Introduction Objectives Definitions of Teaching The concept of Effective Teaching Role of Teacher for Conducive Learning Environment Characteristics of an Effective Teacher The Concepts of Teaching Methodologies, Strategies, and Techniques Exercise Self Assessment Questions References

1. GENERAL METHODS
OF TEACHING
Dr. Daniyal Mushtaq
merri786@hotmail.com

3. 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. Students respond differently to different
methods of teaching. There are 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.
INTRODUCTION TO TEACHING

4. “To be a professional, you must look the part,
act the part, and become the part.”……………
…………
In every fiber of my bone, I am a teacher
INTRODUCTION TO TEACHING
BECOMING A PROFESSIONAL

5. OBJECTIVES
After the successful completion of this unit the prospective teachers
will be able to:
1. Have a clear understanding of the concept of teaching.
2. Define teaching in more effective terms.
3. Debate on aspects of effective teaching.
4. Discuss various ways of effective teaching.
5. Analyses your own teaching against factors of effective teaching.
6. Describe the role of teacher in making the learning environment
more conducive.

6. DEFINITIONS
Teaching is an art and an academic process. In this process students
are made motivated by a number of ways to learn.
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.
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

7. WHAT DOES THE LITERATURE SAY
ABOUT GOOD TEACHERS?
 Good teachers are:
 Knowledgeable about their subject
 Adopt an organised and systematic approach to their teaching
 Are enthusiastic and interesting
 Respect their students
 Have high expectations of their students performance

8. WHAT ARE BILKENT’S VIEW’S OF
TEACHING...
The Bilkent website states that;
 “Good teaching is essential for all”.
The website goes on to define quality teaching when it states:
“Quality means making the students learn by stimulating their interest in the topic, by
challenging their capabilities, and by encouraging active participation and ‘doing’”
The website also stresses that;
 “Learning means more than rote memorization of facts; hence teachers are expected to
enhance students analytical, critical, and independent thinking abilities”.
What are the implications of this ‘policy’?

9. WHAT IS TEACHING ALL ABOUT?
“All teachers have some theory of what
teaching is when they are doing it, even if
they are not explicitly aware of that
theory...”
What are your theories of teaching and
learning?
Learning is........
Teaching is.......
Share your ideas with the person next to
you and identify common points

10. SOME ASSUMPTIONS ABOUT TEACHING
Teaching is a process not an event
There is no one right way to teach, but there are many ways to
teach better
Both teachers AND students are responsible for learning
Learning is more likely to occur if the process has been planned
Assessment drives learning
Learning occurs best in a relevant context And most importantly...
Teachers want to teach better

11. SOME ASSUMPTIONS ABOUT LEARNERS?
Learners are individuals needing to be engaged through approaches that
support interactivity, collaboration, reflection, critique, and
personalization and:
 normally start with high motivation to succeed
 learn quickly when new learning is linked to prior knowledge
 may have to unlearn some things
 like to see the relevance of what they are learning
 learn best when they are physically and mentally comfortable
 like to be actively involved and engaged
 like to contribute to the learning journey
 need to experience success
 Are usually good judges of their own competence and
performance

12. HOW SPEND IN-CLASS TIME
Lecturing
60%
Student
Independen
t Work 10%
Student
Group
Work
15%
Other
15%
What do students
retain?

13. PRINCIPLES OF TEACHING
BOARDWORK – Think-Pair-Square
In what ways is the teaching profession an
art ?
In what ways is the teaching profession a
science ?

14. WHAT IS LEARNING?
Criteria that indicates learning has occurred
involves :
A change in a person’s behaviour or ability
to do something
A stipulation that this change must result
from some sort of practice or experience
A stipulation that the change is an enduring
one

15. ENJOYING LEARNING
•Learning by Doing
•“Goofing Off”
•Passing notes
•Whispering
•Sharpening pencils
•Doodling
•Gazing out the window

16. APPROACHES TO LEARNING
Learning as a Process which involves:
Constructivism
Deep and surface learning
These in turn involve:
Authenticity
Activity
Engagement

17. THE CONSTRUCTIVIST APPROACH
• Learning is an active process
• New knowledge is linked to existing knowledge
• Knowledge is developed in an organised manner
• There are multiple forms of knowledge
• Learning is a social act
• Learning is context dependent
• Learning focuses on cognitive processes and strategies
• Intrinsic motivation is critical

18. SURFACE LEARNING
 Involves rote learning and memorisation
 Motivation is extrinsic (either +ve or –ve)
 Only what is necessary is done
 Focuses on material delivered in lectures
 May not see connections or transferability
 Shortcuts are used
 Little engagement with the content

