Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Teaching Skills


Published on

Published in: Education

Teaching Skills

  1. 1. Dr. B. Victor., Ph.D., Teaching Skills For A College Teacher
  2. 2. PRESENTATION OUTLINE <ul><li>What is good teaching? </li></ul><ul><li>Core qualities of a good teacher. </li></ul><ul><li>Methods of teaching. </li></ul><ul><li>Lecture method </li></ul><ul><li>How to prepare and present a good lecture. </li></ul>
  3. 3. What is Good Teaching? <ul><li>All students have had hundreds of teachers in their lifetimes. </li></ul><ul><li>They remember only a few teachers as being exceptionally good. </li></ul><ul><li>What are the qualities that combine to create an excellent, memorable teacher? </li></ul><ul><li>Why do some teachers inspire students to work harder, while others inspire students to skip class? </li></ul><ul><li>Why do students learn more from some teachers than others? </li></ul>
  4. 4. &quot;Core qualities&quot; of a good teacher <ul><li>The characteristics fall into two specific categories: </li></ul><ul><li>a set of &quot;core qualities&quot; that students recognize in good teachers, and </li></ul><ul><li>a set of specific skills that are developed by good teachers. </li></ul>
  5. 5. Knowledge <ul><li>The first quality of a good teacher is knowledge of the subject. </li></ul><ul><li>You must be an expert in your field if you are going to be a good teacher at a college . This is a prerequisite . </li></ul>
  6. 6. Communication <ul><li>The second core quality of a good teacher is the ability to communicate their knowledge and expertise to their students. </li></ul><ul><li>There is a saying, &quot;Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime.“ </li></ul>
  7. 7. Interest <ul><li>A good teacher builds knowledge of the subject, with a clarity and understanding. </li></ul><ul><li>Best teachers make the class interesting and relevant to the students. </li></ul><ul><li>Good teachers work hard to make their material relevant. </li></ul>
  8. 8. Respect <ul><li>Good teachers have a deep-seated concern and respect for the students in the classroom. </li></ul>
  9. 9. Conclusion <ul><li>When you strive and work to become a good teacher and to create a good class, the four core qualities are essential: </li></ul><ul><li>knowledge, </li></ul><ul><li>the skills to convey that knowledge, </li></ul><ul><li>the ability to make the material you are teaching interesting and relevant, and </li></ul><ul><li>a deep-seated respect for the student . </li></ul>
  10. 10. Learning and Teaching <ul><li>Learning is a change in the way </li></ul><ul><li>an individual thinks, acts and feels. </li></ul><ul><li>Learning takes place through experiences involving people, things and events and the response to these. </li></ul>
  11. 11. Methods of Learning <ul><li>The individual learns through the five senses – hearing, sight, touch, smell, taste and combinations of these – in involvement-oriented experiences. </li></ul>
  12. 12. Methods of Teaching <ul><li>The method of teaching selected must be interesting to the learner. </li></ul><ul><li>The methods can be tied to the methods of learning – listening, seeing and doing. </li></ul>
  13. 13. Listening <ul><li>Listening involves the hearing of something (use of only one of the senses). </li></ul><ul><li>Since hearing accounts only 13 percent of learning, this is the least effective method used alone. </li></ul>
  14. 14. Seeing <ul><li>Seeing involves the eyes in observing new information. </li></ul><ul><li>It is estimated that 75 percent of learning is derived from the eyes. </li></ul><ul><li>Examples of teaching techniques include illustrated talks, demonstrations, tours, field trips and exhibits </li></ul>
  15. 15. Listening and Seeing <ul><li>When the young people see and hear new material, they will retain approximately 50 percent. </li></ul><ul><li>Observing demonstrations, seeing movies, participating in tours, etc., are all ways Learners can see and hear. </li></ul>
  16. 16. Doing <ul><li>Doing involves the total individual in the learning process or experience. </li></ul><ul><li>By the involvement of the learner, maximum learning occurs. </li></ul><ul><li>Examples of teaching techniques include work sessions or workshops, judging and role-playing, </li></ul>
