record related to teaching

1 Syllabus of trade
2 Schedules
(a) Master schedules
(b) Daily schedules
3 Written instruction material
(a) Lesson plan
(b) Experiment sheet
(c) Demonstration plan
(d) Operation sheet
(e) Information sheet
(f) Assignment sheet
(g) Job sheet
4 Teaching Aids
5 Question bank
6 Practical/written/evaluation sheet
7 Question Ask in unit test
Other record
1 Instructor teaching dairy

2 Office
3 Order / circular / notice / information / bulletin.
4 Record of the correspondence
5 Reward & Appreciation register
6 Memo & warning letter
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8.5. Color dynamics
ftl izdkj lqO;oLFkk ds fy;s LoPNrk] lqj{kk] izdk'k rFkk ok;q dk mfpr lapkyu
vko';d gS mlh izdkj vkd"kZd vkSj lkSUn;Z iw.kZ okrkoj.k cukus ds fy;s O;oLFkk ltkoV
vkSj jaxksa dk vkilh esy vfr vko';d gSA
lksUn;Z okrkoj.k tks lh[kus eas lgk;d gksrk gSA mi;qDr jaxksa dks vkilh esy }kjk cuk;k
tk ldrk gSA
izf'k{k.k vkSj lh[kuk vkd"kZd ifjos'k ls izHkkfor gksrs gSA
bllds lh[kus dh xfr c< tkfr gS vksj lqjf{kfr dk;Z djus dh tkx:drk mRiUu gksrh
gSA tks xfr'khy f'k{k.k vkSj lh[kus ds fy;s vfr vko';d gSA
Definition
izxfr'khy lh[kus ds fy;s mi;qDr dk;Z laLd`fr vkSj ifjos'k dk fuekZ.k jaxksa dh vkilh mi;ksfxrk dk
mi;ksx djrs gq, djus dh izfØ;k dh jaxks dh xfr'khyrk dgrs gSA
lh[kus dh izfØ;k esa tc lHkh e'khuksa midj.k] nhokjksa] Q'kZ] vkSj Nr fuf'pr jaxksa ;k muds feJ.k
ls jaxs gksrs gSA rks izsj.kk tkxzr gksrh gSA tks lh[kus esa lgk;d gksrh gSA rFkk lqfuf'pr dk;Z djus dh
vknr dk fodkl gksrk gSa jaxksa dh xfr'khyrk ls dk;ZLFky LoPN o lqjf{kr jgrk gSA lqO;ofLFkr dk;Z
ifjos'k dh vuqHkwfr djkrk gSA
Classification of color
ON THE BASIS OF THEIR EFFET
1 Warm Color
2 Cool Color
Warm Color
tks jax tks vkUrfjd mRrstuk ;k xeZ tks'kh dh vuqHkwfr djk;s ml HkMdhyk jax dgrs gS tSls yky
Cool Color
tks jax tks vkUrfjd 'kkfUr ;k lksE; LoHkko dh vuqHkwfr djrk gS Cool Color dgykrk gSA tSls gjk]
uhyk]
fdlh Hkh jaxks ds feJ.k esa HkMdhys ;k 'kkUr LoHkko ds jax ds izfr'kr ds vk/kkj ij mudk LoHkko
iznf'kZr gksrk gS tSls Brown jax esa yky jax vf/kdrk gksrh gS vr% bldk izHkko ,d HkMdhys jax dh
rjg gksrk gS fdUrq LVsuVh esa Hkwjs jax dh vf/kdrk gksus ds dkj.k bldk izHkko 'kkfUre; jax dh rjg gksrk
gSA
ON THE BASIS OF THEIR NATURE

izkd`frd xq.kksa ds vk/kkj ij jax rhu izdkj ds gSA
1 Basic Or Primary Color
2 Secondary Color
3 Tertiary Color
Basic or Primary Color

tks jax nwljs jaxksa ls feydj ugha curs gS vkSj Lor% gh Lora= jax gksrs gS mUgs ewyr% ;k izkFkfed jax
dgrs gSA
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Secondary Color
tks fdUgh nks izkFkfed jaxksa dks feykus ls curs gS f}fr;d jax dgrs gSA tSls
RED + BLUE = MAGENTA
BLUE + GREEN = CYAN (PEACOCK BLUE)
RED + GREEN = YELLOW
Tertiary Color
tks fdUgha nks f}fr;d jaxksa dks feykus ls curs gS mUgs r`rh;d jax dgrs gSA tSls %
MAGENTA + CYAN = SLATY
MAGENTA + YELLOW = PURPLE
YELLOW + CYAN = OLIVE GREEN
f}rh;d jaxks ,oa izkFkfed jaxks ds feJ.k ls fuEu jax curs gSA
YELLOW + BLUE = WHITE
CYAN + RED = WHITE
MAGENTA + GREEN = WHITE
Based on LIGHT REFLECTING ORABSORVING PROPERTIES:-
izdk'k dh ijkofrZr ;k 'kksf"kr djus ds xq.k %&
Reflector Color izdk'k dk ijkorZu
og jax tks vius Åij iMus okys izdk'k dks ijkofrZr dj nsrk gS izdk'k dk ijkorZd dgykrk gS tSls
lQsn jax& lEiw.kZ izdk'k dks ijkofrZr dj nsrk gS vr% bldh ijkorZu {kerk 100 % gksrh gSA vkSj
'kks"kd {kerk 'kwU; gksrh gSA
Absorber Color
og jax tks vius mij iMus okys leLr izdk'k dks 'kksf"kr dj ysrk gS mls 'kks"kd jax dgrs gSA dkys jax
dh 'kks"kd {kerk 100% gksrh gSA tc fd ijkorZu {kerk 'kwU; gksrh gSA
Color combination Adopted for various facilities & machineries

