Induction Workshop for Personnel with
Non-teaching Skills
Prepared by:
William Nathan Mwaisumo
Sumbawanga, Tanzania.
Email: natwilliam@yahoo.com
March,2010

 This manual is primarily for personnel without teaching
skills. It therefore aimed to reach the following
objectives:
1. Develop participants’ capacity to plan, organize and
conduct teaching activities effectively.
2. Introduce participants to principles and concepts in a
teaching profession.
3. Develop participants’ capacity to formulate achievement
based objectives in a teaching work.
4. Equip participants with a knowledge of effective teaching
methods and aids.

1.CHARACTER AND PERSONALITY
• The teacher must maintain a high ethical standard when enjoying good
relationships with colleagues and pupils. Also he should be diplomatic and
courteous in all such relationships and mindful of local customs and practices.
2. CONFIDENCE
• The teacher must have absolute self confidence to teach successfully.This requires careful
preparation of lessons early so that so that he can deliver the lessons efficiently. He should
know his abilities and recognize his limitations and be capable of accepting the emotional
challenges he will face in his teaching career.
3. APPEARANCE
• The teacher should endeavor to dress neatly as other member of staff and encourage his
pupils to keep school environment, classroom and tools clean and tidy.
4. COMMITMENT:
• The teacher Must be willing to dedicate himself to his job/duties and carry out it to the best of
his ability.
5. ATTITUDE
• The teacher must adopt the right attitude towards work,colleagues,pupils and the people
surrounding the school (Community).He should be cooperative within the school,accept
criticism and work for the benefit of the school rather than personal interest.

In secondary schools that encompass O’ level it include:
 Teaching classes up to form IV
 Prepare lessons that embraces lecture, group work, discussions, project and individual
mentoring(in order to ensure classes are interesting and interactive)
 Marking work, giving appropriate feedback and maintaining all records
 Establishing and maintaining the atmosphere of conducive teaching and learning
 Managing pupils’ behavior in and out of the classroom
 Providing reports on daily duties and significant developments or accomplishments
 Administering tests and examinations

 Understanding the concepts of effective learning is important in order
to foster `acquisition and transfer of knowledge and skills to the
intended pupils. (Discuss the following figures)
Fig. 1

Fig.2

LESSON 3: LESSON PLANNING
The explanations and discussions in figure 1-3 can help us much to plan
our lessons for effective teaching and learning .
MEANING:
A lesson plan is the outline of activities the teacher will follow in order to
create an effective learning situation. This is a plan fro a teaching job which
may take one or more periods to cover:. Lesson planning includes
determining:
•What to teach
•How to teach
•When to teach
•How long to teach(time)
ESSENTIALS OF A LESSON PLAN:
This involves the identification of lesson plan heading/title, which may
include the following:
• Class, Subject, topic, sub-topic and time
•Objectives- Should be stated openly the reasons for the lesson e.g pupils
should learn/understand a particular aspect of Biology, Chemistry or
Agriculture

DEVELOPING A LESSON PLAN
The following are the guidelines for developing a lesson plan
1.Identify the Audience
2. What do you want pupils to learn?
3.What are the learning objectives? (e.g. By the end of the lesson
pupils will be able to Define…Describe…..Explain……Discuss….etc)
4. What is the most appropriate sequence of the topics and the tasks
5.What are the appropriate teaching methods and strategies
6. How should the teaching and learning be evaluated.
7. Allocate and balance specific time to each part and skills learnt

GUIDELINES FOR LESSON IMPLEMENTATION:
-Begin with introduction
- include questions to be asked
-Include examples
-Include activities to be carried out
-Prioritize the content in terms of importance and relevance
- Use allocated time to each part and skills to be learnt
-Evaluate knowledge and skills learnt
- In lesson implementation, teachers should consider the following
things:
1. Building interest to the pupils- use a lead-off story or
interesting visual that captures audience attention.
2. Present initial case problem around which the lecture will be
structured.
3. Ask pupils test questions even if they have little prior
knowledge.
4. Give examples in real life situations
5. Use headings in lectures and arrange them logically
6. Involve pupils during lectures ( Let them give examples)
7. Illustrate activities throughout presentation to focus on the
points you are making.

