Students these days are tired of traditional learning approaches. Please share your teaching techniques that have worked well with your students.
A fundamental principle is if teacher enjoys teaching, students enjoy learning but if teacher endures teaching, students endure the teacher.
I do not believe that the so-called "smart class room" makes for good teaching by itself. I prefer more of blackboard teaching and dialogue with some visuals as required but not just PowerPoint. In my view many PowerPoint presentations may actually lack the power and fail to make the point.
I find that introducing some history, especially when some fundamental advances in our concepts are being discusses, makes the learning process simpler and interesting- history not just in terms of names and dates, but in some aspects of personal anecdotes and background about the process of the given discovery itself is useful to provide the human touch and context. Teacher should also think of some common analogies to explain complex events and processes so that students can have a mental image of the process.
A teacher does not need to deliver 'information' to students but only fo prime or initiate students in the topic which they can follow up. Some textbook level teaching is also essential to provide the basics and a broad-based understanding.
Science teaching requires open-ended and enquiry based learning with lab experiments.
Any teaching process aims to generate more questions rather than completely saturate the enquiry. Unfortunately much of our current teaching process seems to quell enquiry. This is why we complain that students are not interested in learning- we either provide over-dose of information or quell their innate curiosity. Unfortunately, in our current social system and organization, this process seems to start from home and early school level itself.
Doing is learning than mere text bookish.
Teacher's know within themselves which is boring and exiting. They need to empathize -plan- deliver that which is the need of the hour with more practice orientations than the theory alone.
A fundamental principle is if teacher enjoys teaching, students enjoy learning but if teacher endures teaching, students endure the teacher.
I do not believe that the so-called "smart class room" makes for good teaching by itself. I prefer more of blackboard teaching and dialogue with some visuals as required but not just PowerPoint. In my view many PowerPoint presentations may actually lack the power and fail to make the point.
I find that introducing some history, especially when some fundamental advances in our concepts are being discusses, makes the learning process simpler and interesting- history not just in terms of names and dates, but in some aspects of personal anecdotes and background about the process of the given discovery itself is useful to provide the human touch and context. Teacher should also think of some common analogies to explain complex events and processes so that students can have a mental image of the process.
A teacher does not need to deliver 'information' to students but only fo prime or initiate students in the topic which they can follow up. Some textbook level teaching is also essential to provide the basics and a broad-based understanding.
Science teaching requires open-ended and enquiry based learning with lab experiments.
Any teaching process aims to generate more questions rather than completely saturate the enquiry. Unfortunately much of our current teaching process seems to quell enquiry. This is why we complain that students are not interested in learning- we either provide over-dose of information or quell their innate curiosity. Unfortunately, in our current social system and organization, this process seems to start from home and early school level itself.
Dear Dr. Ganapathy,
I agree - there is a big room for improvements in the teaching methodologies. In natural and life sciences - teaching as a sequence of facts, rules, and examples is not very efficient, tiresome, and not exiting at all. One of the ways to change it is to teach your subject matter as a genesis of ideas in exploring and exploiting this knowledge area.
Then, the entire process is getting subordinated to the ideas tree nervous system, and all the branching outs are in the essence coming from the same roots. For students, that visual tree is easier to remember and understand.
In other words, instead of explaining your subject matter as a warehouse full of various items, you provide a united picture of ideas and logic system. One may say, you teach students a certain area of knowledge as an ideology of this subject matter.
Hi Len,
Your metaphor is surely interesting. The hands on approach is limited sometimes due to time constrain. Thank you.
Regards
In my opinion, there are four main objectives of learning process: knowledge, understanding, application, analysis and synthesis. A teacher/student has to achieve all these objectives. Leaning should be made interesting by correlating with Theo-prax method or through known to unknown.
Innovative ideas that will help teachers reinvent their teaching methods and make their classes interesting.
Thank you Rathore for your humble opinion. Will check out your method which is similar to Vygotsky's theory.
Hi Shabbir,
What kind of innovative teaching methods you have in mind please?
