General Methods of

Teaching
B.Ed Course Code
Unit One
 INTRODUCTION TO TEACHING (Unit:1)
OBJECTIVES

After the successful completion of this unit the prospective teachers will be able to:
1. Have a clear understanding of the concept of teaching.
2. Define teaching in more effective terms.
3. Debate on aspects of effective teaching.
4. Specify the personal and professional characteristics for making the teaching more effective.
5. Discuss various ways of effective teaching.
6. Analyze your own teaching against factors of effective teaching.
7. Describe the role of a teacher in making the learning environment more conducive.
8. Analyze your own role as a classroom manager.
9. Compare your teaching methods, strategies, and techniques with model teachers’
Definition of Teaching
Teaching is defined as a process in which students are prepared for learning by
providing initial structure to clarify planned outcomes and indicate derived learning
strategies. The teachers provide sufficient opportunities in the classroom for students
to practice and apply what they are learning and give improvement-oriented feed-back
The teachers provide assistance to enable the students to engage in learning activities
productively.
The teachers provide assistance to enable the students to engage in learning activities
productively.
What is teaching ?
As a Subject matter expert
As a Pedagogical expert
As an Excellent communicator
As a Student-centered mentor
As a Systematic and continual assessor
 What is teaching ?

As a Subject matter expert

Teachers possess a thorough knowledge of the subject matter and go beyond standard textbook
materials. Teachers develop important and original thoughts on the subject matter. They tackle
issues related to the discipline on the basis of their knowledge.

As a Pedagogical expert
Teachers set appropriate learning goals and objectives and communicate them clearly.
They show a positive attitude towards the subject and work to overcome difficulties that
might hindrance in learning. They evaluate and mark students’ work fairly. They guide
students through critical thinking, and problem-solving processes and help them to
develop their own understanding. Teachers provide feedback to students about their
progress in learning.
What is teaching ?
As an Excellent communicator
A Teacher demonstrates effective oral and written communication, good organizational
abilities and planning skills. He/she helps students learn to use effective communication
skills; utilizes teaching tools appropriately and effectively.

As a Student-centered mentor
A Teacher tries to encourage each student to learn through a variety of methods and
encourages student participation. Take his/her students to higher intellectual levels.
What is teaching ?

As a Systematic and continual assessor

A Teacher makes an appropriate procedure for student outcome
assessments in order to improve student learning experiences. He/she
systematically assesses his/her own teaching and keeps the class material
fresh and new. He/she uses new teaching styles to achieve the objectives of
successful student learning by identifying his/her own weaknesses and
shortcomings in the teaching process.
Learning is very easy and natural process for small children but it becomes
hard and difficult for the children as they grow older. Learning can be made
easy and natural at schools only if education and teaching is based on
experiences in the life of the children.
Students’ Performance Assistance
Students’ performance can be assisted by a number of ways. Behavioral and cognitive science have given
following seven means of assistance:

1. Modeling:
Teacher offers behavior for imitation. Modeling assists learning and gives the learner information and a
remembered image that can serve as a performance standard.

2. Feeding back:
Teacher provides information on the performance of the students. This enables the learners to
compare their performance to the standard, and also allows self-correction.
3. Contingency managing:
Teacher applies the principles of reinforcement and punishment. In this rewards and punishment are
arranged to opt desirable behavior and to avoid the negative behavior.
Students’ Performance Assistance

4. Directing:
Teacher requests specific actions. Directing assists by specifying the
correct response. It provides clarification information and promotes
decision-making.

5. Questioning:
Teacher produces a mental operation that the learner cannot or would
not produce alone. This interaction assists by giving the teacher information about
the learner’s developing understanding.
Students’ Performance Assistance

6. Explaining:
The teacher provides an explanation of the concepts in the content. This assists
learners in organizing and justifying new learning and perceptions.
7. Task structuring:
The teacher organizes a task into different components in a
sequence. The students work on the task. the task structuring involves the
chunking, segregating, and sequencing.
Teaching Assisting Activities

