General methods of teaching (Professional) Course Code: 8601 Assignment: 1 Submitted by, Ghulam fared azad

General methods of
Teaching (Professional)
Course Code: 8601
Assignment: 1
Submitted to,
Ghulam fared azad
Submitted by,
Tasleem Waheed
BR-679987

Q. No: 1
Give answer to the following short question.
I)
Define teaching in more effective terms.
Teaching is an art and an academic process.in this process students are motivated by numbers
of ways to learn. A teacher begins with the student’s view about different things, what do
they do they know and think. . The main function of teaching is to make learning effective.
The learning process would get completed as a result of teaching. So, teaching and learning
are very closely related.
Teaching is a process in which one individual teaches or instruct another individual.
Teaching is considered as the act of imparting instructions to the learners in the classroom
situation. It is watching systematically. A manipulation of the situation, where the learner will
acquire skills and insight with his own initiation. Teaching is an intimate contact between the
more mature personality and a less mature one. Teaching is a face to face encounters between
two or more persons, one of whom (teacher) intends to effect certain changes in the other
participants (students). Teaching is interpersonal influence aimed at changing the behavior
potential of another person.
The final element – making specific interventions – concerns the process of taking
defined and targeted action in a situation. In other words, as well as having a clear focus, we
try to work in ways that facilitate that focus. At the centre of teaching lies enthusiasm and a
commitment to, and expertise in, the process of engaging people in learning.
It is teachers using particular teaching methods, teachers with high expectations for all
students, and teachers who have created positive student-teacher relationships that are more
likely to have the above average effects on student achievement. Teaching involves creating
an environment and engaging with others, so that they learn particular things. This can be
anything from tying a shoe lace to appreciating the structure of a three act play. I want
highlight three key elements here focus, knowledge and the ability to engage people in
learning.

What is conductive learning environment?
A conducive learning environment is a platform devoid of both physical intimidation
and emotional frustration, which allows for a free exchange of ideas.
The key proponents of the learning process are teachers and learners, as such their
freedom of interaction, safety and respect should be equally guaranteed within the
physical and emotive environment they find themselves in.
The first port of learning is the physical environment, which includes, but is not
limited to classrooms.
The classroom should be neat, well ventilated and spacious to allow for free
movement.
The chairs and desks should be arranged neatly to give the teacher a clear view of the
class, with learners facing the chalkboard.
All learning and teaching materials like chalks, books and charts should be at hand.
The classroom should be safe to both the teacher and the learners.
The smaller the classes, the more effective teacher pupil interaction is, and the more
rewarding teaching becomes. Most learners also feel weighed down by larger
numbers in classrooms.
Emotions play a crucial role in both teaching and learning and therefore should be
harnessed and embraced.
A teacher who feels disrespected easily gets frustrated and is likely to deliver
dismally; similarly a disrespected learner disengages himself/herself from the learning
process. The learner should feel relaxed, respected, trusted, accepted and safe when
his or her teacher is around.
III)
Five merits of lesson planning.
1. Access
Speaking of home computers, lots of teachers have a computer at home that they might prefer
to use instead of bringing home their school-provided laptop. Of course, this is only possible
if they have access to school information at home. Storing school information in the cloud

allows teachers and staff the freedom to work on school-related tasks from any device, not
just school-provided laptops..
2. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to work towards
definite goal. The teacher evaluate the students progress and through this evaluation the
teacher will be able to to develop more appropriate procedures and planning which can bring
more effective results.
3. Previous Knowledge of the Students
A teacher can take a proper care by considering the level and previous knowledge of the
students in your class. Teacher plan their lesson in such way that both reading and evaluation
of students can be done through proper testing process, the assessment of previous knowledge
can be done by daily, weekly or monthly testing or quiz systems.
4. Helps evaluate lessons
Just like teachers conduct exams to assess the understanding levels of students, educators also
require a system that would help them evaluate their own performance as a teacher. If you
compare your teaching technique with your lesson plan, you would immediately be more
aware of how helpful your explanations are to your pupils. It would make education more
student-friendly and really interesting.
5. Adds confidence
A lesson plan makes you more confident as you impart lessons to your students. Therefore,
you start sounding smarter, thanks to your increased self-esteem. This happens since you
know exactly what you are about to teach and how you would go about it. For instance, you
can refer to your lesson plan to check what kind of assignments you would allot to learners to
assess their knowledge on a particular topic.
IV)
Differentiate between inductive and deductive methods.
Deductive reasoning

Works from the more general to the more specific. Sometimes this is informally called a
“top-down” approach. We might begin with thinking up a theory about our topic of interest.
We then narrow that down into more specific hypotheses that we can test. We narrow down
even further when we collect observations to address the hypotheses. This ultimately leads us
to be able to test the hypotheses with specific data – a confirmation (or not) of our original
theories.
Inductive reasoning
Works the other way, moving from specific observations to broader generalizations and
theories. Informally, we sometimes call this a “bottom up” approach (please note that it’s
“bottom up” and not “bottoms up” which is the kind of thing the bartender says to customers
when he’s trying to close for the night!). In inductive reasoning, we begin with specific
observations and measures, begin to detect patterns and regularities, formulate some tentative
hypotheses that we can explore, and finally end up developing some general conclusions or
theories.
V)
Enlist limitation of activity method
1) The activity based instruction method requires long-term planning with minute details of
the whole process because before engaging the learners, the teacher has to make sure that all
students have sufficient knowledge and skills regarding the task they are going to perform. So
this method can not be used on a regular and daily basis as it involves a lengthy procedure.
2) The objectives of the method can only be fulfilled if the planning of the lesson is flawless.
If there is slightest flaw in the planning, this method would do more harm than good.
3) Learners have varied levels of merit and understanding. So less meritorious students might
not prepare for a task as other which might lead to failure of objectives of the whole process.
4) Many renowned educationists also are of the opinion that the activity based method is
more suitable for branches of experimental sciences and less useful for subjects of social
sciences.

Question No.2
What is lesson planning? Describe classical models of lesson
planning.
A lesson plan is a teacher’s guide for facilitating a lesson. It typically includes the goal (what
students need to learn), how the goal will be achieved (the method of delivery and procedure)
and a way to measure how well the goal was reached (usually via homework assignments or
testing). This plan is a teacher’s objectives for what students should accomplish and how they
will learn the material.
A lesson plan refers to a teacher’s plan for a particular lesson. Here, a teacher must
plan what they want to teach students, why a topic is being covered and decide how to
deliver a lecture. Learning objectives, learning activities and assessments are all
included in a lesson plan.
We teach lessons that combine multiple subjects within each grade level. Curriculum
is aligned vertically within each grade which means that lessons are interrelated and
assignments can span more than one subject. For example, as students learn about
ancient Egypt, aspects of that culture would relate to a classroom's study of language,
history, and science.
We feature a logical progression of course material and subjects as a student moves
up grade levels. As students progress from year to year, there is a natural flow and
continuity to their studies. Sometimes this is referred to as the curriculum being
"horizontally aligned" between grade levels. Students begin a four-year sequence in
Grade 1 that follows an historical timeline and allows related subjects to be taught in a
complementary way. A new four-year sequence begins in Grade 5, and a final
sequence begins in Grade 9. TCS graduates from 12th Grade will have completed
three cycles of courses spanning from Creation to the modern day.In Math, students
build on material they have learned and review frequently to ensure mastery.