CHAPTER III

TYPE OF TEACHING SKILLS AND

TECHNICAL LEARNING

NAME : WIDYA AZARIA

SRN :4151131042
CLASS : Chem. Ed. 15 C
A. TYPE OF TEACHING SKILLS
Basic teaching skills that must be mastered by
teachers and / or prospective teachers is very diverse
types. But in teaching microteaching, according to the
number of semester credit units (SKS). The type of skill
that can be trained is still limited to 8 (eight) types of
skills. Skills training is performed in isolated laboratory
situations.
The types of basic teaching skills in question are as
follows:
1. Question skills
2. Reinforcement skills
3. Varying the stimulus Skills
4. Explaining skills
5. Sel Induction and closure skills
6. Small group teaching skills
7. Classroom management skills
8. Small group teaching and individualizing teaching skills.
A. Question skills

Asking is an activity that exists in everyday life

that aims to obtain information about things that have not
been known to the pen. In the activity of teaching and
learning in class, ask not aim to get information, but want
to membelajarkan learners.
Questions that are well-spoken and well conveyed by the
teacher can accomplish some of these goals as follows:
a. Awaken interest and curiosity of students to a subject
b. Concentrate students on a subject or concept
c. Diagnose specific difficulties that prevent students from
learning
d. Floating the way students learn active (WSLA)
e. Give students the opportunity to assimilate information
f. Encourage students to express their views in solving a
problem
g. Increase student participation in teaching and learning
activities
h. Test and measure student learning outcomes
 B. Things to Look For
Two things to note when teachers / prospective
teachers use the skills to ask questions in the learning
process both basic and advanced questioning skills, as
described below :
a. The warmth and keantusisasan of teachers in asking
questions to students should show the attitude and
style that is really, not artificial or because of
compulsion.
b. Avoid bad habits when asking questions
C. Components of Questioning Skills
Basic and advanced inquiring skills have several components
that must be trained in microteaching teaching as described
below:
a. Components ask basic :
• Clarity and Brevity
• Structuring
• Pause
• Redirecting
• Distribution
• Prompting
b.Components ask more
• Changing the demands of cognitive level in answering
questions
• Setting the order of questions
• Use of tracker questions
• Increased interaction
 D. Types of Questions
a. Type of question according to the meaning
• A query question, a question that expects the student to obey
the command spoken in the form of a question
• A rhetorical question, a question that does not require an
answer, but is answered by the teacher in order to convey only
information to the student.
• The question directs or guides, the question that aims to give
direction or guidance to the disciple, until the student can find
out for himself the answer to the question posed to him
• The question of digging is a follow-up question that can
encourage students to learn more about the answers or
questions asked beforehand.
b. Types of questions according to the
narrowness of the target
• Narrow questions, ie questions that require closed
answers are usually the key answer is already
available.
• The broad question, the question that requires more
than one answer because it has no specific answer, so
that the expected answers / results are open
e. Types of questions according to Bloom's
Taxonomy
According to Bloom's Taxonomy, the question can be
classified into 6 levels. The 6 (six) levels of questions are as
follows:
• Knowledge question
• Understanding questions
• Application questions
• Analyze questions
• Synthesis question
• Evaluation question
B. REINFORCEMENT SKILLS
a. Basic Concepts of Giving Strengthening Skills
In teaching and learning activities, the award
given is called reinforcement. Reinforcement can be
interpreted as a form of response, both verbal and
nonverbal; against a behavior that may increase the
likelihood of recurrence of the behavior.
b. How to Gain Reinforcement
Some ways that teachers can use to strengthen their learners During the
teaching-learning process, among others:
• Giving immediate reinforcement, ie giving reinforcement after the
expected behavior or student response appears.
• Incomplete reinforcement, ie reinforcement-reinforcement for a student
who gives a correct answer to the teacher's question.
• Reinforcement to a particular person, namely the provision of
strengthening addressed to a particular student by mentioning his name
while looking directly at the student in question.
• Strengthening to the group, ie strengthening addressed to a group of
students (working group / discussion), after completing a task well.
• Variable reinforcement or variation of reinforcement, ie provision of
reinforcement that is varied or not monotonous.
 b. Principles of Strengthening Use
Reinforcement given to students will be useful if the delivery is based
on the following principles:
a.Warmth and enthusiasm
The meaning of teachers in giving reinforcement to students
should reveal the attitude and the real style, not the attitude or style of
pretending or forced
b. Meaningfulness
The meaning of the student must be generated an attitude of
reinforcement given by the teacher to him is a thing that should be
received in accordance with his behavior and appearance.
c. Avoiding the use of a negative response when the teacher faces the
problem student
c. The components of Skills Using Reinforcement
There are several components of strengthening skills
that need to be understood and mastered by teachers
to be able to provide wise and systematic
reinforcement, including:
a. Verbal reinforcement, ie reinforcement expressed /
expressed using words or sentences-praise,
rewards.
b. The non-verbal use of reinforcement is given
without the use of words or phrases, but simply by
