Registration No: 230631

Assignment: 01
Course: General Method of Teaching
Code: 8601
Semester: Spring 2022
Level: B.ed
Q. 1 Specify the personal and professional characteristics of good teachers
ANSWER
Some Personal and Professional characteristics of a good teacher is as follow:

1. Expert communication skills

2. Superior listening skills

3. Deep knowledge and passion for their subject matter

4. The ability to build caring relationships with students

5. Friendliness and approachability

6. Excellent preparation and organization skills

7. Strong work ethic

8. Community-building skills

9. High expectations for all

Expert communication skills

Since sharing knowledge is the main purpose of teaching, one would assume that knowledge would be
the most crucial characteristic for a teacher to possess. However, no matter how knowledgeable
someone is, knowledge is useless if they can't communicate it to others in a way that is both
understandable and interesting.

 A teacher can impart knowledge more effectively and with greater results if they have strong
verbal, nonverbal, and visual communication abilities, which include speaking, writing, imagery,
body language, and organizing concepts into understandable frameworks.
 These teachers are aware of when they have communicated effectively and when they have not
since a big component of effective communication is understanding when the audience has
understood. When it becomes clear that their communication has failed, has not reached, or has
not engaged with the entire class, they frequently rephrase, demonstrate, or use a totally
different tactic.
 A skilled teacher makes an effort to speak with each student personally when necessary and
detects when even one student out of many is not understanding.
 Explanation of the duties and expectations is another aspect of communication. Students do
significantly better when they completely comprehend what is required of them.
 It's remarkable that communication skills are among the most crucial abilities in every situation,
not just in the classroom. Most Americans believe that communication is the most crucial ability
for long-term success in order to "go ahead in today's society," according to a new Pew
Research Center study. Teachers are thus setting a positive example for students by being
effective communicators.
Superior listening skills
Good instructors are also strong listeners in addition to being good speakers. According to a Turkish
saying, "If listening is gold, speaking is silver." Effective communication, of course, only occurs when at
least two persons actively participate in the process together, and the only way to determine whether
communication has been heard is to ask (and listening to the answer).

Therefore, in a perfect learning environment, teachers pose significant questions before actively,
attentively, and sympathetically hearing what students have to say. When a competent teacher
cultivates this patience within themselves, they begin to excel. Great instructors pay close attention and
then apply what they learn to enhance communication.

Deep knowledge and passion for their subject matter

A teacher is only as good as what they know, according to a proverb. If a teacher is uninformed about a
subject, the pupils will inherit that lack of understanding. And remember that there are other methods
for a teacher to acquire the information they require in order to teach well, in addition to formal
schooling.

Enthusiasm contagious. A person who is passionate about a subject will study more about it, research it
more thoroughly, and consider it more carefully. The finest instructors are those that genuinely like
what they are teaching and inspire their pupils to learn more. Every class is improved, and every student
may be motivated, when the instructor not only knows the correct response to a student's question but
also has the ability to broaden the topic with vivid examples, entertaining explanatory tales, and
pertinent information.

The ability to build caring relationships with students

However, simply having knowledge of the subject is insufficient, and a great teacher doesn't only impart
knowledge. The finest classrooms also incorporate students' hearts. Great instructors must be able to
establish a loving rapport with their pupils in order to create effective learning environments.
Information sharing is made easier by the supportive student-teacher connection.
The finest instructors are frequently the ones that care the most passionately about their work as well
as each and every student they work with. Not only must a teacher be passionate about their subject
matter; they must also be passionate about their pupils. Teachers are motivated to reach out, perform
better, communicate more, inquire, learn, hone, and develop because they care about the children. This
is something that is impossible to teach, not even in the top universities.

Friendliness and approachability

Teachers must be approachable since it is their responsibility to aid pupils in learning. If the instructor is
unapproachable and difficult to talk to, the students will have questions that they can't get answers to.
The grumpy, distant, harsh, cruel, haughty, all-business instructor won't be around for very long.
Students won't learn much if they perceive their teacher as their enemy. The most approachable,
friendly, and transparent teachers are the best.