jax vkSj muds feJ.k dh fo'ks"krk ds vk/kkj ij f'k{k.k dh lqfo/kkvksa vkSj e'khuksa ds fy;s fuUu jax ;k
muds feJ.k dk iz;ksx fd;k tkrk gSA
Ceiling
Nr dks ges'kk lQsn jax ls jaxk tkrk gS ftlls ;g lEiw.kZ izdk'k dks Q'kZ dh rjQ ijkofrZr dj nsrk
gSA blls pdkpkS/k ugha gksrh vkSj izdk'k forj.k leku :i ls gksrk gSA izdk'k dh rhozrk c< tkrh gS
vkSj T;knk txg dh vuqHkwfr gksrh gSA
Walls
1 Above the line of sight:-
tgka rd ns[k ldrs gS mlls mij Nr rd gYds ihys jax ftldh ijkorZu {kerk 50
ls 70 izfr'kr ds chp gks jaxk pkfg,A
2 Below the line of sight :-
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ns[kus dh lhek ls uhps dh nhokjksa dks FkksMk xgjs ihys jax ftldh ijkorZu {kerk 40
ls 50 izfr'kr ds chp gks ml gh jaxuk pkfg,A
Flooring
Q'kZ dks nhokjksa ij yxk;s x;s jax dh rqyuk esa xk<s jax ls jaxuk pkfg;s fdUrq ;g dkyk u gksA
Q'kZ T;knk ls t;knk izdk'k 'kksf"kr dj ys vkSj dqn izdk'k dks gh ijkofrZr djsA ftlls lkekU; dk;Z
dh voLFkk es pdkpkS/k mRiUu ugha gksxhA
Machineries
e'khuksa dks mnklhurk jaxksa ls jaxuk pkfg;sA Hkkjrh; ekud ds vuqlkj LysVh ;k cknkeh flysVh jax dh
laLrqfr dh x;h gSA
e'khu dk xkMZ ;k <Ddu ihys jax ls jaxuk pkfg;sA
cUn djus okys fLop vkSj nqljs lqj{kk midj.k yky jax ds gksus pkfg;sA
fo|qr e'khu dk jax ukajxh gksuk pkfg;sA
nhokjksa ij dgha vkd"kdZ jaxksa dk iz;ksx djrs gq;s pkVZ iksLVj lqj{kk vkSj LoPNrk ds lan's k ;k dqN ladsr
fy[ks ;k cus gksA
Mªkbafuax gky] lwpuk d{k] lHkkxkj] vkd"kZd jaxks ls ltk gksuk pkfg;sA
cjkenk] NTtk] xyh] lh<h] vkSj yEck tkus okyk jkLrk o mudh nhokjsa bl izdkj jaxh gks fd ns[kus esa
lkSn;Z ;qDr yxsA
SL NO COLOUR MEANING USES
i) OFF SWITCH (ELECTRICAL)
ii) MAVY VOLTAGE
1 RED COLOUR DANGER iii) FIRE EXTINGUSHER BUKET
iv) TRAFFIC STOP
v) FIRST AID BOX
i)ALEART, ATTENTION
2 YELLOW WARNING
ii) INDICATION OF IMPECS
i) ON SWITCH (ELECTRICAL)
3 GREEN SAFE
ii) GO SIGNEL FOR TRAFFIC
8.6. Workshop safety

Definition:
All means And method Adopted to Avoid Accident/incident in workshop An insure Safe
working condition for All known As w/s precaution or safety.
mfpr mi;ksx djds dk;Z'kkyk eas ?kVuk ;k nq?kZVuk dks Vkyk tk ldrk gS rFkk lHkh yksxks
ds fy;s lqjf{kr dk;Z ifjos'k iznku djuk lEHko gksrk gS mls dk;Z'kkyk dh lko/kkfu;ka ;k
laqj{kk dgrs gSA
izf'k{k.k dh vof/k eas fo|kFkhZ dks vusd izdkj dh e'khuksa ij dk;Z djuk iM+rk gSA
;g e'khus fo|qr pfyr gksrh gS] rFkk rhzo xfr ls pyrh gSA
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vr% ;g vko';d gksrk gS fd dk;Z'kkyk eas lqjf{kr dk;Z dks lqfuf'pr djus ds fy;s lHkh
vko';d lko/kkfu;ksa dk ikyu fd;k tk;saA
dk;Z'kkyk eas izf'k{k.k ls lacaf/kr O;fDr;ksa dks lqj{kk dh tkudkjh gksuh pkfg,A
ysfdu dk;Z'kkyk dh O;oLFkk vkSj bleas lapkfyr gksus okys d{kkvkas dh ftEesnkjh vuqns'kd
dh gksrh gS
blfy;s mls dk;Z'kkyk dh laj{kk ls lacaf/kr lHkh fu;e vkSj dkuwu dk iw.kZr;k Kku gksuk
pkfg;sA
;|fi lHkh lko/kkfu;ksa dk ikyu djrs gq;s Hkh dk;Z'kkyk dk;Z djrs gq;s Hkh dk;Z'kkyk eas
?kVuk ;k nq?kZVuk ?kfVr gks ldrh gSA
vr% ;g vo'; gh irk gksuk pkfg;s fd bu ?kVukvkas ds D;k dkj.k gksrs gS ;g fuEu
dkj.kkas ls gks ldrh gS
Hunan cause: Main factor of human cause is given blow ekuoh; dkj.kks ls nq?kZVuk gksus ds eq[;
dkj.k fuEu gSA
• Ignorance ¼vufoKrk½ ;fn ,d O;fDr fdlh e'khu ;k midj.k ds dk;Z djus ds mfpr
rjhds ds ckjs eas ugha tkurk gS] rks ?kVuk ;k nq?kZVuk gks ldrh gSA
• Carelessness ¼ykijokgh½ fdlh e'khu ds dk;Z djus ds mfpr rjhds dh tkucw> dj ikyu
ugha djuk ;k laf{kIr rjhds dk iz;ksx djuk nq?kZVuk dk dkj.k curk gSA
• Fatigue ¼Fkdku½
tc O;fDr viuh okLrfod {kerk ls T;knk fdlh Hkh dkj.k o'k dk;Z djrk gS rks blls ekufld rFkk
'kkjhfjd ruko iSnk gksrk gS ftlds dkj.k ?kVuk ;k nq?kZVuk gks ldrh gS
dk;Z LFky ij gok ikuh izdk'k rFkk vU; HkkSfrd lqfo/kkvksa ds vHkko eas dk;Z djus ij Fkdku vk
tkrh gS] tks nq?kZVuk dk dkj.k cu ldrh gSA
Machine cause
Improper Accessories And tools vi;kZIr o [kjkc voLFkk ds vkStkjksa ls dk;Z djus eas
nq?kZVuk gks ldrh gSA
Improper cover & grad: lHkh e'khuks fo'ks"k :i ls fo|qr pfyr e'khuks ds fy;s doj vkSj
xkMZ gksuk vko';d gS blds vHkko es dk;ZLFky vlqjf{kr gksrk gSA
Improper positioning of machine dk;Z'kkyk eas e'khuks dh dk;Z'kkyk dh O;oLFkk ;kstuk ds
vuqlkj ugha j[kk x;k gS dk;Z'kkyk eas dqN txgks ij vusd e'khus j[k dj [kkyh txg fcydqy
ugha NksM+h tkrh gSA tcfd nwljs txgks ij fjDr LFkku fcuk mi;ksx ds [kkyh iM+k jgrk gSA
Improper foundation of heavy machine Hkkjh e'khuksa dks lhesUV ;k vU; mfpr izHkkoh uhao
}kjk vPNh rjg mudh txg ij fLFkj dj nsuk pkfg, ftlls dk;Z djrs le; mueas vko';d ls
vf/kd dEiUu ughA
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Other causes
• Improper clothing
dk;Z'kkyk eas igus okys diM+s brus <hys ugha gksuk pkfg;s fd dk;Z djr le; e'khu esa Ql tk; ;k
brus VkbZV Hkh ugha fd dk;Z djus eas vlqfo/kk gks
dk;Z'kkyk eas igukok bl izdkj gksuk pkfg, fd izR;sd O;fDr viuk dk;Z lqxerk iwoZd dj ldsaA
Improper working condition izdk'k] gok] ihus dk ikuh] vkSj nwljh lqfo/kk;s ;fn dk;Z
LFky ij mfpr ek=k eas miyC/k ugha rks nq?kZVuk gksus dh lEHkkouk jgrh gSA
Improper store foLQksVd vkSj Toyu'khy iznkFkksZ dks ,d lkFk Hk.Mkj.k djus ls nq?kZVuk gks
ldrh gSA e'khu ds Hkkjh iqtksZ ds Åij Hk.Mkj.k djus ls ?kVuk gks ldrh gSA
Inadequate safety equipment dkWap dh LØhu] p'ek] /kwi] dh LØhu nLrkus lqj{kk doj jcj
'kksy ds twrs ;k jcj dh NksVh pVkbZ;ks i;kZIr ek=k eas vFkok mRre xq.koRrk eas miyC/k u gksus ij
nq?kZVuk gks ldrh gSA
Work shop safety

