This document discusses strategies for improving teaching in the classroom. It begins by defining key terms like methods, strategies, techniques and approaches. It then describes several specific teaching strategies or methods like storytelling, lectures, demonstrations, individualized instruction, group discussions, problem-solving, and role-playing. For each method, it provides details on how to implement it and its benefits, such as developing students' skills, engagement, or higher-order thinking. Overall, the document aims to help teachers think critically about how to structure their lessons and facilitate learning in the classroom.

2. STRATEGIES
FOR IMPROVING
TEACHING
PROCESS IN
CLASSROOM
Sajida Jabeen
Daanish Girls School
Mianwali

3.  What do you think is the biggest challenge for a teacher
in the classroom?
 What is difference between method and strategy?
 How many types of strategies are there in teaching?
• Which type of strategy would you like to use during your
language class?

4. ⚫The biggest challenge beforea teacher is the
presentation of a lesson.
⚫If this presentation is effective, studentscan reach the
goalsof life byacquisition of knowledgeand if the
teacher is unsuccessful in his presentation, it is
impossible toreach theeducational objectives.

5. ⚫Method of teaching isdirectly
related to the presentationof
the lesson. Which a teacher
should use, depends on the
natureof the subject, and the
tactof the teacher .

6. There are four methods of presenting the
subject matter.
1. TELLING METHOD; Lecture method, Discussion
method, Story telling method and so on.
2 .DOING METHOD; Project method, Problem
solving method, Textbook method and so on.
3.VISUAL METHOD; Demonstration method,
Supervised study method and so on.
4 .MENTAL MEHOD; Inductive, Deductive, Analysis,
Synthesis method etc.

7. Strategy is the art and science of directing and
controlling the movements and activities of the
army. If strategy is good, we can get victory over
our enemies. In teaching this term is meant
those procedures and methods by which
objectives of teaching are realized in the class.

8. ⚫Stoneand Morris havedefined teaching strategy in the
following words;
“Teaching strategy is a generalized plan for
a lesson which includes structure,
instructional objectives and an outlineof
planned tactics, necessary to implement
the strategies”.

9. ⚫ Teaching is thegeneralized plan of thewhole lesson plan.
⚫ Itconsists of structure of teaching, objectives of teaching
and techniques of evaluation of teaching.
⚫ In strategyof teaching, realization of objectives isgiven
more importance than presentation of lesson.
⚫ A strategydoes not follow a single track all the time, but it
changes according to thedemands of thesituations such as
age, level, needs, interests and abilitiesof the students.
Thus strategy is more comprehensive than method.
⚫ It isdirectional in nature. It refers togoal directed activities
of the teachers. Thus, it is moreclose toscience than arts.

10. InnovatingKnowledge.ImprovingLives.
Teaching
Approach
It is a set of principles, beliefs, or ideas about the
nature of learning which is translated into the
classroom.
Teaching
Method
The systematic way of conducting a learning
activity. It implies an orderly, logical
arrangement of steps. It is more procedural.
Teaching
Technique
These are steps that we follow when we teach. It
pertains to the teacher’s style to accomplish an
immediate objective
Teaching
Strategy
There refer to a precise method of approaching a
problem or task, modes of operation for achieving a
particular end or planned design for controlling or
manipulating

11. InnovatingKnowledge.ImprovingLives.
Teaching
Approach
• Teacher-
Centered
• Learner-
Centered
• Interactive
• Constructive
• Collaborative
• Individualistic
• Integrated
• Direct
• Guided
Teaching
Method
• Deductive and
Inductive
• Direct and
Indirect
• Discussion
• Reporting
• Investigatory
• Activity
• Demonstration
• Self-pacing
• Integrated
• Traditional
Teaching
Technique
• (Under
Discussion
Method)
• Small-Group
Discussion
Technique
• Socialized
Classroom
Technique
• Direct
Instruction
Technique
• Recitation
Technique
Teaching
Strategy
• Jigsaw
• Pictionary Race
• Concept
Attainment
• Run to the
Board
• Memory Story
• The 5 Whys
• List-Group-
Label
• Think-Pair-
Share
• Gallery Walk

