Education is a light that shows mankind the right direction to follow.

The purpose of education is

not just making a student literate but to add rationale thinking, knowledge and self-sufficiency.
When there is willingness to change, there is hope for progression. The term ‘Method’ is very
ambiguous, and refers to the overall plan for the orderly presentations of language material.
Methods tend to be primarily concerned with teacher and student roles and behaviors and
secondarily with such features as linguistic and subject-matter objectives, sequencing, and
materials. A teaching method comprises the principles and methods used by teachers to enable
student learning. These strategies are determined partly on subject matter to be taught and partly
by the nature of the learner. For a particular teaching method to be appropriate and efficient it
has to be in relation with the characteristic of the learner and the type of learning it is supposed
to bring about. Suggestions are there to design and selection of teaching methods must take into
account not only the nature of the subject matter but also how students learn. Therefore, this
essay explains in detail any three methods of teaching methods and designs an effective lesson
plan for a class session that you are handling.

The approaches for teaching can be broadly classified into teacher centered and student centered.
In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model.
Students are viewed as “empty vessels” whose primary role is to passively receive information
(via lectures and direct instruction) with an end goal of testing and assessment. It is the primary
role of teachers to pass knowledge and information onto their students. In this model, teaching
and assessment are viewed as two separate entities. Student learning is measured through
objectively scored tests and assessments. In Student-Centered Approach to Learning, while
teachers are the authority figure in this model, teachers and students play an equally active role
in the learning process (Brooks, 2012). The teacher’s primary role is to coach and facilitate
student learning and overall comprehension of material. Student learning is measured through
both formal and informal forms of assessment, including group projects, student portfolios, and
class participation.

Howard (2008) identified a wide range of modalities in his Multiple Intelligences theories. The
Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung,
focus on understanding how people's personality affects the way they interact personally, and
how this affects the way individuals respond to each other within the learning environment. The

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lecture method is just one of several teaching methods, though in schools it’s usually considered
the primary one. The lecture method is convenient for the institution and cost-efficient,
especially with larger classroom sizes. This is why lecturing is the standard for most college
courses, when there can be several hundred students in the classroom at once; lecturing lets
professors address the most people at once, in the most general manner, while still conveying the
information that he or she feels is most important, according to the lesson plan.

Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration

method, is the process of teaching through examples or experiments. The framework mixes the
instructional strategies of information imparting and showing how. For example, a science
teacher may teach an idea by performing an experiment for students. A demonstration may be
used to prove a fact through a combination of visual evidence and associated reasoning. One of
the advantages of the demonstration method involves the capability to include different formats
and instruction materials to make the learning process engaging (Luhar, 2016). This leads to the
activation of several of the learners' senses, creating more opportunities for learning. The
approach is also beneficial on the part of the teacher because it is adaptable to both group and
individual teaching. While demonstration teaching, however, can be effective in teaching Math,
Science, and Art, it can prove ineffective in a classroom setting that calls for the accommodation
of the learners' individual needs.

However, collaboration allows students to actively participate in the learning process by talking
with each other and listening to others opinions. Collaboration establishes a personal connection
between students and the topic of study and it helps students think in a less personally biased
way. Group projects and discussions are examples of this teaching method. Teachers may
employ collaboration to assess student's abilities to work as a team, leadership skills, or
presentation abilities. The most common type of collaborative method of teaching in a class is
classroom discussion (Scholastic, 2009). It is also a democratic way of handling a class, where
each student is given equal opportunity to interact and put forth their views. A discussion taking
place in a classroom can be either facilitated by a teacher or by a student. A discussion could also
follow a presentation or a demonstration. Class discussions can enhance student understanding,
add context to academic content, broaden student perspectives, highlight opposing viewpoints,
reinforce knowledge, build confidence, and support community in learning. The opportunities for

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meaningful and engaging in-class discussion may vary widely, depending on the subject matter
and format of the course. Motivations for holding planned classroom discussion, however,
remain consistent.[11] An effective classroom discussion can be achieved by probing more
questions among the students, paraphrasing the information received, using questions to develop
critical thinking with questions like "Can we take this one step further?;" "What solutions do you
think might solve this problem?;" "How does this relate to what we have learned about..?;"
"What are the differences between?;" "How does this relate to your own experience?;" "What

The term “debriefing” refers to conversational sessions that revolve around the sharing and
examining of information after a specific event has taken place. Depending on the situation,
debriefing can serve a variety of purposes. Classroom Action Research is a method of finding
out what works best in your own classroom so that you can improve student learning. We know a
great deal about good teaching in general (McKeachie, 2008), but every teaching situation is
unique in terms of content, level, student skills and learning styles, teacher skills and teaching
styles, and many other factors. To maximize student learning, a teacher must find out what works
best in a particular situation. Each teaching and research method, model and family is essential to
the practice of technology studies. Teachers have their strengths and weaknesses, and adopt
particular models to complement strengths and contradict weaknesses.

