What are methods of teaching? Explain the factors which do determine the choice of methods to be used in teaching History

INTRODUCTTION:

Meaning of Teaching Method

Teaching method is a systematic way in which a teacher uses to transfer or receive or share information. Geoffrey defines teaching method as the process of imparting knowledge and skills which is used by a teacher in the classroom. It implies the use of principles and theories of instructions; it can include class participation, demonstrations, recitation[1].

TYPES OF TEACHING METHOD

Basically there are two types of teaching method.  The only key giving classification of these two methods is the way the teacher and student interact

Teachers centered method:

This is the method in which the Teacher holds the central position and assumes to be the source of all materials.  No interaction between the teacher and student.  The students are assumed to be empty minded or a tin, that have to be filled with knowledge.

Student centered method:

In this method the student become source of what to be learned. Student gets opportunity to interact with a teacher, content and student themselves as t6o make this clear Hudgins by saying

“The prior knowledge of the student is considered to be of very important.  From this fountain is where the trench of knowledge is dug to make a big and wide canal of knowledge”[2].

Teaching strategies:

Teaching strategies is the careful plan of actions to achieve a goal, or the art of developing, or carryout such a scheme.  This is an elaborate and systematic plan of Action. This are all plan made to help learners to access the information.  Teaching strategies can apply for this and not for that.  Teaching strategies should aim at involving audio, visual, and audiovisual and kinesthetic.

Teaching Techniques:

Refers to the alternate performance of Teaching or to the use of devices (teaching aids).  It is a specific practical implementation of devices.

Teaching method, Technique and strategies sometime used interchangeably. But all factors determine the teaching method, Techniques and strategies are the same.

All three terms can be combined and posses the following properties.

Demonstration

Experimentation

Imaginary Tour

Group discussion

Question memorizing

Research project

Concept cartoon

Think pair share

Jig saw etc

Factor determines the choice of the Teaching methods.

Instructional objectives:

Instructional objectives are the term used to describe the procedures and the outcomes expected. This is the result of learning.  Everything learnt in the class has its objective to the subject, objective to the Teacher and objectives to the learner and the school policies.
to show the importance of  instruction objectives in choosing the method of teaching, Brown wrote “Attaining of Instructional objectives depend on the method used.  If the Instructional objectives need the student to list, mention or naming then the Teaching method, Strategies and Techniques must relate to the naming listing and mention”[3].  Example if the instructional objective require student to make soap.  The teaching method should be Experimental and Demonstration.

Availability of teaching and learning aids:

Teaching aids relate direct to the instructional objectives and Teaching method.  If a teacher lack proper teaching aids  go in hand with his method, then  he has to change his method so that could relate to his  teaching aids.  In other words teaching method is determined by the type of teaching aid going to be used.  Example if the teacher uses a map the method could be lecturing or group discussion.

Teacher’s ability and preference:

Teaching method is determined by the teacher’s ability to handle the method and also experience. Some other methods if not used carful may distract the class attention. So a teacher must select a method which relate to his experience ability and preference. But this is not to say that a teacher must use the same method every day but he must learn how to coordinate other methods to.

Cultural aspect of the society:

This deal with ethical issues related to gender. Some other ethics and religion prohibit the mixing of boys and girls. So the method used here prohibits the student sitting in groups. Other issues like the use of condoms cannot be demonstrated in front of the class because the culture of most ethics in most African setting does not allow the discussion of sexual issues in public.

The age of learners:

Every method selected related to the age. The teenagers are much interested with experimentation and demonstration while lecturing could bore them. The kids are also influence by concept cartoon rather than experimentation this is to say the cognitive domain of the learner is influenced by the method used. A learners brain grasp fast depend on the relevance method used depend on his or her age.

Psychological need of student:

These depend on what the student needs. Different students have different needs. Some suffer stress, lack of love, economical problems, some need to be safe from humiliation as   Bello Put it in this way “They want to be accepted, valued, meaningful support; entertained etc. the teacher recognition on these psychological needs will help a teacher to choose a method which will satisfy all the needs”[4]. The method used has major impact on how student behave and feel free about them. The effectiveness of any teaching method or behavioral changes approach is influenced by the degree to which it responds to student needs. Ask student what they need to satisfy their heart. 

