 तीछ्च्टुटल सके जब भी बात हो तो आंप्टोगर के उपर उनको रिफर की आजाता है, अडियो लीजियाल अट्टे से, तो जाहांपे भी अर अडियो लीजियाल यजद की बात हो, तो उसका मतलब लिया जाता है गे दे आर थीच्टुटल से,lar Hindi So today we will see, थी आज of visual aids, he teaching tools होती हैं या teaching tools तो हैं, they are more than audio visual aids. जो आज के हमारे lessen के अन्द, जो, हमारा मैं focus होगा, तो तोब में ही है, और हम में different tools को उयचलोए के इसेचरेंगे, च्लोड अचली, तेख्ष्में अगज, इंगवंग, पहड़़, लत्फिर्फफ़। लग को्या। अपनी अग्द़्ाख नहीं आप इंगगा। ठलाह ना अगे ठानी थदी ठलागा। आप काई लिए छोंदे किसे क्या लोंगा। आप गुओशु परे विज़ा अचाल होँट हैं। अपके जेिण मप जाते है, के tools कै होते है. तुलबज कै होता है. एक tailer का tool box क्या होँगा? अब आबकेशने सीसर्ज अगी अपनी ड्रेद हो, चोती सी फिर्की होगी. इसी खरी से चोता साट masala's श्क्रीट ड्रेवर होगा. आप आप उसाostersai toals hai uske. अगर आप साँ zorak agar goals hai uske. अhaus औला Political. अगर उसा इ साद कादी के उसकर एक सात तूल बाधस। aur aap example nak salary kaadigierstab ke już confaces bouks. उसन गर्र तुफती कृरटी कहटा किसाँ होनी। usme different tools hoti hin. ईक कोई साभी अगर अप Many, if you see in office work… वोग के अंद देखें, तो तोल्स होगे, स्टेपलर होगे, पंचिंग मशीन होगी, पूट रूलर होगे, सीजर्स होगी, दे आर ओल तोल्स. तो तीचीं तोल्स क्या होते हैं? तोल्स का परपस क्या होता है? तो तीचीं तोल्स की जब हम बाद करें, तो हमारी मुराद उन चीजों से है, which help the teacher, which help the teacher in planning instruction and which help the teacher to ensure students' learning. So, all these things are teachers' tools. आपके ख्याल में सब से तोल क्या है? कहा जाते, सब से अपसे अपस बाद क्या रीषोर्स कलास रूम किम देर तीचार होता है? आप फम बाद कर रहे हैं, के तीचर तो चले रीषोर्स है, लेके उसके रहाँ तोल्स कोन-कोन से अपसब से हिमठोटन्त है? ये एक आसा टूल है, तोके है क्लास में मोजूद होतै वो तीट्टर के पास बी होता है, तोनेम अग़ तूल आप तेक्स्ट बुक अब जो तेक्स्ट बुक है, वो कोंसा परपस सव कर सकती है उरका ओर बाद आज रवाब यहां चार शींट्वारू सकता, अक चार रवाब इप गखां खगरा, हैं, आप च्चार नदी मिस जबने काई अप सतयमाग उप आध भोखात. तoritय, which gives information through text and pictures. Its a tool which may include questions for thinking. j fires the steel components of the text book. So information is given through text and pictures. The next slide will answer that eitheriver are those texts included for thinking or not included? बिल्कुल है, हमारी बूछत अची ट्कस बूक्स भी है कुछ जिस में देरार मैनी कुस्ट्चनेश में देलतागी अची प्रुस्ट्चनेश भी नहीं, लेकिन, मजचोअर टी हमारी टेक्स की है जिसके अखते मुअँअ नाशी अची है, ति безопас्ता, मैं जो बैंजे पर ताए गाए काईा, जो श्रस लल मैंदाई नाना, पर ताू लिए खेलना थाकी है। आखर अÑस स्थ मर्सध perfektक स्रथा वि सैन्मथ भर चलग क्ंने नद. तीखट sựा इनध्यर Haha, the appreciation product, पर था एई आदर, त्यी नधिहाए. if a teacher is getting enough information, then teacher may construct questions at her or his own. So, you have information, so teacher can expand it further and construct questions on it. There is another tool which some teachers use very frequently and that tool is supplementary readers. In your mind, what are supplementary readers? There is a textbook which is called supplementary readers. Supplementary readers which supplement the knowledge of your textbooks. Generally, if children study something other than a textbook, then parents usually discourage them. If children are going to tuition centres, then the tutors there also discourage them to read anything apart from the textbook. However, supplementary readers, they are very very important tool for learning. What is the benefit of this supplementary reader? They extend already learnt knowledge, they extend vocabulary, they extend imagination, they extend and develop higher-order thinking and they make children autonomous learners. So, if we look at the textbook, we have two benefits usually. They develop, they give information, they are information tool. Secondly, they have some thinking questions. But its extension will be seen in supplementary readers. For example, if you have a book of science, it has given information of water cycle. So, the supplementary reader on the water cycle will have very extensive information. Your water cycle information may be on one page of your book. Supplementary reader could be on a water cycle. So, in the whole book, it is dedicated to one concept that is water cycle. So, the textbook read with the help of the teacher, it will extend its information, it will develop thinking skills too. But all these things depend on the quality of your supplementary reader. So, good quality supplementary readers actually help developing students higher-order thinking skills. And most importantly, they make children independent learners too. So, we also have to see that the goal of supplementary readers is not to waste time. They are very good resource, they are good learning tool. Similarly, if we talk about English or Urdu, the children will read the material from the textbook. May be they do not enjoy that material very much. But, the books of their choice, which we call as the books of stories or messages, actually, they serve very good purpose. What is the purpose of children's reading skill enhancement purpose? So, we need to use all these things to develop our students' thinking to make them autonomous learners. So, if we tell them that they are supplementary readers, instead of calling them that they waste time, good supplementary