A DAY SEMINAR ON

“Principle and method of teaching

To be presented at
ADDAIBAH ACADEMY MARADI HOTORO

On
th
Monday, 28 December, 2015

By
Zakaria Abdullah Baffa

Contents:
1.0 Teacher and his qualities
1.1 personal qualities
1.2 Professional qualities

2.0 Lesson plan

2.1 condition to be fulfilled before preparing a lesson
2.2 Madeline Hunter’s lesson plan format

3.0 Methods of teaching

3.1 things to consider in choosing method of teaching
3.2 methods of teaching

4.0 Teaching skills

5.0 Set induction

5.1 good method of set induction
5.2 bad method of set induction

6.0 Class management and control

 INTRODUCTION
Education is the only tool or machinery that will be use to achieve our desired life goals, and
its only will the help of competent teachers that our younger ones will acquire qualitative
education necessary for their development. The solid aim of this seminar is to create flat foam
for the teachers in order to have an open interaction that will yield effective teaching and
mastery of the principles and method of teaching.

1.0 TEACHER AND HIS QUALITIES

A Teacher is a person with high personal, professional discipline and integrity, who is
dedicated with appropriate knowledge, skill and attitudes that will facilitate easy achievement
of any given goal of education. (Jingau & Sa, ad 2009)

1.1 personal qualities: this is moral and ethical qualities which a teacher is expected to
acquire, Njoko (1980) identified Cleanliness, Self respect, Honesty, Tolerance, Fairness as
personal qualities of teacher.
1.2 professional qualities: these are academic qualities a teacher possesses through long
term of studies and practice. Afayi (2001) mentioned thorough knowledge of subject matter,
ability to organize and present the subject matter clearly, explanation of ideas simply and
clearly, ability to communicate the knowledge, ability to manipulate factors affecting learning
and to have a high degree of understanding of the intellectual development of his/her students
as professional qualities of teacher. In Nigeria N.C.E, B. Ed, P.G.D.E est. is regarded as
teaching qualification.

Some of the qualities of teacher include the following

• Emphasis upon instruction
• A balance of grouping strategies
• Clear objectives
• Good subject knowledge
• Good questioning skills
• Good time management
• Appropriate range of teacher assessment techniques
• Well-established classroom routines
• Effective planning
• Good classroom organization
• Effective use of other adults in the classroom

A professionally trained teacher must device ways of evaluating his work, this can be
done through asking himself a series of questions as follows;

As a subject teacher, do I:
• have a detailed, up-to-date knowledge of the subject(s) I teach?
• maintain my enthusiasm for the subject by being a learner as well as a teacher, both within
the classroom and beyond it, and can I use that subject enthusiasm to motivate and inspire
pupils?
• regularly offer to my pupils models of good performance in all aspects of the subject, to
clarify my expectations and raise their aspirations?
• plan lessons and units of work to ensure continuity in learning and steady progress for pupils
in the required knowledge, skills and understanding by building new work onto what has gone
before and balancing new material or ideas with reinforcement?
• plan lessons that are varied, starting in ways that engage pupils’ interest, intellect or creativity
and using a range of groupings, activities and appropriate resources to maintain that interest?
• make clear the intended learning in my lessons? Do I match it to pupils’ prior attainment and
assessed aptitude, and both communicate these intentions to pupils and review with them the
extent of their learning?
• Wherever feasible, look for opportunities for pupils to undertake investigations, solve
problems or analyze and evaluate ideas? Do I encourage pupils to be exploratory and
critical, rather than passive recipients of information?
• use questioning skillfully to probe and extend pupils’ thinking in ways well matched to their
level of attainment in the subject?
• give pupils sufficient time for reflection, thought and even puzzlement?
• recognize ‘practical’ work as integral to learning for pupils of all abilities, but ensure that it is
linked to analysis and evaluation?
• do i mark and assess pupils’ work as helpfully as is practicable, offering informative
feedback?
• Do I use criteria, marks or grades that are understood by pupils?
• Do I provide a clear Indication of what has been done well and where improvement is
needed?

