1. The Art of Teaching
By
Dr. Qaisar Abbas
Assistant Professor
Riphah International University
Faisalabad
drqaj@yahoo.com

2. 1. What is teaching?
2. Importance of teaching profession
3. What is the purpose of teaching?
4. Characteristics of quality Teaching
5. Concept of Effective Teaching
6. Teaching Process
7. What are the various teaching methods?
8. Types of Teaching
9. What are the qualities of good teacher?
10. How best to teach?
11. How to assess your teaching?
12. lesson plan
13. Pedagogy skills
Learning Objectives

3. 1. Teaching is an art and an academic process. In this process
students are made motivated by a number of ways to learn.
2. Teaching is defined as a process in which students are
prepared for learning by providing initial structure to clarify
planned outcomes and indicate derived learning strategies.
3. The teachers provide assistance to enable the students to
engage in learning activities productively.
1.What is Teaching?

4.  Teaching is one of the most respectful and valuable professions in
the world. In religion Islam, this profession has more importance as
our beloved Prophet Muhammad (SAW) introduced himself as a
teacher.
 Allah Almighty says in Holy Quran: “Like (a favor which you have
already received) in that We have sent among you a Messenger of
your own, rehearsing to you Our verses, and purifying you, and
instructing you in scripture and wisdom, and in new
knowledge” (Quran, 2: 151).
 According to this verse of Holy Quran Holy Prophet (SAW) were sent
to teach about the Holy Book Quran, the wisdom and unknown
things to the people of this world.
 We can understand the highest rank of teachers from the Quote of
Hazrat Ali (RA) in which He (RA) stated that: “If a person teaches
me one single word, he has made me his servant for a lifetime. “
2. Importance of Teaching Profession

5.  The basic purpose of teaching is to enable learning.
 For the purpose of teaching the teacher has to play five major
roles:
 As a subject matter expert
 As a Pedagogical expert
 As an Excellent communicator
 As a student-centered mentor
 As a systematic and continual assesser
3. Purpose of Teaching

6.  Alton-Lee(2003) has listed ten characteristics of quality teaching:
1. A focus on student achievement
2. Pedagogical practices that create caring, inclusive and cohesive
learning communities
3. Effective links between school and the cultural context of the
school
4. Quality teaching is responsive to student learning processes
5. Learning opportunities are effective and sufficient
6. Multiple tasks and contexts support learning cycles
7. Curriculum goals are effectively aligned
8. Pedagogy scaffolds feedback on students’ task engagement
9. Pedagogy promotes learning orientations, student self regulation,
meta cognitive strategies and thoughtful student discourse
10. Teachers and students engage constructively in goal oriented
assessment
4. Characteristics of quality Teaching

7.  The concept of effective teaching is considered as a range of
factors that collectively work togeather and result in effective
learning.
 Most of the people agree that the basic purpose of teaching is
to enable learning. There are vaious aspects of effective
teaching such as:
 Effectively managing a classroom
 Starting each class with a clear objective
 Engaging students with questioning strategies
 Consolidating the lesson at the end of a period
 Diagnosing common student errors and correcting them that
can be systematically measured by observing classroom and
by asking students.
5. Concept of Effective Teaching

8.  Teaching is fundamentally a process, including planning,
implementation, evaluation and revision. Planning
and teaching a class are familiar ideas to most instructors.
More overlooked are the steps of evaluation and revision.
 Without classroom assessments or some other means of
receiving feedback on a regular basis, it is surprisingly easy to
misunderstand whether a particular teaching method or
strategy has been effective.
 A teacher can create an environment of mutual trust and
respect by relying on students for feedback -- students can be
a valuable resource for verifying whether the class pedagogy
is (or isn't) working. Self-examination with feedback from your
students and the instructor are key to improving your
teaching.
6.Teaching Process

