20 Characteristics of A Good Teaching Method You Must Know

Characteristics of A Good Teaching Method are being discussed in this article.The work of good teachers is characterized by their teaching method.The “effective teachers” express high expectations from their students and communicate them to them directly.

Good Teaching Method Must Proceed In Accordance With Nature ;

hence our teaching and training must conform to the laws of the child’s growth, and the modes in which the mind acts. The order of mental development is to be kept in mind. Education may begin from the cradle, but not book-learning.

 Methods must be exactly suited to the needs of the pupils,their capacity, knowledge, and stage of development.

Simplicity and force of language are important We must educate as well as instruct.

The child’s first impressions, being the most powerful, should he the correct ones. He should have nothing to unlearn as he progresses.

The cultivation of the general intelligence in children should form the foundation of any special training. All the faculties must receive proportionate attention.

The senses should he largely exercised in the case of little children. It is better to appeal to both eye and ear than to either alone. Handwork may usefully be associated with mental exercise.

Teaching must be as far as possible rational, not merely formal or mechanical. It should appeal to the judgment as well as to the memory.

 The individuality of the child must never be lost sight of.Such power as he possesses is to be respected. He should be encouraged to self-effort at all points ; it is the educator’s business to clear the path to knowledge. It is better for the child to discover than to be told.

Education is not imparted by words but by clearly realized ideas and things. We must be careful not to let the mere symbols of knowledge (words) stand for knowledge itself. Knowledge and language must grow together but must not be confused.

The child should begin to learn what is nearest to him. He should proceed from the near, the actual, and the practical, to the remote, the abstract, and the ideal.

Effective Method must proceed from known to unknown, simple to complex,examples to rules, facts to laws. The most elementary and familiar points are to be presented first, and each dwelt upon until it is fully grasped by the child. Exactness and definiteness characteristic all true learning. Consciousness of complete mastery stimulates the pupil and inspires him with confidence and interest.

Progress must be carefully made step by step.

One thing at a time. The natural sequence and connection of the items of knowledge must be clearly brought out. There must be development of a line of thought.

Knowledge should be so presented as to be stimulating to both teacher and taught Dullness in the teaching can only end in failure. Exercises must not be made so difficult as to discourage.

Interest in study is one of the first things which a teacher should endeavor to excite in the children. Learning mainly depends upon interest.

Reasoning for children should be direct, the conclusion being arrived at last. “ Therefore ” is a better word for a child than “ because.”

Confidence and the fullest sympathy between teacher and taught are essential to any true education. The teacher must have a heart.

Without constant repetition and review much will be lost.One of Jacotot’s favourite maxims was “Repeat without ceasing ” ; and Comenius calls repetition “ the father and mother of memory.”

Activity and curiosity are natural characteristics of childhood. When things have been learned they should as far as possible be put into practice. Knowing and doing should proceed together.

Change and recreation are necessities. We must not over-fatigue the faculties. Learning is to be made as pleasant as possible, but it is too serious to be turned into a game.

Idleness is the parent of a whole family of evils.

A good teaching method will provide for the full employment of every child.Learners should not do with their instructor what they can do by themselves, that they may have time to do with him what they cannot do by themselves.

The applications of the general principles to the teaching of set subjects in such a way as to make out distinct methods of action— that is, the particular plans and processes to be used in securing the acquisition of this or that branch of knowledge, or in arriving at any particular educative result—are usually denominated Special Methods. Thus we speak of the methods of teaching reading.

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