Effective teachers:
• are clear about instructional goals
• are knowledgeable about curriculum content and the strategies for teaching it
• communicate to their students what is expected of them – and why
• make expert use of existing instructional materials in order to devote more time to practices
that enrich and clarify the content
• are knowledgeable about their students, adapting instruction to their needs and
anticipating misconceptions in their existing knowledge
• teach students meta-cognitive strategies and give them opportunities to master them
• address higher- as well as lower-level cognitive objectives
• monitor students’ understanding by offering regular appropriate feedback
• integrate their instruction with that in other subject areas
• accept responsibility for student outcomes.

2.0 LESSON PLAN:

For clear understanding of lesson plan, there is need to understand the following;
Curriculum: curriculum is derived from Latin “curere”, which means a runway, course or way
of teaching a goal. Taner & Taner (1975). Educationally, curriculum means an aggregate of
school activities designed by Government in order to achieve national development.
Syllabus: syllabus is an outline course of study or summery of course of study designed by
examination bodies
Scheme of work: this is a breakdown of syllabus into smaller and manageable portions on
yearly or termly basis.
Unit of work: this is a weekly or weeks plan design to be taught on daily basis
Lesson plan: lesson plan is a systematic outline of teaching and learning activities with
methodology and instructional materials.
Lesson note: a detailed account of all the activities of teacher and the student in the course of a
lesson.

2.1 Conditions to be fulfilled before preparing a lesson.

 Consult scheme
 Think of definite and specific objective
 Decide, organize and assemble materials needed
 Choose suitable method
 Think of possible questions from the students
2.2 Madeline Hunter’s lesson plan format
Beside the general information, Madeline hunter’s lesson plan consists of six points,

i. Focus and review (In what way will you activate their prior knowledge and experience to
help them relate to today's lesson.) Focus attention, brief practice on previous/related
learning.

ii. Statement of objective (The object is what students will be able to know/do by the end of
this lesson. The overarching purpose/understanding is the broad goal/curriculum standard
related to the discipline.)

iii. Teachers input/activities. (The knowledge you will communicate to the Student. Tell,
lecture, stand up and deliver so that the student will understand the objective.) Disseminates
new information and activities to achieve the stated objectives

iv. Guided practice (What activities will the students perform under your supervision to
ensure that they are able to practice the material. If they make mistakes, you are able to show
them how to do it correctly.) Close monitoring and direction of the students by the instructor as
they practice the whole task for the first time independently of each other.

v. Independent practice. This section is for reinforcement practice. This may include
homework, group work, or individual work in class. It may also be used for projects or as a
way for students to apply what they have learned (without teacher’s supervision.)

vi. Closure/conclusion. These are statements by a teacher that are designed to bring a lesson
or presentation to an appropriate conclusion. Closure is the act of reviewing and clarifying the
key points of a lesson. It is used to:
a. Cue students to the fact that they are at the end of the lesson.
b. Help organize student learning.
c. Help students form a clearer picture of what the lesson is all about.
d. Reference to the next lesson.

Note: Not all steps are present in every lesson. In some cases, some of these steps can occur
more than once. It is not a rigid formula. It is intended to guide thinking about what is
necessary in a particular lesson. Sometimes it can take more than once class session to
complete all of the necessary steps.

3.0 METHODS OF TEACHING:

Method of teaching is a strategic way a smart teacher employ to impart knowledge to his pupils
or students easily and within a short period of time. For effective teaching and learning to take
place, one or more suitable methodology must be used.

3.1 things to consider in choosing method of teaching.

