Skill of Explaining

1. 2.SKILL OF EXPLAINING
Dr SAJEENA S.

2. 2.SKILL OF EXPLAINING
• A teacher has to learn the skill of explaining in order to make the pupils
understand many ideas, concepts or principles that need explanation.
Explanation is nothing but a few interrelated appropriate statements. Thus, the
skill of explaining may be defined as an art of learning the use of interrelated
appropriate statements by the teacher for making the pupils understand the
desired concept, phenomenon or principle. It is a verbal skill and has two main
aspects:

3. • i) The selection of appropriate statements relevant to the age, maturity,
previous knowledge, and content of the concept or phenomenon.
• (ii) The skill of interrelating and using the selected statements for the
proper understanding of the concept or phenomenon.
• The statements are generally of three types: the descriptive, the
interpretive, and the reason giving (usually meant for answering the
questions: how, what. and why of concept or phenomenon or principle).

4. • Components of the skill
• The skill of explaining a concept or phenomenon consists of two
types of behaviour- desirable and undesirable. In the practice of
the skill, the occurrence of the desirable behaviour is to be
increased whereas that of the undesirable behaviour is to be
decreased and extinguished.

5. • Desirable behaviours
• 1. Using appropriate beginning and concluding statements: The
beginning statement is an opening statement announcing what is
going to be explained by the teacher. It prepares the pupil mentally
to receive the explanation. On the other hand, the concluding
statements are made after the end of the explanation in order to
summarize or conclude the whole explanation

6. •
• 2. Using explaining links: The explaining links in the form of words
and phrases are meant for establishing links or continuity in the
statements used for explaining a concept, phenomenon or principle.
Some of these linking words and phrases generally used for
explaining are: therefore, hence, thus, consequently, since, because,
so that, in spite of, as a result of, the function of the purpose of, the
cause of, due to, that is why, this is how, in order to, in order that, on
the other hand, why, while, etc.

7. • 3. Covering essential points: The explanation given for the
understanding of a given concept or principle should be as
complete as possible. The completeness is determined by the
scope of the concept or principle as specified in the instructional
objectives. It should aim for covering all the essential points
leading to clear understanding of the desired concept or principle.

8. • 4.Testing pupil's understanding: This involves asking appropriate
questions to pupils to ascertain whether the purpose of explaining
the concept or principle has been achieved or not.

9. • Undesirable behaviours
• 1. Using irrelevant statements: This behaviour covers the statements
not related to the concept or principle being explained. These
statements, instead of helping the pupil to understand the concept,
create confusion and distract the attention of the pupil
• 2. Lacking continuity in statements: It involves a missing link or break
in the logical sequence of the interrelated statement by the teacher for
explaining a concept or phenomenon

10. • 3. Lacking fluency: Fluency is related to the flow of uninterrupted statements
for explaining a concept or principle. In case a teacher lacks fluency, he may
be seen to show following types of behaviours:
 Does not speak clearly.
 Utters incomplete or half sentences
 Tries to reformulate or correct his statements midway of a sentence or a
statement
 Uses fumbling ideas or inappropriate words or statements.

11. • 4. Using inappropriate vocabulary, vague words and phrases: This
behaviour consists of the following aspects:
• (i) Use of vocabulary not known to pupils or inappropriate to their
age, grade maturity level
• (ii) Use of certain vague words and phrases (such as, in fact,
somewhat, you see, you know, I mean, actually, probably, perhaps,
and almost a little) obstructing the understanding of an explanation.

12. Name of the Student teacher:
Concept/Topic:
Date:
Subject:
Session: Teach/Re-teach
Supervisor:
Tallies for Specific Observations Components Rating scale
Desirable Behaviours Extended to extremely weak to
excellent
Yes/No
Yes/No
Tallies
Yes/No
Yes/No
1.Using appropriate beginning
statements
2. Using appropriate concluding
statements
3. Using explaining links
4. Covering essential points
5. Testing pupils understanding
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6

13. Undesirable Behaviours Not at all-very much
Tallies
Tallies
Yes/No
Tallies
Tallies
1.Using irrelevant
statements
2.Lacking continuity in
statements
3. Lacking fluency
4.Using inappropriate
vocabulary
5. Using vague
words/phrases
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6