TECHNIQUES OF TEACHING

It is a well – defined procedure used to accomplish a specific activity or task.

Tell me, I forget.
Show me, I remember.
Involve me, I understand

Brain Storming:
It is a group creativity technique that was designed to generate a large number of ideas
for the solution of a problem. Problem solving is a process to choose and use the
effective and beneficial tool and behaviors among the different potentialities to reach the
target. It contains scientific method, critical thinking taking decision examining and
reflective thinking. This method is used in the process of solving a problem to
generalize or to make synthesis. It provides students to face the problems boldly and to
deal with it in a scientific approach. It helps students to adopt the view of benefit from
others ideas and to help each other.
Micro Teaching Technique:
It is essential to practice the teaching skills in order to become better teachers. A
teaching skill is a set of teaching behaviors of the teacher which is especially effective in
bringing about desired changes in pupils’ behavior. Allen and Ryan in 1966 identified
20 teaching skills at Stanford University. This list has now increased to 37 teaching
skills. These skills can be assessed by means of an observation scales. It is not
possible to train all the pupil teachers in all these skills in any training program because
of the constraints of time and funds. Therefore, a set of teaching skills which cuts across
the subject areas has been identified. They have been found to be very useful for every
teacher. The set of these skills are Skill of Probing Questions, Skill of Explaining, Skill of
Illustrating with Examples, Skill of Reinforcement, Skill of Stimulus Variation, Skill of
Classroom Management and Skill of using Blackboard.

Programmed Learning:
Programmed learning (or programmed instruction) is a research-based system which
helps learners work successfully. The learning material may be a textbook or teaching
machine or computer. The medium presents the material in a logical and tested
sequence. The text is in small steps or larger chunks. After each step, learners are
given a question to test their comprehension. Then immediately the correct answer is
shown. This means the learner at all stages makes responses, and is given immediate
knowledge of results.
Inquiry-Based Learning:
Inquiry-based learning starts by posing questions, problems or scenarios—rather than
simply presenting established facts or portraying a smooth path to knowledge. The
process is often assisted by a facilitator. Inquirers will identify and research issues and
questions to develop their knowledge or solutions. The inquiry-based instruction is
principally very closely related to the development and practice of thinking skills.

Mind Map:
It is one of the Innovative teaching techniques. It was developed by Tony Buzan in
1960. Mind Maps are used as learning and teaching technique. Mind Map visually
illustrates the relationship between concepts and ideas. Often represented in circles or
boxes, concepts are linked by words and phrases that explain the connection between
the ideas, helping the students, organize and structure their thoughts to further
understand information and discover new relationships. Recollect information for long
time. Mind map help for better learning and effective achievement.

Cooperative Learning:
İt is a successful teaching technique in which small teams, each with students of
different levels of ability, use variety of learning activities to improve their understanding
of a subject. Each member of a team is responsible not only for learning what is taught
but also for helping team mates learning, thus creating the atmosphere of achievement.

Students work
Through the assignment until all the members successfully understand and
complete it.Cooperative efforts result in participants striving for mutual benefit for
all the group
members.

Dramatization:
One of the Modern teaching techniques teaches students how to behave in a situation
by
living it. Physical environment/ costumes/accessories are important and they effect
the concentration of the students. Students use their own imagination thus improving
their creativeness. It provides direct involvement in learning on the part of all students,
improves their language usage, communicating/speaking and listening skills and
allows for the exploration of solutions. The various types of Dramatization are
Informal drama, role playing, Formal drama, Puppets, Pantomime and Finger game.
THE STARTING PRINCIPLES OF TEACHING

1. Starting Principles:
These involve the nature of the child, his psychological and physiological endowments
which make education possible.

Our native equipment’s have been called by various names. The most common terms
used are reflexes, instincts, capacities, impulses, temperaments, and the like.

These hereditary endowments are the preliminary concern in all educational Endeavour.
In the language of A vent- “the child’s original nature is absolutely antecedent and initial
to all educational activities and results”.

It is therefore the function of education to make the best use of these hereditary
tendencies to meet human needs, growth and development.

