ABAARSO TECH

UNIVERSITY
BASIC WRITING SKILLS
INST: A/SHAKOUR SULDAN
 Abaarso
tech
University
2
 TEACHING TECHNIQUES AND ITS
MANAGEMENT (Teaching Methodology)

Presented by:

Head of English Department

(A/shakour Suldaan)

7/3/2022 3
 Major Highlights
• Part One: Introduction to the Teaching Profession
• Part Two: Preparation Process for Teaching
• Part Three: Teaching and Learning Methods
• Part Four: Management of Teaching and Learning
Skills

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The Teaching profession
 Are teachers born or made?
 What is your perception of teaching?
- Passing of knowledge from the teacher to the learner?
- Helping people to learn?

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What should you do before teaching?
 Lay down the objectives of the instruction

Know the nature of learners

Know the nature of the subject

Know the technology or materials available

Scan thru your skills

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Main components of effective Teaching
Learner

Teacher Subject

Environment
Describe the relationship between the variables

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 The teaching profession
What makes a profession?
 unique, definite and essential social service
 Intellectual techniques in performance of its service.
 A long period of specialized training.
 Autonomy
 Service to be rendered other than the economic gain.
 A code of ethics

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The 3 views of teaching
 Philosophical view
 Psychological view
 Sociological view

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The philosophical view
 The traditional: Transfer of knowledge
from trainer to the trainee.
 The learner (empty mug), teacher
(vessel).
 The new approach: the learner as an
active agent.

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Conceptions of the Learners
 A mind to be disciplined
 An organism to be conditioned
 An autonomous thinking
 Container for pouring valuable facts and elements of knowledge
 Blank slate (Tabula Rasa)
 Original sin
 Empty vessel or depository

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The 4 major considerations

 Individualized learning experiences. (slow and fast)

 Sequencing content. (simple to complex/known to unknown)
 Readiness for learning.(age structure of the learners and there4
vary teaching methods and sift content accordingly ).
 Motivation. ( stimulate and encourages learning through
exploration).

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The sociological view
• Social forces have always had a major influence on:
Schools
curriculum designs
instructional decisions.

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The Psychological View
 Understanding human nature or behavior;
 How human beings know, think, reason, feel and adjust
to their environment.
 Psychology considers the growth and development of a
child.

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 Focus of Educational Aims and Objectives

• The focus should be on problem solving areas of:

• Personal health
• Community hygiene
• Conservation of natural resources
• Inter-cultural relations
• World peace
• Technology
• Vocations and employment
• Economic relations
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Pattern of Effective Teaching
• The professional approach follows 5 logical steps:

I. Diagnosis: (learners’ present state of knowledge).

This can be thru:
 Oral questions.
 Assignments.

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ii. Preparation. The last step before real instruction:
Think of the following aspects:
• Scheme of work.
• Lesson plans.
• T/L aids/materials.
• Teaching objectives.
• Learning centers/classroom environment.
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iii. Guidance of learning. assisting learners gain an upper
hand in the teaching - learning process.
Guidelines:
• Analysis of learners’ work.
• Presentation of information.
• Critical thinking.
• Self expression.
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iv. Evaluation of learning. value judgment to discover
learners’ actual positioning.
Critical issues:
• Assessment & tests.
• Strengths in progress.
• Weaknesses in progress.

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v. Follow-up on evaluation. final step meant to:
 Fill what is missing
 Building on what is in place.
• Supervise /monitor.
• Remedies to problems.(Correct errors)

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 Teacher Effectiveness and
Efficiency
Qualities of a teacher:
 Leadership qualities
 Personality qualities
 Professional qualities
 Academic qualities

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 Leadership qualities
• Authority.
• Imitativeness.
• Decisiveness.
• Consultation.
• Integrity/Moral Soundness.
• Loyalty/ love for your country.
• Perseverance/ Persistent determination.
• Self control.
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Personality qualities
• Empathy & sympathy.
• Kindness.
• Encouragement.
• Clarity.
• Approachability/Accessibility
• Humility.
• Enthusiasm/Excitement.

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Professional qualities
• Guidance and counseling.
• Planning/preparation.
• Supervision – network.
• Management – performance contracts.

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Academic qualities
• Sequence & transition in teaching.
• Pedagogy – subject expertise.
• Research
• Qualification.
• Experience (practice, seminars, discussions).
• Writing culture
• Presentation culture

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 Day II: Preparation for teaching

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Aims, Goals, objectives & outcomes

• What we intend to achieve at the end of a particular

time.
• Are these terms synonymous?

