Characteristics of an Effective Teacher:
Prepared: The most effective teachers come to class each day ready to teach that day's
lesson. They: Jump right into the lesson with enthusiasm. Avoid wasting instructional
time. They start class on time, teach for the entire class period, and time flies in their
classes.
Positive: The most effective teachers have optimistic attitudes about teaching and their
students. They always: Look on the bright side of every situation. Communicate with
students about their progress. Praise and recognize students for hard work. Help students
act kindly toward one another.
Hold High Expectations: The most effective teachers believe every student can be
successful. They: Hold students to the highest standards. Consistently challenge their
students to realize their potential. Build students' confidence and teach them to believe
in themselves.
Creative: The most effective teachers are resourceful and inventive in their teaching
methods. They: Agree to participate in the school talent show. Use technology effectively
in the classroom.
Fair: The most effective teachers handle students and grading fairly. They: Allow all
students equal opportunities and privileges. Recognize that "fair" means giving every
student an opportunity to succeed. Understand that not all students learn in the same
way and at the same rate.
Display a Personal Touch: The most effective teachers are approachable and friendly.
They: Connect with students personally. Are genuinely interested in who their students
are as people. Visit the students' world. For instance, they sit with them in the cafeteria;
they attend sporting events, plays, and other events outside normal school hours.
Cultivate a Sense of Bringing: The most effective teachers have a way of making students
feel welcome and comfortable in their Class rooms. Have a warm, welcoming attitude that
help students know they belong in your classroom. Communicate how much they love
teaching and prefer it to other occupations
Compassionate: The most effective teachers are concerned about students' personal
problems and can relate to them Numerous stories established how the sensitivity and
compassion of caring teachers affected them in profound and lusting ways. They
Understand when students are having a difficult time and act accordingly.
Remember that students are people with lives outside of the classroom, just like teachers.
Have a Sense of Humor: The most effective machers do not take everything seriously and
make learning fun. They
Use tumor to break the ice in difficult situations Bring humor into the everyday classroom.
Laugh with the class but never at the expense of any particular student
Respect Students: The most effective teachers do not deliberately embarrass students.
Teachers who give the highest respect get the highest respect. They Respect students'
privacy when returning test papers. Speak to students in private concerning grades or
conduct. Always avoid situations that unnecessarily embarrass students.
Forgiving: The most effective teachers do not hold grudges. They: Forgive the students.
Start each day with a clean slate. Understand that disruptive or antisocial behavior can
quickly turn a teacher against a student, but that refusing to give up on a difficult student
can produce success
Admit Mistakes: The most effective teachers are quick to admit it when they're wrong.
They: Apologize to mistakenly and students. Make adjustments when students point out
errors and oversights.
Lecture method:
Historically the lecture can be traced back to the 5th century BC when it was popular with
the Greeks. It was widely adopted in the early Christian and Muslim Universities in
medieval times when books were scarce, and even today, it is the most common teaching
method in higher education. The term lecture comes from the Latin lecture, to read aloud,
which identifies it as an expository or telling method. Whilst the lecture largely consists of
one-way communication from the teacher, this does not mean that there can be no
discussion or dialogue between lecturer and students. Often such two-way is limited to
the teacher asking questions to establish that the subject matter has been assimilated but
many skilled lecturers are able to make their lectures more thought-provoking and
interactive, so that deeper learning is possible. This is to be encouraged and we shall
return to how this can be achieved later in this chapter.
Definition of Lecture Method of Teaching: Lecture method of teaching is the oldest
teaching method applied in educational institution. This teaching method is one way
channel of communication of information. Students' involvement in this teaching method
is just to listen and sometimes pen down some notes if necessary, during the lecture,
combine the information and organized it. One of the problems in this method is to grab
the attention of students in class room. Another big problem is that many students in the
class cannot follow the theme Leaming has a strong influence on method of teaching
Steps of the lecture method
Preparation for the lecture This includes silent points like Appropriate language and
manner of presentation according to the nature of students. Selection of audio-visual aids
and instructional materials. Planning the motivational technique Anticipating certain
difficulties and problem during the lecture. Finding suitable solution and alternatives to
these barriers to a successful lecture.
Introduction to the lecture: It should be done briefly and if it is executed poorly, it can
initially kill off the enthusiasm student. Giving the body of the lecture: The teacher should
have a given cognitive framework upon which he relies to achieve a more logical
presentation.
Conclusion of the lecture: Following technique can be used to wrap up the lecture.
