Methods of

Class Teaching

Dr. Tapan K. Dutta Ph.D.

Teachers' Training Department
Panskura Banamali College
Purba Medinipur
West Bengal
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 The latest National Crime
Records Bureau statistics reflect
the horrifying trend. In 2006, 5,857
students committed suicide
across India. And these are just
the official

TOI
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 Exam stress takes toll of
young minds
16 Suicides A Day In India In 2006
and the trends are increasing

Anahita Mukherji | TNN

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 Changing assessment pattern

There has to be a change in the way

children are assessed instead of simply
testing them on answers to meaningless
questions, Delhi University professor
and NCERTs primary textbook committee
chairperson Anita Rampal said.

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 Common things

Learning and Forgetting

Recapitulation

Memory and Memorization

Realization
 Class Teaching
and its types
In general there are more than 14
types of class teaching methodology
applied and depending on the needs
and demands it may be varied
accordingly
7
 Method of Teaching
1. Lecture Method, Lecture with Discussion
2. Class Discussion, Small Group Discussion
3. Demonstration Method
4. Laboratory Methods
5. Heuristic Method
6. Project Method
7. Deductive and Inductive Method
8. Programmed Instruction Method
9. Brainstorming
10. Case Studies
11. Role Playing
12. CAI Method
13. Workshop
14. Field study/ Surveys
8
 The Featured Scenery of School
Classrooms

Kindergarten Elementary Secondary

 Right to Education Act 2010
The Government of INDIA is ensure
to support financial help for national
cooked nutritious mid-may-meal
scheme which has been introduced
in primary and secondary school.
 Right to Education Act 2010
The Government of INDIA is also
universalize the Integrated Child
Development Services (ICDS)
scheme to provide a functional
Anganwadi in every settlement and
ensure full coverage for all children
as introduced by Sarba Shikkha
Abhijan.
Models of teacher evaluation
Teacher trait model
Process-oriented model
Duties-based evaluation
Accountability
Goals-based evaluation
Professional growth model
Hybrid
PROCESS OF GOOD TEACHING
 PLAN
INSTRUCTION
1. Develop annual student achievement goals
2. Create standards-based unit plans and
assessments
3. Create objective-driven daily lessons
LEARNING ENVIRONMENT
4. Adopt a classroom behavior management
system
5. Develop classroom procedures and routines
6. Organize classroom space and materials
 TEACH
1. Focus students on lesson objectives
2. Deliver content clearly
3. Engage all students in learning
4. Target multiple learning styles
5. Check and respond to student understanding
6. Maximize instructional time
7. Invest students in their learning
8. Interact positively and respectfully with students
9. Reinforce positive behavior, redirect off-task behavior,
and de-escalate challenging behavior
 INCREASE
EFFECTIVENESS
1. Assess student progress
2. Track student progress data
3. Improve practice and re-teach in
response to data
PROCESS OF GOOD TEACHING
Teaching Methods
 Poor Instructors Good Instructors

1. Little or no feedback given 1. Provided regular

qual/quant feedback
2. Always authoritative 2. Participated as peer

3. Kept narrow focus of what 3. Allowed perspective

was relevant sharing

4. Created tangential 4. Tied discussion to grades,

discussions, fact questions other tasks.

5. Only used ultimate 5. Used incremental

deadlines deadlines
Major Shifts in Teacher Education Programs
From To
Teacher centric Learner centric

Teacher direction and Learner autonomy

decisions

Teacher guidance and Learning facilitation, support &

monitoring encouragement

Passive reception of learning Active participation in learning

Learning within the four walls Learning in a wider context

of classroom
Contd..
 Major Shifts in Teacher Education Programs

From To
Knowledge as given and Knowledge as it evolves, is created
fixed
Discipline centered focus Multidisciplinary, educational focus

