Effective ways of teaching method Essay

The purpose of this study was to determine the powerfulness of various statement regularitys apply for precept school-age childs at secondary level, i search around perceptions of beat out and effective precept orders and the reason for that. I searched that most(prenominal) of the scholars rated chat method as the opera hat education method. Becuse of the instructor provides all association related to topic, m saving, students attentively listen language and take notes.The assembly discussion was the second best method of teaching because of much lodge of students, the discipline is more effective, the students dont throw to rely on rote reading, and this method articulates creativity among students. To fasten an effective accomplishment methods archetypal Remember that your students be supposed to be the beneficiaries of your communication. Dont make too many assumptions about your students. This Research indicates besides that students are the most q ualified sources to report on the extent to which the acquire experience was productive, in get toative, satisfying, or worthwhile.While opinions on these matters are not direct measures of instructors effectiveness, they are legitimate indicators of student satisf attain, and there is substantial research linking student satisfaction to effective teaching. This research aim to tell you some methods on how the student may learned through effective learning strategies that the teacher may use. Teaching strategies refer to methods apply to help students learn the desire course contents and be able to develop achievable goals in the future.Teaching strategies identify the diametric available learning methods to enable them to develop the right strategy to deal with the target group identified. Assessment of the learning capabilities of students provides a key pillar in development of a sure-fire teaching strategy. BIBLIOGRAPHY A. BOOKS Danielson, Charlotte Path ways to teaching series Merrill/Pearson,2010 Education Frey, Nancy phD the effective teachers guide M. E. S. ELIZABETH methods of teaching english English linguistic process 2004 B. INTERNET Clas. web.nthu. edu. tw/esfiles Effective teaching methods I. INTRODUCTION II. BODY OF CONTENT A. wherefore is it important ? B. Teaching rules b1. Lecture Methods b2. Discussion Methods b3. Role hunt down b4. causa Study b5. Brain Storming b6. Assignment Methods IV. RECOMENDATION V. BIBLIOGRAPHY EFFECTIVE WAYS OF TEACHING METHODS AT SECONDARY LEVEL. II. Why is it important ? Teaching is extraordinarily important, complex, and demanding blend in,and a teachers workday consists of making hundreds of decisions that promote high-level student learning.The work is and should be daunting. accounted and concise, this first edition text provides readers with theory-based practices that testament alight the art and craft of teaching. The literature on teaching is crammed full of surface researched ways th at teachers hatful yield content and skills that leave alone enhance the opportunities for students to learn. It is stock-stillly filled with suggestions of what not to do in the classroom. However, there is no overlook book on which teaching methods match up best to which skills and/or content that is being taught.Students often have little expertise in knowing 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 debate at heart the high education community on how teaching or teaching effectiveness may be defined that is why this kind of research is important for them to have an idea how they will be able to transfer an effective teaching methods for their student. III. TEACHING METHODS LECTURE METHODLecture Method A lecture is a talk or verbal instauration ween by a lecturer,trainer or speaker to an audience. With all the furtherance of training systems and computer technology, lecture method is still a keystone widely utilize in teaching and training at higher level of education. This method is economical, can be used for a mammoth pattern of students, material can be covered in a structured manner and the teacher has a great discover of magazine and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ).provides evidence that students may get off greater emphasis on lecture material than on textbooks. talking to is not simply a matter of standing in present of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can both 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, stimulates thinking to able 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 resultant all questions by students. Lecture gives the pupils training in listening and taking rapid notes. For Improving Lecture Methods. Lecture material should be stimulating and thought provoking. Information should be delivered dramatically by apply example to make it memorable. The teacher needs 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, white get on/ black board etc. instructor should take feedback of students to improve lecture meth handling It is a free verbal exchange of ideas between group members or teacher and studen ts. For effective discussion the students should have prior knowledge and culture about the topic to be discussed. discussion as, pools ideas and experiences from group, an allows eachone to participate in an sprightly 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 intricacy of students, the learning is more effective, the students dont have to rely on rote learning, each 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 steps of discussion. diametric aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be parcel out to discuss all the issues.At the same time students should know the time limit to reach a conclusion. The teacher in the beginning should go in the topic, the purp ose of discussion, and the students participating in discussion. Before the start of discussion, background instruction about the topic should be provided. There is a need to take questions to provide direction. Relaxed environment should be created to foster the process of discussion teacher after opening the discussion should play the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen otherwises point of view and then evaluate their own. Teacher should give value to all students opinions and try not to allow his/her own remnant of opinion, prevent communication and debate. ROLE PLAY occurs when participants take on tell roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and teachings or loosely indicated by an outline of the function or t involve. These techniques have already demonstrated their applicability to a wide range of learners, s ubjects and levels.It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic 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 behave naturally. Teacher should select brief observers about their roles. During the role play, the teacher must clasp quiet, listen take notes, avoid cutting role play short, just give time warning if previously agreed.The teacher should be nimble for some action if participants dry up and can intervene as a last resort. After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, The teacher should use role names not those of participants, summarize, drawing out learn ing points, leaving the participants with positive comments and feelings. CASE STUDY Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education.This method is basically 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 cite particular problem only. -to diagnose problem provide solution. -to give reasons implications of action after providing both problem solution. It is a time consuming 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 indigence to know the right answer by the teacher. The role of the teacher in conducting the case study should be to, -read the c ase and determine the key problems face up by the decision maker, -determine the data required to analyze the problems and for a entailment into solutions, -develop, analyze, and compare alternative solutions, and recommend a course of action. For Improving field of study Study Methods Cases should be brief, well- create verbally, 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. BRAINSTORMING It is a loosely structured form of discussion for generating ideas without participants embroiled in sterile 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 criticism and the wondrous ideas should be encouraged and recorded without evaluation. Emphasis should be placed on qua ntity of ideas and not the quality. There is a need of equal participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. It works well in small group. subsidisation METHOD Written assignments help in organization of knowledge, assimilation of facts and break off 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 delimitate the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the requisite 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 fertilise assignments and exams that recognize students diverse backgrounds and special interests. For example, a faculty member teaching a course on medical and health training offered students a va riety of topics for their term papers, including one on alternative healing belief systems.A faculty member in the social sciences gave students an assignment ask 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 anonymous 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 naturalise students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semest er 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.