Here, the teacher is well aware of the type of knowledge to be constructed. At other times,
teachers equip their students with a research method to challenge them to construct new
meanings and knowledge. In schools, the research methods are simplified, allowing the students
to access the methods at their own levels. About 3000 BC, with the advent of writing, education
became more conscious or self-reflecting, with specialized occupations such as scribe and
astronomer requiring particular skills and knowledge. Philosophy in ancient Greece led to
questions of educational method entering national discourse.

In his literary work The Republic, Plato described a system of instruction that he felt would lead
to an ideal state. In his dialogues, Plato described the Socratic Method, a form of inquiry and
debate intended to stimulate critical thinking and illuminate ideas. Comenius, in Bohemia,
wanted all children to learn. In his The World in Pictures, he created an illustrated textbook of
things children would be familiar with in everyday life and used it to teach children. Rabelais
described how the student Gargantua learned about the world, and what is in it. As the name

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suggests, the main process of teaching in Audio-lingual Method is extensive use of oral
instructions. It focuses on learner to produce accurate speech. A little portion of grammatical
explanation is also provided to students. During class, the target language is encouraged as a
medium of instruction, and translation. Use of the native language is discouraged. Strength of
class is comprised of less than 10 people so that everyone could avail sufficient time in spoken
practices.

The audio-lingual method consists of teaching new concepts through a dialogue or text and
carrying out drills associated with it. According to this method learning a new concept in civic
education consists of getting to know its influence in society and practicing its rules through
different types of drills until habits in the new concept are formed and the idea becomes
spontaneous.

Audio-lingual method can be used to build new civic education knowledge, to solve problems
that arise in civic education and in other contexts to apply and adapt a variety of problem solving
strategies, and to monitor and reflect on the civic education problem –solving processes (Luhar,
2016). Material that provide support for teacher need to be built into the programs. These
materials should contain specific suggestions and illustrative examples of how the teacher can
implement standard–based civic education program (Luhar, 2016). Agwagah (2000) had noted
the civic education teacher in most cases do not use instructional materials in their civic
education classroom, so most of the civic education concepts are taught abstractly. This may be
because some of the civic education believed that instructional materials to be used for teaching
these civic education concepts are not in existence.

Johnson speaks of the importance of audio lingual method in the following line audio lingual
method are as essential for civic education teacher as species as for the chief. It further necessary
extra ingredients that makes teaching and learning civic education pleasant satisfying experience
models, pamphlets, films given that would be difficult to obtain (Luhar, 2016). However, the
interaction must be oral, the objective is not the transmission of a message, but the acquisition of
structures and vocabulary considered fundamental in the language learned. Students are active
recipients, all are required to participate in the planned tasks and in the exercises developed.
The motivation is contingent on the incessant and varied activity: The teacher is advised that if

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the interest of the students decreases, the way of provoking it is by frequently changing activity
or moving from one mode of exercise to another.

Furthermore, the mechanical nature of the activities proposed by this method allows the
simultaneous practice of many students at the same time. The content is set in advance: The
materials have been previously designed by specialists who decide on what and how. Students
become repeaters of the idea and concepts provided in the given models. The teacher is the
protagonist-intermediary: The teacher is the protagonist of the class but in a limited way because
he is only a mediator. Its role is to energize the class and make the students perform the
prescribed practices.

Nevertheless, textbooks or any other material used are a must-have guide with few options open
to change. The teaching materials have been selected and elaborated taking into account what are
the usual structures of the language taught and what words are included in the list of basic
vocabulary of the same language. With reference to Newman (2011), the content and objectives
are grouped around a communicative situation: the communicative situation is the axis around
which the preparation of the initial dialogue or text revolves. But this positive fact from the point
of view of communication is distorted by another fact: that the language used in these situations
is pedagogically controlled by programmed structures and lexicons.

In this regard, the teacher is the protagonist of the class. He leads the class and makes the
students participate. The teacher models the target language, controls the direction and pace of
learning, checks and corrects the students’ performance. The teacher must keep the attention of
the students varying the exercises and tasks, must also choose the most appropriate situations to
practice the structures. To execute the linguists’ plans, you must use the materials and resources
specified in the class plans and you must also receive training that will enable you to perform
your function satisfactorily (Richards, 2006). A subject is required to participate actively during
the learning process. With this it is expected that the person will be able to communicate in
everyday contexts, mainly orally. A high level of listening and articulation of the sounds of the
target language is expected; also, sufficient knowledge of the most recurrent lexicon in specific
contexts.

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 MINISTRY OF EDUCATION

LESSON PLAN

TEACHERS' NAME:

SCHOOL: Mama Monty Secondary school DATE; 28/10/2022

SUBJECT: Education Studies Duration: 80 Minutes

TOPIC: Classroom Management Attendance; Boy: Girls:

SUB-TOPIC: Classroom climate
CLASS: 8A
REFERENCE BOOKS: EDU 110 Khuruma Student Module Pg 15-17

T/L AIDS: Chart showing part of a classroom climate, Chalkboard and Textbooks

OBJECTIVES: By the end of the lesson PSBAT:

 Define classroom climate

 Identify factors influencing classroom climate
 Suggest ways of maintain the positive environment

RATIONALE: Classroom climate has been identified as key element in effective schools that have
strong implication for young people’s cognitive and social growth. This lesson will help the learners
enduring understandings and principles of classroom management. However, as when it comes to
it's use, classroom climate identifies a relationship between school sizes and some aspects of schooling
(student performance, attitude, schools facilities and behavior measures). However, the lesson will base
on Discussion, Teacher Exposition, and Question and Answer Methods. After this activity, pupils are
asked to solve problems involving hardware. This lesson is the 1 stperiod of 5 lessons which covers the
topic.

