Effective teaching techniques dfs


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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.

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Effective teaching techniques dfs

  1. 1. Dr. Farhana Shaheen Assistant ProfessorYanbu University College KSA
  2. 2.  2 TEACH IS 2 TOUCH LIVES 4 EVER
  3. 3. Qualities of a TEACHER T: Trainers E: Educators A: Advisors C: Counselors H: Helpers E: Experts R: Role Models
  4. 4. We as Teachers have lot ofresponsibilities We are NOT just teachers…. We are … Advisors, Builders, Coordinators, Educators, Groomers, Helpers, and what not….
  5. 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. 6.  What a Student expects From A Teacher :>
  7. 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. 8. Teachers play a cardinal role in building up of thecharacter of the next generation No other personality can have an influence more profound than that of a teacher. Students are deeply affected by the teachers 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. 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. 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. 11. From A to Zee…..
  12. 12. Points to consider: Effective teaching should be thought of as helping students learn, and every student encounter should be thought of as a students 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. 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. 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. 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. 16. B: Builders; Behaviorism; B: Builders ; Behavior: Using behaviorism to control learning is like using an umbrella to control the weather.
  17. 17. B: Brainstorming…
  18. 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. 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 others contributions
  20. 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. 21. C:Class ParticipationClass Participation;Promote student’s participationthrough problem solving,questioning, discussion anddifferent activities.Call students by their names.
  22. 22. D: Devotion; Dedication; Diligent
  23. 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.
  24. 24. 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.
  25. 25. E: EnthusiasmA man cansucceed atalmostanythingfor which hehas unlimitedEnthusiasm.
  26. 26. 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.
  27. 27. Contd: Teachers Evaluation2) 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.
  28. 28. 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.
  29. 29. H: Helpers; HumbleH: Hard Working; HonestI: 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.
  30. 30. 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
  31. 31. J: Jovial;Jubilant; JoyousLet a smilebe yourstyle
  32. 32. 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 students 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.
  33. 33. K: Kindness
  34. 34. 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.
  35. 35. 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.
  36. 36. L: Learning good manners
  37. 37. 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.
  38. 38. 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.
  39. 39. 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.
  40. 40. 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?”
  41. 41. 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.
  42. 42. 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 4Monday 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 3Tuesday 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
  43. 43. 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.
  44. 44. 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.
  45. 45. Good teachers think of teachingas a form of Parenting
  46. 46. 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.
  47. 47. 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.
  48. 48. 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
  49. 49. 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.
  50. 50. Give children Responsibilities They will feel useful and valued.
  51. 51. 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.
  52. 52. S: Success
  53. 53. 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.
  54. 54. Team means Together EveryoneAchieves More!
  55. 55. Team Work T-Together E-Everyone A-Achieves M-More
  56. 56. 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.
  57. 57. 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."
  58. 58. 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.
  59. 59. 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.
  60. 60. Qualities of… V: Vigilant W: Will to Learn X : Xperts Xcellent Y: Yearner for Knowledge Z: Zealous
  61. 61. 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
  62. 62. 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…
  63. 63. 1) Do Not Bore the Listener2) Speak at the Intellectual Level of the Listener3) Use Questions and Debate4) Use Analogies5) Use Diagrams or Drawings6) Use Gestures While Talking7) Use Tangible Examples, Exhibits, or Artifacts8) Answer Questions Before They are Asked9) Answer With More Than What is Asked10) Turn the Question into Something That Will Be of More Benefit Continued…..
  64. 64. 11) Allow Others to Answer the Questions12) Take Advantage of ‘Teaching Moments’13) Calling Out to the Listener and Remaining Silent14) Making Physical Contact When Speaking15) Using Stories and Examples from the Past16) Paying Attention to Focus Groups
  65. 65. Teachers are important and make adifference 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.
  66. 66. Always Remember…
  67. 67. CommentsQuestionsSuggestions