Teaching Strategies Used by Teachers in the Classroom

By Katie Gervais

 

There are numerous teaching strategies that are utilized in the classroom.  Among the many include:  grouping, lecture, small groups, white board, brain storming, field trips, guest speakers, demonstration, Internet and current events.  I have highlighted the three that I feel I would find most useful in the classroom environment.

 

Lecturing

 

Lecturing is a well-established “traditional” way of teaching.  There are some good educational reasons for delivering a lecture. 

 

1.      Coverage – Using lectures to be sure that all main ideas relating to a course or topic   

are presented to the students.

2.      Understanding – Using lectures to be sure that things students may have trouble with are all explained or clarified.

3.      Motivation – Using lectures to try to enthuse students and encourage them to pursue the subject areas for its own interest and value to the students.

 

Brainstorming

 

Brainstorming is a structured process that should take place with out evaluation of the ideas generated during the process.  It can be very effective means of helping students channel their ideas and /or get the ideas flowing.  Brainstorming sessions and activities have the potential to last a majority of the class session.  It is wise before conducting a brainstorming session to decide how much time you as a teacher can afford to allot towards this activity. 

 

There are several different brainstorming techniques. 

 

1.      Discussion – Vary discussion formats to keep things interesting.

2.      Drawing – Brainstorming without words.

3.      Free write and share – “Think out loud” on paper.

4.      K-W-L – What do we know, what do we want to know, and what have we learned.

5.      Think-Pair-Share – Team up and learn from each other.

 

Cooperative Learning

 

Cooperative learning models the attitudes and interactions that are important in society.  By working with others, students can see different points of view and solutions to a problem.  According to recent research, students learn more effectively when they work cooperatively than when they work individually or competitively. Students are more positive about school, subject areas, and teachers when they work in cooperative groups. Students are more positive about one another, regardless of ability, ethnic background, or handicap, when they work cooperatively.

 

Another benefit of cooperative learning is improved self-confidence for many students. Because the teammates become responsible for one another's learning and have a vested interest in one another's success, all the students tend to be more successful. Success builds self-confidence. By working together, students find out that each has something important to contribute to the group's work, and, as they find out that their ideas can be useful to others, students become more self-confident.