Excellent preparation and organization skills

No matter how endearing you are, you won't succeed in a class if you don't have a solid plan on how to
teach the topic. Great instructors devote limitless amounts of time outside of the classroom to planning,
creating lessons, studying more about their subject matter in particular and about teaching in general,
taking part in professional development, and coming up with inventive and engaging ways to reach the
students.
The finest instructors provide engaging lesson plans, informative lectures, and challenging homework.
They have done a lot of research and reading on teaching strategies and ways to make learning easier.
They organize their days, classes, and units to promote the most comprehension and interest possible.
To better understand their topic and how to present it, they work with other instructors and attend
classes. They are accessible outside of class, rapidly grade papers, and offer individualized remarks to aid
with student comprehension.

Strong work ethic

Teaching is one of the most difficult occupations there are, as anyone who has done it will attest. Great
instructors are persistent and will stop at nothing to achieve their goals, which is the key that keeps
them going. A superb teacher will go above and beyond to assist their pupils. Always eager to help, they
always find the time. If something doesn't work, they'll keep trying until they come up with a fix.
Although a teacher's task is never finished, the best ones never give up and never give in.

Community-building skills
The most effective educators recognize the value of creating welcoming and cooperative settings. The
finest instructors establish wholesome and respectful connections between the pupils in addition to
developing loving ties with each one of them. They are aware of how to set up rules and delegate
responsibilities to recruit each student's assistance and involvement. Each student has the impression
that they are not just included in the bigger group but also that the enchantment of the classroom
depends on them being there. Each student participates and feels at home in their little communities-
like classrooms.

High expectations for all

According to studies, a teacher's expectations greatly affect the academic performance of their
students. All of their kids are held to high standards by the top teachers. They have high standards for
each kid, but they are also realistic and tough. This does not imply that they hold all pupils to the same
high level, but rather that they are aware of the unique abilities of each student and work to support
them in achieving their highest potential.
Q. 2 Define effective teaching. Discuss the factors contributing towards effective
teaching.
ANSWER

Effective Teaching
We all prefer to have a connection with the speaker when in a classroom. The learners may ask
questions since they feel at ease and secure because of this relationship. Effective teaching results from
being able to make this connection, something all instructors aspire to. It takes competence to provide
content to pupils in an efficient manner during effective teaching. There are several methods of
instruction, but some are more successful than others. Successful teaching is defined as education that
makes use of instructional methodologies that are most suitable for the subject matter and the student
and is carried out in a way that facilitates effective learning.

The two primary categories of learning strategies are teacher-centered and student-centered, with the
latter being the preferred approach. In order to address each student's unique requirements, a number
of teaching techniques, such as adapting assignments, are used in student-centered learning. Even
though this is the optimum approach, there are moments in the classroom when teacher-centered
approaches are required. With this approach, the lesson must center on the teacher. For instance, the
instructor might need to be the focus of attention during a lecture or presentation to introduce a new
subject.

A teacher is said to have a desirable teaching personality if their personality contributes to the creation
and maintenance of a classroom or learning environment where students feel at ease and are motivated
to learn. Research says that teachers are cognitively oriented toward pupils while pupils are affectively
oriented toward teachers. Teacher’s personality is, therefore, directly and indirectly related to learning
and teaching in the affective domain as well as to that in cognitive and psychomotor domains. Climate in
their classroom is based on the teachers’ personality and style of teaching, the tone of their voice, and
the little things they continually say and do on a daily basis. In the classroom, the learners’ behavior
could be determined from the way their teachers behave with them. The traits of passion, patience,
cooperation, authoritativeness, and creativity were studied in particular because these are the essential
personality traits of an effective elementary school teacher. He says teachers in the twenty- first century
are responsible for the overall well-being of their students, as well as educating, disciplining, and
stimulating their developing minds. Because teachers have these additional duties, many more
requirements are needed to be an effective teacher

Factors contributing towards Effective Teaching

 A passion for the subject matter
Effective teachers blatantly exhibit a serious and genuine interest in their subject. A contagious passion
for whatever they are trying to teach their pupils is frequently seen in the way they approach the
subject. Additionally, they frequently have the ability to spread their passion to those around them.

