The document discusses the key elements of effective teaching and learning: the teacher, learner, and conducive learning environment. It emphasizes that the teacher is the prime driver of the education process and must have strong personal and professional qualities. The learner's abilities, aptitudes, interests, background, and learning styles are also important factors. An effective learning environment provides features like appropriate furniture arrangement, lighting, noise levels, and interactions to facilitate smooth teaching and learning.

1. Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad

2. Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad
Elements of Effective
Teaching
Shams ud din pandrani
Mphil (Education)Scholar
shamskalati@yahoo.com

3. Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad

4. Allama Iqbal Open University, Islamabad
The principal elements that make
teaching and learning possible and
attainable
•The teacher
•The learner
•The conducive learning environment.

5. Allama Iqbal Open University, Islamabad
LEARNER-key participants in the learning process.
TEACHER-prime mover of the education wheel.
CONDUCIVE ENVIRONMENT-provides especial
features and ingredients that could make headway
and guiding processes and methodologies needed
for a smooth linkage of the elements.

6. Allama Iqbal Open University, Islamabad

7. Allama Iqbal Open University, Islamabad
“ Teachers, like leaves, everywhere abound.
Effective teachers, like fruits, are rarely found.”
An effective teacher is one who has honed
his skills in the art of teaching. He demonstrate
proficiency in the use of language, adopts
varied teaching strategies, recognizes change,
applies innovations, revises techniques for
optimum results, and allows himself to be
guided by acknowledged principles and
theories.

8. Allama Iqbal Open University, Islamabad
The Powerful Teacher
“I’ve come to a frightening
Conclusion that I am the decisive
element in the classroom. Its my
personal approach that creates the
climate. It’s my daily mood that makes
the weather. As a teacher, I possess a
tremendous power to make child’s life
miserable or joyous. I can be a tool of
torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that
decides whether a crisis will be escalated
or de-escalated and a child humanized
or de-humanized. Haim Ginott

9. Allama Iqbal Open University, Islamabad
The Teacher
“Teachers open the door. You enter by yourself.”
“The most important factor in a student’s learning
is the teacher.” William Sanders
Luzminda G. Machete

10. Allama Iqbal Open University, Islamabad
PERSONAL QUALITIES OF A TEACHER
• EMOTIONAL STABILITY
• DYNAMIC PERSONALITY
• INTELLIGENCE
• CREATIVITY, IMAGINATION AND RESOURCEFULNESS
• COURTESY, KINDNESS, SYMPATHY AND TACT
• PATIENCE, SINCERITY
• FIRMNESS, DISCIPLINE
• PROMPTNESS
• ABILITY TO ORGANISE
• POSITIVE AND ENCOURAGING ATTITUDE
• DEMOCRATIC LEADERSHIP

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PROFESSIONAL QUALITIES OF A TEACHER
• SUBJECT KNOWLEDGE
• STUDENT ORIENTATION
• WIDER INTEREST/KNOWLEDGE
• SENSE OF HUMOUR
• MEMORY
• WILL POWER
• KEENNESS
• LOGICAL SEQUENCE
• SYSTEMATIC PRESENTATION
• CLEAR EXPRESSION
• RAPPORT

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AVOIDABLE CHARACTERISTICS OF A
TEACHER
• IRRITABLE AND SHORT-TEMPERED
• OVER-CRITICAL
• SARCASTIC
• INDULGES IN SNUBBING
• DULL AND LIFELESS TEACHING
• SUSPICIOUS NATURE
• POOR DISCIPLINE

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LEARNER

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“NATURE OF LEARNER”
(KELLY, 1965)
LEARNER – is a union of sentient body and
rational soul.
His body experiences sensations and feels
pleasure & pain.

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FUNDAMENTAL EQUIPMENT OF
THE LEARNER
CONITIVE FACULTIES
1.(5)SENSES
2.INSTINCT
3.IMAGINATION
4.MEMORY
5.INTELLECT
APPETITIVE FACULTIES
1.FEELINGS
2.EMOTIONS
3.RATIONAL WILL

16. Allama Iqbal Open University, Islamabad
FIVE DISTINGUISHING ELEMENTS
OF A LEARNER
1.ABILITY- the students native ability dictates
the prospects of success in any purposeful
activity.

