Roles & Responsibilities of an instructor cits electronics mechanic

Roles and responsibilities of an instructor in shaping trainees carrier

1. ROLES AND RESPONSIBILITIES OF
AN INSTRUCTOR
REJANI PS
TRAINING OFFICER
NSTI CHENNAI

2. Directorate General of Training (DGT)
•The Directorate General of Training (DGT) in
Ministry of Skill Development And
Entrepreneurship
•This organization for development and
coordination for the vocational training
•and Employment Services at National level .
•The DGT consists of the Directorate of Training
and Directorate of Apprentice Training.

3. DGT
This includes –
•Industrial Training Institutes (ITIs) in States
•Advanced Training institutes (ATIs)
•Regional Vocational Training Institutes (RVTIs)
and other central institutes.
•ATIs and RVTIs currently renamed as NSTIs and
NSTI(W)s.
•ITIs are affiliated by National Council for
Vocational Training (NCVT).

4. DGT -Major functions
•To frame overall policies, norms, and
standards for vocational training.
•To update and expand training facilities
in terms of craftsmen and crafts
instructors’ training.
•To organize and conduct specialized
training and researchat the specially
established training Institutes.

5. DGT
•To implement, regulate and increase the scope of
training of apprentices under the Apprentices
Act, 1961.
•To organize vocational training programmesfor
women.
•To provide vocational guidance and employment
counseling.
•Assist scheduled castes/scheduled tribes and
persons with disabilities by enhancing their
capabilities for wage employment and self
employment.

6. DGT -DGT Portals (Current)
•DGT-dgt.gov.in
•Bharat Skills -bharatskills.gov.in
•DGT NCVTMIS-ncvtmis.gov.in
•Apprenticeship -apperenticeship.gov.in

7. National Council for Vocational
Training (NCVT)
•Setup by ministry of labourin 1956
•To adviceon issues relating to “Vocational
training“ including craftsman training scheme
•such as designing of curricula, maintaining quality
standards, deciding norms for affiliation ,granting
affiliation to institutes, trade testing and
distribution of certificates.
•The Council consists of representatives of central
ministries,state governments ,employers
organizations ,employees organizations
•Secretarial support to NCVT is provided by DGT.

8. Schemes of DGT
•Craftsmen Training Scheme (CTS)
•Craft Instructor Training Scheme (CITS)
•Advanced Vocational Training Scheme (AVTS)
•Dual System of Training (DST)
•Advanced( Vocational) Diploma courses

9. APPRENTICESHIP TRAINING
•FIELDS
•Apprenticeship training can be provided to
apprentices both in
•designated and optional trades.
•Designated trade means any trade or
occupation as notified by the Government.
•Optional trade means any trade or occupation
decided by an employer.

10. Categories of apprentices
•There are five categories of apprentices:
•Trade apprentices
•Graduate apprentices
•Technician apprentices
•Technician (Vocational) apprentices
•Optional trade apprentices

11. Categories of apprentices
•Trade apprentice is A person who holds a certificate in designated
trade.
–Designated trade is any trade / occupation / any subject field in
engineering / non -engineering / technology / any vocational course
as notified by the Government.
–8th, 10th, 12th standard and ITI pass -outs are eligible to undergo
apprenticeship in designated trades for trade apprentices. In certain
trades, B.Sc. pass is also a prescribed qualification.
•Graduate apprentice -A person who holds a degree in engineering
/non -engineering and undergoing apprenticeship training in
designated trade.
•Technician apprentice -A person who holds a diplomain
engineering / non -engineering and undergoing apprenticeship
training in designated trade.
•Technician (vocational) apprentice -A person who holds certificate
in vocational courseafter the completion of the secondary stage of
school education recognized by the All -India Council

13. DGT -Central Institutions
•National Instructional Media Institute (NIMI)
•Foremen Training Institutes (FTIs)
•Advance Training Institutes for Electronics and Process
Instrumentation(ATI-EPIs)
•Advanced Training Institutes (ATIs) [FormalyMITIs]
•Apex Hi-Tech Institute (AHI)
•Central Training Institute for Instructors (CTI)
•Advanced Training Institutes (ATIs)
•Women Training
Other Institutions
•Central Staff Training & Research Institute (CSTARI)
•Regional Directorates of Apprenticeship Training

14. National Instructional Media Institute
(NIMI)
•NIMI, (Erstwhile CIMI) was established in 1986 by the DGT,
•MSDE ( Foremerly, DGE&T, Ministry of Labourand Employment)
•with the assistance of (GTZ) GmbH acting as the executing agency
on behalf of the Government of the Federal Republic of Germany.
•GesellschaftfürInternationaleZusammenarbeit(GIZ) GmbH or GIZ
in short
•(English: German Corporation for International Cooperation GmbH)
is a German development agency
•From 1st April 1999, NIMI has been functioning as an Autonomous
Society.
•HonourableUnion Minister of MSDE, Govt. of India is the President
and Chairman of the General Body and Governing Council of the
Society respectively.

