Name: Muniba Habib

ID: 0000334650
Program: B.ED (4 Years) ETE
Course: General Methods of Teaching (6400)
Semester: Autumn 2022
Assignment No: 01

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Q. 1 A teacher’s personality traits are important to create and maintain a

classroom/learning environment. Why?

Top personality traits for Teachers

Have you always toyed with the idea of becoming a teacher, but aren’t sure if you would make the
grade? If you think you might be interested in a career in teaching but are un, sure where to start,
we have a range of online teaching courses, aimed at getting you skilled in key areas of teaching,
leadership and management. Demand of 24,500 schools in the UK and a growing shortage of
leaders in Education, qualified Teachers are becoming increasingly in-demand – particularly as
more schools are fighting for Academy status.
So, whether you’ve always liked the idea of helping Reception children start on the right track, or
if you’ve always boasted a passion for History and want to teach Secondary School children about
Hitler’s deadly reign and World War 2, why not start today? To aid a little persuasion, e-Careers
has done some research and found the top five personality traits successful teachers share:

Passionate about Education

Successful teachers are passionate about education. They’re passionate about learning, and about
engaging students in learning - and more to the point, many teachers are passionate about one
subject: and love nothing more than sharing their specialist subject knowledge with their pupils.
As Aristotle once said, “Educating the mind without educating the heart, is no education at all.”
Dedication
Google Teaching, and many articles will tell you that it’s one of the hardest jobs in the World.

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Despite the fact it isn’t easy, teaching is also one of the most rewarding occupations, where those
who succeed are those most dedicated to their careers. Teachers who are hardworking, and put in
extra time to develop excellent lessons plans, or to provide additional support to students who need
a helping hand are those who are more likely to shine, succeed and most importantly, enjoy their
careers.
Discipline
How many of us remember the teacher at school who could never control the class? The common
denominator here, is that the teacher had no discipline, fuelled by a lack of respect.
The capability to control a class with excellent management skills and good discipline are key
traits of every successful teacher. This confirmed with a recent article written by award-winning
educator, Professor Joe Martin, who explains how the modern day teacher has to earn respect, by
teaching with passion and genuine personality, in order to build credibility.
Engaging personality
Having an engaging personality is key for teaching success. Aside from gauging student interest,
it enables teachers to connect with their pupils, and think of innovative ways in which to explain
different subject matters, and ensure students really understand what is being taught.
With a bright personality comes enthusiasm and creativity, which are both key for captivating
student interest and respect.
Good listener
Ever heard of the Turkish proverb “If speaking is silver, then listening is gold”?
A great teacher is not only good at speaking and presenting, but also excels in listening –
representing an approachable and empathetic figure, that students can speak to or confide in with
any concerns they may have. What’s more, active listening skills are vital in ensuring Students
understand lesson material and controlling any class conflicts. Have you dreamed of becoming a
Teacher but aren’t sure where to start? E-Careers offer a selection of learning opportunities at
affordable costs.

Some qualities of a good teacher include skills in communication, listening, collaboration,

adaptability, empathy and patience. Other characteristics of effective teaching include an engaging
classroom presence, value in real-world learning, exchange of best practices and a lifelong love of
learning. A good teacher can make a world of difference in a student's life, impacting everything

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from their classroom learning to their long-term success. If you're considering a career in education
– or looking to boost it with a Master of Education (MEd) – it's important to explore the qualities
of a good teacher.
Research from the Economic Policy Institute shows that good teachers are the single most
important factor that contributes to student achievement in the classroom, more important than
facilities, school resources and even school leadership.
A study from the American Economic Association (AEA) found that improvements in teacher
quality positively impact everything from the quality of colleges students attend to students’ future
salaries, the quality of their neighborhood and even their future participation rates in 401k savings
plans

1. Good Teachers Are Strong Communicators.

When it comes to effective teaching, strong communication skills are a must, said Dr. Daniel
Tanguay, senior associate dean of faculty and education programs. Tanguay got his start as a high
school math teacher and said that many students came to his class feeling afraid of math,
discouraged by their prior experiences and too overwhelmed to approach the subject
positively. By communicating with students at the beginning of the year about how math applies
to their favorite hobbies, sports and future careers, Tanguay said his students were able to approach
the subject in a more enjoyable way that better supported their learning. “I’m a firm believer in
communication in all forms,” he said. “As a leader, communication is a tool for overcoming fear.”

2. Good Teachers Listen Well.

Great communication doesn't stop when the teacher is done talking. Listening well is one of the
most important skills needed to be a teacher. “Teachers that are skilled in listening and observing
often pick up on what isn’t being said, such as any anxieties a student may have, and can then help
the student build their skills and confidence levels," said student Kristine Ducote, who is earning
her bachelor's in criminal justice. Student Latricia Maddox, who is studying for a bachelor's in
business, said that effective listening skills also help a teacher better understand their students and
tailor lessons to reach them how they learn best. “If an educator can truly hear a student, they can
learn how to reach them where they are,” she said. “This will open the door for them to receive
and learn the lesson that is being taught.”

