Course Genral Method of Teaching course code_____________

Registration number SUIT-21-01-145-1959 Roll NO_______________

Name Aolia Father Name Sher Mast Khan
Degree Program B.ed 1st semester (1.5y) Student Signature_____________________

SARHAD INTITUE OF RESARCH AND EDUCATION LAKKI MARWAT

B.ed 1st semester Paper General Method of Teaching

Q 1Define Teaching and elaborate this concept in the light of theoretical

perspective?
DEFINITIONS OF TEACHING

A child’s learning depends on the talent and skills of the person leading his or
her classroom, the teacher. Teachers are the persons who work in an applied
discipline and face the reality of nature in the form of growing minds before
them, their students.

Teaching is an art and an academic process. In this process students are made
motivated by a number of ways to learn. A teacher begins with the student’s view
about different things, what do they know and think about the topic. The teacher
keeps in mind the prior knowledge of the students. Teaching positively influences
the way students think, act and feel.

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. The teachers provide sufficient opportunities in the classroom
for students to practice and apply what they are learning and give improvement-
oriented feed-back (Good, T.; Brophy, J. 2000).

The teachers provide assistance to enable the students to engage in learning

activities productively (Meichenbaum, D.; Biemiller, A. 1998).

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. For the purpose of teaching the teacher has to play five major roles.
These roles are:
As a Subject matter expert

Teachers possess thorough knowledge of subject matter and go beyond the

standard textbook materials. Teachers develop important and original thoughts

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

on the subject matter. They tackle issues related to the discipline on the basis of
their knowledge.

As a Pedagogical expert

Teachers set appropriate learning goals and objectives and communicates them
clearly. They show a positive attitude towards the subject, work to overcome
difficulties that might hindrance in learning. They evaluate and mark students’
work fairly. They guide students through critical thinking, and problem solving
processes and help them to
develop their own understanding. Teachers provide feedback to students about
their progress in learning.

As an Excellent communicator

A Teacher demonstrates effective oral and written communication, good

organizational abilities and planning skills. He/she helps students learn to use
effective communication skills; utilizes teaching tools appropriately and
effectively.

As a Student-centred mentor

A Teacher tries to encourage each student to learn through a variety of methods

and encourages student participation. Take his/her students to higher intellectual
levels.

As a Systematic and continual assesser

A Teacher makes an appropriate procedure for student outcome assessments in

order to improve student learning experiences. He/she systematically assess
his/her own teaching, keeps the class material fresh and new. He/she uses new
teaching style to achieve the objectives of successful student learning by
identifying his/her own weaknesses and shortcomings in the teaching process.

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

Learning is very easy and natural process for the small children but it becomes
hard and difficult for the children as they grow older. Learning can be made easy
and natural at schools only if education and teaching is based on experiences in
life of the children.

Alton-Lee (2003) has listed ten characteristics of quality teaching. Alton-Lee's

ten point model covers the following areas:

A focus on student achievement.

Pedagogical practices that create caring, inclusive and cohesive learning

communities.

 Effective links between school and the cultural context of the school.

 Quality teaching is responsive to student learning processes.

 Learning opportunities are effective and sufficient.

 Multiple tasks and contexts support learning cycles.

 Curriculum goals are effectively aligned. Pedagogy scaffolds feedback on students'

task engagement.

 Pedagogy promotes learning orientations, student self regulation, meta

cognitive strategies and thoughtful student discourse.

 Teachers and students engage constructively in goal oriented assessment

(Alton-Lee, 2003: vi-x)

Long ago a Russian psychologist, L. S. Vygotsky’s (1956) ideas affected the

world’s understanding of teaching, learning, and cognitive development. Many
researchers of different nations have now elaborated, corrected, and developed
the concept of teaching differently. Much of this work was focused on the

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

"natural teaching" of home and community. It is now accepted that before the
children enter school, they could be "taught" cognitive and linguistic skills.
teaching of these skills is done in everyday interactions of domestic life by setting
goaldirected activities of daily life. The new concept of teaching consists of more
capable family and friends assisting children to do things which the children
cannot do alone.

