Traditional lecture method is one of the teaching techniques that have been tried and used for a long time. It is a teaching method where the teacher imparts knowledge to the learners while they listen. The teacher engages his or her learners in oral language. The traditional lecture method has elicited a lot of debates among educationists and experts citing some of the advantages and disadvantages. This study examines the pros and cons of lecture methods as well as the current plans to improve it.
Advantages of Traditional Lecture Method
One of the advantages of traditional lecture method is the way it is organized. The teacher has full authority and control of the class (Zakaria, 2009). He or she decides what is done in class and directs his or her students to follow. In this regard, it is an effective method to deliver a wider content within a limited time. Various scholars have given lectures to the public using lecture method. The students attending lectures are expected to respect and give sufficient attention to the professor, teacher or instructor giving the lecture. Therefore, it gives the teacher the authority to control the class.
…show more content…
In most instances, the learner is only expected to listen to the lecturer. They have the liberty to decide on what is important to write down. In other words, the students only listen to the lectures and make own decisions to write down some points they consider important. Little input is required from the students thus making it a clear and less complex approach to teaching and learning (McGarr, 2009). It is consequently an effective method to teach a big class within a specified time. Therefore, any teacher and students intending to interact through the lecture method should understand the way it is
None of the student’s in the class participates to answer one of the many questions he asks the class. While hearing his monotone voice lecture on economics, the camera focuses on individual students. The students in the classroom are shown as completely uninterested by staring blankly into the chalkboard, with one student arising from a nap. The lack of interest that the students show while the dull teacher lectures reveals to viewers that the attitude of teachers determines the way in which students behave. The influence that boring teachers create an uninterested group of students is dangerous for a student’s effort in class.
In "Crow Lake," the professor becomes fully aware that she is boring her class. Her class, however, is unaware that she knows what they're thinking and is surprised when she changes direction. In the selection "Students," the teacher has analyzed the class and all of their learning techniques. He knows just how each and every student approaches his class and how they think they are being discrete. In both passages, the teacher's years of experience teaching students allow them to become more aware of the students and their intentions than they show.
The importance of following directions the first time they are given is because your teacher can give you directions that are to save your life and if you don't listen you may end up dead if this was a life or death situation. If we follow directions the first time that they are given then we would be able to get through all or at least half of our lessons in one or two class periods. If we follow directions it make it easy and simple for the teacher and the students. The teacher just wants you to follow directions so that you can learn what you need to learn for your upcoming test because the directions that the teacher wants you to follow will help you later on in life. Following directions also helps you in an unpredicted situation like
In general, Mrs. Pollard’s class management during discussions involves a lot of taking turns and if someone talks too much or does not let others answer she will ask them to stop. They know these routines because she set them in place when the class first started. Mrs. Pollard told our observation group that the first classes are important because that is when the rules and routines are set up. Her most common classroom management techniques were eye contact, “the look”, and using student
CHAPTER FOUR: DISCUSSION AND CONCLUSION 5.1 Discussion and Conclusions This study explored the components of Lesson Study, which impacts, on the respondent’s teaching and student learning. This chapter discusses the results and offers an analysis of how the study results emphasis on the initial research questions as well as connect to literature review of the study. The discussion is arranged on the basis of research question. Summary of Findings Participants interview, observations and from many literature this study explore that TSN through Lesson Study is an innovative teaching approach comes from Japan.
Those five ways include i) whole class teaching, ii) group work (teacher-led), iii) group work (student-led), iv) one-to-one (teacher and student) and v) one-to-one (student pairs). Whole class teaching seems to be the most important way in my class and I can be very sure in any other class since it is the main method uses to convey knowledge to students. Students get very comfortable and happy doing group work but there is a little case in which student is prefer to do individual work. No matter which way is selected, indirectly, students are actually developing their critical thinking. It is proved when students submit their work or project.
Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.
Is Classroom Learning Better than Online Learning? Learning is a process of gaining skill or knowledge. These processes are included of some activities such as studying, practicing, being taught, and do some experiences. (The University of Edinburgh, 2015). The learning process has been improved over time to meet or adapt to the needs of each person.
They are then forced to try to control the class which they are unable to do without disciplinary actions, making it way harder to teach. Class management is important because teachers will have more teaching time and it’s a time for relationship building. Stopping behavioral interruptions will allow more time to teach. Class management will also create a positive learning environment where students can state their own opinions without others bashing them for it.
It enhances listening and speaking also it increases new vocabulary for student. The aim of this essay is to give real imagine about how the Aural-Oral approach can be taught in or during English learning and give good improvement in both listening and speaking in order to reach student’s communicative competence. The first focus of Aural-Oral Approach is to teach English for student
Direct instruction is known as the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information. It emphasizes the use of small-group, face-to-face instruction by teachers and aides using carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, and taught explicitly. Direct instruction is a theory of education which posits that the most effective way to teach is by explicit, guided instructions. This method of teaching directly contrasts other styles of teaching, which might be more passive or encourage exploration.
There are certain said and unsaid rules and regulations that teacher and student follow. For example the student is aware that he or she has to give respect to the teacher and they know that there is a certain way they have to sit in class while being taught or for that matter standing up from their places greeting the teacher when they enter the class. The teacher knows that there is a particular way to address the class or help a student out. The teacher knows that the only way she or he can efficiently convey information or instructions is if the students are able to understand him or her thus it is very important for a mutual understanding to be established between them. These are all considered as symbols of
I will be flexible and open to changing my teaching style whenever it is needed. It is about what works for the student. Whatever method is chosen, it will not be the teacher talking and the kids passively listening. Students should be encouraged to reflect on the information at hand and think critically. The methods should be multicultural, effective, active and democratic.
But many pupils do not have adequate Language proficiency to learn from this excessive verbalism. Hence it interferes with effective class-room communication. To avoid excessive verbalismthe teacher may use a variety of instructional materials like charts, diagrams, specimens, models, tape recorders, sound films, video-cassettes and many others which use the best of the communication techniques to transmit the subject
TRADITIONAL TEACHING METHODS TO TEACH WITHN THE CONTEXT OF HIGHER EDUCATION Teaching methods refers to the general principles, pedagogy and management strategies used to classroom instruction. The choice to teaching methods depends on what fits educational philosophy, classroom demographic, subject area and school mission statement. The teaching theories can be arrangement into four categories and based on two major parameters- a teacher centred approach versus and a student –centred approach, and high tech material use versus low-tech material use. TEACHER-CENTRED APPROACH TO LEARNING Taken to its most extreme interpretation, teachers are the main figure in a teacher-centred instruction model.