Laibuta K.

Teaching methods
• Lecture • Tutorials
• Lecture discussion • Role play
• Seminar • Integrated teaching
• Symposium (horizontal and vertical)
• Panel discussion • Talking point sessions
• Group discussion • Workshops
• Clinical teaching • Conferences
• Nursing conferences
Innovative teaching
methods
• Problem based • Computer aided
learning (PBL) learning,
• Self- directed learning • Student centred,
• Small group tutorial problem based,
integrated, community
• Community based oriented electives and
education systematic Approach
(SPICES) -
LEARNING PYRAMID
We learn...
• 10% of what we read
• 20% of what we hear
• 30% of what we see
• 50% of what we both see and hear
• 70% of what is discussed with others
• 80% of what we experience personally
• 95% of what we TEACH to someone else
William Glasser
TEACHING AND
LEARNING METHODS
There are different types of teaching methods
which can be categorised into three broad
types.
• Teacher-centred methods,
• Learner-centred methods,
• Content-focused methods and
• Interactive/participative methods.
(a)
INSTRUCTOR/TEACHER
CENTRED METHODS
• Here the teacher casts himself/herself in the
role of being a master of the subject matter.
• The teacher is looked upon by the learners as
an expert or an authority.
• Learners on the other hand are presumed to
be passive and copious recipients of
knowledge from the teacher.
• Examples of such methods are expository or
lecture methods
(b) LEARNER-CENTRED
METHODS
• In learner-centred methods, the
teacher/instructor is both a teacher and a
learner at the same time.
• The teacher plays a dual role as a learner as
well so that in his classroom
"extends rather than constricts his intellectual
horizons”.
(b) LEARNER-CENTRED
METHODS
• The teacher also learns new things everyday
which he/she didn’t know in the process of
teaching. The teacher, “becomes a resource
rather than an authority”.
• Examples of learner-centred methods are
discussion method, discovery or inquiry
based approach and the model of learning
through discussion (LTD)
(c) CONTENT-FOCUSED
METHODS
• In this category of methods, both the teacher
and the learners have to fit into the content
that is taught.
• Generally, this means the information and
skills to be taught are regarded as
sacrosanct or very important.
• ?? Nursing education
(c) CONTENT-FOCUSED
METHODS
• A lot of emphasis is laid on the clarity and
careful analyses of content.
• Both the teacher and the learners cannot
alter or become critical of anything to do
with the content.
• An example of a method which subordinates
the interests of the teacher and learners to
the content is the programmed learning
approach.
(d) INTERACTIVE/PARTICIPATIVE
METHODS
• This fourth category borrows a bit from the three
other methods without necessarily laying
emphasis unduly on either the learner, content or
teacher.
• These methods are driven by the situational
analysis of what is the most appropriate thing for us
to learn/do now given the situation of learners and
the teacher.
• They require a participatory understanding of
varied domains and factors.
Lecture
" The lecture is a pedagogical method
whereby the teacher formally delivers a
carefully planned expository address on
some particular topic or problem". James
Michael Lee
LM Technique
• Organise the class room in a way which is
conducive for teaching learning activity.
• Prepare lesson plan on the topic which need to be
discussed showing objectives, content, teaching
learning activity, AV aids & time
• Start the lecture with introduction of self, if not
introduced earlier, introduce the topic and review
the previous topic.
Technique
• Organise the content matter, which needs to
be lectured in the class room.
• Maintain eye contact and avoid looking out
of windows, at walls and over students head
while teaching.
• Do not repeat words.
• Make use of appropriate AV aids
Functions
• Clarifythe previous concepts before
moving towards next topic.
• Manage the lecture in planned time as
teaching in less time will enable
students to understand and more time
than expected arise tension and
damage the lecture.
Functions
• Provides a brief introduction on
knowledge of learning before
demonstrating the skill or introducing
new area of learning.
• Clarifies concepts with illustration.
 Lecture/Presentation
Advantages Techniques
 Time  Use outline
 Person power  Use visual aids
 Supplement
 Emphasize key points
Disadvantages  Utilize stories to
 Limited
participation support
 Not suitable for  Encourage student
skills interaction
 Difficult to assess  Use communication
progress techniques
 Difficult to keep
attention
Merits of LM
• Lecture method stimulates students and
promotes critical thinking process.
• Lecture method meets the learning needs of
the learners as it is based on need and
interest of the learners.
• It aparently saves resources.
• It provides the presence of teacher with the
students.
Merits
• It gives a feeling of security to the students.
• It caters to a large group of learners at a
time.
• It provides flexibility as the teacher is in close
contact with his / her students.
• The teacher can adjust his / her technique in
accordance with the learner's abilities,
aptitudes and interest.
Demerits of LM
• It keeps the pupil in a passive situation.
• It does not allow for individual pace of
learning.
• Lecture method hardly offers any possibility
of checking the learning progress.
• It does not facilitate problem solving .
Demerits
• In lecture method, less attention is paid to
problem solving, feedback from learners,
decision making & critical thinking.
• If the lecture is not prepared before hand it
fails to attain the objectives.
• Lecture method fails to sustain the attention,
concentration and interest of the learners.
• Essentials ofAvoid
a goo lecture
annoying Tailor
mannerisms speech &
Manage
writing
lecture in
time
proper use
of body
language
A GOOD
Lecture with LECTURE
respectivity of
students Topic
Clarify based on
concepts with need &
examples interest
Group discussion
A method in which group discussion
techniques are used to reach instructional
objectives
Discussion
• A discussion is the means by which people
share experiences, ideas and attitudes.
• As it helps to foster trainees involvement in
what they are learning, it may contribute to
desired attitudinal changes.
• Discussion may be used in the classroom for
the purpose of lesson development, making
