Teaching Methods

Paper 12 –
Unit 1.1,1.2,1.3
 Sub units

1.1 - Managing Content and Selecting Instructional

Techniques and TLM

1.2 - Managing the Classroom Environment

1.3 - Establishing and maintaining a positive

communication climate in the classroom
Managing Content and Selecting
Instructional Techniques and
TLM
 Managing Content
⦿Content includes facts, ideas, principles, evidence,
and descriptions of processes or procedures. 
⦿A great deal of time is spent on discussing what
content should be included in the curriculum, what
needs to be covered in a course or a program, what
content sources such as text-books students should
access, and so on.
⦿Teachers and instructors often feel pressured to
cover the whole curriculum in the time available.
• Content
• Goals

• Sources

• Structure

• Quantity/ Depth

• Activity
 Content Goals

⦿Be clear about ‘why’ the content being taught to

the students.
⦿Ask: what value is added to the overall goals of
this course or program by teaching this specific
content?
⦿Do students need to memorise this content, or
know where to find it, and when it is important to
use it? 
 Sources

⦿Earlier in books – Libraries.

⦿Today – content is everywhere.
⦿Choose the content & it’s sources.
⦿The extent to which the content is being
delivered by the instructor.
⦿Provide criteria or guidelines to students for
choosing and using openly accessible content.
 Quantity & Depth

⦿Specialization has been a traditional way of

handling the growth of knowledge.
⦿We require inter-disciplinary and broader based
approaches.
⦿Develop strategies that enable students to cope
with the massive and growing amounts of
knowledge in their field.
 Structure
It includes;
⦿the selection and sequencing of content
⦿developing a particular focus or approach to
specific content areas
⦿helping students with the analysis, interpretation
or application of content
⦿integrating and relating different content areas.
 Learner Activities
⦿Tests & assignments

⦿Debate, solving problems/ situations, design an

experiment

⦿Select, evaluate, analyse and apply content.

The Modes of Instruction

⦿Lecturing
⦿Direct questioning
⦿Discussion
⦿Demonstration
⦿Problem solving
⦿Role play
⦿Small group
⦿Independent activity
 Instructional Techniques

⦿Instructional strategies are techniques teachers
use to help students become independent,
strategic learners. These strategies become
learning strategies when students independently
select the appropriate ones and use them
effectively to accomplish tasks or meet goals.
 Factors Affecting
Instructional Techniques
⦿Type of activity
⦿Type of organisation of the classroom
⦿Use of resources
⦿Grouping and organisation of students
⦿Students’ roles in the classroom
⦿Criteria used for assessing students
⦿Nature and amount of student teacher talk
 Selection of TLM
The teachers have to select the material
keeping in mind the following:
⦿ Age appropriate, lower the age , simpler the aid and
vice versa
⦿ Suited to the level of the learner
⦿ Motivate children with intellectual disability in
learning individually and in groups
⦿ Readily available or easily improvised by the teacher
⦿ Prepared from local resources and inexpensive
⦿ Accurate in representation of facts eg: Model or
picture of rose must look like rose flower
⦿ Attractive, symmetrical and colorful for children
⦿ Related to the curriculum or the deficit skills of
children selected by the teacher for training
⦿ Prepared in easy simple language so that children can
understand the concepts
⦿ Easy enough to make complex and difficult concepts as
simple and easy topic for children
⦿ Easy in manipulation in class
⦿ Neither too small nor too big for children to
comprehend the message
⦿ Well designed by artists or teachers, as the case may be
⦿ Inspire the children for further self study in life ahead
Managing the Classroom
Environment
 Classroom Management
Classroom management refers to the steps and
procedures necessary to establish and maintain an
environment in which instruction and learning
occurs.
- Doyle, 1979

- Effective classroom management is the ability to

establish, maintain and (when necessary) restore
the classroom as an effective environment for
teaching and learning.
- Brophy, 1986
 Why is classroom management
important?

⦿Satisfaction and enjoyment in teaching are

dependent upon leading students to corporate.

⦿Classroom management issues are of highest

concern for beginning teachers.
 Classroom Management
Areas

1. Management of Time
2. Management of Discipline
3. Management of Physical Environment
4. Management of Routines
5. Management of Relationships
 The Effective Classroom Teaching

The teacher should take up the following activity:

❖ Plan physical environment of the classroom.
❖ Plan sitting arrangement of the classroom.
❖ Plan classroom and system of discipline.
❖ Plan daily lesson schedule.
❖ Select students monitor, team leader and peer
helper.
 Conti.

❖ Plan rules for daily schedule for toilet, recess,

refreshment, etc.
❖ Plan play ground and community visit rules.
❖ Plan role of teacher aid.
❖ Prepare schedule establish procedure for
substitute teachers.
 Establishing and maintaining a
positive communication climate in
the classroom
⦿To develop a good classroom climate the
following is emphasised with respect to human
relations:

⦿General human relation skills:

› Friendliness
› Positive attitude
› Ability to listen
› Ability to compliment genuinely
⦿Human relations skills with students
› Giving regular attention
› Reinforcement
› Willingness to help
› Courtesy and good manners

⦿Human relations with parents

› Communicate regularly
› Communicate clearly
› Describe expectations clearly
› Emphasize student’s progress
 Some useful points about effective verbal
communication

1. Communicate clearly in a logical way and use

language that the students can understand
2. Positive approach: use communication to
support student’s efforts
3. Be professional: in your posture, movements,
conversations, discussions
4. Be responsible : remind students that they are
in control and responsible of their own
conduct
 Do’s and don'ts of
nonverbal communication
Do:
➔ Make eye contact with students when you are
speaking
➔ Scan students frequently when you are talking
➔ Face the class when you are talking
➔ Use positive expressions and gestures
➔ Direct your body to students while addressing
➔ Move systematically to students in different
locations in the room
 Don’t:

➔ Look away when you are talking to students

➔ Adopt positions like sitting on tables, leaning
against the door when talking
➔ Make all your directions from a single location
in the room