15. Foremen Training Institutes (FTIs)
•Foremen Training Institute, Bangalore
•FTI Bangalore was setup in 1968 by (DGE&T)) .
•This institute has excellent training infrastructure.
•The Institute has been declared as “Best Specialized
Training Institute” under DGT.
•Foremen Training Institute, Jamshedpur
•The FTI, Jamshedpur was set up in 1982 by the Govt. of
India, Ministry of Labour, DGE&Tto cater multifarious
requirements of Industrial training activities.
•It was targeted to meet the need of highly skilled
technicianswith Supervisory and Managerial Skill.

16. Advance Training Institutes for
Electronics and Process
Instrumentation (ATI-EPIs)
•Advance Training Institute Electronics and
ProcessInstrumentation, Hyderabad
•Advance Training Institute Electronics and
ProcessInstrumentation, Dehradun

17. ATI –EPI HYDERABAD
•The ATI for Electronics and Process Instrumentation was setup in
the year 1974 by (DGT), MoLE, (DGE&T),Government of India with
the assistance of International LabourOrganisation(ILO) Swedish
International Development Agency (SIDA)
•To concentrate the needs of the industries for training and
developing their manpowerin the field of Electronics and Process
Instrumentation.
•The institute is offering long term and short term progammes:-
•Industrial Automation (PLC, SCADA, HMI, Allen Bradley, Siemens),
•Process Instrumentation & Control including DCS Information
Technology, Digital and Analog Electronics, Microprocessors &
Microcontrollers, Digital Signal Processing VLSI Design, PCB Design,
FibreOptics Communication /Maintenance & Repair of Cell Phones,
Cardiac / Clinical Equipments etc.,
•Instructor Training Courses under CITS

18. ATI –EPI DEHRADUN
•ATI -EPI, Dehradunhas been set up by the Govt. of India
•To cater the needs of quality and quantity trained
Instructor for the country in the field of Vocational
Electronic Mechanic, IT&ESM, COPA and Electrician
•To cater the needs of the skilled training of Industries, Govt.
ITIs/ Pvt. ITIs, PSUs and Business houses.
•This Institute also provides Short Term Training in the field
of PLC, Medical Electronics, IT.
•Training has two aims, stimulate the employee to make his
best effort and help him to improve performance.
•This Institute is also offering tailor made course as per the
requirement of Industrieson their demands with mutual
agreement.

19. Advanced Training Institutes (ATIs)
•Advanced Training Institute, Chennai
•Advanced Training Institute, Dehradun
•Advanced Training Institutes Ludhiana
•Advanced Training Institute, Kanpur
•Advanced Training Institute, Hyderabad
•Advanced Training Institute, Kolkata
•Advanced Training Institute, Mumbai

20. WOMEN TRAINING
•Regional Vocational Training Institutes (RVTIs)
•National Vocational Training Institute (NVTI)

21. Regional Vocational Training Institutes
(RVTIs)
•Regional Vocational Training Institute(W) Mohali
•Regional Vocational Training Institute(W) Shimla
•Regional Vocational Training Institute(W) Jaipur
•Regional Vocational Training Institute(W) Mumbai
•Regional Vocational Training Institute(W) Vadodara
•Regional Vocational Training Institute(W) Thiruvananthapuram
•Regional Vocational Training Institute(W) Tura
•Regional Vocational Training Institute(W) Indore
•Regional Vocational Training Institute(W) Panipat
•Regional Vocational Training Institute(W) Bangalore
•Regional Vocational Training Institute(W) Allahabad
•Regional Vocational Training Institute(W) Kolkata

22. Central Staff Training and Research
Institute-CSTARI
•The, CSTARI Kolkata was set up in 1968by
the Govt. of India, (DGE&T) in Collaboration
with the Govt. of Federal Republic of
Germany.
•The activitiesare under the threedifferent
wings
developing standard instructional
material & training aids,
conducting systematic research studies
training of training executives

23. CSTARI
•To conduct Training Programmesin the field of Training
Management and HRD for Training Executives of the
institutes and industry
•To conduct research in the field of Vocational Training
to study and design curriculum for various trades
•To develop instructional materials and teaching aids for
the Vocational trades
•To conduct the problem oriented Research studies on
different aspects of the Vocational Training to bring
qualitative improvements
•To conduct Research studies to find out the feasibility
of Introducing new courses CTS and ATS.