 Demonstrated command of the subject matter

Excellent instructors demonstrate mastery of the things they are teaching and frequently seek out new
methods to broaden their understanding of the subject. These are the teachers that are always infusing
fresh knowledge or methods into their subject matter and instruction. They never let themselves
become comfortable in a rut. They adhere to the philosophy that no course should ever be taught in the
same manner repeatedly.

 Willingness to acknowledge your missteps

Additionally, good lecturers are aware that nobody is flawless. Even the most excellent academics
occasionally make mistakes. When this occurs, an effective lecturer admits his or her errors and works
to make amends rather than retreating or acting defensively. These are the lecturers who aren't afraid
to deviate from the plan or, if necessary, completely rewrite it.

 Receptive to other’s opinions

There are arrogant persons in every field. It is only natural that someone would have or ultimately grow
some degree of ego given the years of labor, grit (and maybe tears along the path), and sacrifice
required to achieve a Ph.D. This may sometimes be seen in how a professor reacts when a student
challenges their opinions. When questioned, they frequently go on the defensive, get agitated, and even
get enraged. The unfortunate truth is that some teachers have problems accepting opinions, arguments,
and ideas that are in opposition to their own (I would like to think that they are a sizable minority).
However, good educators are those who are able to recognize and embrace the reality that there are
frequently several perspectives on a given problem. They don't anticipate that every pupil will share
their views on every subject. Instead of stifling any type of disagreement, competent teachers promote
constructive discussion in their classes.

 Being fair and transparent

The finest lecturers are impartial, forthcoming, and honest. Both in the classroom and in the subject,
they are experts. They avoid using bullying behavior or other degrading techniques, treat pupils with
dignity and respect, and resist from favoritism. They frequently hold themselves to high but acceptable
standards and do not live only to see how many students or bad marks they can flunk. They are aware
and sensitive to the fact that many students are frequently enrolled in multiple classes during any given
academic quarter or semester and that their lives (as students) do not exclusively revolve around their
specific course(s), and they set reasonable deadlines for assignments to be completed.

Q.3 Highlight the steps of planning "development of instruction"

ANSWER
Following are the steps of Development of instruction

Gain attention of the students

Presenting a stimulus to grab their attention can help you make sure the students are prepared to learn
and engage in activities.
Here are a few techniques for getting students' attention:

 Inspire students through novelties, ambiguities, and surprises.

 Ask students interesting questions.
 Students should ask questions for other students to respond to.
 Conduct a conversation starter.

Inform students of the objectives

To assist them comprehend what they are expected to learn and do, explain to the class and each
particular lesson's pupils the objectives or results. Before instruction begins, state the goals.

Here are a few ways to state the results:

 Identify the necessary performance

 Describe the standards of performance.
 Have students create standards for acceptable performance.
 Specify course objectives in the evaluation questions

Stimulate recall of prior learning

By connecting new knowledge to what students already know or have experienced, you may help them
understand it.

There are several ways to encourage memory, including:

 Elicit information about prior experiences

 Inquire of the students on their comprehension of earlier ideas.
 Connect the lessons from earlier classes to the current subject.
 Encourage students to apply past knowledge to present activity.

Present the content

For more effective education, employ presentation and cueing techniques. Content should be grouped
and organized in relevant ways, and following demonstrations, explanations should be given.

The following techniques can be used to cue and convey instructional content:

 Display different iterations of the same material (e.g. video, demonstration, lecture, podcast,
group work, etc.)
 Utilize a range of mediums to get students interested in studying.
 Utilize active learning techniques to keep students interested.
 Make content on Blackboard available so that students may access it outside of class.
Provide learning guidance
Inform students about the resources available and teaching techniques that will help them learn the
material. Help students learn how to learn, in other words.

Examples of techniques for offering learning direction include:

 As appropriate, offer instructional assistance, such as scaffolding that may be gradually

eliminated as the student learns and gains mastery of the activity or material. Demonstrate a
variety of learning techniques, such as mnemonics, idea mapping, role acting, and visualizing
 Use both examples and non-examples in your lessons since they both assist pupils understand
what to do and what not to do.
 Provide case studies, pictorial illustrations, analogies, and metaphors. Case studies offer
practical applications, visual illustrations help people visualize concepts, and analogies and
metaphors help people understand concepts. employ well-known material to help pupils relate
to new ideas

Elicit performance (practice)

Applying what they have learnt will help students to solidify their new abilities and knowledge and
validate that they have a clear comprehension of the course themes.

