Where are unavailable in the school. If this

 

 

Where
facilities and resources are limited, be motivated and deploy methods that are
innovative and improvise materials for the learners. Use strategies that
emphasize practical activities that will make the students experiment, discuss
with one another, and involve in practical hands-on activities. This way,
science lessons will always be exciting and captivating.    

            A variety of visual aids for
teaching and learning science can be fabricated by students under the guidance
of the teacher for use in everyday lessons.

            Be alert, be aware and be innovative
in the use of locally available material in the school and the surroundings for
visual aids.

            Improvise by using locally available
materials to sustain activities in a laboratory. Demonstration in class should
provide instances of the use of everyday readily available materials.

            Design lessons taking into account
the resources and facilities available in the community, so that no student is
unduly disadvantaged by struggling to follow guided activities that call for
use of materials and resources that are unavailable in the school.

            If this is the case, don’t fret, it
only means you’ll have to be a little more creative. Perhaps, your students
have already been adapted to this kind of situation. So it should not keep you
from becoming one great, fantastic teacher with nothing but your brains and
creativity.

            The level and quality of performance
and participation by science students is greatly influenced by the teaching
methods. Generally, where equipment and facilities are inadequate, the teaching
approach tends to be gravitating towards the teacher who heavily dominates the
class. The teacher tends to lecture on the subject, gives notes, and
demonstrates the practical aspects of the lesson which are supposed to be done
by the students. The students, in turn, remain passive participants who would
only listen and observe.

            Unfortunately, many science teachers
are facing this challenge in a day to day basis. Planning a lesson with limited
textbooks, or no textbooks at all can be very frustrating. Not to mention the scarcity
of materials that are necessary to make the concepts be grasped effectively by
the students. The actual, on-the-ground realities can make science teaching a
gargantuan task to undertake.

For
learning to take place and take place in in the best way that it could, it
should happen in a way that is practical and engaging rather than theoretic and
conventional. But how do you manage a classroom and teach science in a class
that has very little to no resources at all?