Techniques of Teaching

Methods of Teaching Science at Elementary Level

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Techniques of Teaching

Techniques of Teaching
Introduction:
Teaching is the very noble profession but very important for the whole nation. The prosperity of a country is depending upon this profession. When teachers teach at their best and make students extra ordinary by using different effective methods of teaching, then they give the precious treasure to their country. These students are the future of a country; if they will not get concentration they will ruin the future of the country and ruin the coming generations, obviously.

Skills of a Teacher:
Listening: The ability to listen carefully and creatively by picking out positive aspects as well as problems Observation: The ability to see what is happening and to monitor the groups work objectively. Sensitivity/empathy: The ability to see problems from the point of the students. To understand their feelings, ideas and values and to focus on structure rather than personalities or competence. Diagnosing: The ability to define the problem and choose an intervention and action. Supporting/encouraging: The ability to provide verbal and non verbal indicators of encouragement, affirmation, appreciation and caring. To assist in a joint search for solutions Challenging: The ability to confront, disagree, or to stop a process without being rude Openness: The ability to invite dialogue, to receive feedback and to be prepared to examine one s own attitudes, values and ideas and to change them, if necessary. Modeling: The ability to include oneself as a model in the group.

Teaching Techniques:
Some important teaching techniques that can be used in the teaching are described below. Apart from actual procedures involved in using the method effectively, its advantages and disadvantages have also been mentioned. The methods described include: 1. Team Teaching 2. Field Trips 3. Group discussion

Techniques of Teaching

1. Team teaching:
Team teaching is two or more people sharing responsibility for teaching some or all of the students assigned to a classroom. It involves the distribution of responsibility among people for planning, instruction, and evaluation for a classroom of students. Another way of saying this is that co-teaching is a fun way for students to learn from two or more people who may have different ways of thinking or teaching. Some people say that co-teaching is a creative way to connect with and support others to help all children learn. Others say that co-teaching is a way to make schools more effective. Co-teaching can be likened to a marriage. Partners must establish trust, develop and work on communication, share the chores, celebrate, work together creatively to overcome the inevitable challenges and problems, and anticipate conflict and handle it in a constructive way.

Elements of Team Teaching:

Coordinate their work to achieve at least one common, publicly agreed-on goal Share a belief system that each of the co-teaching team members has unique and needed expertise Demonstrate parity by alternatively engaging in the dual roles of teacher and learner, expert and novice, giver and recipient of knowledge or skills Use a distributed functions theory of leadership in which the task and relationship functions of the traditional lone teacher are distributed among all co-teaching group members Use a cooperative process that includes face-to-face interaction, positive interdependence, performance, as well as monitoring and processing of interpersonal skills, and individual accountability.

Techniques of Teaching

2. Field trip:
Field trips fall under the category of teaching strategy because of the high potential for handson learning for the participants. While many see field trips as a fun day away from school, the fun has a greater purpose. Children are able to see the concepts learned in class work in the real world. Upon returning to the classroom, the experiences on the trip provide additional educational material. Location Select the location of class field trips based on the topics covered in the classroom. Consider local offerings such as aquariums, children's museums, historical sites, natural landmarks, local businesses, zoos and farms that lend themselves well to a school trip. Compare the local venues with the list of specific areas of study within your classroom to determine which ones allow for the strongest connection. Making the Connection Creating a strong connection for the students between the field trip and classroom study increases the educational value of the activity. Create a set of learning objectives for the field trip, relating them back to specific areas of the curriculum. Clue the students into the connection before the field trip takes place. Some field trips offer obvious connections to the curriculum while others might be more subtle. Extension Activities Plan classroom activities to extend the learning of the field trips. In preparation for the field trip, have the students research the venue and provide pictures or background information for them. Encourage the kids to prepare questions to ask the tour guide at the location. A KWL chart is a simple way to assess prior knowledge on the topic. Draw three columns, with the K column representing what they already know, the W column

Techniques of Teaching

displaying what they want to learn and the L column for ideas they learned on the field trip. Complete the K and W columns before embarking on the field trip. Complete the L column when you return. After returning from the trip, hold a debriefing session, which allows the kids to discuss the experience. Hearing stories from others can clarify some questions that the students had about the trip. Create a bulletin board or class book to remember the experiences. Plan writing or journal activities for the kids related to the book. If the kids have lingering questions about the experience, use those questions as a basis for more lesson plans in the classroom.

Techniques of Teaching

3. Group Discussions:
This is a commonly used method because a group discussion uses students own past experiences in a very deliberate manner. In this method the students are divided into groups of 5 - 15 and given a real life or relevant subject matter or question to discuss. This discussion is carried on by the learners on the basis of their own past experiences, attitudes and values, from which they arrive at new knowledge and new insights. Discussion cannot be hypothetical or speculative. It is important to realize that the discussion is not an end in itself but rather each small group should then presents its discussions to the large group and on the basis of their presentations, working principles should be developed. It is a common mistake to have the discussions without subsequent presentation and summarization.

Steps:
Instruct the group clearly about the task, specify time and the form of presentation Divide the large group into small groups Different groups may be given different tasks; in this case the groups should be divided first Let the groups discuss (through sharing and analysis) the matter under consideration for the stipulated time Let all the groups reassemble into a large group Let one or two individuals from each group present their discussion to the large group Add any relevant points that you feel have been left out and use the group presentations to arrive at a theoretical framework

Techniques of Teaching

Conclusion:
It is concluded that teaching is not the simple thing it has many effective techniques which make it more effective for the students. Here we discuss only three techniques but teaching has a lot of techniques which make the students brilliant. But it is important to apply every technique deliberately so that teachers could get better result.