See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/318818036

Effective Teaching Skills

Article · December 2012

CITATIONS READS

0 395

2 authors:

Shravan Kumar Harleen Kaur

Amity University Raj Kumar Goel Institute of Technology
27 PUBLICATIONS   2 CITATIONS    20 PUBLICATIONS   2 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Teaching Strategies View project

Feminism View project

All content following this page was uploaded by Shravan Kumar on 01 August 2017.

The user has requested enhancement of the downloaded file.

 r»e qA==n=* « ====tbad=qp

4 An Overrien A===*=S·* b
and Wsh language TeUw

ap
based tivities to
Einglish speaking siMs:
A practical

14 t» eipeloping Reading Skins

though Spo rts St)urces

Einhent of critical tMnfimg

smW
18 sweet
in
₩
Eing)ish language with the
of im and pictrare A

ar GaHes. Ho wlers and

M alapropismmuses and
Remedies
Gestures and
A Strategy to Teach
Posin » o nal Dewle
EFL Classroozn

Ro le Humour in
of tin e K
Workplace
EHective Tteaching Skills
Kcwr
41 TMee Easy Steps fo ra sminder Kanrg
Great Vo cabulary

43 Cinildren% Liture: Tool M Anupama Verana

lJeaming Engligb Lnguage
48 Speaking activiw-
Writing-t« d speaking
 mtlve
■
Teaching Sldns
>§
Sbr=van Kumar
Harle* n Kau r

r Ww·
Ab* trm
« md mcthpe
en* ag Mut h lar
d««md mlwr¥.
nphphphp
J)n
Z* an n in g
thd *Pqp¢ r«» apwe tinat a t=acine r* h« mld
than te acinwr b« e au »* b r I« m tn ir tlw
Mw &R Sktli* « ·
p er» onallt¥ and bg th*
mntent Pt» rt* o 011l*
Pqp e r rpen e« rt* ho w one should polt*in
«m q j o b «*tm te«=c her
and« te ache r. h
mmmwhtio n* Poit» and clmtgl play panan BU n g rlis ticro u. TMs p #p oe
PPC
«r

Teaching i& no t onb an ways. whiM are:

Intellectual engagement with O P rep aratio n
also a cognitive and
othe rs, b ut O P lan n in g
aEective engagement with se lf
O Res earc h
through regular ab b e ssmcnt and

des.
rejuvtion of one's methods and 0 O rg p n izatio n
To attain this goal a A c o m p letj e lectmc can take
teacher should disseminate his shap e with thc hdp of p re p aration
1&ae. Tho ughts. And concepts an d plaming-For good p re p ara6om
though inno vative ways so that teachers sho uld reu o n o ne
tb e students could grasp thc de p th husb and and fou r wives, that
how. whaL why. where and who.
h
sub ject and the y are ab le to
Afte r completing this ste p , the y
pPly that knowledge in their
this one sho uld be should think of what they have to
daily life. Por
good thinker, as thc g reat Greek
pMlo so pher Anon haa said,
a good apeaker in public, y ou
be
must
0 say by study ing the relevant
materials. They sho uld keep In
mind the availab ility of time . And
be· good thinlce r in private. »i on the basta of ttme . Tb ey should
se le ct and organize the co ntent
h

'"'"''"W· "
totally b ased on

m
TeacMng Thie iai the preliminary part of
oonte 8lt and delivery. Co
te aching comp le ting
be develo ped by four this e xe rcise , the impt»rtant p eu t
·
·
 in
I

can
wb
W
m arti, that il, the
delivery of con ten t by a teac her. He re the teacher.
Me/her thon ghte in to the m in d of the
c are of hJa plan tas
etuden ta u Qre a g ard en er
m

by n ttrturin g them in all en viron m£ H n b

a
bt

t e&

W o atdidtw

A te* c her
KWL
·
s ho u ld b e hm iliar wou ld b e eas y
the for th· e m to
by-------W»u u u u $ t0
woith
They shou ld
cut# r into the c las an »o m p rio r

«
ruulQ ab le to
De team.'They--"_wu€.
muld 3.
an a]y zewhat the s tu d en ts Re cap itu lation o f the to p ic :
=lBead ylm o w ab o trtthc The n ewly
introdu ce d to p ic
what they wo u ld wan t top icard s ho u ld b e
tu* o what to]mow. re cap itu late d by
they have ahe ady the s tu d en ts ;
this would
learn t abou t top ic. H o n e their
c o m p rehen s io n
Por usaing the s kills .
in the claasrtn » stu de nts 4
m, the te ache rs O b* ervation:
can uae some took Straden . T*
s ho u ld b e divide d
in tf»
1 an d after g ro u p .
lnnk-Pm-Sharei In a task
p roce a· · tbe stu de nte tEe the teacher assign in g
can wall£
cm the classroom aro u n d
thin k in diridtrally. to o b s erve
Then in
pain, and the n they c an s tu d en ts
en gaged in £
rhare wiu the en tire Activities. learn in g tal
c laae.