readers do not waste time. Instead, they supplement children's learning. Computer programs, which we use very often, they are Powerpoint, Word, Excel, Internet and many more programs, they can also serve as a learning tool. How can we serve as a learning tool? Or how can we use it as a teaching tool? In the learning tool, if children are taking information, looking for it, searching for it, filtering it, creating a Word file or presenting it on Powerpoint, it is a learning tool. If the teacher is using all these things, may be he has to give a lesson, and he thinks that there should be a number of charts, many of them should have things in pictorial form. Instead of using white board or black board, he says that it is better to use multimedia, along with the help of these programs, they serve as a teaching tool. And for graphic representations, we usually use teachers' Powerpoints. And we know that graphic organizers are very good teaching methods. We use them because the information in human memory can be used as compared to the information which is presented in the form of Words. So, we can use these different computer programs as a teaching tool as well as a learning tool. If children are using them, if you have given them a task, which students are doing on computer, then they are learning tools. If they are using them to present certain information or to give some procedural knowledge steps, then they are a teaching tool. So, we are talking about tools which are used for teaching as well as learning. There is another important tool that is video tool. Videos are very often used by teachers. Experienced teachers mostly use videos because they have got control over their class. They have less problems in classroom management. So, they use videos for students' learning more easily as compared to novice or new teachers. Videos can be used for any purpose. And what can be included in this? So, videos may consist of teachers' lectures. They may consist of experts, talks and interviews. They may include classroom discussions or cartoons, maybe Tom and Jerry cartoons, children's films, artwork videos. Apart from these things, there can be some other videos in which you can see science experiments, virtual experiments and many other things. So, what is their purpose? If a teacher wants to show a video in a class, then what is the need for a teacher? If a teacher wants to show a lecture to a teacher, then the teacher should not have a purpose. And if a teacher has put Tom and Jerry cartoons, what is the purpose of the teacher? Similarly, if a teacher has put a film in a class, then what is the need for a teacher? We are saying that they are teaching aids. They are materials which teachers are using for their teaching and students' learning. How? If a teacher has shown a video to a child, or a film, then the important thing is that the teacher should divide the film into chunks. It is not that a child has shown a film for three hours. First, he has to see it himself. And he has to see which time he has to divide it. Maybe after 10 minutes, or maybe after 2 minutes, he has to see which important episodes after which he has to pause the film. And then the teacher is going to ask questions. Maybe the teacher can plan a worksheet which is in sequence. The children have to see the film and at the same time solve the worksheet. And if the teacher is using the film in this way, then yes, we can say the teacher is making effective use of video tool. But if the teacher has just applied it and is not using it, is not pausing it, is not asking questions, then we will say that it is in effective use of video. Then we come to the teacher's talk or the teacher's lectures. There is a teacher who has a lesson. Maybe it is on professions in social studies or there is a lesson on civilisation, ancient civilisation. So the teacher instead of giving his own lesson, she sees that there is a very famous professor's talk on it. She shows the lecture to the children. So at that time we will say what is the teacher doing or not. There will be two things in it. May be the teacher thinks that I am not as expert as he is a professor. Secondly, he will see it himself first and he will show it to the children that it is important that the children do not understand that only our teacher is knowledgeable. Mostly the children think that only the teacher has knowledge, neither the parents nor anyone else. So to give this view to the children that there are other people who have done lot of work on these things and they have this knowledge. So the teacher will give a very good message that I am also a learner, I am learning from this person. I am also learning from this video. This message can also be given. Secondly, you can introduce the children to those people who have genuine work in some field. What is the meaning of genuine work? Mostly what do we teachers do as we teach it is the work of someone else. Research is done by someone else. We present it. Genuine work is done by researchers. So in this way we can introduce the children to these new things. So the teacher may use video of an expert also. Then we can make videos of classroom discussions. That you have done a discussion in the class and you think that the discussion is good. So you can plan that the discussion I have to plan is good. You can record it. After recording it as a sample you can show it to someone