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Relationship
Objectives
Goals

Outcomes
Objectives
Aims

Objectives
Goals

Objectives

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Major Aims of education
• Developing Self realization ( fulfilment of your capacity)
• Making individuals literate
• Providing necessary skills for productive employment
• Furnishing tools necessary for continued learning
• Improving civic responsibility and competence
• Improving on human relationships
• Providing for economic efficiency
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Aims of Education in Islam
 Philosophy of Education in Islam
• to produce all-round individuals with a firm belief in and
devotion to Allah.
• The 3 main ingredients of Education of Islam
• Ta’liim
• Ta’diib
• Tad’riib
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 Roles of Education
• The 3Rs:
• Reading
• (w)riting
• (a)rithmetic. Islam adds 5 more:
• Responsibility
• Recreation (diversion or refreshment)
• Relations

Reasoning and Religion

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Major aims of education
• Empowerment and revival of society
• Life long learning
• Training of sincerity and justice
• Improving on human relations
• Proper understanding and survival within diversity

• Health education & sanitation

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 Goals
6 Characteristics of Great Goals:
 Specific
 Challenge
 Provide line of sight
 Have a time-frame
 Measurable
 Followed up on
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Goals of education
• Producing sufficient man power
• Eradicating poverty
• Eradicating illiteracy
• Technological advancement
• Social and interpersonal transformation

What are the goals of education in Somali land?

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Objectives
Characteristics of objectives:
• very specific
• achieved within a short period of time
• usually considered or stipulated at a lesson or
instructional level

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Outcomes
The outcomes should therefore be:
• Broad enough to reflect the intent
• Comprehensive to describe learning situations
• Assessable to indicate whether they’ve been
realized
• Scheduled to reflect each stage of learning

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Some learning outcomes
• Liable for recruitment in public sector
• Knowledgeable and able to think
• Unafraid to take on risks
• Multi-skilled & having leadership qualities
• Can think & work beyond routine to create change
• Ability to adapt to change
• Commands effective communication skills

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Taxonomy of Educational Objectives
• Cognitive Domain objectives
• Affective Domain objectives
• Psychomotor Domain objectives

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Cognitive Domain
• “The mind of a child is not a vessel to be filled but
rather a fire to be ignited”
• “A turtle makes progress when it sticks its neck out”

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Cognitive domain (bloom’s Taxonomy)

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 Example: Somali land
• Knowledge: Name the president of Somali land, mention the main
towns in Somaliland)
• Comprehension (explain the culture of Somaliland people)
• Application (arrange the major towns of Somaliland according to
their sizes)
• Analysis (compare Garowe city with Hargeisa)
• Synthesis (formulate the educational objectives of Somaliland)
• Evaluation (how do you assess the economic system in Somaliland)

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 Interpretation
• Knowledge (narrate, locate, express, list ,recite, label, state, identify,
name, outline, mention)
• Comprehension (define, explain, rephrase, interpret, discuss,)
• Application (arrange, illustrate, calculate, group, examine, construct)
• Analysis (analyze, compare, contrast, categorize, compile, separate,
distinguish, classify)
• Synthesis (formulate, create, invent, compose, design, produce, prepare)
• Evaluation (appraise, justify, judge, rank, assess, argue, p)

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 Quiz
1. A teacher writes an instructional objective as, “By the end of
this lesson the students will be able to use verbs in in their
sentence”. The sub domain or level of learning which the
objective will fall is.
a. Knowledge b. Analysis c. Comprehension d.
Application
2. Which domain is not included in Bloom’s Taxonomy?
b. Cognitive b. Affective c. Locomotor d. Psychomotor

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 Quiz
3 A child is able to make the right decision after thinking. What
kind of learning objective is this?
a. Evaluation b. Comprehension c. Analysis d. Knowledge
4. A child is able to tell that a dog is a living thing and the fan is a
non-living thing. Which learning objective is shown to be
achieved by this statement.
a. Knowledge b. Application c. Analysis d. Comprehension

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 Affective Domain
• It emphasizes attitudes, values, emotions and feelings of the
learner.
• It reflects the heart of the learner so be ware.
• It can significantly enhance, inhibit or even prevent student
learning.
• Teachers should increase their effectiveness by considering the
affective domain in:
• Planning courses,
• Delivering lectures and activities,
• Assessing
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Affective Vs Cognitive

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Affective Vs Cognitive

Taxonomy of Cognitive Taxonomy of Affective

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 Taxonomy of Affective domain
• Receiving : being aware of or sensitive to the existence of certain ideas,
material, (to accept, to listen (for), to respond to).
• Responding: committed in some small measure to the ideas, materials, by
actively responding to them. (to comply with, to follow, to commend).
• Valuing: valuing certain ideas, materials, (to increase measured proficiency
in, to support, to debate).
• Organization: to relate the value to those already held and bring it into
harmony. (to discuss, to examine).
• Characterization: to act consistently in accordance with the values
internalized.

