1.

Teaching Approaches: I would say that this is the your own personal philosophy of
teaching. What is the nature of education? What is the role of the teacher, the student, the
administration, the parents? To be an effective teacher, does one need to strive to be
authoritarian, to be autocratic, or is the best way to engender a sense of trust and familiarity,
to be a 'educating/leading friend' to your students. To understand one's personal teaching
approaches, one must first look to answer these types of questions. And of course, your
opinion will change as time goes on - and it may vary depending on the students you're
teaching.
2. Teaching Method: Refers to how you apply your answers from the questions stated in
Teaching Approaches to your day to day instruction in front of your students. Do you follow
the textbooks and curricula to the letter with everything? Are you more of a Socratic teacher
and prompt discussion by asking questions to lead students to understanding? Do you
advocate learning by doing? Are your students expected to simply listen attentively and take
notes (not that any student really does that) with the hopes that they can memorize the facts
for assessment? This is not really a question of 'what works for you' but what actual practices
and procedures of teaching do you prefer and come most naturally to you?
3. Teaching Techniques: These are the little sneaky tricks we all know and use to get the job
done in the classroom. Teachers all over have systems of rewards/punishments for students
who comply and exceed or defy and lag behind. If a classroom is becoming distracted a
teacher may use the technique of silent reading or shared reading to try to rope them in again.
Another may choose to use a quick physical activity to distract their distraction and get them
all to do the same thing at the same time - then quickly direct them back to work. This is
really where someone with loads of experience can help another teacher improve her abilities.
These are the tricks that can be taught to another teacher. Sort of "I find this really helps
during math class" type of suggestions. Also a lot of the in-services and workshops all
teachers attend offer little tidbits of games, activites, and actions that teachers can use to
achieve certain goals in the classroom. Everything from sending a note home to mom and a
trip to the principal's office to giving out 'points' for good behaviour are examples of
techniques teachers can use to keep ahead of the pack.
I hope that this is what you're looking for. Well it makes sense to me at any rate. As important
it is for a teacher to be able to talk about these things and understand the definitions and their
impact on our craft, its debatable whether it is of any practical use to a teacher in front of 30
kids trying to teach common denominators or the causes of the First World War.
Source(s):
I'm in my sixth year teaching. I've taught on 3 continents in private/public
elementary/junior/high schools to 4 year olds up to 18 year olds in everything from Studies of
Religion to Mathematics. But I'm still learning (and trying to land a new full time job)

The concept of approaches, methods and techniques may make some university students and
teachers get confuse. As an English teacher the knowledge of these concepts are very
important so that we can equip ourselves as a teacher to organize our classroom practices.
Teacher as an individual who is put in the classroom situation and is expected to play certain
set of roles. In the classroom activities where teacher interact with his students, teacher
performs a number of related activities. These activities are the component elements of the
teacher's overall behavior in the classroom. In other words, the teacher's behavior in the
classroom consists of component acts each of which can be of two kinds. (1). a disorganized
and haphazard set of acts without essential and well intended relatedness among the
component acts, (2). an organized, sequential and fully related set of acts each of which is
intended to serve some specified purpose. These component units of the teacher's behavior in
the classroom is called techniques.
Teacher behaves in the classroom and organizes the teaching activities in accordance to a set
of proximate principles which are either the teacher's own mental construct or are based on
recommendations by experts. These proximate principles or guidelines are
called methods. These proximate guidelines are directly linked to two factors. (1). The
teacher's own understanding of an insights into the nature or language, the child and of
classroom practices themselves, (2). Theories which are directly intended to highlight
classroom practices in general language teaching in particular. These comparatively remote
principles and theories which on the one hand highlight the language behavior in the
classroom, and on the other indirectly control the teacher's classroom performance are known
as approaches. The approaches further are determined by the theories on language which
may psychological theories or linguistic theories.
In more detail, according to Anthony (1963:63-7)
1. An Approach is a set of correlative assumptions dealing with the nature of language
teaching and learning. An approach is axiomatic. It describes the nature of the subject
matter to be taught.
2. Method is an overall plan for the orderly presentation of language material, no part of
which contradicts, and all of which is based upon, the selected approach. an approach
is axiomatic, a method is procedural. Within one approach, there can be many
methods.
3. A technique is implementational, that which actually takes palace in a classroom. It is
a particular trick, strategem, or contrivance used to accomplish an immediate
objective. Technique must be consistent with a method and therefore in harmony with
an approach as well.

Source: http://www.shvoong.com/social-sciences/education/2031512-approach-methodtechnique/#ixzz26boTbeQQ