This ppt is all about Teaching Techniques from A to Zee- discussing about Low key responses, Brain-storming and much more included in Effective Teaching.

1. Dr. Farhana Shaheen
Assistant Professor
Yanbu University College
KSA

2.  2 TEACH IS
 2 TOUCH LIVES
 4 EVER

3. Qualities of a TEACHER
 T: Trainers
 E: Educators
 A: Advisors
 C: Counselors
 H: Helpers
 E: Experts
 R: Role Models

4. We as Teachers have lot of
responsibilities
 We are NOT just teachers….
 We are …
 Advisors,
 Builders,
 Coordinators,
 Educators,
 Groomers,
 Helpers,
 and what not….

5. I touch the future; I TEACH
Teaching is a challenging and rewarding profession.
Teaching is about caring and wanting and expecting
the very best from every child in our class.
 Teaching is a privilege because it is all about touching
the lives of children and allowing them to touch ours.
Teaching may be about giving; but it is also so much
about receiving.
For me, the art of teaching is all about the beauty of
the risk of forming significant relationship.

6.  What a
 Student
 expects
 From
 A Teacher
 :>

7. A child’s remarks about
A GOOD TEACHER
 Loves her kids
 Helps you out
 Always has a smile
 Is fair with her kids
 Is full of surprises
 Takes good care of us
 Has smart brains
 Tries her best
 Likes to laugh
 Listens to her heart

8. Teachers play a cardinal role in building up of the
character of the next generation
 No other personality can have an influence more
profound than that of a teacher. Students are
deeply affected by the teacher's love and affection,
his/her character, competence, and moral
commitment. A popular teacher becomes a model
for his/her students. The students try to follow
their teacher in his/her manners, costumes,
etiquette, style of conversation and even their get
up. He/she is their ideal.

9. Are Teachers born or made?
 There are some qualities in a good teacher which are
innate, but many can be acquired through practice.
 There are no “born teachers” who don’t need to
improve or others who can never improve regardless
of effort.
 Good teachers work at being good and are constantly
looking for ways to improve.
 Teaching may appear easier for some, than for others.

10. Good, Better, Best… or Poor Teacher
 The Mediocre teacher tells
 The Good teacher explains
 The Superior teacher demonstrates
 The Great teacher inspires
 Strong teachers believe teaching makes a difference.
 A poor surgeon hurts one person at a time.
 A poor teacher hurts 30 (at least).

11. From A to Zee…..

12. Points to consider:
 Effective teaching should be thought of as helping students
learn, and every student encounter should be thought of as
a student's opportunity for learning.
 Your teaching style is an extension of your personality;
thus some techniques will appeal to you more than others.
 Not all techniques are effective in every setting, in every
situation of the same setting, and with every group.
 A new approach should not be tried only because it is
new, nor rejected for the same reason.

13. contd:
 Some teachers like to be given practical guidance on
how to improve their teaching, yet what they really
need to develop is their own judgment of what works
and what does not work in their own teaching.

14. A: Advise; Appreciate; Admire
 A: Advisors;
 Available: Teachers should be available to Assist
students with questions on the subject or any other
personal problem. They should also give time, effort,
Attention to their students.
 Ability; Teachers should have the ability to bring out the best in
their students.
 Acknowledge; Always Appreciate, Acknowledge or Admire your
good students.
 A: Active: Remember that being Active and NOT Passive helps
learning .

15. B: Body Language
 Body language plays a vital role in teaching.
 For example:
 Tone of teaching varies according to the students
response.
 Proximity: When students pay less attention; go close to
the student to alert him/her.
 A simple look makes a difference; a quiet way of
communicating whether or not a student’s behavior is
acceptable or not.
 A smile; just to appreciate or admire a student’s gesture.
 Using student’s name; an effective way of winning over
students or to alert them.

16. B: Builders; Behaviorism;
B: Builders ;
Behavior: Using behaviorism
to control learning
is like using an umbrella
to control the weather.

17. B: Brainstorming…

18. B: Brainstorming
 Brainstorming is a large or small group activity which
encourages children to focus on a topic and contribute
to the free flow of ideas. The teacher may begin by
posing a question or a problem, or by introducing a
topic. Students then express possible answers, relevant
words and ideas. Contributions are accepted without
criticism or judgment. Initially, some students may be
reluctant to speak out in a group setting but
brainstorming is an open sharing activity which
encourages all children to participate.