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3. Good Teachers Focus on Collaboration.
Working in education means you’re never truly working alone. From paraprofessionals and
teaching assistants to other classroom teachers and school leaders, working as a teacher often
means working effectively in a group. It's also important to keep an open mind and learn from
other educators. The key to success in this kind of environment, Tanguay said, is the ability to
collaborate. "You really need to be able to fill various roles in order to collaborate effectively," he
said. "If you already have someone on your team who is going to be the one to critique all of the
suggestions made, then you don't need to join in on that. Instead, maybe you need to be the person
who is going to come up with creative ideas. You need to have that flexibility."

4. Good Teachers Are Adaptable.

Effective teachers need to be able to work in a constantly evolving environment and adjust their
teaching methods based on the age of their students, the resources available and changing
curriculum, practices and requirements.
As a teacher since the 1980s, SNHU education professor and on campus undergraduate program
chairman Dr. Audrey Rogers said she’s seen tremendous changes in the education field throughout
her career, particularly with the rise in access to the internet, computers and other technology.
What is teaching going to look like in another 30 years? The only thing certain, Rogers said, is
change. “Change is a constant,” she said. “Learning how to adapt and adjust, that’s been one of
the skills that’s been most helpful in my career. It’s about keeping my finger on the pulse of who
my students are over time and all the trends, standards and new research, and being able to
continually improve.” Adaptability is also one of the key skills needed to be a teacher who may be
educating students of varying grade levels or different learning styles, Tanguay said. “You have
to be able to adapt based upon your audience,” he said.

5. Good Teachers Are Engaging.

Being able to engage students with humor, creative lessons and a strong classroom presence is an
important part of what makes someone a good teacher, Tanguay said. “If you were to envision that
teacher that you would want in your life, even now, you’re going to want someone who is very

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engaging in front of the classroom,” he said. “A good teacher will perform for their students to
keep them going... It’s not about sitting back and just lecturing, it’s about engaging in the work.”
What an engaging teacher looks like will vary depending on grade level and subject matter,
Tanguay said. In kindergarten, an engaging teacher might be one who gets down on the floor to
do activities with their students on their level. In high school, an engaging teacher may be one who
thinks outside the box, adds humor to their lessons and finds creative ways to bring learning into
the real world.

6. Good Teachers Show Empathy.

Another key to engaging students and improving their learning is to treat each student as an
individual, by being empathetic and understanding to what may be going on in their lives, Tanguay
said. “We need to take a moment to think back and think about what could be going on in this
student’s life,” he said. “It’s so important to be observant, attentive, empathetic and always have a
positive attitude.” Rhonda Garrison, a student in SNHU's psychology program, said empathy and
understanding from a teacher can not only help that teacher make a connection with a student, it
can directly impact a student's learning in the classroom. “Something that may be easy for one
student may not be so easy for someone else,” she said. “Everyone learns differently, whether it
be faster or slower than normal, learns better by writing, reading or hands-on. Teachers need to
always keep this in mind and always pay close attention to ensure each student is on the track they
need to be.”

7. Good Teachers Have Patience.

No matter what grade level you're teaching, your patience will be tested while working as an
educator.
Whether you’re managing classroom behavior, working with colleagues with different views, or
communicating student issues or progress with parents, patience is one of the most important skills
to practice as a teacher. “More often than not you actually have to have more patience with the
parents than you do with the students,” Tanguay said. “Parents are coming in with their perceptions
of what happened to them when they were students or previous experiences that may have been
detrimental to their child... You have to be patient and understanding of them.”

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8. Good Teachers Value Real-World Learning.
Teachers who bring their students’ learning into the real world are often some of the most
engaging. But it’s important for teachers to bring their own learning into the real world, too. One
of the best preparations for effective teaching is to ensure that education students get plenty of
classroom experience early on in their degree programs, Rogers said. For education majors in
SNHU's on campus program, this preparation includes embedded coursework that begins in a
student's freshmen year. They spend time at a local school once a week to collaborate with teacher
partners and apply their learning to the classroom. A year-long student teaching experience is also
a powerful way to ensure soon-to-be teachers have the time to hone their teaching skills, Rogers
said. "Our students have that benefit of seeing the practical application (of) what they're learning
in the moment they're learning it," she said.