Properly organized classroom activities in teaching also provide

assistance to students’ learning. Many teaching methodologies like
lectures, demonstrations, cooperative learning exercises/activities,
and textbook reading can all assist learning. Other necessary
elements contributing to classroom learning are recitation and
assessment.
Old Teaching style
In past teachers emphasized rote learning and immediate responses. there were no
opportunities for give-and-take between a teacher and learning students. The student role was
passive. Very few teachers make efforts to adapt instruction to individual differences. The other
modern way/mean for effective teaching is "scripts" (scripted teaching). It involves the
traditional student-teacher interaction set up. It uses predesigned teacher talk and predicts
student responses. It offers more than the recitation script for learning. The scripted teaching
emphasizes:
i) rote learning,
ii) student passivity,
iii) facts and low-level questions
iv) low-level cognitive functions (Tharp & Gallimore, 1991).
THE CONCEPT OF EFFECTIVE TEACHING
The Definition
The concept of “Effective Teaching” is considered as a range of
factors that collectively work together and result in effective
learning. Most people agree that the basic purpose of teaching is to
enable learning. An elaboration of this concept is required to fulfill
the needs of today’s youth in a knowledge-driven society where
information rapidly increases at a great scale. Therefore the concept
of teaching should move beyond the lower-order skills of acquisition
and reproduction of knowledge and facts.
LEARNING OUTCOMES OF EFFECTIVE TEACHING
The aims and desired learning outcomes of effective teaching bring positive
changes in the following areas:

1: K n o w l e d g e

2: Abi l i t i e s

3: M i n d s e t
LEARNING OUTCOMES OF EFFECTIVE TEACHING
1: K n o w l e d g e

 Discipline/profession-specific knowledge.
 General knowledge: fundamental concepts that an educated
person/university
 Graduate should have, regardless of area of specialization.

 Awareness/familiarity across knowledge domains (i.e. ‘rounded’

education).
LEARNING OUTCOMES OF EFFECTIVE TEACHING
2: Abilities

 Ability to identify what information is needed and where to find it.

 Evaluation of information and discrimination of what is valid and useful from
what is not.
 Application/adaptation of knowledge to problem-solving and making
informed judgments.
 Self-directedness in learning and the ability to sustain lifelong learning.

 Capacity for independent research and knowledge.

 Ability to communicate ideas clearly and structure arguments

convincingly.
LEARNING OUTCOMES OF EFFECTIVE TEACHING
3: Mindset

 Questioning habit of mind with readiness to seek evidence/support for

ideas/concepts presented, and to investigate/challenge established and
controversial views including those which are generally taken as
‘knowledge’.
 Awareness of the complexity and dynamic nature of human knowledge and
the need for evaluation and re-evaluation of knowledge.
 Enjoyment of learning.

 Learning as a lifelong habit.

PRINCIPLES OF EFFECTIVE TEACHING
According to Walls (1999) student learning is better, faster, and/or
more long-lasting when teachers play the following four principles:
1. Outcome
2. Clarity
3. Engagement
4. E n t h u s i a s m
 1: Outcomes
The outcomes enable students to focus their attention on clear
learning goals. These outcomes inform students of where they are
going and how they will get there. Outcomes also provide the teacher
a framework for designing and delivering the course content.
Outcomes enable teachers to assess student learning as a measure of
their own instructional effectiveness.
PRINCIPLES OF EFFECTIVE TEACHING

 2: Clarity

The effective teachers provide explanations and give details of the course
concepts and content. If students DO NOT LEARN, it means the methods of
delivery may lack the required degree of clarity. So the teacher should make
the message clear from alternate perspectives to alternate senses, the effective
instructional practice of the teacher should afford students the opportunity to
make connections between the new material and the concepts that they have
already been learned.
PRINCIPLES OF EFFECTIVE TEACHING

 3: Engagement

This principle suggests that students learn by doing. Teachers must create an
educational environment that offers students the opportunity to practice every
concept that they are learning. The effective teachers use those instructional
strategies that engage students throughout the lesson.
PRINCIPLES OF EFFECTIVE TEACHING

 4: Enthusiasm
The principle of high level of enthusiasm reflects teacher's
professional competence and confidence, teacher’s subject
m a t t e r knowledge and instructional experience. Teachers
establish a positive learning environment and show their
enthusiasm for the
subject matter. They use student’s names, reinforce student
participation during class, and keep moving among the students.
APPROACHES TO TEACHING EFFECTIVENESS
Tharp, and Gallimore, (1991) viewed teaching effectiveness from three perspectives;
the ‘style’ view (how teachers teach), The ‘outcomes’ approach (student result), and The
‘inquiry’ approach (style and outcomes within a framework).

