Teaching creates knowledge awareness and feelings in the taught and brings about behavioral change. It is an art of communicating a message with impact on audience. But if students are not paying attention, then how are they going to learn and absorb information? It is essential that teachers find a way to keep their class interesting enough that students take in the information that is being presented to them.
According to Rabindranath Tagore, “A Teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame.”
First, interact with your students. Second, bring great materials at hand. Lastly and most importantly use technology.
“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ― William Arthur Ward
The duty of a teacher is to inspire the students to discover themselves freely. Inspiration cannot be engraved in textbooks nor on class boards; instead it is modeled by and through the teacher.
Teaching is like fishing. We use different lures for different fish. Similarly, we can use different methods for different learners.
Teaching is like playing beautiful music. Where, instructional methods are the instruments. When played alone they make sound. But when played together in tune, rhythm, and feeling, they become amazing music.
Dear Manhmata Roul,
As I see it, teaching is more than a simple tramsmission of ready made and established truths imposed on the student from outside. "How can we make our lecture interesting and lively?" -- You ask. I think that is can be the case when we are more mentors and organizers of learning experiences and situations such that our students understand, reinvent and recontruct everything they learn than when we are simple transmitters of existing truths and knowledge. Of course, teachers may appeal to technology to make their teaching more lively. A good or even excellent teacher should be an authoritative, not an authoritarian or permissive figure. Authoritative teachers are demanding in intellectual terms, but warm in terms of social relationships; auhoritorian teachers are demanding in intellectual terms but cold in terms of their social interactions with the student. Permissise teachers are, say, guided by the slogan laissez faire, laissez passer, laissez aller (let it goes). There is accumulated evidence that shows that authoritative teachers foster their students' psychological development, be it cognitive, moral, social or emotional, and that their authoritarian and permissive counterparts hinder such types of psychological development. More to the point, teachers should aim at generating autonomous, not heteronomous or conformist people, that is, people interesting in raising, say, irritating questions, that is, questions whose answer leads us o a better lnowledge of the unknown.
This is of course, a short answer to your question because you question has given raise to an enormous literature.
Kinds regards,
Orlando
According to Rabindranath Tagore, “A Teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame.”
As Vivekananda said,
“The only true teacher is he who can immediately come down to the level of the student, and transfer his soul to the student’s soul and see through the student’s eyes and hear through his ears and understand through his mind. Such a teacher can really teach and none else”.
By using latest teaching aids , audio vedio visual and present every thing after judging students level of understanding.
Thanks @ Hemin Vardhilal Thakkar , Orlando M Lourenço , Nyakno jimmy George , Ivo Carneiro de Sousa
, Temitayo O. Olaniyan , for your valuable contribution.
By giving examples from the daily bases life and using a visual presentions to promote them progressively.
I n order to keep it lively you have to keep a kind of live-feeling and alertness for yourself - by not preparing everything in detail but leaving space for intuitive, improvised, spontaneous content. That way it is easier to react to questions from students without feeling they are messing up your schedule.
By having an interesting and a motivational teacher! Afterall, the information is the same but what makes a difference is how it is presented.
Teach everything with practical approach and also try to do the teaching as worship of God.
Dear Manhmata Roul and others discussants,
"How can we make our lecture interesting and lively?" You ask
As the previous answers show, we can make our lecture interesting via several ways. Even though I have already given an answer to this question, I wanted to add something to my previous answer.
1) I think that the more our teaching is, say, a questions-oriented teaching instead of an answers-oriented teaching, the more it is likely to be interesting ad lively.
2) I think that the more we base our teaching on what we research, the more it is likely to be interesting ad lively.
3) I think that the more we are organizers and mentors of learning experiences and situations instead of simple transmitters of ready made and established truths, the more our teaching it is likely to be interesting ad lively.
4) I believe that the less we think that we are there (e.g., colleges and universities) to only teach, and that students are there to only learn, the less our teaching is likely to be interesting ad lively. This means that while teaching our students we also learn from them, namely from their questions and even answers. This also means that teaching is a bidirectional, not a unidirectional, process.
5) I think that the more we teach our students such that they come to be able to dispense with us qua teachears or professors, the more our teaching is likely to be interesting ad lively.
