Effective ways of teaching method Essay

The purpose of this study was to determine the effectiveness of conglomerate teaching looking glassods used for teaching school-age childs at consequenceary level, i reach c be to the highest degree perceptions of topper and effective teaching method actings and the reason for that. I searched that almost of the students rated jaw method as the step forwardmatch teaching method. Becuse of the instructor provides enti swan acquaintance related to topic, time saving, students attentively see lecture and take notes.The separate treatment was the second trump method of teaching because of more than participation of students, the encyclopaedism is more effective, the students dont have to rely on rote learning acquire, and this method develops creativity among students. To make an effective teaching methods first Re element that your students are supposed to be the beneficiaries of your communication. Dont make too many assumptions about your students. This Resea rch indicates also that students are the most qualified sources to report on the extent to which the culture have intercourse was productive, informative, satisfying, or worthwhile.While opinions on these matters are not direct mea positive(predicate)s of teachers effectiveness, they are legitimate indicators of student satisfaction, and on that point is substantial look linking student satisfaction to effective teaching. This research aim to tell you about methods on how the student may learned through effective learning strategies that the teacher may use. Teaching strategies refer to methods used to help students learn the desired course contents and be up to(p) to develop possible goals in the future.Teaching strategies identify the different available learning methods to alter them to develop the right strategy to deal with the target group identified. sound judgment of the learning capabilities of students provides a trace pillar in development of a successful teach ing strategy. BIBLIOGRAPHY A. BOOKS Danielson, Charlotte Path ways to teaching series Merrill/Pearson,2010 schooling Frey, Nancy phD the effective teachers guide M. E. S. ELIZABETH methods of teaching english face language 2004 B. INTERNET Clas. web.nthu. edu. tw/esfiles Effective teaching methods I. INTRODUCTION II. BODY OF issue A. Why is it important ? B. Teaching rules b1. underdress Methods b2. news Methods b3. situation fiddle b4. Case Study b5. Brain Storming b6. Assignment Methods IV. RECOMENDATION V. BIBLIOGRAPHY EFFECTIVE WAYS OF doctrine METHODS AT SECONDARY LEVEL. II. Why is it important ? Teaching is extraordinarily important, complex, and demanding work,and a teachers workday consists of making hundreds of decisions that promote high-level student learning.The work is and should be daunting. Grounded and concise, this first edition text provides readers with theory- ground practices that willing illuminate the art and craft of teaching. The literature o n teaching is crammed copious of well researched ways that teachers butt present content and skills that will intensify the opportunities for students to learn. It is equ wholey filled with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is being taught.Students often have little expertness in boping if the method selected by an individual instructor was the best teaching method or just a method or simply the method with which the teacher was most comfortable. There is much make do within the higher education community on how teaching or teaching effectiveness may be defined that is why this benign of research is important for them to have an idea how they will be able to conduct an effective teaching methods for their student. III. TEACHING METHODS LECTURE METHODLecture Method A lecture is a talk or literal presentation accommodaten by a lecturer,trainer or speaker to an audience. With exclusively the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education. This method is economical, elicit be used for a ample number of students, actual can be covered in a structured manner and the teacher has a great check of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ).provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you get it on. The classroom lecture is a peculiar(prenominal) form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Teaching Methods stated strengths of lecture method that it presents factual material in direct, logical manner, contains experience which inspires, s timulates thinking to open discussion, and useful for large groups.Our findings also revealed that most of the students considered lecture as best method because according to opinion of students it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students. Lecture gives the pupils training in listening and taking rapid notes. For change Lecture Methods. Lecture material should be stimulating and thought provoking. Information should be delivered dramatically by using example to make it memorable. The teacher regards to use questions throughout the lecture to involve students in the learning process and to check their comprehension. reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ sable board etc. instructor should take feedback of students to improve lecture meth DISCUSSION It is a free verbal excha nge of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. discussion as, pools ideas and experiences from group, an allows everyone to participate in an active process.Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that it has more participation of students, the learning is more effective, the students dont have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. For Improving Discussion Methods The teacher should spend sufficient time in preparing the process and stairs of discussion. Different aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues.At the same time students should know the time limit to reach a conclusion. The tea cher in the get-go should introduce the topic, the purpose of discussion, and the students participating in discussion. Before the start of discussion, screen background information about the topic should be provided. There is a pauperism to include questions to provide direction. Relaxed environment should be created to foster the process of discussion teacher after opening the discussion should evasive action the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen opposites point of view and then evaluate their witness. Teacher should give value to all students opinions and try not to allow his/her own difference of opinion, prevent communication and debate. ROLE PLAY occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographic details, and even personality, attitudes and beliefs or loosely indicated by an outline of the function or task. These techniques have already demonstrated their applicability to a wide cathode-ray oscilloscope of learners, subjects and levels.It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for impersonation should be as authoritativeistic as the situation allows. For Improving Role Play Method Before the role play, the teacher should brief participants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to birth naturally. Teacher should select brief observers about their roles. During the role play, the teacher essential keep quiet, listen take notes, avoid cutting role play short, but give time warning if previously agreed.The teacher should be doctord for some action if participants dry up and can throw in as a last resort. After the role play, the teacher give thanks participants, ask for feed back from lead participants, take comments from obser vers, ask other participants to comment, The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings. CASE STUDY Primarily highly-developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education.This method is fundamentally used to develop critical thinking and problem-solving skills, as well as to present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked, -to diagnose particular problem only. -to diagnose problem provide solution. -to give reasons implications of action after providing both problem solution. It is a time devour method and sometimes the case does not actually provide real experience.It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to, -read the case and determine the key problems faced by the decision maker, -determine the data required to analyze the problems and for a synthesis into solutions, -develop, analyze, and compare alternative solutions, and recommend a course of action. For Improving Case Study Methods Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. cerebrate It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building. It develops listening skills. For Improving Brainstorming Method Ground rules for running brainstorming Methods There should be no unfavor able judgment and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be displace on quantity of ideas and not the quality. There is a need of catch participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. It works well in depressed group. ASSIGNMENT METHOD Written namings help in organization of knowledge, preoccupancy of facts and better preparation of examinations. It emphasizes on individual pupil work and the method that helps both teaching and learning processes, For Improving Assignment Method Teacher should describe the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, Will we be tested on this? arises, make sure your answer includes not only a yes or no, but a because . . . Davis (1993) suggests that Give assignments and exams that recognize students diverse backgrounds and special int erests. For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative ameliorate belief systems.A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. IV. RECOMENDATION PARENT To evaluate teaching effectiveness different methods can be used including peer review, self-evaluation, teaching portfolios, it can also be done in home in the youngest children , to prepare for schooling. STUDENTS student achievement and students ratings of teaching methods used by their teachers.students provide unnamed feedback at the end of each course they complete, faculty and will be used to improve the teaching and learning in the course otherwise they are unlikely to take the rating process seriously TEACHERS Teachers need to educate students in effective ways of giving precise feedback that addresses sp ecialized aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.