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 Relevance of the affective domain in
education

• Teaching should encourage students to:

• not just receive information, but to
• respond to what they learn,
• value it,
• organize it

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 Quiz
1. How many level are there in the affective domain?
a. Five b. Six c. Seven d. Three
2. Which of the following is the final outcome of affective
domain?
b. Changed behavior
c. Knowledge creation
d. Better understanding of concept
e. Higher examination score.
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 Quiz
3. If a student is aggressive in his behavior towards his peer
group and doesn’t conform to the norms of the school, then this
student needs help in
a. Cognitive b. psychomotor c. Affective d. All
4. A child who has the habit of reading science magazines also
likes to participate in science festivals and science clubs . Which
objective is displayed in?
a. Knowledge b. Attitude c. Interest d. Application

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 What the teacher should do
• Find appropriate teaching methods
• Find out the learners’ responses to different actions: e.g,
• How will a learner react when he/she sees up normal action
happening?
• How will a learner react when he/she sees others happy?
• Take care of attitudes, communication styles, classroom
management styles, use of technology, nonverbal
communication
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Psychomotor Domain
• It deals with mainly basic physical body movements.
• The 6 classes to be planned by the teacher:
• Imitation (copy): observing and return demonstrating (under close supervision of
instructor).
• Manipulation: following instructions and practicing
• Precision: performing the skill independently in a competent manner; few errors
present
• Articulation: coordinating and modifying the skill; combining and re-sequencing
• Naturalization: performing the skill automatically with ease, on a consistently high
level
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Relevance to Education
• Basic skill performance starts at a low level.
• Build and progressively to more intricate skills on higher levels.
• Let the student demonstrate mastery of one stage before progressing on to the next stage.
• Avoid shortcuts.
• Present the knowledge of a new skill to students
• Break down the skill into small steps by demonstration in proper sequence.
• Ask the learners to demonstrate the skill under your watchful eye.
• Don’t interrupt the learner by quizzing him or her about theoretical matters.
• Let the learner concentrate and focus on the skill alone.

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Objectives for Class room Instruction
• Objectives should be “SMART)
• Stated in behavioral terms

Dos Donts
Explain Understand
Describe Appreciate
Draw Enjoy
Outline Believe
Mention Have faith in

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Planning
• Planning of courses
• Planning of units
• Planning of lessons

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Planning of lessons
• Some questions to ask:
• What do I expect students to gain and be able to do at the end of the lesson?
• What knowledge, skills, needs and interests do my students have that must be
taken into account in my lesson?
• What do I know about the content of the lesson and what could be the shortfalls?
• What teaching strategies can I use to achieve my objectives?

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• What instructional materials, technology, assistance and other resources are
available to help me accomplish my objectives?
• How will I plan to assess students’ progress in view of my objectives?
• What follow-up activities or tasks do I have in stock for my students?

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Scheme of Work
• The breakdown of the syllabus into teaching weeks, teachable lessons and a
logical teaching order.
• First study the syllabus.
• Study the school calendar to gauge time allocation
• Draw general aims of the course
• Take care of the learners’ overt and covert behavior.

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Relevance of the Scheme of Work
• Helps a teacher to budget time.
• It helps the teacher to read ahead
• To identify areas for general integration of knowledge
• It lays a background for lesson planning
• It generally increases the readiness of a teacher to teach since everything would
have been sifted and properly arranged
• To make a logical re-thinking of the sequence of topics.

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The Lesson Plan
• The breakdown of the schemes of work into specific and
teachable lesson units.
• It represents the actual ways of teaching.

