Salient Procedures and Approaches of an Efficient Teacher

Salient Procedures and Approaches of an Efficient Teacher  

Teaching Method

The method of teaching refers to the regular ways or orderly procedure employed by the teacher in guiding the pupils, in order to accomplish the objectives of learning situations.

Need of different teaching methods

1) To attain different objectives different methods are needed.

2) To make classroom teaching more effective interesting and motivating.

Characteristics of a good teaching method.

1) It should provide a variety of learning experiences to attain the learning objectives.

2) It should give scope for creative expression of child.

3) It should promote interest among students.

4) It should make children self-learners.

5) It should motivate the children for further study.

6) It should give training in processing information.

Factors to be considered while selecting a teaching method.

1) The Objectives to be attained

2) The nature of child.

3) The cognitive level of child

4) The nature of subject matter.

5) Classroom environment.

6) Training/Practice of teacher in the method.

Lecture Method

This is a method which is generally followed in colleges and in schools with big classes. The name itself explains the procedure. The teacher talks while pupils listen.

In this method, the teacher acts like a chatter box, talking and talking all the time without ascertaining whether the students are following him or not. The students are spoon-fed and their powers of observation and reasoning, the exercise of which is so essential in the learning process are not stimulated. The teacher seems to be dominating personally.

Teacher vomits out everything from “Examination point of view” and the students digest it order to reprint in the examination. The method is suitable for a class of intelligent pupils who can understand and grasp the lecture with the same speed as they are delivered by the teacher.

Demonstration Method

This method is based on the principle: “Truth is that which works”. The teacher has to work out something and then and only then the students will believe.

This method is in accordance with a principle “From concrete to abstract.” The students observe the demonstration critically and try to draw inferences. It is always easy for the students to understand and remember concrete things.

This method (Lecture cum Demonstration Method & Demonstration method) is designed for two purposes:

a) To provide means of making certain parts of the subject matter clearly by objectifying it.

b) To do the above with as much as economy as possible.

It is good for small as well as elder students. Small children do not follow abstract ideas. They understand concrete objects. Students actually see the experiments. If the teacher is well prepared with demonstration it has the desired effect upon the students.

Heuristic Method

The name of this method is derived from the Greek Word ‘Heurisco’=I discover/I find Founder is Henry Edward Armstrong, Prof. of Chemistry, Imperial college, London.

Real spirit of Heuristic method is placing the student in the position of original investigator.

Herbert spencer-”Children should be told as little as possible and induced to discover as much as possible”.

Procedure

Laboratory work is essential for every pupil.A sheet of instructions concerning the problem is given to every pupil and he is expected to take observations or conduct experiments in accordance with instructions. He records his observations in his note-book.From these observations he has to draw his own conclusions or inferences.

Principles underlying Heuristic Method

1. The Principle of Activity

2. The principle of Logical thinking.

3. The principle of proceeding from the Known to the unknown.

4. The principle of purposeful experience.

5. The Principle of Self thinking and self study.

The students individually or in groups, in the classroom and laboratory or outside in the field, factory, mines, seashore and other places of scientific interest, experiment, observe and make notes, draw diagrams and summarize.

Role of the teacher

He should be a man of knowledge to give references. He could possess curiosity, interest and a spirit of scientific investigation because these are to be developed in the child. He should be competent in the art of questioning and should encourage the students to ask questions.He should be a guide, a working partner and a friend of pupils.He should provide an atmosphere of freedom in the classroom in order to encourage self development spontaneity and self expression.He should devise and plan problems according to the age, ability and interests of the pupils.The teacher is to guide them and when required and he issues instruction slips.

Project Method

Basic Principles of the Project Method:

1. The Principle of Purpose

The activity performed by the pupils must be significant and of interest to them. It must be purposeful and combining life with learning.

2. The principle of activity

The pupils are naturally active. Opportunities should be provided for them to be active and do things for themselves. They must be kept active mentally as well as physically and must bear the maximum responsible.

3. The Principle of Reality

This method aims at reproducing real life situations into the school. Pupils are given opportunities to exercise their owers in real life situations.

4. The Principle of Freedom

The desire for any activity should be spontaneous and not forced by the teacher. It should grow out of pupil’s own purpose and need. They should be free to do and express themselves.

5. The Principle of Utility

Knowledge should be useful and practical.

Major steps of the Project Method.

1. Creating the situation (providing a situation)

Provide for such a situation where in the pupils feel spontaneous urge to carry out a particular project according to their needs and interests. The teacher has to discover the interests, needs, tastes and aptitudes of children. He may draw the pupil’s attention to the projects in mind through informal conversation or discussion as taking out children outside the school. Thus pupils are brought face to face with the situation.

2. Choosing the project (Selection of the Project)

The pupils should themselves choose the subject. Self choice leads to better results and entail self satisfaction. Pupils select any one, discuss the various projects, rejects some, explain others and thus come to a decision. The teacher should see that the project chosen are of great utility and satisfy the real need of the pupils and are within their capacity to be successfully carried out.

3. Planning

Pupil should themselves do the planning and the teacher is to guide them. Discussions may be held and each student should be encouraged to express his views and suggestions. The teacher may point out the difficulties involved in the carrying out of the project. Resources and limitations should be discussed. After such oral discussion, the detailed plan may be written up by the students in their project book.

4. Carrying out the project (Executing)

When the plan is ready, pupils are to put it to practice. Students themselves should distribute the various items of duties among themselves according to individual interest and capacities. Every student must contribute something towards the successful completion of the project.

A chain of activities are to performed by the students. They are busy in collecting information, visiting various places and pupils, looking up maps, writing letters, referring library books, observing specimens, studying history, keeping accounts, calculating prices, inquiring rates, measuring lengths of areas.

The teacher should guide the students provide necessary information and help them on right lines.

5. Evaluating

No project is complete unless the work done in it is evaluated. Students should assess their activities; whether they have been carried out in accordance with the plan or not, mistakes committed are noted.

6. Recording (Project Report)

The teacher should keep a complete record of work how they planned, what discussion were held, how duties were assigned and finally criticism of their own work and some important point for future reference.