9. Good Teachers Share Best Practices.

A willingness to share knowledge and experiences with others is one of the most important
qualities of a good teacher, Rogers said. Education is a hands-on field and often requires
experimentation within the classroom to discover which methods of communicating with students
work best. Part of being an effective teacher is sharing your findings and best practices with others
in the field, Rogers said. “I always challenge my students to think, ‘What is your contribution?’”
she said. “Are you brave enough to post on Twitter about your ideas on technology integration in
the classroom? Your willingness to share your practice, to keep an open door, to be transparent
and to be observed are an important part of your teaching.”
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Q. 2 Describe the process of course design and planning.

Planning a course is arguably the key ingredient in pedagogical success. Its tangible manifestation
is the ubiquitous syllabus that provides both teacher and student with a ‘roadmap’ to guide them
through the teaching and learning that constitute each step of an educational journey. Such a
roadmap, which not only points out highlights of the trip but connects them as part of a
developmental process, gains power by making all planned events entirely transparent to those
involved. Finally, when the journey is completed and teacher and student alike look back on what
has transpired, the syllabus is what allows them to productively critique their experiences. Plans

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for subsequent iteration of the same course depend on this transparency as the basis for
improvement.
The central piece of any comprehensive syllabus is the selection and articulation of course learning
goals or outcomes. Goals, outcomes, objectives (these are often used interchangeably) are
important because this process of selection allows you to:

Step 1: Goal Setting

It is always tempting to select a set of readings or establish a set of topics as the first step in course
planning, but it has been our experience that the most efficient and effective way to start the process
of course design is to ask this question: what do I want students to be able to do at the end of this
course? This approach is called ‘backwards design’, an idea drawn from early work on educational
assessment. This approach urges us to start our planning by deciding on a set of outcomes. Describe
these using concrete verbs that gives students a more palpable sense of what kind of learning to
engage in.
Use analyze, solve, identify, compare, evaluate.
Avoid: understand, know, do
Pinpointing the knowledge and skills we want to students to acquire in our course partially depends
on what we know about courses they will have taken previously and courses we believe they will
take after our course. In short, consulting the place of our course in a curriculum of study will help
us with this initial task of setting goals. Those new to a course, an institution, or a curriculum will
find that consulting information regarding student profiles, curriculum descriptions, colleagues
and syllabi affiliated with the same or related courses will be helpful in establishing goals
appropriate for students learning at the stage your course represents.

Step 2: Sequencing the Learning

Once the endpoint in the course has been established by choosing a final exam, project, or paper
that will demonstrate knowledge and skills acquired, the next step is to sequence the learning.
Sequencing the learning is possibly the most difficult part of planning for any teacher since it
depends on knowing what part of the learning entailed in the course will be most difficult for
students. It requires instructors, accordingly, to break down the learning into component parts and
then matching each with learning exercises. By using this method, students can practice each step

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in the learning process before assembling all these steps into a more complex series of operations
that are required by the final project.
Sequencing is challenging because it requires instructors to think about the logic of organization
and that question depends on the kind of outcomes you design for your students.
You might organize a course:
• According to how it developed historically
• According to how the discipline now organizes its material
• How this material is typically used in the world
• How students will most easily learn the material
• Simplest to more complex
• Closer in time to more distant in time, or the reverse
These are but a few examples of how courses can be sequenced, but no matter what the sequence
of topics, we recommend that the learning involved in each instance be considered according to
what is more or less challenging for students. Organizing a course by content alone does not take
into account how the challenges involved in developing new thinking and skills in relation to that
content affects the time it takes for students to learn new material. New skills may require more
practice in the form of a low-stakes quiz, problem set, or writing assignment before the class is
ready to move on to the next unit.

Step 3: Designing Daily assignments and teaching strategies

Following the overarching design for learning in the course, choose daily assignments that allow
students to practice the learning you want them to acquire. Then choose teaching strategies that
will support the goals stated for the assignments. For more, see our section on Assignments (link
to internal page on Assignments)

Step 4: Designing Assessment Strategies

In choosing assessment strategies, it is important to consider:
Whether the assessment strategy will accomplish the goal for learning in this portion of the course
Whether all students will be able to perform it
How much preparation is required
Can you teach it?

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Whether your goal is assessment or evaluation?
Whether the assignments and the materials used are inclusive enough?
In general, these questions are the same questions that ought to guide us in reviewing all
assignments in the course as a whole.

Step 5: Articulate a Set of Policies

To provide conditions of fairness for all students in the course, instructors should attend to these
areas of their course:
1. Orient students to the work of the course by describing your expectations for their
participation in general
2. Establish policies for attendance and submission of work, late work,etc.
3. Connect students to services and information that will help them in their coursework. You
can link to offices on campus who help students with learning challenges, disability issues,
mental health support, as well as those that provide resources. (eg., the library and Dean of
Students list of advisors, Learning and Writing Centers)
4. Clearly explain how they can avoid inappropriate use of other individuals’ work. This may
appear on a separate sheet in connection with particular assignments. Warning them against
‘plagiarism’ may fall short, since protocols for citation differ from discipline to discipline.

