Effective ways of teaching method Essay

The purpose of this study was to determine the utileness of various direction method actings affair for teaching students at secondary level, i assay to the highest degree perceptions of topper and effective teaching methods and the reason for that. I searched that most of the students rated lecture method as the best teaching method. Becuse of the teacher provides all experience related to topic, clip saving, students attentively listen lecture and take notes.The group discussion was the second best method of teaching because of more participation of students, the instruction is more effective, the students dont learn to rely on rote development, and this method develops creativity among students. To make an effective learning methods first Remember that your students atomic number 18 supposed to be the beneficiaries of your colloquy. Dont make too many assumptions about your students. This Research indicates also that students are the most qualified sources to report on the extent to which the learning experience was fecund, informative, satisfying, or worthwhile.While panoramas on these matters are not direct measures of teachers effectiveness, they are legitimate indicators of student satisfaction, and at that place 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. article of faith strategies refer to methods used to help students learn the desired course contents and be able to develop possible goals in the future.Teaching strategies identify the different 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 successful teaching strategy. BIBLIOGRAPHY A. BOOKS Danielson, Charlotte Path ways to teaching series Merrill/Pearso n,2010 Education Frey, Nancy phD the effective teachers guide M. E. S. ELIZABETH methods of teaching english English language 2004 B. INTERNET Clas. web.nthu. edu. tw/esfiles Effective teaching methods I. INTRODUCTION II. BODY OF CONTENT A. Why is it definitive ? B. Teaching Methods b1. grouch Methods b2. Discussion Methods b3. Role Play b4. Case contract 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 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 edition provides readers with theory-based practices that result illuminate the art and craft of teaching. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally 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 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 within the higher(prenominal) 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 conduct an effective teaching methods for their student. III. TEACHING METHODS LECTURE METHODLecture Method A lecture is a talk or verbal presentation given by a lecturer,trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a bac kb unity widely used in teaching and training at higher level of education. This method is economical, can be used for a large number of students, significant can be covered in a structured manner and the teacher has a great go 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. public lecture is not simply a matter of standing in front 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 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, stimulates thought to open discussion, and utilitarian for large groups.Our findings also revealed that most of the students considered l ecture 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 Improving Lecture Methods. Lecture material should be stimulating and thought provoking. Information should be delivered dramatically by using 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. pay back learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture meth intelligence It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and infor mation about the topic to be discussed. discussion as, pools ideas and experiences from group, an allows every(prenominal)one 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 steps of discussion. Different aspects of the topic and the parameters should be selected for the focused discussion. capable time should be allotted 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 introduce the topic, the purpose of discussion, and the students participating in discussion. B efore the start of discussion, background information about the topic should be provided. There is a need to include questions to provide direction. Relaxed environment should be created to foster the process of discussion Teacher after opening the discussion should knead the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen others point of view and then respect their own. Teacher should give nurture 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 biographical details, and even personality, attitudes and beliefs or loosely indicated by an outline of the function or t gestate. These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels.It is a memorable and enjoyable learni ng method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the fact 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 keep quiet, listen take notes, avoid cutting role play short, but give time warning if previously agreed.The teacher should be prepared 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 learning points, leaving the participants with positive comments and feelings. CASE STUDY Primarily developed in business and law of nature 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 conceptional situation and they are asked, -to diagnose particular problem only. -to diagnose problem provide solution. -to give reasons implications of action after providing both(prenominal) 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 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 set about 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. BRAINSTORMING 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 criticism and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be placed on quantity 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 teentsy group. ASSIGNMENT METHOD Written assignments help in organization of knowledge, assimilation 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, forget 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 interests. 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 hea ling 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 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 coach students in effective ways of giving precise feedback that addresses specific 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/ learn ing process and that there will be no chance of retribution to the students.