3.

Excellent Communicator: learners to compare their performance to the (i) Aspects of effective teaching
8601 Notes Communication is at the core of effective teaching. standard, and also allows self-correction. include:
Unit No 1 Teachers use clear oral and written
communication, organize lessons efficiently, and
3. Contingency managing: teacher apply the
principles of reinforcement and punishment. In There are various aspects of effective teaching,
Introduction to Teaching employ tools to make learning accessible and
engaging.
this rewards and punishment are arranged to opt
such as;
desirable behavior and to avoid the negative
Q:1 Definition of Teaching: 4. Student-Centered Mentor:
behavior.
Teachers adapt to students' individual learning 1. Effectively managing a classroom,
styles, encourage active participation, and elevate 4. Directing: teacher requests for specific actions.
Teaching is defined as a process in which students are 2. Starting each class with a clear objective,
prepared for learning by providing initial structure to students to higher intellectual levels. They create a Directing assists by specifying the correct
3. Engaging students with questioning strategies,
clarify planned outcomes and indicate derived learning supportive environment that fosters creativity and response. It provides clarification information, and
4. Consolidating the lesson at the end of a period,
strategies. The teachers provide sufficient opportunities exploration. promotes decision making.
and
in the classroom for students to practice and apply what 5. Systematic Assessor: 5. Questioning: teacher produces a mental
5. Diagnosing common student errors and
they are learning and give improvement-oriented feed- Teachers employ systematic methods to assess operation that the learner cannot or would not
students' progress, identify areas for improvement,
correcting them that can be systematically
back (Good, T.; Brophy, J. 2000). produce alone. This interaction assists by giving the
and refine their own teaching practices. They measured by observing classrooms and by
The teachers provide assistance to enable the students teacher information about the learner’s
to engage in learning activities productively remain open to innovation and adapt teaching asking students.
developing understanding.
(Meichenbaum, D.; Biemiller, A. 1998). styles to meet evolving educational needs. 6. Explaining: the teacher provides explanation of
the concepts in the content. This assists learners in (ii) The aims of effective teaching:
1. Process-Oriented Perspective: (ii) Characteristics of Quality organizing and justifying new learning and
Good and Brophy (2000) define teaching as a perceptions. The aims of effective teaching include:
structured process that prepares students for Teaching (Alton-Lee’s ten 7. Task structuring: The teacher organizes a task
learning by clarifying objectives, providing • Building relationships: Teachers can build
strategies, and offering feedback. Teachers create characteristics of quality into different components in a sequence. The
relationships with students to create a good
students work on the task. the task structuring
opportunities for students to practice, apply teaching): involve the chunking, segregating, and sequencing. learning environment
knowledge, and improve through constructive
Alton-Lee (2003) outlines ten essential characteristics
feedback. • Setting clear expectations: Teachers can set clear
of quality teaching that enhance student achievement:
2. Assistance-Based Approach:
Teaching, according to Meichenbaum and
1. A focus on student achievement. Q:2 The concept of effective expectations for students
2. Pedagogical practices that create caring, inclusive
Biemiller (1998), is the act of enabling students to
engage in productive learning activities. It
and cohesive learning communities. teaching: • Engaging students: Teachers can create deep
3. Effective links between school and the cultural engagement with students
involves guiding and supporting students to reach
context of the school.
new levels of understanding. Teaching is a cornerstone of education, and effective
4. Quality teaching is responsive to student learning • Getting feedback: Teachers can get feedback
3. Zone of Proximal Development (ZPD): teaching is pivotal for meaningful learning experiences.
processes. from students and other teachers to improve
Russian psychologist L.S. Vygotsky (1956) Teachers, as facilitators of knowledge, play a central
5. Learning opportunities are effective and sufficient.
introduced the concept of the ZPD, which defines role in shaping students' intellectual, emotional, and their lessons
6. Multiple tasks and contexts support learning
teaching as assistance provided to students to social development. Effective teaching goes beyond
cycles. • Advocating for lifelong learning: Teachers can
achieve tasks they cannot perform independently. delivering information—it encompasses strategies that
7. Curriculum goals are effectively aligned.
Effective teaching awakens maturing functions in engage learners, foster critical thinking, and cultivate a help students develop critical thinking, problem
8. Pedagogy scaffolds feedback on students' task
students, enabling them to bridge the gap between lifelong passion for learning.
engagement. solving, and creative thinking skills
their current and potential capabilities.
9. Pedagogy promotes learning orientations, student
(i) The Roles of a Teacher (Five self regulation, meta cognitive strategies and (1) Definition of Effective Teaching: • Helping students develop communication
thoughtful student discourse. skills: Teachers can help students develop
major roles of a teacher for 10. Teachers and students engage constructively in Effective teaching refers to the combination of communication skills and confidence in expressing
effective teaching): goal oriented assessment (AltonLee, 2003: vi-x) knowledge, skills, and strategies that enable teachers to themselves
For the purpose of teaching the teacher has to play five deliver lessons in a way that maximizes student
major roles. These roles are: (iii) Teaching Strategies (Seven means learning. It focuses on achieving clear learning
objectives, fostering student engagement, and (2) Effective Teaching Measures:
1. Subject Matter Expert: of Assisting Student’s Performance): continuously improving teaching practices to meet
Teachers possess a deep understanding of their Behavioral and cognitive sciences have identified diverse learner needs. According to Cruickshank, Effective teaching involves effectively managing a
subject and go beyond standard textbooks. They several key teaching strategies that assist learning: Jenkins, and Metcalf (2003), effective teaching is classroom, starting each class with a clear objective,
tackle complex issues and develop innovative characterized by care, support, subject knowledge, and engaging students with questioning strategies,
insights to engage students meaningfully. 1. Modeling: Modeling: teacher offers behavior for the ability to foster academic success. Teachers must strengthening the lesson at the end of a period, and
2. Pedagogical Expert: move beyond traditional knowledge transmission and diagnosing common student errors and correcting
imitation. Modeling assists learning and gives the
Teachers establish clear learning objectives, equip students with advanced skills, such as critical
learner information and a remembered image that them. MET project (2010) enlisted the following seven
overcome learning obstacles, and evaluate thinking and problem-solving, to thrive in today’s fast-
can serve as a performance standard. measures:
students' work fairly. They guide students through paced, knowledge-driven world.
