The classroom is a dynamic environment, bringing together students from different backgrounds with

various abilities and personalities. Being an effective teacher therefore requires the implementation of
creative and innovative teaching strategies in order to meet students’ individual needs.

Whether you’ve been teaching two months or twenty years, it can be difficult to know which teaching
strategies will work best with your students. As a teacher there is no ‘one size fits all’ solution, so here is
a range of effective teaching strategies you can use to inspire your classroom practice.

1. Visualization

Bring dull academic concepts to life with visual and practical learning experiences, helping your students
to understand how their schooling applies in the real-world.

Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as
encouraging your students to get out of their seats with classroom experiments and local field trips.

2. Cooperative learning

Encourage students of mixed abilities to work together by promoting small group or whole class
activities.

Through verbally expressing their ideas and responding to others your students will develop their self-
confidence, as well as enhance their communication and critical thinking skills which are vital
throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out short drama sketches
are just a few examples of how cooperative learning can be incorporated into classroom lessons.

3. Inquiry-based instruction

Pose thought-provoking questions which inspire your students to think for themselves and become
more independent learners.

Encouraging students to ask questions and investigate their own ideas helps improve their problem-
solving skills as well as gain a deeper understanding of academic concepts. Both of which are important
life skills.

Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of two
odd numbers always an even number?’. However, they can also be subjective and encourage students
to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students wear uniform?’.

4. Differentiation

Differentiate your teaching by allocating tasks based on students’ abilities, to ensure no one gets left
behind.

Assigning classroom activities according to students’ unique learning needs means individuals with
higher academic capabilities are stretched and those who are struggling get the appropriate support.

This can involve handing out worksheets that vary in complexity to different groups of students, or
setting up a range of work stations around the classroom which contain an assortment of tasks for
students to choose from.

Moreover, using an educational tool such as Quizalize can save you hours of time because it
automatically groups your students for you, so you can easily identify individual and whole class learning
gaps (click here to find out more).
5. Technology in the classroom

Incorporating technology into your teaching is a great way to actively engage your students, especially
as digital media surrounds young people in the 21st century.

Interactive whiteboards or mobile devices can be used to display images and videos, which helps
students visualize new academic concepts. Learning can become more interactive when technology is
used as students can physically engage during lessons as well as instantly research their ideas, which
develops autonomy.

Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record results,
take photos/videos or simply as a behaviour management technique. Plus, incorporating educational
programmes such as Quizalize into your lesson plans is also a great way to make formative assessments
fun and engaging.

6. Behaviour management

Implementing an effective behaviour management strategy is crucial to gain your students respect and
ensure students have an equal chance of reaching their full potential.

Noisy, disruptive classrooms do no encourage a productive learning environment, therefore developing

an atmosphere of mutual respect through a combination of discipline and reward can be beneficial for
both you and your students.

Examples include fun and interactive reward charts for younger students, where individuals move up or
down based on behaviour with the top student receiving a prize at the end of the week. ‘Golden time’
can also work for students of all ages, with a choice of various activities such as games or no homework
in reward for their hard work.

7. Professional development

Engaging in regular professional development programmes is a great way to enhance teaching and
learning in your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can gain
inspiration from other teachers and academics. It’s also a great excuse to get out of the classroom and
work alongside other teachers just like you!

Sessions can include learning about new educational technologies, online safety training, advice on how
to use your teaching assistant(s) and much more.

Being an effective teacher is a challenge because every student is unique, however, by using a
combination of teaching strategies you can address students’ varying learning styles and academic
capabilities as well as make your classroom a dynamic and motivational environment for students.

What strategies do you use to be an effective teacher? Have you got any top tips? Comment below –
we’d love to hear from you.

