What Is A Teaching Method

What Is A Teaching Method a teaching method is a technique or tactic used by educators to support student learning. The content, learning objectives, and student needs all influence the technique choice. Group projects, discussion-based learning, simulations, and lecture-based education are a few examples of common teaching techniques. Technology has also become a more significant part of educational practises, presenting fresh chances for participation and learning.

The term "teaching methods" describes the approaches that educators employ to help their students learn. There are many different teaching strategies accessible, from conventional lecture-based education to project- and experiential-based learning. Good teaching strategies encourage student participation, information retention, and the growth of critical thinking abilities. The topic matter, the learning objectives, and the needs of the students will all influence the teaching strategy selection. Group projects, lectures, case studies, simulations, and discussion-based learning are a few examples of common teaching techniques. Online learning platforms and interactive multimedia tools have given teachers new ways to communicate with their students in recent years, which has also increased the importance of technology in teaching approaches.

Teaching methods

Pedagogy (शिक्षक शास्त्र)
Method (विधि)
Approach (उपागम)
Methodology (कार्यविधि/शिक्षण विधि)
Various Methods (विभिन्न शिक्षण विधियाँ)

Teaching methods are of two types:

(A) Old Methods (Classical Methods):-

(i) Grammar Cum Translation Method

(ii) Direct Method

(B) New Methods (Modern Methods):-

(i) Substitution Table Method

(ii) Audio-Lingual Method

(iii) Bilingual Method

(iv) Dr. West's Method

(A) Old Methods (Classical Methods):

(i) Grammar-Cum-Translation Method:-

The Grammar-Cum-Translation method is a method of teaching English as a second language. This method is also known as ‘Classical Method/Conventional Method/ Traditional Method’.
It is the oldest method of teaching English. In this method the behaviour of language is explained with the help of rule.
Students are required to memorize the rules of grammar. Its leadings exponents are Johan Seiden Sticker, Karl Plotz, H.S. Ollen and Johan Medingor.
This method is based on the following principles:-

(a) Grammar is the soul of language.

(b) A foreign language can be easily learnt through translation.

Characteristics of Grammar-Cum- Translation Method:-

The unit of teaching is a word and not a sentence.
Mother tongue is used for explaining the meanings of English words, sentences and grammatical rules.
There is no restriction on the use of mother tongue.
More emphasis is given on reading and writing.
Textbooks occupy an important role in it.
Grammar is taught deductively. (Rules are explained before giving examples.)
Rules of grammar are memorized and grammar is taught with the help of separate book on grammar.
It’s a method from theory to practical, known to unknown, complex to simple, rules to example, general to particular etc.

Advantages:-

This method is economical and time saving.
It develops reading and comprehension skills.
It helps in improving the vocabulary of students.
This method is useful in every situation. It can be used in over-crowded classrooms.
This method is convenient for Indian teachers.

Disadvantages:-

This method does not lay emphasis on all the aspects of language i.e. Listening, Speaking, Reading and Writing. (LSRW)
It is not a natural method as it ignores the speech practice and pays little attention to pronunciation.
Many times correct translation of English into mother tongue is not possible.
This method does not follow educational and psychological principles.
There are some words, idiom and phrases in English which reflect the culture, tradition and customs of English people which cannot be translated into mother tongue without losing the correct effect.

(ii) The Direct Method:-

The Direct Method originated in France in the year 1901. This method came as a reaction against the ‘Grammar-Translation Method’. It is also known as ‘Mother’s Method/Natural Method/Reformed Method/ Oral Method’. Direct method is a method of teaching English directly.
According to Webster’s New International Dictionary “Direct Method is a method of teaching a foreign language through conversation, discussion and reading. The language itself without the use of pupil’s language, translation and the study of formal grammar.”
This method is based on the principle that a language can be learnt only by using it in the classroom. In this method speech is primary and grammar is secondary. This method became popular in the later part of the 19th century. It was advocated by ‘Michael West’ who was the Principal of the Teachers Training College, Dacca (Bangladesh).