else that you have to do this kind of discussion so the children get a model of how they have to do the discussion. And may be the teacher presents a discussion and the children say that you can see in this discussion that the people who are discussing they have presented so many facts and opinions. The children will also know how facts and opinions are different from each other. So you can use videos for a variety of purposes. But the important thing is whenever you use videos do pair your videos with your questions. You have to put questions with each one. If you don't include questions then videos will not serve the purpose. Now we talk about audios. We use audios whenever we use them. Audiotapes can be used whenever we use them. Audiotapes can be used in many places especially in the lessons of Urdu and English. When you are teaching children speaking skills then you record what they are talking about. After recording you tell the children to listen and identify your own mistakes. So it is a very good way of developing students speaking skills but at the same time evaluation skills. If you think that children do mistakes in pronunciation you tell the children to pronounce the words instead of you telling them what mistakes you tell the children to listen to them and then tell them that what you are saying is actual pronunciation so that the children can evaluate their own performance. So audiotapes may be used for that purpose. Another use of audiotapes that is very common use that teachers especially in early grades in pre-school or grade level 1, 2, 3 audios where children have points and rhymes they are singing and students actually enjoy that thing very much. So audios of rhymes children listen to those rhymes with this their vocabulary is also used and pronunciation is also used and at the same time they learn a language. Then they can go to the stage where you record the rhymes after you record you should plan a school affair in that the rhymes of the children should be heard so that the students actually enjoy that event. So the audios of this can be used in different ways. So we have seen that how can we use audios and videos. Let's talk about classroom or school as a teaching tool. May be for you that we still understand that there are supplementary readers or textbooks or audios or videos that there are different tools but the most important tool learning teaching tool that is school and classroom environment. How can school and classroom environment be a teaching tool? Mostly we understand that if we don't have videos or audios then we assume that we can't teach because we are not having proper resources. So what can be done for this? The easiest way to do this we are not talking about scientific equipment. Its obviously supply is important if you have to perform some experiments but we are talking in general that first of all in general we are talking that for example if you want to get children to do sorting lessons then it is not necessary that you use buttons or proper fancy tool kits to get the material out of them. The leaves of trees can serve that purpose. Similarly if you want to give import and export concept then the children can serve the purpose. There are some things written on it made in Pakistan there are even sharpeners written on it made in China. So to teach you import and export concept you can use the existing materials in the class. We have done a very interesting sort of survey in Pakistan. The teachers bags and the geometry box they have different shapes triangle protector on these things they can be written or descriptive writing can be written in English can be written in Urdu a teacher told them that you have the material in the geometry box use that material and draw a shape of the pattern the teacher said now describe this pattern in words now the children not only drawing but the teacher attached it with the lesson of Urdu now the children who didn't know the words in the description the teacher provided dictionaries to the students and then they actually constructed pieces of writing so we say that teaching tools should be very fancy actually classroom and school may serve as very good teaching tool so our question is that this purpose of education to memorize information while being silent if we think children have to memorize information and keep them silent then we will not use classroom and school as tool we will not take the children to the school lawn we will bring the model of the plant which we will cut from the chart and make the whole model instead of taking the child to the lawn or taking the plant which will have leaves on the model they will not be real leaves so we children when we have original things why can't we show students those original things we have to keep discipline in the class what is the benefit of that discipline when the burden on the school and secondly the learning of students so when you are going to work as teachers make sure that if there is a biology lesson if there is a lesson on plants if there is a lawn in your school if there is no lawn in the school then in the vicinity of the school there will be a small lawn you take the children there so we need to ensure that we promote the learning of the children not that we promote silence in the school purpose is learning not the purpose of the school not the purpose so we need to use these tools intelligently