Here are several strategies for triggering learner processing:

 Ask deep-learning questions, have students work with their classmates, and guide practical
laboratory tasks as examples of ways to encourage student activity.
 Offer chances for formative evaluation, such as written assignments, individual or group
projects, and presentations.
 Create efficient examinations and quizzes that allow students to show their understanding and
application of course content (as opposed to simply memorization and recall)

Provide feedback
Give students timely feedback on their performance to evaluate and support learning and to enable
students to spot comprehension gaps before it's too late.

You might provide students the following kinds of feedback:

 The learner receives affirmatory feedback to let them know they performed as instructed.
Feedback of this nature motivates the learner rather than telling her what she needs to do
better.
 Although it informs the learner of the correctness of their performance or reaction, evaluative
feedback does not offer instructions on how to advance.
 Corrective feedback does not give the right answer; rather, it instructs students to locate it.
  Feedback that is descriptive or analytical offers the learner tips, instructions, and knowledge to
help them do better.
 Learning gaps and performance issues can be found in peers' and their own work with the use of
peer and self-evaluation.

Assess performance
Check to see if the course objectives have been met in terms of the expected learning outcomes.

Here are some techniques for evaluating learning:

 Pre- and post-tests should be given to gauge students' level of material or skill proficiency.
 Include chances for formative evaluation during the learning process by using spoken questions,
quick active learning tasks, or quizzes.
 Implement a range of evaluation techniques to provide students various opportunities to show
mastery.
 Create unbiased, useful criteria to evaluate written assignments, projects, or presentations.

Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course concepts to
potential real-world applications.

The following are methods to help learners internalize new knowledge:

 Do not isolate the course material. To strengthen connections, relate course ideas to earlier
(and later) concepts and build on earlier (and earlier) learning.
 To help you remember the material from the course, keep include questions from prior exams in
your exams.
 Asking pupils to translate knowledge acquired in one format onto another (e.g. verbal or
visuospatial). For instance, having students make concept maps to show how ideas relate to one
another
 Clarify your lesson goals, utilize them to direct your instructional design, and attach learning
activities to those goals if you want to encourage deep learning
Q.4 a) Describe difference between intrinsic and extrinsic motivation.
b) Define the term inquiry approach and enlist the methods that come under the
umbrella of this approach.

ANSWER (a)

Intrinsic Motivation
The urge to behave when there are no visible external incentives is known as intrinsic motivation. You
engage in it because you find it to be pleasurable and intriguing, not because of any external constraints
or incentives like prizes or deadlines. In a nutshell, intrinsic motivation is the desire to carry out an
action for its own sake as opposed to out of a need for an external reward or under external pressure. In
essence, the action itself is a reward.

Example

 Playing sports because you enjoy how they make you feel
 Staying longer at work because you believe in your work
 Using positive affirmations because you want to change your mindset positively

Extrinsic Motivation
Extrinsic motivation, in its simplest form, is the behavior of people who complete activities and learn
new abilities in order to receive rewards from outside sources or to avoid receiving negative
consequences. In this situation, action is chosen not because it is pleasurable or rewarding but rather
because it will help you get something valuable in return or avoid something unpleasant.

Example

 Going to work because you want to earn money

 Studying because you want to get a good grade
 Helping others because you hope for praise
 Volunteering because it looks good on a resume

Difference between Extrinsic and Intrinsic Motivation

Extrinsic motivation results from outside forces, but intrinsic motivation originates from inside. When
you are intrinsically driven, you take part in an activity because it makes you happy and gives you a
sense of accomplishment. When you are extrinsically driven, you act in a way that will result in an
outside reward while The action is motivating since it gives you an internal high. Because it's
pleasurable, delightful, and rewarding, you decide to do it. The consequences of your objective meet
your fundamental psychological requirements for autonomy, competence, and relatedness. Your aim
originates from inside.

b) Define the term inquiry approach and enlist the methods that come under
the umbrella of this approach.
ANSWER (b)