The primary concern of the teacher is not the subject but the child, not knowledge of
specialty, but knowledge of the laws and principles of child growth and development.

The process of child growth and development, like all other natural processes, involve
laws and principles.

2. Guiding Principles:
These refer to the procedure, methods of instruction, or agglomerations of techniques
by which the pupil and the teacher may work toward the accomplishment of the goals or
objectives of education.

The method of teaching involves the activities of the teacher and the pupils. It is the
method of learning and not the method of teaching that constitutes the real problems of
method.

The method is the means of stimulating, directing, guiding, and encouraging individual
or class activities.

The method of teaching involves the application of many laws and principles.

True principles of teaching, then, must explain teaching processes.

They must show how subject matters are organized and taught, how teaching results
are achieved and evaluated. Improved methods of teaching are dependent upon
increased knowledge of principles to be applied.
Principles serve as guiding philosophy for the selection and operation of teaching and
learning activities and techniques.

3. Ending Principles:
These refer to the educational aims, goals, objectives, outcomes, or results of the whole
educational scheme to which teaching and learning are directed.

These educational aims or objectives may be used as definite, intelligible principles or

guidance by those who seek to educate effectively.

By the aims of education we mean the ends toward which the educative process is
moving. The primary requisite of effective learning is a goal or ending point.

THE BASIC PRINCIPLES OF LEARNING

“Without Learning, the wise Become Foolish.”

by Learning; The Foolish Become Wise.

1. Students’ prior knowledge can help or hinder learning.

Students come into our courses with knowledge, beliefs, and attitudes gained in
other courses and through daily life. As students bring this knowledge to bear in our
classrooms, it influences how they filter and interpret what they are learning. If
students’ prior knowledge is robust and accurate and activated at the appropriate
time, it provides a strong foundation for building new knowledge. However, when
knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it
can interfere with or impede new learning.

2. How students organize knowledge influences how they learn and apply what
they know.
Students naturally make connections between pieces of knowledge. When those
connections form knowledge structures that are accurately and meaningfully
organized, students are better able to retrieve and apply their knowledge effectively
and efficiently. In contrast, when knowledge is connected in inaccurate or random
ways, students can fail to retrieve or apply it appropriately.
3. Students’ motivation determines, directs, and sustains what they do to learn.
As students enter college and gain greater autonomy over what, when, and how they
study and learn, motivation plays a critical role in guiding the direction, intensity,
persistence, and quality of the learning behaviors in which they engage. When
students find positive value in a learning goal or activity, expect to successfully
achieve a desired learning outcome, and perceive support from their environment,
they are likely to be strongly motivated to learn.

4. To develop mastery, students must acquire component skills, practice

integrating them, and know when to apply what they have learned.
Students must develop not only the component skills and knowledge necessary to
perform complex tasks, they must also practice combining and integrating them to
develop greater fluency and automaticity. Finally, students must learn when and how
to apply the skills and knowledge they learn. As instructors, it is important that we
develop conscious awareness of these elements of mastery so as to help our
students learn more effectively.

5. Goal-directed practice coupled with targeted feedback enhances the quality of

students’ learning.
Learning and performance are best fostered when students engage in practice that
focuses on a specific goal or criterion, targets an appropriate level of challenge, and
is of sufficient quantity and frequency to meet the performance criteria. Practice must
be coupled with feedback that explicitly communicates about some aspect(s) of
students’ performance relative to specific target criteria, provides information to help
students progress in meeting those criteria, and is given at a time and frequency that
allows it to be useful.

6. Students’ current level of development interacts with the social, emotional,

and intellectual climate of the course to impact learning.
Students are not only intellectual but also social and emotional beings, and they are
still developing the full range of intellectual, social, and emotional skills. While we
cannot control the developmental process, we can shape the intellectual, social,
emotional, and physical aspects of classroom climate in developmentally appropriate
 ways. In fact, many studies have shown that the climate we create has implications
for our students. A negative climate may impede learning and performance, but a
positive climate can energize students’ learning.
7. To become self-directed learners, students must learn to monitor and adjust
their approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and control
their learning—assessing the task at hand, evaluating their own strengths and
weaknesses, planning their approach, applying and monitoring various strategies,
and reflecting on the degree to which their current approach is working. 
Unfortunately, students tend not to engage in these processes naturally. When
students develop the skills to engage these processes, they gain intellectual habits
that not only improve their performance but also their effectiveness as learners.