19. Purpose of Brainstorming
 to focus students' attention on a particular topic
 to generate a quantity of ideas
 to teach acceptance and respect for individual
differences
 to encourage learners to take risks in sharing their
ideas and opinions
 to demonstrate to students that their knowledge and
their language abilities are valued and accepted
 to provide an opportunity for students to share ideas
and expand their existing knowledge by building on
each other's contributions

20. C: Caring; Cooperative; Confident
 C: Caring; Cooperative; Considerate;
 Confidence: Have confidence and control at all times.
 Be confident (not arrogant)
but comfortable in
not knowing everything.

21. C:Class Participation
Class Participation;
Promote student’s participation
through problem solving,
questioning, discussion and
different activities.
Call students by their names.

22. D: Devotion; Dedication;
Diligent

23. E: Educators; Encourage
 E: Educators;
 Encourage; Encourage students to take an active role in
working through difficulties and take time to work through
concepts in detail with those who have difficulties.
 Encourage students to think, to make connections, to
practice and reinforce, to learn from other learners and to
feel that if they make mistakes they will not be ridiculed or
treated negatively.

25. E: Enthusiasm; Effort
 Enthusiasm: When a teacher enjoys teaching, it is usually
obvious, as it creates interest in the students and they are
more eager to learn.
 Teachers who show enthusiasm for subject, professional
area and teaching role motivate students as they look
forward to coming to that class. A teacher who isn’t
Enthusiastic can ruin even the most fascinating subjects.
 Effort: It is for us to make the Effort. The result is in
God’s hands.

26. E: Enthusiasm
A man can
succeed at
almost
anything
for which he
has unlimited
Enthusiasm.

27. E: Teachers Evaluation
 The evaluation process covers three main fields:
1) CLASSROOM OBSERVATION:
 This proceeds as follows:
 A first visit appointed by the instructor followed by an
orientation session from the visitor.
 In case of a score below 75, another visit should follow within a
week or so and a new evaluation based on the output of the first
visit is conducted.
 Suggested visitors are HOD’s and the DMD or any HOD assigned
by the DMD and their counterparts in the female campus.

28. Contd: Teachers Evaluation
2) ADMINISTRATIVE ASPECTS:
The suggested evaluators are HODs and DMD and
their counterparts in female campus.
3) SELF EVALUATION
 The instructor takes a chance to raise points which
support his/her evaluation.

29. F: Friendly; G: Groomer; Generous
 F: Friendly; Create a friendly environment. Try to be
friendly to students, because Friends encourage,
support and understand; the Educators teach, challenge
and spur the student on.
G: Groomers.
 Generous; No one has yet fully realized the wealth of
sympathy, kindness, and generosity hidden in the soul of a
child. The effort of every true education should be to
unlock that treasure.
 Get maximum attention; direct the pupil to look and listen.

30. H: Helpers; Humble
H: Hard Working; Honest
I: Innovative; Interested; Involve
 I: Interest;
Good Teachers are actually Interested in their students
and actively Involved with them.
 Involvement; Involve all children in class activities. Some
children are just shy and tend not to participate much in class
discussions. Often these children do know the answers or have
opinions to contribute, but are reluctant to raise their hands.

31. I: In the classroom we should:
 Accept each child as he or she is
 Help all children feel they belong
 Show confidence in your students
 Let them know we like them
 Make each child feel he or she has something to contribute
 Let students bring their problems to us
 Help them accept one another
 Live up to agreements with students
 Succeed in getting everyone to assume some responsibility
 Help the class to form a behaviour code

32. J: Jovial;
Jubilant; Joyous
Let a smile
be your
style

33. K: Kind, Knowledge
 K: Kindness; What wisdom can you find that is
greater than kindness?
 Kind; Teachers should be patient and kind and have a
sincere care for their student's education.
 Knowledge; Teachers should have a valid knowledge
of the subject they are instructing. They should be
highly knowledgeable and up to date in their subject
area; but do not pretend to know it all; should be
willing to learn from pupils.

34. K: Kindness

35. L: Love; Loyal;
Love of Learning
 If we succeed in giving the love of
learning,
the learning itself is sure to follow.
Everywhere, we learn only from those whom we love.
Give a little love to a child, and you get a great deal
back.

36. L: Teachers are Learners too…
 L: Learners;
 Much have I learned from my teachers, more from my
colleagues, but most from my students.
 L: Listen;
 Listen to your students as individuals.