#COOPERATIVELEARNING#CRITICALTHINKING#EFFECTIVETEACHER#EFFECTIVETEACHING#LEARNINGSTY
LES#PROBLEMSOLVING#PROFESSIONALDEVELOPMENT

Abstract
This discussion focuses on impact of effective teaching
strategies on the students’ academic performance and
learning outcome along with the researcher’s own
experiences. A teacher plays a vital role within a few
hours in the classroom by delivering the daily specific
planned content which is a part of curriculum for a
specific grade. It depends on the teacher to plan it out
and use effective strategies for its instructional
deliverance. Teachers must have passion for learning
and teaching as well as to understand needs and interests
of the students. World is changing and advancing day by
day, so teachers need to be technology savvies as well, in
order to meet new global emerging demands.
Introduction
Stakeholders all over the world strive for quality
education of children. First of all, there is a need to
define quality education so that one can differentiate it
from less-preferred education. Similarly, there are many
educators and researchers who have debated that there
are some school variables which influence the students’
achievement in particular. According to Coleman (2003),
minimal role is played by the schools as far as the
students’ achievement is concerned because it is
independent of their background as well as societal
factors. On the other hand, a few researchers suggest that
factors like class size and space (Glass 2001), the
teachers’ qualification (Ferguson, 2004), the school’s
size and space (Haller, 1993), and a few more variables
play a vital role in what the students learn in general.
Explaining Quality Teaching
Research points out that Quality teaching is tend to
necessarily be student-centred. It aims to help most and
for all students learning. Therefore, focus should not only
be pedagogical skills, but also learning environment that
must address the students’ personal needs. Students
should also be aware as to why they are working so that
they are able to relate to other students and receive help if
required.
As a result, great emphasis has been laid on “quality
teaching” by many educators. In the same way, there is a
need of elaborating the term “quality teaching”.
Globalization has influenced each and everyone’s life.
Quality, successful and effective learning actually
depends on several factors e.g. availability and selection
of instructional resources, staffing quality, nature and its
level, professional development implication as a system,
and also the support of parents and administration.
Recently, research also highlights one of the key features
of “quality teaching” i.e. student-centred classrooms,
which aims to benefit all students learning.
Global demands and changes
Therefore, learning environment along with teachers’
pedagogical skills is important for quality education
(Johnson, 2007). Similarly, the students have also
become both, geographically and socially diversified.
There is a great need of new teaching methods and
pedagogies to meet global challenges. Hence, we can say
that there is also a need of change in the learner and
teachers’ means of interaction. All the schools are
striving to integrate curriculum with technology so that
the students are provided quality education and learning
takes place their way and they are focusing to provide
quality education to the students by all the means so that
they are ahead in the education industry.
Aiding to Growth
According to Alton-Lee (2004), the teachers should align
their professional experiences with their teaching
practices and pedagogies in order to benefit their students.
Agreeing to Alton-Lee, these days one of the major roles
of the teachers is to ensure that the content delivered has
achieved the learning objective, which can be considered
a key challenge. Despite the years of teaching experience,
there is always a room for improvement and innovation
for the teachers to adapt as per their requirement.
Demands and needs change time to time so the teachers
should also undergo professional and personal
development to benefit both, the students and themselves
as well, both are the learners. There is no age limit for
learning; it depends on priorities and awareness only.
Reflective inquiry
Another researcher, Deppeler (2000), suggests that the
teachers would be able to change their teaching practices
when they would reflect upon them and engage
themselves in examining their own theories of teaching
practices. But, ironically, it is a fact that the teachers
hardly get any time to reflect on their daily practices,
leading to improvement, or they are unaware of this
process and it is out of question for them. They believe
that delivering the content which has been planned for a
specific day and subject is the basic necessity, neglecting
the fact and being least bothered about knowing if the
student learned or it was impossible for a student to grasp
the basic concept even.
Effective variables
Roshenshine and Furst have introduced five variables of
a teacher’s effectiveness, these are Variability, Clarity,
Task-oriented, Enthusiasm and the last one is the