According to Vygotsky’s theory, the developmental level of a child is identified

by the ability of the child to do work alone. On the other hand the child’s ability
to do work with the assistance of anyone was called by Vygotsky the "zone of
proximal development”. Teaching may be defined in the proximal zone.

In Vygotskian terms, teaching is good only when it "awakens and rouses to life
those functions which are in a stage of maturing, which lie in the zone of proximal
development" (Vygotsky, 1956, p. 278; quoted in Wertsch & Stone, 1985).

Therefore a general definition of teaching was derived from this as: Teaching
consists of assisting performance through a child’s zone of proximal
development (ZPD). But teaching must be redefined as assisted performance;
teaching occurs when performance is achieved with assisting the students
(teaching):

Students’ performance can be assisted by a number of ways. Behavioral and

cognitive science have given following seven means of assistance:Modeling:
teacher offers behavior for imitation
. Modeling assists learning andgives the learner information and a remembered
image that can serve as a performance standard.
Feeding back: teacher provides information on the performance of the students.
This enables the learners to compare their performance to the standard, and also
allows self-correction
.Contingency managing: teacher applys the principles o f reinforcement and
punishment. In this rewards and punishment are arranged to opt desirable
behaviour and to avoid the negative behavior.

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

Directing: teacher requests for specific actions. Directing assists by specifying

the correct response. It provides clarification information, and promotes
decision-making.
Questioning: teacher produces a mental operation that the learner cannot or would not
produce alone. This interaction assists by giving the teacher information about the
learner’s developing understanding.
Explaining: the teacher provides explanation of the concepts in the content. This
assists learners in organizing and justifying new learning and perceptions.
Task structuring: The teacher organizes a task into different components in a sequense.
The students work on the task. the task structuring involve the chunking, segregating,
and sequencing.
Properly organized classroom activities in teaching also provide assistance to students’
learning. Many teaching methodologies like lectures, demonstrations, cooperative
learning exercises/activities, and textbook reading can all assist learning. Other
necessary elements contributing to classroom learning are recitation and assessment.
In past teachers emphasized rote learning and immediate responses. there were
no opportunities for give-and-take between a teacher and learning students. The student role
was passive. Very few teachers make efforts to adapt instruction to individual differences.
The other modern way/mean for effective teaching is "scripts" (scripted teaching). It involves
the traditional student-teacher interaction set up. It uses predesigned teacher talk and predicts
student responses. It offers more than the recitation script for learning. The scripted teaching
emphasizes: i) rote learning, ii) student passivity, iii) facts and low-level questions, and iv)
low-level cognitive functions (Tharp & Gallimore, 1991)
Q 2 Define effective Teaching? How can you make your teaching
more effective
It is universally recognized that the teacher is the key person in an education system and
whole system of education revolves around him/her.
Educational practice and researches are continuously working in the area of
“improvement of learning”. The concept of effective teaching has emerged out as one
of the component that contributes a large in improving learning.
Interaction in classroom is often dominated by the teacher. According to Ilukena, A.
(1998) teachers are the persons who can bring a difference in educational practices.
Quality of their teaching is an important factor in promoting effective learning in
schools. Effective teaching involves talking to the learners about their learning and

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

listening to them. St. Augustine quoted in Fisher, (1992) says I learned not from those
who taught me but from those who talked with me.
Being important persons of the teaching and learning process, the effective teachers
must be highly competent in planning and organizing instruction as well as in managing
in classroom environment, if they want their students to be academically successful
(Dilworth, 1991).
Cruickshank, Jenkins & Metcalf (2003) define effective teaching:
Most people would agree that good teachers are caring, supportive, concerned about the
welfare of students, knowledgeable about their subject matter, able to get along with
parents…and genuinely excited about the work that they do….Effective teachers are
able to help students learn (p. 329).
The Definition
The concept of “Effective Teaching” is considered as a range of factors that collectively
work together and result in effective learning. Most of the people agree that the basic
purpose of teaching is to enable learning. An elaboration to this concept is required to
fulfill the needs of today’s youth in a knowledge-driven society where information
rapidly increases at great scale. Therefore the concept of teaching should move beyond
the lower order skills of acquisition and reproduction of knowledge and facts.
The students require equipping them with more recent and advanced body of
knowledge, and enabling them to apply, upgrade and create knowledge.