9.  PLANNING
 There are many different levels of setting goals for teaching,
from the scale of an entire semester (syllabus) to a single class
(lesson plan). You have the overall task of helping your students
learn how to think critically and to understand the basic
concepts and tools of your discipline. You should also have
more specific day-to-day goals, such as examining the social
context of Victorian women writers or demonstrating how to
integrate partial differential equations. As a graduate TA you
probably will not be responsible for designing an entire course,
but you should think about how your day-to-day teaching fits
into the larger goals of the course.
6.Teaching Process

10.  REVISION
 Revising your pedagogy will help your students learn... and
keep you interested. If you keep your focus on student learning,
you will find a richer meaning to the typical
lecture/discussion/test/grade process. Instead of an adversarial
relationship, the teaching process encourages a relationship of
cooperation and mutual discovery. Ernest Boyer helped
redefine the notion of scholarship, in fact, by including the
scholarship of teaching as a culminating activity of the research
process of discovery, integration, and application of knowledge
(Boyer 1990).
6.Teaching Process

11.  ASSESSMENT
 Regular assessment of your students and yourself is critical to
your success as a teacher. To really understand whether you are
teaching effectively and your students are learning effectively,
it is crucial that you actively and regularly assess what your
students have learned. If you are able to solicit meaningful
feedback from your students and the professor on a regular
basis (not just at the end of the semester), you can modify and
improve your teaching strategies. Assessments do not need to
be overly complex or involved. In fact, the more focused you
are in the assessment, the more impact your changes will have.
6.Teaching Process

12.  IMPLEMENTATION
 The best plans are meaningless if you don't try them. Although
most of the work in teaching comes in planning and
preparation, many great ideas are never implemented because
it was easier to just keep doing the same thing. Don't be afraid
if you have and idea you want to try. If something hasn't been
working right, why not change what you are doing and try
something new? Unless you are willing to change and
experiment, you will find it difficult to improve your teaching
skills.
6.Teaching Process

13.  Some of the prominent strategies are as under:
Lecture Method
 Lecture lays emphasis on the presentation of the content.
Teacher is more active and students are passive participants
but he uses question-answer technique to keep them
attentive in the class.
 Teacher controls and plans for all acts of the students.
7.Teaching Methods

14. Demonstration Method
 In demonstrating method, teacher actually perform in front of
students.
 Students observe while teacher explain the event and
phenomenon.
7.Teaching Methods

15. Heuristics Method
 It is also called discovery or investigation method.
 In this method a problem is placed before the students and
they attempt to seek the solutions of the problem.
 The learners get full freedom of working and thinking. The
number of devices are used for solving problems.
Teaching Methods

16. Project Method
 Project method or a project has been defined in various ways.
 It also involve the acquisition of much useful information and
inevitably inviolately affect attitudes and interest.
 It is a problematic act carried to completion in its natural
setting.
Teaching Methods

17. Activity Method
 Activity method brings the students close to the real life
situation.
 Students get first hand experience in an environment in which
they are performing certain activity.
 It is recognized that the directed activities give reality to
learning and effective teaching uses all available sources.
Teaching Methods

18. Discussion Method
 The discussion method of teaching is a process in which a
small group assembles to communicate with each other, using
speaking, listening and nonverbal processes in order to
achieve instructional objectives.
 There are group members, who have reciprocal influence over
one another and they are affected by the behaviour of one
another in the group.
 The participants use the available time to communicate with
each other.
Teaching Methods

19. Problem Solving Method
 This method is considered to be an excellent method since it
develops skills and scientific attitude.
 Students become self dependent, self reliant and self
confident.
 But this is a long and slow process in which too much stress is
laid on practical work.
 It supposes that all the students are problem solvers.
Teaching Methods

20. Inductive Method
 In this method, the child is enabled to arrive at the general
conclusion, establish laws or formulate generalizations
through the observation of particular facts, and concrete
examples.
 A universal truth is proved by showing that, if it is true for a
particular case and is further true for a reasonably adequate
number of cases, it is true for all such cases.
Teaching Methods