Linear exposure Multiple and divergent exposure

Rigid & fixed evaluation Flexible, multifarious & continuous

evaluation
 1. Lecture Method
The lecture is defined as the method
of instruction in which the instructor has
full responsibility for presenting facts and
principles orally.
It is the practice of having the
teacher, or lecturer, at the front of the
classroom talking to students.
Lectures may be formal or informal.
24
 STRENGTHS: - presents factual material in direct,
logical manner - contains experience which
inspires - stimulates thinking to open discussion -
useful for large groups
LIMITATIONS: - experts are not always good
teachers - audience is passive - learning is difficult
to gauge - communication in one way
PREPARATION: - needs clear introduction and
summary - needs time and content limit to be
effective - should include examples, anecdotes
25
Formal Lectures:

The formal lecture method is primarily

used when presenting information to large
groups. Communication is virtually a one
way communication from instructor to
students. Student participation is severely
limited.

26
Informal Lectures:

The informal lecture includes active

student participation. Learning is best achieved
if students participate actively in a relaxed
atmosphere, therefore, the informal lecture is
encouraged over the formal. Active student
participation can be achieved through the use
of questions and is an effective two-way
communication process.

27
28
29
30
 Advantages of Lectures Methods
1. It's time-saving thus enables the lecturer to
finish the course outline in time; many facts
or ideas in a relatively short time
2. It is very convenient in handling a large
students in the class
3. It easily fits in when introducing a new
concept or topic
4. It can be easily be used in cases where the
relevant teaching and learning materials
are scarce or so rare to resource.
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Disadvantages of Lectures Methods
1. Does not enhance understanding in
learning; encourages route learning
2. It is difficult to sustain the attention of
students using the lecture method
3. It does not provide appropriate room for
tutors/lecturers to monitor students'
progress
4. It does not encourage active students
participation - makes learning passive
allowing the teaching to do all the work
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 1.1. Lecture With Discussion
STRENGTHS: - involves audience at least
after the lecture - audience can
question, clarify & challenge
LIMITATIONS: - time may limit
discussion period - quality is limited to
quality of questions and discussion
PREPARATION: - requires that questions
be prepared prior to discussion 33
 2. Class Discussion
STRENGTHS: - pools ideas and experiences from
group - effective after a presentation, film or
experience that needs to be analyzed - allows
everyone to participate in an active process
LIMITATIONS: - not practical with more that 20
people - few people can dominate - others may
not participate - is time consuming - can get off
the track
PREPARATION: - requires careful planning by
facilitator to guide discussion
- requires question outline 34
 2.1. Small Group Discussion
STRENGTHS: - allows participation of
everyone - people often more comfortable
in small groups - can reach group consensus
LIMITATIONS: - needs careful thought as to
purpose of group - groups may get side
tracked
PREPARATION: - needs to prepare specific
tasks or questions for group to answer
35
 3. Demonstration Method
This method provides learners to understand, learn,
and appreciate a particular subject matter
demonstrated by the teacher. Demonstration entails
the use of actual tools, machines and materials
needed for the experiment or for the job that has to
be done..
steps:
a. Purposing
b. Planning
c. Demonstration proper
d. Executing
e. Evaluating 36
37
38
Provides for Individual Guidance and
Evaluation.
It is more student-centered and results in
a higher level of student participation and
involvement than any other method of
instruction.

