Effective Teaching

Effective Teaching


Teachers play an exceptionally demanding role in our community. They have to perform a multitude of tasks not only in schools but also in our society. Instructors are empirical scholars, classroom reformers, learners’ advocates, disciplinarians and character builders. A competent teacher is able to establish a good relationship with students and their parents, as well as with school administrators. A dedicated and effective teacher devotes her energy to inspiring her students so that they can achieve success.

She takes into account her students’ diverse backgrounds and unique learning styles when she plans her lessons. As such, the effective teacher is one who communicates with her students before planning and conducting her lessons so that she is aware of their needs and interests. The traditional style of teaching in the class is not only no longer relevant but also ineffective.

Present day learners are not patient to sit through lengthy lectures and standard pre-planned lectures of one-size fits all. Instructors must keep their lessons precise and concise, allowing students to concentrate on the vital concepts rather than memorizing a long list of facts and figures or large sections of a text. Teachers should plan their activities and instructions creatively to eliminate boredom in the classroom. Besides facilitating the teaching-learning process, well-planned lessons improve communication of ideas between teachers and students as well as among students themselves

Planning for Effective Teaching

The following are various types of planning undertaken by effective teachers and instructors:

Visualization: First, the teacher visualizes herself as an effective teacher with specific goals. In her mind’s eye, she creates a road map to organize and design feasible instructions for her class, as well as guidelines for herself and her students. Finally, she visualizes what to teach, when to teach and how to teach.

Road map: The effective teacher has a road map which outlines her instruction, learning activities, and tasks to be completed by her students. The road map guides her on ways to start, continue and end her lessons in the classroom.

Management: The teacher plans her lesson according to a schedule so that adequate time is allocated to all the activities. Students will be able to complete their tasks within the allocated period, thus giving them a sense of accomplishment and motivating them further.

Professional Judgment: Instructors have to make many professional judgments. They plan carefully what to teach and how to teach. They have to make informed and critical decisions about their learners’

learning pattern, prior knowledge and experience. They have to make professional judgments about the selection of learning materials that can be adapted to suit a multi-cultural classroom environment.

Hence, pre-planning creates better management of resources to help fulfill learner’ needs within a given period. Without proper planning, teachers will teach the way they have been taught traditionally, using the concept of one nail hits all.

Techniques of Good Teaching

Positive relationship: Maintaining a positive relationship among students, teachers and the administrators creates a harmonious leaning environment. When students are nurtured in such surroundings, they are likely to increase their intellectual accomplishments and learn more effectively.

Cooperative engagement: Encourage cooperation and mutual support by getting learners to study collaboratively. When learners study in a group, they share their ideas and knowledge to complete an assignment. Support from the peer group also helps to boost learners’ confidence. Unlike learning in isolation where discouragement or a sense of hopelessness may set in, learning becomes more enjoyable when friends are able to help or motivate one another.

Learning actively: Students learn when they are actively engaged in their class activities. A good teacher does not impose her ideas or opinions on the class but allows students to participate actively in a student-centric environment. To encourage the meaningful application of knowledge, the teacher should encourage students to link what they have learned with events/happenings in their everyday lives.

Constructive feedback: The instructor should allocate time to evaluate her students’ understanding of her instruction. From the feedback, she can assist learners with constructive advice to help them progress. It is the responsibility of the teacher to provide help in the form of feedback and suggestions in order to improve learning.