Characteristics of Direct Method:-

Sentence is the unit of teaching.
The method lays stress on oral work (speech practice).
Creating direct bond between words and ideas, words and experience.
English is taught without the help of mother tongue.
It makes students think in English.
Grammar is taught inductively i.e. examples are given before teaching the rules.
Translation and formal grammar teaching is ignored.
Audio-visual aids are used.
It follows the maxims of teaching i.e. proceeds from simple to complex, concrete to abstract, unknown to known, example to rules, particular to general etc.
Vocabulary is taught after following the principles of selection and gradation.

Advantages:-

This is a natural method of teaching because English is taught in the same way as the mother tongue is taught.
It is based on educational and psychological principles and lays stress on the need of limited vocabulary taught in definite stages.
It enables students to understand English without the help of mother tongue.
It gives fluency in speech and importance is given to pronunciation.
It follows the proper sequence of learning language skills i.e. ‘L-S-R-W’.

Disadvantages:

It is an incomplete method because it gives more emphasis on listening and speaking.
It is an expensive method.
It is not useful in overcrowded classroom.
It is a time consuming method.
Lack of trained teachers.

(B) New Methods (Modern Methods):

(i) The Substitution Method:-

This method is adopted by ‘H.F. Palmer’.
It is also known as ‘Substitution Table Method’.

Process of this method:-

First of all a model sentence is selected. This method contains a word that we want to teach. The sentence should be grammatically correct.

(a) Simple Substitution Table:- In this table variables are not interchanged.

(b) Compound Substitution Table:- In this table variables are interchanged.

Advantages:-

It is based on a model sentence.
In this method a teacher can teach and the students can frame many sentences on the basis of the model sentence.
It is a very interesting method.
It develops creating thinking in the students.
It is useful for teaching new words.

Disadvantages:-

Complete grammar cannot be taught.
This method cannot be used to teach poetry and prose.
It lays emphasis on written work only.

(ii) Audio-Lingual Method:-

This method is based on the principles of behaviour psychology. It adapted many of the principles and procedures of the ‘Direct Method’. It is based on the principle that language learning is a matter of habit formation. This method of language teaching involves two processes Listening and Speaking. The process of speaking is different from listening process because speaking is the function of lingual aspect whereas listening is the function of audio aspect.
This method also known as ‘Army Method/ New Key Method’ was developed during World War II. It aims to build communicative competence in translators through very intensive language courses focusing on aural/oral skills.
Just as with the ‘Direct Method’ that preceded it, the overall goal of the ‘Audio-Lingual Method’ was to create linguistic competence in learners. However, it was thought that the most effective way to do this was for students to "overlearn" the language being studied through extensive repetition and a variety of elaborate drills.

Here are some key features of the Method:-

New material is presented in dialog form.
There is dependence on mimicry, memorization of set phrases, and over learning.
Structures are sequenced by means of contrastive analysis and taught one at a time.
Structural patterns are taught using repetitive drills.
There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation.
Vocabulary is strictly limited and learned in context.
There is much use of tapes, language labs and visual aids.
Great importance is attached to pronunciation.
Very little use of the mother tongue by teachers is permitted.
Successful responses are immediately reinforced.
Great effort are made to get students to produce error-free utterances.
There is a tendency to manipulate language and disregard content.