2. Feeding back: teacher provides information on
problem-solving and critical thinking, providing 1) multiple measures of effectiveness
the performance of the students. This enables the
feedback that fosters understanding.
2) accurate teacher evaluation
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 3) more meaningful tenure the teacher a framework for designing and (ii) The ‘Outcomes’ Approach: making the classroom a shared learning
4) differentiated pay based on effectiveness delivering the course content. Outcomes enable environment for both students and teachers.
5) strategic placement of teachers teachers to assess student learning as a measure of “Teaching effectiveness is determined by student 2. Classroom Activities
6) more effective teachers their own instructional effectiveness. results.” The following statements illustrate this view Engaging classroom activities encourage students
7) better student outcomes 2. Clarity: The effective teachers provide of teaching effectiveness: to explore and experiment, making learning
explanations and give details of the course concepts interactive and meaningful. Teachers must adapt
and content. If students DO NOT LEARN, it means and review these activities regularly to maintain
(i) Effective Teaching Outcomes: the methods of delivery may lack the required
1. Teaching effectiveness is determined by what
student interest. Such activities empower students
students achieve.
degree of clarity. So the teacher should make the 2. The comparative effectiveness of teachers is best to take charge of their own learning process.
The aims and desired learning outcomes of effective message clear from alternate perspectives to 3. Assessment Activities
teaching bring positive changes in the following areas: determined by comparing the achievements of the
alternate senses, the effective instructional practice students they teach. Assessments should be integrated into the learning
of the teacher should afford students the 3. The comparative effectiveness of teachers is best process to encourage participation and better
1. Knowledge: opportunity to make connections between the new results. Techniques like peer tutoring, cooperative
determined by comparing the added value they
material and the concepts that they have already contribute to the achievements of the students they learning, and summarizing help students actively
• Discipline/profession-specific knowledge. been learned. teach. engage. Continuous assessment transforms the
• General knowledge: fundamental concepts that 3. Engagement: This principle suggests that learning process into a shared and empowering
an educated person/university graduate should students learn by doing. Teachers must create an experience.
have, regardless of area of specialization. educational environment that offers students the (iii) The ‘Inquiry’ Approach (The 4. Effective Feedback
• Awareness/familiarity across knowledge opportunity to practice every concept that they are Cycle of Inquiry): Feedback is crucial for engaging students and
domains (i.e. ‘rounded’ education). learning. The effective teachers use those improving learning outcomes. Teachers must
instructional strategies that engage students Teaching effectiveness is defined by the quality of provide balanced feedback to guide students
2. Abilities: throughout the lesson. inquiry into how teacher actions influence student effectively without overwhelming them. Feedback
4. Enthusiasm: The principle of high level of learning. This approach views effective teaching as a from students is equally important, allowing
• Ability to identify what information is needed enthusiasm reflects teacher's professional continuous process of reflection and action aimed at teachers to refine their methods and create a
and where to find it. competence and confidence, teacher’s subject improving student outcomes. responsive classroom environment.
• Evaluation of information and discrimination matter knowledge and instructional experience. 5. Teacher-Student Interaction
of what is valid and useful from what is not. Teachers establish a positive learning environment Effective teachers do more than reflect; they actively Positive teacher-student interactions create an
and show their enthusiasm for the subject matter. investigate and refine their methods to enhance student emotionally supportive environment that
• Application/adaptation of knowledge to
They use student’s names, reinforce student engagement and achievement. The inquiry model encourages learning. Teachers who demonstrate
problem solving and making of informed
participation during class, and keep moving among includes two key phases: personal involvement and share knowledge build
judgments.
the students. strong relationships. This dynamic transforms the
• Self-directedness in learning and the ability to
sustain lifelong learning. 1. Inquiry 1: This phase examines how teaching learning process into a rewarding and enjoyable
• Capacity for independent research and (4) Approaches to teaching actions affect student outcomes. Teachers collect experience.
knowledge. and analyze information to address the question,
effectiveness: “What is happening for students in my classroom?”
Sub-questions explore the link between teaching Q:3 role of teacher for
3. Mindset: According to Tharp and Gallimore (1991), effective
teaching can be viewed through three perspectives:
strategies and student learning.
2. Inquiry 2: This phase focuses on identifying
conducive learning
• Questioning habit of mind with readiness to seek
evidence/support for ideas/concepts presented, and
(i) the ‘style’ view:
improvement opportunities by learning from
research and the experiences of other educators.
environment:
to investigate/challenge established and
controversial views including those which are
generally taken as ‘knowledge’. “Teaching effectiveness is determined by what the Conducive learning environment:
• Awareness of the complexity and dynamic nature teacher does.” The following statements illustrate this
of human knowledge and the need for evaluation view of teaching effectiveness: A conducive learning environment is a space where
and re-evaluation of knowledge. students feel safe, respected, and valued, and where
• Enjoyment of learning. 1. Effective teachers display warmth. they are free to interact and learn new skills. It is a
• Learning as a lifelong habit 2. Effective teachers are enthusiastic.
