Abstract:

Teaching skills are essential for bringing up quality education. Sheikh M.A (2000) pointed out some key messages as:-
• Effective teaching involves being knowledgeable about what you are teaching but also looking for links for the quality that we wish to develop in our pupils.
• The ability to establish and maintain good quality relationship is central to effective teaching.
• Effective teaching involves talking regularly with learners about their learning and listening to them.
• Teachers own preferred ways of learning tends to effect the ways in which they teach.
• Teachers have not the right and responsibility to develop a climate in the classroom, which supports effective learning; this involves maintaining order without undermining the learners self esteem.
• Knowing that kind of people they are thinking is essential for effective teaching.
• Teaching should not be a lonely or isolated activity. Teaching needs opportunities not only to talk to others about their work, but to work together, and use each resource.
• Schools need to make the best use of all the resources at their disposal to support teachers’ personal and professional development. ( Pp 133-134)
The population of the study consisted of 9471 Govt. Secondary Schools, 167696 Teachers of Secondary Schools. Technique of multistage Sampling was used. Due to scarcity of resources and time at first stage two Provinces Punjab and (K.P.K) were randomly chosen. Five Districts were randomly chosen from the two Provinces. Three Districts from Punjab and two from (K.P.K).were selected. The Districts were approximately ten percent of the total Districts in each Province. Ten percent Govt. Secondary Schools and Forty percent Teachers were chosen from the Sampled schools for Classroom Observation so hundred teachers were chosen for this purpose as sample of convenience. One teacher teaching secondary classes was taken for observation from each school. All teachers were observed for period of forty minutes. A checklist was constructed to carry out classroom observation to observe the teachers during teaching in the classroom. Classroom observation was carried out by the researcher to observe the teachers during teaching in the classroom and to find out to what extent the classroom skills were being used by the teachers. For this purpose one teacher teaching secondary classes was taken from each school. Data collected through classroom observation was analyzed by calculating mean scores and percentile. The items had more than one part. Value of 5 was assigned to excellent, 4 to good, 3 to satisfactory, 2 to poor and 1 to very poor. It was concluded that only a few teachers possessed lesson planning skills and the teachers lacked evaluation skill. Classroom observation found teachers lacking in the skill of evaluation. It is recommended that the trainee teachers be provided specific training in the area of evaluation. It is therefore recommended that more emphasis should be put on developing good lesson planning skills during training by providing more opportunities for lesson planning and by showing them model lesson plans developed by the expert teacher trainers.