Teaching and Pedagogical Perspectives

Running head: Teaching and pedagogical perspectives
TEACHING AND PEDAGOGICAL PERSPECTIVES

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Teaching and pedagogical perspectives
Table of Contents
Introduction......................................................................................................................................2
Overview..........................................................................................................................................2
1st lesson.......................................................................................................................................2
2nd lesson......................................................................................................................................3
Classroom management strategies...................................................................................................4
a. Non-verbal communication......................................................................................................4
b. Reward system.........................................................................................................................4
c. Enhancing positive behavior....................................................................................................5
d. Task based teaching.................................................................................................................5
e. Two directional teaching..........................................................................................................6
f. Inductive teaching.....................................................................................................................6
Strengths..........................................................................................................................................7
Weaknesses......................................................................................................................................7
Recommendations............................................................................................................................8
Conclusion.......................................................................................................................................9
Reference list.................................................................................................................................10

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Teaching and pedagogical perspectives
Introduction
Classroom management strategies and teaching approaches are very important for
facilitating an effective classroom environment. This is so because the relationship between the
students and the teacher is based upon how the teachers conduct their teaching strategies and
management skills in the classrooms. So, in this study, these teaching and pedagogical
perspectives have been explored through a detailed study of effective classroom management
and teaching strategies. For that reason, three different lessons conducted by three different
teachers have been observed. For the observation, three criteria have been kept in mind including
the teacher’s activities and behavior, student’s responses and actions and context of the lesson.
For a detailed analysis of these lessons, the teaching and management strategies, used by the
teachers, have been identified and explained. In addition, some individual and common strengths
and weaknesses found in the applied strategies have been mentioned in the study. Finally, some
recommendations have been given that can be helpful for reducing the weaknesses of the lessons
in the future. For that reason, some of the effective teaching approaches and strategies have been
discussed in the study such as cooperative learning, visualization technique, differentiation,
behavior management, learner accommodation, relation building and so on.
Overview
1st lesson
The first lesson that has been observed was an English grammar class for the students of
class 6. In the lesson, the teacher taught the different uses of adverbs to the learners. There were
a total of 25 students present in the class at the time of observation. 5 students were absent. The
teacher entered the class by greeting the students a good morning and all the students responded
collaboratively. It has been noticed that there was a smile on the face of the teacher when she
greeted the students. The teacher did not tell the students to open their books initially and rather
threw some questions towards them regarding their previous lesson. It has been observed that
most of the students tried to give answers to the questions asked by the teacher but the teacher
only responded to the answers given by the students sitting on the first bench.

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Teaching and pedagogical perspectives
For that reason, after a certain time, some students stopped responding spontaneously.
The classroom was noisy but yet organized. There were very few students who did not
participate in the teaching learning process. However, the teacher formed three groups of
students and gave separate tasks regarding the topic of the lesson. The students were not asked to
write definitions and rather the teacher encouraged the students to give definitions as per the
examples identified by the teacher. The teacher picked calls during the lesson and the students
started making chaos at those times. Moreover, the class was an interactive one and showed an
organized way of teaching. The teacher praised the students who gave right answers and
encouraged the students to learn who failed to give right answers.
2nd lesson
The next lesson that has been observed was a lesson on mathematics and it
involved students of class 5. The teacher of this class looked serious throughout the class. It has
been noticed that most of the students were afraid to ask questions to him. However, the teacher
gave several chances for the students to interact but very few students responded. Some students
were seen to be yawning and the teacher was seen to be scolding them every time. The teacher
interacted with the students but only regarding the lesson. Over all, the class seemed to be well
disciplined.
The teacher solved the mathematical problems one by one following the book
and the students also followed the book. Very less tasks were given to the students except one
group activity at the end of the lesson. The teacher managed time to check the class works given
to the students within the class. The teacher used very less teaching aids. However, the teaching
aids, used in the class, were properly utilized by the teacher. The classroom was one directional
most of the time where the students listened to what the teacher was saying.
3rd lesson
The third and final lesson, that has been observed, was again an English class for the
students of class 5. The teacher engaged the students in some small talks after entering the class.
The teacher shifted the sitting arrangements twice in the class. There was a projector on the wall
and maximum amount of the teaching was done through the projector and audio visuals shown
on that projector. Some students left their seats and gathered around the teacher so that they