SKILL OF EXPLAINING

Skills of Explaining
To present the subject matter in a simplified form before the learners and making it acquirable is known as explanation skill. It involves ability of the teacher to describe logically’ how’, ‘why’ and ‘when’ concept etc. The teacher has to give proper explanation and reasons to bring clarity and proper understanding of what is being taught.
Components:
1.Beginning statement
The purpose of this statement is to create readiness among the pupils to pay attention to the point being explained. It is the introductory statement to begin explanation.
2.Explaining Links
These are words and phrases which are mostly conjunctions and prepositions and are generally used by the teachers to make his explanation effective.These are :
the result of the cause of such that the consequence of
the function of hereafter due to so that
as a result of this is how therefore in order to
hence after since but
thus because the purpose of next
Example :  The cause of bodies falling towards earth is the gravitational force.
1.Fluency in language
The teacher should use fluent language so that the learners could listen and understand the teacher’s explanation clearly.
2. Concluding Statement 
This is the statement made at the end of the explanation. It includes the summary of all the main results of the explanation.
3.Questions to Test Pupils’ Understanding
These are short questions put to the pupils to test their understanding of the concept after the explanation. The main purpose is simply to judge whether the pupils have understood or not.
Don’ts
1.Irrelevant Statements
These are statements sometimes made by the teacher during explanation which have nothing to do with the present concept. These statements do not contribute   to understanding rather create confusion in the minds of the students.
2.Lacking in Continuity
It happens when the sentences remain incomplete or are reformulated in the middle of the statement and there are other causes also like :
a statement is not logically related to the previous statement.
when a topic of previously taught content is referred without showing the relationship to what is being explained.
when there is no sequence of space or place.
use of inappropriate vocabulary of technical terms which are quite unknown to pupils.
use of vague words and phrases.



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