dk;Z'kkyk eas dke djus okys lHkh O;fDr;ks dh lqj{kk vkSj lko/kkfu;ks dk mfpr Kku gksuk pkfg;s
dk;Z'kkyk eas lqj{kk dks lqfuf'pr djus ds fy;s bldk mRrjnkf;Ro dsoy vuqns'kd dk ugh gS vfirq
lHkh yksx tks izf'k{k.k ls lacaf/kr gS] izR;sd le; laj{kk ds izfr tkx:d jgsaA fQj Hkh fuEu dkj.kks ds
}kjk dk;Z 'kkyk dh lqj{kk dks cuk;s j[kk tk ldrk gS
1 Educating for safety laj{kk dk Kku nsuk tkx:drk iSnk djuk
2 Guarding for safety laj{kk dks cuk;s j[kuk
Educating for safety

lqj{kk ds fo"k; ij fu;fer :i ls d{kkvksa dk vk;kstu djuk
laj{kk ij izfr;ksfxrk vk;ksftr djdsA
Safety poster
Safety debates
Safety slogans
Safety presentation
izFke mipkj djus ds vH;kl dk vk;kstu
vfXu lked ;a=ks ds vH;kl dh O;oLFkk djukA
vfXu lked vuqHkkx ds fo'ks"kKks }kjk vkx cq>kus dh izfØ;k ij izLrqrhdj.k dk vk;kstu
fo|kfFkZ;ks eas ls lqj{kk lfefr dh fu;qfDr djuk
lqj{kk lEcU/kh pkVZ vkSj iksLVj dks fof'k"V LFkkuksa ij yxkukA
nhokjkas ij txg&txg vkd"kZ.k jaxks }kjk laj{kk ds okD; fy[kuk
?kVuk jfgr ;k nq?kZVuk u gks bl izdkj ds lIrkg ;k i[kokM+k cuk;k
lqj{kk ds Åij NksVs&NksVs fp= ;k pyfp= fn[kkuk
lqj{kk ds fy;s cuh rkfydk vkSj lan's kkas dks le;≤ ij voyksdu djukA
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Grading for safety
I) knowledge of safety rule & regulation lqj{kk ds fu;eks dh tkudkjh
Ii) safe working environment lqjf{kr dk;Z ifjos'k
Iii) developing the proper Attitude towards laj{kk ds izfr mfpr n`f"Vdks.k dk fodkl
safety
Knowledge of rule And regulation

dk;Z'kkyk eas ;k e'khuksa ij dk;Z djus okys O;fDr dh ykiokgh ;k izfØ;k dh vufoKrk
lqj{kk ds izfr ,d cM+h xyrh gksrh gS] ftlds dkj.k ?kVuk ;k nq?kZVuk gks ldrh gSA
dk;Z'kkyk eas izR;{k ;k vizR;{k :i ls bl izf'k{k.k ls tqM+s izR;sd O;fDr dks dk;Z'kkyk ls
lacaf/kr lqj{kk vkSj lko/kkfu;k dk Kku vo'; gksuk pkfg;sA
lqj{kk laca/khr oSKkfud fof/k;ksa vkSj lwpuk vfXu leu vuq;kx ;k vU; lqj{kk laLFkkuks ls
izkIr djuh pkfg;sA
jk"Vªh; laj{kk ifj"kn] jkT; laj{kk lykgdkj ;k vkS|kSfxfd laj{kk fujh{kd ds ijke'kZ ls
fuf'pr vUrjky ij laj{kk laca/kh fu;ekas dh mfpr tkudkjh izkIr djus ds fy,
izLrqrhdj.k ifjppkZ xks"Bh ;k dk;Z'kkyk dk le;≤ ij vk;kstu vo'; gh djuk
pkfg;sA
bu laLFkkuks ds }kjk izkIr lwpuk;s izekf.kr vkSj izHkkodkjh gksrh gSA
Safe environment
;fn dk;Z'kkyk dk okrkoj.k lqj{kk ds izfr ldkjkRed gS] rks blls Lor% gh lqj{kk ds izfr tkx:drk
izsfjr gksrh gS] vkSj lqjf{kr dk;Z djus dh vknr dk fodkl gksrk gS dk;Z'kkyk eas lqjf{kr ifjos'k fuEu
rF;ks dks viukrs gq;s cuk;k tk ldrk gS %&
e'khu dks mfpr txg ij j[kukA
Hkkjh e'khu dh mfpr uhao cukukA
e'khu ds pkjks vksj mfpr [kkyh LFkku NksM+ukA
fo|qr pfyr e'khuks ds fy;s mfpr vfFkZx vkSj fctyh laca/kh lqj{kk dk iw.kZ :i ls ikyu
gksuk pkfg;sA
dk;Z djrs le; e'khu ij vko';d oLrq;s ugha j[kuh pkfg;saA
e'khu ij gksus okys vko';d ejEer dk;Z dks le; ij vo'; gh djuk pkfg;sA
vfHkys[kksa dk mfpr vdau vkSj j[kj[kkoA
mfpr lqO;oLFkkA
jaxks ds }kjk mfpr lans'k nsukA
izFke mipkj ckDl ,oa vfXu’kked ;=kas dk KkuA
O;ofLFkr igpkuA
lqO;ofLFkr lqj{kk midj.kA
HkkSfrd lqfo/kk;s eas fLFkfr ds vuqlkjA
lqj{kk ds iksLVj lgh fLFkfr ds vuqlkjA
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fo|qr djaV ds mipkj ds pkVZ mfpr LFkku ij yxs gksA
tgjhys] foLQksVd vkSj Toyu'khy iznkFkZ dks vPNh rjg fy[kh gqbZ iphZ yxkdj
vyx&vyx Hk.Mkj.k djukA
dk;Z'kkyk dh O;oLFkk mfpr izdkj ls dh xbZ gksA
vuqns'kd fo|kFkhZ rFkk dk;Z'kkyk ls lacaf/kr izR;sd O;fDr laj{kk ds egRo dks vPNh rjg
le>sA
Proper Attitude toward safety