students’ opportunity to learn criterion material. We must
say that these are indeed a few components essential for a
teacher to be known as effective, but there are more key
elements which help the teachers personally and
professionally and also their students. These are being
reflective, empathizing when required, respect students, a
good communicator, her/his own love of learning and
many more which makes a teacher effective and the most
important part is the instruction strategy which he/she
chooses to deliver content which helps students in
learning more effectively.
Content (What) and Strategy
(How)
Most of the teachers think that they can improve their
teaching practices through developing sound knowledge
of content that needs to be taught and delivered (Hill and
Crevola, 2003). This is a major drawback in many
schools. The teachers lose focus on their teaching
strategies and they assume that the learners face
difficulties because the content (what needs to be taught
and delivered) is complicated or not of their interest,
instead of realizing the fact that the teaching strategy
(how to teach and deliver) should be more effective and
as per their requirement and needs in order to generate
their interest and better learning opportunity for the
students. Furthermore, both, how and what are linked
together but still far different and unique in nature.
Unique individual with unique
learning style
All the educationists are well familiar with the fact that
all the learners have a different learning style, whereas
the problem lies in catering to all of them with an
effective teaching strategy. Students learn in different
ways as per their capabilities. Some learn by seeing,
hearing, reflecting, modelling, reasoning, and drawing
etc (Felder, 1998). With an agreement to Felder, similarly
there are different teaching styles as well. Some give
lectures, some discuss the topic, some make their
students work in groups, some use technology, some use
textbooks and many more. But, the main purpose behind
these efforts is to help students grasp content knowledge
and align them with the real world scenario.
Teaching strategies and age
groups
Teaching strategies vary from one age group to another.
None of the method is the best. It depends on the learning
style of students. Primary students take more interest in
the activities performed in the class. In-class exercises
work the best for this age group. Visual and auditory aids
improve learning and performance. Whereas, for
secondary and tertiary levels, lectures, projects, field
work, group exercises and peer teaching are the most
suitable strategies to help them. Howard Gardner’s
multiple intelligences are also being considered and
integrated in the lesson plans for improved learning of
each and every student.
Reflecting on experiences
I have always taught primary classes so my experience
cannot be considered diverse. However, I, along with the
other teachers of the same level have tried to integrate
teaching strategies which would help students in the best
possible way. My teaching strategies were lectures, some
kinaesthetic activities like role play, assignments, short
reflections, pictorial PowerPoint slides, verbal
discussions etc. On the other hand, the students enjoyed
the most when they were taken to the computer lab or
exposed to nature, especially for science.
Conclusion
Great emphasis has been laid on the teachers to use
effective teaching strategies and method for improved
learning by many researchers and educationists but on
the other hand, one must also understand that the amount
of students’ learning in a class also depends on their
native ability of cognition and as well as their prior
preparation. Teachers should prepare mental set through
rapport with students before they start teaching. With the
passage of time, the importance of instructors’ teaching
style is being spread and the teachers are taking initiative
to improve their teaching strategies for students’
improved learning by getting enrolled in such
programmes which help them reflect upon their teaching
practices and improving them as per requirement. The
teachers who are willing for professional development in
this area are able to deliver even complex and
complicated content effectively, helping the students
generate their interest and eagerness for more
opportunities of learning in a conducive environment,
making all the individuals feel that they are being taught
in their own unique way being unique themselves.
[...]
Excerpt out of 6 pages
Details
Title
The Impact of Effective Teaching Strategies on the
Students’ Academic Performance and Learning
Outcome
Subtitle
A Literature Review
Grade
A
Author
Laraib Nasir Jalbani (Author)
Year
2014
Pages
6
Catalog Number
V300046
ISBN (eBook)
9783656963523
ISBN (Book)
9783656963530
File size
500 KB
Language
English
Tags
teaching strategies, professional development, learning
outcomes
Quote paper
Laraib Nasir Jalbani (Author), 2014, The Impact
of Effective Teaching Strategies on the Students’
Academic Performance and Learning Outcome,
Munich, GRIN Verlag,
https://www.grin.com/document/300046