21. Deductive Method
 It is the opposite of the inductive method.
 Here the learner proceeds from general to particular, abstract
to concrete and formula to example.
Teaching Methods

22. Drill Method
 Thee is a repeated performance of a learning act until a
desired level of skill to do the act correctly is attained or the
teacher and student settle for a lesser level of competency.
 In this method students are motivated to practice again and
again to achieve the level of competency in the particular skill.
Teaching Methods

23. Question-Answer Method
 The Socratic strategy is known as question-answer strategy.
 He assumes that all knowledge within the learner and teacher
has to unfold it by question-answer method.
 In this method teacher should present the subject-matter in
such a way that learner recognizes the truth and he can
identify himself with it.
Teaching Methods

24. Micro Teaching
 Allen (1996) defined micro teaching as:
 A scaled down teaching encounter in class size and class time.
 In this way, teaching is reduced to simple form.
 Size of the class is reduced to 5 to 10 students
 Duration of teaching period is reduced to 5-10 minutes.
Teaching Methods

25.  There are different types of teaching methods which can be
categorized into four broad types. These are:
1. teacher-centered methods,
2. learner-centered methods,
3. content-focused methods and
4. interactive/participative methods.
 Here the teacher casts himself/herself in the role of being a
master of the subject matter.

8.Teaching’s Types

26.  INSTRUCTOR/TEACHER CENTRED METHODS
 Here the teacher casts himself/herself in the role of being a
master of the subject matter.
 The teacher is looked upon by the learners as an expert or an
authority. Learners on the other hand are presumed to be
passive and copious recipients of knowledge from the teacher.
 Examples of such methods are expository or lecture methods -
which require little or no involvement of learners in the
teaching process.
 It is also for this lack of involvement of the learners in what they
are taught, that such methods are called “closed-ended”.
8.Teaching’s Types

27.  LEARNER-CENTRED METHODS
 In learner-centered methods, the teacher/instructor is both a
teacher and a learner at the same time. In the words of
Lawrence Stenhouse, the teacher plays a dual role as a learner
as well “so that in his classroom extends rather than constricts
his intellectual horizons”.
 The teacher also learns new things everyday which he/she
didn’t know in the process of teaching.
 The teacher, “becomes a resource rather than an authority”.
Examples of learner-centered methods are discussion method,
discovery or inquiry based approach and the Hill’s model of
learning through discussion (LTD).
8.Teaching’s Types

28.  CONTENT-FOCUSED METHODS
 In this category of methods, both the teacher and the learners
have to fit into the content that is taught.
 Generally, this means the information and skills to be taught are
regarded as sacrosanct or very important. A lot of emphasis is
laid on the clarity and careful analyses of content.
 Both the teacher and the learners cannot alter or become
critical of anything to do with the content. An example of a
method which subordinates the interests of the teacher and
learners to the content is the programmed learning approach.
8.Teaching’s Types

29.  A good teacher can make a world of difference in a student's
life, impacting everything from their classroom learning to their
long term success. If you're considering a career in education,
it's important to explore the qualities of a good teacher.
 Research shows that good teachers are the single most
important factor that contributes to student achievement in
the classroom, more important than facilities, school resources
and even school leadership.
9.Qualities of Good Teacher

30.  If any teacher possesses the following characteristics and
qualities, he/she can become a very good teacher with large fan
base:
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
9.Qualities of Good Teacher

31.  So what makes a good teacher?
Southern New Hampshire University (SNHU) education faculty and
university students shared their thoughts on the qualities that make
effective teachers stand out.
1. Good Teachers Are Strong Communicators
2. Good Teachers Listen Well
3. Good Teachers Focus on Collaboration
4. Good Teachers Are Adaptable
5. Good Teachers Are Engaging
6. Good Teachers Show Empathy
7. Good Teachers Have Patience
8. Good Teachers Value Real-World Learning
9. Good Teachers Share Best Practices
10. Good Teachers Are Lifelong Learners
9.Qualities of Good Teacher

32. Tips to Teach Effectively in Classroom
 It's all about passion! ...
 Know your students well; just like you know your subject. ...
 Create a safe and better learning environment for your
students. ...
 A good teacher-student relationship is crucial. ...
 Keep your teaching CLEAR. ...
 Be an amazing behavior manager.
 A good teacher-parent and teacher-colleague relationship is
also important.
 Be open to new learning styles.
10. How best to teach?