Permits Reinforcement.
Knowledge acquired through a lecture can
be made more meaningful through a
demonstration, and the highest level of
understanding is achieved and reinforced
through actual performance of the task. 39
Advantages of Demonstration Method
1. Appeals to More than One Sense.
2. Sets the Standards of Performance.
3. Emphasizes Proper Sequence.
4. Provides for Individual Guidance and Evaluation.
5. Permits Reinforcement.
6. This method of teaching serves as model laboratory instruction.
7. Experiment shown as demonstration points out this matter of
observation and indicates this inference.
8. It makes the pupils familiar with the nature and use of apparatus.
9. Experiments requiring special skill will merely be shown by the
teacher. In this method no time is wasted.
10. Teacher's time is properly utilized in watching the students doing
experiments.
11. While doing practical, there remains no necessity for explaining
except educating precautions.
12. This method proves more useful if the pupils are told beforehand that
they are going to do practical in the laboratory.
40
 Disadvantages of Demonstration Method
1. Requires a High Degree of Instructor Skill.
2. Restricted to Small Groups.
3. Time Consuming.
4. Requires Higher Instructor/student Ratio.
5. There is danger of students being dishonest when teacher
has to play the main role in the discussion and
demonstration of the topic.
6. Teachers may be tempted to lecture rather than to teach.
7. Teachers do not try for more experiments than those given
in the text book prescribed.
8. Oral discussion may not be encouraged, since it will go to
restrict the demonstration experiment.
9. Practical as required may not go hand in hand with
41
demonstration work.
4. Laboratory Methods

42
5. Heuristic Method
Heuristic refers to experience-based
techniques for problem solving, learning,
and discovery. Where an exhaustive search is
impractical, heuristic methods are used to
speed up the process of finding a satisfactory
solution. Examples of this method include
using a rule of thumb, an educated guess, an
intuitive judgment, or common sense.

43
 Advantage
1. Through this method, students become self- reliant, as under it more
emphasis is being paid on the individual work, careful observations and
independent thinking.
2. Under this method, students have to indulge in the functions of keen
observation and proper analysis, as a result of which scientific outlook gets
developed among them.
3. Through this method, students become able to solve various kinds of
problems on their own, with the help of which they can lead a successful
life.
4. As all the students get the opportunity to participate in the learning process,
as a result of which they get satisfaction of psychological needs, which
makes the knowledge gained through them to be permanent.
5. Teacher keeps a constant check on the students under this method as a
result of which students get individual attention from the teacher, which
make them more alert and careful.
6. Students accomplish much of the experimentation work in the classrooms
as a result of which very little is left which can be given to them in the form
of home work. Thus, it can be said that with this method, students feel
44
themselves freed from the burden on heavy loads of homeworks.
 Demerits
1. This method has certain limitations, mention of which is as
follows:
2. This method cam only be used in case teacher is highly able
and qualified.
3. It is not possible to make use of the method when the number
of students getting education in the class is large.
4. Students find lot of undue burden on themselves as it is
expected from them that they can conduct various
experimentation functions on their own.
5. As the sources providing information regarding this method
are not sufficient, because of which teachers do not possess
the necessary information as how to make use of the method
properly, because of which they hesitate to use it.
6. With this method, teachers generally find it difficult to finish all
the topics covered under the vast syllabus within proper time. 45
 6. Project Method
Characteristics to be a project the learning
activity must be problematic in nature aimed
at a definite attainable goal purposeful,
natural and lifelike in its procedure to attain
the goal directed and planned by the
students practical in nature, emphasis on a
single concrete achievement it should be
evaluated objectively
46
 7. Project Method
Advantages of project method
arouse and maintains interest of the
student, keep the students on
freedom of thoughts and action
while doing the work provides the
interest and ability
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 8. Logical Method
of Teaching

1. Inductive Method
2. Deductive Method
51
 1. Inductive Method
- Plato
Particular idea General idea
Logical approaches
1. Recognition of Problems
2. Analysis of Problem
3. Collection of Facts
4. Analysis of Facts
5. Formulation of Hypothesis 52
 Advantages of Inductive
Method
1. Help to Mental Development of Child
2. Scope of application of Knowledge,
Thinking and Analysis of Problem
3. Activity increases due to involvement
4. Concretized the clear-cut idea
5. Increase the retention time of memory
6. Helps in the higher education
54
 Disadvantages of Inductive
Method
1. Time taking process
2. Laborious to teacher
3. Both T&S requires higher intelligences
4. Impossible to complete knowledge
5. Incomplete observation and analysis
for Immature students
6. Possibilities of mistakes in case of any
inference from this
7. Helps in the higher education 55
 2. Deductive Method
- Aristotle
General idea Particular idea
Logical approaches
1. Hypothesis given as an example
2. Analysis of Facts
3. Collection of Facts
4. Analysis of Problem
5. Recognition of Problems 56
 Advantages of Deductive
Method
1. Less time taking process
2. Less laborious to teacher
3. Most easy process to teach
4. Concretized the quite clear idea
5. Increase the retention time
6. Helps in the higher education