trainees apply what they have learnt or to
monitor trainees learning by way of feedback.
Discussion
• Discussion may also be used, following a
lecture or demonstration, to help trainees
apply what they have learned.
• The instructor can ask questions, that help
trainees to relate concepts and principles to
contexts that are familiar to the trainees or
in which they will ultimately be needed.
Discussion
• Discussion sessions can be led by the instructor, or
can take place in groups.
• In either case, the goal is to meet the lesson
objectives by allowing the trainees to:-
a) Relate relevant personal experiences or events
which have occurred in the work setting.
b) Contribute ideas or personal opinions.
c) Apply what has been learned to familiar situations
or solving problems.
d) Express what had been learned.
 Guided Discussion
Advantages Techniques
 Active participation  Preparation
 Effective thinking  Topic
 Reinforce learning  Objective
 Better solutions
 Homework
Disadvantages
  Lead-off questions
Time
 Stay on track  Three parts
 Participation  Atmosphere
 Background
Discussion Guidelines
• Consider goals
• Consider experience and development of students
• Study issues
• Orient students to objective
• Provide supportive environment
• Provide information when necessary
• Review, summarize, or weave opinions and facts
 Uses
1.To develop imaginative solutions to
problems.
2. To stimulate thinking and interest
and to
secure student participation.
3. To emphasise main teaching points.
4. To supplement lectures, reading, or
laboratory exercises.
 Discussion uses
5. To determine how well student
understands concepts and principles
6. To prepare students for application
of theory of procedure.
7. To summarise, clarify points or
review.
 Advantages
1. Increase students interest
2. Increases students acceptance and
commitments.
3. Utilises student knowledge and
experience.
4. Results in more permanent learning
because of high degree of student
participation.
 Disadvantages
1. Require highly skilled instructor.
2. Requires preparation by student.
3. Limits content.
4. Consumes time.
5. Restricts size of groups.
 Small-Group Suggestions
 Monitor activity
 Ensure background knowledge is
sufficient
 Plan for relatively short discussions
 Give precise directions
BUZZ GROUPS
• During a longer session, the plenary group
can break into sub-groups to discuss one or
two specific questions or issues.
• The room soon fills with noise as each sub-
group ‘buzzes’ in discussion.
• If appropriate, after the discussion one
member of each group can report its findings
back to the plenary.
Buzz groups
• Buzz groups can be in pairs, trios, or more
depending on the activity. People turn to their
neighbours for a quick buzz, or form larger groups
of three or more.
• This allows almost every one to express an opinion.
• While they are buzzing, participants are able to
exchange ideas and draw on their wide collective
experience. It may provide a good opportunity for
trainees to reflect on the content of a lecture.
buzz
• A good buzz session will generate many ideas,
comments and opinion, the most important of which
will be reported back.
• Buzz groups help trainers as they allow you to:
- Draw your breath
- Gauge the mood, by listening to some of the
discussions
- Change pace of the session
- Encourage participants to reflect on what they have
learnt and how they might apply it in their work.
Disadvantages
The main obstacle using buzz sessions lie in:
• Unfamiliarity with their use,
• The time required, the need for leaders or
facilitators within each sub-group, and
• The need to have tables and chairs arranged
for quick and easy discussion.
BRAINSTORMING
 BRAINSTORMING
• The purpose of a brainstorming session is to
discover new ideas and responses very
quickly.
• It is particularly a good way of getting bright
ideas. It differs from the buzz groups
discussion in that the focus is on generating
as many ideas as possible without judging
them.
• Participants are encouraged to let ideas flow
freely, building on and improving from
previous ideas.
BRAINSTORMING
• No idea, however crazy, should be rejected.
These ideas are listed exactly as they are
expressed on a board or flipchart, or written
on bits of paper.
• The combination of swiftly generated ideas
usually leads to a very animated and
energising session.
• Even the more reserved participants should
feel bold enough to contribute.
BRAINSTORMING
• The purpose of listing responses is to collect
existing experiences and thoughts.
• It is useful to collect answers to questions when
you expect much repetition in the responses.
• After a brainstorm session, the ideas can be
discussed further and evaluated, for example
listing the best options in a systematic way.
Ideas can be grouped and analysed so that they
belong to the group rather then individuals.
Advantages
1. Discover new ideas, thoughts and responses
very quickly.
2. Leads to a very animated and energising
session.
3. More reserved participants feel free to
contribute.
Disadvantages
1. It takes time particularly if it is a large
group.
2. May consume a lot of material e.g.
flipcharts or writing materials.
3. Requires high level facilitation skills.
Demo
A method of instruction where the instructor
by actually performing an operation or doing
a job shows the students what to do, how to
do it, and through explanations brings out
why, where, and when it is done.
Demonstration
“The most effective way to teach an occupational
skill is to demonstrate it... one of the two most
essential teaching skills is the ability to demonstrate;
the other is the ability to explain.
Both are vital to the success of either an operation
lesson or an information lesson”.
• Demonstration means any planned performance of
an occupation skill, scientific principle or
experiment.
Demo
1. To teach manipulative operations or procedures.
2. To teach troubleshooting.
3. To illustrate principles.
4. To teach operation or functioning of
equipment.
5. To teach teamwork.
6. To set standards of workmanship.
7. To teach safety procedures
Teacher preparation
1. Rehearse your presentation in advance of
the lesson.
2. Anticipate any difficult steps, possible
interruptions e.t.c.
3. Obtain all materials, tools, equipment,
visual and teaching aids in advance and check
their useful condition.
4. Have all materials within reach and
conveniently arranged.
Teacher preparation