 i) The ‘style’ v i e w
“Teaching effectiveness is determined by what the teacher does.” The following
statements illustrate this view of teaching effectiveness:
 1. Effective teachers display warmth.
 2. Effective teachers are enthusiastic.
 3. Effective teachers provide a n overview a t the st art of teaching something

new.
 4. Effective teachers minimize the amount of time they are teaching the
whole class from the front (direct instruction).
 5. Effective teachers facilitate the joint construction of knowledge through
teacher-
student and student-student conversations.
 6. Effective teachers use teaching techniques and approaches t h a t research
has shown to be effective.
APPROACHES TO TEACHING EFFECTIVENESS
 ii) Th e ‘outcomes’ a p p r o a c h
“Teaching effectiveness is determined by student results.” The
following statements illustrate this view of teaching
effectiveness:
 1. Teaching effectiveness is determined by what students
achieve.
 2. The comparative effectiveness of teachers is best determined
by comparing the achievements of the students they teach.
 3. The comparative effectiveness of teachers is best determined
by comparing the added value they contribute to the achievements
of the students they teach.
APPROACHES TO TEACHING EFFECTIVENESS
 iii) T h e ‘inquiry’ a p p r o a c h
“Teaching effectiveness is determined by the quality of inquiry into
the relationship between teacher actions and student learning.” This
alternative view conceptualizes teaching effectiveness in a way t h a t
addresses the problems raised in the discussion of style and
outcomes. P u t simply, this approach argues that:
 Effective teachers inquire into the relationship between what they
do (style) a nd what happens for students (outcomes). But effective
teachers do more t h a n simply inquire (or reflect) – they take
action (in relation to what they are doing in the classroom) to
improve the outcomes for students and continue to inquire into
the value of these interventions. The inquiry model depicts two
phases of inquiry:
APPROACHES TO TEACHING EFFECTIVENESS
 Inquiry 1
This inquiry focuses on the impact of teaching actions on student
outcomes. This inquiry involves the collection and analysis of information
about a key question: “What is happening for students in my classroom?”
and sub-questions t h a t explore the relationship between teaching actions
and student learning.
 Inquiry 2

This inquiry focuses on identifying possibilities for improvement

through the experiences of other teachers and from research. The cycle of
inquiry established by the processes of Inquiry 1 and Inquiry 2 enhances
the opportunity to learn for the teacher (in the sense t h a t they are learning
about the impact of their own practice) and for the students (in the sense
t h a t changed teacher practices are aimed a t increasing student
engagement and success).
FACTORS OF EFFECTIVE TEACHING
Gurney, (2007) suggests five key factors t h a t could contribute to a n
effective learning and teaching environment.
 KEY FACTOR 1: Te a c h e r K n o wl e d g e, E n t h u s i a s m
a n d R e s p o n s i b i l i t y for L e a r n i n g
Good classroom is one in which knowledge is shared among teacher
and students. Teacher not only gives instructions but takes ideas
of students during the teaching- learning process and carry out
discussions. In such a n environment the knowledge is shared;
students and teachers all become learners and discover the world of
the subject. In such a n environment, a teacher takes responsibility
for the sharing and enjoyment of the knowledge.
FACTORS OF EFFECTIVE TEACHING
 KEY FACTOR 2: C l a s s r o o m A c t iv i ti e s T h a t
Encourage Learning
In a classroom of opportunity and experience, the learners explore
and do experiment. In such a climate the process of learning become
a measure of success and the students feel t h a t they are the
masters of their own learning.
Attitudes of the teacher in such a classroom can influence the
outcome. A teacher needs to be prepared to test what is going on in
the class. The class activities used to engage the students m us t be
reviewed, revisited and refocused in order to draw students into
a n effective interaction with the subject.
FACTORS OF EFFECTIVE TEACHING
 KEY FACTOR 3: Assessment Ac t i vi t i es T h a t
E n c o u r a g e L e a r n i n g T h r o u g h Experience
The assessment contributes towards the creation of a n effective
learning process. If the students know the value of assessment in the
ongoing learning process, not a t the end, then they can work well
and take pa r t in the process and use it to gain better results. The
effective learning environment involves the processes of peer
tutoring, co-operative learning, questioning, clarifying and
summarizing. All of these processes are used to empower the
learners. For example if teacher asks the question: ‘What do you do
in the classroom?’ If assessment activities are pa rt of the ‘doing’ then
they become a central pa r t of the learning process.
FACTORS OF EFFECTIVE TEACHING
 KEY FACTOR 4: Effective F e e d b a c k T h a t E s t a b l i s h e s
t h e L e a r n i n g Processes In t h e C l a s s r o o m
Appropriate learning related feedback is one of the important factors in
effective teaching.
Different methods of feedback enable the teacher to engage the students
with learning. All explanations, questioning methods, instructions are par t
of feedback and student input (Hattie, 1999, p.9). In a n effective
classroom the students actively seek the feedback of their performance.
Alton Lee (2003) highlights the value of feedback but warns t h a t too much
can be harmful as too little. The feedback t h a t a teacher gets from the
students is also essential to the creation of a learning environment. The
more feedback t h a t a teacher can obtain from students, and the more the
teacher can act on t h a t feedback, the better the learning environment will
be t h a t is created.
FACTORS OF EFFECTIVE TEACHING
 KEY FACTOR 5: Effective I n t e r a c t i o n b e t w e e n t h e Te a c h e r
a n d t h e S t u d e n t s , C r e a t i n g a n E n v i r o n m e n t T h a t Respects,
E n c o u r a g e s a n d S t i m u l a t e s L e a r n i n g t h r o u g h Experi ence
Learning is a n emotional exercise. Students like those things or
actions t h a t appeals to t hem emotionally. The teacher who brings a
sense of personal involvement to the classroom, and who wants to
share the knowledge with the class, who shows t h a t he/she is also a
pa rt of the learning cycle, is setting up a relationship with the
learners. The working environment generated by the interaction can
remove the stigma of ‘working’ and t u r n the learning process into
rewarding.
VARIOUS ASPECTS OF EFFECTIVE TEACHING
 Effectively managing a classroom,
 2. Starting each class with a clear objective,