6) I think we we can make use of technology to render our teaching more lively and interesting.
7) Of course, classrooms should be an appropriate environment to render our
teaching more lively and interesting. For example, mobiles and the like should not be allowed.
Kind regards,
Orlando
In engineering, by activating a practical part of this lecture.
Regards,
Emad
I think that here there is three answers at three question.
1- How can we make our lecture interesting and lively?
2- How to manage the students?
3- What is the best teaching to one student.
I will try to answer first to the question 2 and 3.
This is the problem of the exoteric and esoteric teaching.
The problem of the academy.
When I was a painting restorer, a client ask me to restore a very important painting.
At the end of the discuss, he ask me:
This painting is very important and it's normal to ask you what is your education.
I answer:
-My education is the most academic one.
He says:
-Can you precise?
I say:
- I learned since 7 years old in my father's worksop that exist since the 18th century and in the family since 1843.
after that when I was 22 years old I went to Paris to work for Art dealers and met my father's colleague that teaches me some new approaches.
Now I work in my own workshop.
He laugh and says:
This is not academia!
I answer:
Sorry sir, I'm a poor craftsman and my understanding of "academic" is certainly wrong. I propose you to explain my understanding of academy and you teach me how I'm wrong.
He says:
- I accept your protocol.
I begin:
- Well... it's difficult...humm!
for example, a baker, no! a mason or...
A philosopher, Yes a philosopher.
So, a philosopher wants to teach and search a place.
He walk in the country and find a field close to a village.
He puts a baton in the ground put a board on the baton and Write, "I am a philosopher and anybody who want to learn can come here".
that's academy!
The man says:
That's not academia!
I answer:
If I remember well, the guy was Platon and the village Acadomia!
He says:
you knocked me down, do you know I a philosopher, teacher in university?
I may precise that in French "academic" and "academia" are the same word.
"Academique"and the translation is quite complex.
My way of learning was esoteric, recognized by the peers.
His one was exoteric, awarded with a diploma.
But both of them are academic.
The most funny is that when we read the hippocratic oath we see that it is absolutely esoteric. And now the medicine teaching is absolutely exoteric!
We can't teach on the same way to one student and to 30 students.
To answer to the question 1, in my point of view, the lecture is conditionnement.
there is no dialogue possible.
So, to make it interesting and lively, we may first expose the interdict, misunderstanding and question the student have about the subject and explain how your lecture may solve those problems.
After that you just have to be clever, funny and precise and use the most simple words as possible.
PS: Sorry for my bad English.
Teaching with real life examples would be more interesting for students. However some other factors such as audibility of lectures, interacting with maximum possible students (from front level to back banchers) also influence the learning activity.
I don't Know if you have the same problem than me but in High Technology,
We are now in front of what I call the Internet autodidactic mistakes.
students goes on the web to complete their studies and find a "wonderful blog" written by a "scientist" that explain obsolete or wrong concepts and you may spend an hour to explain what is wrong or obsolete.
Some of the key ways of making lectures interesting and lively include:
More can be found in...
https://www.edutopia.org/blog/how-to-build-dynamic-lecture-todd-finley
Some of the key ways of making lectures interesting and lively include:
More can be found in...
https://www.edutopia.org/blog/how-to-build-dynamic-lecture-todd-finley.
“True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.”
― Nikos Kazantzakis
Five factors in good teaching are:
1. Knowledge:- (i) In subject matter
(ii) Problem solving capability
(iii) Innovative thinking
2. Communication:- (i) Clear cut and properly audible
(ii) Speed
(iii) Easy to follow by students
(iv) Barrier free
3. Presentation:- (i) Black board / White board / Power point
(ii) Speed (Students should note down salient points)
(iii) Step wise clean writing
4. Interaction:- (i) Student participation in class
(ii) Ask questions Clarify doubts
(iii) Keep eye contact
(iv) Take feed back
5. Beyond class room: - (i) Cordial, good behavior
(ii) Helping in clearing doubts
(iii) Personal touch/ parental touch
(iv) Motivation for self learning
- Badges
- Science method
- Similar topics
- Teaching