  17. 17. Saying and Doing <ul><li>When learners are actively involved in saying and doing, they will retain approximately 90 percent of the material. </li></ul><ul><li>Most people learn best by actually “doing.” </li></ul><ul><li>Provide opportunities for the learners to practice and explore what they have learned. They might plan and present a demonstration or teach younger members. </li></ul>
  18. 18. Lecture <ul><li>STRENGTHS: </li></ul><ul><ul><li>presents factual material in direct, logical manner </li></ul></ul><ul><ul><li>contains experience which inspires </li></ul></ul><ul><ul><li>stimulates thinking to open discussion </li></ul></ul><ul><ul><li>useful for large groups </li></ul></ul><ul><li>LIMITATIONS: </li></ul><ul><ul><li>experts are not always good teachers </li></ul></ul><ul><ul><li>audience is passive </li></ul></ul><ul><ul><li>learning is difficult to gauge </li></ul></ul><ul><ul><li>communication in one way </li></ul></ul><ul><li>PREPARATION: </li></ul><ul><ul><li>needs clear introduction and summary </li></ul></ul><ul><ul><li>needs time and content limit to be effective </li></ul></ul><ul><ul><li>should include examples, anecdotes </li></ul></ul>
  19. 20. Attention <ul><li>The instructor may begin by telling a story, making an unexpected or surprising statement, asking a question, or telling a joke. </li></ul><ul><li>The main concern is to gain the attention of everyone and concentrate on the subject. </li></ul>
  20. 21. Motivation <ul><li>The purpose of the motivation element is to offer the students specific reasons why the lesson content is important to know, understand, apply, or perform. </li></ul><ul><li>This motivation should appeal to each student personally and engender a desire to learn the material </li></ul>
  21. 22. Overview <ul><li>A clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. </li></ul><ul><li>A good visual aid can help the students the path that they are to travel. </li></ul><ul><li>The introduction should avoid stories, jokes, or incidents. Also, the instructor should avoid a long introduction. </li></ul>
  22. 23. Development <ul><li>Development is the main part of the lesson. </li></ul><ul><li>The teacher must logically organize the Teaching material to show the relationships of the main points. </li></ul><ul><li>The teacher can proceed by developing the main points in one of the following ways: </li></ul><ul><li>from past to present, </li></ul><ul><li>simple to complex, </li></ul><ul><li>known to unknown, and </li></ul><ul><li>most frequently used to least frequently used. </li></ul>
  23. 24. Past to Present <ul><li>the subject matter is arranged chronologically, from the present to the past or from the past to the present. </li></ul>
  24. 25. Simple to Complex <ul><li>The student will find it easier to master simple concepts first and then apply these concepts to more complex ones. </li></ul>
  25. 26. Known to Unknown <ul><ul><li>Learning moves faster when it builds on what the student already knows. </li></ul></ul><ul><ul><li>Teaching that begins by comparing the old, known information and the new, unknown, one allows the student to grasp new information more quickly. </li></ul></ul>
  26. 27. Accommodate learning style of students <ul><ul><li>Teach according to the learning style preference. </li></ul></ul><ul><ul><li>Visual learners gain knowledge best by seeing or reading ; auditory learners , by listening; and tactile or psychomotor learners , by doing. </li></ul></ul>
  27. 28. Sort goals by learning domain <ul><ul><li>A teacher can combine the knowledge of the student's preferred learning style with the knowledge of LEARNING DOMAINS </li></ul></ul><ul><ul><li>Learning behaviors fall in three domains: cognitive, psychomotor, and affective. </li></ul></ul><ul><ul><li>The cognitive domain deals with intellectual abilities. </li></ul></ul><ul><ul><li>The psychomotor domain includes physical or motor skills. </li></ul></ul><ul><ul><li>The affective domain involves expression of feeling about attitudes, interests, and values. </li></ul></ul><ul><ul><li>Most learning involves all three domains. </li></ul></ul>