;fn dk;Z'kkyk eas dk;Z djus okys lHkh O;fDr lqj{kk ds izfr lpsr gks rks dk;Z'kkyk dk ifjos'k lqjf{kr
dk;Z laLd`fr dks ifjyf{kr djrk gSA
vuqns'kd vkSj izf'k{kkFkhZ izf'k{k.k izfdz;k ds nks LrEHk gS vr% dk;Z'kkyk eas lqjf{kr dk;Z laLd`fr dk
fuekZ.k vkSj iks"k.k bldk nkf;Ro gks tkrk gS] lqj{kk dh vk/kkjf'kyk izf'k{k.k ds vfHk/kkj.k ls gh izkjEHk
gks tkrh gSA
lqj{kk ls lacaf/kr lHkh fu;e vkSj izfdz;k dk izf'k{k.k dh vof/k eas gh mfpr rjhds vkSj n`<+rk ls
lapkfyr djus ls laj{kk O;ogkj eas lekfgr gks tkrh gS] ;g cuk;s x;s lkeku dh xq.koRrk c<+k nsrk gS]
lkeku dh cjcknh de gksrh gS xfr vkSj lVhdrk izkIr gksrh gS] ;g m|ksx dh mRikndrk c<+krk gS
ftlls iwjs ns'k dh mRiknu {kerk c<+ tkrh gSA
S= Set the System lqO;ofLFkr djuk
A= Avoid The Mistake xyfr;kWa u djuk
F= Furnish The Fact rF;ks dks iznku djuk
E= Eliminate The Error =qfV;ksa dks lekIr djuk
T= Transmit The Trend lgh izfd`;k dks lapkfyr djuk
Y= Yes To Yield y{; dks izkIr djuk
Systematic Activation of functional efficiency tenders the yield

dk;Z ij[k dk;Z dq'kyrk dk Øe c) fØ;kUo;u gh lqj{kk gS ftlls mnns'; izkIr gksrk gS
Safety slogans
ges'kk pkSdUuk jgus ls nq?kZVuk Vkyh tk ldrh gS
dk;Z dks lgh o 'kks/k djs fdUrq lqjf{kr djsa
ges'kk lgh vkStkj dk mi;ksx djs lqj{kk ds fu;ekas dk dHkh mya?ku u djsa
mfpr laj{kk dks /;ku eas j[krs gq, lqjf{kr fnu lqfuf'pr djasA
lqj{kk dh vogsyuk fu;e dh vogsyuk gSA
vkxs vkus okys [krjs ls lko/kku jgsaA
lqj{kk viukus ls eu 'kkUr laxfz gr vkSj ,dkxzfpr gksrk gSA
,dkxzrk ls lqj{kk laHko gSA
xfr pykus dk izek.k&i= feyk gS] u fd ekSr dkA
lqj{kk lqjf{kr dk;Z djus dh vknr ds leiZ.k dks n'kkZrh gSA
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dk;Z dq'kyrk eas laj{kk dk lek;kstu gksus ls izHkko'khyrk c<+ tkrh gSA
Øec) rjhds dk loZnk mi;ksx djsa laf{kIr rjhdk nq|ZVuk dk dkj.k gks ldrk gSA
u'kk uhan vkSj 'kjkc eas okgu pykuk ftUnxh dh vof/k de djrk gSA
vR;f/kd vkRefo'okl laj{kk ds fy, [krjk gS
nq|ZVuk ls nsjHkyhA
nwljs ds dk;ksZ ;k O;ogkjkas dk vuqlkj.k djus ls igys Lo;a lksps le>s vkSj fQj dk;Z djsa
lqjf{kr dk;Z djus dh vknr dk fodkl djsaA
lqO;ofLFkr dk;Z ifjos'k dk fuekZ.k djrk gSA
dk;Z dks izfrfØ;k ds }kjk ugha vfirq iw.kZrkds }kjk iznf'kZr djsaA
dk;Z dk mfpr Kku gh mfpr lqj{kk gSA
lh[kuk ,d thou iz;Ru izfdz;k gS vr% ges'k lqjf{kr vkSj lgh rjg ls lh[krs jfg;s
vius uSfrdrk vkSj vkpj.k eas laj{kk dk lekos'k djds bls izsj.kk dk ,d vax cuk;s
lqj{kk ds fu;e ls dHkh Hkh le>kSrk u djsaA ;g 'kjhj bZ'oj dk ojnkj gS] ysfdu bldh
lqj{kk gekjk nkf;Ro gS
laj{kk dks viukdj O;ofLFkr dk;Z djuk lEHko gSA
mnnzs'; izkIr djus ds fy;s lqjf{kr vkSj lEeqfpr ;kstuk cukuk
dk;Z eas xfr dHkh Hkh lqj{kk dh dher ij ugha gksuh pkfg;sA
fu;ekas dk ikyu djs u fd n`"BkUrkas dk
lqj{kk dks vius vkos'k dk;Z ;ksX;rk eas lekos'k djsaA
lqj{kk ds ikyu ls izf'k{k.k dh vO;oLFkk lekIr gks tkrh gSA
mfpr vkStkj o lqj{kk ds fu;eks dk ikyu djrs gq;s mi;ksx djs
fu;e dk ikyu djus ls mn`ns'; dh iwfrZ gksrh gSA
8.7. Discipline in skill training