12. InnovatingKnowledge.ImprovingLives.
• These are steps we use in
order to teach our students
in an organized way.
• These are methods we use
in order to facilitate
teaching and learning
process in a more creative
way
Teaching
Strategy
Teaching
Technique

13. ⚫Selection of using strategies depends
on the nature of organization of human
activities. Teaching strategies are
divided into two;
⚫Autocratic
⚫Democratic

14. • Teacher centered methods
• Teacher exercises full control over
student, they are given least chance to
act freely.
• They can do what they are allowed to
do.
• Banking concept.(Paulo Freire)

15. 1. STORY TELLING METHOD
Tell the studentsreal time stories, anecdotesaboutgreat
men, women, rulers, prophets, saints todevelop-
qualitiesof truth, honesty, perseverance, courage, co-
operation orcreativity-identification of characters,
empathizes.

16. ⚫Storyshould be interesting
⚫Natural sequenceshould be maintained.
⚫Charactershould be elaborated to the demanding
situations.
⚫Actions-Storyshould be full of actions.
⚫Phrases and figures of speech should be used.
⚫Storyshould be purposeful.

17. ⚫Increase interestsof the people.
⚫ Improvesvocabulary.
⚫Increase in Imaginativepower.
⚫Developgood qualities.
⚫Livelyenvironment.
APPLICATIONS
⚫Used languages and social sciences

18. ⚫Traditional method
⚫A teacher delivers a lectureon different pointon
any topic in a serial orderand asks several questions.
⚫Logical and sequential presentation of the content.

19. ⚫Contentshould be systematized in a logical and
systematic manner.
⚫ Listeners should not find anygap
⚫Languageshould be easy, clearand understandable.
⚫Question should beasked to the student in between
the lecture.
⚫Material aids such as chart, graph, and picture
should be used.

20. ⚫Importantpoints should be written on board.
⚫Illustrationshould be given.
⚫There should be sufficient flow in lecture, avoid useof
notesand booksduring lecture.
⚫Lectureshould not be too long, short lecture is
recommended.
⚫Minimize seriousnessand dullness byadding humor.

21. ⚫For introducing a new lesson
⚫Cognitiveand affectivedomains can be developed.
⚫Morecontentcan be presented.
⚫Lays much stresson presentation thereby developing
abilityof presentation in studentsalso.
⚫Concentration fora longer period of time
⚫APPLICATION
⚫ All school subjectscan be taught.

22. Teacher shows all the activities given in the lesson to
the studentsas an action and explains the important
points before them during demonstration.
The teacher followsthree steps
⚫Introduce the lesson byquestionansweror lecture
method.
⚫Demonstrate each and everyaspectsof the lesson and
develops it through activities.
⚫He asks evaluative questionand the desired skill
is developed through imitationof theaction.

23. ⚫1. Teacher should prepare well whatand how he has
to demonstrate in theclass
⚫2. Studentsshould begiven enough chance toremove
theirdoubtsafter the demonstration
⚫3. Afterwards theactivity students should be asked to
repeat the demo.
⚫4. Importantpoint should beexplained byshort
lecturesduring the process of demonstration.
⚫5. Thedemo. Process should bedivided into many
phasesand studentsshould be evaluated afterevery
phase

24. ⚫It is helpful in teaching skills in training institutions.
⚫Useful in teaching science subject in schools
⚫Everypractical work needsdemonstration
⚫Observationand thinking capacity of studentscan be
developed.
⚫Sensesof studentscan also be trained
⚫APPLICATION
⚫This method is applicable in teaching science
crafts artsand agriculture.

25. ⚫All class isdivided in twodifferentgroups of
common features.
⚫Thedivision is madeon the basis of difficulty level
of differentsubjects.
⚫Everygroup is handed todifferent teachers
separately.
⚫Here teachers find out the individual problem of
students and then he individually guides them to
removethis problem.
⚫If difficulty of whole group is similar, group
teaching and groupguidancecan begiven.

26. ⚫Students of same capacity orsame weakness
should be kept in samegroup.
⚫The behaviorof teachershould be unbiased at the
timeof guidance toensureequal chanceof
progress.
⚫Itshould bedone byexperienced and expert
teachers.
⚫Everystudent should be motivated to tell his
problems franklysoas toget the benefits.

