Dr.

B L Sharma
Govt. college of nursing, Jaipur
 Man is a social animal because he learns to live according
to social norms. he learns all these from a teacher. The
first teacher in his life is his mother and then the family
members and lastly, the society. But the formal teaching is
possible in an educational institution only.
 The dual nature of teaching i.e. science and art will be
taken up.
 Teaching is an activity that facilitates learning. Teacher is a
facilitator who tries to satisfy the educational needs of the
learners in such a manner that they play important and
positive role for the upliftment of society. Thus, a great
responsibility lies on the shoulders of teachers.
 The teacher have to justify their profession. The role of a
teacher is full of diversity. The learners look up to them as
their ideal, model, guide, mentor, supervisor and much
more.
 Teacher who teaches, controls learning,
dispenser of knowledge, an ultimate
authority, a director of learning.
 Teacher’s role becomes complex but has
given the learner the responsibility to learn.
 teacher is the play role model in effective
teaching.
 Every individual is unique & so different
teachers adopt different methods & strategies
of teaching
 Teaching is the stimulation, guidance,
direction and encouragement for learning.
 Burton
 Teaching as an art and science in which the
content is structured and the processes used
enable student learning. -Bevis
 According to Oxford Dictionary ‘Teaching’
means “impart knowledge or skill, give
instruction or lessons, instill and inspire
with”.
 Teaching involves various facets in it. The
different aspects attached to it decide its
success rate and level.
 Teaching involves teaching styles, teaching
content, teaching methods, techniques,
strategies, environment of the classroom etc.
The appropriate concoction can make
teaching effective and impressive.
 Carrier Stage factor- Exploration, commitment,
Diversification, serenity, conservatism
 Curriculum factors - Nature of subject, teaching
method, assessment policy, syllabus model
 Knowledge factors- content, General pedagogical,
contexual, pedogogical content knowledge
 Personal factors- Learning style, Apprenticeship of
observation, living theories about teaching & learning
 Institutional factors-School culture, climate
 Professional factors -professionalism, professional
identity
 Dominance of any one or more of these factors in
teaching process decides the style.
 Effective teachers use mixture of styles and they are
well aware of how and when to choose the most
suitable one for teaching
 Thornton, B. Paul (2013) has suggested three basic
teaching style:
 The directing style: This style is basically based on
instructional based
 teaching. The teacher guides the learners through
whole teaching learning process going on in the
classroom. Usually methodologies used during
teaching are lecture, demonstration, lecture-cum-
demonstration, AV presentation, reading, writing etc.
This is almost traditional type of teaching.
The discussing style:
In this style the learners get a bit more freedom of speech and
open environment to discuss their point or question. The teacher
learner interaction is quite obvious in this style. Here the teacher
acts as a facillator who gives immense opportunity to the
learners to think critically, analyze and discuss. The teacher
ensures that there is relevance and logic behind discussion.
Learners’ creativity and thought process is activated and they
become more opinionated.

 The delegating style: In this style the learners are entrusted

upon with their assignments. The learners do their allocated
assignments individually and independently. During this process
the teacher gives them the authority to decide how to work;
which will ensure success in performing their task.
 Encourages student teacher contact
 Promote the learner’s cooperation
 Enhance active learning
 Prompt feedback
 Emphasizes time on task
 Develops high expetactions
 Respect diverse talents and ways of learning
 EFFECTIVE TEACHING STYLE
 Teaching style must be such that both teacher and
learners are clear about the content to be taught and its
objectives.
 Triple ‘C’ i.e. Clarity, Conciseness and
Comprehensiveness are the essence which should be
included in any good teaching style.
 Any confusing, dicey or ambiguous contents are not
acceptable by learners so they should be avoided.
 Confidence in a teacher regarding content knowledge is
essential.
 Teacher should always be ready for any unexpected
situations, too. This enhances his teaching style.
 Unbiased and non-partial teachers are always respected.
All learners must be given equal opportunities during class
activities.
 FEATURES OF A GOOD TEACHING MODEL
 It should be interactive in nature.
 It should help for better performance of both teacher and
learners.
 It should have both philosophical and psychological
background.