24. Regional Directorates of
Apprenticeship Training
•RDAT Mumbai
•RDAT Kanpur
•RDAT Kolkata
•RDAT Hyderabad
•RDAT Faridabad
•RDAT Chennai
(EARLIER)

25. Advanced Training Institutes (ATIs)
[FormalyMITIs]
–Advanced Training Institute, Calicut
•
–Advanced Training Institute, Haldwani
•
–Advanced Training Institute, Choudwar
•
–Advanced Training Institute, Jodhpur

26. Apex Hi-Tech Institute (AHI)
•Apex Hi Tech Institute , Bangalorewas setup in 1993
under Hi-Tech Training scheme with assistance from
IDA (World Bank).
•The institute is conceptualisedas DGT core Institute for
High Level Demand Driven Training.
•One of the cardinal role of this Institute is assessing
Training needs of ITI Instructors, identifying the
emerging Technology area of the Industry.
•The Institute has setup Labs in three areas viz., CNC
maintenance, mechatronicsand communication
Technology.
•The institute capacity will also be utilisedto train the
trainers, engineers, Supervisors, techiniciansand
workmen from the Industries, Craft Instructors.

27. List of Regional Directorate of Skill Development
and Entrepreneurship (RDSDE)

28. EDUCATION
•Education is the process of facilitating learning, or
the acquisition of knowledge, skills, values,
beliefs, and habits.
•Educational methods include storytelling,
discussion, teaching, training, and directed
research.
•The methodology of teaching is called
pedagogy.
•Education mean the bringing up and training an
individual aesthetically (beautifully) refined,
culturally rich, emotionally stable, mentally alert,
morally upright, physically strong, spiritually
sound and socially efficient.

29. Characteristics of Education
•Education is a process of drawing out the best in
child and man, body and spirit.
•Education is a process of modification of natural
tendencies of an individual.
•Education is a process of self-relation.
•Education is a deliberate process.
•Education is a tri-polar process involving the
interaction of the educator and that of the child
in a social setting.
•Education is a psychological and sociological
process.
•Education is a life-long process.

30. Traditional and Modern Concept of
Education
•Traditional education system often needs the physical presence of a
teacherwhich may not be necessary for the modern education
system.
•The traditional methodology is deeply teacher-centredwhere as
modern methodology is much more student-centred.
•Based on the “traditional view of education, where teachers serve
as the source of knowledge while learners serve as passive
receivers”.
•In traditional education system the responsibility for teaching and
learning mainly on the teacherand it is believed that if students are
present in the lesson and listen to the teacher’s explanations and
examples, they will be able to use the knowledge.
•But in modern education system the students are the most active
element in this process. The teacher is here not to explain but to
encourage and help students to explore, make learning interesting,
etc.

31. Teaching
•Teaching has been defined in various ways:
•B.C Smith defines
•“Teaching as a system of action which intends to introduce learning
through interpersonal relation.”
•H.C.Morrisondefines
•“Teaching is an intimate contact between a more mature and a less
mature personality which is designed to further the education of the
latter.”
•Ned A Flanders defines
•“Teaching is an interaction process. Interaction means participation
of both teacher and student and both are benefited by this.
•The interaction takes place for achieving desired objectives.”

32. Teaching
•Yoakmanand Simpson defines
•“Teaching is a means whereby society trains the young in a selected
environment as quickly as possible to adjust themselves to the world
in which they live”
•John Brubacherdefines
•“Teachingis an arrangementandmanipulation
of a situation in which there are gaps
and obstructions which an individual will seek toovercome and
from which he will learn in the course of doing so.”
•N.L .Gage defines
•“Teaching is a form of interpersonal influence aimed at changing
the behavior potential of another.”

33. Teaching as Relationship
•Teaching is a relationship which is established
between three focal points in education –the
teacher, the learner and the subject.
•Teaching is the process by which the teacher
brings the learner and the subject together.
The teacher and the taught are active, the
former is teaching and the latter is learning.

34. Main Characteristics of Teaching
•Teaching is causing to learn.
•Teaching is helping the learner to respond to his
environment in an effective manner.
•Teaching is helping the learner to adjust himself to his
environment.
•Teaching is encouragement and stimulation the learner.
•Teaching is imparting information.
•Teaching is training the emotions of the learner.
•Teaching is both conscious and unconscious process.
•Teaching is formal as well as informal.
•Teaching is a linguistic process i.e., communication by the
use of language.
•Teaching is an interactive process or face to face encounter
between the teacher and taught.
•Teaching is an art as well as a science.
•Teaching is modifiable by the mechanism of feed back
devices.