Inquiry Approach
In any class students come from different backgrounds and contexts, they have different capabilities and
different styles of learning. This situation demands different teaching techniques, strategies and
methodologies, which teacher adjusts according to the situation and requirement. There are variety of
techniques and methods which teachers use under the umbrella term inquiry approach. Inquiry is an
approach that roots in the Socrates logical thinking. Teachers often use logic to foster the thinking of
their students. During this process the teachers impose questions to their students after judging the
level and ability. If the student answers the question correctly the question of higher order is asked. On
the other hand, if he/she could not the follow up questions are imposed to create the link between the
known and the unknown. There is variety of techniques but many teachers prefer inductive method
according to Prince and Felder (2006) in inductive teaching learning process the instruction begins with
specifics for example a set of observations or experimental data to interpret, a case study to analyze, or
a complex real-world problem to solve. As the students attempt to analyze the data or scenario or solve
the problem, they generate a need for facts, rules, procedures, and guiding principles, at which point
they are either presented with the needed information or helped to discover it for themselves.

Methods of Inquiry approach

 Be interested and enthusiastic
 Get students talking to each other and learning from the peers
 Promote the use of accurate current information resources as students research their learning
issues
 Establish a good learning environment for the group Students develop skills in:
 Critical and creative thinking
 Communication
 Self-directed learning
 Team-work
 Project management
 Problem-solving and
 Students get to know one another better and make friends
Q.5 What is an activity? Discuss the importance of activity method. Name the
different types of activities you would use in English.
Answer

Activity
something that involves both physical and mental effort and is done for a specific reason in a social
setting These activities aid in creating an environment that is stimulating for artistic expression.

Importance of Activity method

The primary obligation of the teaching profession is to guide children, youth and adults in the pursuit of
knowledge and skills to prepare them in the ways of democracy and to help them to become happy,
useful, self-supporting citizens. For obtaining these goals teachers have to use different teaching
methods and teaching techniques some of the methods are teacher centered such as lecture method,
bookish method while others are student centered, i.e. problem solving, discussion or activity methods.
The main focus of the student centered methods is to make the teaching learning process more
effective, interactive, communicative and attractive. It is said that the best gift we can give to each
succeeding generation is effective education.

This is only conceivable if the techniques now in place for various aspects of education are periodically
updated in light of new advancements and shifting requirements. As an implementer, the teacher's role
becomes more important. In order to provide the next generation with "successful education," teachers
must use innovative teaching methods and strategies. For this reason, some experts or educators feel
that learning is more successful when a student actively participates in the process rather than merely
seeking to acquire knowledge. Regarding this, the most of the approaches focus on a sort of guided
discovery where the instructor tries to help the student via inquiries and activities to uncover, explore,
appreciate, and communicate the new information while avoiding the majority of direct instruction. The
utilitarian nature of this unit's goal thus provides the answers to the following queries.

Types of Activity Method

Activities can be of three types:

1. Exploratory – Knowledge getting

2. Constructive – Experience getting
3. Expressional – Presentation
Exploratory – Knowledge getting
Here, a class of students may be requested to research the various food products consumed at home by
asking questions of parents, retailers, etc., and reviewing food labels. The group may compile and
analyses the data.

A group of students may set out to determine how many households in a rural location have members
who also work in a city or town on occasion. It is possible to find out in a city how many residents are
from rural regions and why they moved there. An approximate estimation of the likely experience can
be formed with the assistance of the teachers.

Constructive – Experience getting

The instructor may set up certain field trips to any location, such as an industrial or agricultural setting,
with the purpose of selecting activities and providing the pupils with personal information. However, in
order to plan a visit to any location, the provision of the local resources needs to be concentrated; if not,
school won't ever let you have this experience. Overall the emphasis must be on free field trips.

Expressional – Presentation
On the subject of "In the judgement of the house, mechanized agriculture is the sole route of economic
improvement in the Punjab," a discussion may be scheduled. You may construct maps of the Punjab that
indicate the distribution of (1) agricultural products, (2) important industries, and (3) notable and
specific cottage enterprises. Charts may be built to depict the flow of raw materials, labor, and power to
a select number of important industries and (a) the classification of industries based on the type of the
items produced. It is possible to create graphs that indicate the number of industrial laborers in the
Punjab from 1947 to 2010 and other dates.