REINFORCEMENT: AND EVALUATION
During lesson implementation, reinforcement and
evaluation is an important part as it help the subject
teacher to see if he delivered the lesson effectively and
determining whether teaching has achieved the objectives
and individual improvements.
Reinforcing the lecture/lesson include doing the following:
1. Allowing time for feedback comments and questions
2. Posing questions top the pupils
3. Giving self scoring test

LESSON 4: TEACHING METHODS AND TECHNIQUES
A teacher can use variety of teaching methods and techniques to make
teaching and learning effective:
Mostly methods used by teachers are:
1. Demonstration methods- that combines both verbal explanation with
practical illustration
2. Discussion method- which involves group of pupils in a class who get
together so as to exchange ideas, facts and opinions orally about a given
topic.
3. Discovery/problem solving method- it aims to discover the solution to
certain problem arise. Normally a teacher provides a source of
information.Pupils can be grouped in pairs/groups.
4. Others are : Lectures, Exhibitions,project and Role Play

TEACHING TECHNIQUES
These are “Specific devices” used by
teachers in addition to other methods. In
reality they help pupils to achieve their
educational objectives. These techniques
include:
1.Questioning
2.Learning through references
3.Assignments
4.Note taking

LESSON 5: CLASSROOM AND UNDESIRED BEHAVIOUR
MANAGEMENT
CLASSROOM MANAGEMENT:
Classroom management is a process of ensuring that classroom
lesson run smoothly despite disruptive behaviors by the pupils. Pupils
misbehave when:
oThey are bored
oThey do not understand the task they are given or they can not
trust they can do it.
oThey do not feel the sense of belonging.
oThey do not have a well balanced relationship with the teacher.
oThey are not used to certain rules and routine in the classroom.
oThey do not trust their teacher’s capacity of the lesson s/he
teaches.
oThey notice the teacher in unorganized.

PUNISH THE
PUPILS?
IGNORE THE
PROBLEMS?
SOLVE THE
PROBLEMS?
1
2
3
QUESTION: WHAT REACTIONS MAY THE TEACHERS USE TO
RESPOND TO PUPILS’ MISBEHAVIOUR IN THE
SCHOOL/CLASROOM.(CHOOSE ONE OPTION!!)

LESSON 6: HOW TO MINIMIZE/MANAGE UNDESIRED BEHAVIOUR
Undesired behavior can be eliminated or minimized by doing the
following things which can also be applicable to both inside and
outside of the classrooms:
a) Make sure pupils understand very well the tasks.
b) Develop a sense of belonging
c) Establish classroom rules and consequences with your
pupils.
d) Assume the role and authority of a teacher, do not try to be
the same as them.
e) Have a clear, consistent expectation for behavior, look
opportunities to reinforce good behavior.
f) Prepare and organize well your lessons, avoid to let pupils to
become idle, use as much time as possible for instructions
and class assignments.

LESSON 6 (Cont..)
g) Emphasize respect and choices in the classroom, give
pupils responsibilities for their own behaviour,stressing
their choices they make.
h) Make a learning process enjoyable and avoid pupils
talking while teaching.
i) Make pupils part and parcel in a teaching process, they
are partners in a respective learning activities.
j) Solve the disciplinary problems on individual bases (Pupil
and a Teacher ) or in a group (Class members and a
teacher).

FURTHER READINGS:
1. Froyen,L.A & Iverson,AM (1999) School wide and Classroom
Management 3rd Edition. New Jersey. Retrieved from
www.intime.uni.edu/model/teacher date 02/03/2010.
2. Milican,J.(1992) Reading,Writing & Cultivating: A Resource Book for
Post-Literacy trainers based on Experiences in Senegal. Wageningen
University ,CESO & CTA, The Hague.
3. Ochapa,O. & Olaitan,S. (1988) Agricultural Education in The Tropics.
MIAS , Macmillan Publishers LTD, London.
4. USAID & AED (2005) Training Methodologies and Principles of Adult
Learning: ToT Course USAID/AED/LINKAGES. Washington D.C
k) Treat pupils fairly.
l) Do not take pupils behavior personally