Effective teaching...B.Ed

1. Effective Teaching

2. What is teaching?

3. Teaching means……………..
• Transacting the curriculum?
• Effectively communicating?
• Talking with examples?
• Being sincere?
• Understanding students?
• Subject competency of the teacher?

4. How can teaching be effective?
• The teacher
perspective.
• The student
perspective.

5. Teacher’s perspective
• Realizing teacher’s
objectives.
• Fluent and confident
through out .
• Clarifying an
occasional doubt
convincingly.
• Seeing happy faces of
students.

6. Classroom Communication
Communication is a process through
which we (teachers) attempt to reproduce
what is in our minds, in the minds of our
listeners (students).

7. • Do you think that body language is
crucial in communicating?

8. • Do you think that questions and feed backs
are crucial in communicating?

9. Communication always fails but by chance
– Murphy’s law

11. What is your comment about this picture?

12. Lecturing
• Tell what you are going to tell them.
• Tell them in a logical sequence.
• Finally tell them what you have told them.

13. Parts of the Lecture

14. Who will test our subject competency?
The mere mention of a test makes hearts
race and palms sweat.
• Rather than considering test as something that is done to you,
• look at your capacity to periodically check in and test yourself:
• Yes, shoot an arrow but you fix your own target….later.

15. Shoot An Arrow, Draw A Target
Around It

16. If you want to find out how well you know
something, try this simple test.
• Do I know enough so that I can think about it?
• Do I know enough to talk about it? Can I name
some examples and similar ideas?
• Do I know enough to teach it? Can I explain
the important characteristics to someone else?
• Do I know enough so that I can debate the
issues?

17. Who should judge the teaching
effective?
• The teachers by themselves.
• The students.
• The Principal?
• All ?

18. Teachers feel themselves satisfied
» If they have realized their objectives.
When do students feel satisfied?

19. Don’t you think that individuals are different?
• …….that they learn differently.
• ………that they think differently.
• ……..…..that they perceive differently.

21. See this experiment
Which group do you think had scored better in the final exam?
GROUP A
50 meritorious
students
GROUP B
50 Below average
students
Professor B
Professor A
(The professors knew about the merit level of the students)

22. Well ….. It was Group A
But both the groups were equally meritorious!
What is the inference?

23. Inference
Teachers thoughts have a direct effect on
the students.

24. Learning from Experience
• Students learn by changing their first ideas.
• In the light of a new experience, the idea is
put to test
– It is modified / rejected or kept intact.

25. In the words of Ausubel,
• “ If we had to reduce all of educational
psychology to just one principle, we would
say this: The most important single factor
influencing learning is what the learner
already knows. Ascertain this and teach
him accordingly”

26. Ownership of ideas
Students do not come to their classrooms with empty
heads but with ideas which they have formed in
earlier activities and observations.
If we value this notion of students “owning” their
ideas, then teachers are supposed to provide
certain kind of opportunities for these changes to
take place in a way which gives the child this
ownership.

27. banking concept of
education
Narration turns students
into containers,
in to receptacles
to be filled by the
teacher.
Oh God, Have mercy upon me;
kindly make NewDelhi the capital
of Kerala. I wrote like that in
the exam.

28. • Education thus becomes an act of depositing, in
which the students are the depositories and the
teacher is the depositor. This is the banking
concept of education .
• Knowledge emerges only through invention and
reinvention, through the restless, impatient,
continuing hopeful inquiry men pursue in the
world, with the world and with each other.