19. SURFACE LEARNING
TYPE COURSES INVOLVE:
A heavy workload
Long class hours
Excessive course materials
Lack of opportunity to pursue subjects in depth
Lack of choice over topics
Lack of choice over study methods
A ‘threatening’ testing system

20. DEEP LEARNING:
• Intrinsic motivation
• Learners seek meaning and to satisfy curiosity
• Learners develop much content knowledge
• Learners operate at a high level of
conceptualisation
• Learning is enjoyable
• Time and effort is put into learning (sometimes
too much)

21. ENCOURAGING DEEP LEARNING
Emphasis on the knowledge base
Learner is interested in the field – high motivation
Interaction between learner, learners and teacher, and
learner and content
Learner actively participates
(The learner is more than a ‘spectator’)

22. EFFECTIVE LEARNING OCCURS WHEN:
•What is already known is accessed
•New learning builds on what is already known
•The lecturer engages the learner (minds on)
Learning occurs not by recording information, but
by interpreting it and making it ours. Resnick

23. REWARDS
•Emotional or intellectual
satisfaction that goes with
believing They are making a
contribution to the world.
•Is the 2nd reason for going
into education
•Rose-colored glasses.

24. 1) INTRINSIC REWARDS
•Intrinsic rewards are personally
satisfying for emotional or
intellectual reasons.
•Teachers’ interactions with their
students provide a major source
of intrinsic rewards.

25. 2) EMOTIONAL REWARDS
• “ The beginning of the day
gets me going” she said,
smiling, during an interview.
•“ I stand at the door, and the
children give me a hug, a
high-five, or a handshake
when they come in the room.”

26. 3) INTELLECTUAL REWARDS
•“ The opportunity for a
lifetime of self-growth”
•Professional dev.
•Degrees
•“ When you see the light bulb
go on for someone, it’s all
worth it.”
•Knowledge changes your

27. 4) EXTRINSIC REWARDS
•Extrinsic rewards are career-linked
positive factors such as job security
and summer vacations.
•Usually about three years-
teachers are typically awarded
tenure status.
•Identify three reasons for going
into teaching.
•“June, July, and August.”
• Holiday Season

28. CONT. EXTRINSIC REWARDS
In addition to job security and vacations,
additional extrinsic rewards include:
• Work schedules
• Autonomy, or being in control
• of one’s own existence.
• Status of position
• Salary Supplement
• Coach
• Drivers Ed
Rewards encourage a child to focus on parental approval, not
on the effect of their behavior on others.

29. THE SIX CHARACTERISTICS OF
TEACHING AND LEARNING
1.Entails encounters with challenging ideas
and people
2.Requires active engagement with those
challenges
3.Occurs best in a supportive environment
4.Involves real-world activities
5.Is a relational, social activity
6.Is unbounded by time or place

30. STRATEGIES
•We must understand learners
•Accept differences among students and
between students and faculty
•Engage students in setting goals and
expectations
•Be flexible, creative and try not to be
surprised by anything that happens in
the classroom!

31. STRATEGIES
•Problem-based learning
•Student-centered instruction
(Adult learning/Adult education)
•Competency-based (outcomes-based) instruction

32. THE CHALLENGES AHEAD
Align what we do with what we know.
In looking to improve forget about Silver Bullets.
Think systemically.
Think collaboratively.
Use the 6 characteristics of learning and
development as touchstones in program planning,
development, and evaluation
Focus on first-year students.

33. SOME QUESTIONS FOR YOU AS A TEACHER TO
CONSIDER
 What is your teaching philosophy?
 What are your teaching goals ?
 What do you know about your students ?
 How does your course fit with previous courses?
 How does your course link with subsequent courses?
 How does your course fit into the overall programme being
offered?
 What do you want your students to learn?
 How can you give them the best chance of learning this?
 How can you find out if they have learned it?
 How can you judge the effectiveness of your teaching?
 What do you know about yourself as a teacher?

34. REFLECTIONS
Take any three of the questions listed on the previous slide
and:
1. Provide brief responses that answer each question
2. Show how the answers link together
3. Identify where there are gaps or disjunctions
4. Write down what you might do about these
5. Write down a question that remains in your mind.
6. Share your responses in a small group and identify any
points of interest/concern that you are happy to share

35. SO
It would seem that one of the big questions
might be;
•How do I know how well I am teaching?
•How can I ensure my students learn what they
should learn?
AND
•How can I continue to improve?

36. THANK YOU