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Some Questions to ask
• Is the room conducive for learning?
• Any ‘motivational opener’?
• Are the major concepts for this lesson covered by my planned
activities?
• Have I planned to allow each student to participate at an
appropriate level of learning?
• Are the necessary and appropriate materials present in the
room?
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Relevance of the Lesson Plan
• It provides definite objectives for the day’s work
• It checks on possible wastage of time and energy
• It helps the teacher to organize and systemize the teaching and
learning process
• It ensures that a definite assignment for the class is available at
all times during instruction
• Relevant and adequate materials for the day’s lesson are put in
force ahead of time
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Scheme of Work Format
Week Perio Topic Sub Aims Cont Meth T/L Refer rema
ds topic ent ods Aids ences rks

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Lesson plan format
Date Class Subject Time No. of Average
pupils age

• Topic:
• Subtopic:
• Skills:
• Objectives:
• Methods:
• T/L aids:
• References:
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Lesson procedure
Step Time Content Teacher’s Student’s
activity activity

Chalk board plan

Date Illustrations Key/New words
Main points

Follow-up activities
Evaluation
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Important Notes on lesson plan
• Prepare the lesson ahead of time
• A lesson plan for one stream is not applicable to
another
• Fresh lesson plans are required even during re-teaching
of lessons
• Don’t be enslaved by the lesson plan but gain flexibility
through it

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 Day III:
Part III-TEACHING AND LEARNING METHODS AND THEIR MANAGEMENT

(Methodology for Classroom Instruction)

Major Highlights:
• Traditional Methods of teaching
• Modern Methods
• Critique of the methods
• Preview of the applicable teaching methods

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Traditional Teaching Methods
• These are teacher-centered methods
• The teacher acts like a full vessel while learners are empty mugs.
• Learners are just passive participants in the lesson.
• Other names of traditional methods: 
• Drill and kill, /learn by repetition
• Jug and mug,
• Talk and chalk,
• Stand and deliver, etc.

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Lecture method
• It involves:
• a one-way communication procedure.
• It is more common within higher institutions of learning
• Suitable for relatively high student-teacher ratio.

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Tips for preparing a good lecture
• what makes a lecture good?
• Breakdown of the lecture into:
• Introduction
• Body
• Conclusion

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Introduction
• An interesting story to capture the interest of learners
• A question related to what you are going to lecture about
• Give a summary of the whole lecture
• Inform learners of your expectations at the end
• Bridge old lecture to the new one
• Probe learners’ previous or past experiences

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Body
• Define key terms
• Use the teaching and learning materials effectively
• Accommodate gestures/Body language
• Time the lecture properly
• Improve on participation of learners through questions
• Write key ideas/words on the chalkboard
• Use clear and explicit explanations
• Use examples effectively

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Body cont…
• Make stimulus variations in voice projection, tone, movements etc
• Be focused enough to command students’ attention
• Make emphasis on serious points in the lecture
• Make good organization of ideas in the lecture i.e.;
• Cause-effect
• Time-sequence (chronology)
• Problem-solution (compare and contrast)
• Ascending and descending order

01/16/2023 74
Conclusion
• Answer questions raised at the beginning and during the lecture
• Ask learners to summarize the main points in the lecture
• Provide notes related to the lecture
• Avail references to the learners for further reading
• Make a forecast of the next lesson

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Merits
• It fully awakens the minds of an audience
• It can handle a large group of learners
• It controls time
• Stimulates learners’ interests
• Develops attention skills within the learners

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Demerits
• It limits the learners’ activeness
• It may promote memorization rather than understanding
• learners’ individual differences may not be catered for
• It can lead to overdose
• It is hard to measure learning

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The Socratic Method
• Also called the question and answer.
• Its purpose is to make a quick and constant evaluation of
the learners.
• It should be used sparingly(Avoid waste of time) to avoid
boredom and worrying learners.
• Questions should lead the learners to discovery of
knowledge as well as critical thinking.

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The Two Kinds of questions
• Close-ended questions
• Open-ended questions

• The 5WH make up the open-ended questions

• WHAT
• WHERE

• WHEN
• WHO

• WHY
• HOW

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 Modern Learner-Centered Methods

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The Demonstration Method
The most effective method because
• It involves learners’ experiences either by smelling, touching,
feeling or seeing.
• It can be perfected by the teacher performing an act while
learners listen and watch him or her carefully.
• Learners can also undertake to demonstrate to fellow learners
• It gives the teacher some rest