The Following are some common techniques used in the ‘Audio-lingual Method’:-

Dialog Memorization:- Students memorize is opened dialog for using mimicry and applied role-playing.
Backward Build-up (Expansion Drill):-Teacher breaks a line into several parts, students repeat each part starting at the end of the sentence and "expanding" backwards through the sentence, adding each part in sequence.
Repetition Drill:- Students repeat teacher's model as quickly and accurately as possible.
Chain Drill:- Students ask and answer each other one-by-one in a circular chain around the classroom.
Single-Slot Substitution Drill:- Teacher states a line from the dialog then uses a word or a phrase as a "cue" that students, when repeating the line must substitute into the sentence in the correct place.
Multiple-Slot Substitution Drill:- Same as the Single-Slot drill, except that there are multiple cues to be substituted into the line.
Transformation Drill:- Teacher provides a sentence that must be turned into something else, for example a question to be turned into a statement, an active sentence to be turned into a negative statement etc.
Question and answer Drill :- Students should answer or ask questions very quickly.
Complete the Dialog:- Selected words are erased from a line in the dialog, students must find and insert.
Grammar Games:- Various games designed to practice a grammar point in context, using lots of repetition.
‘The Audio-lingual Method’ works and brings rapid success but is not without its critics. It was argued that this method was just rote memory work and did not take into consideration the emotional factors in second-language acquisition. This paved the way for newer methods.

Procedure:-

In the ALM the teaching drills the students in the use of grammar.
The Audio lingual method didn't focus on teaching vocabulary.
The teacher presents the correct model of a sentence and the students would repeat it.
In ALM, there is no explicit grammar instruction. Everything is memorized in form i.e. focus is on form and not on grammar.
The target language is used as the medium of instruction and the use of the native language is discouraged.

Advantages:-

It is helpful in successful conversation.
It gives more stress on ear training.
It is based on many listening activities.
Teachers use many techniques for listening activities.
It is a teacher centred approach.

Disadvantages:

Suitable teachers for this approach are not available.
It ignores reading and writing skills.
It requires plenty of practice.
It suits lower classes and in higher classes the students dislike repetition.
It is time consuming.

Characteristics of Audio-Lingual Method:-

The Audio Lingual Method is based on memorization of dialogues.
The approach demands memorization of structure based dialogues.
In this approach language items are not contextualized.
In this method the desired goal is linguistic competence.
The ALM focuses on structure and form more than meaning and grammar.

Main Points:-

Mastery of structure and native speaker like pronunciation are sought.
The use of learner's native language is forbidden.
Reading and writing are defaced till speech is mastered.
Grammatical explanation is avoided.

(iii) Bilingual Method:-

This method was invented by ‘Prof. C.J. Dodson of Wales’. It is a midway approach between the ‘Grammar Cum Translation Method’ and the ‘Direct Method’.
In Bilingual Method, it is not always possible to give a correct mother tongue equivalent because the meaning of some words have different extensions in two languages.

Characteristics of Bilingual Method:-

Mother tongue equivalents of English words are told to the class.
Word for word translation is not done by the teacher. Translation is used only when the meaning of a particular word is difficult to explain through direct method. English passages are explained in English and not in the student's mother tongue.
Rules of grammar are not taught separately as is done in ‘Grammar Translation Method’.
Mother tongue is used to explain the meaning of new words, phrases, idioms, sentences and grammatical points and rules. Mother tongue is only used during early stages, gradually it can be dropped as students advance in learning.
Translations are only done by the teacher, not by the students to explain the matter.

Advantages:-

The time and labour of teacher is saved which would have wasted in creating real life situation.
This method does not need trained teachers.
It also stresses speech practice and audio visual aids are not needed for this method.
It is suited to all types of schools rural and urban.
It makes use of linguistics habits formed during learning mother tongue.

Disadvantages:-

It is useful only at junior levels and grammar is not taught systematically to the learners in this method.
Sometimes it becomes very difficult to bring word meanings and child’s experience together.
Other aspects like reading and writing are ignored.
It develops the habit of formation in thinking. So it stops students from thinking freely.
English language has some such structures which cannot be translated into Indian language.

(iv) Dr. West’s Method:-

This method is named on the name of the inventor of this method – ‘Dr. West’. It is known as ‘Dr. West’s Method/New Method’. Dr. West was the principal of the training college in Dacca and had been the Director of Education in Bengal before partition.