5. Time the demonstration NOT to exceed 15

minutes.
6. Remove all extraneous materials; check
lighting, visibility, student grouping, and
proximity to electric, gas and water outlets.
7. Plan to use a skill or method to advantage;
work from simple to complex, one step at a
time.
Presentation
1. Make sure all students can see and
hear the lesson.
2. Be enthusiastic, professional, effective
but not dramatic.
3. Relax; use any mishaps or humour to
YOUR advantage.
4. Observe all safety rules and
procedures.
Presentation
5. Keep eye-contact with the class; ask
and encourage class questions.
6. Explain WHY and HOW: use the
techniques of SHOW and TELL.
7. Use a medial summary to strengthen
your explanation
Adv. ..Di
s.
1. Minimise 1. Require careful
damage and waste preparation and
2. Saves time rehearsal.
3. Can be 2. Requires special
presented to large classroom
groups. arrangements.
THE RETURN
DEMONSTRATION METHOD
The learner is required to perform under controlled
conditions the operations, skills or movement being
taught.
1. To teach manipulative operations or procedures.
2. To teach operation or functioning of equipment.
3. To teach team skills
4. To teach safety procedures.
Adv..... .Dis
.
1. Builds confidence. 1. Requires tools and
2. Enable learning equipment.
evaluation. 2. Requires large
3. Reduces damages block.
and waste. 3. Requires more
4. Promotes safety. instructors.
 Cooperative Learning
 Teacher presents problem or task
 Students work among themselves
 Students help one another
 Students praise or criticize one
another
 Receive group performance score
 Cooperative Learning
Elements
 Positiveinterdependence
 Face-to-face interaction
 Individual accountability
 Interpersonal and small-group skills
 Group processing
 Panels and Debates
 Group becomes informed on topic
 Present information to class
 Interact in discussion