Summarizing the major points presented. Forming generalization. Giving implications
Advantages of Lecture Method of Teaching: In this teaching method a large amount the
topics can be covered in a single class period. Using of this method exclude the using of
any equipment or Lab. Leaming material is not required. Student listening skills
developed. Logical arrangement of the material in order to present it orally. Help to learn
languages
Disadvantages of Lecture Method of Teaching: Psychologically this method is acceptable
because individuals are not alike. Teacher delivers the same lecture to both students
without recognizing the individual differences. Learning is an active process thus study
should encourage to actively participate in the class room instead of just listening the
teacher. Language using in the lecture is above the standard of the students. Additional
levels are not the same while students listening the lecture
Additional hints for a successful lecture include the following: Present an outline of the
lecture (use the blackboard, overhead transparency or handout) and refer to it as you
move from point to point. Repeat points in several different ways. Include examples and
concrete ideas. Use short sentences. Stress important points (through your tone or
explicit comments). Pause to give listeners time to think and write. Learn students' names
and make contact with them during the lecture.
PREPARE: Preparation reduces stress, frustration, insecurity and consequent
Ineffectiveness.
Demonstration method:
The word demonstration means to give demos or to perform the particular activity or
concept. In demonstration method, the teaching-learning process is carried in a
systematic way. Demonstration often occurs when students have a hard time connecting
theories to actual practice or when students are unable to understand applications of
theories. In order to make a success of demonstration method, three things are
necessary. The object being displayed during demonstration should not be so small.
During the demonstration, the clear language should be used so that pupils may
understand concept easily. The pupils should be able to question teachers in order to
remove their difficulties.
Characteristic of demonstration method: The demonstration should be done in a simple
way. In this strategy, attention is paid to all students. Goals and objective of
demonstration are very clear. It is a well-planned strategy. Time is given for rehearsal
before the demonstration.
Steps of Demonstration method: There are six steps of demonstration process
Planning and preparation: Proper planning is required for good demonstration. For these
following points should be kept in Lesson planning, Collection of material related to the
demonstration, Rehearsal of demonstration, In order to ensure the success of
demonstration, the teacher should prepare lesson minutely and very seriously.
Introducing the lesson: The teacher should motivate students and prepare them mentally
for the demonstration. He should introduce the lesson to students keeping in mind the
following things.
Individual differences, Environment, Experiences. The lesson can also be started with
some simple and interesting experiments. Very common event or some internal story.
Presentation of subject matter: In demonstration presentation of subject matter is very
important. The principle of reflecting thinking should be kept in mind. The teacher should
teach the student in such a way that their previous knowledge can be attached to their
new knowledge.
Demonstration: The performance in the demonstration table should be ideal for the
student. The demonstration should be neat and clean.
Teaching Aids: The teacher can use various teaching aids like models, blackboard, graphs
etc. during demonstration.
Evaluation: In this last step, evaluation of the whole demonstration should be done, so
that it can be made effective.
Merits of demonstration method: It helps a student in having a deeper understanding of
the topic. It helps students remain active in teaching -learning process. It leads to
permanent learning. It accounts for the principles of reflective thinking. It helps to create
interest for topics among students. It helps in arousing the spirit of discovery among
students. It imparts maximum learning to students.
Demerits: Students cannot benefit with direct and personal experiences as teacher carry
out the demonstration. It can be costly as it requires costly materials. It can be a time-
consuming method. It is not based on learning by doing. This method does not provide
training for the scientific method. There is a lack of experienced teachers to carry out the
demonstration
Conclusion: It is the most suitable method for teaching the secondary classes. If a teacher
feels that the demonstration is taking much time than he would have to take the help of
students. Similarly, a small group of students can be invited to the demonstration table.
Students can also demonstrate the experiment. This might help in removing objection
regarding non-availability of learning by doing approach.
LECTURE-CUM-DEMONSTRATION METHOD:
Lecture-cum-demonstration includes the merits of the lecture as well as demonstration
method. It attempts to filter out the disadvantages of both. Demonstration means to
show. In Lecture method teacher just tells but in demonstration method teacher shows
and illustrates certain Characteristics of good demonstration fundamental phenomena.
Characteristics of good demonstration:
Visibility, One major idea at a time, Clear cut, Convincing Rehearsal, Simple and speedy,
Sufficient time
Steps in Lecture-cum-demonstration
Planning and Presentation: While planning a demonstration the following points should
be kept in mind. Subject matter, Lesson planning, Rehearsal of experiment, Collection and
arrangement of apparatus
Introduction of lesson: The lesson may be introduced on the following basis Student's
personal experience
Student's environment, Telling story, A simple and interesting experiment
Presentation of the subject matter: The teacher must study the subject matter on broad
basis taking into consideration the interest and experience of students While
demonstration is going on, question should also be asked which help the students to
understand the principles. The teacher should try to illustrate the facts and principles.
Language used by teacher should be simple and clear.
Experimentation: Demonstration should be properly spaced and striking, clear and
convincing. The demonstration table should have only apparatus. All the apparatus should
not be displayed at once.