35. Factors Determining Effective
Teaching
•Effective Teaching depends on the skill of the teacher,
his personality and behavior .
•Effective teaching depends on careful planning by the
teacher.
•Effective teaching depends on healthy interactive
relation between the teacher and the taught.
•Effective teaching depends upon proper classroom
environment-intellectual as well as physical.
•Effective teaching depends upon the active
involvement of the learners.
•Effective teaching depends upon theuse ofappropriate
strategies, methods, techniques and teaching aids.

36. PRINCIPLES OF TEACHING (POT)
•Every person who intends to be good Teacher
or Instructor should have certain inborn
qualities.
•The study of POT will provide some qualities
that can be acquired by proper and systematic
training , and grooming through experience.
•A well-trained an experienced teacher is an
asset to the students as well as the Institution
for which he is working.

37. Profession, Teaching & Instructing
•Profession
•Profession is a way of life chosen for earning our live
hood .
•Teaching
•Teaching is helping or guiding others to learn and
acquire knowledge.
•Instructing
•Instructing includes teaching and doing . It includes
both knowledge and skill .
•The instructor tells what to do and shows how to do
,along with the reason why to do .

38. Teaching –Triad
•There are three areas in which efficient
teacher must be competent. These are :
1 .Subject matter
2. Teaching Technique.
3. Management Technique.

39. Teaching –Triad
•Teachers are considered to be expert in their
field and should have a high degree of skill
and competence in the occupational and
subject areas they are to teach.
•The transfer of occupational skill from one
generation to another is a vital function of any
education programme.
•This transfer of skill is the responsibility of an
Instructor.

40. Education
•Education is of three forms –
•Formal -Acquired through a Training
Institutions such as school or college.
•Informal –Acquired through experience and
social interaction e.g., from parents ,elders or
friends etc .
•Non-formal –Acquired through distance

42. Disadvantages of Informal Education
–The proper theoretical aspect of the Trade is not
taught.
–The latest development in that particular skill are
not considered.
–A point of stagnation is reached.

44. Vocational Education
•Vocational Education is acquiring that
education by which a person on choosing a
particular trade
•acquires all the skills of the trade and
techniques
•by which he or she can carryout a particular
profession
•and which will help him or her to earn a
livelihood.

45. Vocational Training
•Vocational trainingalso known as vocational
education and training (VET)
•basically focuses on practical applications of
the skills learned or acquired
•and it provides the much needed hands-on
instruction in a specific trade.

46. Objectives of Vocational Training
•(Role of Craft Instructors for the
implementation of Training Programme)
•To orient the trainees to have an
understanding and appreciation of the trade .
•To provide the opportunities to the trainees ,
to work on the basic skills of the trade.
•To develop safe work habits.
•To develop habits of good performance.

47. Objectives of Vocational Training
•To develop the ability to understand, read and
interpret
•The reading related to the trade , and work
independently with their help.
•To be able to work and adopt industrial
requirement.
•To develop the ability , to follow written
instructions.
•To develop a sense of discipline and punctuality.
•To appreciate labourmanagement relationship.
•To be able to shoulder responsibilities.
•To develop sociable good habits.

48. Vocational Training will be effective
only if -
•It is given in the same atmosphere and situation in
which the trainees has to work in the future.
•The training is modified as needed by the advancement
of Technology in Industry.
•Obsolete skills should be deleted and new skills should
be added to the course, in order to keep close with
industry.
•The trainee will be trained to ’ do’ as well as ‘think’ and
‘plan’ while doing a manipulative skill.
•Mind and Muscleshould be trained to work in
co-ordination.
•Vocational education is best suited to those who
‘desire’ and deserve it.

49. Vocational Training will be effective
only if -
•Vocational Training should be need based
•The programmeshould be designed by
considering the needs of society.
•Vocational Education should be flexible in nature,
•This flexibility lying within the framework of
sound-standards of good vocational education.
•Vocational Education is more expensive than
general education, because of space, equipment,
material etc. It cannot be operated cheaply .
•Hence it should not be attempted without a
sound economic base.

50. Elements of vocational training:
•Important elements of vocational training are:
•Knowledge
•Skill
•Attitude

51. Knowledge
•Knowledgeis gaining the information for acquiring a skill,
•one must have thorough knowledge about the skill.
•Knowledge is classified into three types:
•Must know knowledge:
•This is essential information or knowledge that is very much
necessary to perform the skill, without this it is quite
impossible to initiate the work.
•Should know knowledge:
•This is additional information or knowledge that will enable the
trainees to do their work in a better way.
•Could know knowledge:
•This is some more information which is required for updating
the individuals. It will also improve the efficiency and
productivity.