THE USE OF MOTIVATION IN LEARNING

Motivation is probably the single most important element of learning. Learning is

inherently hard work; it is pushing the brain to its limits, and thus can only happen with
motivation. Highly motivated students will learn readily, and make any class fun to
teach, while unmotivated students will learn very little and generally make teaching
painful and frustrating. Fortunately, research shows that there is a lot an instructor can
do to motivate their students to learn. It is important to recognize that motivating
learning is a central element of good teaching. Often, it is assumed that university
students should be motivated to learn in every class, but that is not a reasonable
expectation. Course requirements, assignments, and exams exist because students do
not yet have the experience and wisdom to recognize which courses to take and what
activities they need to complete in those courses to achieve appropriate educational
goals. For the same reason, a student cannot be expected to come into every course
motivated to learn the material. If a student does not know the material in a course, how
can they know it is important and fulfilling to learn? The instructor, an expert in the
subject, is uniquely qualified to show students why the material is important,
intellectually interesting, and valuable for them to learn. Conveying this message is an
important goal of any effective instructor. What can an instructor do to motivate their
students to learn? This is a subject that has been widely studied, and two excellent
references are given below. While individuals vary, there are three elements that are
consistently relevant to the motivation to learn: personal relevance, some control of the
learning process, and a sense that one can master—and is mastering—the material.
What is extrinsic and intrinsic motivation
People may have asked you, “Why do you do what you do?” You’re probably just as
curious to find out what drives your behaviors, just as psychologists are. Many of them
have studied the concept of motivation, mainly how intrinsic and extrinsic motivation
impacts our actions.

Both types of motivation are crucial for our emotional growth and maturity.
Researchers have discovered that both have different effects on our behaviors. It’s
essential to know how each of them works to understand how they affect us.

A person is extrinsically motivated by external sources to perform expected

behaviors. For example, a child may complete their homework because their parents
will reward them with ice-cream. Extrinsic motivation happens when people behave as
they should to get rewards or avoid punishments.

Intrinsic motivation comes about when people engage in behaviors because they
are fulfilling. They perform them for their own sake instead of an external reward. In
other words, the action itself is the reward.

The difference between the two is the reason for doing a task. Your motivation is
intrinsic if you do something just for enjoyment and, it fulfills you. It is extrinsic if you
expect a reward at the end of it.

Examples of Intrinsic and Extrinsic Motivation

Extrinsic motivation stems from the possibility and includes:

1. Participating in a basketball event because you want to win the trophy;

2. Studying especially hard to win a scholarship;
3. Studying hard because your parents promised you that they would buy you your
favorite toy if you got a good grade;
4. Helping to wash dishes to get extra pocket money;
5. Completing tasks at work to get a promotion;
6. Taking ballet lessons because your parents expect you to do so;
7. Cleaning your room to avoid punishment;
8. Organizing your home because your spouse told you that both of you would be
having dinner at a romantic restaurant

Intrinsic motivation includes:

1. A sense of accomplishment because you’ve learned a new scale on the piano;

2. A sense of fulfillment because you see progress in your work;
3. Feeling that you belong when you participate in group activities;
 4. You wash the dishes because you like it when things are spotless;
5. Feeling fulfilled when you volunteer at a shelter;
6. You are feeling gratified when you complete your homework because you’ve had
the chance to practice your skills

LESSON PLANNING IN TEACHING

A lesson plan is actually a plan of action. It is a pre-active phase of Teaching. A lesson

plan gives a detailed description of the lesson, which a Teacher teaches in a period of
fixed duration. Lesson plan can be designed for one class or a period or for a week.
Basically a lesson plan provides guidelines for planning the instructional strategies,
resources and learning experiences to be provided to the students. According to the
International Dictionary of Education ‘Lesson plan is the outline of the important points
of a lesson arranged in order in which they are to be presented to students by the
teachers.