Aims of Teaching English:-

¹ English promotes internationalism and brotherhood.
¹ It is a medium of communication among people of different parts of the world.
¹ No Indian language is rich in the field of science.

Emphasis on Developing Reading Ability:-

¹ The main aim of teaching English according to Dr. West is development of reading ability. He emphasized on this ability because:-
· Indian children have less opportunities to speak English.
· Reading is a passive activity while means a receptive command of a language, whereas speaking and writing are active activities while means the productive command of a language. The passive work is like the foundation of active work. Therefore emphasis should be given to reading.
· By reading, pupils can have an idea of the structure of English language.
· They can also develop a taste for English literature.
· Reading will facilitate speaking and writing.
· To acquire reading ability is easier than acquiring speaking ability.

Advantages:-

¹ This method helps in developing one aspect, i.e. reading.
¹ This method initiates pupils for self-activity because oral reading and silent reading both lead to self-activity.
¹ Reading develops comprehension.
¹ Reading makes the learning of speaking and writing easy therefore students find learning English easy.
¹ This method does not lay stress on phonetics.
¹ Pupils do not feel the overload of grammatical rules.
¹ Comprehensive reading can develop in students test for English literature.
¹ It increases vocabulary of students.
¹ It is Economical in both time and money matter.
¹ Reading English books can develop a reading habit in students.

Disadvantages:

¹ This method totally ignores the other aspects of language learning which are understanding, speaking and writing.
¹ Without acquiring speech ability, pupils cannot how good reading.
¹ Only reading is not interesting, rather it is boring for a learner.
¹ Reading does help in learning: pronunciation, idioms, phrases, composition and poetry but only reading long and short stories is not sullying.
¹ In practical life, reading alone is not sufficient.
¹ This method ignores these sub-conscious efforts of the learner to learn a language – hearing, intonation, articulation, comprehension and assimilations.
¹ The Vocabulary is taught to students without connecting the meaning of word with experience. This type of learning is not effective because it does not help in retention.

Approaches in Teaching English:

(i) Structural Approach:-

The Structural Approach to teaching implies teaching the basic structures of English to the students. It is not a method but an approach. Any method can be used with it. It is based on the assumption that language can be best learnt through structures. It is also known as ‘Aural-Oral Approach’. This is a modified form of ‘Direct Method’ because most of its characteristics are similar to those of the Direct Method.
Its main objective is to increase the students command over the patterns and structures of English language. A structure is an arrangement of words in a certain order that conveys some meaning. English has its own structures. There are approximately 275 structures in English. In structural approach a particular structure is made the unit of teaching.
Raju is there.
Is Raju there?
There Raju is.
There is Raju.
In these sentences only three words are used to form three different structures.
The structural approach just lays emphasis on drills. Since language is primarily speech, learning a language means ability to speak the language. The structures, therefore are drilled orally first before the learner can read or write them.
According to ‘Berminton’, “Structural Approach is a scientific study of fundamental structures of the English language, their analysis and logical arrangements.”

The Objectives of Structural Approach:-

¹ To lay the foundation of English by establishing through drill and repetition of about 275 graded structures.
¹ To enable the children to attain mastery over an essential vocabulary of about 3,000 root words for active use.
¹ To correlate the teaching of Grammar and Composition with the reading lessons.
¹ To teach the four fundamental skills, namely understanding, speaking, reading and writing in the order named.

Advantages:-

¹ It helps the students to acquire fluency their spoken English because language cannot be separated from sound.
¹ It involves active participation of the students, students are able to understand the subject matter because teaching is conducted by creating meaningful situation.
¹ It deals with teaching one item at one time and can be adopted at all stages.
¹ It gives emphasis on use of active vocabulary and simplifies the language material by means of proper selection and gradation.
¹ The different skills of teaching learning of the language are equally emphasized.

