TECHNIQUES AND SKILLS OF TEACHING

TECHNIQUES VERSUS SKILLS

➢ The specific ways in which you perform teaching methods are what we may refer to as
techniques. Technique then is the art or skill of performance. For example, you may be using the
discussion method but the way you ask questions to trigger off participation is your own
technique. You may use the method of discovery but the way you make your students apply or
practice what they have learned is your own technique. Technique is, therefore, the way you
handle the different aspects or phases of your instructional method or procedure.

➢ Skill, on the other hand, is the ability or competence to do something using the right strategies,
techniques and methods. Teaching involves a lot of skills, too many to enumerate here, but I
shall mention a few. Major teaching skills include introducing a lesson, explaining, questioning,
using examples, using the chalkboard, using teaching-learning materials, and using silence and
non-verbal cues

CONCEPTIONS OF TEACHING

Welcome to Section 3 of this unit. In this section you will be exposed to various ways of viewing
teaching. The way every teacher teaches depends on his/her views on what teaching is or what
role a teacher is expected to play during the teaching-learning process.I shall therefore pose for
your consideration the following questions in relation to your role in the classroom;

➢ In your classroom interaction do you see yourself as the source on which the learners must
depend for knowledge?

➢ Should your learners be actively involved during your teaching?

➢ As a teacher do you consider yourself as one who imparts knowledge to learners, or

one who facilitates student learning?

➢ Is a teacher's presence a necessary requirement for student learning?

CONCEPTIONS OF TEACHING
Traditionally, teaching is viewed as imparting information, skills or values to others by words or
by example. The teacher therefore provides explanation or supporting evidence or employs some
methods intended to help students to accept what has been taught. The traditional view and
assumes that knowledge exists in some eternal form, to be discovered and imparted.
Contemporary, teaching is viewed as facilitating learning. This means that the teacher manages
learning and makes it easier, faster and safer for the learner. In this second view, learning occurs
within the student; therefore, the facilitator (ie teacher) must create conditions which make
learning possible.

TEACHING COMPETENTICIES

The teacher must possess the following teaching competencies to enable an effective and
efficient teaching and learning. Technical Competency: This refers to knowledge of the subject
manner to be taught and the skills involved in its application. There is no substitute for
knowledge and skill in the

matter. Personal Teaching Competencies: These are the teacher characteristics and behavioral
patterns that influence their performance and the performance of their learners. Professional
Competencies: This refers to a teachers mastery of the knowledge and skills of teaching young
ones(pedagogy) and/or adults(andragogy). It comprises of the following: Lesson Planning,
Lesson Presentation, Assessment, Classroom Management, Guidance etc.

FACTORS CONTRIBUTING TO EFFECTIVE TEACHING

Welcome to Section 4 of the first unit of this course. In this section, I shall discuss the personal
and professional characteristics of a good teacher. The section will be closed with two other
topics the attributes of an ideal teacher and the characteristics of good teaching. These two topics
will be of immense use to you in evaluating both your personality and your teaching.

By the end of this section you should be able to

➢ State the personal characteristics expected of a teacher

➢ Describe the professional characteristics that a teacher must possess

➢ Discuss the characteristics of good teaching

➢ Discuss a set of attributes which, in the opinion of learners, make an ideal teacher.

CHARACTERISTICS OF A GOOD TEACHER

In discussing the factors contributing to effective teaching, it is important for you to remember
that the greatest single factor in the teaching-learning process is the teacher. No technique, no
method, no device, no gadget can guarantee success only the teacher can do this. The greatest
classroom motivating device yet discovered is the highly motivated teacher. The characteristics
of a successful teacher can be conveniently grouped under two main headings: Personal and
Professional.

PERSONAL CHARACTERISTICS OF A GOOD TEACHER

You will probably agree that it is quite possible to have two teachers of equal intelligence,
training and grasp of subject matter who nevertheless differ considerably in the results they
achieve with students.

Part of the differences can be attributed to the effect of a teacher's personality on the learners.

PROFESSIONAL CHARACTERISTICS OF A GOOD TEACHER

No matter how kind, amicable and well meaning a teacher is he cannot possibly succeed unless
he has a thorough knowledge of the subject he is teaching and a good general knowledge. On the
other hand a very knowledgeable person completely lacking in sensitivity or human emotions is
not likely to be successful either, especially if he behaves like a military person commanding at a
parade. In short, certain professional characteristics when combined with the personal
characteristics I have discussed earlier should help you succeed in the teaching profession

ELEMENTS OF PREINSTRUCTIONAL PLANNIN

Phases of the instructional act There are three phases to every instructional act.