(5) Factors of Effective Teaching: place where students are motivated to learn and engage
3. Effective teachers provide an overview at the with the material, which are key factors for successful
start of teaching something new. Gurney, (2007) suggests five key factors that could learning
(3) Principles of Effective Teaching: 4. Effective teachers minimize the amount of
contribute to an effective learning and teaching Role of teacher in conducive
environment.
time they are teaching the whole class from learning environment:
According to Walls (1999) student learning is better, the front (direct instruction).
faster, and/or more long-lasting when teachers play the 1. Teacher Knowledge, Enthusiasm, and
5. Effective teachers facilitate the joint
following four principles: Responsibility: Teachers play multifaceted roles beyond imparting
construction of knowledge through teacher- knowledge. They set the classroom tone, build a warm,
Effective teaching requires teachers to share
student and student-student conversations. positive atmosphere, and monitor students for signs of
1. Outcomes: The outcomes enable students to focus knowledge actively and engage students in
6. Effective teachers use teaching techniques trouble. Acting as role models and leaders, teachers
their attention on clear learning goals. These discussions. Teachers should take responsibility
and approaches that research has shown to for creating an enjoyable and interactive learning create disciplined environments both in class and during
outcomes inform students of where they are going
be effective. experience. This approach fosters collaboration, co-curricular activities. Through formal and informal
and how they will get there. Outcomes also provide
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interactions, they encourage students to grow teachers are respected by the community and 10. Teach younger students routines through clear (ii) Expanded educational environment:
holistically, fostering knowledge and maturity become a role model to students and parents. explanations and practices to help them adjust Learning should take place beyond the
according to each student's potential. to the classroom environment. classroom, in the home, community, and
4. Mentoring: Mentoring is a natural role played by 11. Establish a few clear, simple rules and display online.
the teachers. Mentoring is a way by which a (iii) Teacher as lifelong learner: Teachers
(1) Areas of Responsibility: teacher encourages students to do the best they
them prominently in the classroom.
12. Enforce classroom rules firmly, fairly, and should be constantly learning and adapting to
can. This also includes encouraging students to new teaching methods and technologies.
The classroom teacher is responsible for: enjoy learning. Listening to students carefully is consistently, without being passive or
(iv) Teacher as mentor and coach: Teachers
• Promoting the mission and philosophy of the the part of mentoring. By taking time to listen to aggressive.
should help students develop their critical
School/College through structured what students say, teachers impart to students a 13. Create an environment where students thinking skills, problem-solving skills, and
classroom prayer, participation in the sense of ownership in the classroom. This helps understand the shared goal of promoting self-motivation.
educational life of the College, and build their confidence and helps them want to be learning through structured activities.
modelling of appropriate standards of (v) Teacher as advocate: Teachers support
successful. 14. Involve students in class discussions and students from all backgrounds and help them
behaviour. decision-making to foster a sense of
• Maintaining a positive and effective learning reach their full potential.
5. Signs of Trouble: As a protector, teacher looks ownership over their learning.
environment through well prepared lessons, for signs of trouble in the students. When 15. Encourage positive behavior by recognizing
(4) New Relationships and
which cater a wide range of student abilities
and interests.
students' behaviors change and any sign of Practices:
physical abuse are noticed, teachers are required
• Setting of realistic and challenging academic to look into the problem and solve it as per rules. and rewarding students for their efforts and
standards of student performance. Traditionally, teaching focused on knowledge delivery
• A challenging and realistic program of achievements. and identifying academically weaker students. Teachers
student homework. followed repetitive lessons year after year, and schools
• A comprehensive attention to students (2) Conducive Classroom (i) Handling Misbehaving Students:
were seen as educational factories. Today, however,
work submitted Environment: teaching has evolved to emphasize close relationships
for marking andsupervision. A conducive classroom environment supports efficient between teachers and students, recognizing their unique
In order to handle misbehaving student, the needs, learning styles, and cultural backgrounds.
• Demonstrating knowledge, competence learning by addressing students' needs and behaviors.
following suggestions may prove helpful:
Teachers should analyze each student's behavior and Teachers are now expected to support students' social,
and confidence in the relevant subject
discipline. use effective teaching techniques to foster self-directed emotional, and intellectual growth, encourage critical
• Demonstrating high levels of learning. According to Arif (2003), key practices to (i) Deal with the present Problems: Deal thinking, and engage them through new methods like
create such an environment include: with the present, current problem project-based learning and participatory techniques.
professionalism in all activities.
immediately, not with the past instances of The curriculum must connect with students' lives,
the student misbehaviour. engage their abilities, and assessments should reflect
Areas of Responsibility in Detailed: 1. Keep students engaged and motivated by
(ii) Talk to the student directly: Talk to real achievements. Teachers now focus on guiding
making learning relevant and interesting to students through meaningful learning opportunities,
Let us have a detailed look on teacher’s roles as teachers prevent discipline problems.
the student directly, instead of talking
serve many other roles in the classroom: about him with others. solving real-world problems, and meeting educational
2. Ensure students feel physically comfortable, (iii) Stay calm and firm: Don’t be harsh and standards, turning students into active participants in
1. Teaching Knowledge: The most common role of
the teacher in the classroom is to teach knowledge safe, welcome, and valued to prevent provoked. Stay calm and address firmly. creating new knowledge.
to children. Teachers are given a curriculum they disruptive behavior and learning difficulties. Anger, empty threats and physical
3. Maintain a balanced level of classroom
must follow that meets state guidelines. This
control; too much control stifles creativity,
handling must be avoided. (5) New Tools and Environments:
curriculum is followed by the teacher so that (iv) Diffuse Hostility: If the student is
complete knowledge is conveyed to the students while too little control causes disruptions. hostile, the teacher can diffuse his hostility
in the given time (academic year). Teachers teach New technology is the most powerful force that is
4. Encourage students to take responsibility for by responding with softly, calm, and changing the role of teachers and students in education.