Step 6: Consider Best Teaching Practices

From Chickering and Gamson’s study (Seven Principles for Good Practice in Undergraduate
Education, AAHE Bulletin, 1987) of teaching practices associated with deep learning, we offer
the following list to consider:
• Writing and discussion
• Faculty-student contact
• Collaborative work
• Regular feedback to students
• Communications of high expectations
• Articulation of explicit standards
• Help to Students in achieving standards
• Respect for diversity

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 • Problem/questions/issues as sources of motivation
• Assignment-centered coursework (rather than text and lecture driven work)

Step 7: Considering the use of technology

Once you have established learning goals, sequenced the learning, chosen assignments and
assessments and linked them with teaching strategies, you are in a position to consider how
technology might support one or more phases of learning or assessment of learning. What is
important, as with any other assignment, is that the technology be chosen carefully with a specific
learning goal in mind. Pedagogically speaking, it is always unwise to choose a strategy prior to
determining a goal for the learning associated with it. For more on using media and technology in
the classroom, see our section on Media & Technology.
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Q. 3 What strategies a teacher can use in the classroom to motivate students?

Teachers spend years of hard work and thousands of dollars to become experts in their content
areas, with degrees and teaching certification to prove it. We develop curriculum maps and
teaching calendars to be sure to cover the appropriate standards. We endure hours of professional
development so that we are well versed in all the current educational pedagogy. We collaborate
with colleagues so that we are all using best practices in the classroom. We develop assessments
for students so that we can track their progress. When all this doesn’t work, we have intentional
interventions aimed at getting students back on track.

And students are still failing.

The problem is that many students are not motivated to learn. Even with the perfect lesson plan in
place, an unmotivated student will not learn. Some teachers claim that motivating students is not
their job. It is a teacher’s job to know the content and to teach it well; the student must take
responsibility for his or her learning and find his or her own motivation. This old-fashioned idea
is what limits many teachers to being average. A great teacher recognizes that student motivation
is necessary for success in learning and that teachers are in the perfect position to improve student
motivation. Here are some strategies that can be used in the classroom to help motivate students:
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1. Promote growth mindset over fixed mindset.

In her book, Mindset, Carol Dweck argues that students have an underlying belief about learning:
either a fixed mindset or a growth mindset. A fixed mindset belief suggests that people are born
with or without certain abilities and talents, and that abilities cannot be changed. Fixed mindset
learners try to prove themselves and will often shy away from challenges because they do not want
to appear to be struggling. A growth mindset learner, on the other hand, believes that abilities and
talents can be cultivated and improved through hard work. Growth mindset students enjoy a
challenge and see struggles and failures as necessary parts of growth. Learners with a growth
mindset are certainly more motivated to work hard.

How do we foster a growth mindset in the classroom?

One of the most powerful elements of feedback for our learners is to praise them for their efforts
and hard work. “I can tell that you have been practicing your reading,” or “The practice is paying
off on your times tables,” tells learners that they have the power to improve their academic success.
That said, we must stop praising ability: “Wow, you are such a smart math student,” or “You are
such an incredible reader.” Praise for abilities over efforts reinforces the fixed mindset that students
have the ability or they don’t and no amount of hard work on the learner’s part can change the
outcome. We are all learners, and should be encouraged as such.

Throughout a learning cycle, teachers assess student progress by incorporating formative and
summative assessments. The purpose of formative assessment is to pinpoint the learning needed
for ultimate success on a later summative assessment. Formative assessment informs teachers and
students about student and classroom needs for improvement so both can act accordingly to
improve performance on the final assessment. Some formative assessments are: a thumbs
up/thumbs down check for understanding, a quiz in small groups, or an exit slip at the end of a
lesson. What is important is that students get timely and descriptive feedback from the assessment
so that they can move forward in their learning. This cycle of learning will improve results on a
later summative assessment.

As teachers, we can model the growth mindset. Have courage! Ask students for feedback about
your teaching and be willing to make necessary changes. Be dedicated! Work hard for students

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and share how hard work and dedication translates to success and growth. This feedback shows
that we, too, are learners. It also invites our students to continue on the learning journey alongside
us. Students are always willing to work hard for a teacher that is reciprocating that hard work.

2. Develop meaningful and respectful relationships with your students.

If we are going to truly inspire and motivate all of our students, we should know each of them on
a personal level. We need to know their interests and hobbies, who they hang out with, their family
situations, and what gets them excited. Each student is going to require different motivational
strategies, and we have to know them to be able to predict what strategies might work. In order to
begin that “knowing,” try allowing for five minutes where students may share “Good News.” For
example, student A shares, “I am a new uncle! My sister had a new baby boy this weekend!” This
is an opportunity for us to learn about our students as people and to let them know that we care
about them individually. This also provides an avenue for teachers to share some details about
their lives outside of school. When teachers are willing to share personally and become vulnerable,
students are more likely to do the same. When learners see one another as whole people, they are
more willing to take risks, and ask the questions they need to ask in order to obtain success. We
all learn differently. In each classroom several types of learners exist: visual, tactile, verbal and
more reserved. We can see it as our responsibility to discover this by knowing them and endeavor
to teach them accordingly. This work results in our ability to know our students which leads to a
more cohesive, open learning community.

