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Successful teaching
Successful teaching
Successful teaching
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Successful teaching

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Successful teaching

Successful teaching

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  • 1. Successful Teaching *Dr.T.V.Rao MD Today we live in a complex world, every onecomplains there is generation gap, and the youngergeneration have become indifferent and not attentive totheir responsibilities. I however differ from common idea thestudents have greater challenges of uncertainties and wehave not faced when we were students. I as a teacher, we aselderly have a greater responsibility to adapt to the changingenvironment to make our students better citizens of theNation. It is all possible if we understand, the world we live inis a rich and diverse place with individual thinking about theircareers. If were smart, we can take advantage of differentaspects of the stimulating environment we all live in to helpus to teach creatively. If you can stimulate your students, youhave a better chance at keeping them interested in learningmore. But being creative offers more benefits than justholding a student’s attention. If you are able to presentmaterial in many different ways, your students have a betterchance of understanding it. Being a creative teacherencourages students to be creative learners too. Withgrowing economic crisis, and privatization affects teachertoo, we too have become materialistic, we all accept thatlearning is most effective when it is enjoyable, but they aregiven little direct advice about how to achieve the creative
  • 2. and motivating classrooms that educationalists appeal for. Ifthe teacher do not adapt to the expectations of the studentsour lives too become difficult. The world is changing pastwith technological advances, be a partner with students inupgrading our skills, it would be beneficial to jumble up thisapproach somewhat. Sometimes something comes alongthat is so exciting, so much encouraging , or is so compellingthat it would be great to use it in your work as a teacher,even though it may not fit the methods youd planned.Perhaps there are things so compelling that you should usethem as teaching tools even if at first glance they dont seemto fit what youre teaching. I updated by capabilities in myteaching with several digital presentation which differ frommany of teachers around me, might discover some fantasticpiece of technology that youd love to use in class, and thenshape the lesson around that. We might call this the "ready,fire, aim" method of teaching. Unconventional, I know.Youre supposed to choose the tools to do the job once youknow what "the job" actually is! Here, we are selecting thetools and then finding a job that fits those tools! But in doingso, we experience the following benefits: We get to usesomething we are enthusiastic about. And we know ourenthusiasm transfers to our students. Which makes even theaverage students to attain higher grades in their career? Iwish we should live up to their expectations to be a part ofthe system.
  • 3. Much of the syllabus created for students may notbe interesting for a beginner; early motivation of theteachers will create interest in the subject. The purpose ofthe motivation element is to offer the student’s specificreasons why the lesson content is important to know,understand, apply, or perform. For example, the teachersmay talk about an occurrence where the knowledge in thelesson was applied. This motivation should appeal to eachstudent personally and engender a desire to learn thematerial. Our questioning patterns to be productive for allstudents, try not to encourage few at the cost of many slowlearners. Effective use of questions may result in morestudent learning than any other single technique used byinstructors. In general, teachers should ask open-endedquestions that are thought provoking and require moremental activity than simply remembering facts. Since mostmedical training is at the understanding level of learning, orhigher, questions should require students to grasp concepts,explain similarities and differences, and to infer cause-and-effect relationships. In group discussions we encourage theircommunication talents; the teacher opens the discussion byasking one of the prepared lead-off questions. After asking aquestion, the instructor should be patient. The studentsshould be given a chance to react. The teacher should havethe answer in mind before asking the question, but thestudents have to think about the question before answering.Sometimes a teacher finds it difficult to be patient while
  • 4. students figure out answers. Keep in mind that it takes timeto recall data, determine how to answer, or to think of anexample. The more difficult the question, the more time thestudents will need to produce an answer. Sometimesstudents do not understand the question. Whenever theinstructor sees puzzled expressions, the question should berephrased in a slightly different form. The nature of thequestions should be determined by the lesson objective anddesired learning outcomes. Many students may not be up to yourexpectation use simple words in the teaching lecture, simplerather than complex words should be used wheneverpossible. Good newspapers offer examples of the effectiveuse of simple words. The teachers should not, however, usesubstandard English. Errors in grammar and vulgarismsdetract from an instructors dignity and reflect upon theintelligence of the students. Everybody will agree Teaching isa challenging profession how you make it depend solely onus; if teacher continues to believe that he/she is still astudent makes a great difference. Never forget knowledgeis Power.Email – doctortvrao@gmail.com

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