37. L: Learning good manners

38. L: Low Key Responses
 Visual response; A hand or facial gesture that
communicates the expected behavior.
 For disruptive students; Move among the students and put
your hand on the disruptive student quietly so that no one
else notice but the person is alert.
 Pause; The silence teachers intentionally invoke when they
notice students’ misbehavior or lack of interest.
 Ignore; When you feel the misbehavior will not have
desired affect.
 Paying less attention; By playing with objects like jewelry,
mobile or pencil etc. Quietly confiscate the object.
 Deal with the problem and NOT the student.

39. L: A matter of Language
 We can set a positive tone in our classrooms by
changing from any of our “don’ts” to “dos”.
 “Please walk quietly” , rather than “Don’t run”
 “Will you pay attention” or “Look this way and listen”,
instead of “Don’t talk when I am teaching”.
 Our Non-Verbal Language counts, too.
Tone of voice, body language, and proximity to
students, all affect how words are perceived.

40. M: Mentors; Motivation
 M: Mentors;
 M: Motivation: Motivate your students to invest the time
and effort necessary to succeed in their courses, especially
the ones they find tough or sometimes boring.
 Some students seem naturally enthusiastic about
learning, but many need their instructors to inspire,
challenge, and stimulate them.

41. N: Nice;
 Be Nice and Polite to your students.
 Never use phrases that hurt self esteem:
 “ Why are you so stupid?”;
 “ How many times have I told you this?”

42. O: Opportunity; Observe;
 O: Opportunity; Give the students the opportunity for
questions.
 Observe students in class for signs that they are failing
to keep up, are bored, or are not understanding.
 Office Hours; Display your office hours to show your
availability for students. Spare at least one hour for every
class in morning or afternoon hours in your schedule, once
or twice a week.

43. 07:30 08:30 09:30 10:30 12:20 01:20 02:20 03:20
11:30
- - - - To - - -
-
08:20 09:20 10:20 11:20 01:20 02:10 03:10 04:10
12:20 V
I II III IV VI VII VIII
L
Prep-02- U
Prep-02- CS21-1 N
3 CS22-1
Satur 4 Math- C
OH Math- OH Math-202 OH NS
day Math-002 201 H
002 R-23
R-05 R-18
R-05
Prep-02- -
CS21-1
3 CS22-1
Math-
Sunday NS OH
201
Math- LP Math-202 OH NS
002 R-23
R-22
R-12
B
Prep-02- R
Prep-02-
Prep-02-4 3 E Prep-02-4
4
Monday Math-002
Math-002
LP Math- OH A OH NS Math-002
R-05 002 R-06
R-05 K
R-05
Prep-02- -
CS22-1 CS21-1
3
Tuesday AD
Math-002
OH LP Math-202 Math-201 Oh NS
R-17 R-22
R-05
Prep-02- CS21-1 -
Wednes 4 Math-
OH AD AD OH NS NS
day Math-002 201

44. P: Praise; Punctuality;
 P: Praise; Give praise, recognition, a special privilege
for a job well done. Emphasize the positive things the
children do, not the negative ones. Give praise to the
entire class as frequently as possible, especially for
their good behavior.
 P: Punctuality; Be in classroom few minutes before
class starts. Start on time. Take attendance within the
first 5/10 minutes.
 Students should also be well informed about the
punctuality and being regular in class.

45. P: Teachers are Preachers too
 Preachers: One good teacher is worth a thousand
priests.
 Parenting: Good teachers think of teaching as a form
of Parenting. They seem to find that the caring that
goes into their teaching feels a lot like caring that goes
into parenting. It means knowing when to stand firm
on a deadline or the standard of excellence, and when
to bend and apologize. It means knowing the
difference between soft caring and tough caring.

46. Good teachers think of teaching
as a form of Parenting

47. P: Be Polite and friendly
 I have learned that being so strict and those shouting
and discipline stuff are the ones that can "tame" the
students.. you can be a friend and with that students
will obey you...not because they are afraid and forced
to do so…but because they like and love you....they will
obey you willingly.

48. P: Promote Pupil Participation
 Promote pupil participation through problem solving,
questioning, discussion and other group activities.
 Treat all students’ questions seriously and do not
intimidate or ridicule.

49. Q: Quality Assurance Committee;
 Improvement in the teacher’s delivery of subjects
 Enhancing the teaching quality of the Faculties
 Deciding the training needs
 Form an input for the Faculties evaluation
 Monitoring and Classroom Observation

50. R: Rules,Regulations,Responsibility
 R: Rules and Regulations; Define rules and limits clearly,
and enforce them. But allow latitude for students within
these limits.
 Responsibilities; Give children responsibilities.
They will feel useful and valued.
 Role Model; Be a good role model. Let your students
know that you feel good about yourself. Also let them
see that you too can make mistakes and learn from them.
 Recognize, Respect and uphold the dignity and worth of
students as individual human beings, and, therefore, deal
justly and considerately with students.