58
 Disadvantages of Deductive
Method
1. There is a scope of verification of
validity, reliability and its application
2. Scientific laws become very clear
3. Due to non application of mind it is
less interesting to students
9. Programmed Instruction
Method

60
 10. Brainstorming
STRENGTHS: - listening exercise that allows creative
thinking for new ideas - encourages full participation
because all ideas equally recorded - draws on group's
knowledge and experience - spirit of congeniality is
created - one idea can spark off other other ideas
LIMITATIONS: - can be unfocused
- needs to be limited to 5 - 7 minutes - people may have
difficulty getting away from known reality - if not
facilitated well, criticism and evaluation may occur
PREPARATION: - facilitator selects issue - must have
some ideas if group needs to be stimulated
61
 11. Case Studies
STRENGTHS: - develops analytic and problem
solving skills - allows for exploration of
solutions for complex issues - allows student
to apply new knowledge and skills
LIMITATIONS: - people may not see relevance
to own situation - insufficient information
can lead to inappropriate results
PREPARATION: - case must be clearly defined
in some cases - case study must be prepared
62
 12. Role Playing
STRENGTHS: - introduces problem situation
dramatically - provides opportunity for people to
assume roles of others and thus appreciate another
point of view - allows for exploration of solutions -
provides opportunity to practice skills
LIMITATIONS: - people may be too self-conscious -
not appropriate for large groups - people may feel
threatened
PREPARATION: - trainer has to define problem
situation and roles clearly - trainer must give very
clear instructions 63
 13. Computer Assisted
Instruction (CAI)
STRENGTHS: - allows for large group discussion of
role plays, case studies, and small group exercise -
gives people a chance to reflect on experience -
each group takes responsibility for its operation
LIMITATIONS: - can be repetitive if each small
group says the same thing
PREPARATION: - trainer has to prepare questions
for groups to discuss
64
 14. Workshops
STRENGTHS: - allows people to thing for
themselves without being influences by
others - individual thoughts can then be
shared in large group
LIMITATIONS: - can be used only for short
period of time
PREPARATION: - facilitator has to prepare
handouts
65
 15. Field study / Surveys
STRENGTHS: - allows people to thing for
themselves without being influences by
others - individual thoughts can then be
shared in large group
LIMITATIONS: - can be used only for short
period of time
PREPARATION: - facilitator has to prepare
handouts
66
 COMMON VISUAL AIDS
Flip Charts/Posters
ADVANTAGES: - easy and inexpensive to make
and update - portable and transportable - left in
view of the audience - good for interaction with
the audience
DISADVANTAGES: - unsuitable for large groups -
anxiety-provoking for facilitator with poor
handwriting or poor spelling
67
 Slides
ADVANTAGES: - professional in appearance
- good for large groups

DISADVANTAGES: - formal and impersonal -

shown in the dark - not good for discussion
and interaction - more difficult to update
than other visual aids - require special
equipment
68
 Videos
ADVANTAGES: - professional in
appearance - good for large or small
groups

DISADVANTAGES: - more expansive than

other visual aids - requires special
equipment - not good for discussion and
interaction - require accurate cueing
69
OHP Transparencies
ADVANTAGES: - good for large groups -
easy to create - easy to transport -
provide an informal atmosphere - open
to interaction with groups - easy to
update

DISADVANTAGES: - impermanent; they

yellow with age - require less common
equipment
70
 Computer Projections (e.g.,
PowerPoint)
ADVANTAGES: - professional in appearance -
evidence of preparation - good for large or
small group - easy to integrate with
classroom discussion - animated - up-to-date
technology - easy to update

