Teaching
method is expounded to the presentation of the lesson. Which method of teaching
is to be adopted by a teacher to present the lesson depends on the nature of
the lesson and the personal ability of the teacher. Teaching methods can be
categorized into four categories:
1.
Telling methods such as lecture method, discussion method, storytelling method
etc.
2.
Activity methods such as project method problem solving method etc.
3.
Visual methods such as textbook method, demonstration method. Supervised study
method.
4. Mental methods such as inductive and
deductive methods, analysis method, synthesis method etc.
Important
teaching methods are given below:
1.
Story telling method:
In
this method, the teacher tells the students the stories depicting light on the
lives of great men, scientists, social reformers, saints and rulers. The
purpose of these stories is to motivate the students and to develop in them the
same qualities which these great men had. These stories are directly or
indirectly related to the lesson too. Students listen to these stories very
attentively and thus their concentration level is increased through these
stories. If teacher is competent enough he can take the students to the world
which the story belongs to. To develop the interest in students is another
purpose of this method so, stories must be interesting also. Story also
increases the vocabulary and thinking power of students.
2.
Textbook method:
In
this technique, the teacher reads out the book in the class loudly and explains
the important points. He also gives the pupils opportunity to read the book
loudly and silently to develop their comprehension power. The purpose of this
method is to enable his students to have command over the textbook. Since,
textbooks are written keeping in view the interest, abilities and needs of
pupils, their study suits them very much. Since exercises are also given at the
end of each lesson in textbooks, students can also come to know to what extent
they have understood and retained them. Since, textbooks develop the
understanding ability of pupils; they can understand other subjects also
without taking anybody's help.
3.
Lecture method:
This
is an old and traditional method. In this method, teacher delivers lecture on
different points of a topic without taking the help of notes and in order to
concentrate the attention of his students, he asks questions several times in
the middle. The lecture of the teacher is so logical, systematic and attractive
that the whole lesson becomes clear to pupils in no time. Examples are given
during lecture to clarify difficult concepts. This is an easy and effective
method to introduce a lesson and to complete a lesson in minimum period of
time.
4.
Demonstration method:
In
this technique, the teacher demonstrates all the activities given within the
lesson before his students and explains the tough points within the middle
through lectures. The advantage of this method is that pupils see everything
happening before them in action form and they come to acquire real knowledge
without experimentation's. This method is especially useful to teach science
subjects.
5.
Tutorial method:
In
this method, the whole class is divided into different homogeneous small
sections on the basis of abilities so that teacher can remove their
difficulties by giving them individual guidance. Besides, group teaching is
also possible here being the tutorial group homogeneous.
6.
Question-answer method:
The
Greek philosopher, Socrates is thy: exponent of this method. He believed that
knowledge existed in the spirit of humans; He gets it out by questioning,
teacher also them new knowledge through these questions, questioning curiosity
of pupils on one hand and their comprehension power on other. This also
increases the possibility of giving correct respect, by pupils. Questioning
also helps the teacher to maintain the class.
7.
Discussion method:
In
this method, teacher discusses a matter with him pupils on one hand and students
discusses the same themselves, discussion is formal. Its objectives and
procedure arc predetermined and in informal discussions, nothing is
pre-determined and students try to dominate others through logical arguments.
Development of leadership quality is the main objective of discussion method.
It is because students anchor the discussion themselves. Students criticize
each other in discussions. It develops the ability of tolerance in them also.
Attitude and aptitude of pupils can also be measured through this method. The
major advantage of this method is that it can increase the expression power of
students.
8.
Heuristic method:
Student
acquires the knowledge himself by discovering the facts himself in this method.
The teacher raises the problematic situation before the students. He also
guides them how to reach the solution of the problem by their respective
individual efforts. Students come to the solution through trial and error
technique. This is a type of research procedure where hypothesis is formulated
first on the basis of the problem. Then data are collected to test the
hypothesis. Thus, this method is very suitable to increase the self confidence
of pupils because whatever knowledge the pupil acquires is his own effort.
9.
Project method:
In this method, such a work is assigned to do
to students which are beneficial to them as well as to the society. Students
complete the project by working in a group and acquire practical knowledge.
When project completes, something comes to scene in concrete form. It means
that activity is required on the part of students to produce a fruitful thing.
It is different from heuristic method in the
following ways:
i.
Group action is needed here to complete the project while pupils work
individually in heuristic method.
ii. The problem given in the project is always
real while imaginary problems can be given in heuristic method.
10. Discovery method:
It is different from heuristic method in the
following ways:
(i) It is used for the facts and concepts
related to subjects of social sciences while heuristic method is used to
propound new laws and principles
of science or to verify them.
(ii)
Facts and information’s are explained here in an objective manner while
subjectivity of elaboration is seen
in heuristic method. It means that everyone
may have his own discovery.
(iii)
Discovery is related to past incidents while heuristic is related to present.
Example:
Discovery
method:
"What were the causes of warfare II in
Europe". Students will take the help of the library to solve the first
problem and they will go to conduct surveys for collecting information in order
to solve the second problem.
11.
Role playing method:
In this methodology, pupil is asked to play
either the role of his teacher or the role of the character that has come in
the story to dramatize the story. They additionally indicate mistakes of
scholars who play the roles. Through this method, activity of students
increases on one hand and their observation power increases on the other. This
methodology is particularly employed in teacher coaching establishments. This
methodology is helpful to develop social skills and imagination power of
scholars.
12.