in many ways, such as lectures, small group their learning by involving them in group and soothing tone. The feeling of the students The teachers are no more the primary information
activities and hands-on learning activities. individual activities. must be acknowledged in order to calm providers. The fundamental job of teaching has been
2. Creating Classroom Environment: Teachers 5. Tailor instruction to the developmental levels him down. shifted from distributing facts to helping children learn
play an important role in making the classroom how to use the knowledge of facts by developing their
of students to prevent boredom and frustration.
environment either positive or negative. Students abilities to think critically, solve problems, make
often imitate a teacher's actions. If the teacher 6. Build positive relationships by being
(3) Redefining the Role of the informed judgments, and create knowledge that benefits
prepares a warm, happy environment, then approachable and showing genuine interest in
both the students and society. Teachers have more time
students will also be happy. The teachers are students' well-being. Teacher: to spend working one-on-one or with small groups of
responsible for the social behavior in their 7. Maintain physical presence in the classroom students. The change in delivery of instruction demands
Teaching has become different from the old concept
classrooms. This behavioris primarily a reflection by moving around to engage all students. a change in structure of school as well. This may
of "show-and-tell" practices. So as the role of teachers
of the teacher's actions and the environment 8. Focus on describing the behavior rather than involve extended periods of instruction and school to
she/he sets. in a child's education has also been fundamentally make learning free of time limits and mixed-aged
labeling students negatively to maintain their
self-esteem. changed. classes in which students spend two or more years with
3. Role Modeling: Students spend a great deal of the same teachers.
9. Maximize student engagement by keeping (i) Shift from lecturing to active learning:
time with their teacher and their teacher
becomes a role model to them. This can be a
them involved in learning tasks with smooth Teachers should no longer be the sole source (6) New Professional
positive or negative effect depending on the
transitions and group activities. of knowledge but should facilitate student Responsibilities:
teacher. Teachers not only teach the children, learning through active activities and
but also love and take care for them. Therefore collaboration.

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Here are 4 points on new professional good sense of humour 8. Forgiving: Effective teachers forgive 6. Establish Successful Classroom Management:
responsibilities for teachers: • a high level of dedication to work which misbehavior and guide students toward Teachers should set clear, consistent rules from
often impacts personal lifestyle choices improvement. They handle mistakes day one. Effective classroom management
1. Collaborating with Stakeholders: Teachers • a clear, pleasant speaking voice and the calmly, allowing students to learn from promotes discipline and creates an environment
ability to convey confidence where students can focus on learning.
work with colleagues, parents, community their actions.
• positive conflict resolution skills and the 7. Pace Instruction: Teachers should balance the
members, and policymakers to set clear 9. Respect: Teachers who show respect speed of lessons, allowing sufficient time for
ability to handle stress well.
educational standards for student knowledge create an atmosphere of mutual students to process information. Proper pacing
and skills. understanding. Respectful interactions lead ensures students have opportunities for active
2. Involvement in School Decision-Making: (i) Characteristics of an Effective to better behavior and a positive classroom learning and deeper understanding.
Teachers actively participate in decisions Teacher (Thompson, Greer): culture. 8. Maintain Good People Skills: Effective teachers
about educational priorities, addressing school Thompson, Greer, and Greer (n.d) says that “every 10. High Expectations: Teachers with high build strong relationships with students,
issues, and managing resources to enhance teacher should possess twelve characteristics such standards challenge students to reach their colleagues, and parents. Good people skills create
student learning. full potential. Their expectations a collaborative and supportive classroom
as displaying fairness, having a positive outlook, environment, benefiting all involved.
3. Researching Educational Effectiveness: encourage students to strive for success.
being prepared, using a personal touch, possessing 9. Communicate Effectively: Teachers must deliver
Teachers engage in research to improve 11. Compassion: Compassionate teachers
a sense of humor, possessing creativity, admitting clear, concise instructions to ensure students
teaching methods and understand learning provide emotional support, helping
mistakes, being forgiving, respecting students, understand the material. Effective communication
dynamics, helping to refine educational students cope with hurt feelings. This helps students grasp complex ideas and apply them
maintaining high expectations, showing
practices. emotional safety enhances students' ability in their learning.
4. Mentoring New Teachers: Experienced compassion, and developing a sense of belonging to learn. 10. Question Effectively: Teachers should ask
teachers support new educators by offering for students”. Let us read these characteristics as 12. Sense of Belonging: Teachers who foster thought-provoking questions to engage the class
guidance and sharing strategies to ensure they given bellow: a sense of community make students feel and encourage critical thinking. Allowing students
are well-prepared for modern classroom safe and valued. A strong sense of time to think before answering ensures deeper
challenges. 1. Fairness: Teachers who are fair and avoid belonging leads to better learning reflection and participation.
favoritism earn students' trust and create a outcomes. 11. Differentiate Instruction: Teachers must adapt
positive lasting impact. Unfair actions can teaching methods to cater to students' different
Q:4 . Characteristics of an negatively affect students for years. (ii) Teacher’s Characteristics from learning styles and abilities. Using varied
2. Positive Attitude: Teachers with a techniques ensures that all students can succeed,
Effective Teacher: positive outlook inspire confidence and
the administrator’s point of regardless of their learning preferences.
actively engage students. Their view: 12. Build Success into Your Class: Teachers should
A teacher's personality plays a key role in creating provide opportunities for students to experience
encouragement and praise help boost success, which motivates them to continue
a positive learning environment, where students student participation and success. There are fifteen key characteristics that the
administrators look for in their teachers: learning. Adjusting tasks and offering extra
feel motivated and comfortable. Effective teachers 3. Preparedness: Well-prepared teachers support can help students overcome challenges.
foster curiosity, originality, and cooperation, as reduce disruptions and ensure smooth 13. Hold High Expectations: Setting high
well as emotional and intellectual growth. Traits lessons. Adequate preparation allows 1. Exhibit Enthusiasm: Enthusiastic teachers make expectations for student performance encourages
such as passion, patience, cooperation, teachers to manage behavior and maintain learning enjoyable and motivate students. Their them to do their best. Students respect teachers
authoritativeness, and creativity are essential for passion creates an engaging classroom, fostering who challenge them and communicate clear goals
a focused classroom.
guiding students and meeting their academic, teamwork and encouraging student participation. for success.