gestures like
C.VARYING THE STIMULUS SKILLS
a. basic concepts
humans in life and life often feel bored if the
circumstances in which he lives does not show significant
dynamics. if the circumstances and circumstances of a
person are monotonous, the person will feel bored and
uncomfortable to remain in such a condition. such
circumstances should be avoided by expecting teachers
to hold variations in teaching and learning activities.
b. principles of use of variation
In the efforts of teachers to achieve goals, and the
benefits of variation in teaching, need to consider the
following principles:
a. variations should be used with a particular purpose
that is relevant to the objectives to be achieved
b. variations should be used seamlessly and
continuously, so as not to undermine the students'
attention and not interrupt the lessons
c. Such variations should be well designed
C. the types of skills perform variations
according to the meaning of the skill of
performing the variation, as mentioned earlier, then
the types or components of this skill can be divided
into 3 parts namely:
1. variations in teaching teachers
2. variations in using media and teaching materials
3. variations, patterns of interaction and student
activities
 D. EXPLAINING SKILL
a. Understanding and Purpose
Explanation in teaching and learning process can be interpreted as
effort of presentation of information orally organized. The purpose of the
teacher gives an explanation in the learning process is:
• To guide students to clearly understand and understand the laws,
theorems, definitions and principles objectively and beneficially.
• Involve students to think solving problems or questions.
• Guiding students to clearly understand the answers from questions
asked by teachers or students, especially answers to why questions.
• Help the students live and gain reasoning, in using evidence to resolve
something dubious (uncertain).
• Getting feedback about students' level of understanding of a problem
and overcoming their mistakes.
 b. Principles of Explaining
Explanations in the learning process will be effective if based on
certain principles as stated below:
a. An explanation can be given at the beginning, in the middle or
at the end of the lesson, depending on the need.
b. Explanations should be relevant to the purpose of teaching.
c. Explanation may be given in case of student's inquiry or pre-
planned by the teacher.
d. Explanatory material should be meaningful to the students.
e. Explanation must be in accordance with the ability and
background of the pupil.
c. Components - Skill Components
Explain Skills explained in teaching and learning
process, in general can be classified into three
components, namely:
1. Plan and analyze
2. Present
E. SET INDUCTION AND CLOSURE SKILLS
Opening lessons can be interpreted as an activity
that teachers do in an attempt to create an atmosphere of
teaching and learning in such a way that mental and
attention.the activities of opening lessons include the
effort to generate the attention and motivation of the
students to learn, causing the students' sense of knowing,
this means that this activity is not only done at the
beginning of the lesson, but in each piece of this activity
the lesson is given during the lesson, start answering
questions with students.
F. SMALL GROUP DISCUSSION SKILLS
Group discussion can be interpreted as a conversation or
conversation process; organized and systematic, between two
or more pupils in interaction. Thus it may be mentioned that the
activities classified as group discussions are those that meet the
following requirements:
1. Involve a group of many members ranging from 3 to 9
people (ideally 5-7) people.
2. It takes place in a casual, direct and open interaction.
3. It takes place according to a regular and systematic process
leading to a decision. conclusion and
4. Have a specific goal that haws achieved through
cooperation between the parties directly involved in it.
G. CLASSROOM MANAGEMENT SKILLS
Basically, teacher activities, while teaching lessons
take place consist of two main activities, namely the
management of teaching and class management.
Teaching management is a tool used by teachers in
teaching. While the classroom management is the
activity of creating and maintaining optimal learning
conditions. Classroom management activities include
attempts to stop student behavior that distorts class
attention and other deviations by students.
In the management of the activities faced with
problems coming from two sources, namely:
1. Problems that come from students, whether
individual or group problems.
2. Problems that come from the condition of teaching
and learning place progress.
 H. SMALL GROUP AND INDIVIDUAL TEACHING
Small group teaching is a teaching that
allows teachers to deal with many students in
groups, ranging from 3 to 8 people per group,
without putting aside one or a group of students
and attention. In this teaching the teacher
provides an opportunity for the students to
actively learn in their respective groups.
Based on the nature of the group and individual teaching, the
expected teachers are:
1. As an organizer of teaching and learning activities, which organizes
learning activities in selecting and forming group learning materials.
2. As a resource for students, teachers in this case must master the
material being studied from every moment ready to help provide
information required students.
3. As a motivator, the teacher should be able to motivate students to
remain actively participate in learning activities.
4. As a facilitator, the teacher should provide materials that provide
learning opportunities for each group and / or individual student.
5. As a counselor, the teacher should be able to help and guide students
'learning activities by diagnosing students' learning difficulties.
6. As a participant, the teacher should be able to make himself as a
participant of student learning activities.