Blackboard work: A big blackboard behind the demonstration table is necessary in order
to summarize the principles other matters of demonstration and also to draw necessary
diagrams and sketches.
Advantages of Lecture-cum-Demonstration Method
Economical: This method is economical as it helps in economizing resources. Psychological
Method: Demonstrations method psychological as the students are shown concrete
things. This method is especially useful where the apparatus is expensive
Disadvantages of Lecture-cum-demonstration Method
Ignore maxim of education: The maxim of education, "Learning by Doing" and the
principles of psychology of learning has no place in this method. Visibility: Visibility is
main problem for a teacher because all the students may not be able to see the details
and results of a demonstration. Speed of experiment: Either too fast or too slow speed of
demonstration sometimes may. Ignore individual difference: This method totally ignores
the main principle of psychology. Hinder progress: This method somehow binder the
development of laboratory skills among the students
Conclusion: This method can prove to be one of the best methods for teaching science to
High and Higher Secondary classes. The teacher should encourage the students to
demonstrate the experiments to the class.
Student-centered approaches:
Student-centered learning, also known as learner-centered education, broadly
encompasses methods of teaching that shift the focus of instruction from the teacher to
the student. In original student-centered learning aims to develop learning autonomy and
independence by putting play for their learning path in the hands of students.
Why is the "learner-centered' approach important: it concentrates on the child as an
individual. It looks at things from the child's perspective. It gives the child an opportunity
to learn through experiences. the child will learn by doing.
Discussion Method:
Overview: Discussion is important to learning in all disciplines because it helps student's
process information rather than simply receive it. Leading a discussion requires skills
different from lecturing the goal of a discussion is to get students to practice thinking
about the course material. Teacher role becomes that of facilitator. Teacher design and
facilitate the discussion rather than convey information.
Principles: Principle of active participation, Principle of freedom of work, Principle of
group work
Preparing for Discussions: For planning a discussion decide what you want you students
to get out of the discussion. For example, do you want them to share responses, make
new connections, and articulate the implications of a text? Should they be able to work
certain problems by the end of the hour? When was the Battle of Hastings? Ans is 1066.
The result could hardly be called a discussion.
Select a Discussion Format: Many discussion activities can be used in the classroom.
Choose one that will help you students meet your goals for the discussion.
Choose a method to assigns students to groups:
How big should the groups be: Two to six is ideal. Smaller groups are better for simple
tasks and reaching consensus, Also, students are more likely to speak in smaller groups.
Larger groups of four-five are better for more complex tasks and generating lots of ideas.
How students should be assigned: to groups, randomly assigning students to groups
avoids the problem of friends wanting to get off track. How long should the groups: Just
for this activity or for all semester.
Choose a Debriefing Method: Always debrief students; it is the most important part of a
discussion, the time to summarize and synthesize. Most of learning in discussions happens
during debriefing. You can use debriefing to correct incorrect notions. You can slip in any
points that students each but that are important.
Problems with Discussion
Getting Started: Student are often reluctant to get down to work in a discussion. Students
are more likely to join in discussion if you divide them into pairs or small groups and
assign a specific discussion question. After a few minutes of small group discussion, ask
several groups to report out their ideas to the entire class.
Losing Control: One fear about discussion is the possibility that the discussion will be TOO
enthusiastic ur not remain civil. Develop ground rules as a class. Gently, students can be
reminded that behavior X (e.g interrupting, blatantly ignoring the conversation, showing
disrespect is not appropriate in the context of the rules the class agreed on.
Discussion Monopolizes: If the same students answer all the time, you might say, "Let's
hear from someone else." Then don't call on students who have already spoken. Do not
allow one student to speak for an inordinate amount of class time
Advantages of discussion method: Useful for emphasizing the connection between old
and new knowledge. The discussion is partially good at revealing student’s attitude.
Emphasis on leaming instead of teaching. Participation by everyone in the class.
Development of democratic way of thinking
Limitations: Discussion method is not appropriate for all the topics. It can be used only to
students who have some basic knowledge in the topic. some of the student may feel shy
or reluctant to take part while others may try to dominate. Teacher may lose control over
the students and they may end up in quarrelling Time consuming method.
Problem solving method:
Meaning and Definition of Problem-solving method Problem-based learning is a student-
centered pedagogy in which students learn about a subject Through the experience of
problem solving. This enables the students to learn new knowledge by facing the
problems to be solved. Learners are progressively given more and more responsibility for
their own education and become increasingly independent of the teacher for their
education.