4. Personal Touch: Teachers who connect 2. Know Your Content: Teachers must have in-
behavioral, and emotional needs. Teachers are with students on a personal level foster 14. Create a Pleasant Atmosphere: A positive
depth knowledge of their subject and stay updated classroom environment encourages learning.
responsible for cultivating a classroom climate better engagement. Simple actions like with current trends. Mastery of content allows Teachers should make the classroom welcoming,
that supports learning and development, impacting calling students by name strengthen teachers to provide relevant, accurate information
both students' attitudes and performance. cheerful, and comfortable to foster academic
student-teacher bonds. and confidently answer students' questions. growth and student engagement.
5. Sense of Humor: Teachers with a sense of 3. Be Organized: Organization helps teachers 15. Be Flexible: Flexibility allows teachers to adjust
(1) Personal qualities: humor make learning enjoyable and manage tasks efficiently, such as distributing methods based on student needs and available
memorable. Humor can ease tension and materials and posting assignments. Good planning resources. Being adaptable ensures a smooth
Elementary school teachers need the following help students feel more comfortable in saves time, allowing more focus on student learning experience, even when plans need to
characteristics: class. learning and engagement. change.
• strong interpersonal and communication 4. Teach Actively: Active teachers move around,
6. Creativity: Creative teaching methods,
skills monitor student behavior, and adjust teaching
like hands-on activities and unique tasks, methods as needed. Their involvement ensures a (2) Professional Qualities:
• a genuine interest in children and respect for keep students motivated. Fun, innovative
their individuality dynamic classroom and promotes active student
approaches make learning more engaging. participation. The teacher’s professional characteristics are
• the ability to sense children's individual needs
• the ability to be creative, imaginative, patient,
7. Willingness to Admit Mistakes: Teachers 5. Show a Good Attitude: Teachers should maintain following:
energetic, organized and resourceful who admit their mistakes show humility a positive attitude, fostering a supportive
• the ability to establish rapport children and and set a positive example for students. environment. A good attitude encourages students
1. Collaboration: Teachers work constructively with
parents This fosters trust and encourages a growth and helps create a classroom atmosphere where
peers, administrators, and parents to achieve
• strong leadership and teamwork skills and a mindset. students feel valued.
common goals. They communicate effectively,

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 show respect, and maintain open lines of feedback at all times. 2. Case Method: Engages students in real-life
2) Teaching materials and supplies are readily Key points to remember about teaching methods and
to enhance teamwork. problem-solving by discussing cases, enhancing
2. Honesty and Integrity: Teachers display honesty, available. critical thinking and bridging classroom learning strategies:
maintain confidentiality, and earn trust from peers 3) High – traffic areas should be free of with real-world application. It may, however, limit
and supervisors. They produce original work and congestion. content coverage if overused. a) Method focus:
credit sources appropriately. 4) Students should be able to see instructional 3. Discussion Method: Stimulates active student
3. Respect: Teachers show respect for cultural presentations. participation by addressing issues or problems A teaching method is a specific process or activity used to
differences and interact professionally. They 5) Procedures and routines should be actively through structured questions. Effective discussions teach a concept, like using a lecture to explain a historical
establish rapport with students, address diverse taught in the same way that academic require careful planning and student preparation.
content is taught. event.
learning needs, and respect individual identities and 4. Active Learning: Involves students directly in
backgrounds. their learning through activities like case studies,
Examples of teaching methods:
4. Commitment to Learning: Teachers are dedicated ➢ Time Management Skill: Effective use of role-playing, and group work, fostering critical
to improving their teaching and fostering student classroom time is crucial for maintaining thinking and deeper engagement. • Lecture: Teacher-centered approach where the
growth. They engage students with effective discipline and improving student learning. 5. Cooperative Learning: Encourages small groups
strategies, continuously reflect on their practice, working together towards a common goal. Success instructor delivers information to the whole
Allocated time refers to scheduled time for a
and seek to enhance their skills. depends on careful group formation and clear class.
subject, engaged time is when students
5. Emotional Maturity: Teachers demonstrate self- assignments.
confidence, enthusiasm, and dependability. They actively participate, and academic learning 6. Integrating Technology: Enhances learning • Discussion: Students actively participate by
model positive behaviors, maintain time is engaged time with high success rates. through tools like emails, online discussions, and sharing ideas and perspectives on a topic.
professionalism, and are punctual and Proper time management leads to higher discipline-specific software. Teachers must ensure
conscientious in their duties. student achievement. Effective classroom students have the necessary tech skills. • Inquiry-based learning: Students drive their
6. Leadership and Responsibility: Teachers act managers are good planners and address 7. Distance Learning: Allows learning outside the learning by asking questions, researching, and
independently, follow school policies, and disruptions promptly. classroom using technologies like simulations,
analyzing information to reach conclusions.
demonstrate sound judgment. They provide ➢ Seating Arrangement: Seating email, and collaborative platforms, extending the
guidance to students, meet work demands, maintain arrangements should align with lesson types learning experience. • Project-based learning: Students work on
professional appearance, and show initiative in and classroom furniture. A seating plan 8. Questioning: Effective for gauging student
improving classroom practices. understanding and promoting critical thinking. extended projects to apply knowledge and solve
helps teachers learn students' names and
7. Teachers can also encourage students to ask real-world problems.
ensures smooth classroom operations.
questions to clarify concepts.
