Giyosova Sevara Teaching Method - A teaching method refers to the set of step by step procedures used by the teacher in guiding the learners to achieve learning objectives. In other words, as applied to classroom setting, a teaching method is a series of related and progressive acts performed by the teacher and the learners to accomplish the general and specific objectives of the lesson.
Hudgins (1971) suggested aims, goals and objectives; foundation commitments; content; and students’ experiences as appropriate criteria. - Brown (1992) argued for philosophical criteria, psychological criteria, technological criteria, criteria from pressure groups, and practicality as a criterion in the procedure for selecting a teaching method.
- Questions for Discussion
- What is important to take into consideration when selecting methods related to the age of the learners?
- As a future ESL teacher what methods do you utilize in your language classroom in order to organize your lessons more productively?
Following are the considerations that one should keep in mind while selecting a method of teaching. - 1. The Learners’ Profile
- In choosing a method of teaching, a teacher must take into account
- the age,
- prior knowledge,
- style of learning
- the nature of learners( i.e. example the slow learners or fast learners.)
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- 2. Class Size
- Our courses or classes will vary in size and the numbers in a particular teaching session will change from very small to very large. Quite clearly class size plays an important part in selecting a method because some are unsuitable when the group is excessively large or small. For example, discussion method may be effective for a small group but not for too large a group.
- 3. The Learning Objectives
- The specification of learning objectives is important in selecting an appropriate teaching method, for these serve as targets for our teaching. In our schools, we are mainly concerned with knowledge or the cognitive domain for which brainstorming, discussion, lecture method etc. are suitable, while demonstration, project etc. will serve better for practical skills.
- 4. Local Constraints
- One should also consider any local constraints when selecting a method. The two most important factors are the time and facilities available, including resource materials and textbooks. Quite clearly if an essential requirement for a particular method is not available, for example, a piece of equipment for a demonstration, then that method cannot be used. Similarly, if there was insufficient time to undertake a field trip, then some other method such as a video recording would have to be used.
- 5. Autonomy of Students
- The degree of student autonomy is increasingly featuring in the selection of methods but this tends to be the case in more developed countries, where students often are more independent and have a wider choice in how they study university courses. In Africa, perhaps, this should not concern us too much at present but it is something to bear in mind for the future, particularly if we wish to become more learner-oriented.
6. Lecturers’ Preferences and Dislikes - 6. Lecturers’ Preferences and Dislikes
- This is mentioned because there is evidence that lecturers’ likes and dislikes, together with their experience, have a bearing on the method they use. This is partly related to their philosophy, style and value system but also to their past experiences and their confidence in using new and often less controllable methods.
- 7. 7. Examination Set Up
- This also limits the method to be applied in teaching a subject. For example the teachers always look for the examinations format and teach the students in a way that make them becoming able to answer such examination that are facing them.
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