Educational philosophy of a country:

The education philosophy of a country is what the nation view as the idea of revolution toward the betterment of his people. This aim is met economically, politically and social content and objective of a country. In Tanzania the education for self reliance stress on manual labor for the method used in teaching also affected by this philosophy. The teaching method much fit on manual work as experimentation and demonstration.

   

Rate of learning for the learners:

The learners have different learning speed and also some have great ability (gifted student) while other learn slowly. The rate of learning affected the teaching method and teaching aids used. The lecture method and video demonstration could be well for the gifted students whilst the slow learned student needs the great teacher attention on demonstration.

Examination set up: 

The Tanzanian curriculum determines the type and mode of examination set up. This affected the way teachers selected their teaching method. Many teachers preferred the questions and answers and lecturing for essay questions. All these method have been preferred because of the type of examination set up.

The size of the class:

Here what is referred to, is the number of students in the class. The maximum number of student required is forty five. This number is fair in such a way that all methods can be applied.  The large group of learners is accessed by lecture method whilst other methods are much applied to the small groups.

Time bound:

Time is essential factor that determine the method a teacher presenting the contact.   This depends on advantage and disadvantages.  Some other methods are time consuming while others are time servers.  The lecture method is time saver method while Experimentation is time consuming. So for the teacher to finish his content he must choose a method relevant to the time he/she has.

Nature of content:

The nature of what is taught determine the method used.  Some of the topic is direct relied to a certain method of teaching. Example the history topics may be presented by storytelling while the chemistry topics require the experimentation and demonstration:

Student learning style:

This is student style of learning. In this style of learning some learn immediately by seeing others by hearing while others by touching. So all these style require different teaching method. This make    to write Farrant, “A student learn by hearing prefer lecturing while a student learn by seeing require demonstration. Those who learn by touching it is time that experimentation makes them learn immediately”[5].

Advantage of choosing the proper teaching method:

Teaching method is the key factor to determine the way student understands the lesson. If the teacher will chose the wrong teaching method he will end up with poor outcomes.

The instructional objectives will not be attained by the teacher and the student.  The student will not understand the content and also the they will hate the lesson.

Manage class discipline:

Choosing of correct teaching method hill help a teacher to manage his class the discipline will be good because the student participate in the lesson effectively.

Remove boredom:

Teaching become interactive and interesting the teacher will have an ample time to associate student to their need. So the learners feel to be cured from their psychological need and emotion demand of learners.

Relief anger and stress:

Finally selection proper Relief anger and stress teaching method relief anger and stress to the teacher and student.  This will make a teacher to understand his learners. Students will build an intact friendship with a teacher and cultivate the habit of study loving.

                                     CONCLUSION:

The usefulness of teaching method depends on the content, instructional objectives environment teachers and learners style.  If you want to be a successful and effective teacher you must know how to use each method Effective.  You must also understand the Advantages and Disadvantage of the method you are applying.  This will help a teacher to overcome the tress short comes that associated with those methods.  Teacher must use alternate number of methods to meet the demand of every student in the class.  This is a property of effective and efficient teacher.

                                 BIBLIOGRAPHY;

1.    Bello J. Y. (1981). Basic Principle of Teaching. John Willey and Sons Ibadan.

2.    Bishop. (1995) Curriculum Development: A Text book for Student Macmillan Publishers Limited London

3.    Geoffrey n. brown.(1967) A Guide for  Teachers in Africa .George Allen and Unwin ltd, Nigeria

4.    Has Lucky.(1963).The Teacher of History, Cambridge university press, Cambridge

5.    Hudgins, B.B. (1971).The Instructional Processes. Rand and Mc Nally company .Chicago

6.    Farrant, J.S. (1990) Principles and Practices of Education . Longman Group. UK. Limited Essex

7.   7 Michael, Murphy (1996) Plain English Dictionary (Harper Collins Publishers England

8.   8 Nacino-Brown, R, Oke, F.E.Brown, D.P. (1992) Curriculum and Instruction; An Introduction to Methods of Teaching. Macmillan Press Limited London