 It should complement the content which is to be taught.
 It should help in building interesting and motivating
environment in the classroom.
 l It should help in developing creativity and innovative ideas in
teacher as well as learners.
 l It should help in bringing out the expected behavioural changes
in the learners.
 It must be viable in recognizing the strengths and weaknesses
of the learners and assess them by their feedbacks.
 There are four types of models:
Social Behavior Information Personal
interction Altering Development basis Model
model model al model
Group Direct Gagne’s Non-
investigation information directive
model model
Social Programmed Schuman’ Self
Inquiry model awareness
model
Laboratory Practice Jerome Creative
model based Brunner’s model
model
 There are many methods used by teachers
depending on the level of class, curriculum,
interest of learners, availability of resources etc.
 Lecture method
 Demonstrative method
 Lecture-cum-Demonstration method
 Heuristic/Discovery method
 Problem solving method
 Project Method
 Inductive and Deductive method
 Analytic & Synthetic method
 Lecture method:
 In this method the teacher plays a major role
whereas learners have minor or no role to
play. This method is useful for higher class
where syllabus is vast.
 This method is commonly and frequently
used in the classroom. But there is tendency
of lecture becoming boring many a times.
 Therefore the teacher must try to plan her
lecture with interesting tools like illustrations,
experiences, anecdotes etc.
 Demonstrative method: This is a very common
method used in science and mathematics
teaching. The senses of sight and hearing make
the learner more alert.
 The drawback is that learners are not allowed to
handle the equipment used in demonstration.
 This can be seen in many schools where
computer classes are run. The teacher
demonstrates by using computer in front of
learners but they are not allowed to touch the
sets.
 It is very clear that this hinders in complete
transfer of the content to the learner.
 Lecture-cum-Demonstration method: This is
just the concoction of both.
 the methods discussed above. The best of
both methods can be used by the teachers for
better results. This is almost teacher
centered. For eg: In science,
 when different types of lever are to be
explained teacher can bring real objects for
demonstration like scissors, pliers, tongs etc.
By showing these objects, she can give
explanation too.
 According to Prof. H.E.Armstrong, “The soul of the learning of
science is exploration. The learners should explore the facts and
principles themselves.” This definition clearly explains that
‘heuristic’means finding through experience.
 To get experience one has to strive for exploration. By this
method, the learner reaches the solution and learns from it. This
method is very good for higher classes since it is a learner
centered approach. The teacher can guide the learners through
this journey and also supervise so that the learner does not lose
his path. This helps learner to achieve confidence in himself.
Besides, he starts thinking at higher level and is motivated by his
inquisitiveness. But again the same limitation is faced i.e.
 it alone cannot be a beneficial method; it has to be combined
with some suitable ones and then teaching should proceed.
 Problem solving method: “Problem solving is a set of events in which Human being
wants to achieve some goals”-Gagne
 A child cannot solve a problem unless and until he has a sense of familiarity with
 it. Thus the problem should be such that it motivates and attracts the learner to
 try to solve it. The problem solver must be aware of the nature of the problem
 and whether it is practical for him or not. If the objectives are clear, the learner
 will involve himself wholeheartedly finding the solution. Ausubel states “Problem
 solving involves concept formation and discovery learning.” The steps to be
 followed in this discovery learning method must be outlined by the teacher. The
 main steps are:- Problem; Why it is taken up; Hypothesis framing; Data collection;
 Analysis of data, Interpretation and conclusion.
 This method is commonly used in mathematics, physics, chemistry etc. During
 this method the learning process sometimes gets slowed down. This is because
 many learners are slow in this process and their problems are taken up by the
teachers then.
 Project Method: They can be of two types. One, when
some static or working model is made as in science
or social science. Second is the investigatory project
where some research or survey is done and then a
report is made based on the findings. This method
also comes under experimental method or laboratory
method.
 This method was given by Kilpatrick- “A project is a
wholehearted purposeful activity proceeding in a
social environment”. This method is helpful in
bringing out the creative and investigating aspect of
the child. It requires lot of logical thinking. But again
the same limitation occurs that in itself it is not a
perfect method of teaching.