Lesson plan has its origin in Gestalt psychology. There is a lot of influence of Gestalt
theory of learning on human learning. Students can learn the whole concept, if it is
divided in two units. Hence, in schools the whole concept is perceived as a part and the
part is divided in two units. Within a unit all the activities are interrelated. These
activities provide understanding and meaningful learning experiences.

Essential Components of a Lesson Plan

A lesson plan identifies the enabling objectives necessary to meet the lesson objective,
the materials and equipment needed, and the activities appropriate to accomplish the
objective.

• Enabling objectives are the basic skills (language skills such as vocabulary, grammar,
and pronunciation) and the life skills (including cultural information) that are necessary
to accomplish the objective.

• Materials and equipment should be identified and secured well before class time to
ensure that activities can be carried out as planned. These may include realia (reallife
materials like bus schedules and children’s report cards), visual aids, teacher made
handouts, textbooks, flip chart and markers, overhead projector, tape recorder, etc. •
Activities generally move from more controlled (e.g., repetition) to a less structured or
free format (e.g., interviewing each other). They should be varied in type (e.g., whole
group, paired, individual) and modality (e.g., speaking, listening, writing). a. What Are
the Stages of a Lesson? Good lesson design begins with a review of previously learned
material. New material is then introduced, followed by opportunities for learners to
practice and be evaluated on what they are learning. In general, a lesson is composed
of the following stages:

• Warm-up/Review—encourages learners to use what they have been taught in

previous lessons

• Introduction to a new lesson—focuses the learners’ attention on the objective of the

new lesson and relates the objective to their lives.

• Presentation—introduces new information, checks learner comprehension of the new

material, and models the tasks that the learners will do in the practice stage

• Practice—provides opportunities to practice and apply the new language or

information

• Evaluation—enables the instructor and learners to assess how well they have
grasped the lesson

Modern Teaching Methods

From the last decade the use of high tech equipment in the educational institutions is
increased with a rapid rate. Now there are lots of modern gadgets which can be used
for improving the teaching in the classroom. Here is the list of most popular equipment
which can be used in modern teaching:

Use of computers or laptops with wi-fi connection in the classroom- This is the
most important tool of modern teaching methods. Teacher demonstrates the subject on
his laptop/computer which is connected to the laptops/computers of the students
through wi-fi connection. This type of teaching is seen mostly in the higher education
institutions which have good infrastructure.

Use of LCD projector in the classroom- Use of LCD screens in the educational
institutions is becoming very common nowadays. Teacher prepares the power point
slides and which are displayed on the LCD screen with the help of a projector. The
projector can also be connected to a laptop/computer for displaying the relevant videos
of the subject on the projector.

Use of interactive whiteboards in the classroom- Whiteboards are very interactive

and provides the touch control of the computer applications. On whiteboard a teacher or
student can draw, write or manipulate images so providing a very interactive and
interesting platform. The main advantage of whiteboards is that it can show anything on
it which can be seen on the computer.
The other less popular modern teaching methods include:
*Use of digital games in the classroom
*Use of special websites or blogs for teaching in the classrooms
*Use of microphones for delivering the lecture in the classroom

Integration of modern and traditional teaching methods for effective teaching-

Till now we have studied that both modern and traditional teaching methods have their
own pros and cons. So it will be beneficial for our education system to combine the
advantages of traditional and modern teaching methods for effective teaching. Here
main question arises that how we can combine both traditional and modern teaching
methods for effective teaching? Let me explain this with following points-

- Blackboard and LCD projectors can be used simultaneously in a classroom; for

teaching complex mathematical equations teacher can use blackboard while theoretical
subjects can be taught on a LCD projector with the help of slides.

- Practical subjects of basic sciences and engineering can also be taught best with the
help of combination of both traditional and modern teaching methods. Teacher can
explain the theory on a blackboard and for better understanding of the procedure of the
experiment videos or animations can be used.

- There is also another aspect through which we can combine both traditional and
modern teaching methods for better teaching. Teachers can teach the subject first
through traditional methods and then can take the help of modern teaching methods for
revising the subject.