 3. Engaging students with questioning strategies,

 4. Consolidating the lesson a t the end of a period, and

 5. Diagnosing common student errors and correcting them t h a t can

be systematically
 measured by observing classrooms and by asking students.
ROLE OF TEACHER IN CLASSROOM
The role of a teacher in the classroom as a leader is to lead students,
and families. The classroom teacher is responsible for creating a
positive and disciplined learning environment:
– in the classroom
– in co-curricular activities
– in interacting informally with students
In this way, each student is challenged to grow in knowledge and
maturity, according to
his/ her potential, in all aspects of his/ her life.
AREAS OF RESPONSIBILITY
The classroom teacher is responsible for:
 - Promoting the mission and philosophy of the School/College through structured
classroom prayer, participation in the educational life of the College, and modelling
of appropriate standards of behavior.
 - Maintaining a positive and effective learning environment through well prepared
lessons, which cater a wide range of student abilities and interests.
 - Setting of realistic and challenging academic standards of student performance.
 - A challenging and realistic program of student homework.

 - A comprehensive attention to students work submitted for marking and

supervision.
 - Demonstrating knowledge, competence and confidence in the relevant subject
discipline.
TEACHER’S ROLES
 Teaching Knowledge
 Creating Classroom Environment

 Role Modeling

 Mentoring

 Signs of Trouble
TEACHER’S ROLES
 Teaching Knowledge
The most common role of the teacher in the classroom is to teach
knowledge to children. Teachers are given a curriculum they must
follow t h a t meets state guidelines. This curriculum is followed by the
teacher so t h a t complete knowledge is conveyed to the students in
the given time (academic year). Teachers teach in many ways, such
as lectures, small group activities and hands-on learning activities.
TEACHER’S ROLES

 Creating Classroom Environment

Teachers play a n important role in making the classroom
environment either
positive or negative. Students often imitate a teacher's
actions. If the
teacher
prepares a warm, happy environment, then students will also
be happy. The
teachers are responsible for the social behavior in their
classrooms.
This behavior
is primarily a reflection of the teacher's actions and the
environment
TEACHER’S ROLES

 Role Modeling
Students spend a great deal of time with their teacher and their
teacher becomes a
role model to them. This can be a positive or negative effect
depending on the
teacher. Teachers not only teach the children, but also love and
take care for them.
Therefore teachers are respected by the community and become
a role model to students and parents.Unit
TEACHER’S ROLES