 Panel
 Symposium
 Taskforce
 Debate
 Role Playing

 Students act our situation or idea

 Teacher facilitates follow-up
discussion
 Helps understanding of perspectives
 Used to clarify attitudes and
concepts
 Usually done spontaneously
 Can be time consuming
 Students may not be serious
Uses
1. Exploring and improving interviewing
techniques and examining complexities
and potential conflicts of groups.
2. To consolidate different lessons in one
setting.
ROLE PLAYS
• In role plays, participants use their own
experiences to play a real life situation.
• When done well, role plays increase the
participants self-confidence, give them the
opportunity to understand or even feel
empathy for other people’s viewpoints or
roles, and usually end with practical
answers, solutions or guidelines.
Role plays
• Role plays are useful for exploring and
improving interviewing techniques and
examining the complexities and potential
conflicts of group meetings.
• They help participants to consolidate different
lessons in one setting and are good energisers.
• However, role plays can be time-consuming
and their success depends on the willingness
of participants to take active part.
Role plays
• Some trainees may feel a role play is too exposing,
threatening or embarrassing.
• This reluctance may be overcome at the outset by
careful explanation of the objectives and the
outcome.
• Some role plays can generate strong emotions
amongst the participants. It is therefore essential
that a role play is followed by a thorough debriefing.
• This provides the opportunity for the trainer and the
participants to raise and assess new issues.
Adv... Dis.
1. Good energizers. 1. Participants might
2. Promotes be reluctant.
empathy of trainees 2. May not work with
for other situation. trainees who do not
3. Encourages know each other well.
creativity in learning.
 Simulations
 Model real-life environment
 Assume roles, make decisions, face
consequences
 Benefit from seeing others’ behavior
Simulation
• Simulations are instructional scenarios
where the learner is placed in a "world"
defined by the teacher. They represent a
reality within which students interact.
• The teacher controls the parameters of this
"world" and uses it to achieve the desired
instructional results.
• Students experience the reality of the
scenario and gather meaning from it.
Simulation
• A simulation is a form of experiential
learning. It is a strategy that fits well with the
principles of Student-Centred and
constructivist learning and teaching.
Simulations take a number of forms. They may
contain elements of:
•  a game
•  a role-play, or
•  an activity that acts as a metaphor
Simulation advantages
1.Student-teachers are helped in a variety of
ways through simulated training. It helps in
developing self-confidence among them.
2.This technique helps in linking theory with
practice of teaching.
3.Student-teachers are given an opportunity
to study and analyze critical teaching
problems.
Adv.
4.Student-teacher understand the behavioral
problems of the classroom and develop insight
to encounter them.
5.Simulated training provides feedback to
student teachers to modify their behavior.
6.It helps in developing social skills like social
manners and etiquettes among the
studentteachers.
Disadvantages
1.Simulation is like socio-drama or sort of gaming, which
reduces seriousness of learning.
2.No emphasis is given on teaching skills or content-
taught only the social behavior is
considered.
3.It requires the supervision by training personnel which
are generally not available or not devoted to their duties.
4.Simulation attempts to portray the real situations in a
simple way, which in general, are
very complex and difficult.
THE STUDY
ASSIGNMENT
METHOD
• A method in which the instructor
assigns reading to books, periodicals,
project or research papers or exercises
for the practice.
Uses
1. To orient students to a topic prior to classroom or
Laboratory work.
2. To set the stage for a lecture demonstration or
discussion.
3. To provide for or capitalise on individual
differences in ability, background, or experience
through differentiated assignments.
4. To provide for the review of material covered in
class or to give practice.
5. To provide enrichment material.
Adv.... Dis...
1. Increase coverage 1. Require careful
of material. planning and follow
2. Reduce classroom up.
time. 2. Poses evaluation
3. Permits individual problem.
attention. 3. Produce
nonstandard results.
Tutorial method