THE GUIDING PRINCIPLES AND METHODS OF TEACHING

The Guiding Principles

1. Every student has the right to learn. It is our collective

responsibility as an education community to make certain each child receives a high-
quality, challenging education designed to maximize potential; an education that reflects
and stretches his or her abilities and interests. This belief in the right of every child to
learn forms the basis of equitable teaching and learning. The five principles that follow
cannot exist without this commitment guiding our work.

2. Instruction must be rigorous and relevant. To understand the

world in which we live, there are certain things we all must learn. Each school subject is
made up of a core of essential knowledge that is deep, rich, and vital. Every student,
regardless of age or ability, must be taught this essential knowledge. What students
learn is fundamentally connected to how they learn, and successful instruction blends
the content of a discipline with processes of an engaging learning environment that
changes to meet the dynamic needs of all students.
3. Purposeful assessment drivesinstruction and affects learning.
Assessment is an integral part of teaching and learning. Purposeful assessment
practices help teachers and students understand where they have been, where they
are, and where they might go next. No one assessment can provide sufficient
information to plan teaching and learning. Using different types of assessments as part
of instruction results in useful information about student understanding and progress.
Educators should use this information to guide their own practice and in partnership with
students and their families to reflect on learning and set future goals.

4. Learning is a collaborative responsibility. Teaching and

learning are both collaborative processes. Collaboration benefits teaching and learning
when it occurs on several levels: when students, teachers, family members, and the
community collectively prioritize education and engage in activities that support local
schools, educators, and students; when educators collaborate with their colleagues to
support innovative classroom practices and set high expectations for themselves and
their students; and when students are given opportunities to work together toward
academic goals in ways that enhance learning.

5 Students bring strengths and experiences to learning. Every

student learns. Although no two students come to school with the same culture, learning
strengths, background knowledge, or experiences, and no two students learn in exactly
the same way, every student’s unique personal history enriches classrooms, schools,
and the community. This diversity is our greatest education asset.

6. Responsive environments engage learners. Meaningful learning

happens in environments where creativity, awareness, inquiry, and critical thinking are
part of instruction. Responsive learning environments adapt to the individual needs of
each student and encourage learning by promoting collaboration rather than isolation of
learners. Learning environments, whether classrooms, schools, or other systems,
should be structured to promote engaged teaching and learning.

“ A Thousand Teachers, A Thousands Methods.”- Chinese Proverb

TEACHING METHOD It is a systematic way of doing something. It implies an orderly

logical arrangement of steps. It is more procedural.

Teaching Methods

1. Deductive Teaching : process of teaching that starts with a rule or general

statement that is applied to specific cases/examples.

2. Expository or Deductive Method : a telling method where facts, concepts,

principles and generalizations, are stated presented, defined, interpreted by the
 teacher and followed by the application of testing of three concepts, principles,
generalizations in new examples generated by the student.

3. Demonstration : telling and showing method perform usually by a teacher or a

trained student while the rest of the class become observer.

4. Experiential Methodologies; Exploratory , Inductive : an exploratory method

of logic where one arrives at a fact, principle, truth or generalization. Formulating
conclusion, a definition, a rule, a principle or a formula based on knowledge of
examples and details.

5. Studying: observing, comparing many instances or cases in several instances to

discover the common element and form generalization.

6. Discovery : a method in which thoughts are synthesized to perceive something

that the individual has not known before. : the learner gets directly involved in
learning : learning is a result of the learners own internalized, insights, reflection
and experiences.

7. Problem Solving Method : any purposeful activity that will remove a recognized
difficulty or perplexity in situation through the process of reasoning.

8. Project Method : a significant practical units of an activity of a problematic

nature carried on by students in a lifelike manner and in natural setting. It maybe
a construction, an enjoyment, a problem or a learning project.

9. Laboratory Method : a set of first hand learning activities wherein the individual
investigates a problem, conducts experiments, observes, process or applies
theories and principles in simulated setting.

10. Inquiry Teaching : Learners are confronted with a puzzling situation and are to
enter into investigative work to solve a problem.

11. Reflective Teaching : an on-going process that enables individuals to

continually learn from their own experiences by considering alternative
interpretations of situations, generating and evaluating goals and examining
experiences in the light of alternative goals and hypothesis.