 Mentoring
Mentoring is a na t ura l role played by the teachers. Mentoring is a
way by which a
teacher encourages students to do the best they can. This
also includes encouraging sudents to enjoy learning.
Listening to students carefully is the pa r t of mentoring.
By taking time to listen to what students say, teachers
impart to
students a sense ofownership in the classroom. This helps
build their confidence and helps them wa nt
to be successful.
TEACHER’S ROLES

 Signs of Trouble
As a protector, teacher looks for signs of trouble in the students.
When students'
behaviors change and any sign of physical abuse are noticed,
teachers are required
to look into the problem and solve it as per rules.
 CONDUCIVE
LEARNING ENVIRONMENT
Conducive Classroom Environment

The best classroom environment is one that results in efficient learning

(Callahan 1996).The classroom atmosphere becomes conducive (favorable)
to learning when teacher before planning teaching analyzes the behavior
of each student of the class. In such environment students become self
directive when encouraged through proper guidance and teaching
techniques of the teacher.
Teaching Principles for Conducive Classroom
(i) Keep students motivated by keeping the students motivated in learning. The teachers set
the stage for creating positive class environment. Motivating students is the first step toward
preventing discipline problems in classrooms because a student involved in learning has no time
to be involved in clash with others.
(ii) Meet basic needs. Teachers must try to meet students’ basic as well as age related needs.
Make students feel physically comfortable, safe, welcome, socially accepted and valued.
Otherwise, they more likely to face learning difficulties and involved in disruptive actions.
(iii) Exercise moderate degree of control. The degree of class control must be moderate.
Student learning is great in classroom where teachers exercise neither too much nor too less
control. Too much control may be effective on memory tasks but it is harmful for learning
involving critical and creative thinking.
Teaching Principles for Conducive Classroom
 (iv) Empower the students. Make them responsible for their own learning through group and
individual learning activities so that they ultimately become independent learners. This is one of the
purposes of good classroom management.
 (v) Keep instruction at the student level. Keep instruction at the students’ development level so
that they neither experience discouragement nor boredom. Otherwise, they might behave
disruptively.
 (vi) Develop healthy and professionally sound relationships with all the students by being friendly
with them. Learn their names and some positive information about each to greet them.
 (vii) Communicate interest in all the students and show concern for each of them. The interest
and concern is communicated through brief eye contact with all and through supporting gestures
and facial expressions while teaching.
Teaching Principles for Conducive Classroom

 (viii) While instructing, ensure physical closeness with all the students by
roaming around the class.
 (ix) Avoid labeling the students with negative adjectives, which are likely to
lower their self-esteem. Labeling influences teachers’ quality of interaction with
the students, which further influences students’ expectations and actions
negatively.
(x) Describe the behavior of the misbehaving student, not characterize the
student. Instead of saying, “you are rude” say “your comment was rude”. By
criticizing the personality of the students, he is less likely to change his behavior.
(xi) Increase the “engaged time” by keeping the students involved in the learning
tasks through, wittiness, overlapping, smooth transitions and group focus.
Teaching Principles for Conducive Classroom
 (xi) Increase the “engaged time” by keeping the students involved in the learning tasks through,
wittiness, overlapping, smooth transitions and group focus.
(xii) Teach role and routines to the younger students in academic fashion with a lot of
explanation, examples and practices during initial classes.
(xiii) Develop a set of few general classroom rules applicable to variety of situations. These rules
should be displayed in the class.
(xiv) Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the rule
forcefully fairly, consistently, and calmly.
(xv) Create a business like climate in the classroom, where students understand that they and the
teacher have a commonly shared goal of accomplishing such activities that promote learning, (Arif,
2003). In order to handle misbehaving students, the following suggestions may prove helpful:
How to Handle Misbehaving Student?

 Deal with the present, current problem immediately, not with the past
instances of the student misbehavior.
 Talk to the student directly, instead of talking about him with others.
 Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty
threats and physical handling must be avoided.
 If the student is hostile, the teacher can diffuse his hostility by responding with
softly, calm, and soothing tone. The feeling of the students must be acknowledged
in order to calm him down.
Redefining the Role of the Teacher

From the modern perspectives of the technical world, instruction not only
consists of primarily lecturing to students, but offers every child a rich, rewarding,
and unique learning experience. Students are no more required to sit in rows at
desks and dutifully listen and record whatever they hear. Now they are more
active and need to participate in the teaching and learning process by sharing
knowledge with their peers and teachers. The educational environment has now
been extended from the classroom to the home and the community and even
around the whole world. Information is also not only bound to specific textbooks
but it is available everywhere.
Redefining the Role of the Teacher