52. Knowledge
•Example: A motor car Driver …..
–MUST KNOW: All the driving techniques.
•Operating controls. Traffic Rules.
–SHOULD KNOW:Breaking and gear System.
•Fuel line Circuits. Electrical Circuits. Safety
rules.
–COULD KNOW:Price of Petrol.
•Location of petrol and service stations.

53. Instructor and his Job
•Instructor should follow the points -
•Plan in advance all your teaching and learning
activities. While planning consider the following:
–Split up the syllabus module/unit wise and lesson wise
–Prepare lesson plans for the use in the class.
–Prepare demonstration plans to teach skills of trade.
–Prepare Written Instructional Material (W.I.M) and training
aids in advance
•e.g. models, charts, filmstrips slides etc.
•Create a favorable atmosphere and environment for
proper learning.
•Ensure total safety of the job by all concerned, in its
performance.
•Acquire the knowledge of various training aids to
maintain and operate various training aids .

54. Instructor and his Job
• 5.
•Evaluate and grade the learner by periodic tests.
•Maintain all records , it is absolutely essential to maintain the
following records:
–Attendance Register .
–Progress Card.
–Material Indenting Register.
–Material Consumption Register.
–Manufacturing Register.
–Dead Stock register
–Stores Return Book
–Student's daily dairy.
–Prepare record of lessons taken , assignment given, jobs completed
etc.
–Proper file of previous question papers.
–Any other records as per the requirements of the institution.
•Rate yourself as an instructor.
•Analyze your drawbacks and overcome them with proper effort.
•Revise your planning from time to time as the need arises.
•Delete what is obsolete and add what is newer in the field of latest
development in the trade.

55. Instructor and his Job
•Transfer of Occupational Skill
•Information: Transfer of knowledge
•Skill:
•Skill is the performance of an operation, or a
group of operations at a maximum efficiency
and to the exact specification with minimum
rejection rate with speed.

56. Transfer of Occupational Skill
•Various components are included in the skill
form of men, material and machines out of
which essential human components are:
–Subject Knowledge
–Dexterity
–Psycho-motor coordination
–Methods
–Judgements

57. Transfer of Occupational Skill
•Habit: Habit is the automatic response of the
nervous system on a specific occasion .
•Habits are either hereditary or acquired through
practice.
•The reactions of the system of habit formed by a
person will be involuntary.
•Habits can be formed by practice and by
repetition.
•Will and skill play vital roles in habit formation
and thus affect productivity.

58. Transfer of Occupational Skill
•Greater the superimposition of will with skill
greater will be the productivity in any given
situation.
•Productivity = ( Will x Skill)

59. Skill
•Skill can be divided into three categories:
•Mental –Involving purely intellectual activities.
•Physical –Involving manipulative activities.
•Psycho-Motor –Involving manipulative, cognitive and
intellectual activities.
•Unless there is proper co-ordination of mind and
muscle skill cannot be acquired.
•Elements of Basic Skills:
•1.Speed 6. Concentration
•2. Accuracy, Judgement 7. Economy
•3. Workmanship 8. Practice
•4. Ability, Knowledge, Methods 9. Proper Attitude
•5. Dexterity 10. Co-ordination

60. Transfer of Occupational Skill
•Skill development is a dynamic process, involving
intellectual and manipulative activities.
•This activity is in the form of task.
•A Task is created when human effort is exerted for a
specific purpose.
•Tasks are accumulated to justify employment of a
worker, a position is created.
•A group of positions which are identical with respect of
their major tasks is a Job.
•A Job can be defined as piece of work in which a
number of basic skills are combined and performed
either simultaneously or in proper sequence.

61. Methods of Acquiring Skill
•1.Observation3. Repetition
•2.Imitation4. Participation
•Observation:
•Most of the skills acquired are through observation.
•A purposeful observation is arranged through a
demonstration, where ‘How’and ‘Why’ of the matter
is explained.
•While observing, the students should be guided for:
–What to see?
–Proper use of tools and equipment.
–Correct method of doing the work.
–Safety precautions.
–Reasons for learning and related knowledge.

62. Methods of Acquiring Skill
•Observation is done by :
•Visiting places of trade interest.
•Visiting Exhibitions.
•Showing films, slides ,etc.….
•Demonstration.
•Any kind of observation must be properly
guided.

63. Methods of Acquiring Skill
•Imitation :
•Imitation is the first attempt made by the learner
•Every effort must be made to make it successful.
•The learner may commit mistakes which the
instructor must correct on the spot.
•Avoid criticism, but point out the wrong steps
with probable reason.

