Factors that may determine the methods that you may chose in teaching.

Methodology refers to approaches and sets of methods used in presenting the subject matter with the aim of achieving different specific objectives.These include approaches to the teaching of the subject,instructional methods,teaching/ learning activities and how the required skills are developed.There are basically two approaches to teaching or learning Life Skills Education. The Teacher- Centred Approach (expository approach) where the teacher exposes knowledge to the learners.The Learner Centred Approach (Heuristic Approach) where learners are encouraged to find information on their own.Aid teachers in bringing to conscious awareness the thinking that underlies their actions. When teachers are exposed to methods and asked to reflect on their principles they become clearer of what they are doing. They become aware of their own fundamental assumptions values and beliefs. Teachers can choose to teach differently from the way they were taught. Methods offer teachers alternatives what they currently think and do. The word "methodology" is itself often misinterpreted or ill-understood. It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another language. Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques. It does (or should) in fact mean and involve much more than that. I've found that Brown's (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to do with methodology).Methodology are the study of pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are involved in "how to teach" are methodological. An approach is the theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.Method is a generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost

aways thought of as being broadly applicable to a variety of audiences in a variety of contexts.Curriculum/Syllabus are designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.Technique are any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives. For effective delivery of subject content you should carefully choose suitable teaching methods and teaching or learning activities and sequence them in a logical manner to ensure smooth flow of dialogue between you and the learner and among learners. The methods you choose should be learner centered and should help bring about positive behaviour change. Use creativity and innovativeness in whatever methods to help promote and sustain the positive behaviour change. It is advisable to make informed decisions about the approach most appropriate to particular needs, developments and interests of learners at all times. There are a number of factors that may determine the methods that you may chose to use in teaching. The academic success of a student is influenced by a number of factors. One important factor is the teacher. Another, is the methods used. This is why the quality of teaching is often assessed through various means, such as the statewide achievement tests, with the idea that the students scores reflect the quality of instruction received. Teacher assessment is also based on classroom observations, peer appraisals and teacher portfolios because these are thought to be testaments to the teachers accomplishments. Each of these are geared toward achieving better classroom instruction - but do these assessment tools help in determining the best teaching strategies? Not necessarily. In order make that decision, a number of factors must also be taken in to consideration. The following are some of the factors that may determine the approach you chose to use to teach a given topic. The first one is target group and this involves consideration of age, background, ability, needs, interests and behaviour of leaners. We must consider those factors when we decide to choose or to use a strategy. It is to make sure that we can have a good and explicit lesson for our pupils. The strategy or technique that we had chose must suitable for the age of pupils so that they can

cope the lesson and the teacher can achive the objective for the lesson on that day. The age of the students, however, is only one of the issues involved in choosing the appropriate teaching method. Other factor that we must consider during choosing the teaching strategy is the set of objectives. As a teacher we must think and plan an objectives.The objectives should be clear and well thought out since all session activities are directed towards their achievement.The methods also should suit the content, pass the appropriate message and give learners adequate opportunities to develop the relevant life skills intended. What goals are to be accomplished in the classroom period? Can the goals chosen be achieved best through a large amount of pupil participation, or do they require transmission of a generous portion of content? Apart from the crucial concern for biblical theology, there is nothing more important in preparing to teach than a clarification of objectives. As Findley Edge has well reminded us, good teaching objectives should be brief enough to be remembered, clear enough to be written down, and specific enough to be achieved. (Teaching for Results, Broadman Press, Nashville, Tenn.). More recent emphases focus on the necessity of formulating objectives in terms of student behavior. For example, rather than saying, To help the class realize the importance of daily prayer, one could state the objective like this: The student will understand the importance of daily prayer and begin a program of daily personal devotions. Such an objective is brief, clear, specific, and describes something that the teacher wishes to happen in the life of the student. When this kind of objective is developed, the road to selection of method can be walked more. Time frame requires proper planning and organization to ensure that all activities are carried out within the allocated time.Availability, adequacy and appropriateness resources should be considered. Always remember to be innovative while resourcing. It will make the lesson interesting and attract the pupils to pay whole attention for the lesson. The sitting arrangement should vary from time to time to suit the techniques used and ensure that participants feel at ease to participate more actively in learning. It will make the students feel more comfortable to ask and give their ideas during the lesson and there are no gap between teacher and the pupils.There are basically two

approaches to teaching or learning Life Skills Education.The Teacher- Centred Approach (expository approach) where the teacher exposes knowledge to the learners. The Learner Centred Approach (Heuristic Approach) where learners are encouraged to find information on their own. Although you can use any one of the above approaches, you should put emphasis on teaching learning experiences that promote or experiential learning. Unfortunately, there are simply some teachers who repeat their same approach over and over again, despite performance on the part of the students. On the other hand, there are also teachers who go to the other extreme by jumping on every new and innovative teaching method presented - often using them out of context or with no real training. So just how does a teacher determine the best teaching strategies to use? The BEST teaching strategy may not exist, but there are strategies which teachers will find are more effective than others. That is, a certain teaching strategy might be effective in one classroom but ineffectual in another. This is because there are several factors that influence the effectiveness of a teaching strategy. These factors include the subject, the students, and the teacher. Some subjects are skill-oriented and others are concept-oriented. Some concepts are best learned through inquiry while others are best learned through exposition. For example, skill-oriented topics such as laboratory tools in science are best taught by either demonstration or experimentation. Concept-oriented topics such as the history of ancient civilizations are more efficiently taught by exposition. Students have different learning styles. Some are visual, others are auditory, and still others are tactile. Thus, the teacher must find teaching strategies that will meet each of these learning styles. At the same time, the schema of students can make a particular teaching approach boring or exciting. Teachers should be constantly evaluating their own performance, and make adjustments accordingly. Finally, teachers have different personalities and abilities. Educators should honestly evaluate their own capabilities before engaging in a teaching technique that does not complement his or her personality.With such factors involved, determining the best teaching strategies relies more on the results than the method itself. The