3. Grow a community of learners in your classroom.

Students need a classroom environment that is safe, where they are willing to take risks and
struggle. To achieve this goal, the students and teacher must work together towards common
collective goals. Students must be willing to work with and assist other students in class. Struggle
should be acceptable and encouraged as a part of the learning process. Traditional teaching consists
of teachers lecturing and learners taking notes, followed by the learners doing independent work
to check for understanding. Transforming this outdated model to include more time where students
are talking to students brings about true community. Collaborative group work should be the
activity between the teacher lecture and the independent work. This is the time when students can
digest information and ask questions collectively. Learners participate in what could be considered

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the “problem solving” phase of their development with new ideas, and together they come to new
learnings. This gradual release of responsibility from teacher to student encourages deeper
understanding of lesson rather than rote memorization; thus the students are participants in their
own learning, rather than witnesses to the instructor’s knowledge. Student work should be proudly
displayed throughout the classroom. This sends a message to students that they are active
participants in creating the knowledge in the classroom. The teacher is not the sole holder of
knowledge. Additionally, teachers can use language that promotes the community of learners –
including the teacher – rather than a room full of individual learners. Using the words “we” and
“our” rather than “I” and “you” has a significant impact on classroom culture, and how students
function as interdependent learners.

4. Establish high expectations and establish clear goals.

Setting high expectations and supporting students as they struggle allows learners to rise to meet
those expectations. When expectations are transparent, students know where their learning is
headed and are motivated to get there because it seems possible: the path is visible. Working
towards daily, weekly, and yearly goals gives students a purpose and a meaning for the hard work
that they do. Daily learning goals (learning targets, or “I can” statements) should be posted, visible
and referenced on a daily basis. Establishing the “goal of the day” at the start of the lesson gives
students a purpose for their learning. Students can also formatively assess themselves at the end
of each lesson by checking to be sure they have met the learning goals. Maintaining high
expectations for academics is tantamount to learning, but high standards for behavior, academic
language, group work, and even the length and format of individual work is also necessary for
deep learning. We cannot assume that students know these expectations. They must be clearly
outlined. If we expect students to interact in a certain way together, we need to teach them how,
and hold them accountable. If we want an assignment displayed in a certain format, we need to
model it and expect it. Once the routines to support expectations are established and clear to the
learning community, learning becomes the most important action in the classroom.

5. Be inspirational.
Most adults can recall a specific teacher from their childhood who had a lasting impact. These are
the teachers that have inspired, challenged, and motivated students enough to be memorable years

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later. What makes these teachers inspirational? Inspirational teachers represent success to their
students. Teacher success might be: completing a 10K race, owning a small business, or receiving
a teaching award. We each have successes to share. Through our triumphs, students can learn what
success looks like and go after it. Once our students decide that they want success, they pay close
attention to the behaviors and choices and even sacrifices that led us to our success. These
behaviors include hard work, willingness to struggle, and ability to learn from our mistakes.
Students internalize our behaviors and strategies as a way to accomplish their own goals. We give
them an opportunity to do so in our everyday routines, assignments and encounters with them.
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Q. 4 What is meant by inductive reasoning? Provide examples regarding the application of

this method in the classroom setting.

