Dr.T.Vijayakumar, Ph.D.

,
1/25/2018 1:44 AM
Dept of ECE
SriGuru
PRESENTATION OUTLINE
1. What is good
teaching?
2. Core qualities of a
good teacher.
3. Methods of
teaching.
4. Lecture method
5. How to prepare and
present a good
lecture.
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What is Good Teaching?
All students have had hundreds of teachers in
their lifetimes.
They remember only a few teachers as being
exceptionally good.
What are the qualities that combine to create an
excellent, memorable teacher?
Why do some teachers inspire students to work
harder, while others inspire students to skip
class?
Why do students learn more from some
teachers than others?

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"Core qualities" of a good teacher

The characteristics fall into two specific

categories:
1) a set of "core qualities" that students
recognize in good teachers, and
2) a set of specific skills that are developed
by good teachers.

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 Knowledge

The first quality of a good teacher is

knowledge of the subject.
You must be an expert in your field if you
are going to be a good teacher at a college
. This is a prerequisite.
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 Communication
The second core quality of a good
teacher is the ability to communicate their
knowledge and expertise to their students.
There is a saying, "Give me a fish and I
eat for a day, teach me to fish and I eat
for a lifetime.“
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 Interest

A good teacher builds knowledge of the

subject, with a clarity and understanding.
Best teachers make the class interesting and
relevant to the students.
Good teachers work hard to make their
material relevant.

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 Respect

Good teachers have a deep-seated

concern and respect for the students in
the classroom.

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 Conclusion

When you strive and work to

become a good teacher and to create
a good class, the four core qualities
are essential:
knowledge,
the skills to convey that knowledge,
the ability to make the material you are
teaching interesting and relevant, and
a deep-seated respect for the student.
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Learning and Teaching
Learning is a change in the way
an individual thinks, acts and feels.
Learning takes place through
experiences involving people, things
and events and the response to these.

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Methods of Learning
The individual learns through the
five senses – hearing, sight, touch,
smell, taste and combinations of
these – in involvement-oriented
experiences.

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Methods of Teaching
The method of teaching selected
must be interesting to the learner.
The methods can be tied to the
methods of learning – listening,
seeing and doing.

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 Listening
Listening involves the hearing of
something (use of only one of the
senses).
Since hearing accounts only 13
percent of learning, this is the least
effective method used alone.

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 Seeing
Seeing involves the eyes in
observing new information.
It is estimated that 75 percent of
learning is derived from the eyes.
Examples of teaching techniques
include illustrated talks,
demonstrations, tours, field trips and
exhibits
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 Listening and Seeing

When the young people see and hear

new material, they will retain
approximately 50 percent.
Observing demonstrations, seeing
movies, participating in tours, etc.,
are all ways Learners can see and
hear.

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 Doing
Doing involves the total individual
in the learning process or experience.
By the involvement of the learner,
maximum learning occurs.
Examples of teaching techniques
include work sessions or workshops,
judging and role-playing,
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 Saying and Doing

When learners are actively involved in

saying and doing, they will retain
approximately 90 percent of the material.
Most people learn best by actually
“doing.”
Provide opportunities for the learners to
practice and explore what they have
learned. They might plan and present a
demonstration or teach younger members.
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Lecture
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
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AM include examples,SriGuru
anecdotes
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 Attention

The instructor may begin by telling a

story, making an unexpected or surprising
statement, asking a question, or telling a
joke.
The main concern is to gain the attention
of everyone and concentrate on the
subject.
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 Motivation
The purpose of the motivation element is
to offer the students specific reasons why
the lesson content is important to know,
understand, apply, or perform.
This motivation should appeal to each
student personally and engender a desire
to learn the material

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 Overview
A clear, concise presentation of the
objective and the key ideas gives the
students a road map of the route to be
followed.
A good visual aid can help the students
the path that they are to travel.
The introduction should avoid stories,
jokes, or incidents. Also, the instructor
should avoid a long introduction.
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 Development
Development is the main part of the lesson.
The teacher must logically organize the
Teaching material to show the relationships
of the main points.
The teacher can proceed by developing the
main points in one of the following ways:
from past to present,
simple to complex,
known to unknown, and
most frequently used to least frequently
used.
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Past to Present
the subject matter is arranged
chronologically, from the present to
the past or from the past to the
present.