Regards
Students prefer learning things that are applicable to the real world. As such, every class should be preceded by a strong motivation session that highlights real-life applications of each topic of the course. Also, some of this applications should be integrated as hands-on exercises for the students. Different students have different learning styles: There are ones who can learn by reading; some learn by using audiovisual materials; some learn by attending classes while some learn while trying to explore materials that could help them solve assignments. Teachers should design their classes to suit these categories of learners. Furthermore, every teacher must understand the blooms taxonomy of learning so as to teach their students how to learn better. Most challenging to many students is the issue of cyber distraction and internet addiction. Teachers should teach their students how to use some time management tools such as Pomodoro so as to help them have a better learning experience.
Classroom discussions have been a staple of teaching forever, beginning with Socrates. I have taught using discussions, been a student in discussions, and observed other teachers' discussions thousands of times -- at least. Some have been boring, stifling or tedious enough to put me to sleep. Others have been so stimulating that I was sad to see them end. The difference between the two is obviously how interesting the topic is, but equally important is the level of student participation.
It's not enough for students to simply pay attention -- they need to be active participants to generate one of those great discussions that end far too quickly for both the teacher and students. The worst types of discussions are serial one-on-one talk between a student and teacher, leaving the rest of the class out of the process. Many students stop listening, begin to fade or disengage during this flawed procedure.
The best discussions keep everyone active, either by sharing or thinking. Even those students who rarely, if ever, contribute can still participate in other ways. Here are five of my favorite ways to design discussions in a dynamic and exciting manner.
1. Lightning Rounds
Just the name "lightning round" suggests energy. Make it even more dramatic by playing up the concept of speed, fun and excitement. Have your discussion questions prepared in advance so that you can ask them faster. Short-answer questions obviously work best for this technique. Students have 30 seconds (or a more appropriate time for your particular class) to answer. They can either answer or pass -- and no negativity is associated with passing. Ask the questions rapidly while growing the anticipation for each next question by imitating quiz show lightning rounds: "Are you ready for the next question? Here it comes." Ask the question before calling on a student so that all students must be ready to answer. The lightning round should take no longer than ten minutes, the approximate time that the energy begins to diminish.
2. Throw the Ball
When you ask a discussion question, call on students by letting them catch a ball. With young children, you can use a beach ball and roll it to students in a circle. Older students can catch a beach ball or nerf football. This way of calling on students can either be a lot of fun and full of energy, or it can be a disaster. Be sure to keep the throwing distance short enough to prevent chaos. Make the rules clear and stop if they are broken:
Do not intercept the ball.
Do not throw the ball at another student.
Do not try to break anything in the class with the ball.
In spite of the potential danger with using a ball, I have seen this done with much success and great student involvement. A variation that is safer and fun for grades 1-3 is to pass a teddy bear to the student who will answer the next question.
READ MORE
https://www.edutopia.org/blog/make-class-discussions-more-exciting-richard-curwin
Thanks for sharing the question. The views of the colleagues are interesting. For me, in general, a well-structured lesson combined with the active participation of students and the use of technology may preserve their interest. The character of the teacher plays its role.
Regards
Thank you Aristidis. Am of the same take too where technology, students engagement and teachers' roles are equally important in achieving the positive dynamics of the classroom.
Dear Malini,
Once, there is passion to teach, everyday is an exciting day to teach. Based on my 25 years of teaching, I put my life and experiences into the teaching and learning process. Teaching strategies are always connected into the students' experiences. I have attached here four of research articles on brain-based quadrant modelling for your perusal. These articles are related to answer more than enough the question you raised here with us.
Reynaldo
By telling and giving examples. Asking students to write if required exceptionally and asking the yesterday's lessons next day. Try to relate topics with day today affairs. Also to listen to students . For higher classes best books references and carrier guidance must be taken care.
Students remember all the teachers in lifetime. Some times they still remember the thing taught the poems the stanzas and the statement and their style.
There are many teaching strategies that you can do to keep your class interested and engaged. These strategies may include:
1. Relate Class Content to Their Lives
When you create a real-world connection to what students are learning, it will give them a greater understanding of why they need to learn it. If your students are constantly asking you why they need to learn something, and you always are answering with “because you have to,” you will lose credibility with your students, and they will continue to not be interested in what you are teaching them. Instead, give them a real answer. If they are learning math and want to know when they will need to use it, tell them they will need math to write out checks, pay bills, buy groceries, figure out how much things that want cost. This will help them connect why they must learn what they are learning for their future.