64. Methods of Acquiring Skill
•Repetition:
•Practicemakes a man perfect.
•To gain experience , convert doing into habit the
repetition is essential.
•This helps to develop self confidence and help to
gain speed and accuracy by reducing time
required for thinking .
•Thus, through repetition alone co-ordination of
mind and muscle is possible.
•Repetition takes place in the applications.

65. Methods of Acquiring Skill
•Participation:
•Participation means associating learner in the
training programme.
•It provides an opening for creative thinking of the
learners, where they have to implement their
ideas.
•Instructor's guidance is always available and
essential.
•Once the learner’s self confidence is developed
and they are trained to be self reliant , they are
exposed to the actual learning situation and learn
to co-operate, co-ordinate and plan the activities.

66. Qualities of an Instructor to Teach
Skills
•An Instructor should:
–be competentin the trade.
–have confidencein the art of performance.
–knowhow to demonstrate.
–know how to help, guide and correct the
movements of the learners while they are carrying
out operations.

67. Qualities of an Instructor to Teach
Skills
•To keep his skill up to date , the Instructor should:
•keep the habit of preparing a sample piece of job
himself.
•maintain the habit of referring to Journals,
Periodicals etc.
•keep in touch with industry, by regular industrial
visits etc.
•Revise Instructional Material time to time , to
accommodate latest innovations in the trade.
•collect feedback information pertaining to his trade
and review it from time to time.
•under-go refresher Training at regular intervals.
•The instructor himself should take keen interest in teaching
and prepare himself adequately

68. Qualities of an Instructor to Teach
Skills
•Adequate Preparation
•includes preparation of
–Self --Students ---Teaching Material
•Self :
–Analyze the syllabus module wise and lesson wise.
–Get proper idea of topic to be taught.
–Refer to books, notes etc.… and plan the lesson in
advance thoroughly.
–Prepare instructional material in advance to builds
up the confidence of the teacher and improves
the standard of instructions.

69. Qualities of an Instructor to Teach
Skills
•Students :
–Inform the students in advance about the topic to
be covered in the next class so that they can
prepare for it mentally.
–Motivatethe students suitably so that they
develop interest in the topic.
–Create a suitable learning atmosphere in the
teaching place.
–Maintain the interest of the learners so that they
are ready to receive and retain the instructions in
the class.

70. Qualities of an Instructor to Teach
Skills
•Teaching Material :
–Prepare Lesson Plan /Demonstration Plan.
–Prepare teaching aids in advance.
–Prepare copies of information sheets, job sheets
etc. in advance.
–Prepare a set of questions to be asked in the class.
–Prepare in advance the lesson notes and other
relevant material.
–Update ittime to time.

71. Qualities of an Instructor to Teach
Skills
•Proper Presentation
–Select correct method of presentation according to
the nature of subject
–Modify accordingly for theory and related instruction.
–To teach skill, demonstrate or show how to do.
–During a planned demonstration , do yourself all the
steps one by one in proper sequenceso that all can
observe you and be able to imitate you later on.
–Make your presentation interesting and effective.
–Teach at learners level .
–Judge the average grasping capacity of the class and
accordingly planyour level or standard of teaching.

72. Characteristics of Good Instructions
–Giveonly what the students can take in and retain,
Giving too little information cause loss of interest.
Giving too much at a time causes confusion
–Follow proper sequence.
–Do not jump from one point to other and back to
first . This breaks the continuity of the lesson.
–Use properteaching aids/training aids.
–Use chalk-board adequately . All definitions ,
Terminology’s calculation ,sketches etc. to develop
the lesson must be written on the board .

73. Characteristics of Good Instructions
•Let trainees to develop their own notes from
what they have learnt.
•This will improve the organizing , expressing
capacity of learners and help them to think
systematically.
•Avoid to dictating notes, or students depend too
much on their teacher.
•Learners Learn better by doing
•Guide and supervise their work.
•Expose the learner to actual learning situation
and experience and allow them to get their
concepts formed.

74. Characteristics of Good Instructions
•Evaluation –Grading
–Be objective in your evaluation.
–Do the grading and marking preferably in the presence
of the students and let them know their drawbacks.
–Explain how this drawbacks can be avoided or rectified.
–Maintain correct grades.
–Be impartialin grading and evaluation.
–Reward the deserving students, but do not angry the
weaker ones in front of the class as it hurts their pride.

75. Characteristics of Good Instructions
–Evaluate your own achievements by the
achievements of your trainees.
–Make the learner aware of the purpose of learning.
–Create interest among the learners by proper
motivation.
–Develop mutual understanding ,cordial relations and
be friendly with students.
–Try to know their individual learning problems and
make efforts to solve them.