• A method of instruction in which an

instructor works directly with an individual
student.
Uses
1. To teach highly complicated skills
operations or operations involving danger or
expensive equipment.
2. To provide individualised remedial
assistance.
Adv. Dis.
1. Permits adaptive 1. Requires highly
instruction. competent instructor.
2. Stimulates active 2. Demands time and
participation. money.
3. Promotes safety.
THE SEMINAR
METHOD
THE SEMINAR METHOD
A tutorial arrangement involving the instructor and
groups, rather than instructor and individual.
1. To provide general guidance for a group working
on an advanced study or research project.
2. To exchange information techniques and
approaches being explored by members of a study or
research group.
3. To develop new and imaginative solutions to
problems under study by the group.
Adv. Dis.
1. Provides 1. Requires highly
motivation and competent instructor.
report. 2. Poses evaluation
2. Stimulates active problems.
participation. 3. Is more costly than
3. Permits adaptive most other methods.
instruction.
 Games
 Competition to achieve learning goal
 Teach problem solving and decision
making
 Projects, Reports and
Problems
 Activities:  Reporting:
 Research reports  Display
 Case studies  Act out
 Problem-based  Computer-generated
learning report
 Panel discussions
 Written materials
 Inquiry/Problem-Based
Learning
 Discoverythrough data collection
and hypotheses testing
 Common steps:
– Identify and clarify problem
– Form hypotheses
– Collect data
– Analyze and interpret data to test
hypotheses
– Draw conclusions
Integration of research and education:

…infuse the joy of discovery and an

awareness of its connections to exploration
through directed inquiry and careful
observation, and analytic thinking for
students at all levels.
NSF in a Changing World
(1995)
 What is PBL II
• Student-centered; faculty facilitated

• Inquiry training; methodology to teach students

clinical cases, either real or hypothetical

• Going beyond content

Involvement + Experience =
Understanding, Ownership and
Long-term Retention
What does PBL do?
PBL simultaneously develops problem
solving strategies, disciplinary knowledge
bases, and skills.
How does PBL do it?
By placing students in the active role of
problem solvers confronted with a
(purposefully) ill-structured problem which
mirrors real-world problems.
 Problem-based learning has as its
organizing center the ill-structured
problem which...

• is messy and complex in nature

• requires inquiry, information-
gathering, and reflection
• is changing and tentative
• has no simple, fixed, formulaic,
"right" solution
Features of a PBL
Problem
1. introduction, 1. guiding questions,
2. content, 2. assessment exercises,

3. learning objectives, 3. and time frame

(Bridges, 1992).
4. resources, The students must be
guided to reach both the
5. expected outcome, objectives involved in
solving the problem and
the objectives related to
the process.
Creating An Appropriate Problem

•Choosing a relevant problem,

•Ensuring that the problem's coverage includes

both the big idea and basic skills, and

•Ensuring the problem's complexity mimics real-

life problems.
A well-designed PBL project provides
students with the opportunity to
develop skills related to:
• Working in teams. • Working independently.
• Managing projects and • Critical thinking and
holding leadership analysis.
roles. • Explaining concepts.Self-
directed learning.
• Oral and written
• Applying course content to
communication. real-world examples.
• Self-awareness and • Researching and
evaluation of group information literacy.
processes. • Problem solving across
disciplines.
Barriers to PBL
•PBL requires more time of students, expects to
be responsible and independent learners
•More time to cover same content (transfer of
info via lecture is certainly more efficient—but
does learning really occur?)
•Requires technical and information support.
Lack of incentives for faculty
Disadvantages of Problem Based Learning

These limitations revolve around six topics:

•the academic achievement of students involved in
problem based learning,
•the amount of time required for implementation,
•the changing role of the student in the process,
•the changing role of the teacher in the process,
•generating appropriate problems, and
•valid assessment of the program and student learning.
 “Science is knowledge not of things, but
of their relations.”

