TEACHING STRATEGIES, STYLES AND QUALITIES OF A

TEACHER: A REVIEW FOR VALUABLE HIGHER EDUCATION
Ravindra D. Sarode
Assistant Professor, Department of Library & Information Science
Sant Gadge Baba Amravati University, Amravati

ABSTRACT connect with students and impact their lives

This paper addresses the essential qualities of personally and professionally, teachers must be
a good teacher. The main focus of paper was student-centered and demonstrate respect for
to review various teaching strategies, styles their background, ideologies, beliefs, and
and activities which are useful for valuable learning styles. The best instructors use
higher education. The author suggested differentiated instruction, display cultural
various categories of teaching strategies to sensitivity, accentuate open communication, and
improve quality of higher education such as offer positive feedback on the students’
effective teaching strategies, balanced and academic performance.
integrating the curriculum, use of digital The nationally and locally recognized
technology in the classroom, and best institutes may implement schemes or evaluation
practices teaching strategy. The style of mechanisms to identify and promote good
teaching will be differed from teacher to teaching strategies. The institutional
teacher and also students to students. There environment of higher education institutions can
are various teaching styles used in teaching- also lead to enhancement of quality of the
learning process such as the authority or teaching in higher education through various
lecture style, the facilitator or activity style, teaching strategies, styles and activities.
the delegator or group style, and the hybrid or
blended style. 1. DEFINITIONS OF TERMS AND
KEYWORDS CONCEPTS:
Higher Education, Teaching Strategy, 1.1 Higher Education:
Teaching Style, Teaching Activities, Balanced Higher education includes teaching,
Curriculum, Integrating Curriculum, Digital research, exacting applied work (e.g. in medical
Technology, Teaching Skills, etc. schools and dental schools), and social services
activities of universities (Pucciarelli, 2016).
INTRODUCTION: There is no simple definition of higher education.
In the context of the sustained growth and The international definition of tertiary (post
diversification of higher education systems, school) education divides it into two parts. Type
teaching community is increasingly concerned A (Higher Education) and Type B (Further
about the quality of teaching activities offered to Education). A higher education qualification at
students. Recognizing individual differences of degree level takes a minimum of three years to
the learners is a basic concept when teachers complete, more typically four. Shortly, Higher
prepare to teach. It is a fundamental assumption education mainly and generally means university
of strategic teaching and learning that what we level education. It offers a number of
choose to teach in the classroom should be an qualifications ranging from Higher National
interaction of what we know about the variables Diplomas and Foundation Degrees to Honors
of instruction, learning, achievement, and Degrees and as further step, Postgraduate
contextual factors. This assumption has driven programmes such as Masters Degrees and
our quest as individuals and groups to develop an Doctorates.
instructional framework (Jones, 1987: p. v). To

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1.2 Teaching Strategy: learning activities”. An effective teaching
Lawton define, “teaching strategy is a strategy helps students to achieve their goals and
generalized plan for a lesson(s) which include success in life.
structure desired learner behavior in terms of 2.1 Use of Digital Technology in the
goals of instructions and an outline of planned Classroom:
tactics necessary to implement the strategy”. In the today’s teaching-learning scenario
Teaching strategies refer to methods used to help most of the students are computer literate and
students learn the desired course contents and be used laptop and digital gadgets. Use of digital
able to develop achievable goals in the future. technology will help to enhance both teaching
Teaching strategies identify the different and learning. It is the responsibility of
available learning methods to enable them to educational institutions to provide integrating
develop the right strategy to deal with the target technology in the class rooms and laboratories.
group identified (studylectures.com). Following are the types of digital technology
1.3 Role of Teaching Community in Higher which will be used in the classroom.
Education:  Use of computers in the classrooms (For
The professors are good leaders in Theory and Practical purpose)
providing ideas, insight, and the best strategies to  Creating class websites and blogs
educators who are passionate for effective (students and teachers blog)
teaching in the higher education. It is supposed  Use of digital microphone in the
that there is an important role for nationally and classroom
locally recognized professors in higher education  Use of mobile devices with high-speed
to become more involved in the regulation of internet facility
teaching rules. This will help other college  Use of smart interactive whiteboards
/university teachers to be familiar with effective  Use of online media
teaching and learning procedures. Therefore,  Use of online study tools
curriculum planners and faculty members can
 Offer a variety of communication and
improve their teaching strategies for higher
sharing methods
education.
 Flipped Classrooms
2. EFFECTIVE TEACHING
2.2 Balanced and Integrating the
STRATEGIES FOR HIGHER
Curriculum:
EDUCATION
The practice of integrating curriculum
Teaching effectively involves not only
involves students in the unit development
the use of tools, techniques, and strategies to
process. It affords them the opportunity to
optimize student learning but an understanding
identify topics, develop questions, plan inquiry,
of context, in particular how the students learn,
divide tasks, research information and share the
how they process information, what motivates
learning process and content. Technology
them to learn more, and what impedes the
resources are also embedded into daily practices
learning process. Anderson (1994) concluded
of the classroom. The Table-1 shows that the
that, “student outcomes may heavily depend on
balanced and integrating curriculum
the teacher’s instructional planning, teaching
method selection, and having a variety of
.