76. Essential traits of a good Instructor
•Prerequisites of an instructor
•The requisites and prerequisites of an
instructor include the ability and qualities of
an instructor.
•Communication skills, subject knowledge and
experience are few of those qualities.
•Qualification
••Essential Qualification
••Desirable Qualification.

77. Personality traits of good instructor
•Personality is the influence of one's mental,
physical, and emotional interaction with
others.
•It can also be said that personality refers to
physical, mental, moral and social values of a
person.

78. Personality
•Personality is the total impression or impact that we
make on the others.
•Physical Aspects
•Mental Aspects
•Physical Aspects : These are the qualities which can be
realized or experienced externally.
•These include :
–Physical appearance, body styles, etc.
–Proper dress and ways of life.
•Our dress should be such as to suit our profession and
reflects our personality.
•The dress should be simple , but neat and tidy.
•General cleanliness in person always reflects in one’s
work and habits.

79. Personality
–Manipulative ability :
•He should have good control over his manipulative
skills.
•He should strive to improve and set high standard of
performance.
–Voice:
•The voice of an instructor should have the following
qualities:
•The voice should be clear and forceful.
•It should be well modulated with proper tone.
•It should not be monotonous or harsh.

80. Personality
–Speech :
It should be properly worded and free from errors.
•At moderate speed , at student’s level , and at
proper language, they will be able to understand.
•It should be well supplemented by “postures” and
“gestures”.
•With proper emphasis on the right words so that
the right meaning is conveyed.
•With proper pronunciation, free from speech
defects and grammatical errors.
•In a natural tone, with short sentences , using
conversational style.

81. Personality
•Include sufficient humourto make the atmosphere
light and remove the strain.
•The speech should be free from distractive manners.
•Gestures help in conveying a meaning or
emphasisinga point.
•But when they are used to such an extent that they
cause distraction, they are termed as mannerisms.
•While talking , observe the audience and keep the
eye contact. Keep an eye on audience response.
•Link and summarize the speech keeping its
continuity.

82. Personality
•a) Alertnessb) Knowledgec)Wisdom
•d) Integritye) Ingenuityf) Reliability
•g) Punctualityh) Ambitioni) Patience
•j) Impartialityk) Courtesyl) Self-control
•m) Stability n) Craftsmanship o) Loyality
•p) Friendlinessq) Firmness

83. Types of personalities:
•There are two types of personalities:
•Introvert & Extrovert
•Introvert
•Persons who are reserved, who do not like to
mix with others, who like to work alone, who
are better in writing than speaking, fond of
books, magazines, who do not like self-praise,
etc. belong to Introverted personality group.

84. Types of personalities
•Extrovert:
•Those who mix freely with people, speak
fluently, friendly do not get easily embarrassed
or harmed are known as extrovert personality.
•AmbivertedPersonality.
•The people who have both these qualities are
called

85. Factors influence personality
development are:
•Physical : Appearance, voice, speech, tone.
•Mental: Intelligence, wisdom, memory,
thinking, and reasoning.
•Environmental : Family, relatives, neighbours,
society.
•Emotional: Cheerful, nervous, temper,
anxiety
•Gender/Sex: Men or women
•Cultural: Religion, community.

86. Qualities of an instructor
•Physical Quality
•Mental Quality
•Moral Quality
•Personal Quality

87. Qualities of an instructor
•Physical Quality
•Good Health:
•An instructor can be prompt, regular, enthusiastic, by
keeping good health.
•Dress and Appearance:
•An instructor's dress must always be simple and neat.
•Voice:
•An instructor's voice must be clear and audible.
•Language and Speech:
•The language of an instructor should be simple and
clear, easily understandable.
•It should not be ornamental and grammatically
incorrect.

88. Qualities of an instructor
•Mental Quality
•Knowledge of the subject
–Knowledge of principles and method of teaching.
–Knowledge of psychology as psychological factor
which helps in learning.

89. Qualities of an instructor
•Moral Quality
•Justice and impartiality:
•An instructor must be impartial in handling and
dealing with their trainees.
•Self control and will power:
•Instructor must have good self-control and will
power to face the trainees.
•Sympathy and perseverance:
•Instructor should have sympathy, kindness and
immense patience

90. Qualities of an instructor
•Personal Quality
•Leadership:
•Instructor must have leadership qualities to guide properly
and give instruction to the trainees.
•Class control:
•Controlling the class is also an important factor without
which discipline cannot be maintained; when discipline is
not maintained we cannot expect desired learning
outcome.
•Class manners:
•His behaviourstowards trainees should be very polite and
gentle the instructor must avoid addressing them rudely
and retrain from insulting them badly.
•Good habits:
•An instructor must have good habits like punctuality,
regularity and honesty, sincerity.