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The Discussion Method
• It involves creation of groups within the classroom
• Grouping should be according to learners’ differences.
• Assign different tasks to each group
• Clarify the tasks to be performed or accomplished.
• Each group should have a group leader
• Supervise the execution of group tasks
• Ensure participation of all group members.
• Groups should report the findings
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The Excursion Method
• It is also called Field trips.
• It needs careful planning and implementation.
• It follows the following trend:
• Seek approval from authority
• Take the trip your self
• Make a feasibility study of the venue for the trip
• Arrange details at the place of visit.
• Arrange for permission from parents where necessary

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• Arrange for schedule changes
• Arrange for transportation
• Arrange for the safety of learners all the way
• Establish rules of conduct for the trip
• Make a briefing to the learners before the trip
• Provide for follow-up activities on the trip
• Arrange for assistance from other teachers where necessary
• Provide for information collection (notes) 
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The Role Play Method
• It is one of the participatory methods in teaching.
• The procedure is as follows:
• Identify the issue to be illustrated by the play
• Plan for the words to be used
• Decide on how many actors you need
• Identity the actors and give them time to prepare for their roles
• Encourage the shy and weak to take up roles

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• Let learner realize the educational implications of the play
• Make intensive supervision of the process
• Draw out key points from the play
• Make a follow-up on the play for relevance

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The Debate Method
• It probes the learners’ cognitive development and yields
confidence
• Follow this procedure:
• Select a topic for the debate
• Let the learners take sides
• Ask members to volunteer as main speakers
• Let the classroom be organized to suit the debate
• Let participants choose their own chairperson
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• Supervise the debate intensively
• Encourage weak and shy ones to participate
• Provide for note taking during the debate
• Let reactions, feedback take shape
• Summarize the debate and correct any wrong aspects that
might have cropped up
• Give follow-up tasks to bring out the educational or academic
implication of the debate

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Part 4: SKILLS AND TECHNIQUES OF EFFECTIVE
TEACHING AND THEIR MANAGEMENT
• Skills and techniques in view of classroom realities
• Approaches to managing classroom discipline

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Class in progress
• Start with an introduction
• Use advance organizers to:
Organize knowledge
Process new information

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Stimulus Variation
• It refers to the teacher’s actions which develop and
maintain a high level of attention.
• It can be planned or spontaneous
•  It is important to vary stimuli.

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Composition of stimulus variation
• Movements: make purposeful movements but not
irritating or destructing learners.
• Focusing: it can be gestural or verbal-gestural
• Changes in speech patterns: Variations in quality, tone,
volume, rate, silence, pause, or repetition
• Changing interaction
• Shifting sensory channels

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Explanation Skill
• An explanation is a set of linked or related statements.
• Try to give understanding to others.
• A good explanation should be:
• Properly structured, valid, understood to the level of
learners
• Interesting

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 What a good explanation should reflect

Observe Sequence of discourse (avoid diversions)

Fluency depending on:
Masterly of language
Confidence of oneself
Masterly of subject matter

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 Simplicity based on:
Simple grammar
Simple vocabulary
• Explicitness
• Emphasis and interest: key points. This can be through:
• Repetition of main points
• Paraphrasing of learners’ responses

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 • Verbal clearing of important matters e.g.
• I would like to stress that…….
• You need to recall/remember that………..
• The most important factor here…….
• The basic aspect here…….

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Use of the Chalkboard
• The skill is composed of:
• Legibility of writing. This involves:
• Using distinct letters,
• proper size and shape
• Neatness
• Diagrams and illustrations

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• Avoid unusual or personal abbreviations
• Accept mistakes corrected by students
• Say thank you to the student
• Don’t block student’s view
• Don’t talk toward chalkboard while writing on it
• Draw margin
• Avoid unusual or personal abbreviations
• Erase the chalkboard completely after finish, keep them clean

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Use of Examples
• Guidelines:
• Use examples that are familiar to learners
• Use interesting but relevant Examples
• Ask learners to provide their own living examples
• Give priority to local examples

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Classroom Control and Management
• Create a friendly and conducive learning environment
• Prepare materials necessary for instruction
• Coordinate classroom activities
• Supervise learners

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Areas of Individual Differences
• Chronological age
• Physical constitution
• Health status
• Levels of intelligence
• Attitude
• Influence of heredity
• Environmental influences
• Background differences (SES of the home)

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Dealing with Individual Differences
• Differences include:
• Physical
• Mental
• Emotional
• Spiritual
• Intellectual

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 Educational Implications

• Use various teaching methods

• Pay attention
• Be careful
• Enable a learner to progress at his or her own pace

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 End of the training

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