Skills of stimulus variation

Stimulus variation is described as deliberate change in the behaviour of the teacher  in order to sustain the attention of the learners throughout the lesson. Stimulation variation determines teacher’s liveliness in the classroom. It is known on the basis of psychological experiments that attention of the individual tends to shift from one stimulus to other very quickly. It is very difficult for an individual to attend to the same stimulus for more than a few seconds. Therefore, for securing and sustaining the attention of the pupils to the lesson it is imperative to make variations in the stimulus.


Body movement

The physical movement of the teacher in the class is to attract the attention of the learners. Sudden change in body movement and sudden stopping the same helps in gaining learner’s attention at high level. The excess movement is undesirable.


Gesture involves the movements of the head, hand and facial gesture (laughing, raising eyebrows, emotions etc.) This technique helps the teacher to be more expressive and dynamic in presenting the lesson in the class.

Chance in voice

The teacher should bring fluctuations in his/her voice. The learners feel bore with the speech at the same pitch and they get deviated from the lesson.


Focussing implies drawing the attention of the learners towards a particular point which the teacher wishes to emphasize. Such technique involves verbal focusing, gestural focusing or verbal-gestural focusing.

Eye contact and eye movement

Both eye contact and eye movement play very important role in conveying emotion and controlling interaction between the teacher and the learners. In a classroom situation this technique implies that the teacher should maintain eye contact with the learners in order to sustain the attention of the learners.


Pausing refers to short deliberate intervals of silence used while delivering ideas, explanation, lecturing etc. Deliberate use of short pause helps the teacher to attract and sustain the attention of the learner. But too long pause may be irritating.

Micro-Lesson Plan

Subject :  English                                                          Date :

Topic : Prose – Gulliver’s Travels                          Class : IX

Sl No.Teacher’s ActivityPupils’ ActivityComponents of skills
1The teacher enters the class and creates rapport.
The students greet the teacher.Teacher movement
2Have you had any adventurous journey in your life?NoChange in speech pattern
3Have you read adventure stories?
(Shows some books dealing with adventure stories.)
Aural-Visual Switching
4Now I am going to describe an interesting voyage made by a person.
Are you eager to know the incident that happened during his journey?
They listen carefully.

Verbal focusing
5The title of the story is
‘Gulliver’s Travels. From this title itself, we can understand that the main character of the story is Gulliver and that he is an adventurous person who loves sea voyages.
Change in speech pattern
6The teacher writes the title on the blackboard. They observe the name of the lesson.Aural-visual switching

7 (Shows the picture of a man who is on a voyage in the sea.) During the trip, his ship got wrecked but he managed to reach an island.
Aural-visual switching
8(Shows the picture of the wrecked ‘Titanic’.)
What happened to the ‘Titanic’?
It sank/ was hit by an ice-berg.Aural-visual switching
9The teacher asks two of the students to act out the events that happened on the ‘Titanic’ before it sank.The students act out the scene.Aural-visual switching

Physical involvement of the students
10The crew members with Gulliver get into a small boat and row until they were overturned by a sudden flurry. Gulliver swims until exhausted and finally finds an island and sleeps there. The students get interested to know what happens next.Pausing
11Do you think that he escaped from it?Students give different responses.Change in speech pattern
12When awakened Gulliver finds himself unable to move. His arms and legs were strongly fastened and he feels something moving on his body. Later on he sees that it a human creature not six inches high with bow and arrow in his hand. Gulliver learns these creatures are called Lilliputians.Teacher movement
13(Asks the students to do the role play of a hunter.)Physical involvement of the students
14Gulliver is presented before the emperor, who is entertained by Gulliver.Become attentiveGestures
15Eventually Gulliver became a natural resource and used by the army in its war against the people of Bleufuscu.SilenceTeacher Movement
16Things change when Gulliver is convicted of treason and is condemned to be short in the eyes and starved to death.Gestures
17Do you think that Gulliver will succeed in escaping from Lilliput?The students respond activelyFocusing
18Gulliver escapes to Bleufuscu where he is able to repair a boat he finds and set sail for EnglandChange in speech pattern
19What did you understand from the story?Life should be adventurous. It will help to face many challenges and pave a new path for a better life.Pause

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