2. EXPLAINING
• When the teacher is answering questions
like ‘who’, ‘where’, ‘when’ and ‘what’, he
is telling or giving information
• A teacher is said to be explaining when
he is describing ‘How’, ‘Why’, and ‘What’
of a concept, event, action or condition
• Explaining is defined as an activity to
bring about an understanding in
someone about a concept , principle, etc.
6. DESIRABLE BEHAVIOURS
1. Beginning Statement: (njhlq;Fk;
njhlh;)
To create readiness among the pupils
to pay attention to the point being
explained. It is the introductory statement
to begin explanation.
7. 2.Using explaining links (,izg;Gr;nrhw;fisg;
gad;gLj;Jjy;)
The result of after
Hence so that
Therefore but
Due to next
That’s why before
Since through
Because thus
9. 3. Concluding statement (Kw;Wtpf;Fk; njhlh;)
Includes the summary of all the main
results of the explanation.
4. Testing pupil’s understanding
(khzth;fspd; militr; Nrhjpj;jy;)
(jpwdwp tpdhf;fs;> Vw;w tpil je;j
tpdhf;fs; / tpsf;Fjypy; tpdhf;fs;)
To judge whether the pupils have
understood or not.
10. Undesirable Behaviours
1. Stating irrelevant statement
2. Lacking in continuity in
statements
3. Using inappropriate vocabulary
4. Lacking in fluency
5. Using vague words/sentences
11. UNDESIRABLE BEHAVIOURS
1. Stating irrelevant statement
(nghUj;jkpy;yhj nrhw;nwhliug;
gad;gLj;Jjy;)
These are statements sometimes
made by the teacher during
explanation which have nothing to
do with the present concept.
12. 2. Lacking in continuity in statements
(njhlh;r;rp ,y;yhik)
• 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.
13. 3. Using inappropriate vocabulary
(njsptpy;yhj nrhw;fisg; gad;gLj;Jjy;)
Use of inappropriate vocabulary of
technical terms which are quite
unknown to pupils.
4. Lacking in fluency
(rusk; ,y;yhik)
14. 5. Using vague words/sentences
(jFe;j nrhw;fisg; gad;gLj;jhik)
Some of these words and phrases are:
Some, much, seems, somewhat,
many, something, things, probably,
perhaps, a little, almost, may, few, in
fact, actually