INSTRUCTOR BEHAVIOUR

 
Instructor Behavior


CONCEPT
The term instructor /teacher behavior defined as the behavior or activities of persons as they go about doing whatever is required of teachers, particularly those activities which are concerned with the guidance or direction of the learning of others
.
Theory of Instructor – Behavior is based on two postulates:
1) Teacher –Behaviors is a social behavior.
2) Teacher –behaviors is relative concept.
Assumptions of Teacher Behavior:
1) Teacher – behavior is a function of situational factors, other elements and teacher personal characteristics.
2) Teacher Behavior is observable.
This assumption based on three postulates:
a) Teacher Behavior is distinguishable.
b) Teacher behavior is quantifiable.(classifiable, quantitatively, qualitatively.)
c) Teacher behavior revealed through overdoes behavior.
Types of Teacher Behavior:
1) Verbal Behavior
2) Non-Verbal Behavior

Verbal Behavior
Most of the classroom interaction between teacher and taught is generated by verbal communication. The activities of mouth are the parts of verbal
behaviour.the verbal behavior includes lecturing, defining, explaining, clarifying, encouraging, praising and accepting feeling and ideas of the student. The verbal behavior of teacher concerns with cognitive and effective aspects.

Non – Verbal Behavior
A teacher uses some bodily actions, facial expressions that encourage or restrict the pupil – participation in class - room teaching. its known as non-verbal behavior of teacher. The non – verbal behavior is more effective than verbal behavior.

Taxonomy of Teacher Behavior
Under this teaching the student – teacher simulated a particular activity or role and they try to develop an identity with the actual classroom situations. The whole simulated teaching programme becomes training in role perception and role-playing. The handling behavioral problems and classroom are better mastered through simulated teaching sessions.
Teacher Behavior includes four major dimensions:
1) A source dimension.
2) A direction dimension
3) A function direction.
4) A sign direction.
1) A source dimension – of teaching provide interaction of the relationship of student and teacher at a basic level. Teaching is the interaction between projector entity called teacher and receptor entities within a classroom situation.
2) A direction dimension – The identification and classification of the nature of receptor entities provide the direction dimension of teaching.
3) A function direction – The teacher has to perform certain tasks. These tasks should be dealt with beliefs, attitudes, skills and processes of
instruction. The second task is to establish and maintain interpersonal relationship among students in classroom. The third task is to facilitate the learning process. These there tasks constitute the function dimension of teaching.
4) A sign dimension - In order to observe behavior it should be communicated in some way. The communication may require more than one mode of expression in fulfilling a given function. The modes of behavior make the sign dimension.