  28. 29. Make material meaningful <ul><ul><li>Another way to facilitate learning is to relate material to the student's lifestyle and to recognize incompatibilities. </li></ul></ul><ul><ul><li>The more meaningful material is to a student, the quicker and easier it will be learned. </li></ul></ul>
  29. 30. Allow immediate application of knowledge <ul><ul><li>Give students the opportunity to apply his or her new knowledge and skills reinforces learning and builds confidence. </li></ul></ul><ul><ul><li>This immediate application translates learning to the &quot;real world&quot; and provides an opportunity for problem solving, feedback, and emotional support. </li></ul></ul>
  30. 31. Plan for periodic rests <ul><ul><li>When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. </li></ul></ul><ul><ul><li>Be sure to recognize these signs of mental fatigue and allow the students to relax. </li></ul></ul>
  31. 32. Tell your students how they are progressing <ul><ul><li>Learning is made easier when the students are aware of their progress. </li></ul></ul><ul><ul><li>Positive feedback can motivate them to greater effort because it makes their goal seem attainable. </li></ul></ul>
  32. 33. Reward desired learning with praise <ul><ul><li>Praising desired learning outcomes improves student’s retention of the material. </li></ul></ul><ul><ul><li>Reassuring them that they have learned the desired material or technique can help them retain and refine it. </li></ul></ul>
  33. 34. Types of lectures <ul><li>Illustrated talk : the speaker relies heavily on visual aids to convey ideas to the listeners . </li></ul><ul><li>Briefing : the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material . </li></ul><ul><li>Formal lecture : the speaker's purpose is to inform, to persuade, or to entertain with little or no verbal participation by the students. </li></ul><ul><li>Teaching lecture : the instructor plans and delivers an oral presentation in a manner that allows some participation by the students and helps direct them toward the desired learning outcomes. </li></ul>
  34. 35. Preparing the Teaching Lecture <ul><li>Careful preparation is one key to successful performance as a classroom lecturer. </li></ul><ul><li>This preparation should start well in advance of the presentation. </li></ul><ul><li>The following four steps should be followed in the planning phase of preparation: </li></ul><ul><ul><li>Establishing the objective and desired outcomes; </li></ul></ul><ul><ul><li>Researching the subject; </li></ul></ul><ul><ul><li>Organizing the material; and </li></ul></ul><ul><ul><li>Planning productive classroom activities. </li></ul></ul>
  35. 36. Advantages of the Lecture <ul><li>In a lecture, the instructor can present many ideas in a relatively short time. </li></ul><ul><li>Facts and ideas that have been logically organized can be concisely presented in rapid sequence. </li></ul><ul><li>Lecturing is unquestionably the most economical of all teaching methods in terms of the time required to present a given amount of material. </li></ul><ul><li>The lecture is particularly suitable for introducing a new subject and for explaining the necessary back- ground information. </li></ul>
  36. 37. Disadvantages of the Lecture <ul><li>the lecture inhibits student participation </li></ul><ul><li>Learning is an active process, and the lecture method tends to foster passiveness and teacher-dependence on the part of the students. </li></ul><ul><li>As a teaching method, the lecture does not bring about maximum attainment of certain types of learning outcomes. Motor skills, for example, can seldom be learned by listening to a lecture. </li></ul>
  37. 38. Disadvantages of the Lecture <ul><li>The lecture does not easily allow the teacher to estimate the students' understanding as the material is covered. </li></ul><ul><li>It is difficult to hold the attention of all students in a lecture throughout the class period. </li></ul><ul><li>A student's rate of retention drops off significantly after the first 10-15 minutes of a lecture and picks back up at the end. </li></ul><ul><li>The retention rate for a lecture is about five percent after 24 hours. </li></ul>
  38. 39. Thank you very much