27. ⚫It is a typeof remedial teaching.
⚫Teachercan teach in theclass keeping the individual
differences due to the small size of the class.
⚫Absenceof previous knowledgecan be compensated.
⚫Everystudentgets thechance toexpress his problem
openlyand individually.
APPLICATION
⚫Teaching natural scienceand mathematics.

28. These strategies arechild centered.
⚫Interest, capacities, attitudes, needsof learners are
taken toaccount.
⚫Itdevelops affectiveand cognitivedomain.
⚫Maximum interaction between teachers
and students areseeing.
⚫Both students and teachers areequally active.
⚫Purpose-all round developmentof learners.
⚫Teachersworks as helpers and guide

29. ⚫It isan oral method likequestionand answer method.
⚫Maximum interaction between teachersand
students can be seen.
⚫Discussioncan be formal and informal. Formal
discussions are arranged for the purposeof
achieving predetermined objectives hence rulesare
also predetermined.
⚫Informal discussions are neither objective oriented
nor rulesare predetermined.

30. ⚫Teacherand studentsdiscuss in the class whenever it
becomes necessary.
⚫In formal discussion, teacherdivides theclass in to
differentgroupsand gives the topicof thediscussion
toeach group.
⚫Everygroup has a leader toanchorand conduct the
discussion.
⚫Leaderraises new topicsof discussion.
⚫In theend, teacherdraws theconclusionof the
discussionwith the helpof leaders.

31. ⚫Ensure maximum participation.
⚫Students have the opportunity tocriticize and
evaluate.
⚫Logical and meaningful criticism should beaccepted.
⚫Studentsshould anchor thediscussion themselves.
⚫Keeping teachersas guide.
⚫Teacherselects the topiconlywith the helpof
students.
⚫Studentswho have leadershipqualityshould be
selected foranchoring.
⚫Relevanttopicshould only be considered.

32. ⚫Thinking and communicating powerscan be
developed.
⚫Leadershipqualitycan be developed.
⚫Expression abilitycan be developed.
⚫Problem solving abilitycan be developed.
⚫Developcreative potentialsof the students.
⚫Attitudesand interest of studentscan be drown out
towards learning.
⚫Higher level cognitiveand affectiveobjectives can be
realized through classs room discussion.
APPLICATION
⚫ All subjectsexcept mathematics, art, music, dancecan be taught.

33. ⚫This is problem solving method that is based on
practical experience and knowledge.
⚫Literary means high discover
⚫Students learns themselves
⚫Teacher raises problematic situations before
the students.
⚫Heguides them from where theywill get materials
to the solutionsof the problems.
⚫Individual discoveryof thesolutionsto the problem by
trial and error method.

34. ⚫ Fivesteps involved in the methods are:-
⚫ (a) Presentation of the problem.
⚫ (b) Giving informationabout material and techniques
helpful in solving the problem.
⚫ (c) Hypothesis formulation by the students themselves.
⚫ (d) Datacollection fortesting of the hypothesis.
⚫ (e) Testing the hypothesis-accepting the true hypothesis
and rejecting the falls hypothesis.

35. ⚫Teachers should help in formulating hypothesis.
⚫Theyshould help in gathering the resources.
⚫Doubtsshould be removed.
⚫Studentsshould begiven chance togo furtheron the
basisof trial and error, theoryof learning.

36. ⚫Knowledge through self studyand self learning.
⚫Learning through investigation an research.
⚫There bydeveloping scientificattitudes.
⚫Increase self confidence of the students.
⚫Motivatesstudents to accept newerand newer
challenges.
⚫Highest level of cognitiveobjectivescan beachieved.
⚫APPLICATION
⚫ Useful in teaching mathematicsand science.

37. ⚫ Used in social science to clarify facts and concepts unlike
heuristic method used in science to formulateor testify
laws and principles.
⚫ Facts and concepts areexplained in an objective manner
unlike heuristic method where subject matter is
comprehended subjectively.
⚫ Discovery is related to pasteventswhile heurism is
concerned with phenomenaat present.
⚫ E.g. “Courses of Aurangzeb’s failure in south India” is a
discovery and “Causes of law productivity of agriculture
lands in Pakistan isa heuristic method.