 Inductive and Deductive method:
 Inductive method is moving from specific to general
and deductive method is from general to specific.
Specific facts or examples are given and the learner
reaches generalization and vice versa for deductive
approach.
 Let us understand this with the help of an example:-
 “Electricity consumption is increasing day by day. The
electricity cost has increased. The petrol and diesel
prices are rising. The coal deposits are depleting.
Forests are reducing day by day.”- all these
statements can be
 generalized into one sentence and that is “Natural
Energy Resources are decreasing with increasing
population.” –Inductive
 “Save Natural energy resources”. Population is
increasing and so is the
 consumption of natural resources. Forests should
be protected and massive
 plantation should be done. Mining should be
controlled. Country should
 now move towards generating electricity by
nuclear energy instead of coal.
 People shouldmove through public transport or
opt for car-pooling, electricity
 at home should not be wasted unnecessarily.-
Deductive
 Analytic & Synthetic method
 Analysis means taking a big or complicated
problem or concept and trying to understand by
breaking into smaller units to understand better.
In this method, we move from unknown to
known or from conclusion to hypothesis.
 I.e. “Stomach is an organ made up of group of
different kinds of tissues”. Now the analysis of
the various tissues is done i.e. the different kinds
of tissues like epithelium, squamous, columnar,
connective, blood tissues etc.
 Synthetic is just opposite of analytic method.
It proceeds from known to unknown or from
hypothesis to conclusion. It is as if you are
given two hands, two legs, one head, one
trunk and asked to join together to form a
human body. But a human body will be made
by joining together depends on your
knowledge about the structure of human
hand, leg, head etc.
 Teaching is a process which occurs in different
 stages. Philip Jackson divided teaching operation into
three phases and they are-
 Pre-active, Interactive and post-active phase
Pre-active:
 it is the preparation before actual teaching begins.
Before entering the classroom teacher must be well
prepared with her tools/ equipments.
 Teacher must be ready with her planning and how to
implement them in the teaching process. This phase
includes full proof preparation and scheduling before
commencing any action in class.
 Steps at this stage:
 Fix the aims and objectives- Before beginning actual
teaching the instructor must be aware of the goals to be
achieved at the end of the process. The aims are fixed
keeping in mind the level (interest, capability, aptitude,
psychology, background etc.) of learners, content, and
expectations (of teacher, learner & society) etc.
 Sequential arrangement of content-After fixing the goals,
we move to the next level of analyzing the content target
we have to analyze deeply .As we know the level of
learners, the analysis of the content should be done
accordingly. During this process it should be fragmented
into small, simple pieces which learner can understand.
But these fragments must be organized sequentially and
they must have cohesion between them.
 This will guide the teacher to proceed logically in
the classroom. Since the aims are clear and
matter is organized, the teacher must prepare
strategies to accompany the teaching and make it
more interesting and creative. Efforts should be
made to make learning experience of learner as
effective as possible.
 These strategies may include the teaching style,
model of teaching, method and techniques for
transfer of learning. The teacher has to decide
which method should be used through which any
particular content should be taught effectively.
 According to Jackson, “In the interactive stage, the teacher
provides pupils verbal stimulation of various kinds, makes
explanation, asks questions, listens to learner’s response,
provide guidance etc. At this stage the teacher is now in
the classroom with proper equipment. Now actual
teaching-learning process is introduced. Interactive
process occurs between teacher and learners wherein
teacher presents new content by linking it with previous
knowledge of learners. Also the learners try to absorb the
experiences of classroom teaching.
 Cross questioning may occur many a times in this process
and repetition of some content may be requested by the
learners. Teacher’s activity at this level is based on the
objectives set and planning done before coming to the
class. The main activities performed at this phase are First
of all the teacher must have a quick glance and overview
of the class
 First of all the teacher must have a quick glance and overview of the
class. An attempt should be made to establish a connection with the
learners so that they feel a sense of familiarity.
 A quick review of the level of class, their interest, aptitude and ability
should be done by asking questions based on the previous knowledge.
 After judging them, teacher must utilize proper method and techniques
to present the content before the learners.
 Communication process must be two way process so that it is an
interactive class.
