ABSTRACT
Examination of much current writing about skills reveals a very mixed picture. The skills described and taught in work such as microteaching tend to be somewhat of a rag-bag. This lack of coherence may well result from the lack of a generally agreed taxonomic approach to the identification of such skills. It is common to find skills such as questioning, concept teaching and beginning and ending lessons treated in much the same way as if they were all much the same type of skill. The other skills relate to concept teaching in different ways. This chapter explains that the skill of teaching for concept learning is probably one of the most important skills a teacher should acquire. It discusses the schedule for the teaching of concepts (STOC) and children's learning of concepts. Apart from the quantitative relationship, the nature of the connections between management factors and affective and cognitive factors is currently obscure.
