GENERAL METHODS OF

CODE NO. 8601

TEACHING
B.ED
PROGRAM

ALLAMA IQBAL OPEN UNIVERSITY

 Introduction to Teaching Unit
1

•Teaching is giving information.

•It is often defined as imparting new information to pupils.
•Teaching is complex and demanding work.
•It requires highly specialized skills and knowledge to impact significantly on student
learning.
•It is a dynamic profession:
•As the knowledge about general methods of teaching and learning emerges, new
types of expertise that are required by the educators/teachers.
•Teachers must use this knowledge to continually refine their conceptual and
pedagogical skills
 Introduction Continued
•The ways teachers impart knowledge directly affect the learning
process.

• Students learn those things easily which are presented properly.

•There are a number of concepts in the field of teaching which
cannot be understood by the students unless they are explained
through different means and methods.
•A number of teaching techniques have been identified up till
now.
•Knowledge of teaching methods equipped the teachers with skills
that made the teachers professional and successful in their field.
 Introduction Continued
•A child’s learning depends on the talent and skills of the person leading
his or her classroom, the teacher.
• Teachers are the persons who work in an applied discipline and face the
reality of nature in the form of growing minds before them, their
students.
•Teaching is an art and an academic process.
•In this process students are made motivated by a number of ways to
learn.
•A teacher begins with the student’s view about different things, what do
they know and think about the topic.
• The teacher keeps in mind the prior knowledge of the students.
• Teaching positively influences the way students think, act and feel.
 DEFINITIONS 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 (Good, T.; Brophy, J. 2000).
•The teachers provide assistance to enable the students to engage in
learning activities productively (Meichenbaum, D.; Biemiller, A.
1998).
Definitions Continued
•Teaching may be defined in the proximal zone as
•Teaching is good only when it "awakens and rouses to life those functions
which are in a stage of maturing, which lie in the zone of proximal
development" (Vygotsky, 1956, p. 278; quoted in Wertsch & Stone, 1985).
•The child’s ability to do work with the assistance of anyone was called by
Vygotsky the "zone of proximal development”.
Therefore a general definition of teaching was derived from this
as:
•Teaching consists of assisting performance through a child’s
zone of
proximal development (ZPD). But teaching must be redefined as
assisted performance; teaching occurs when performance is
achieved with assisting the students (teaching).
 Ways of assisting to Students
1. Modelling:
•Teacher offers behaviour for imitation.
•Modelling 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.
Ways of assisting Students Continued

3. Contingency managing:
•Teacher apply the principles of reinforcement and punishment.
•In this rewards and punishment are arranged to opt desirable behaviour and
to avoid the negative behaviour.
4. Directing:
•Teacher requests for specific actions.
•Directing assists by specifying the correct response.
•It provides clarification information, and promotes decision-making.
Ways of assisting Students Continued
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.
6. Explaining:
•The teacher provides explanation of the concepts in the content.
•This assists learners in organizing and justifying new learning and
perceptions.
Ways of assisting Students
Continued
7. Task structuring:
•The teacher organizes a task into different components in a
sequence.
•The students work on the task.
• Task structuring involve the chunking, segregating, and
sequencing.
 THE CONCEPT OF EFFECTIVE
TEACHING
•Teacher is the key person in an education system
• Whole system of education revolves around him/her.
•Educational practice and researches are continuously working for the
improvement of learning.
•The concept of effective teaching has emerged out as one of the component that
contributes a large in improving learning.
•A teachers are the persons who can bring a difference in educational
practices.
•Quality of their teaching is an important factor in promoting effective learning
in schools.
•Effective teaching involves talking to the learners about their learning and
listening to them.
THE CONCEPT OF EFFECTIVE Continue
TEACHING d
• Effective teachers must be highly competent in:
1. Planning and organizing instruction
2. Managing in classroom environment,
According to Cruickshank, Jenkins & Metcalf (2003)
Most people would agree that good teachers are:
I. Caring,
II. Supportive,
THE CONCEPT OF EFFECTIVE Continue
TEACHING d

iii. concerned about the welfare of student

iv . knowledgeable about their subject matter,
v. able to get along with parents…and
vi. genuinely excited about the work that they do
vii. Effective teachers are able to help students learn
 Aspects of effective
Thereteaching,
are various aspects of effective teaching, such as;
i. Effectively managing a classroom,
ii.Starting each class with a clear objective,
iii. Engaging students with questioning
strategies,
iv. Consolidating the lesson at the end of a
period, and
v.Diagnosing common student errors and correcting them that can be
systematically measured by observing classrooms and by asking students.
•These aspects would be useful for both developing teachers and staffing
schools more effectively.
Effective Teaching Measures
•Effective teaching involves:
•Effectively managing a classroom,
• Starting each class with a clear objective,
•Engaging students with questioning strategies,
•Strengthening the lesson at the end of a period, and
• Diagnosing common student errors and correcting them.
 Ef ective Teaching Measures Continued
MET project (2010) enlisted the following measure for Effective Teaching

1. Multiple measures of effectiveness

2. Accurate teacher evaluation
3. More meaningful tenure
4. Differentiated pay based on effectiveness
5. Strategic placement of teachers
6. More effective teachers
7. Better student outcomes
 Outcomes of effective teaching

The aims and desired learning outcomes of effective teaching bring positive
changes in the following areas:

• Knowledge
• Abilities
• Mind-set
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: Outcomes
2: Clarity
3: Engagement
4: Enthusiasm
Approaches to teaching
effectiveness
Tharp, and Gallimore, (1991) viewed teaching effectiveness from three

perspectives;
1. The ‘style’ view (how teachers teach),
2. The ‘outcomes’ approach (student result), and
3. The ‘inquiry’ approach (style and outcomes within a framework).
 Factors of Effective
Teaching
Gurney, (2007) suggests five key factors that could contribute to an effective
learning and teaching environment.
1: Teacher Knowledge, Enthusiasm And Responsibility For Learning
2: Classroom Activities That Encourage Learning
3: Assessment Activities That Encourage Learning Through
Experience
4: Effective Feedback That Establishes The Learning Processes In The
Classroom
5: Effective Interaction Between The Teacher And The Students, Creating An
Environment That Respects, Encourages And Stimulates Learning Through
Experience
The concept of Effective Teaching
•The students have their own way of understanding and
demonstrating the acquired knowledge.
•Students comprehend the presented information at their own
pace.
•The teaching adds the distinctive process of acquiring the
knowledge.
•The teachers teach a course of study or a practical skill to the
pupils.
•Teachers use different techniques in order to enhance the students’
learning.
 The concept of Effective Teaching
•Students respond differently to different methods of teaching.
•There are many teaching methods for children like
• Questioning,
• Modelling,
•Demonstrating,
• Collaborating and explaining.
•Apart from these defined methods, nowadays many other teaching methods
in education are being applied for quality learning.
 Effective teaching Continued
•The methods like role-play,
• Story or games,
• Seminars,
•Presentations,
•Workshops,
• Conferences,
• Brainstorming,
• Case study,
•Educational trips and
•Modern audio-visual aids like documentary films, computers, internet, etc have been
introduced in education.
Effective teaching Continued
•These new technologies have increased the pace of learning and
understanding.
•The new technologies have also enhanced the capabilities of the
students to research and logically think for a given problem.
• There are many different ways to teach and help students to
learn.
• A teacher considers students' background knowledge,
environment,
and their learning goals when going to decide what teaching method
should be used.
•Beside this the knowledge of teaching methodologies is also
important
for the teachers in planning to involve students in new concepts of
 Effective teaching
Continued
•Knowledge of teaching methodologies helps teachers in facilitating learning
and retention of the content.
•Therefore teachers must understand the basic concepts of teaching as well as
the effective teaching.
•In the process of teaching the teachers take their students from a level of
unknown to a level of understanding the new concepts.
•Therefore an effective teacher is one who contributes to the learning
environment by increasing keen interest of the students.
ROLE OF TEACHER FOR CONDUCIVE LEARNING
ENVIRONMENT
•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 potential, in all aspects of his life.
Conducive Classroom Environment
•According to Arif (2003) in order to create conducive classroom environment,
the teachers must establish and maintain it through following teaching
principles and managing practices.
•They utilize time in a productive manner in order to reduce the disruptive
behaviour.
•The students remain involved in learning oriented actions and activities.
•Following are the means to make the class room more effective:
(i) Keep students motivated by keeping the students motivated in
learning.
(ii)Meet basic needs. Teachers must try to meet students’ basic as well as age
related needs.
(iii) Exercise moderate degree of control.
Conducive Classroom Environment Continue
d
(iv)Empower the students. Make them responsible for their own learning
through group and individual learning activities.
(v) Keep instruction at the student level.
(vi) Develop healthy and professionally sound relationship with all the
students.
(vii)Communicate interest in all the students and show concern for each of
them.
(viii)While instructing, ensure physical closeness with all the students by
roaming around the class.
Conducive Classroom Environment Continued
(ix) Avoid labelling the students with negative adjectives.
(x) Describe the behaviour of the misbehaving student, not characterize the st
(xi)Increase the “engaged time” by keeping the students involved in the
learning student.
(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
 Redefining the Role of the
Teacher
•Teaching has become different from the old concept of "show-and-tell" practices.
• So as the role of teachers in a child's education has also been fundamentally
changed.
•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 Concept of Teaching Methodologies, Strategies
& Techniques

Classroom management
i. Teachers should be able to see all students at all times.
ii. Teaching materials and supplies are readily available.
iii. High – traffic areas should be free of congestion.
iv. Students should be able to see instructional presentations.
v.Procedures and routines should be actively taught in the same way that
academic content is taught.
The Concept of Teaching Methodologies, Strategies &
Techniques
Time management skill
•Allocated time is the amount of time a teacher scheduled for a subject for
example, 30 minutes a day for mathematics.
•Engaged time is that part of allocated time in which students are actively
involved with academic subject matter
•Academic learning time is engaged time with a high success rate.
•Many researchers suggest that students should get 70 to 80 percent of the
answers right when working with a teacher. Teachers
•who effectively provide and manage academic learning time in their
classrooms can determine student achievement.
The Concept of Teaching Methodologies, Strategies & Techniques

Seating arrangement

Arrangements of space and furniture that cluster students together or hinder

the teacher’s view make teaching more difficult. Seating arrangement must
depend on type of lesson to be taught, and the type of classroom furniture.
Each teacher needs to know the appropriate seats of all students. A seating
plan helps the teacher to learn names easily.
Role of Teacher for Conducive Learning Environment
•For the purpose of teaching the teacher has to play five major roles. These
roles are:

•As a Subject matter expert

Teachers possess thorough knowledge of subject matter and go beyond the 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 communicates them clearly. They show a positive
attitude towards the subject, 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.
Role of Teacher for Conducive Learning Environment
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-centred 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.
As a Systematic and continual assessors
A Teacher makes an appropriate procedure for student outcome assessments in order to improve student
learning experiences. He/she systematically assess his/her own teaching, keeps the class material fresh and
new. He/she uses new teaching style to achieve the objectives of successful student learning by identifying
his/her own weaknesses and shortcomings in the teaching process.