Teaching is a challenging job not only because of the bulk of responsibility of training the students to be academically able but also because of the fact that somehow, we are expected to take part in preparing them to be socially and emotionally stable.

In class, how can we let the students recognize that it is not just the quantity of instruction that is essential but they, themselves are? What skills should we learn as teachers so that we can meet this challenge that is put onto our hands?

The following ideas have been tried, proven, and practical teaching techniques that may answer the above concern.

• Seize the moment. Teaching becomes effective when answers become immediately available when needed. Once a student asks a question, it indicates that he/she is ready to learn and when we are able to satisfy that “need for information now”; we are opening them doors for more discovery.
• Involve the student in planning. Teaching is not merely showing things. It is also experiencing things. When a student is given the chance to test his or her ideas (e.g. problem-solving activities), to take risks (e.g. trying to answer a question in English), and to be creative (e.g. doing role plays and creating stories),” learning is evidently take place. As the Chinese proverb goes, “Tell me and I forget, show me and I remember, involve me and I understand.”
• Begin with what the student knows. Learning moves faster when it builds on what the student already knows. It is not only the learning that progresses faster though but also the belief in himself/herself that he/she can grasp more complex ideas as he/she goes along.
• Move from simple to complex. Learning is more rewarding to a student if he has the opportunity to master simple concepts first and then apply these simple concepts to more complex ones. However, it is important to know that no two students are the same. A simple concept to one may be difficult to another. Assessing your students will help you plan how to teach the lesson.
• Accommodate the students’ preferred learning style. Students learn in various styles. According to a Diablo Valley College Survey in 2000, learning styles can be visual/verbal where the students learn best when information is presented visually or in a written language format. Making use of the board, OHP, word flashcards are indispensable teaching materials. It can also be a visual/nonverbal learning where the students gather information visually and in a picture or design format. Film, video, maps, and charts are important teaching materials. The learners tend to work in a quiet room alone where they can visualize a picture of something in their minds. Tactile/kinesthetic learning is another where the students learn best through “hands-on” activities. Jotting down words and drawing pictures, or making charts help them remember more easily the information heard. A learning style can also be auditory/verbal where students understand the information better by joining study groups or by having a “study-buddy.” Talking out loud to aid recall is effective especially when you study alone. Using a tape recorder to document important information also helps.
• Sort goals by learning domain. When planning a lesson, it is always effective to include the cognitive domain which deals with intellectual abilities, psychomotor domain which deals with physical or motor skills and affective domain which involves expression of feeling about attitude, interests, and values. Having these three help the teacher identify and evaluate the behaviors you want the students to show.
• Make material meaningful. Creating and using materials that relate to the students’ lifestyle and environment facilitates learning.
• Allow immediate application of knowledge. In order to evaluate the students’ understanding of the lesson, short quizzes or application activities such as role playing or simulation are given them after the discussion. Doing so “reinforces learning and builds confidence.”
• Plan for periodic rests. There are occasions when the students get bored not because of an ineffective teaching method but mainly because of activities and lessons which have been big and complex enough for them to have handled. At this point, it is wise to give students rest from mental fatigue.
• Tell your students how they are progressing. It is always a necessary part of the learning process to give feedbacks on students’ performances. Feedbacks, however, have to be constructive to encourage them to work better.
• Reward desired learning with praise. Praising a student for job well done is a great form of motivation. However, teachers have to use praise with caution as “children have an intrinsic desire to learn. Ineffective praise can stifle students’ natural curiosity and desire to learn by focusing their attention on extrinsic rewards rather than the intrinsic rewards that come from the task itself “(Brophy, 1981).

Utilizing the above teaching skills demonstrates the goal of authentic teachers: that they “… teach from the heart not from the book.” (author unknown)

References:

Brophy, J.E. (1981). "Teacher Praise: A Functional Analysis." Review of Educational Research”. 51(1) 5-32.

Miller, Suzanne. (2000). Four Learning Styles in the DVC Survey

Teaching Tips. (2007). Enhancing Your Teaching Effectiveness. Honolulu Community College Faculty Development.

Helen Orobia