Furniture arrangement, lighting, and decor 9. Explaining: Direct, logical presentation of • Cooperative learning: Students work in small
Q:5 The concept of teaching contribute to a positive learning information, often with examples. It can be groups with shared responsibility to achieve a
environment. enhanced with modeling to reinforce learning. common goal.
methodologies, strategies & ➢ Discipline in the Classroom: Discipline 10. Modeling and Demonstrating: Visual aids and
fosters a conducive learning atmosphere and practical demonstrations help students understand • Flipped classroom: Students learn new material
techniques: encourages self-direction. Teachers should complex concepts through observation and through online videos at home and then use class
understand the causes of student behavior imitation.
According to Lemlech (1988) classroom management 11. Collaborating: Teamwork encourages time for applying concepts through activities and
and prevent issues before they occur.
makes teaching and learning achievable. The classroom Classroom rules should be posted to ensure students to work in groups, fostering mutual discussions.
management is defined by using the key components maximum productive time. responsibility and critical thinking. This
that affect success in the classroom. The components method promotes research, problem-solving,
are planning curriculum, organizing procedures and b) Strategy focus:
leadership, and presentation skills. Group
resources, arranging the environment to maximize A teaching strategy is a broader plan that incorporates
efficiency, monitoring student progress, fore looking
discussions play a key role in developing these
abilities. multiple methods to achieve a learning goal, such as using
potential problems.
a combination of group work, individual reflection, and
(1) Classroom management: Q: Explain teaching methods presentations to foster critical thinking.
Successful classroom management is defined as (2) Teaching Methods &
producing a high rate of work involvement with a low Strategies: and strategies:
rate of deviancy in academic settings. Examples of teaching strategies:
Teaching methods are specific approaches or
To some extent teachers control their instructional Educational institutions are adapting to societal
effectiveness in the classroom. A passive teacher simply
procedures used by teachers to deliver information and • Differentiated instruction: Tailoring
pressures by using diverse teaching methods to facilitate learning, while teaching strategies are instruction to meet the needs of individual
relies on the same old teaching techniques. As compare
to him an active teacher plans different teaching
meet students' needs and better prepare them for broader plans or actions designed to achieve a
particular learning objective, often involving a students with diverse learning styles and
strategic and techniques in order to motivate the future roles. Effective strategies include:
combination of methods to engage students and abilities.
students and to achieve more success in teaching.
1. Lecture: A widely used method for conveying optimize their understanding; examples of methods
Different teaching techniques provide change for the • Active learning: Encouraging students to
large amounts of information. It is most effective include lecture, discussion, inquiry-based learning, and
teachers and minimize disturbances and make sure that
when combined with active learning. While it project-based learning, while strategies might involve participate actively through hands-on activities,
instruction can proceed efficiently; they set up their
offers instructor control, it may limit student differentiated instruction, collaborative learning, or simulations, and problem-solving.
rooms according to the following principles:
feedback and engagement. gamification to cater to diverse learners and enhance
1) Teachers should be able to see all students
engagement.
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 • Collaborative learning: Fostering teamwork innovative results, promoting collaboration and managers and superiors is strongly discouraged, as • It can be diffucult for students to provide the
deeper creativity. it may inhibit and reduce the effect of the four materials and sources which is required for
and shared responsibility through group basic rules, especially the generation of unusual solving the problem.
projects and discussions. Outline of the Method: ideas • Evaluating the learning can be difficult.
• Gamification: Incorporating game elements
1. Set the Problem: Clearly define the problem (ii) Problem-Solving Method: Techniques used in Problem Solving Method:
like points, rewards, and competition to with a focused question, like "What mobile phone
motivate learning. service is needed but unavailable?" If too broad, • Problem solving is a process to choose and use a) Induction: It is like teaching with discovering
break it into smaller components. the effective and benefical tool and behaviours method.Cases are observed carefully.The
• Experiential learning: Providing real-world 2. Create a Background Memo: Send an among the different potentialities to reach the similarities and dissimilarities are found.Then you
experiences through field trips, simulations, or informational letter with session details, the target. can reach the general rule or law with the techniques
problem in question form, and example ideas to
hands-on projects to promote deeper • It contains scientific method,critical "generalization" or "making abstract" from the
guide the session. similarities.
understanding. thinking,taking decision,examining and
3. Select Participants: The panel should consist of b) Deduction: It is reverse of induction
reflective thinking.
10 or fewer people, including core project
• This method is used in the process of solving a technique.Some general laws and rules which are
(3) Teaching techniques: members, external guests, and an idea collector to
problem to generalize or to make synthesis. reached before are given to the students and want
record suggestions. them to apply this method to different singular
4. Create a List of Lead Questions: Prepare case.The convenience of it to the one of the case is
(i) Brainstorming: questions to stimulate creativity if ideas slow Steps of Problem Solving Process:
controlled mentally.
down, such as "Can we combine these ideas?" or
Brainstorming is a group creativity technique that was "How about a different perspective?" 1- Choosing the topic and emergence of problem.
designed to generate a large number of ideas for the 5. Session Conduct: The chairman leads the 2- Delimitation of the problem. (iii) Cooperative Learning Technique:
solution of a problem. It is particularly helpful there is brainstorming session and ensures that the basic 3- Planning the application.
a need to break out of established patterns of thinking, rules are followed. The activities of a typical 4- Preparing the working guide. Cooperative learning is a successful teaching strategy
so that new ways of looking at things would be session are: 5- Providing the sources. in which small teams, each with students of different
developed. The teachers should develop new 6- Examining the problem. levels of ability, use variety of learning activities to
opportunities to bring improvement in their services or • Begin with a warm-up to introduce a 7- Getting a conclusion. improve their understanding of a subject. Each
when existing approaches aren't giving the desired criticism-free environment. 8- Disputating the topics,views and findings. member of a team is responsible not only for learning
results. • Present the problem, then collect ideas from what is taught but also for helping teammates learning,
participants. Advantages of Problem Solving Method: thus creating and atmosphere of achievement. Student
Rules of Brainstorming: • If needed, suggest a lead to inspire work through the assignment until all the members
creativity. • It provides the active participation of the successfully understand and complete it.