PRE-REQUISITE SKILLS AND KNOWLEDGE: Pupils already have knowledge on the classroom
management.

Time Content Teacher’s Activity Pupil’s Activity

Introduction Introduction Tr to introduce the Pupils to answer the
(5minutes) lesson by asking question as follows;

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 learners oral questions An effective school
such as: wide approach to
i. What is school behaviour management
approach policies are vital as
behaviour? they provide a
framework which
ensures a safe learning
environment and sets
expectations of
LESSON required positive
DEVELOPMENT behaviour
CLASSROOM
(65 Minutes) Tr to ask the learners
CLIMATE
to define classroom Pupil’s to answer the
Classroom climate climate question as follows;
sometimes is referred to as
the learning environment, Classroom climate
as well as by terms sometimes is referred
such as atmosphere, to as the learning
ambience, ecology, and environment, as well as
milieu. by terms
Tr to ask the learners to
The Impact of classroom such as atmosphere,
define hardware
climate on students ambience, ecology, and
and staff can be beneficial milieu.
for or a barrier to learning

FACTORS
Tr to ask the learners to Learners to answer the
INFLUENCING
identify the factors question as follows
CLASSROM CLIMATE
influencing classroom The influence factors
The influence factors of climate of classroom climate
classroom climate includes: includes:
 Interaction,  Interaction,
 Facilities of school  Facilities of
 Feeling of trust school
 School culture  Feeling of trust

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  School culture

Learners to pay
attention and listen
from the explanation
Tr to explain more on
the factors influencing
the classroom
environment;

School climate is a
complex phenomenon
it is difficult to define
and measure with
various dominant
factors. It’s includes
the quality of
interaction among
principals, teachers,
and students. The
characteristics of
schools such as the
physical structure of a
school building and the
interactions between
students and teachers,
are two diverse factors
that both affect and
help to define the broad
concept of school
climate
SUGGEST WAYS OF
Tr to ask the learners
MAINTAINING THE Learners to answer the
to suggest the ways of
POSITIVE question as follows;
maintaining the
ENVIRONMENT The following are ways

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 positive environment of maintaining the
The following are ways of positive environment
maintaining the positive
 Promote
environment
positive peer
 Promote positive relationships
peer relationships  Develop and
 Develop and reinforce
reinforce classroom rules
classroom rules and norms that
and norms that clearly support
clearly support safe safe and
and respectful respectful
behavior. behavior.
 Notice and  Notice and
reinforce casual reinforce
positive casual positive
interactions interactions
between students between
on a daily basis. students on a
 Pay attention to the daily basis.
social dynamics of  Pay attention
your classroom to the social
 Have class dynamics of
meetings your classroom
 Nurture positive  Have class
relationships with meetings
all students  Nurture
positive
relationships
with all
students

Learners to write the

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LESSON EXERCISE exercise in their class
EVALUATION exercise book
1. Identify two parts
(15 Minutes) EXPECTED
of a computer
ANSWERS
2. Define hardware
1. Classroom
3. Identify two types Tr to assign the class
climate
of hardware exercise to the learners
sometimes is
as follows;
referred to as
1. Define the learning
classroom environment,
climate as well as by
2. Identify the terms
two factors such as atmosphere,
influencing the ambience, ecology, and
classroom milieu.
climate
hardware 2. Interactions
3. Identify two School
ways of facilities
maintaining 3. Promote
positive positive peer
environment relationships
Having
classroom
meeting

Self-evaluation……………………………………………………………………………….................

In conclusion, newer teaching methods may incorporate television, radio, internet, multimedia,
and other modern devices. Some educators believe that the use of technology, while facilitating
learning to some degree, is not a substitute for educational methods that encourage critical
thinking and a desire to learn. Inquiry learning is another modern teaching method.

REFERENCES

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Agwagah, J. (2000). General Linguistics: An Introductory Reader. Nsukka: ACE Resources
Konsult.

Brooks, P. (2012). What teachers need to know about Teaching methods. Camberwell, Vic,
ACER Press.

Howard, M. (2008). Methods Of Teaching Physics. New Delhi: Discovery Publishing House.

Luhar, N. (2016). Teaching Methods in Language. University of Nigeria, Nsukka.

McKeachie, G. (2008). Language Teaching Techniques. Onitsha: Africana First Publishers

Limited.

Newman, K.P. (2011). Textbook of Communication and Education Technology for Nurses.
London: Jaypee Brothers Medical Publishers Ltd.

Richard, P. (2006). Introduction to Second and Foreign Language Teaching.Awka: Amaka

Dreams Limited.

Scholastic, M. (2009). Informatics and Management Science V. London: Springer.

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