Science is built up of facts, as a house is built up

of stones, but an accumulation of facts is no
more science than a heap of stones is a house.
Henri Poincaré
Science and Hypothesis
Nursing care
conference
Nursing care conference is a group discussion
using problem solving techniques to
determine the ways of providing care for the
patients to whom students are assigned as
apart of their clinical experience.
Clinical conferences
Clinical conferences have been utilized in the
clinical setting as a teaching strategy to engage
students;
• enhance and reinforce learning;
• develop critical thinking and problem-
solving;
• improve clinical reasoning and judgment;
and ultimately facilitate integrating theory
into practice (Hsu, 2007).
Clinical conferences
• Today, clinical conferences may be conducted at the
beginning of the clinical experience (pre-clinical
conference); during the middle of the clinical
experience (intra or mid-clinical conference); or at
the end of the clinical experience (post-clinical
conference).
• Clinical conferences enhance learning, engage
students, promote critical-thinking skills, aid
professional development, and improve clinical
reasoning and judgment.
Nursing rounds
Computer aided
learning
• Computer-Aided Instruction (CAI), diverse and
rapidly expanding spectrum of computer
technologies that assist the teaching and learning
process. CAI is also known as computer-assisted
instruction.
Examples
• guided drill and practice exercises,
• computer visualization of complex objects, and
computer-facilitated communication between
students and teachers.
Computer aided
learning
Types of CAI
• Information that helps teach or encourages
interaction can be presented on computers in the
form of text or in multimedia formats, which include
photographs, videos, animation, speech, and music.
• The guided drill is a computer program that poses
questions to students, returns feedback, and selects
additional questions based on the students’
responses.
• Recent guided drill systems incorporate the
principles of education in addition to subject matter
knowledge into the computer program.
Advantages
• CAI can dramatically increase a student’s access to
information.
• Many students benefit from the immediate
responsiveness of computer interactions and
appreciate the self-paced and private learning
environment.
• Moreover, computer-learning experiences often
engage the interest of students, motivating them to
learn and increasing independence and personal
responsibility for education.
Disadvantages
• In some applications, especially those involving
abstract reasoning and problem-solving processes,
CAI has not been very effective.
• Critics claim that poorly designed CAI systems can
dehumanize or regiment the educational
experience and thereby diminish student interest
and motivation.
• Other disadvantages of CAI stem from the difficulty
and expense of implementing and maintaining the
necessary computer systems.
Disadvantages
• Some student failures can be traced to inadequate
teacher training in CAI systems. Student training in
the computer technology may be required as well,
and this process can distract from the core
educational process.
• Although much effort has been directed at
developing CAI systems that are easy to use and
incorporate expert knowledge of teaching and
learning, such systems are still far from achieving
their full potential.
 TEACHING
STRATEGIES
TEACHING STRATEGIES
• Teaching strategies stand for plans, means and
specific way especially devised and employed by
the teachers for guiding, directing and showing
path to the learners for the realization of the set of
instructions or teaching learning objectives.
Nursing has two distinct aspects of teaching
strategies:
•  Theoretical
•  Clinical(practical)
1. Experiential learning
This refers to learning on based on
experience or the process that makes the
most out of the experiences especially
thinking about experiences
It doesn’t take place with every experience
but only if the knowledge and skills gained
through a specific experience will help cope
better in future with similar experiences
Elements of
experiential learning
• Embraces knowledge, skill or both and the standard
expected to be achieved (Examples
of experiences are observing something, attending a class,
interaction, field trip)
• Reflection which can occur individually or in groups,
written or verbally, using structured
or unstructured format
• Action – have an opportunity to practice, test or
experience with the new knowledge for
learning to take place and make relevant adjustments
•  Revisiting the experience
Advantages
•  Enables learners to learn from and give
meaning to his or her experiences
•  Active involvement