Inductive reasoning is a logical process in which multiple premises, all believed true or found true
most of the time, are combined to obtain a specific conclusion.
Inductive reasoning is often used in applications that involve prediction, forecasting, or behavior.
Here is an example:
• Every tornado I have ever seen in the United States rotated counterclockwise, and I have
seen dozens of them.
• We see a tornado in the distance, and we are in the United States.
• I conclude that the tornado we see right now must be rotating counterclockwise.
A meteorologist will tell you that in the United States (which lies in the northern hemisphere),
most tornadoes rotate counterclockwise, but not all of them do. Therefore, the conclusion is
probably true, but not necessarily true. Inductive reasoning is, unlike deductive reasoning, not
logically rigorous. Imperfection can exist and inaccurate conclusions can occur, however rare; in
deductive reasoning the conclusions are mathematically certain.
Inductive reasoning is sometimes confused with mathematical induction, an entirely different
process. Mathematical induction is a form of deductive reasoning, in which logical certainties are
"daisy chained" to derive a general conclusion about an infinite number of objects or situations.
Inductive reasoning is a logical process in which multiple premises, all believed true or found true
most of the time, are combined to obtain a specific conclusion.
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Inductive reasoning is often used in applications that involve prediction, forecasting, or behavior.
Here is an example:
Every tornado I have ever seen in the United States rotated counterclockwise, and I have seen
dozens of them.
We see a tornado in the distance, and we are in the United States. I conclude that the tornado we
see right now must be rotating counterclockwise. A meteorologist will tell you that in the United
States (which lies in the northern hemisphere), most tornadoes rotate counterclockwise, but not all
of them do. Therefore, the conclusion is probably true, but not necessarily true. Inductive reasoning
is, unlike deductive reasoning, not logically rigorous. Imperfection can exist and inaccurate
conclusions can occur, however rare; in deductive reasoning the conclusions are mathematically
certain. Inductive reasoning is sometimes confused with mathematical induction, an entirely
different process. Mathematical induction is a form of deductive reasoning, in which logical
certainties are "daisy chained" to derive a general conclusion about an infinite number of objects
or situations.
With the right teaching methods, educators can create an enjoyable and productive classroom
experience for students where they can learn important academic and social skills to last a lifetime.
There are many frameworks that a teacher could use to support students with different interests,
abilities and learning styles. If you're a teacher or professional in the education field, you might
benefit from learning about new instructive strategies in the field to maximize your students’
chances of success in your classroom.
In this article, we define what teaching methods are, explore nine types of teaching methods,
review the benefits of these methods and provide some tips for doing so successfully.

What are teaching methods?

Teaching methods are ways to instruct students in a classroom, helping them to understand and
remember what they've learned. Some of the best teaching strategies allow educators to convey
information in a clear and concise way while also ensuring students retain it over the long term. If
students can comprehend facts on a deep level and practice skills properly in the classroom, they
can apply that wisdom and those abilities to their personal lives and their future careers.
Teaching methods are opportunities to make learning engaging, inspiring and fun for students.
They aid teachers in fulfilling the responsibility of guiding the social and emotional development

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of children. By using the right strategies, teachers can instill values of respect, empathy and cultural
sensitivity into their classroom. They also use teaching methods to prepare students for
standardized testing. Your classroom philosophies and principles can vary based on your
preferences as a teacher, your school mission statement, your subject areas and other factors.

1. Differentiated instruction
Differentiated instruction is the idea of creating tailored education plans for students based on
differing needs. This may involve the ways by which students access content, the activities they
do, the assessment techniques a teacher uses or even the physical setup of a classroom. As all
people have varying abilities and talents, it's beneficial for a teacher to adapt their teaching styles
to unique students. This is also a key step in supporting students with disabilities in the classroom
and ensuring they feel welcome and comfortable in academic environments.

2. Lecture-based learning
A traditional way to structure classroom learning is the lecture format, in which teachers explain
information while students observe. Teachers lead a lesson by presenting on, showing visuals of
and modeling examples of a topic. While a teacher is presenting, students can listen, watch, take
notes and copy the teacher's demonstrations. While this is a conventional and helpful approach,
teachers may alter it for different learning environments. Here are some ways that teachers ensure
the success of lecture-based learning:
• Keep lessons brief: Students, especially those at a young age, may have short attention spans
and might only be able to focus for short periods of time. It can be advantageous to keep
classroom lectures short and concise to maintain student attention and engagement.
• Allow time for questions: While lecture-based learning is a teacher-centered approach,
educators can still involve student input by making time for questions before, during and after
the presentation. While this can make the lecture process longer, it can also allow students to
engage with the material, comprehend it and remember it more easily.
• Create instructional videos: Many teachers use a flipped classroom approach where they
encourage students to watch lectures or instructional videos at home and complete assignments
in class. This can be a great opportunity to let students work at their own pace, as they can see
videos again by rewinding and replaying them.

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• Use visual cues: Whether in or outside of the academic environment, using visual cues in
presentations such as icons, images and videos can be a great way to keep your audiences
interested in the content. Make sure to use high-contrast colors and bold shapes and lines so
students across your classroom can see and understand your messages.

3. Technology-based learning
Teachers can use technology in the classroom to make teaching processes more efficient and aid
in student learning. Students can use devices like computers and tablets to read materials, conduct
research or play educational games. In addition, cloud computing capabilities make it possible for
students to access documents or other resources while at school or at home. Virtual classrooms
using video conferencing software can be a great way to provide education remotely. This can be
especially helpful for students with disabilities who may have difficulties focusing in a physical
classroom environment.