There are four basic rules in brainstorming. These are • Organize and elaborate on ideas, students in teaching-learning activity.
intended to reduce the social inhibitions that occur in categorizing them. • It habituates student to study regularly and Benefits of cooperative learning:
groups and therefore stimulate the generation of new • Review and remove duplicates or infeasible organized.
ideas.
solutions. • It provides students to gain scientific view and 1. Group members gain confidence from each
• End with thanks and token appreciation for thinking. other’s success.
participants. • It makes students to be interested in learning. 2. Members share a common goal and fate.
1. Focus on Quantity: The goal is to generate as
many ideas as possible. The idea is that the more • It helps to improve the sense of responsibility 3. Performance is linked to both individual and
ideas produced, the higher the chances of of students. team efforts.
discovering a creative and effective solution. • It provides students to face the problems boldly 4. Successes are celebrated collectively.
Quantity breeds quality. and to deal with it in a scientific approach.
2. No Criticism: Criticism is put on hold during the • It helps students to adopt the view of benefit Research shows cooperative learning:
brainstorming process. Instead of critiquing an The Process: from others ideas and to help each other.
idea, participants should try to expand upon or • It predicates the learning to a more logical and 1. Promotes academic achievement and learning.
build on it. This approach creates a non- • Participants who have an idea but no possibility to doughty foundation. 2. Increases retention and satisfaction.
judgmental, supportive atmosphere that present it are encouraged to write down their idea • It improves the ability of making proposes and 3. Enhances oral communication and social
encourages free-flowing ideas, including unusual and present it later. putting forward the hypothesis. skills.
ones. • The idea collector should number the ideas, so that • It helps students to adopt the idea of not to be 4. Boosts self-esteem and fosters positive race
3. Unusual Ideas are Welcome: The more diverse the chairman can use the number to encourage hurry to make a decision. relations.
and unconventional the ideas, the better. These quantitative idea generation, for example: We have
out-of-the-box ideas may offer fresh perspectives 44 ideas now, let’s get it to 50!. Disadvantages: Elements of Cooperative Learning:
or better solutions than traditional thinking. • The idea collector should repeat the idea in the
Encouraging these ideas helps break away from words he or she has written it, to confirm that it 1. Positive interdepence
established patterns. • It takes too much time.
expresses the meaning intended by the originator. 2. Face to face interaction
4. Combine and Improve Ideas: Ideas can be • It is not possible to apply this method to all
• When more participants are having ideas, the one disciplines.
3. Individual and group accountability
merged or modified to create stronger, more with the most associated idea should have priority. 4. Interpersonal and small-group skills
refined solutions. The concept of "1+1=3" • It can load some worldly burdensomes to 5. Group processing
This is to encourage elaboration on previous ideas.
suggests that combining ideas can lead to students.
• During the brainstorming session the attendance of
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Classroom Activities That Use Cooperative in fact, it is a separate strategy that encompasses a • Informal drama: no preparation, no written other. Cooperation promotes better emotional
Learning: b roader range of group interactions such as material for ex-traffic accident and academic growth.
developing learning communities, stimulating • Role playing: students may get preparation for 3. Individual Learning Needs: Students have
their role before acting different learning styles—some prefer abstract
1. Jigsaw 2. Three-step interview 3. Think-pair-share student/faculty discussions, and encouraging
electronic exchanges (Bruffee, 1993). Both • Formal drama: completely under the teacher ideas, while others need visual or hands-on
4. Round robin brainstorming 5. Three-minute review experiences. Teachers must adapt their methods
control. Everybody uses written material
6. Numbered heads 7. Team pair solo 8. Circle the approaches stress the importance of faculty and
• Puppets: students use puppets and say what to meet these diverse needs. Personalized
sage 9. Partners student involvement in the learning process. they want behind the puppets teaching ensures better understanding and
• Pantomime: students use only mime and engagement.
Advantages: Different techniques of gestures, no oral acts, such as washing his face, 4. Knowledge of Result: Assessments should
eating something focus on conceptual understanding, not just
cooperative learning factual knowledge. Cognitive feedback is
1. The group provides each member with an • Finger game: especially for younger students.
opportunity to participate and thereby A story is given and want students to complete crucial for student progress and development.
influences decision making. Cooperative learning is a successful teaching it by making their fingers talk Students should learn from their mistakes, not
strategy in which small teams, each withstudents just receive rewards or punishments.
2. Face to face learning situations promote an Advantages
5. Textbooks: Textbooks should provide in-depth
atmosphere of cooperation and empathy of different levels of ability, use variety of learning • It is fun
understanding and be developmentally
seldom achieved in other learning situations. activities to improve their understanding of a • Provides direct involvement in learning on the appropriate. Instead of surface-level
3. Personal relationships are usually less subject. Each member of a team is responsible not part of all students knowledge, they should encourage critical
problematic. There is also a greater chance of only for learningwhat is taught but also for • Improves language using thinking and engagement. This helps students
different opinions and varied contributions. helping teammates learning, thus creating an • Communicating/speaking and listening skills retain knowledge in the long term.