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Simple to Complex
The student will find it easier to
master simple concepts first and then
apply these concepts to more
complex ones.

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Known to Unknown

Learning moves faster when it builds

on what the student already knows.

Teaching that begins by comparing the

old, known information and the new,
unknown, one allows the student to
grasp new information more quickly.
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Accommodate learning style of
students

Teach according to the learning

style preference.

Visual learners gain knowledge best

by seeing or reading; auditory
learners, by listening; and tactile or
psychomotor learners, by doing.
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Sort goals by learning domain
A teacher can combine the knowledge of the
student's preferred learning style with the
knowledge of LEARNING DOMAINS
Learning behaviors fall in three domains: cognitive,
psychomotor, and affective.
The cognitive domain deals with intellectual
abilities.
The psychomotor domain includes physical or
motor skills.
The affective domain involves expression of
feeling about attitudes, interests, and values.
Most learning involves all three domains.

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Make material meaningful

Another way to facilitate learning is to

relate material to the student's lifestyle
and to recognize incompatibilities.

The more meaningful material is to a

student, the quicker and easier it will
be learned.
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Allow immediate application of
knowledge
Give students the opportunity to
apply his or her new knowledge and
skills reinforces learning and builds
confidence.

This immediate application

translates learning to the "real
world" and provides an opportunity
for problem solving, feedback, and
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emotional support.
Plan for periodic rests
When your instructions are
especially complex or lengthy,
your students may feel
overwhelmed and appear
unreceptive to your teaching.

Be sure to recognize these signs

of mental fatigue and allow the
students to relax.
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Tell your students how they are
progressing
Learning is made easier when
the students are aware of their
progress.

Positive feedback can motivate

them to greater effort because it
makes their goal seem
attainable.
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Reward desired learning
with praise
Praising desired learning outcomes
improves student’s retention of the
material.

Reassuring them that they have

learned the desired material or
technique can help them retain and
refine it.
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Types of lectures
Illustrated talk : the speaker relies heavily on
visual aids to convey ideas to the listeners.
Briefing : the speaker presents a concise array
of facts to the listeners who normally do not
expect elaboration of supporting material.
Formal lecture: the speaker's purpose is to
inform, to persuade, or to entertain with little or
no verbal participation by the students.
Teaching lecture: the instructor plans and
delivers an oral presentation in a manner that
allows some participation by the students and
helps direct them toward the desired learning
outcomes.
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Preparing the Teaching Lecture

Careful preparation is one key to successful

performance as a classroom lecturer.
This preparation should start well in advance of
the presentation.
The following four steps should be followed in
the planning phase of preparation:
Establishing the objective and desired outcomes;
Researching the subject;
Organizing the material; and
Planning productive classroom activities.

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 Advantages of the Lecture

In a lecture, the instructor can present many

ideas in a relatively short time.
Facts and ideas that have been logically
organized can be concisely presented in rapid
sequence.
Lecturing is unquestionably the most
economical of all teaching methods in terms of
the time required to present a given amount of
material.
The lecture is particularly suitable for
introducing a new subject and for explaining
the necessary back- ground information.
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Disadvantages of the Lecture

the lecture inhibits student participation

Learning is an active process, and the
lecture method tends to foster passiveness
and teacher-dependence on the part of the
students.
As a teaching method, the lecture does
not bring about maximum attainment of
certain types of learning outcomes. Motor
skills, for example, can seldom be learned
by listening to a lecture.
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Disadvantages of the Lecture

The lecture does not easily allow the

teacher to estimate the students'
understanding as the material is covered.
It is difficult to hold the attention of all
students in a lecture throughout the class
period.
A student's rate of retention drops off
significantly after the first 10-15 minutes
of a lecture and picks back up at the end.

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 Thank you very much
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