Comments
 No comments yet.
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Abstract
This discussion focuses on impact of effective teaching
strategies on the students’ academic performance and
learning outcome along with the researcher’s own
experiences. A teacher plays a vital role within a few
hours in the classroom by delivering the daily specific
planned content which is a part of curriculum for a
specific grade. It depends on the teacher to plan it out
and use effective strategies for its instructional
deliverance. Teachers must have passion for learning
and teaching as well as to understand needs and interests
of the students. World is changing and advancing day by
day, so teachers need to be technology savvies as well, in
order to meet new global emerging demands.
Introduction
Stakeholders all over the world strive for quality
education of children. First of all, there is a need to
define quality education so that one can differentiate it
from less-preferred education. Similarly, there are many
educators and researchers who have debated that there
are some school variables which influence the students’
achievement in particular. According to Coleman (2003),
minimal role is played by the schools as far as the
students’ achievement is concerned because it is
independent of their background as well as societal
factors. On the other hand, a few researchers suggest that
factors like class size and space (Glass 2001), the
teachers’ qualification (Ferguson, 2004), the school’s
size and space (Haller, 1993), and a few more variables
play a vital role in what the students learn in general.
Explaining Quality Teaching
Research points out that Quality teaching is tend to
necessarily be student-centred. It aims to help most and
for all students learning. Therefore, focus should not only
be pedagogical skills, but also learning environment that
must address the students’ personal needs. Students
should also be aware as to why they are working so that
they are able to relate to other students and receive help if
required.
As a result, great emphasis has been laid on “quality
teaching” by many educators. In the same way, there is a
need of elaborating the term “quality teaching”.
Globalization has influenced each and everyone’s life.
Quality, successful and effective learning actually
depends on several factors e.g. availability and selection
of instructional resources, staffing quality, nature and its
level, professional development implication as a system,
and also the support of parents and administration.
Recently, research also highlights one of the key features
of “quality teaching” i.e. student-centred classrooms,
which aims to benefit all students learning.
Global demands and changes
Therefore, learning environment along with teachers’
pedagogical skills is important for quality education
(Johnson, 2007). Similarly, the students have also
become both, geographically and socially diversified.
There is a great need of new teaching methods and
pedagogies to meet global challenges. Hence, we can say
that there is also a need of change in the learner and
teachers’ means of interaction. All the schools are
striving to integrate curriculum with technology so that
the students are provided quality education and learning
takes place their way and they are focusing to provide
quality education to the students by all the means so that
they are ahead in the education industry.
Aiding to Growth
According to Alton-Lee (2004), the teachers should align
their professional experiences with their teaching
practices and pedagogies in order to benefit their students.
Agreeing to Alton-Lee, these days one of the major roles
of the teachers is to ensure that the content delivered has
achieved the learning objective, which can be considered
a key challenge. Despite the years of teaching experience,
there is always a room for improvement and innovation
for the teachers to adapt as per their requirement.
Demands and needs change time to time so the teachers
should also undergo professional and personal
development to benefit both, the students and themselves
as well, both are the learners. There is no age limit for
learning; it depends on priorities and awareness only.
Reflective inquiry
Another researcher, Deppeler (2000), suggests that the
teachers would be able to change their teaching practices
when they would reflect upon them and engage
themselves in examining their own theories of teaching
practices. But, ironically, it is a fact that the teachers
hardly get any time to reflect on their daily practices,
leading to improvement, or they are unaware of this
process and it is out of question for them. They believe
that delivering the content which has been planned for a
specific day and subject is the basic necessity, neglecting
the fact and being least bothered about knowing if the
student learned or it was impossible for a student to grasp
the basic concept even.
Effective variables
Roshenshine and Furst have introduced five variables of
a teacher’s effectiveness, these are Variability, Clarity,
Task-oriented, Enthusiasm and the last one is the
students’ opportunity to learn criterion material. We must
say that these are indeed a few components essential for a