38. ⚫This method was propounded by W.H Kilpatrick.
⚫Pupil is assigned a projectwhich hasdirect utility for
the students.
⚫Studentswork on the project underthe guidance of
the teacher.
⚫Find outthe solutionof the problem based on their
experience.

39. ⚫ Student follows a collective approach in project
method unlike individual problem solving as in
Heuristic method.
⚫The problem given in the form of project is real while
theproblem of heurism may be real aswell as
imaginary.
⚫Theapproach of the project is productive, here
something useful iscreated. Unlike heurismwhich is
analytical.

40. Constructive project
⚫Pupilswork physically in oroutside theclass like
writing letters, essayson given topics, preparing fields
forgames , playing dramaetc.
Aesthetic project
⚫Appreciation powersof studentsare developed.
⚫Presentationof music programmes, decorating a
hall, beautification of lawn etc.

41. Problematic project.
⚫Students learn solutionsof life- related problemssuch
as studying the effect of balance diet on
health, advantages of physical exercise on body
fitness, Causes of family disputes and their
solution etc.
Drill project.
⚫ Working capabilities and automationof studentsare
increased.
⚫Filling in the map, coloring theartsand
pictures, solving mathematical sumsetc.

42. ⚫3. Planning:- Teacher discusses various points of
the projectwith the students. Students take parton
discussion.
⚫Afterdiscussion, teacher writes down thewhole
programmmesof action stepwiseon the black board.
Grouping isalsodone.

43. ⚫4. Execution:- Students first select relevant facts,
information and material and each groups works
on the project separatelyand complete it within
time limit.
⚫5. Evaluation:- When projectgets completed ,it is
firstcriticized and evaluated by thestudents
themselveswithin thegroup and when fully
satisfied report to the teacher.
⚫6. Rporting:- Students write each and every steps
of the project that is how they did. The report may
submit to the teacher.

44. ⚫ Based on principlesof learning.
⚫ Related to real lifesituation- Students learn how tosolve real
life problems in life.
⚫ Work experience-Students get real experience of working
by theirprojects and the learning which isassociated with
doing, is more stable and meaningful.
⚫ Inculcation of democraticvalues-They learn coopration,
tolerance, mutual acceptance.
⚫ A boon forweak students-It isa boon since students work in
groupcollectively.

45. ⚫ Studentsaregiven achance to play the roleof teacher.
⚫ It isadramatic method.
⚫ Teacher teaches the topic and the students one by
one teach the same topic to theclass.
⚫ When he teaches all hisclassmates answer hisquestions.
⚫ They note down theshortcoming of thestudent teacher.
⚫ This teaching is later criticized and suggestions for
improvement are given.
⚫ Drama in literature isalso taught in this method.
⚫ This method is usually adopted in training colleges.

46. ⚫Subject teacher isadvised to be present in theclass at
the timeof role play.
⚫The topicof teaching forthe purposeof role playing
should same forall forcomparison.
⚫All theobservers should notedown the shortcomings
of all teachers selected for the purpose.

47. ⚫Repeated teaching of the same topic increases
learning.
⚫Practice makes a man perfectand acritical observation
makes a man alert.
⚫It increases social skills of students
⚫Students learn the methods of analysis, synthesis
and evaluation.
⚫Develop critical powerof the students.
⚫Remove their own mistakes through imitation.

48. ⚫ The basicassumption of this method of teaching is thata
groupof pupilscan give more ideas than asingle person.
⚫ Increases analysis and comprehension
⚫ A problem isgiven tostudents and they areasked to
put forward their views on this problem one by one.
⚫ Thus many views regarding the nature of the problem,
its causes and its possible solutions come to light.
⚫ Conclusion isdrawn afterevaluating these jumbled ideas.

49. ⚫Cognitiveand affective objectivescan be achieved.
⚫Good ideas can be inculcated.
⚫Imaginative powerof studentscan be developed.