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Table-1: Balanced and Integrating the Curriculum
What a Balanced Curriculum is What a Balanced Curriculum is Not
 Promotes brain growth and  Teaching without assessing
development through an enriched student
environment  Teaching to the test
 Prepare students for success in  Teaching the teacher’s favorite or
college and in life most comfortable topic(s)
 Includes a challenging and common  Teaching some disciplines
curriculum sporadically (seasons or holidays)
 Include entire standard course of  Teaching ONLY English
study Language Arts and Mathematics
 Include all subjects verses those  Teaching few minute classes to
subject tested hundreds of students
 Educated the whole students  Planning and teaching in isolation
 Creates active participants rather than  Only for some students in a class
passive observers  One size fits all”
 Based on the knowledge of how  An individual effort needs
students develop and learn
 Allows students to use the whole
brain
 Provides a curriculum that is
rigorous, relevant and promotes
relationships

2.3 Best Practices Teaching Strategy for  Teachers often use collaborative and/or
Higher Education authentic tasks that place students at the
Thomas L. Friedman, author of The center of the learning process.
World Is Flat, refers to a twenty-first century  Teachers are actively engaged with
world that will be very different from the one in different groups and students are
which we were educated. To survive in a new, anxious to enlist visitors in their various
globally competitive world, today’s students will tasks or assignments.
need creativity, problem-solving abilities, a  Students are engaged and focused on
passion for learning, a dedicated work ethic and their career oriented work
lifelong learning opportunities. Students can  Seating arrangements are clustered,
develop these abilities through instruction based varied and functional with multi-
on best practice teaching strategies. Best instructional areas.
practices are applicable to all grade levels  Project materials and books are
students in higher education. Best practices numerous.
motivate, engage and prompt students to learn  Classrooms are activity-based spaces as
and achieve. Students who receive a balanced opposed to places to “sit and get”
curriculum and possess the knowledge, skills and lectures.
abilities to transfer and connect ideas and 3. EFFECTIVE TEACHING STYLE
concepts across disciplines will be successful as Every teacher has his or her own style of
measured by standardized tests and other teaching and as traditional teaching styles
indicators of student success. The following are evolves with the advent of differentiated
the benefits of best practices teaching strategy. instruction; more and more teachers are adjusting
 There is a joyful feeling of purposeful their approach depending on their students’
movement, industrious thinking and a learning needs. But there are a few fundamental
vital and vibrant atmosphere and teaching styles most educators tend to use in
environment. higher education.

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3.1 The authority or lecture style: discussion on the latest topics was organized
The authority model is teacher-centered where teacher in an observer role that inspires
and frequently entails lengthy lecture sessions or students by working in achievement of common
one-way presentations. Students are expected to goals. Considered a modern style of teaching, it
take notes or absorb information. This style is is sometimes criticized as eroding teacher
acceptable for certain higher-education authority. As a delegator, the teacher acts more
disciplines and auditorium settings with large as a consultant rather than the traditional
groups of students. The pure lecture style is most authority figure.
suitable for subjects like history, which 3.5 The hybrid or blended style:
necessitate memorization of key facts, dates, It is Hybrid or blended style which
names, etc. It has some drawbacks because; there follows an integrated approach to teaching that
is little or no interaction with the students. Also blends the teacher’s personality and interests
it can get a little snooze. That’s why it is a better with students’ needs and curriculum-appropriate
approach for older, more mature students (Post methods. It enables teachers to modify their
Graduate Students). styles to student needs and appropriate subject
3.2 The demonstrator or coach style: matter. Hybrid style runs the risk of trying to be
The demonstrator retains the formal too many things to all students, prompting
authority role by showing students what they teachers to spread themselves too thin and dilute
need to know. The demonstrator is a lot like the learning.
lecturer, but their lessons include multimedia 4. TEACHING ACTIVITIES FOR
presentations, activities, and demonstrations. VALUABLE HIGHER EDUCATION
Example: Mathematics, Science, and Music etc. Kassem (1992, p. 45) defined, “teaching
This style gives teachers opportunities to techniques as teacher’s activities in the class to
incorporate a variety of formats including involve students in the subject matter, and
lectures and multimedia presentations. It has requires that students participate in learning
some limitations that it is well-suited for activities, share equally with other learners, and
teaching mathematics, music, physical react to the learning experience”. For example,
education, arts and crafts; it is difficult to allowing students to choose the type of
accommodate students’ individual needs in assignment they do or which problems to work
larger classrooms. on can give them a sense of control that may just
3.3 The facilitator or activity style: motivate them to do more. Monk and Dillion
Facilitators promote self-learning and (1995) suggested in the planning and managing
help students develop critical thinking skills and for teaching science that the aims of activities are
retain knowledge that leads to self-actualization. to help teachers to develop the following:
In this style teacher motivate the students to  Knowledge of the elements of planning
search information from various information and classroom management;
sources (Print & Electronic). This style trains  Skills and strategies for organizing and
students to ask questions and helps develop skills managing activities in lessons;
to find answers and solutions through  Skills and strategies in planning and
exploration; it is ideal for teaching science and managing continuity between lessons;
similar subjects. This strategy has some  Experience in developing and planning a
challenges for teachers such as to interact with scheme of work. (p. 53)
students and prompt them toward discovery Competition in the classroom is not
rather than lecturing facts and testing knowledge always a bad thing, and in some cases can
through memorization. So it is a bit harder to motivate students to try harder and work to excel.
measure success in tangible terms. Work to foster a friendly spirit of competition in
3.4 The delegator or group style: the classroom, perhaps through group games
The delegator style is best suited for related to the material or other opportunities for
curriculum that requires laboratory activities, students to show off their knowledge. The Table-
such as chemistry, micro-biology, and biology, 2 shows the teaching activities for valuable
or subjects that warrant peer feedback, like higher education.
debate and creative writing. In this style group