2. Make it Interactive
A traditional classroom setting, where the teacher is standing in the front of the classroom lecturing to students as they take notes, is boring. If you want your students to be interested in what you are teaching them, you must make it interactive. Get them involved in everything that you are teaching. Try the jigsaw cooperative learning method, where students work together as a team to learn and complete a task. Each student is responsible for their own part, but must work as a group in order to complete the task. By involving students and making it hands-on, you are engaging them and making them interested in the content that they need to learn.
3. Give Them Choices
Choice menus aren’t just for elementary and middle school students. High school students will be just as happy when they get the opportunity to choose what, and how they will learn content. Choice board menu options are endless. You can create a menu for any subject, topic, or concept that you want. You can create different choice boards based on the student. Struggling students can work on one board while more advanced students can work on another. It’s not only a great way to differentiate learning, but it keeps students interested and engaged as well.
4. Use Technology
If you want to make your class the most interesting class that everyone loves to go to, then you must incorporate some kind of technology. Instead of lecturing and having students take notes, use a smart board and have students come up to the board and interact. Overall, talk less and involve students more. The more you make your class interactive and the more that you utilize technology, the more your students will enjoy what they are learning.
http://www.teachhub.com/5-teaching-strategies-keep-class-interesting
You can use many methods , but I think from my experience participation is very useful , so just encourage them to participate
Thank you Hassan and Mahfuz for the very elaborate responses. The pointers are really helpful. Appreciate it.
A teacher should position himself/herself as celebrity/creator/friend/learner/leader/mentor/nurturer/self-sacrificer, more specifically, he/she should: have charisma/be able to learn, to guide, to sacrifice personal comfort, to gain and give respect; be fun/accountable/acknowledgeable/devoted/equal with students, etc. (Pinnegar et al, 2011).
Strategy-wise, teaching by means of the SCORE Model (Strong et al, 1995; Gurney, 2007) serves to stimulate/arouse student interest, and a thirst for learning/knowledge, namely: motivating/encouraging student for Success; arousing Curiosity; encouraging Originality; fostering peer Relations; teachers’ Energy.
- Gurney, P. (2007) Five Factors for Effective Teaching, New Zealand Journal of Teachers' Work, 4, 2, pp. 89-98.
- Pinnegar, S., Mangelson, J., Reed, M. and Groves, S. (2011) Exploring preservice teachers’ metaphor plotlines, Teaching and Teacher Education, 27, 3, pp. 639-647.
- Strong, R., Silver, H. and Robinson, A. (1995) What Do Students Want?, Educational leadership, 53, 1, pp. 8-12.
Hi Kenneth,
Thank you. Score model seems practical. Thank you. have you tried it?
Regards
I try to connect the academic subject with their future work.
Hi Malini,
As the father of my daughter, I am also her teacher. The acronym SCORE serves as a reminder for a simple and sensible way of teaching (SCORE should not only be confined to students and/or subordinates). Think differently: our kids (same as students/subordinates) definitely want our helpful guidance [Success], and they should also want to be able to understand new knowledge [Curiosity]….....
As Larkin (1985) and Sidehu (2012) have suggested: be flexible, try a change/a new approach in the way we teach is an innovation, which can lead to creative, exciting, and more successful teaching.
- Larkin, H. P. (1985) Lively Math Teaching - What Is It? How Is It Done?, The Journal of Adventist Education, 47, 3, p. 40.
- Sidhhu, N. (2012). How to SCORE with students. Retrieved from The Star Online: http://www.thestar.com.my/news/education/2012/04/01/how-to-score-with-students/
Besides other approaches and techniques like demonstration, participatory method, goal setting, etc, I believe relevant humor works very well for keeping you class alive. At least it works for me and students' eyes tell you how they really are receiving you.
It has worked very well for me.
Of course, one has to never sacrifice virtue for humor and never fall prey to 'entertainment for sake of entertainment'.
Agreed Vishnu. Humor plays an important role in getting students to be alive during the teaching and learning process and it induces excitement in their learning actually. Thank you!
In order to make your teaching effective, you need to understand the 'pulse' of the students you teach: this pulse depends upon the location you teach, age groups of your students, the program your teaching associated with (college/university/school).