There are various aspects of effective teaching, such as;

 Effectively managing a classroom,
 Starting each class with a clear objective,
 Engaging students with questioning strategies,
 Consolidating the lesson at the end of a period, and
 Diagnosing common student errors and correcting them that can be
systematically measured by observing classrooms and by asking students.
These aspects would be useful for both developing teachers and staffing schools more
effectively.
Bulger, S. M. and Mohr D. J. (2002) describe that teaching effectiveness is dependent
upon the interaction between the instructor's subject-matter knowledge and teaching
(pedagogical) ability. There are two forms such interaction:
An individual may possess a substantial amount of subject-matter
knowledge, yet be unable to design and implement instructional methods
to enhance student learning due to a lack of pedagogical ability. On the
other hand,
An individual may possess some generic pedagogical skills, yet have
limited subject-matter knowledge and again be prone to ineffective
teaching.The above forms indicate that it is impossible to be an

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

effective teacher without being competent in both subject-matter

knowledge and pedagogical abilit

Effective Teaching Measures

Effective teaching involves effectively managing a classroom, starting each class
with a clear objective, engaging students with questioning strategies,
strengthening the lesson at the end of a period, and diagnosing common student
errors and correcting them. MET project (2010) enlisted the following seven
measures:multiple measures of effectivenessaccurate teacher evaluation
more meaningful tenuredifferentiated pay based on effectivenessstrategic placement of
teachersmore effective teachersbetter student outcomes
The aims and desired learning outcomes of effective teaching bring positive changes in
the following areas:
Knowledge
Discipline/profession-specific knowledge.
General knowledge: fundamental concepts that an educated person/university graduate
should have, regardless of area of specialisation. Awareness/familiarity across
knowledge domains (i.e. ‘rounded’ education).

Abilities
Ability to identify what information is needed and where to find it.
Evaluation of information and discrimination of what is valid and useful from what is
not.Application/adaptation of knowledge to problem solving and making of
informed judgements.
Self-directedness in learning and the ability to sustain lifelong learning.
Capacity for independent research and knowledge.
Ability to communicate ideas clearly and structure arguments
convincingly.MindsetQuestioning habit of mind with readiness to seek evidence/support for
ideas/concepts presented, and to investigate/challenge established and controversial views
including those which are generally taken as ‘knowledge’.Awareness of the complexity and
dynamic nature of human knowledge and the need for evaluation and re-evaluation of
knowledge. Enjoyment of learning.Learning as a lifelong habit.
Let us read the principles of effective teaching.
Principles of Effective Teaching
Richard T. Walls (1999) makes links between "process" of teaching and the
"student learning" (the product) in "Four Aces of Effective Teaching". The Four
Aces of Effective

Teaching are summarized in the following figure:

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

Ace 1 Outcomes
let students know where they are going and why
drive hard toward clear goals
Ace 2 Clarity
make the contact as clear and simple as possible
build on what students already know
Ace 3 Engagement
Don’t lecture for more than 30 minutes before running an activity that
involves all students
People learn what they DO, so have students DO everything that you
want them to learn
Ace 4 Enthusiasm
If you hate to teach it, your students will hate to learn it
The only key to motivation is success
The Four Aces of Effective Teaching

According to Walls (1999) student learning is better, faster, and/or more long-
lasting when teachers play the following four principles:

Outcomes
The outcomes enable students to focus their attention on clear learning
goals. These outcomes inform students of where they are going and how
they will get there. Outcomes also provide the teacher a framework for
designing and delivering the course content. Outcomes enable teachers to
assess student learning as a measure of their own instructional
effectiveness.

Clarity
The effective teachers provide explanations and give details of the course
concepts and content. If students DO NOT LEARN, it means the methods
of delivery may lack the required degree of clarity.

So the teacher should make the message clear from alternate perspectives to

alternate senses, the effective instructional practice of the teacher should

afford students the opportunity to make connections between the new
material and the concepts that they have already been learned.