fdlh Hkh izf'k{k.k izfØ;k eas vko';d lQyrk izkIr djus ds fy;s f'k{kd vkSj izf'k{kkFkhZ dh lfØ;
lg;ksfxrk vfr vko';d gS
izf'k{k.k dh izHkko'khyrk] izf'k{k.k dks izfØ;k ds vuqlkj lapkfyr djus ij fuHkZj djrh gS] izf'k{k.k
izfØ;k ds vuqlkj lapkfyr djus ij fuHkZj djrh gS] izf'k{k.k izfØ;k dk lEeqfpr lapkyu f'k{kd vkSj
fo|kfFkZ;ks ds n`f"Vdks.k ij fuHkZj djrk gSA
ldkjkRed n`f"Vdks.k tks lQyrk ds fy, vko';d gS mfpr vuq'kklu ds }kjk izkIr fd;k tk ldrk gSA
vr% ;g vuqns'kd dk izFke drZO; gS fd og vius izR;sd izf'k{k.k dk;Z eas mfpr vuq'kklu dks cuk;s
j[ksA
Definition of discipline
vius dk;Z f'k{k.k laLFkku lekt] vkSj jk"Vª ds izfr lEeku dh Hkkouk dk l`tu gh vuq'kklu gSA
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Since of respect to ward s one s work teacher institute society & nation is kation is known As
discipline.
Importance of discipline
1 Alertness &Attentiveness lpsr ,oa pkSdUuk jguk

2 Punctuality le;c)rk
3 Tidiness & neatness LoPNrk vkSj O;ofLFkr jguk
4 Observation rule & regulation fu;e rFkk rkjhdks dk ikyu djukA
5 Proper planning mfpr dk;Z ;kstuk
6 Dedication & devotion to wards dk;Z ds izfr yxu vkSj leiZ.k
7 Manners & etiquettes of society vkpj.k lH; leki eas jgus ds rjhdsA
Role of instructor in maintaining the discipline

Lo vuq'kklu ds }kjk nwljks ds fy;s ,d mnkgj.k izLrqr djuk]
izf'k{k.k ds izR;sd Lrj ij mfpr ;kstuk cukuk
f'k{k.k ds izfr lgk;d ifjos'k cukus dh dksf'k'k djukA
mfpr dk;Z ;qDr O;fDrRo dk fodkl djuk ftldk nwljs vuqdj.k dj ldsaA
vius f'k{k.k eas ges'kk yxu vkSj fujUrjrk ds Hkko iznf'kZr djsaA
vius dk;Z ds izfr fo'ks"k :i ls mfpr n`f"Vdks.k dk fodkl rFkk lHkh ds izfr lkekU; :i
ls vknj ds Hkko fodflr djukA
vius f'k{k.k ds izfr le; c) rFkk fu;fer jgsaA
LoPN vkSj O;ofLFkr jgsaA
dk;Z dk foHkktu fo|kfFkZ;ksa eas bl izdkj djs fd lHkh vius dk;Z eas rYyhu jgsaA
dk;Z ds vHkko eas dksbZ [kkyh u cSBk jgs D;ksafd [kkyh fnekx 'kSrku dk ?kj gksrk gSA
izf'k{kkFkhZ ds fy;s vko';d lqfo/kkvksa dh igys ls izkIr dj ysukA
n{krk izkfIr ds fy, vko';d lqfo/kkvksa dks mfpr le;kuqlkj iquZjko`fRr djus dk volj
iznku djukA
;fn lHkh fu;e ds vuqlkj vius dk;Z eas O;Lr gks rks blls vuq'kklu dh Hkkouk Lor% gh
tkx`r gks tkrh gS
lEeku ekWaxus ls ugha feyrk vfirq Lo;a ds vkpj.k O;ogkj vkSj O;fDrRo ls Lor% gh izkIr
gksrk gSA
izf'k{k.k ds vokPNuh; O;ogkj vkSj mudh xyfr;ksa dks lkSE; rjhds ls bl izdkj cukuk
fd mUgs bldk vglkl gksA
d{kk ds lkeus fdlh fo|kFkhZ dks psrkouh u nsaA
,d fo|kFkhZ dh xyrh ds fy;s iwjh d{kk dks n.M er nhft;sA
vuq'kklu ghurk vkSj vogsyuk ds ekeys eas la;e j[kasA
ges'kk lH; vkSj laUrqfyr Hkko dks fo'ks"k :i ls fo|kFkhZ ds lkFk vo'; gh iz;ksx djsaA
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fo|kfFkZ;ks ;k vU; ls iz;ksx dh tkus okyh vHknzHkk"kk dks dHkh Hkh Lohdkj u djs bl
izdkj ds O;ogkj dks jksduk rFkk bldh iquZjko`fRr u gks]A
leL;k dks vadqfjr gksus ls igys gh lekIr djus ds izfr lapsr jguk
fo|kFkhZ ds lkFk fu"i{k] n`< ysfdu fe=or jfg;sA
vuqns'kd ds O;fDrRo vkSj f'k{k.k ds izfr fo|kfFkZ;ks eas vkRefo'okl iSnk gksA
vius izf'k{kkfFkZ;ks ds lkFk fo'okl vkSj vkilh laca/k cukus dh dksf'k'k djsaA
vius dk;Z dks 'kCnkS ds }kjk ugha vfirq fØ;k dykiks ds }kjk iznf'kZr djasA
Difine the goal y{; dk fu/kkZj.k
Divise the means alalk/kukas dks izkIr djuk
Despense with procrastination rkye Vksy dh vknr NksM+uk
Delegate deotion & determination leiZ.k vkSj yxu dh Hkkouk dks lek;ksftr
djuk@vkxs c<+kuk
Do it diligently ifjJe ds lkFk djuk
Derive the deeds goal y{; dks izkIr djuk
Hot stove rule of discipline vuq’kklu ls lEcfU/kr