33. When choosing methods to assess the effectiveness of your teaching,
use the following guidelines:
 Avoid techniques that don't appeal to your intuition and judgment as
a teacher.
 Do not allow any self-assessment to become a burden and a chore.
 Choose techniques that will benefit yourself and your students.
 Organization of subject matter and course
 Communication
 knowledge of the subject matter
 enthusiasm for the subject and for teaching
 attitude toward students
 Fairness in testing and grading
 Flexibility in approaches to teaching
 Appropriateness of student learning outcomes
11. How to assess your teaching?

34.  A lesson plan is a teacher’s daily guide for what students need
to learn, how it will be taught, and how learning will be
measured.
 Lesson plans help teachers be more effective in the classroom
by providing a detailed outline to follow each class period.
 This ensures every bit of class time is spent teaching new
concepts and having meaningful discussions — not figuring it
out on the fly!
12. Lesson Planning

35.  The most effective lesson plans have six key parts:
1. Lesson Objectives
2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection
12. Lesson Planning

36. Need of Lesson Planning
 A lesson plan is a road map of the instructions. It shows what
will be taught and how it will be done effectively during the
class time.Teachers requrie a lesson plan to describe their
course of instruction for one class.
 The lesson plan is necessary to guide the instruciton.
 A lesson plan is required to describe the preferences of the
subject being covered, activities being held in the class, and to
ensure the progress of the students about the lesson being
taught to them.
12. Lesson Planning

37. Lesson planning is beneficial for the teacher in many ways; such
as:
1. It helps in achieving goals and objectives and same can be
said on the part of the students
2. It helps to get rid of problems or avoid them
3. It gives a reality check of everyday performance
4. It improve the habit and attitutde of the students
5. It improves the teaching skills
6. It makes teaching ordinary and easy
7. It makes the teacher organized during teaching
8. It enable the teacher to impart the things the students can
do at the best of their abilities
12. Lesson Planning

38.  Steps in designing a Lesson Plan
Introduction
The introduction is a way to warm up students, to ease them
into the class and to give them a context for what they are
about to learn.
Development
Development is an important part as it describes about
teaching, or “instructional methods” such as lecture,
discussion, labs, collaborative learning etc
Conclusion
Planning of how to tie it all together for the students is also
important. Tell them once again what they would learn and why
it is important to them.
12. Lesson Planning

39. What is Pedagogy
 Pedagogy, most commonly understood as the approach to
teaching, refers to the theory and practice of learning, and how
this process influences, and is influenced by, the social, political
and psychological development of learners.
 The definition of pedagogy includes the theory and practice of
teaching, the strategies employed in order to teach, the specific
interaction of teacher and students, the instructive content used,
the combined goals of the learner and teacher and the way the
content is presented and delivered to the learner.
 Pedagogy is often described as the act of teaching.
 Pedagogy involves being able to convey knowledge and skills in
ways that students can understand, remember and apply.
 Pedagogical skills can generally be divided into classroom
management skills and content-related skills.
13. Pedagogy

40.  knowledge of representations of subject matter (content
knowledge.)
 understanding of students’ conceptions of the subject and the
learning and teaching implications that were associated with
the specific subject matter.
 general pedagogical knowledge (or teaching strategies). To
complete what he called the knowledge base for teaching, he
included other elements.
 curriculum knowledge
 knowledge of educational contexts
 knowledge of the purposes of education
13. Pedagogy skills

41. Any Question ?
drqaj@yahoo.com
Thanks You