only way to assess the effectiveness of classroom instruction is to assess the performance of students. While the assessment can be in many forms, it all should aim at improving the quality of learning. John Wesley was sarcastically dubbed a methodist when he began to promote an organized approach to the communication of the Gospel. His commitment to method implies that there is a disorganized way to communicate the truth as well as an organized way. Wesleys success, demonstrated by his place in history, is a strong argument for the latter. The word method is simply descriptive of processes and techniques used by a teacher to communicate information to the students. Because class differ in interests, mental ability, and attention span, the teacher must use teaching methods which are appropriate for his group. Children have learning characteristics which differ considerably from those of adults, so teaching methods which may be very effective with adults will not necessarily achieve communication with children. The third factor influencing the method selected is the content of the lesson itself. A historical lesson from the book of Acts for high schoolers could lend itself well to an illustrated presentation with the use of good Bible maps. On the other hand, the principles of Christian separation expounded by the Apostle Paul in 1 Corinthians 6 would be handled better in that same class through open discussion. One danger teachers face is the constant temptation to offer excuses for lack of variety in teaching methodology. Many teachers excuse their consistent gravitation to the lecture method by suggesting that the amount of content, or perhaps the nature of the content, requires that approach. Actually, they are probably guilty of not thinking creatively with regard to methodology. These three factors are perhaps the most important criteria for the choice of teaching method, but they are by no means the only ones. Additional items include available resources, educational background of the students, and, very important, the time allotted for the teaching period. The thinking teacher is aware of all of these variables and applies them appropriately in his preparation.The variety of teaching methods is almost limitless. It may be helpful to think in terms of categories of method. For example, one type of communication emphasizes the teacher as the

performer in the educational process. One might call this teacher-to-student communication. Within this category such methods as lecture, storytelling, and demonstration would be included. Obviously these methods are primarily monological. They lend themselves to large groups, coverage of much content, and groups of learners who have minimal preparation for the classtime. Usually, teachers with less training and experience tend toward this category since it is easier to use than most others. Unfortunately they form habits which persist years later when they have gained experience worthy of a greater variety in teaching method. As someone has said, the only bad method is one which is used all of the time. A second general category of method might be called student-to-teacher communication. This is a monologue in the other direction. The student performs, and the teacher plays a listening role. In this category we would expect to find such methods as recitation, reports, and testing. Obviously such student performance must be planned and motivated by the teacher, but communication is still basically on a one-way track. Here the preparation time for the student is increased. He must know in advance of the class period what is expected of him and how he should utilize preparation time. Two-way-communication between teacher and student is other approach to teaching methodology. In the opinion of many professional educators, this category exceeds the first two in effectiveness. It emphasizes an involvement of both teacher and pupil in the mutual quest for truth. Two different methods must be included here. The method called question and answer is distinguished from the method called discussion by the kind of questions asked. When teaching by question and answer, the teacher either asks or answers objective questions, usually based on some item of a factual nature. In discussion, thought questions are used. These generally lead the class to penetrate the subject with a much higher degree of perception and perspective. The teacher who would teach by discussion must spend a considerable amount of time preparing the kind and sequence of questions which he will use. Successful two-way teaching is dependent upon effective preparation by both teacher and student.Group activities represent yet a different kind of teaching method. A wide range of group activities can be utilize emphasis here is on multiple instructional involvement.

Panels, debates, buzz groups, and all forms of drama could be included here. The collective planning, preparation, and participation offer a significant contribution to the learning experience of the entire class. Teachers who work with smaller children would certainly want to include instructive play as a method category. Methods in this list are generally used with children from the earliest years of instruction up through junior age. They include various kinds of games and toys, use of a sand table, puppets, fingerplays, puzzles and contests, action songs, and simple role playing. At one time in the history of education, it was thought that fun and learning were not mutually compatible. Now we know, however, that interest is one of the important keys to learning, and good elementary teaching incorporates as much instructive play as possible. A final category might be designated nonclassroom activity. In all serious education the teacher is concerned that students prepare themselves for class by studying in advance. Guided preparation, carefully related to class sessions, can contribute much to mental and spiritual growth. Nonclassroom activity, however, refers to anything that happens outside of class providing it is a part of a planned instructional effort. It could happen before a given class session or could take the form of follow-up or carry-through. In this general category consider such methods as field trips, guided research, and various kinds of projects. The teacher who wishes to be really effective will be sure that his teaching is characterized by variety. In developing variety the teacher must become acquainted with various methods. He must try these and analyze them in use over a period of time. This implies that be must use lesson plans and keep records that enable him to compare various teaching strategies. The teachers own attitude toward his ministry is very important. If he recognizes teaching as genuine service for Christ which must meet high standards, he may see variety as one of those standards of excellence toward which he must constantly be striving. The conscientious teacher can learn new methods by reading helpful literature, observing effective teachers, and attending workshops and conferences. In the final analysis, however, he will have to experiment, because continual effort and experience are a necessary part of teaching progress.

The methods described in this book are not new. There is no pretense of different and creative approaches to teaching (which are too often neither new nor creative). I am concerned that teachers understand the recognized methods, their strengths, limitations, and some principles for their effective use.