Conventional teaching method

The traditional teaching approach can be referred to as the "conventional

teaching method," obviously as a result of popular opinion and widespread usage.

The word "conventional" is the defining adjective differentiating the teaching method

from others if teaching methods are modes of sequencing instruction. The English

Dictionary Offline, a learning tool by CrumbledApps, provided the following four

definitions of the word "conventional":

i. created by a contract or agreement; specified;

ii. originating out of, or relying on, tacit agreement or custom; authorized by

widespread usage or agreement; official;

iii. based on tradition, whether it be norms from religion, history, or the arts;

iv. by the purposeful selection of what is to be depicted and what is to be discarded,

abstracted, separated from close representation of nature.

(CrumpledApps, 2019)

These definitions, especially the first three, suggest that what is considered

"conventional" has been decided upon in advance. It is not difficult to see "who" or

"what" defines what is traditional in terms of teaching methodology. The focus here is

that conventional teaching should be understood as emerging out of the prevailing

consensus and traditions of the time. "General concurrence" and "tradition" are the

best selections from the available possibilities in this scenario. According to this line

of thinking, what constitutes customary teaching should be determined by the current

general practice in the field of mathematics education rather than the prejudice

shown by teachers who prefer one teaching strategy over all others (Abah, 2020) .
 Contrary to what some individuals may have believed, the word

"conventional" does not signify a resistance to change. Instead, "conventional"

comes from widespread usage and formalization. The traditional roots of

conventional teaching do not imply a stereotypical endorsement of traditional

practices in the classroom. The strategy should be viewed as being founded on

customs that have developed over time. In this regard, the conventional method

should be seen as a collection of adaptable tactics and procedures that have been

proven useful in both research and practical settings. The mathematics teacher

should be using play, games, technology, and reflective conversation to pique

students' interests. A traditional mathematics class can incorporate portfolios, tours,

and reflective writing by using trustworthy and open evaluation procedures (Abah,

2020).

The conventional teaching model is a suitable starting point for enhancing

classroom education because of its adaptable nature. Opportunities are available for

quality improvement as the mathematics teacher develops a progressive judgment

based on feedback obtained through assessment and evaluation procedures. Asking

each student to create a concise biography of a prehistoric mathematician who made

contributions to the topic under discussion could be a useful enhancement. Cultural

objects can be used to maintain student interest and foster critical thinking (Abah,

2018). These active add-ins could provide enriched and personalized learning, even

in a typical classroom, although not structurally deriving from any particular non-

traditional teaching approach.

Conventional methods of teaching, in which the teacher controls the

classroom and is solely responsible for the learning environment, are no longer

used. The teacher is granted all rights and responsibilities, and as the class lecturer,
they act as both an instructor for the students and the decision-maker for selecting

what to teach and how to teach it. For the teachers, the purpose of pupils attending

school is to learn from them and obtain knowledge and information. The main

knowledge source utilized to instruct students and disseminate knowledge is

teachers. But even though the current teaching strategies have evolved, the main

goal—teaching—remains unchanged (Digital Class, 2022).

According to Digital Class (2022), the goal of teaching is for students to learn,

and teachers succeed in their profession to the extent that students do. Being one of

the conventional methods of teaching, the majority of the teaching process happens

in the classroom. A entire class of students gathers together in a classroom to learn

the material that teachers present, and they gain knowledge through practice. The

schools continue to use conventional teaching methods:

 Classrooms under conventional teaching approaches are dominated by the

teacher.

 In the conventional approach of teaching, teachers are the primary source of

information. Instead of acting as facilitators, they assume the role of

knowledge disseminators.

 Conventional teaching methods frequently employ the use of chalk and

discussion.

 The traditional approach to education places a lot of emphasis on regimented

classrooms.

 Due to the teacher-centric nature of the conventional teaching approach, it

demonstrates a lack of student participation and group learning. Students

learn from the lectures that teachers offer.

tests rather than to teach them and help them comprehend the concepts and

material. Students only study to pass exams and achieve high grades.

 Objectives, activities, and assessments are not always in line with one

another in conventional teaching.

"Traditional teaching style was explained," according to the study of Shuchi

(2018), as learning that was primarily perceived as being under the teacher's control.

The teacher would sit in front of the class like a mayor or a priest, and the students

would be arranged in rows as spectators. In this way, the traditional classroom was

viewed as a ceremonial environment. When teacher-student engagement is very

minimal and the teacher performs alone, teaching might be difficult for the teacher.

Due to the fact that every student has a unique background, it might be challenging

to assess their ability. For instance, in a country like India, where English is the

language of non-native speakers and is used as the primary language of teaching in

higher education, students may find it challenging to comprehend the second

language. When there is only one manner of communicating with the students, some

issues have been noted. Due to their inability to comprehend and maintain attention

throughout the presentation, they are unable to ask questions or clarify their doubts.

Shuchi. (2018). CONVENTIONAL VERSUS MODERN: ROLE OF INFORMATION

TECHNOLOGY IN IMPROVING TEACHING PEDAGOGIES. IJASOS- International

E-Journal of Advances in Social Sciences, Vol. III, Issue 8.

Emphasizing the Transformation to Enhanced Conventional Teaching in

Mathematics Education. Village Math Educational Review (VER), Network for

Grassroots Science and Mathematics Education (NGSME), Department of

Mathematics Education, Federal University of Agriculture, Makurdi, Nigeria, 2020, 1

(1), pp.1-10. ff10.5281/zenodo.3860320ff. ffhal-02771716

Abah, J.A. (2018). Recency bias in the era of big data: The need to strengthen the

status of history of mathematics in Nigerian schools. Advances in Multidisciplinary

Research Journal, 2(4), 241-248. Retrieved on 8th February, 2018, from

http://media.wix.com/ugd/185b0a_9b1253273fea46768d1d96dcd03f4887.pdf

CrumpledApps (2019). English Dictionary Offline. Version: 2.0.1

DigitalClass. (2022). Traditional method of teaching.

https://www.digitalclassworld.com/blog/traditional-method-of-teaching/