=c» u*c e for« u d en te to-'"_to-inoe---

s tu d en ts wtrLUd
to c hec k

₩
help
thin k an d in terp ret the
b an d id eu that haw
.
co

he
The s u c c es s o f
jn· t a
* i
b een
introdu ce d, Dirccw p rop ortional teac her
Thi
ef uwia

T
Twrchin q
Mdiaa-: o aDia

·W X.'
;'
 ao * r* la retained the
rtudenta, A M· che r rho uld alwm
by tndulslnr In my undl* clpnned
* ctivlv during the
* mph** i=e o n le· rninl r· ther
te· chlnB b ecauae b y le=maiw
cm· sk questio ne to atudent*
thrn without PolntinB G[ n s era at th«
concepta. The* tu de nta wo uld m.
the md the whole p roce ss would]e* d
be e·* iu* ble to undcrt· ke all the to ale rone ss among U te studenh
rpplic* tiona o f the auNect,
As we all know, fac e la inde x
The ekilla renect a
e ott o f mind and it should have an ap p ca]
-te· cher'I perso n· lity· nd· Rer to attra lin ie can be achi¢ we d
by
Hruliring the content portion, one a pleasant smile on the fa«>e .A
*ho uld Po lish hialher e olt skills te ache r shou ld frequent smile and
in which appearance, facial this p ractice would help in
neating
interactive.
l::::,
expressio n, e ye contact, posture, an It wo uld
-ovements, _d break the mo no to ny o f the
rE=inibehavior play a vital role . classroom where students m ¢ xely
\imT1\i, aralinguietic features s it and take note« The· in es itatian
highly contrib ute to teacher of the stu de nts wo uld be
elfectiveness. In PtLralinguistic bu t at the same time thc te ache r
features. PVC (pro nunciatio n,
voice and clarity) plow an e He ctive
shou ld b e cons of maintamw
discipline in the classroom.
role , Voice inchdcs p itch: Mgh or A teacher sho uld focus o n
lo w. speed: fast o r slow, and learning rather than teaching-

w.
vo lume: lo ud o r soft. A teacher This can b e attained by using
should b e well acquainted with the audio-visual aids which save tianq
words, that he wants to u se in the cre ate inte re st, and add
claesroom so that embiguiw can b e Audio visual aids b,elp in
avoided. Teachers sho uld control
illustrating ideas and. Explain

W
the ir ROS (rate o f Bp eec h) so that
concepts eflectively beciusc we
*tudents can ge t the co ncept rememb er 10% of what we
eaao y . To control ROS, one sho uld 20% o f what we hear. 30% or
talc e pauses wherever necessary. what we se e and 50% o f what we
A teacher should know thc se e and hear. A teaM can u se
name o f all the students in the handouts. Blackbo ardsl white
m e o that the y feel close to the
teacher and clarifg their doub ts
b oard S. nip charts, o verheads.
computers, vide otap e s) au d io tap es »
Mtho ut hesitatioalDiscipline can films and slides. Mo dela and
ctc., to

J
b« maintained in this way physical o bjects.

iH
lao

demo nstrate 'the concepts mry

e ve ry time if a/he is fou nd elearw and in· lucid mmner.

h age XIX/d 2012

·
ot En g ti=h T eac hin g (In d ia)
View publication stats

wwa»
ndkr=a=«#e»
i=t, m la«* da««*
hp
and
*
d b *»\d done

\1
,', ill.
◆

, 1 lili

I« n« H in s I
·
m dharantattmtio
S. oBer explanation
tbe n of tine

M
3n
y oa want tinem* D notice.

« lp*=«

P
6. * c* ed e n o ne=ide and u se a
paimr»in d e
?. « yo a are USing a
mire in a ne*t
aad eble

*
au» UE, &
htm
Udwi#t«=pqpan« bi=xuq620l]