Early warning iqoZ psrkouh
Immediately rqjUr n.M
Impartially fu"i{krk
Consistency ckjackjrk fujUrjrk
DISCIPLINE
D= Difine The Determination vuq'kklu n`<+rk dh 'kfDr dks ifjHkkf"kr djrk gSA
I= Inte The Intrest :fp dks c<+krh gS
S= Synchronise The Sprit vkRecy dks dk;Z ds lkFk lekfgr djrh gS
C= Cater The Concept vfHk/kkj.kk dks iksf"kr djrh gS
I= Initiate The Instinct ewy o`fRr;kas dks izHkko'khy cukrk gS
P= Propel The Performence dk;Z dq'kyrk dks xfr iznku djrh gS
L= Laminate The Learning fl[kus dks lqn`< cukrh gS
I= Inculcate The Intution euksoy dks tkx`r djrh gS
N= Narrate The Nattnee & Nobleness n{krk vkSj lTturk dks izLrqr djrh gS
E= Effuse To Effectivness izHkko'khyrk dks cuk;s j[krh gS
Discipline slogans
Discipline determine the density of determination,
vuq'kklu n`<+ fu'p; dh 'kfDr dks n'kkZrk gSA
Devotion And dedication Are drive from discipline,
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leiZ.k vkSj yxu ds Hkko vuq'kklu ls mRiUu gksrs gSA
Discipline delete the deficiency by directing the diligence
vuq'kklu ifjJe dks iznku djds gekjh dfe;ksa dks nwj djrk gSA
Self discipline synthesis the synergy to sustain the Action
Lo vuq'kklu ;ksX;rk vkSj ÅtkZ dk lekos'k djds dk;Z dh xfr dks cuk;s j[krk gSA
Discipline dieine the destiny by creating conducive culture
ldkjkRed ifjos'k dk fuekZ.k djds vuq'kklu gekjs Hkfo"; dks ifjHkkkf"kr djrk gSA
Discipline develop devotion toward
vuq'kklu dk;Z ds izfr leiZ.k ds Hkko dk fodkl djrk gSA
Discipline debar our destructive behavior
vuq'kklu O;ogkj ds udkjkRed igyw dks lekIr djrk gSA
Discipline is the mirror of individual idealizing
vuq'kklu O;fDr ds vkn'kZ dks niZ.k gksrk gSA
Discipline dictated the decorum for ruleAnd regulation
vuq'kklu fu;e vkSj izfØ;k ds izfr vknj dk Hkko n'kkZrk gSA
Self discipline citizen know the limit of law
Lo vuq'kkflr ukxfjd fu;e dh lhek dks tkurk gSA
Discipline is the hall mark of individual success
O;fDr dh lQyrk ds fy, vuq'kklu vfr vko';d gSA
Personality essential for discipline

1 Set & example vius dk;ksZ ds }kjk ,d mnkgj.k izLrqr djsaA
2 Well done is better then well said" dgus ls vPNk gS] djds fn[kk;sA
3 Should shoulder responsibility ftEesnkfj;ksa dk fuokZg djuk
4 Should synthesis responsibility lg;ksfx;ksa dks dk;Z eas lEefyr djukA
5 Should have faith on supreme power bZ'oj eas vkLFkk j[kuk
6 Sense of humor fouksnh LoHkko gks
7 Sense of participation lgHkkfxrk ds lkFk dk;Z djuk
8 Credible communicative & compassionate fo'oluh; laEizs"k.k vkSj n;kywHkko gks
9 Well-Adjusted in thought & Action fopkj vkSj dk;Z :i eas iw.kZ :i ls O;ofLFkr
gks]
10 Right Attitude mfpr n`f"Vdks.k
11 Accessible vklkuh ls miyC/k gks
12 Proper planning ges'kk mfpr ;kstuk cuk;s
13 Proper And positive thinking mfpr vkSj ldkjkRed lksp
14 Essence of esteemness lEeku dk Hkko gks
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15 Reasonable realistic & relevant rdZ lxar okLrfodrk ls lacaf/kr vkSj mfpr O;ogkj
djsaA
8.8. Stress management

Major Causes of Stress
(I). Psychological
1. Adaptation 2. Overload
3. Frustration 4. Deprivation
(II). Bio-ecological
1. Biorhythms 2. Noise
3. Nutrition
(III). Personality
1. Self Perception
2. Behavioral 3. Anxiety
Patterns
Psychological Causes
These stress orate A function of the complex interaction between social behavior And the way
our minds interpret those behaviors. In other words, such of our societal stress is determined by
the meaning that we Assign to the events in our lives. Different individuals Are likely to interpret
differently meaning to the same situation. This explains why each person’s pattern of societal
stress is unique.
In this group four major sources of stress can be included –Adaptation, Frustration, Overload
And Deprivation.
Bio-Ecological Causes
These stressors Are biologically elated And may Arise out of our relationship with our
environment. This group includes biological rhythms, nutrition And noise As bio-ecological
stimuli which Are capable of contributing to the distress that A person experiences in day-to-day
existence.
His study of biological rhythms points out that human behavior should be synchronized, when
ever possible with naturally occurring rhythms that surrounds us.
Personality Causes
These reflect the dynamic of An individual’s self-perception And characteristics Attitude And
behaviors which may some how contribute to excessive stress.
The Holistic Approach To The Control of Stress

1 Technique to minimize the frequency of the stress response -
(a) Social Engineering
(b) Personality Engineering
2 Technique to Minimize the intensity of the stress response And reduce
emotional reactivity
(a) Meditation
(b) Bio- Feedback
(c) Neuromuscular Relaxation Training
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(d) Autogenic Relaxation Training
3 Techniques to utilize Appropriately the by-products of excessive stress Arousal.
(a) Body Awareness Activities.
(b) Ego-void physical exercise.
1. Techniques to minimize the frequency of the stress responses
Social Engineering
It is the technique of willfully taking command And modifying one’s life. In one sense, it is the
most conscious point of intervention; but As stress management becomes A way of life, one
begins unconsciously to modify one’s position in relation to sources of stress by selecting A less
stressful life style.
Examples of Social Engineering Strategies

