Some individuals believe that anyone who knows about their subject can teach. That could not be further from the fact. Effective teaching needs a detailed understanding of how and why various activities promote learning and what factors impact their efficacy. To ensure successful learning, teachers employ a wide range of instructional techniques. A firm foundation of effectiveness can only be provided by a mix of subject matter knowledge and an awareness of the nature of effective teaching itself. There is certainly a lot in the psychological viewpoint on teaching and learning in schools that may contribute significantly to good teaching. However, the key to doing so is to demonstrate how solid craft knowledge is built on fundamental psychological concepts and processes. Practical teaching tips allow it to be evident what works well in the classroom and why.
We are considering good teaching in many ways:
Effective teaching is defined as instruction that results in the students learning what the teacher intended. Effective teaching is essentially made up of two fundamental aspects. The teacher must clearly understand the type of learning that will be promoted. Effective teaching is accomplished through the creation and delivery of a learning experience. Thinking about good teaching has been approached in various ways over the years.
A variety of methods Until the 1960s, most research on successful teaching was focused on identifying teacher characteristics such as personality traits, sex, and gender. Their efficiency may be influenced by their age, knowledge, and training. The following were the five most commonly mentioned successful teaching methods:
- personality and will
- intelligence
- sympathy and tact
- open-mindedness
- A sense of humor.
'Black-box' research refers to studies that aim to link such instructor characteristics to educational outcomes. The point is that research on effective teaching ignores what happens in the classroom. Instead, it simply looked at the input (teacher and child characteristics) and the output (examination results) and sought to connect the two.
Context factors are all the elements of the learning activity's context, which is usually a classroom-based lesson, that may impact the learning activity's success. Process factors pertain to what happens in the classroom. They include the teacher's and students' perspectives, techniques, conduct, and the characteristics of the learning tasks and activities themselves and how they interact. The following are examples of such variables:
- the excitement of the teacher
- clear explanations
- making use of questions
- praise and criticism are both used
- management techniques
- disciplinary methods
- the atmosphere in the classroom
- the structure of the lesson
- the excitement of the teacher
- clear explanations
- making advantage of inquiries
- Both praise and criticism are utilized.
- management methods
- disciplinary procedures
- the environment in the classroom
- the lesson's organization
- the structure of the lesson
All those educational outcomes that instructors want and that have formed the basis of teachers' lesson preparation and the criteria they or others use to measure efficacy are product variables. The following tend to be the most important educational outcomes for students:
- improved knowledge and abilities
- increased curiosity about the subject or topic
- increased intellectual drive
- improved academic performance, self-assurance, and self-esteem
- increased independence
- improved social development
Many of these outcomes are testable, but others are frequently based on subjective evaluation forms, such as the teacher's opinion. Unfortunately, the methods used to measure these outcomes are frequently problematic and should be cautiously approached.