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Table-2: Teaching Activities for Valuable Higher Education
 Use positive competition  Make things fun
 Track progress  Know your students
 Provide opportunities for  Identify and try to solve personal
success queries
 Organize various games  Help students find intrinsic
 Organize Teamwork event motivation
 Offer varied experiences  Harness students interest
 Give students responsibility  Give praise when earned
 Give students a sense of  Encourage self-reflection
control  Create a threat free environment
 Define the objectives  Be excited
 Change classroom  Allow students to work together
environment

5. QUALITIES AND SKILLS FOR A These qualities and skills can be possess
GREAT TEACHER by self-learning, training (In-house and job
The qualities and skills are vital oriented) and participated in skill oriented
importance in the overall development of programs, workshops and seminars. With the
personality of teachers and career of students. A help of internet surfing and self learning teachers
great teacher is one a student remembers and can improve their subject knowledge and
cherishes forever. Teachers have long-lasting knowledge of other disciplines. For the valuable
impacts on the lives of their students, and the higher education teachers must have posses the
greatest teachers inspire students toward qualities and skills. The table-3 shows the
greatness. For the valuable higher education various essential qualities and skills for a great
there is strong need of quality teaching teacher.
communities. To be successful, a great teacher
must have the qualities and skills.
Table-3: Qualities and Skills for a Great Teacher
Qualities Skills
 An engaging personality and teaching  Assessment or evaluation skills
style  Correct speech and appropriate voice
 Clear objectives for lessons tone
 Constant learner  Effective discipline skills
 Encouraging and positive words  Good classroom management skills
 Gentle and kind  Good communication skills
 High expectations of their students  Good listener
 Inspire students toward greatness  Good sense of humor
 Knowledge of curriculum and  Leadership skills
standards  Managerial skills
 Knowledge of subject matter  Promotion or marketing skills
 Passion for students and teaching  Research skills
 Positive body language  Teambuilding and teamwork skills
 Respect for students and other teachers  Technical & ICT skills
 Strong rapport with students

6. CONCLUSION: institutions define quality in their own

The concept of quality teaching is circumstances. It was illustrated that a good
complex and open to a range of definitions and teaching strategy helps the students to question
interpretations. This review has therefore their preconceptions, and motivates them to
adopted a pragmatic approach, based on how learn. These strategies, styles and activities help
 

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to increase the quality of higher education. But 7. Jones, B. F., Palincsar, A. S., Ogle, D. S., &
whenever the teachers can teach by these Carr, E. G. (1987). Strategic Teaching and
strategies, they are faced with some barriers and Learning: Cognitive Instruction in the
requirements. Some of these requirements are Content Areas. Association for Supervision
prerequisite of the teachers’ behavior and their and Curriculum Development in cooperation
outlook. Also, there are some major barriers with the North Central Regional Educational
which are associated with laws and regulations. Laboratory.
Therefore, to have an effective teaching, the 8. Monk, M., & Dillion, J. (1995). Learning to
faculty members of universities/colleges should Teach Science: Activities for Student
be aware of these barriers and requirements as a Teachers and Mentors. Washington, DC:
way to improve the teaching quality. Falmer Press.
RESOURCES 9. Public Schools and Colleges of North
1. Anderson, W. R., (1994). Bloom’s Carolina (2003). The Balanced Curriculum:
Taxonomy: A Forty-Year Retrospective, A Guiding
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Society for the Study of Education, Chicago, Competition and Strategy in Higher
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that Matter: Six Structures for Best Practice 11. Silberman, M. (1996). Active Learning: 101
Classrooms. York, ME: Stenhouse. Strategies to teach any Subject. DesMoines,
3. Document for Scheduling and IA: Prentice-Hall.
Implementation of the NC Standard Course 12. Tomlinson, C. (2003). Differentiation in
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http://ncpublicschools.org/curriculum Differentiating Curriculum. Alexandria, VA:
4. Friedman, T., (2005). The World Is Flat. ASCD.
New York: Farrar, Straus and Giroux. 13. Zemelman, S., Daniels, H., & Hyde, A.
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