4. Group learning
Segmenting students into groups is a great way to teach them skills in collaboration. While in their
teams, they can discuss subjects and learn about the perspectives of others. It's important to
encourage both class participation and listening skills so that students can gain these abilities for
the future. Teachers can assign group presentations so students can convey information to the rest
of the class, ask and answer questions and interact with each other.
5. Individual learning
While group projects can be exciting opportunities for students, it's also important to promote
individual learning so that they can work by themselves. Assigning journal entries can be an
excellent way to give students time to think through topics and develop thoughts and analyses.
This is especially helpful before hosting a class discussion so class members can have ideas for
what to say. Teachers can read writing assignments to reward points to students who can't
participate vocally in class.

6. Inquiry-based learning
Inquiry-based learning promotes the idea of learning by investigation, where students can complete
projects, ask questions and find answers by themselves. While teachers act as resources in these

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times, the goal is for students to solve problems and discover information on their own. Upon
learning about concepts, they can explain and present the concepts in their own words to further
enforce them in their memories. Then, students can advance to higher levels at their own pace.
This is a way for students to perform an active role in the learning process.

7. Kinesthetic learning
Kinesthetic learning is the notion of learning through movement. Teachers can move around the
classroom and use hand gestures while they present to engage students visually and kinesthetically.
They can also encourage students to perform physical activities where they can move around and
use their creativity. Here are some ideas:
• Drawing: Many students enjoy drawing or painting, and teachers can include this activity
in the classroom to make learning enjoyable. Students can have the option to develop ideas
and use different colors and tools to make their ideas a reality.
• Acting: Students, especially young children, may have an exciting time developing and
role-playing in theatrical performances. This can be a great idea for implementing
kinesthetic learning in group projects.
• Building: Building structures with blocks, toys or other materials can help students develop
hand-eye coordination and analytical thinking skills. It can also be a fun way for them to
stay focused in the classroom.
• Playing: A traditional form of kinesthetic learning is playing sports, and many schools have
gym classes where students can exert energy and spend time outside. You can also have
educational sports games in the classroom, where students can move around and learn
simultaneously
8. Game-based learning
If you want to update your classroom techniques and help children to be more excited about
learning, consider developing and implementing educational games or challenges, whether in-
person or online. These can inspire children, especially kinesthetic learners, to participate more
fully in the learning process and keep them motivated and focused on lessons. It can also allow
them the opportunity to solve problems and reach a goal.

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9. Expeditionary learning
Expeditionary learning is the process of learning through participating in practical experiences.
These can be projects, case studies or lab experiments in the classroom or field trips to places
around your school and community. For example, in a science class, you might take a trip to a
nearby nature center to learn about the types of animals and plants in your area. This type of
approach encourages students to apply classroom knowledge and skills to the real world. It can
help them comprehend the purpose of their efforts and return to schoolwork with enthusiasm.
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Q. 5 (a) What is an activity? Discuss the importance of activity method?

An activity is something you do, or just the state of doing. You might plan some indoor activities
for a rainy day, or you might just rely on watching your gerbils' activity in their cage. Usually,
when you use an article like an or the in front of activity, you are referring to a specific event. For
example, you might search for the best activity on the cruise ship to fill your afternoon —
shuffleboard, anyone? If you take the article away, and you refer to activity, you are usually
referring to action. If there is too much activity on the cruise ship dance floor, you might want to
avoid that zone.

Gone are the times when all the schools used to teach only a single curriculum and had almost
similar books and of course, a similar set of teaching techniques. These days, schooling has
undergone a revolution and experienced a huge makeover in the wake of modern times and
technological advancements. Every day new researches are being published in the field of teaching
and every day teachers are trying out new methods, new strategies and new means of making
education better and easier. If you have been trying to find the top schools in Kerala for your
wards, then the methodology of teaching and the type of learning offered there is the very first
thing you should ask and ponder upon.
Personalized Learning – What, How and Why?
What:
Personalized learning means optimizing the instructional approach and learning pace as per the
needs and abilities of a learner. Every learner is different and has different needs when it comes to
the objectives of learning, the approach of instruction and interest areas etc.

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How:
Almost all the top schools in Kerala inclusive of all the reputed international schools in Thrissur,
Kerala offer Personalized Learning. This means, that the teacher or the instructor will be paying
close attention towards the learning needs and abilities of every single student in the class and will
be customizing the education plan accordingly.
Granted that the same curriculum will be taught to everyone, the means of explaining and
imparting learning will vary from student to student though.
Why:
Every student has a different need and different understanding of education and thus needs a
different learning approach.
Some students learn by watching things; some by actually doing them and some acquire
knowledge by repeatedly reading things.
To make the education interesting and really beneficial for each and every student, almost all the
top schools in Kerala have begun to follow the shift towards Personalized Learning.
Now, before we move on to find the benefits of Activity-Based learning, it is necessary to
understand one thing. If you have been cultivating the thoughts to enroll your child into one of the
prestigious schools in Thrissur, Kerala; then before you complete the admission process, ask and
inform yourself about the learning methodology and general approach towards education.
Activity-based learning and personalized learning will bring a noticeable change in your child’s
life and make him or her more confident and informed of his or her abilities and talents.
Activity-Based learning – What, How and Why?
What:
Activity-based learning is one of the best forms of imparting learning and education.
Students learn by actually DOING stuff and understanding the basic working principles of every
fact, rule, and principle. This type of learning empowers the brain and develops all its sectors
responsible for learning and acquiring knowledge.
Activity-based learning also facilitates better understanding by creating far learning grounds for
everyone.
It ensures that the student is always engaged in learning; sharpens the analytical skills and problem-
solving skills of the learners and also promotes the binding between tutor and learner.