teacher to be known as effective, but there are more key
elements which help the teachers personally and
professionally and also their students. These are being
reflective, empathizing when required, respect students, a
good communicator, her/his own love of learning and
many more which makes a teacher effective and the most
important part is the instruction strategy which he/she
chooses to deliver content which helps students in
learning more effectively.
Content (What) and Strategy
(How)
Most of the teachers think that they can improve their
teaching practices through developing sound knowledge
of content that needs to be taught and delivered (Hill and
Crevola, 2003). This is a major drawback in many
schools. The teachers lose focus on their teaching
strategies and they assume that the learners face
difficulties because the content (what needs to be taught
and delivered) is complicated or not of their interest,
instead of realizing the fact that the teaching strategy
(how to teach and deliver) should be more effective and
as per their requirement and needs in order to generate
their interest and better learning opportunity for the
students. Furthermore, both, how and what are linked
together but still far different and unique in nature.
Unique individual with unique
learning style
All the educationists are well familiar with the fact that
all the learners have a different learning style, whereas
the problem lies in catering to all of them with an
effective teaching strategy. Students learn in different
ways as per their capabilities. Some learn by seeing,
hearing, reflecting, modelling, reasoning, and drawing
etc (Felder, 1998). With an agreement to Felder, similarly
there are different teaching styles as well. Some give
lectures, some discuss the topic, some make their
students work in groups, some use technology, some use
textbooks and many more. But, the main purpose behind
these efforts is to help students grasp content knowledge
and align them with the real world scenario.
Teaching strategies and age
groups
Teaching strategies vary from one age group to another.
None of the method is the best. It depends on the learning
style of students. Primary students take more interest in
the activities performed in the class. In-class exercises
work the best for this age group. Visual and auditory aids
improve learning and performance. Whereas, for
secondary and tertiary levels, lectures, projects, field
work, group exercises and peer teaching are the most
suitable strategies to help them. Howard Gardner’s
multiple intelligences are also being considered and
integrated in the lesson plans for improved learning of
each and every student.
Reflecting on experiences
I have always taught primary classes so my experience
cannot be considered diverse. However, I, along with the
other teachers of the same level have tried to integrate
teaching strategies which would help students in the best
possible way. My teaching strategies were lectures, some
kinaesthetic activities like role play, assignments, short
reflections, pictorial PowerPoint slides, verbal
discussions etc. On the other hand, the students enjoyed
the most when they were taken to the computer lab or
exposed to nature, especially for science.
Conclusion
Great emphasis has been laid on the teachers to use
effective teaching strategies and method for improved
learning by many researchers and educationists but on
the other hand, one must also understand that the amount
of students’ learning in a class also depends on their
native ability of cognition and as well as their prior
preparation. Teachers should prepare mental set through
rapport with students before they start teaching. With the
passage of time, the importance of instructors’ teaching
style is being spread and the teachers are taking initiative
to improve their teaching strategies for students’
improved learning by getting enrolled in such
programmes which help them reflect upon their teaching
practices and improving them as per requirement. The
teachers who are willing for professional development in
this area are able to deliver even complex and
complicated content effectively, helping the students
generate their interest and eagerness for more
opportunities of learning in a conducive environment,
making all the individuals feel that they are being taught
in their own unique way being unique themselves.
[...]
Excerpt out of 6 pages
Details
Title
The Impact of Effective Teaching Strategies on the
Students’ Academic Performance and Learning
Outcome
Subtitle
A Literature Review
Grade
A
Author
Laraib Nasir Jalbani (Author)
Year
2014
Pages
6
Catalog Number
V300046
ISBN (eBook)
9783656963523
ISBN (Book)
9783656963530
File size
500 KB
Language
English
Tags
teaching strategies, professional development, learning
outcomes
Quote paper
Laraib Nasir Jalbani (Author), 2014, The Impact
of Effective Teaching Strategies on the Students’
Academic Performance and Learning Outcome,
Munich, GRIN Verlag,
https://www.grin.com/document/300046

Comments
 No comments yet.
Sign in to write a comment
Read the ebook
ebook
Free Download! (PDF)
Book for only US$ 7.90
Shipping worldwide

Add to cart

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


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