These are the;

➢ pre-instructional phase

➢ instructional phase

➢ assessment phase
The three phases are interdependent, giving the whole instructional act a cyclical outlook. The
pre-instructional phase will form the focus of this section while the other two phases form the
thrust of the rest of this course. Planning is one of the most important professional characteristics
of an effective teacher. It is known that teachers who plan better teach better.

DECISIONS IN PRE-INSTRUCTIONAL PLANNING

Four key steps or decision-making activities are basis to any instructional planning. These

are;

➢ The specification of the objectives of instruction

➢ The analysis and study of relevant input factors

➢ The selection and programming of teaching strategies which the teacher can use effectively in
actual instruction

➢ The selection and construction of assessment procedure.

All four activities are integrated in the formulation of the lesson plan. The four activities
correspond to the four questions:

➢ Where am going?

➢ Where do I start?

➢ How do I get there?

➢ How do I know I have arrived?

Now let's discuss each of the four activities.

Determination of instructional objectives (Where am I going?)

A major element of pre-instructional planning is the determination of the specific things that the
students should learn. The type of subject matter influences the determination of the instructional
objectives. You should note that objectives may be subject to variation through the contributions
of students in the course of the lesson. This is the basis for saying that students should be given
an opportunity to contribute to what they should learn
Qualities of a Good Instructional Objective:

1. Clarity: A good instructional objective should be clear and specific, clearly stating what
students are expected to learn or achieve. It should leave no room for ambiguity or
misinterpretation.

2. Measurability: An instructional objective should be measurable, meaning it should be possible

to assess or observe whether the desired learning outcomes have been achieved. It should be
stated in a way that allows for clear evaluation of student performance.

3. Alignment: The objective should be aligned with the overall goals of the lesson or curriculum.
It should clearly connect to the broader learning objectives and demonstrate how it contributes to
students' progress and development.

4. Relevance: The objective should be relevant and meaningful to the students. It should be tied
to their interests, experiences, and real-life applications, enhancing their motivation and
engagement in the learning process.

5. Attainability: The objective should be attainable and realistic within the given instructional
context. It should consider students' prior knowledge, abilities, and the available resources and
time frame.

6. Observable Action: The objective should describe an observable action or behavior that can be
directly witnessed or demonstrated. It should focus on what the students will do, rather than what
the teacher will do.

7. Time-Bound: The objective should be time-bound, indicating a specific timeframe within

which the learning outcome is expected to be achieved. It helps in planning and monitoring
student progress effectively.

Qualities of a Good Lesson Plan:

1. Clear Objectives: A good lesson plan should have clear and measurable objectives that align
with the overall goals of the lesson and provide a clear direction for teaching and learning.
2. Logical Structure: The lesson plan should have a logical and organized structure, with a clear
sequence of activities that flow smoothly from one to another. It should include an introduction,
instructional activities, assessment methods, and a conclusion.

3. Differentiation: The lesson plan should address the diverse learning needs of students,
incorporating strategies to differentiate instruction and support the learning of all students,
including those with varying abilities or learning styles.

4. Engaging Activities: The lesson plan should include a variety of engaging and interactive
activities that promote active student participation and facilitate meaningful learning
experiences. It should incorporate opportunities for student collaboration, discussion, and hands-
on learning.

5. Assessment and Feedback: The lesson plan should incorporate appropriate assessment
methods to gauge student understanding and progress. It should include formative assessments
that provide ongoing feedback to both students and the teacher, allowing for adjustments to
instruction as needed.

6. Resources and Materials: The lesson plan should specify the resources, materials, and
technology required to support the teaching and learning activities. It should ensure that

necessary resources are readily available and accessible for effective implementation.

7. Integration of Technology: If applicable, the lesson plan should integrate relevant technology
tools or resources to enhance teaching and learning. It should specify how technology will be
used and ensure its effective integration into the lesson activities.

8. Reflection and Adaptation: A good lesson plan allows for reflection and adaptation based on
student needs and responses. It should include a section for the teacher to reflect on the
effectiveness of the lesson, make notes for improvement, and adjust future instruction
accordingly.

Analysis of input factors (Where do I start?)

It is recognized that for the teaching-learning process to proceed efficiently and effectively, there
should be students who are psychologically and culturally ready to learn and a teacher who is
ready to use his/her knowledge as resources in the teaching-learning process. The teaching that is
done should be supported by materials/resources for teaching. An examination of the major input
factors shows that they can be grouped into three:

➢ Student characteristics

➢ Subject matter

➢ Physical facilities, materials and resourcesStudent characteristics

These include the following

➢ student entering capability or entry behaviour commonly referred to as previous

knowledge/experience

➢ student readiness to learn (e.g. intellectual level maturity)

➢ student value system as it is influenced by the culture of the society

➢ individual differences in students (e.g difference in learning styles)