 Age of the target group
 Group size, small, medium or large
 Nature of the subject e.g. theory, practical, field trip est.
 Teacher’s experience
 Time frame
 Instructional facilities available target group’s level of experience
 Individual difference, intelligent, sex, need, cultural background etc
 Instructional objective
 School’s financial status
3.2 methods of teaching;
 Lecture method
 Activity method
 Play method
 Project method
 Field trip method
 Discussion method
 Experimental method
 Individual method

4.0 TEACHING SKILLS:

These are skills which make teaching result-oriented. They help teacher in bringing his pupils
or students closer to the provision of the curriculum. The following are examples of teaching
skills;
 Set induction
 Stimulus variation
 Examples and variations
 Questioning
 Re-enforcement
 Planned repetition
 Non verbal communication
 closure

5.0 SET INDUCTION:

Set induction is a method or process of gaining pupil’s attention at the beginning of a lesson, or
a warming up stage so that the pupils or students get ready for lesson. In this stage a smart
teacher catches learner’s attention and maintains it. This can be done through so many ways, eg
display of instructional materials, song, simple story and question. The teacher will carefully
choose a suitable way that can arouse learner’s interest to the lesson. Mark you; this can be
done wisely by considering his instructional objective (cognitive domain, affective domain and
psycho motor domain).

5.1 good method of set induction;

 Body gesture
 Variety of materials
 Use of illustration, demonstration, drama
 Teaching the learner to do, see, hear
 Confusing question
 Step by step lesson presentation

5.2 bad method of set induction;

 Shouting at learners
 Threatening to beat
 Banging the table
 Giving reward for attention
 Display of unpleasant mood
 Display of cane
6.0 CLASS MANAGEMENT AND CONTROL:

Classroom management is:

All of the things that a teacher does to organize students, space, time, and materials so that
student learning can take place. – Wong & Wong
A set of techniques and skills that allow a teacher to control students effectively in order to
create a positive learning environment for all students. – Sternberg & Williams
The best discipline is good teaching. – Jordan Reeves

Goals of classroom management:

 Foster student engagement and cooperation for all classroom activities
 Establish a productive work environment
 Increase student achievement
The classroom environment creates the students’ first impression of what to expect from that
class and teacher. Make it a positive one by taking the following into consideration:

 Be sure there is adequate space for “traffic flow”

 Stand by the door to see the students as they enter the classroom
 Be sure the room is arranged in a way for all students to see whiteboard,
demonstration area, etc.
 Arrange the room in a way that the teacher can monitor all areas at all times
 Insist on a seating chart, but feel free to change it often
 Be prepared; disorder breeds disorderly behavior
 Very little class time should be wasted; well planned lessons that go from bell-to-bell
are key to keeping control
 “Work the crowd” – Circulate throughout the room whenever students are working –
do not sit at the desk to get caught up on computer work
 Recognize positive behaviors
 Clearly communicate and post the attitudes and behaviors you expect to see exhibited by
all students in your classes
 Good teachers have high expectations for their students at all times
 Communicate expectations specifically and immediately, with a reason for each
expectation
 Be present (physically and intellectually)
 Be respectful of self, others, and property
 Providing an inviting classroom climate (seating arrangement, what’s on the walls,
etc.) leads to appropriately behaved students

Additional Tips for Teacher Success:

 Begin with a strong first day; make sure the students know who is in charge from the
onset of the term
 When students see the relevance of what they are learning they are more likely to stay
engaged in the lessons
 Don’t overload students with too much information the first day of class; use that time
to begin to build classroom relationships
 Being well prepared for each class period with all resources and handouts ready to go –
A well planned lesson eliminates 90% of discipline problems Over-plan rather than
under-plan
 It is preferable to have too much planned to accomplish than to have wasted
instructional time
 Wait until everyone is quiet and listening before teaching or giving directions
 Do not rely on volunteers for answers – when you do that it allows for students to
disengage, knowing that they will not be called on to answer
 Hold students accountable for all of your expectations
 Focus on positive behaviors, complimenting students often, and find positive ways to
satisfy students’ needs for attention
 When students are not on task, approach their work area – proximity can improve
control
 Choose your battles wisely – decide whether it would be better to ignore or respond to
behaviors
 Do not “engage” with argumentative students – there is no winning that battle,
regardless of the outcome
 Handle inappropriate behavior immediately and efficiently
 Get parents involved with both positive and corrective calls
 Don’t put demands on students that you wouldn’t do yourself (i.e.: cell phone use,
eating in class)