4. It encourages broader skills of cooperation and atmosphere of achievement. Students work are improved 6. Level of Intelligence and Prior Knowledge:
negotiation. • Allows for exploration on solutions Every student has unique intellectual strengths,
through the assignment until all the members
5. It promotes learner autonomy by allowing sets Disadvantages: such as logical or artistic intelligence. Teachers
successfully
to make their own decisions in the group • Needs too much time must tailor lessons to these strengths and
without being told what to do by the teacher. • Costumes, decors and preparation of physical address misconceptions. Effective teaching
6. Although we do not wish any individuals in understand and complete it. Cooperative efforts environment may create difficulties starts by assessing students’ prior knowledge
groups to be completely passive nevertheless result in participants striving for mutualbenefit so • If students are limited, it may be boring and building on it.
some sets can choose their level of that all group members; • Students may be too self-conscious 7. Career Counseling: The educational system
participation more readily than in a whole- • Not appropriate for large groups must provide career guidance to prepare
class or pair work situation. 1. gain confidence from each other’s effort . • Students may feel threatened students for the workforce. Teachers should
2. recognize that all group members share a offer insights into various career paths and
Disadvantages: common fate. equip students with practical skills. Career
3. know that one’s performance is mutually
(4) New Themes in Teaching: counseling ensures students are ready for future
1. It is likely to be noisy. Some teachers feel that caused by oneself and one’s job opportunities.
they lose control. And the whole class feeling Modern education thinkers have critically evaluated
teammembers.
which has been painstakingly built up may traditional teaching methods, with some advocating
4. feel proud and jointly celebrate when a
dissipate when the class is split into smaller for reform, transformation, or even de-schooling. In
group member is recognized
entities. developed countries, more learner-centered,
forachievement.
2. Not all the students enjoy it, since they would knowledge-centered, and community-centered
prefer to be the focus of the teacher’s attention approaches are being applied.
Research has shown that cooperative learning
rather than working with their peers.
Sometimes sets find themselves in
techniques; Recent psychological findings emphasize cognitive Q1: How is classroom
uncongenial groups and wish they could be feedback over the use of rewards and punishments,
somewhere else. 1. promote sts learning and academic suggesting that children are naturally motivated to management helpful in
achievement learn, much like they are motivated by hunger or
2. increase sts retention thirst. achieving the teaching and
Q: What is cooperative learning? 3. enhance sts satisfaction with learning
experience Key themes for modern teaching include:
learning goals? Explain with
Discuss different cooperative 4. help sts develop skills in oral communication
5. develop sts social skills examples.
learning techniques. 6. promote sts self-esteem
1. Pedagogical Content Knowledge: Teachers
must know what they teach, who they teach,
7. help to promote positive race relations
Cooperative Learning: and how to make it understandable. Effective According to Lemlech (1988) classroom management
teaching requires engaging methods and clear makes teaching and learning achievable. The
Cooperative Learning is a systematic pedagogical (iv) Drama Technique: communication. Punishment is not an indicator classroom management is defined by using the key
strategy that encourages small groups of students of a teacher’s skill to motivate. components that affect success in the classroom. The
Dramatization: This technique contains many sub 2. Competition vs. Cooperation: Healthy components are planning curriculum, organizing
to work together for the achievement of a common
techniques as follows: competition is important but should not hinder procedures and resources, arranging the environment
goal. The term 'Collaborative Learning' is often collaboration. Teachers should encourage to maximize efficiency, monitoring student progress,
used as a synonym for cooperative learning when, students to share knowledge and support each fore looking potential problems.
Sub Techniques:
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Classroom management:
Successful classroom management is defined as
producing a high rate of work involvement with a low
rate of deviancy in academic settings.
To some extent teachers control their instructional
effectiveness in the classroom. A passive teacher simply
relies on the same old teaching techniques. As compare
to him an active teacher plans different teaching
strategic and techniques in order to motivate the
students and to achieve more success in teaching.

Different teaching techniques provide change for the

teachers and minimize disturbances and make sure that
instruction can proceed efficiently; they set up their
rooms according to the following principles:
1) Teachers should be able to see all students at all
times.
2) Teaching materials and supplies are readily available.
3) High – traffic areas should be free of congestion.
4) Students should be able to see instructional
presentations.
5) Procedures and routines should be actively taught in
the same way that academic content is taught.

Effective classroom managers are nearly always good

planners. They do not become late; handle the situation
after noise and disruption. They teach the rules about
appropriate student behaviour.
Seating arrangement
Arrangements of space and furniture that cluster
students together or hinder the teacher’s view make
teaching more difficult. Seating arrangement must
depend on type of lesson to be taught, and the type of
classroom furniture.
Each teacher needs to know the appropriate seats of all
students. A seating plan helps the teacher to learn names
easily.
Proper arrangement of furniture also contributes to the
smooth running of classrooms functions. According to
Anderson (1991) desks, chairs and tables can be
arranged in a variety of ways; light and temperature can
be increased or decreased. Paint wall coverings, art
work and plants can be used to enhance or detract from
the attractiveness of the physical classroom
environment.
Discipline in the classroom
Discipline in the classroom involves using guidance and
teaching techniques. Discipline creates an atmosphere
conducive to learning and encourages students to
become self- directive.
The teacher must fairly examine the reasons of
individual student behavior, and then he can plan
intelligently how to prevent disciplinary violations
before they occur. If violations occurs, appropriate steps
can be taken so that as little injury as possible is done to
the learning process. Discipline rules should be posted
in the classroom for all to see in order to create a
classroom environment with maximum productive time
utilization.
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