1 Adaptive Stress.
2 Stress from Frustration.
3 Overload.
4 Derivational Stress.
5 Bio-ecological Stress.
Personality Engineering
To A large degree the Amount of stress caused by society And the environment depends upon
what information is taken in And what is blocked, upon how the information is perceived,
evaluated And given meaning, And what effect. This whole process has on mental And physical
Activity.
Few events Are innately stressful, but we make them stressful by the way, in which we perceive
them. A person may Alter these stress-causing Attitudes And then working to change the process
through Personality Engineering. If Personality Engineering is effective, the way you perceive A
particular event will be changed to the point where there will be little physical Arousal.
Examples of Personality Engineering Strategies

1 Poor self-esteem And Depression.
2 Type ‘A’ Behavior (Coronary prone type of Personality).
3 Anxious reactivity.
2. Techniques To Minimize The Intensity Of The Stress Response And

Reduce Emotional Reactivity:-
The stress response, which is physical Arousal, can be elicited by conscious, involuntary
(autonomic0Activation, which keeps the body in A, state of readiness. the constant state of
readiness to respond with the fight or flight response when such A response is unwarranted is
called Emotional Reactivity.
Relaxation training Along with various other techniques meditation, biofeedback, Aided
relaxation, neuromuscular And Autogenic relaxation, helps reduce emotional reactivity. Not only
does relation training promote voluntary control over some central nervous system.
Conclusion
Physical Arousal may be considered A symptom of potential malfunction but it remain hidden
because most people do not know enough About how disease develops And Are not sufficiently
Aware to their bodies. It is not until they have symptoms of pain And dis function, our society’s
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convention of disease, that they seek treatment, Our health care system is in reality A disease
care system. If we change the basic concept from psychosomatic illness to psychometric health,
we can take positive intervention steps And formulate educational experiences, which bring us
closer to optimal health.
8.9. Time management

Most teachers, if questioned, say that they never have enough time - theyAlways feel that more
could be done. Your placement will give youA good idea of the tasks you will have to juggleAnd
how much time is required to complete them.
Make sure you use this experience to work out how to organise yourselfAnd manage your time
effectively. Remember to:
ensure that college paperwork is kept up-to-dateAnd that formsAre handed in on time;Also
make sure you know when your college tutor is coming in to observe you,And that youAre
thoroughly prepared to discuss progress
planAheadAnd prioritise your tasksAccording to deadlines
earmark particular tasks for particular times so that you can establishA routine
set upA suitable filing systemAnd file things straightaway so that you don’t waste valuable
time hunting for important information
batch homework to be marked in separate piles inA safe place; ifA pupil hands in work
lateAdd it to the right batch immediately toAvoid losing it
clear upAs you goAlong - however hard it is, try to remain free of clutter!
Time Management
Whether you Are teaching full time or part time, the week’s tips will help you manage your time
effectively so you'll have quality time for yourself, your family, And your students.
Taking Advantage of Time

To save time, you can combine some tasks. At other times, you will save time by focusing on
only one task. Use these tips to help you discern when to combine And when to focus: When
studying or preparing for class, focus on only one task. Multi-tasking slows down your thinking
process And Ability to work effectively. When shopping, combine errands And buy in bulk.
Effective time management

Effective time management is An essential tool for busy people. When you have that sense of
being overwhelmed with tasks, it is time to look At whether you making the best use of the time
Available to you. Very often, the people with the biggest workload Achieve the most. This is not
because the yare super-humans, but because they know how to organize their time in order to
Achieve the best results. To make your time work in your favor, you have to know why you Are
doing what you do, how to be Able to prioritize your Activities, how to do only what is
necessary, And how to eliminate time-wasting.
What Are you doing And why?
To start the process of organizing your time, you need to be Aware of how you use your time
And why. There is no need to confine time management to just one Area of your life such As
work. You can Apply the principles to All Areas of your life in order to Achieve A better balance
of Activity All Around. First, start A record of one day’s Activities. The headings you need Are:
Time started Activity Time finished Reasons for doing
List what you do And the time you spend doing each Activity. When you have A complete day
mapped out, you can start to Analyze the results.
First group the Activities According to the different roles you have to play:
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employer/manager/employee/student
family member
friend
yourself As An individual
The Week's Tips for Time Management in Training
Creating A Master To-do List (Monday)
Create A weekly master list of to-do's, And then Assign tasks to each school day. On Friday
Afternoon, go over the current list And make up your list for next week. See this week’s
Download Depot, And use these tips to help: Be practical with the time it will take to complete
tasks. Neither overloads nor under load you. Add personal time. Taking 10 minutes, A day to
relax And get in touch with yourself will help you to be more effective.
Finding More Time Each Day (Tuesday)
Here Are some tips to help you find more time each day: Take Action on every piece of paper
you pick up. If you can’t, put A check mark At the top corner. Too many checks will jump-start
you into Action. If you have A chair in your office that invites visitors to stay too long, put A
stack of books on the chair.
Eliminate Time Wasters (Wednesday)
Use these tips to eliminate time wasters: Never open e-mail first thing in the morning. Open e-
mail After you have completed A major task; then you can read, take Action, And close. Have A
place for everything And return things to their places. Keep your workspace clean so you can
work more effectively. Put things Away unless you Are going to use them within the next two
hours.
Getting to School On Time (Thursday)

Students who Are late for class interrupt the class; however, when the instructor is late, there is
no class. To make sure you Always get to class on time, try these tips: Prepare the night before.
Place your coat, keys, papers, books, briefcase, And other things by the door. Then set your
Alarm clock 15 minutes earlier than normal. Resist the urge to do "just one more thing" before
you leave for class.
Learning to Say No (Friday)

For such A little word, “no” has A big impact on your life. To help you say no before you jump
into something that will eat into your time, try these tips: Pause before Answering A request,
And think About the request. Ask yourself what effect the request will have on your current
workload. Ask yourself when it will be practical for you to be Able to Act on this request.
More Suggestions for Cooperative Learning

Use the following for cooperative learning: Have game teams compete on oral tests And hold
tournaments. Assign each team member A task. Everyone on the team must cooperate As the
information is collected, organized, And reported. Give the teams the entire Assignment And let
them decide how the tasks will be divided. Have students work together to provide A written
Analysis of A problem. Have students work together to give A multimedia presentation About
An issue.
Teaching Intrapersonal Learners

Intrapersonal learners’ intelligence is related to inner states of being, self-reflection, met
cognition, And Awareness of spiritual realities. These learners need time Alone to focus. They
know how to follow their instincts. They Are creative, original, And self-paced. For ways to
216
optimize their learning, try the following strategies: Have students keep A journal of their
learning And how it relates to their lives. Encourage students to pursue their interests, dreams,
And feelings.
Teaching Naturalistic Learners