Role of learners: In PBC, rather than sitting in a lecture or blinding following a lab manual,
students are encouraged so solve problems set in a real-world framework. The problems
are often complex and open-ended, requiring real thought and enquiry. The students
work together in small groups supported by a stuff facilitator. The groups unable the
students to tour and develop their level of understanding as they discuss their and
findings with others
Problem-Based learning method
Pre-solving problem: The teacher sets the objective. The teacher sets the problem. The
trasher sets the time. The teacher prepares the tools. The teacher manages teamers work
in groups. The teacher monitors, observes and faun
During solving the problem: Learners work in groups to define the problem the teacher
set. Leaners collect information. Learners set several hypotheses
Post-solving the problem: The Techer now each group to present their solution. The
leader and the presenter of each group present their project The other groups interview
the leader and the presenter in front as a kind of evaluation in the farm of a wonderful
interview. The other groups are interviewed in the same way.
Advantages: Pupils learn facts themselves. This is real education. Discovery take place.
Acting in new situation is learnt. Defining the problem and verification of result is learning.
Curiosities of students are satisfied
Disadvantages: Time constraints. Unequal participation. Requires a lot of time and effort
for implementation.
Project method of teaching:
It is based on the philosophy of pragmatism. Founded by John Dewey. As a method of
teaching. founder is Dr. J.A. Stevenson. Emphasis is to practical, experimental,
instrumental und utilitarian basis.
Philosophies behind this method are Children learn better through association, co-
operation and activity. Learning by doing. Learning by living, because life is actually full of
projects and we try to carry out these projects every day
Definitions
Stevenson: "A project is a problematic act carried to completion in its natural setting".
Kilpatrick: "A project is a whole-hearted purposeful activity proceeding in a social
environment". Ballard: "A project is a bit of real life that has been imparted into the
school". Parker "A project is a unit of activity in which pupils are made responsible for
planning and purposing"
Basic Principles of the Project Method:
The Principle of Purpose: The activity performed by the pupils must be significant and of
interest to them. It must be purposeful and combining life with leaming. The principle of
activity: The pupils are naturally active. Opportunities should be provided for them to be
active and do things for themselves. The Principle of Reality: This method aims at
reproducing real life tumors in the school, Pupils are given opportunities to exercise their
powers in real life situations. The Principle of Freedom: The desire for any activity should
be spontaneous and not forced by the teacher. It should grow out of pupil's own purpose
and need. They should be free to do and express themselves. The Principle of Utility:
Knowledge should be useful and practical.
Major steps of the Project Method.
Creating the situation (providing a situation): Provide for such a situation where in the
pupils feel spontaneous urge to carry out a particular project according to their needs and
interests.
Choosing the project (Selection of the Project): The pupils should themselves choose the
subject. Self-choice leads to better results and entail self-satisfaction. Pupils select any
one, discuss the various projects, rejects same, explain others and thus come to a
decision.
Planning: Pupil should themselves do the planning and the teacher is to go ide them.
Discussions may be field and each student should be encouraged to express his views and
suggestions.
Carrying out the project (Executing): When the plan is ready, pupils are to put it to
practice Students themselves should distribute the various items of duties among
themselves according to individual interest and capacities.
Evaluating: No project is complete unless the work done in it is evaluated. Students
should assess their activities, whether they have been carried out in accordance with the
plan or not, mistakes committed are noted,
Recording (Project Report): The teacher should keep a complete record of work how they
planned, what discussion were eld, how duties were assigned and finally criticism of their
own work and some important point future reference.
Role of the Teacher: The teacher is a friend, philosopher and guide. He moves about with
the students and does not
hesitate no guide and give help wherever need arises. He develops intimate, close and
healthy relations with the students. He understands and appreciates their problems and
helps them to solve as an elder brother or father.
Criteria of Good Project: It should be purposeful, useful and practicable to the daily life of
pupils. The experience gained should be fruitful Activities undertaken must be completed,
knowledge must be gained and lead to further acquisition of knowledge. It should be
challenging. It should be feasible.
Types/Kinds of Projects:
Producers type-Students construct materials-models of garden, collect specimens, and
seeds.
Consumers type-Students ger experience and enjoy by conducting excursions.
Problem type-Solution to problem to be found out like cause of epidemic, purify water.
Drill type-Efficiency in some activity like skill in swimming and manual work.
Merits of project method: The method is in accordance with the psychological laws of
learning.
Law of readiness ie, pupils are ready to lean coating interest, purpose and life like
Law of exercise ie, by practice we learn things, self-activity on the part of students creates
experiences in later life
Law of effect Le, child should be satisfied and feel happy in what he is learning. It
promotes co-operative activity and group interaction. It gives ruining in a democratic way
of leaming and living.
Demerits of project method: Projects absorb large amount of time and can be used as a
part of science work only. Planning and carrying on projects involve much more work on
the part of the teacher. Test books written on these lines are not easily available.