Engagement
This principle suggests that students learn by doing. Teachers must create
an educational environment that offers students the opportunity to

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

practice every concept that they are learning. The effective teachers use
those instructional strategies that engage students throughout the lesson.

Enthusiasm
The principle of high level of enthusiasm reflects teacher's professional
competence and confidence, teacher’s subject matter knowledge and
instructional experience. Teachers establish a positive learning
environment and show their enthusiasm for the subject matter. They use
student’s names, reinforce student participation during class, and keep
moving among the students.

With the knowledge of the stated principles, the perspectives teachers must have
to apply different approaches to make their teaching more effective. below are
the approaches to effective teaching:
Approaches to teaching effectiveness
Tharp, and Gallimore, (1991) viewed teaching effectiveness from three perspectives;
the ‘style’ view (how teachers teach), The ‘outcomes’ approach (student result), and
The ‘inquiry’ approach (style and outcomes within a framework).

The ‘style’ view

“Teaching effectiveness is determined by what the teacher does.” The following
statements illustrate this view of teaching effectiveness:
Effective teachers display warmth.
o Effective teachers are enthusiastic.
o Effective teachers provide an overview at the start of teaching something
new.Effective teachers minimize the amount of time they are teaching
the whole class from the front (direct instruction).
o Effective teachers facilitate the joint construction of knowledge through
teacher-student and student-student conversations.
o Effective teachers use teaching techniques and approaches that research
has shown to be effective.

The ‘outcomes’ approach

“Teaching effectiveness is determined by student results.” The following
statements illustrate this view of teaching effectiveness:
Teaching effectiveness is determined by what students achieve.
The comparative effectiveness of teachers is best determined by
comparing the achievements of the students they teach.

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

The comparative effectiveness of teachers is best determined by

comparing the added value they contribute to the achievements of the
students they teach.

The ‘inquiry’ approach

“Teaching effectiveness is determined by the quality of inquiry into the
relationship between teacher actions and student learning.”

This alternative view conceptualizes teaching effectiveness in a way that

addresses the problems raised in the discussion of style and outcomes. Put
simply, this approach argues that:
Effective teachers inquire into the relationship between what they do (style) and
what happens for students (outcomes). But effective teachers do more than
simply inquire (or reflect) – they take action (in relation to what they are doing
in the classroom) to improve the outcomes for students and continue to inquire
into the value of these interventions. The inquiry model depicts two phases of
inquiry:

Inquiry 1. This inquiry focuses on the impact of teaching actions on student

outcomes. This inquiry involves the collection and analysis of
information about a key question: “What is happening for students
in my classroom?” and sub-questions that explore the relationship
between teaching actions and student learning.

Inquiry 2. inquiry focuses on identifying possibilities for improvement through the

experiences of other teachers and from research.
The cycle of inquiry established by the processes of Inquiry 1 and Inquiry 2 enhances
the opportunity to learn for the teacher (in the sense that they are learning about the
impact of their own practice) and for the students (in the sense that changed teacher
practices are aimed at increasing student engagement and success).
Thus effective teaching is more than style and it is more than outcomes – it is the
continuous examination of the relationship between these two dimensions in order to
enhance student achievement.Let us read how certian factors influence the effectiveness
of teaching:
Factors of Effective Teaching
Gurney, (2007) suggests five key factors that could contribute to an effective
learning and teaching environment.

KEY FACTOR 1: Teacher Knowledge, Enthusiasm And Responsibility For

Learning Good classroom is one in which knowledge is shared among teacher

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B.ed 1st semester Paper General Method of Teaching

and students. Teacher not only gives instructions but takes ideas of students
during the teaching-learning process and carry out discussions. In such an
environment the knowledge is shared; students and teachers all become learners
and discover the world of the subject. In such an environment, a teacher takes
responsibility for the sharing and enjoyment of the knowledge.

KEY FACTOR 2: Classroom Activities That Encourage Learning

In a classroom of opportunity and experience, the learners explore and do
experiment. In such a climate the process of learning become a measure of
success and the students feel that they are the masters of their own learning.

Attitudes of the teacher in such a classroom can influence the outcome. A teacher
needs to be prepared to test what is going on in the class.