Brain storming:
The assumption of this methodology is that the
total cluster will provide a lot of concepts than someone. A problem is nut
before the students. Here all the students give their views regarding the
causes and remedies regarding the nature and solution of the problem. Out of
them suitable views are selected to draw the conclusion. Through this methodology,
not solely the thinking power of scholars is developed however new concepts may
also be inculcated in them.
13.
Seminar:
In
this method, all the students are given a problem. All the students work on the
problem individually in order to solve it. They bring their solutions in
written form. They present their views in the class one by one and the other
students listen to these attentively to criticize them later on. Lastly final
and decisive views are presented by the teacher on the basis of their views.
Students can have to take the help of laboratory and library both in this
method.
14.
Drill method:
Drill makes the learnt material not only stable
but pupils can also use this knowledge or skill into new situations of life. In
this method, whatever laws, and principles are taught to students by the
teacher they are given drill work on the basis of those very laws and
principles. These works are generally done by the pupils in the class itself.
While they are doing so, teacher observes them in the class, if a student faces
any difficulty at any step of the solution. He is provided immediate help by
the teacher. Drill work increases the confidence of students on one hand and
develops their activity on the other.
15.
Home assignment method:
In
order to link the school with home and to drill and fix the acquired knowledge,
home 'work is given to students.
Home work may be of the following types:
(i) Informational:
In such type of home works students are asked
to collect some information’s and bring it to the school as home work.
(ii) Problematic:
Problem
is given to students to solve it at home. NO Cramming type; Here students are
asked to memorize some facts and information’s at home and produce the same
orally in the class the next day.
(iii)
Study type:
In such type of works students are asked to
write an essay on any topic after studying certain books.
(1) Drill type:
In
such -type of works students are asked to drill some acquired knowledge at
home.
A
teacher keeps the following points into consideration while giving home
assignments:
(i)
He should give them such ea home work which
can benefit them in their practical life.
(ii)
He should give home assignment to his
students after getting them fully motivated.
(iii)
He
also ensures that students complete their home work themselves.
(iv) In
order to do a home work, teacher gives instruct to his students in clear
language so that students may not have to face any difficulty to do the work
properly.
(v)
A
teacher should give home assignment to his students keeping in view their
respective interest so that they may not feel bored.
(vi)
The
home works given to students should be based on their class work.
(vii)
A
teacher should give only that amount of home work to his students which they
can easily complete. Home assignment is not made a burden on them.
(viii)
Home
work should be somewhat challenging to the students also.
(ix)
The
home work given to students should be related to theft' life. It must certainly
benefit them.
(x) Home work should increase the rate of
learning further.
16.
Bloom's mastery learning strategy:
The
purpose of this method is to take the students to the level of learning where
they are not less than the teacher at least for that lesson. It means mastery
of the subject matter is to be developed here. In order to make the students
reach to this level, teacher uses all the methods and strategies. In this
method, teacher first teaches the class in a normal manner then he conducts the
test. Students who score 85% marks or more are considered at mastery level. The
remaining students are .then isolated and diagnosed further to know what are
their specific problems which hinder them to reach to the mastery level. Then
remedial teaching is provided to these students again and further test is
conducted. This process goes on till they reach the mastery level.
17.
Inductive method:
In
this method, laws and principles are derived on the basis of experiences,
examples and experiments. Teacher presents such examples before students which
they have already come across. Students reach laws, principles and formulae by
and by on the basis of these examples. Teacher goes from specific to general
here and teaches the students how to generalize the laws or formulae.
Inductive
method consists of four stages given below:
(i) In the first stage the teacher presents the
examples before his pupils and comes to the answers with help of pupils.
(ii) Students observe the procedure of the first
stage and draw some conclusions.
(iii)
Students come to laws or formula in the third
stage with help of their teacher on the basis of the conclusion derived in the
second stage.
(iv) In the fourth stage these laws or formula
are applied to new situation. This is the stage of generalization.
18. Deductive method:
When teacher falls short of time, he uses this method.
Here laws, principles and formula are taught to students first then problem is
solved on the basis them. Here teacher goes from general to specific.
19.
Analysis method:
The
literal meaning of analysis is to divide into parts. In this method, teacher
divides the problem into different parts on the basis of its nature and
aspects, and then he teaches each of these segments one by one. It means that
he goes from unknown to known or from conclusion to hypothesis. Thus, this
method goes ahead along with discovery or heuristic methods. For example, if we
are going to teach the lesson 'Akbar' in the class. We will divide the topic
into various segments such as his biography, his extension of empire, his religious
achievement etc. We will divide each of these segments into sub-segments also.
Each of these segments and sub-segments will be taught one by one and finally a
hypothesis will be formulated that Akbar was a successful ruler.
20.
Synthesis method:
Synthesis
means combining small pieces into one and large form in such a manner that some
new conclusions can be drawn. In this methodology we have a tendency to go from
notable to unknown and from hypothesis to conclusion. Here, teacher presents
small pieces of information before his students one by one and then he asks
them to draw conclusion on the basis of these information’s. This very method
is used in geometry to prove a theorem. It means that students are first made
understand what the already known, and then unknown facts are identified on the
basis of known facts.
Thus,
we can say that analysis is a process of discovering the solution of a problem
and in synthesis; different aspects of the problem are combined together in
such a manner that students automatically reach the solution. Then this
solution is written in a précised form. These two methods are generally used
together in a combined manner.
its nice article on teaching methods thanks for publishing it
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