TEACHING METHODOLOGY

What is teaching?

 TEACHING is a means of facilitation and acceleration of

learning

 Purpose of teaching:
 The purpose of teaching is to cause an effect in a
person; the effect must be in terms of additional
knowledge or capability to do something New.
 LEARNING

 Learning is the act of acquisition of

additional knowledge, skills and
attitudes.
Learning takes place through the
steps of attention, perception and
conceptualization.
 GOOD TEACHING

 “Good teaching is what ever the teacher does that enhances

learning on the part of the student” – Canadian Education
Report (1991).
 Conveying information about a thing in its naked, bland and flat
form is ineffective teaching.
 Bringing transformation by imparting knowledge about the
same thing with lively examples from actual situations in life and
by relating it to the practical qualifications is effective teaching.
 Good teaching is both an art and science; as an art it comprises a
set of skills and as a science, it applies the psychological
principles of learning.
 RATE OF LEARNING

 Rate of learning is a nonlinear function of time. The

maximum attention of a student is about 20 minutes.
Therefore, a teacher has to use variations of stimuli to
maintain the interest of students.
 QUALITY OF LEARNING

 Quality of learning is reflected by the degree of confidence

one gains and the proficiency with which learning is
applied, transferred and retained with the passage of time.
Research has showed that retention withy time is superior
in case of learning with interactive techniques and with the
use of audio-visual materials than otherwise. These
techniques accelerate the processing of information from
short term memories into long term memories. Therefore,
the process of learning determines the quality of learning.
 SOME IMPORTANT FINDINGS

 A motivated student is more likely to learn than an

unmotivated student.
 A student learns a thing by doing it.
 Practice in a variety of setting s increases the range of
situations in which the learning can be applied.
 Proceeding form familiar frame work to un familiar
leads to quick learning.
 Active learning with as much participation of student
as possible is more learning.
SOME IMPORTANT FINDINGS

 Knowledge of the results of

performance has a favorable effect on
subsequent learning of student.
 Keeping these points in mind, the
teacher should proceed by way of
conceiving a strategy appropriate to the
ensemble of students.
 TEACHING METHODS

Lecture without audiovisuals,

chalk and talk.
Lecture with audiovisuals and
demonstration.
 DIALOGUE

Question answer technique,

interactive presentations, group
discussions. Tutorials, problem
solving and case studies.
 ACTIVE LEARNING

Simulation & Role play

Workshop & Assignments
Laboratory work
Project Work.
 SELF STUDY

 Remember“: A brilliant student does care for himself and

he does not need a teacher. A teacher is actually needed
by mediocre and below average students.
 Students with 100% performance, adapt visualization.
others who do not follow get 50% success. (HARWARD
University).
 Students fix their target with time limit and achieve the
performance.
 Visualization adopts RETICULAR ACTIVITY SYSTEM to
achieve their goals.
 SELF IMPROVEMENT

 “A teacher can never truly teach unless he is learning

himself. A lamp can never light another lamp unless it
continues to burn its own flame. The teacher who has
come to the end of his subject, who is not furthering
knowledge, who merely repeats the lesson can only
load the minds of the students but can not equip
them” EFFECTIVE COMMUNICATION
By developing good communication skills

SINCERE EFFORTS TO LEARN

 CLASS ROOM

 AN ABODE OF LEARNING

Institutional
Teacher Trains,

STUDENTS
support TEACHER
Inspires,
Syllabus Motivates,
Guides,
Self education Develops
Family Background
 Advance Preparation for Class

Plan the lecture Prepare on one Prepare notes

schedules at the full topic 3 to 4 consulting
beginning of Hrs material standard text
the year unit wise books

Update old First get your

Write list and
notes of doubts cleared.
note important
teaching second Identify other
points
time. possible doubts
 Class Room

Be punctual, go Recapitalization Specify the topic of

Review the last class the day. Mention the
before 5 minutes lecture and asses the topics that are going
and be ready student’s understanding to be taught.

Write important
Face the Draw the diagrams
points on the board
neatly. Don’t be silent
students while neatly. Ask the
while drawing the
giving the lecture students to note
sketches.
down the points.
 Do’s & Don’ts

Do not deliver
Don’t dictate the monotonous speech. Do not remain
notes. You may Make your lecture on the platform,
consult notes interactive, Land move among
while lecturing. your voice suitable to the students.
arouse interest.

Encourage
Don’t cancel Clean the black Take attendance, If students to ask
the class or board before some students are
leave the class leaving the absent for number questions, other
before time. class room. of classes, enquire. wise you ask
them.
 Outside Class Room

Encourage Don’t snub Should not

students for discuss about
clearing or threaten colleagues with
doubts. students. students.

Should be impartial Take formal Analyze the

and above results and
and informal
prejudice based on modify the
religion, language feedback from methods of
and region etc. students. teaching.
 TUTORIALS

 They are supporting tools to teaching.

 A teacher can pay individual attention.
 Difficulties of students can be known.
 A sort of feed back from students.
 Understanding ability, computational ability.
 Exactness of the solution can be assessed.
 A chance for teacher to improve his methodology of
teaching is available.
 Student’s confidence can be enhanced.
 Laboratory Work

 Experiments are based on the fundamental and basic principles of

the subject.
 Fundamental principles can be understood well.
 Experiments are application oriented.
 Skill in operating machines/using the instruments is acquired.
 Skill in analyzing the data and to obtain the results.
 Lab manual for each experiment should be available.
 Student should write the record in time.
 Figures/Sketches/Circuit diagrams must be drawn neatly.
 Viva questions to be written at the end along with answers.
 Wherever possible, field application for the experiment should also
be mentioned.
 Accountability of Teachers

 Lectures planned and engaged.

 Attendance of students in the classroom.
 Results of the subject taught.
 Counseling of students.
 Administrative work.
 Research and development.
 Continuing education programme.
 Consultancy.
Performance assessment of a teacher
(A) Performance in engaging classes

S.NO Class & Subject No. of No. of % target % syllabus

(1) Year taught lectures lectures achieved covered
(2) (3) scheduled actually (6) (7)
(4) engaged
(5)
1
2
3
Performance assessment of a teacher
(B) Performance of attendance of students

S.NO Class & Subject Sum of No. of Students Average

(1) Year taught the lectures on roll Attendance
(2) (3) students actually (6) (4x100(5)x(6))
present engaged (7)
(4) (5)
1
2
3
Performance assessment of a teacher
(C) Performance of students in
University Exams

S.NO Class & Year Subject No. of No. of % of Passing

(1) (2) taught students Students (5)x100/(4)
(3) appeared passed (6)
for the (5)
Exam.
(4)
1
2
3
 HUMAN RELATIONS

1. The seven most important words.

“I don’t know: I will find out”.
2. The six most important words.
“I admit: I made a mistake”.
3. The five most important words.
“You did a good job”.
4. The four most important words.
What is your opinion”.
 HUMAN RELATIONS

5. The three most important words.

If you please”.
6. The two most important words.
“Thank you”.
7. The one most important words.
“We”.
8. The least important words.

“I”.