 It will help the teacher understand whether learners are getting the
points as the teacher has presented.
 The presentation as discussed is two way communication therefore when
good response from the learner comes teacher must give reinforcement
generously.
 This will motivate the whole class to put in more effort to analyze and
respond.
 Besides this teaching must be accompanied by stimulus variation,
audiovisual aids, activities etc.
 Post-Active Phase
 This phase can be termed as winding up of the
teaching process or in other words it is the beginning
of new, better and modified teaching process of the
same content.
 It begins as soon as the teaching process comes to an
end.
 This phase is an acid test for a teacher because
evaluation begins to check how far the teacher has
been successful in achieving the objectives and
bringing out the desired behavioural changes in the
learners.
 Also, teacher is able to decide what technique, tool
and strategy are beneficial in the classroom teaching.
 Maxims are nothing but simple guidelines or
principles which help the teachers to take
decisions and act accordingly during the
teaching process. “Teacher’s maxims appear
to reflect cultural factors, belief systems,
experience, training and the understanding of
which maxims teachers give priority and how
they influence teachers’ practices is an
important goal in teacher development”.
 They motivate the teacher
 Help teachers take decisions during teaching
 Make teaching interesting, creative and
purposeful.
 Make teaching a simplified affair Make
teaching organized and effective.
 Simple to complex: It is the psychology of a child that he wants
the content in simplified form. Therefore the teacher must move
from simple facts and then take learners towards a little more
difficult state.
 Known to unknown: When the teaching starts from previous
knowledge to new content to be taught, the learner does not find
difficulty in moving from known to unknown.
 Concrete to abstract: This is based on the principles of
psychology. When a learner percepts anything or event in its real
and physical form he connects to it easily. Then he can be driven
towards more immaterial and intangible facts or events.
 Direct to indirect: Whatever is to be taught cannot be put
straightaway before the learner.It should be connected to the
facts already known to him. e.g. If topic ‘Acid’ is to be taught
then learners should asked about sourness,
 Particular to general: Specific facts are presented before the
learners and these are joined in organized manner to reach a
generalized statement.
 Analysis to synthesis: It is based on the principles of associative
psychology. Whenever we come across new theory, we try to
analyze it and then assimilate it into one. For eg- In biology we
learn about cell and then tissues and organs later. In the end, we
study about the whole body composed of different organs.
 Empirical to rational: The first-hand knowledge given to the
learners is real and pragmatic which he gets from his own
experiences and then it moves on to more balanced and sensible
content.
 Psychological to logical: It is considered during the pre-active
phase of teaching where the content is arranged in such a
manner where the priority is the learner’s psychology (like
interest, ability etc.) and then real teaching comes in logical
manner from simple to more complex.
 Whole to part: As insight theory states that any
object or incident should be viewed as a whole
and then it is considered in parts. A teacher when
presents a content or topic to the learners as a
whole then it is broken into small units and then
dealt with them
 Indefinite to definite: The content to be taught in
the class may be definite for teachers but may
not be so for the learners. Therefore the teaching
style should be such that the learners are able to
get direct knowledge which is possible only when
they are familiarized with it.
 According to Hokanson and Hooper, there are five levels of
teaching. Each level is based on the previous type of
activity.
 Level-I: Reception- At this level the learner is there to
receive information. The teacher has to give answers and
responses.
 Many of the teachers tend to do all the activities in this
level only but this does not lead to good result. This level
is just a settling level for learners both physically and
mentally. We can say there is one way communication from
teacher to learners.
 Level-II: Application- Now interaction between the teacher
and learner begins. It may be in the form of question,
inquiry, discussion etc. At this level, the class becomes
more interesting and creative. The level of thinking and
analyzing the concepts increases.
 Level-III: Extension- As the word implies the
learned content is taken a step further and the
gained knowledge is used in new situation.
 Level-IV: Creation- Now the level of knowledge
has reached a higher level and learner is able to
solve a problem in his own way. He is able to face
more complex problems and tries to find
multiple ways to find solution. The teacher helps
the learners to guide and supervise them.
 Level-V: Challenge- Now learner is ready to
challenge his own limits. He dares to take
exploratory attitude towards challenges.
Thanks