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Activity-based learning also offers a better learning approach as compared to traditional scholastic
learning and increases confidence.
How:
When consulted, the counselors, education experts and the teachers at the top schools in Kerala
said that activity-based learning develops the sensory parts of the brain in a much different manner.
One can understand it with the example of the early man; when he crafted tools and learned about
them; when he acquired the knowledge about different things by doing and natural calling and in
fact, that was the time when humans exercised their brains the most.
Why:
Owing to its ability to create wonders in the field of learning and education, most of the top schools
in Kerala and international schools in Thrissur, Kerala are opting for the activity-based learning
and bringing change in the field of education.
This also helps the teachers to identify the hidden talents of the students and figure what excites
the student and how to help him acquire the knowledge in the best and easiest manner.
Personalized learning and activity-based learning are thus, one of the best things in education and
learning that can create wonders and help your child learn and acquire knowledge in the best
possible manner.

(b) Summarize the main points bearing on the role of the research project?

Summary

The purpose of research is to enhance society by advancing knowledge through the development
of scientific theories, concepts and ideas. A research purpose is met through forming hypotheses,
collecting data, analysing results, forming conclusions, implementing findings into real-life
applications and forming new research questions.

What is Research

Simply put, research is the process of discovering new knowledge. This knowledge can be either
the development of new concepts or the advancement of existing knowledge and theories, leading
to a new understanding that was not previously known.

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While research can be carried out by anyone and in any field, most research is usually done to
broaden knowledge in the physical, biological, and social worlds. This can range from learning
why certain materials behave the way they do, to asking why certain people are more resilient than
others when faced with the same challenges.

The use of ‘systematic investigation’ in the formal definition represents how research is normally
conducted – a hypothesis is formed, appropriate research methods are designed, data is collected
and analysed, and research results are summarised into one or more ‘research conclusions. These
research conclusions are then shared with the rest of the scientific community to add to the existing
knowledge and serve as evidence to form additional questions that can be investigated. It is this
cyclical process that enables scientific research to make continuous progress over the years; the
true purpose of research.

What is the Purpose of Research

From weather forecasts to the discovery of antibiotics, researchers are constantly trying to find
new ways to understand the world and how things work – with the ultimate goal of improving our
lives.

The purpose of research is therefore to find out what is known, what is not and what we can develop
further. In this way, scientists can develop new theories, ideas and products that shape our society
and our everyday lives.

The purpose of research is to further understand the world and to learn how this knowledge can be
applied to better everyday life. It is an integral part of problem solving.

Although research can take many forms, there are three main purposes of research:

1. Exploratory: Exploratory research is the first research to be conducted around a problem

that has not yet been clearly defined. Exploration research therefore aims to gain a better
understanding of the exact nature of the problem and not to provide a conclusive answer to
the problem itself. This enables us to conduct more in-depth research later on.

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 2. Descriptive: Descriptive research expands knowledge of a research problem or
phenomenon by describing it according to its characteristics and population. Descriptive
research focuses on the ‘how’ and ‘what’, but not on the ‘why’.
3. Explanatory: Explanatory research, also referred to as casual research, is conducted to
determine how variables interact, i.e. to identify cause-and-effect relationships.
Explanatory research deals with the ‘why’ of research questions and is therefore often
based on experiments.

Characteristics of Research

There are 8 core characteristics that all research projects should have. These are:

• Empirical – based on proven scientific methods derived from real-life observations and
experiments.
• Logical – follows sequential procedures based on valid principles.
• Cyclic – research begins with a question and ends with a question, i.e. research should lead
to a new line of questioning.
• Controlled – vigorous measures put into place to keep all variables constant, except those
under investigation.
• Hypothesis-based – the research design generates data that sufficiently meets the research
objectives and can prove or disprove the hypothesis. It makes the research study repeatable
and gives credibility to the results.
• Analytical – data is generated, recorded and analysed using proven techniques to ensure
high accuracy and repeatability while minimising potential errors and anomalies.
• Objective – sound judgement is used by the researcher to ensure that the research findings
are valid.
• Statistical treatment – statistical treatment is used to transform the available data into
something more meaningful from which knowledge can be gained.

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