51. Give children Responsibilities
 They will feel useful and valued.

52. R: Respect: Give it…to get it
 Respect your colleagues and students, treat them fairly,
disagree with them honestly, enjoy their friendship,
explore your thoughts about one another candidly,
work together for a common goal and help one another
achieve it.

53. S: Success

54. S: Smart; Sharp; T: Teamwork
 S: Be Smart; Look smart, especially in your dressing/appearance.
 Shouting, screaming, scolding; Try to avoid it.
Self-esteem: Use phrases that build self esteem:
“Thank you for helping me”; “It’s really nice of you”;
“ That was an excellent idea”.
T: Trainers;
 Team Work;
Teamwork divides the task and multiplies the
Success.

55. Team means Together Everyone
Achieves More!

56. Team Work
 T-Together
 E-Everyone
 A-Achieves
 M-More

57. T: Good Teachers Take Risks
 I love taking risks. I like to try things that can fail. If
there is no chance of failure, then success is
meaningless. Taking risks gives teachers ideas that are
healthy for them and their
students. It makes good
teaching, good learning.

59. T: Threatening situations
 "I have learned that when I am comfortable,
complacent, and sure of myself I am not learning
anything. The only time I learn something is when my
comfort, my complacence, and my self-assurance are
threatened.
 When I feel comfortable with a course and can predict
how it will come out, I get bored; and when I get
bored, I am boring. I try, then, to do all I can to keep
myself learning more. I do that in part by putting
myself in threatening situations."

60. U: Understanding
U: Understanding;
 Out of many qualities that a good teacher should
possess are Understanding, Patience, and having a
will to Learn.
 Understand that, since individuals learn at
different rates and in different ways, we need to
provide a variety of activities, tasks and pace of
work, and monitor and evaluate children’s
progress.

61. U: Use of Teaching Aids
 U: Use a variety of teaching aids;
like:
 Films, Videos,
 Over Head Projectors,
 Power Point Presentations,
 Guest speakers,
 Demonstrations, etc.

63. Qualities of…
 V: Vigilant
 W: Will to Learn
 X : Xperts
 Xcellent
 Y: Yearner for Knowledge
 Z: Zealous

64. 3Ts: Top Teaching Tips
 Call students by their names
 Get maximum attention; direct the pupil to look and listen
 Stand at the focal point in the room; use a firm tone of
voice
 Give students specific, incremental steps to learning
something
 Know your subject
 Listen to your students as individuals
 Give the opportunity for questions
 Find ways to make students responsible for their learning
 Remember that being active and NOT passive helps
learning

65. 3Ts: contd.
 Make lessons relevant by associating them with pupil’s own
experience
 Try to get out of books and board
 The priority is that pupils work hard, not YOU
 Always have a backup idea
 Be prepared- and expect the unexpected
 Always have your students’ best interest at heart
 Have confidence and control at all times
 Enforce silent or quiet work
 Have patience. Then more patience. And then some
more…. And…

66. 1) Do Not Bore the Listener
2) Speak at the Intellectual Level of the Listener
3) Use Questions and Debate
4) Use Analogies
5) Use Diagrams or Drawings
6) Use Gestures While Talking
7) Use Tangible Examples, Exhibits, or Artifacts
8) Answer Questions Before They are Asked
9) Answer With More Than What is Asked
10) Turn the Question into Something That Will Be of More
Benefit
Continued…..

67. 11) Allow Others to Answer the Questions
12) Take Advantage of ‘Teaching Moments’
13) Calling Out to the Listener and Remaining Silent
14) Making Physical Contact When Speaking
15) Using Stories and Examples from the Past
16) Paying Attention to Focus Groups

68. Teachers are important and make a
difference
I have come to a frightening conclusion, that I am a
decisive element in the classroom. It’s my personal
approach that creates the climate. It is my daily mood that
makes the weather. As a teacher I have a tremendous power
to make a student’s life miserable or joyous. I can be a tool
of torture or an instrument of inspiration. I can humiliate
or humour, hurt or heal. In all situations, it is my response
that decides whether a crisis will be escalated or de-
escalated, and the student humanised or dehumanised.

69. Always Remember…

70. Comments
Questions
Suggestions