•  Student centeredness
•  A degree of interaction
•  Some measure of autonomy and flexibility
•  High degree of relevance
Disadvantages
•  Can be time consuming and expensive
•  Threatening to the learner
•  Meaningless if the teachers experience,
values and attitudes are forced on the
learner
2. Reflective learning
This means one rethinks and re-lives the experience, and
discusses ones feelings and attitudes with others
Its characterized by ability to engage in:
• self-assessment,
• Criticize the existing state of affairs,
• Promote changes and adapt to change,
• Practice as an autonomous profession
SPICES
SPICES
• Ronald Harden developed a model that
places the curriculum of a medical
school along a spectrum of six
educational strategies.
• This model, known as SPICES
SPICES
• Student centred,
• Problem based,
• Integrated,
• Community oriented electives and
• Systematic Approach
The teacher
CHARACTERISTICS OF AN
EFFECTIVE TEACHER
• An effective teacher can be defined as the teacher
who made the most significant impact on the lives
of their learners.
• There are about 12 characteristics that make the
point that no longer can teachers view themselves
as merely a dispenser of knowledge.
• These 12 characteristics make the inference that
teachers must model the character that they seek
to instill in the learners they teach.
Xtrics
• Prepared - come to class/session each day
ready to teach.
• Positive-They see the glass half-full (They
look on the positive side of every situation).
• They are available to students.
• High expectations - do not set limits on any
of the students and believe they all can be
successful.
Xterics
• Creative- very resourceful and inventive in how they
teach their classes.
• Fair -Just in how they treat students and in their
grading. They allow all students equal opportunities
and privileges.
• Personal touch-Approachable. They connect with
students in a personal way.
Develop a sense of belonging - make students feel
welcome and comfortable in their class
• Admits mistakes - quick to apologize to students when
an error is made.
Xterics
• Sense of humor- Do not take everything so
seriously and make learning fun.
• Gives respect to students
• Forgiving
• Compassionate
When students are fortunate enough to be in the
classroom of a teacher who displays a majority of
the 12 Characteristics of Effective Teacher, it can
make a life-long difference.
 Criteria of good teaching
• Good Concept ( thorough preparation)
• Organized Content ( lesson planning)
• Good Quality and optimum quantity
• Sequence
• Relevance
• Learner oriented
How to teach?
 TEACHING PRACTICE
1. SET INDUCTION
2. INTRODUCING TOPIC
3. TOPIC ORGANIZATION
4. REINFORCING OR STIMULATING
5. SUMMARIZING
 Set induction
• Bringing the mood of the audience into the
topic.
• Make sure that your audience is ready to
receive the message you are going to deliver
by any means which will make them
attentive and receptive like:
1.Verbal questioning
2.Handouts
3.Problem/exercises
 Introduction to the topic
• Introduce the topic to the
students by means of
1.Title
2.Learning objectives
3.Performance objectives
 Organizing the topic
• Prepare lesson plan keeping in mind
1.Relevance
2.Sequence
3.Editing
4.Time management
 Reinforcement
• Make the lesson both comprehensive and
interesting by Reinforcing with
1.Facts and figures
2.Problems/exercises
3. Giving Examples
4.Making it a two way lecture discussion by
asking a few questions - particularly the
students who are not attentive.
 Stimulation
Make it more interesting and lively by
1.Repetition of the main points
2.Stressing the important ones
3.Pauses to make something more
effective
4.Relevant personal experiences
5.Purposeful body movements, gestures,
voice modulations, eye contact etc.
 Teacher is the main one
• Teacher teaches
( not the black board, OHP
or PPT)
 Teaching flows
• Teaching is a flow of thoughts ( stream of
thoughts).
• It is a continuous process, hence there should
be no unwanted interruptions.
 Summarizing
Summarize your lecture
• By checking whether you have explained all the
learning objectives you have chosen.
• Just repeat your learning objectives giving
stress on main points.
• Please note that summarization is not
evaluation or assessment of impact of your
lecture. It completes just delivery of lecture, but
does not measure the impact of lecture on the
audience.
 Teaching
• Teaching is an art (not just
reading from a book and
reproducing in the class room).
 Managing the students
 Don’t throw the blame on the students for your
failure to create an impact with your lecture.
 Students are less skilled, emotional and You are more
skilled and composed.
Best way to control the students is by giving them best
lectures.