Schools are the centers of lifelong learning. In this changing era teaching has
been taken as one of the most challenging and respected careers because the
whole of our nation’s social, cultural, and economic health depends on it. Hence
every part of the teaching process and the role of the teachers should be
reconsidered such as teacher students relationships, teaching tools and
techniques, rights and responsibilities of teachers, the form and content of the
curriculum, standards of assessment, preparation, and professional
development of teachers and structure of the schools as a working
environment. So that teachers themselves and their occupation better serve
schools and students.
New Relationships and Practices

Teachers have to;

Help the students integrate their social, emotional, and intellectual growth.
Enable the students to seek, understand, and use knowledge; make better
decisions in their personal lives; and value contributing to society.
See themselves as masters of subject matter such as history, math, or science.
New Relationships and Practices

This new relationship between teachers and students will take the form of a
different concept of instruction It has been discovered that new teaching
methodologies such as project-based, participatory techniques, educational
adventures, etc. can make the students participants in the instructional process.
Furthermore;
The curriculum must relate to the student’s daily lives,
The provided learning activities in the classroom must engage the students’
abilities at their best, and
The assessment must measure real achievements and be an integral part of
learning.
New Relationships and Practices

The day-to-day job of a teacher has become;

Designing and guiding students through engaging learning opportunities,,
To search out and construct meaningful educational experiences that allow
students to solve real-world problems,
To learn big ideas, powerful skills, and habits of mind and heart that meet agreed-
on educational standards,
New Tools and Environments

New technology is the most powerful force that is changing the role of teachers
and students in education. The teachers are no more the primary information
providers. The fundamental job of teaching has been shifted from distributing
facts to helping children learn how to use the knowledge of facts by developing
their abilities to think critically, solve problems, make informed judgments, and
create knowledge that benefits both the students and society.
Team teaching

The concept of team teaching is becoming popular in which two or

more educators share responsibility for a group of students. This
means that an individual teacher will no longer be responsible for all
things to all students because there will be someone with a different
set of abilities to teach them.
New Professional Responsibilities

Many teachers also spend time researching various

questions of educational effectiveness that expand the
understanding of the dynamics of learning. And more
teachers are spending time mentoring new members of
their profession, making sure that education school
graduates are truly ready for the complex challenges of
today's classrooms. Let us do an activity to apply the
learned concept.
Characteristics of an Effective Teacher

PERSONAL QUALITIES
Elementary school teachers need the following characteristics:
• Strong interpersonal and communication skills
• A genuine interest in children and respect for their individuality
• The ability to sense children's individual needs
• The ability to be creative, imaginative, patient, energetic, organized and
resourceful
• The ability to establish rapport between children and parents
• Strong leadership and teamwork skills and a good sense of humor
• A high level of dedication to work which often impacts personal lifestyle choices
• A clear, pleasant speaking voice and the ability to convey confidence
• Positive conflict resolution skills and the ability to handle stress well.
 Characteristics of an Effective Teacher

• Fairness
• Positive Attitude
• Preparedness
• Personal Touch
• Sense of Humor
• Creativity
• Willingness to Admit Mistakes
• Forgiving
• Respect
• High expectations
• Compassion
• Sense of Belonging
Teacher’s characteristics from the administrator’s point of view:
• Exhibit enthusiasm
• Know your content
• Be organized
• Teach actively
• Show a good attitude
• Establish successful classroom management
• Pace instruction
• Maintain good people skills
• Communicative
• Question effectively
• Be flexible
 Professional Qualities
• Collaboration
• Honesty and Integrity
• Respect
• Commitment to Learning
• Emotional Maturity
• Leadership and Responsibility
THE CONCEPT OF TEACHING METHODOLOGIES, STRATEGIES &TECHNIQUES

Teaching Methods & Strategies

Lecture
Case Method
Discussion Method
Active Learning
Cooperative Learning
Integrating Technology
Distance Learning
Questioning
Explaining
Modeling
Collaborating
 Teaching Techniques

• Brainstorming
• Problem-Solving Method
• Cooperative Learning Technique
• New themes in teaching
• Individual Learning Needs
• Level of Intelligence and Prior knowledge
• Career Counseling