91. Traits of good instructors
•Has to make the course interesting.
•Has to possess sense of promoting the
knowledge and skill.
•Has to encourage trainees participation.
•Admire the interest of the trainees.
•Should be neatly dressed.
•Should be socially flexible.
•Should provide a variety of learning experiences.
•Should have a friendly personality.

92. Traits of good instructors
•Should have sound knowledge of the subject.
•Should possess balance attitude.
•Should show a great deal of enthusiasm.
•Should use many illustrations.
•Should have pleasant voice.
•Should readily assume responsibility.
•Should have a moderates honorable view.
•Should use knowledge skill for transfer and
application.

93. Common defects in instruction
•The instructor must avoid the following
common deficiencies
•Defects in the personality.
–Instructors unnecessary action while teaching.
–Instructor gets nervous.
–Bad mannerisms.
–Over confidence.
–Lack of interest/ambition.
–Physical defect/lack of mental alertness.
–Lack of manipulation ability.

94. Common defects in instruction
•Inadequate preparation
•The syllabus may not be analysedproperly.
•Not understanding the main objectives of the
course.
•Improper planning in preparation of source used
from training aids.
•Lack of knowledge in the subject. -Irrelevant
written instruction materials.
•Unable to organize the method of learner
involvement.

95. Common defects in instruction
•Improper method of presentation
•Wrong presentation method, starting subject
without any introduction motivation etc.
•Wrong method of instruction, the dictation
method is the worst for vocational training.
•Not adopting the proper questioning technique.
–Improper use of teaching/training aids.
–Shouting or murmuring while presenting the subject.
•Irrelevant assignment.

96. Common defects in instruction
•Improper evaluation
–Improper method of evaluation procedure.
–Unfairness in evaluation.
–Inaccuracy in evaluation.
•Partiality.

97. Common defects in instruction
•Inadequate human relationship
–Failure to gauge the standard of the trainees.
•Failure to measure their level of competency, grasping
power etc.
•Failure to develop friendly atmosphere

98. BAD MANNERISM
•Tall Talk
•Bluffing
•Shouting
•Untidy Dress
•Chewing
•Nervousness
•Absent
•Playing with chalk
•Non Punctual
•Discouraging Trainees

99. BAD MANNERISM
•Leaning on table
•Snuffing and sneezing.
•Playing with duster and chalk 14.Insulting
•Teaching too much
•Too much admonition
•Splitting, Smoking, Coughing
•Always Serious

100. Causes of Bad Mannerism
•Lack of Confidence
•Improper learning situation 3.Poor subject
knowledge
•Poor health conditions
•Nervousness.

101. Responsibilities of an Instructor
•Instructor job is very important in a training
institution,
•who has undertaken the task of imparting
training.
•Therefore it is necessary for a person
appointed as an instructor to know various
responsibilities towards teaching-learning
process.
•The responsibilities of an instructor are as
follows :

102. Responsibilities of an Instructor
•Responsibility towards the trainees:
–Must guide and instruct them properly and complete
the training programmeas per the schedule.
–Evaluate the trainee’s performance and bring the
trainees who are below average level to the standard
required.
–Proper attitudes should be developed among the
trainees. They must be taught to use the raw
materials economically which are given for learning
purpose
–Must cultivate good habits like punctuality, time
management, etc.

103. Responsibilities of an Instructor
•Responsibilities towards the Institution:
–Loyal and sincere towards the administration.
–Interpreter and communicator of working policies
to the trainees and support to the administration.
–Maintain discipline and also report the happening
of the trade to the admin.

104. Responsibilities of an Instructor
•Responsibilities towards the Parents:
–Keep them informed about the progress and shortcomings of
the trainees.
–Should guide the parents in deciding the future career of the
trainees .
•Responsibilities towards the Industries:
•Industrial establishments are the beneficiaries , so the
instructor should –
–Suggest changes in training programmefor the development.
–Keep informed about the latest technology , equipments ,
materials in the industries.
–To keep liaison with industry in field visits and placement etc.

105. Responsibilities of an Instructor
•Responsibilities towards the Society:
–Develop a sense of responsibility towards the
society.
–Make them realize that when they get something
from society they also have to contribute to the
society.
–Building a society is ultimately building a nation.
The trainees should develop this sense of building
a nation.

106. Instructor and his Job
•The person who wants to become a good
Instructor are:
•Desire to teach.
•Mastery of the techniques of Instructions.
•Resourcefulness and creativeness.
•Competent in the subject to be taught.
•Ability to develop good personal relationship.
•Habit of evaluation