DISADVANTAGES: - require special

equipment/facilities - require initial training
to create - require significant time to create -
require basic graphics/composition skills 71
 Samples, Examples, and Mock-Ups
ADVANTAGES: - real-world/authentic - three
dimensional - sometimes inexpensive and
readily available - experience may be
tactile/auditory as well as visual ]

DISADANTAGES: - sometimes difficult or

impossible to acquire - often difficult to
handle or distribute - require storage space -
usually out of natural environment
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 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
One. Good teaching is as much about passion
as it is about reason. It's about not only
motivating students to learn, but teaching
them how to learn, and doing so in a manner
that is relevant, meaningful, and memorable.
It's about caring for your craft, having a
passion for it, and conveying that passion to
everyone, most importantly to your students.
77
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Two. Good teaching is about substance and treating
students as consumers of knowledge. It's about
doing your best to keep on top of your field, reading
sources, inside and outside of your areas of
expertise, and being at the leading edge as often as
possible. But knowledge is not confined to scholarly
journals. Good teaching is also about bridging the
gap between theory and practice. It's about leaving
the ivory tower and immersing oneself in the field,
talking to, consulting with, and assisting
78
practitioners, and liaisoning with their communities.
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Three. Good teaching is about listening,
questioning, being responsive, and
remembering that each student and class is
different. It's about eliciting responses and
developing the oral communication skills of
the quiet students. It's about pushing students
to excel; at the same time, it's about being
human, respecting others, and being
professional at all times. 79
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Four. Good teaching is about not always having a
fixed agenda and being rigid, but being flexible, fluid,
experimenting, and having the confidence to react
and adjust to changing circumstances. It's about
getting only 10 percent of what you wanted to do in a
class done and still feeling good. It's about deviating
from the course syllabus or lecture schedule easily
when there is more and better learning elsewhere.
Good teaching is about the creative balance between
being an authoritarian dictator on the one hand and a
80
pushover on the other.
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Five. Good teaching is also about style. Should good
teaching be entertaining? You bet! Does this mean
that it lacks in substance? Not a chance! Effective
teaching is not about being locked with both hands
glued to a podium or having your eyes fixated on a
slide projector while you drone on. Good teachers
work the room and every student in it. They realize
that they are the conductors and the class is the
orchestra. All students play different instruments
and at varying proficiencies.
81
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Six. This is very important -- good teaching is
about humor. It's about being self-deprecating
and not taking yourself too seriously. It's often
about making innocuous jokes, mostly at your
own expense, so that the ice breaks and
students learn in a more relaxed atmosphere
where you, like them, are human with your
own share of faults and shortcomings.
82
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Seven. Good teaching is about caring,
nurturing, and developing minds and talents.
It's about devoting time, often invisible, to
every student. It's also about the thankless
hours of grading, designing or redesigning
courses, and preparing materials to still further
enhance instruction.

83
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Eight. Good teaching is supported by strong
and visionary leadership, and very tangible
institutional support -- resources, personnel,
and funds. Good teaching is continually
reinforced by an overarching vision that
transcends the entire organization -- from full
professors to part-time instructors -- and is
reflected in what is said, but more importantly
by what is done. 84
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Nine. Good teaching is about mentoring
between senior and junior faculty, teamwork,
and being recognized and promoted by one's
peers. Effective teaching should also be
rewarded, and poor teaching needs to be
remediated through training and development
programs.

85
 GOOD TEACHING: THE TOP TEN
REQUIREMENTS
Ten. At the end of the day, good teaching is about
having fun, experiencing pleasure and intrinsic
rewards ... like locking eyes with a student in the back
row and seeing the synapses and neurons connecting,
thoughts being formed, the person becoming better,
and a smile cracking across a face as learning all of a
sudden happens. Good teachers practice their craft
not for the money or because they have to, but
because they truly enjoy it and because they want to.
Good teachers couldn't imagine doing anything else.
86