Naturalistic learners’ intelligence has to do with observing, understanding, And organizing
patterns in the natural environment. These students need to spend time outdoors And to bring the
outdoors into the classroom. For ways to optimize their learning, try the following strategies:
Relate the course material to the natural world. Encourage students to make connections between
the course material And the natural environment.
Have Students Meet Outside of Class

Have students exchange phone numbers And Addresses And get together outside of the
classroom, As An extension of the class time. If necessary, eliminate A few hours of classroom
time to make up the difference. Moving the setting from the classroom opens students to new
points of view. Try this Activity: Give student groups A set of problems to be solved within a
time. Each group should Assign one member to be the spokesperson to report their solution.
Allow Time for Discussion And Reflection

Provide some class time for students to get together for discussion And reflection. Students need
time to process And Apply their knowledge, And group work is An excellent way for students to
review their learning. Arrange the class into small groups And have groups Answer the following
question: What changes will this learning help me make in my personal And professional life?
Written Assessment Strategies

Written Assessment strategies include essays, restricted responses, written simulations, case
Analysis, And problem solving exercises. Written Assessments can provide in-depth evaluation
of real-life experiences. They measure writing skills And higher-level skills, And the yare
reasonable in developmental costs And time. However, the scoring is objective, time consuming
And expensive, difficult to equate, And only moderately reliable. For these reasons, use written
Assessment Along with Alternative Assessment methods.
Oral Assessment Strategies

Oral Assessment strategies include oral examinations And interviews. Oral evaluations measure
communication And interpersonal skills, provide in-depth Assessment with varied stimulus
materials, And encourage learner involvement. They Also Are costly And time consuming, have
limited reliability, And reflect narrow sample of content. The scoring is difficult And requires
multiple raters. This is not a widely recommended method of Assessment.
217

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1.2. Orientation --------------------------------------------------------------------------------------------------- 9

1.3. Teaching As profession------------------------------------------------------------------------------------ 13

1.4. Principles of vocational education ---------------------------------------------------------------------- 16

1.5. Instructor and his Responsibilities---------------------------------------------------------------------- 17

1.6. Requisite of good instructor------------------------------------------------------------------------------ 18

1.7. Characteristics of good instruction --------------------------------------------------------------------- 22

1.8. Common defects in instruction -------------------------------------------------------------------------- 26

2. PSYCHOLOGY OF LEARNING ------------------------------------------------------28

2.2. Learning ----------------------------------------------------------------------------------------------------- 40

2.3. Principles of learning -------------------------------------------------------------------------------------- 43

2.4. Principles of teaching-------------------------------------------------------------------------------------- 44

2.5. Law of learning --------------------------------------------------------------------------------------------- 45

2.7. Transactional Analysis ------------------------------------------------------------------------------------ 55

2.8. Theory of learning from thorn dike -------------------------------------------------------------------- 61

2.9. Senses Are Avenues of learning ------------------------------------------------------------------------- 61

2.10. Factors affecting the learning---------------------------------------------------------------------------- 74

2.11. Motivation --------------------------------------------------------------------------------------------------- 75

3. ANALYSIS OF SYLLABUS AND COURSE CONSTRUCTION --------------85

3.2. Analysis of syllabus ---------------------------------------------------------------------------------------- 88

3.3. Method of Analysis of the syllabus---------------------------------------------------------------------- 91

4. PLANNING FOR INSTRUCTIONS ---------------------------------------------------97

4.2. Lesson plan -------------------------------------------------------------------------------------------------- 99

4.3. Question & questioning --------------------------------------------------------------------------------- 111

4.4. Phase of skill learning ----------------------------------------------------------------------------------- 121

4.5. Steps of learning the skill ------------------------------------------------------------------------------- 122

4.6. Step of teaching the skill -------------------------------------------------------------------------------- 123

4.7. Requirement for instructor to teach skill------------------------------------------------------------ 125

4.8. Demonstration plan-------------------------------------------------------------------------------------- 130

5. INSTRUCTIONAL TECHNOLOGY------------------------------------------------- 138

5.2. Communication------------------------------------------------------------------------------------------- 139

5.3. Types of Teaching-Learning Aids--------------------------------------------------------------------- 141

5.4. Non projected Aids--------------------------------------------------------------------------------------- 144

5.5. Micro teaching -------------------------------------------------------------------------------------------- 147

6. WRITTEN INSTRUCTIONAL MATERIAL ---------------------------------------- 151

6.2. Definition -------------------------------------------------------------------------------------------------- 151

6.3. Objective of written instruction material------------------------------------------------------------ 152

6.4. Advantages written instruction material ------------------------------------------------------------ 152

6.5. Disadvantages written instruction material--------------------------------------------------------- 153

6.6. Composition ----------------------------------------------------------------------------------------------- 153

6.7. Operation sheet ------------------------------------------------------------------------------------------- 153

6.8. Job sheet --------------------------------------------------------------------------------------------------- 156

6.9. Information sheet ---------------------------------------------------------------------------------------- 158

6.10. Assignment sheet ----------------------------------------------------------------------------------------- 160

6.11. Experiment sheet ----------------------------------------------------------------------------------------- 162

6.12. Pre job sheet----------------------------------------------------------------------------------------------- 164

7. TEST AND EVALUATION------------------------------------------------------------ 166

7.2. Intelligent -------------------------------------------------------------------------------------------------- 169

7.3. Characteristics of test ----------------------------------------------------------------------------------- 175

7.4. Types of test on basis of use ---------------------------------------------------------------------------- 177

7.5. Oral test ---------------------------------------------------------------------------------------------------- 179

7.6. Written test ------------------------------------------------------------------------------------------------ 181

7.7. Performance test ----------------------------------------------------------------------------------------- 184

7.8. Evaluate ---------------------------------------------------------------------------------------------------- 185

8. ORGANIZATION & MANAGEMENT OF INSTRUCTIONAL AREA ------- 186

8.2. Class room And it's management --------------------------------------------------------------------- 188

8.3. Workshop organization --------------------------------------------------------------------------------- 192

8.4. Good house keeping-------------------------------------------------------------------------------------- 196

8.6. Workshop safety------------------------------------------------------------------------------------------ 204

8.7. Discipline in skill training ------------------------------------------------------------------------------ 209

8.8. Stress management -------------------------------------------------------------------------------------- 213

8.9. Time management --------------------------------------------------------------------------------------- 215

Instruction for Vocation