In general, if you could shift from teacher oriented to students oriented, you achieve two things: you won't loose class control, and can alleviate resisting mentality of students (as opposed to receptive attitude).
Most important : never hesitate to seek direct feedback from students: this is the most powerful in teaching which help you refine your teaching methods as long as you teach!!
Thank you Jestin. Student engagement is essential in classroom orientation. Feedback too on students' part should be taken into consideration for effective teaching to materialise. Appreciate your input !
What do you'll think about feedback from students' perspectives? To what extent do you take it into consideration?
If you teach sciences, most learning should be hands-on, short videos and field trips.
Dear Colleagues,
Good Day,
" 5 ways to make ‘textbook lessons’ more interesting
Here’s some suggestions to make lessons based around them more interesting…
1. Add an element of randomness to the lesson.
2. Give students a choice.
3. Link the content of the textbook to current events or give very bizarre/memorable examples.
4. Use a resource that gives the lesson ‘wow’ factor.
5. Get students to work collaboratively.
The majority of the above can be achieved quickly and easily by a) experience, b) having a bank of resources that you build up (preferably sharing them with others – see the historyshareforum, for example), and c) making sure you have a good working relationship with your students.
Please, see the link for more detail.....
http://dougbelshaw.com/blog/2008/01/22/5-ways-to-make-textbook-lessons-more-interesting/
Still today Black board teaching play vital role in motivating the students towards teaching rather than power point presentation. As a teacher we have to create the interest in student mind and attract the student towards our teaching. We try to inculcate other basic things in the subject to motivate and mobilize the students.
One can make teaching exciting if it leads to solutions to the problems specially those which are being faced in our daily life. It should teach us and our students to stand on 'their feet' in arriving at a logical conclusion. So in short it should be oriented towards practical life rather than looking at abstract things/aspects.
Absolutely right. I taught my daughter about career-life cycle; career decisions / change / success, etc. (Ashkenas, 2012; Groysberg and Abrahams, 2010; Hall, 1996; Tiffan, 2010), which she will come across in her life.
- Ashkenas, R. (2012) Embracing Risk in Career Decisions, Harvard Business Review (HBR Blog Network), https://hbr.org/2012/06/embracing-risk-in-career-decis.
- Groysberg, B. and Abrahams, R. (2010) Managing Yourself: Five Ways to Bungle a Job Change, Harvard business review, 88, 1, pp. 137-140.
- Hall, D. T. (1996) Protean Careers of the 21st Century, The Academy of Management Executive, 10, 4, pp. 8-16.
- Tiffan, B. (2010) Seasons of Our Careers, Physician Executive, 36, 5, pp. 94-99.
Discover new things together – It’s much more fun for both parties when students and teachers learn new things together.
Make it interactive – If you want your students to be interested in what you are teaching them, you must make it interactive.
Incorporate mystery into your lessons – Learning is the most fun when it’s surprising. Don’t just tell them information; cloak it in to mystery.
Be crazy, but show you care – Let loose; laugh; make fun of yourself. Don’t worry about sacrificing your authority.
Participate in projects – I had a creative science professor at my school who would bring his own material to class for the students to workshop. It was great fun for all of us, and enjoyable for him as well.
Avoid “going through the motions – Make an effort to be fresh, try new things, take risks, make mistakes, and enjoy the moment.
Share your passion with students – Show students how you have fun. Passion is contagious. If you’re having a good time, chances are your students will too.
Laugh at your students’ jokes – It’s one of the best ways to ensure teachers and students have fun: enjoy one another.
Enjoy yourself – We pay a lot of attention to those people, who enjoy themselves.
Replace lectures with conversations – Why should teaching be so passive? Forget the sage on the stage and engage your students in a casual conversation like you would a good friend.
Use technology in the classroom – In this world today, technology is what students live and breathe every day. If you want to make your class the most interesting class that everyone loves to go to, then you must incorporate some kind of technology.
Relate your content with their lives – When you create a real-world connection to what students are learning, it will give them a greater understanding of why they need to learn it.
It should b two way process......With more hands on instead of theory....
By following all educational means of illustrations and scientific facts and others
Dear Dr. Malini Ganapathy,
Let students learn about a topic and present it in the class.
Or You can use simulations right here if you teach science subject:
https://phet.colorado.edu/en/simulations/category/new
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