The class activities used to engage the students must be reviewed, revisited and
refocused in order to draw students into an effective interaction with the subject.
KEY FACTOR 3: Assessment Activities That Encourage Learning Through
Experience The assessment contributes towards the creation of an effective
learning process.
If the students know the value of assessment in the ongoing learning process, not
at the end, then they can work well and take part in the process and use it to gain
better results. The effective learning environment involves the processes of peer
tutoring, co-operative learning, questioning, clarifying and summarising. All of
these processes are used to empower the learners. For example if teacher asks the
question: ‘What do you do in the classroom?’ If assessment activities are part of
the ‘doing’ then they become a central part of the learning process.

KEY FACTOR 4:Effective Feedback That Establishes The Learning Processes

In The Classroom
Appropriate learning related feedback is one of the important factors in effective
teaching
Different methods of feedback enable the teacher to engage the students with
learning. All explanations, questioning methods, instructions are part of feedback
and student input (Hattie, 1999, p.9). In an effective classroom the students
actively seek the feedback of their performance. Alton Lee (2003) highlights the
value of feedback but warns that too much can be harmful as too little. The
feedback that a teacher gets from the students is also essential to the creation of
a learning environment. The more feedback that a teacher can obtain from
students, and the more the teacher can act on that feedback, the better the learning
environment will be that is created.

Aolia SUIT-21-01-145-1959
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KEY FACTOR 5: Effective Interaction Between The Teacher And The Students,
Creating An Environment That Respects, Encourages And Stimulates Learning
Through ExperienceLearning is an emotional exercise. Students like those things
or actions that appeals to them emotionally. The teacher who brings a sense of
personal involvement to the classroom, and who wants to share the knowledge
with the class, who shows that he/she is also a part of the learning cycle, is setting
up a relationship with the learners. The working environment generated by the
interaction can remove the stigma of ‘working’ and turn the learning process into
rewarding.
.

ASSIGMENT
Principles of Effective Teaching
Richard T. Walls (1999) makes links between "process" of teaching and the "student
learning" (the product) in "Four Aces of Effective Teaching". The Four Aces of Effective

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

Teaching are summarized in the following figure:

Ace 1 Outcomes
let students know where they are going and why
drive hard toward clear goals
Ace 2 Clarity
make the contact as clear and simple as possible
build on what students already know
Ace 3 Engagement
Don’t lecture for more than 30 minutes before running an activity that involves
all students
People learn what they DO, so have students DO everything that you want
them to learn
Ace 4 Enthusiasm
If you hate to teach it, your students will hate to learn it
The only key to motivation is success
The Four Aces of Effective Teaching

According to Walls (1999) student learning is better, faster, and/or more long-lasting when
teachers play the following four principles:

Outcomes
The outcomes enable students to focus their attention on clear learning goals. These
outcomes inform students of where they are going and how they will get there.
Outcomes also provide the teacher a framework for designing and delivering the
course content. Outcomes enable teachers to assess student learning as a measure of
their own instructional effectiveness.

Clarity
The effective teachers provide explanations and give details of the course concepts
and content. If students DO NOT LEARN, it means the methods of delivery may
lack the required degree of clarity.

So the teacher should make the message clear from alternate perspectives to

13

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

alternate senses, the effective instructional practice of the teacher should afford
students the opportunity to make connections between the new material and the
concepts that they have already been learned.

Engagement
This principle suggests that students learn by doing. Teachers must create an
educational environment that offers students the opportunity to practice every
concept that they are learning. The effective teachers use those instructional
strategies that engage students throughout the lesson.

Enthusiasm
The principle of high level of enthusiasm reflects teacher's professional competence
and confidence, teacher’s subject matter knowledge and instructional experience.
Teachers establish a positive learning environment and show their enthusiasm for
the subject matter. They use student’s names, reinforce student participation during
class, and keep moving among the students.

With the knowledge of the stated principles, the perspectives teachers must have to apply
different approaches to make their teaching more effective. below are the approaches to
effective teaching:

Aolia SUIT-21-01-145-1959
B.ed 1st semester Paper General Method of Teaching

Aolia SUIT-21-01-145-1959