17. Allama Iqbal Open University, Islamabad
2. APTITUDE- refers to the students innate talent or gift.
3.INTEREST- learners vary in activities that are
undertaken due to a strong appeal or attraction.
4.FAMILY & HOME BACKGROUND- students who came
from different socioeconomic background manifest a
wide range of behavior due to differences in upbringing
practices.
5.ATTITUDES-students had a unique way of thinking and
reacting.

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HOWARD GARDNER
MULTIPLE INTELLIGENCE THEORY

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3 Kinds of Learning Style

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Dunn & Dunn’s Learning Style Model
Environmental. The environmental strand refers
to these elements: lighting, sound,
temperature, and seating arrangement.
Emotional. This strand includes the following
elements: motivation, persistence,
responsibility, and structure.

22. Allama Iqbal Open University, Islamabad
Dunn & Dunn’s Learning Style Model
Sociological. The sociological strand represents elements
related to how individuals learn in association with
other people:
(a) alone or with peers,
(b) an authoritative adult or with a collegial colleague,
(c) learning in a variety of ways or in routine patterns.

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Physiological. The elements in this strand are:
perceptual (auditory, visual, tactile, and
kinesthetic), time-of-day energy levels, intake
(eating or not while studying) and mobility
(sitting still or moving around).
Psychological. The elements in this strand
correspond to the following types of
psychological processing: hemispheric,
impulsive or reflective, and global versus
analytic.

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The Learning Environment
“To heredity, the child owes his possibilities.
However, to environment, he owes the
realization of these possibilities.”

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Introduction
The learning environment is the place where teaching
and learning can take place in the most effective
and productive manner. It consists of the classroom
and all the instructional features and the non-
threatening classroom climate needed in planning and
implementing all teaching and learning activities.

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Arrangement of Furniture
The furniture, like the table for demonstration located in front of the room
and the chairs facing it are neatly arranged with sufficient spaces in-
between for ease in moving around. Display shelves for safekeeping
of projects, collections and outstanding work are located at the sides.
Attached to the wall is the bulletin board for hanging posters,
announcements and illustrations about the unit being undertaken.
During discussions, the board in front is used for clarifying step-by-
step procedures and making clearer diagrams, illustrations and
figures.

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cont.
Teaching devices like globes, maps and charts are kept in nearby
cabinets, together with simple tools and materials. A temporary
table is placed at the right side where supplies, materials and
handled instruments are arranged, ready for the day’s lesson.

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Physical Condition of the Classroom
As soon as the students enter they are attracted by a clean
and orderly set-up. Natural light and flowing fresh air add
to their comfort and ease. Free from noise coming from
the surroundings, students’ concentration and interest are
easily sustained. The doors and windows could be
opened and closed with less difficulty and noise. The light
fixtures are located where needed.

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Interactions
A diverse situation may exist in the classroom at any given time.
Students differ in abilities and interests while teachers likely
employ different strategies. Teachers must be sensitive to
positive or negative interactions and must immediately
undertake an instant revision or adjustment in the methodology
when necessary. The primary goal is to be able to motivate
them to work harmoniously, thereafter, inculcate the values of
cooperation and congeniality.

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A Facilitative Learning Environment
Pine and Horn (1990) described the learning environment that facilitates
learning. It is an environment:
 Which encourages people to be active;
 Which promotes and facilitates the individual’s discovery of the
personal meaning of idea;
 Which emphasizes the uniquely personal and subjective nature of
learning in which difference is good and desirable;

31. Allama Iqbal Open University, Islamabad
 Which consistently recognizes people’s right to make mistakes;
 Which tolerates ambiguity;
 In which evaluation is a cooperative process with emphasis on self-
evaluation;
 Which encourages openness of self rather than concealment of self;
 In which people are encouraged to trust in themselves as well as in
external resources;
 In which people feel they are respected;
 In which people feel they are accepted;
 Which permits confrontation.

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Research Findings on
Effective Teachers
Teachers with a major or minor in
content area are associated with
higher student achievement
especially in the area of science &
mathematics.
Luzminda G. Machete

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Caring teachers who know their students
create relationships that enhance the
learning process.
Luzminda G. Machete

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Effective teachers practice
gender, racial & ethnic fairness.
Effective teachers exude positive
attitudes about life and teaching.
Luzminda G. Machete

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Effective teachers consistently
behave in a friendly &
personal manner while
maintaining appropriate
teacher-student role structure.
Luzminda G. Machete

36. Allama Iqbal Open University, Islamabad

37. Allama Iqbal Open University, Islamabad
Allama Iqbal Open University, Islamabad

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Allama Iqbal Open University, Islamabad