Disadvantages:-

¹ It demands too much teaching aids and learners have to be given a lot of practice.
¹ It makes the learning process dull and talented and skilful requires mechanical English teachers but there is lack of this type of teachers in our country.
¹ It is difficult to practice it in an overcrowded classrooms.
¹ All textbooks are not found according to the structural approach.
¹ This method is not fit for teaching prose, poetry, grammar etc.

(ii) Situational Approach:-

¹ This approach basically tries to teach English as the child learns his own mother tongue. The main points of mother tongue learning are:
· Every item of mother tongue is learnt in real situation.
· Whatever the child understands and expresses, is connected with his own life.
· The situations in which the child learns the mother tongue, are repeated again and again.
¹ From these points, it can be concluded that second or third language as English should be taught by forming links between in new words and real situations. The problem is How to create a real situation in classroom. This is a practical problem, not a theoretical one. The situational approach merely tries to solve this practical problem. It, therefore, indicates how a teacher should create a real situation in the classroom.

Main Characteristics :-

¹ The main characteristics of this approaches are:
· The teacher introduces new words incidentally in the class.
· Many opportunities are offered to the learners to associate the meaning of new words with corresponding situations.
· Appropriate materials are used to create proper situation.
· Constant repetition is stressed.
· Several examples are given in a short period.
· The teacher puts a lot of questions about the created situation and himself answers them.
· Revision is another important thing.
· The chain of actions of the teacher is unbroken.
· Teacher's actions are not silent but he gives continuous statements about his actions, puts questions and answers himself.

Advantages:-

¹ Natural setting or environment is created.
¹ It's a play way method.
¹ It's useful for lower classes.
¹ Audio-visual aids are used.
¹ It keeps students active.

Disadvantages:-

¹ All words and text books can't be taught through this approach.
¹ It requires well trained teachers, which lacks in India.

Communicative Language Teaching:

¹ Communicative language teaching (CLT) is an approach to the teaching of languages. It is also known as ‘Communicative Approach’.
¹ It emphasizes interaction as both the means and the ultimate goal of learning a language. Language is used for communication. For this reason, CLT makes use of communication to teach languages. Whereas traditional language teaching places a lot of emphasis on grammar rules, CLT makes use of real-life situations.
¹ In CLT, students practice real-life situations, for example, buying food at the market or asking someone for directions.
¹ The teacher sets up a situation that students are likely to encounter in real life unlike the audiolingual method of language teaching, which relies on repetition and drills.

Communication Process:

Communication is a process and contains the following main elements:-

A message: What need to be communicated?
Sender/Encoder: The person who has something to communicate.
Channel: The means of communication.
A receiver/Decoder: the person who will receive the message.

This process works as follows:- The messenger has something to communicate, a message. The messenger will encode his message with words, behaviour etc. The message will go through a channel, a means of communication such as face to face, letter, presentation. The receiver will then decode the message using his language skills.

Basic Features of CLT:

It emphasizes on learning to communicate through interaction in the target language.
An attempt is made to link classroom language learning with language activation outside the classroom.
Communicative approach is much more pupil-oriented because it is dictated by pupils' needs and interests.
Communicative approach is not just limited to oral skills. Reading and writing skills need to be developed to promote pupils' confidence in all four skills area.
Use of idiomatic/ Everyday language:- This kind of language is used in communication between people.

A few differences between CLT and ALM:

Communicative Language Teaching = CLT
Audio-Lingual Method = ALM

CLT: Meaning is paramount.

ALM: Structure and form are more important than meaning.

CLT: Language learning is learning to communicate.

ALM: Language Learning is learning structures, sounds or words.

CLT: Effective communication is sought.

ALM: Mastery or "over learning" is sought.

CLT: Drilling may occur, but sometimes.

ALM: Drilling is a central technique.

CLT: Reading and writing can start from the first day, if desired.

ALM: Reading and writing are deferred until speech is mastered.

FAQ :

What are teaching methods?

Teaching methods refer to the strategies and techniques used by educators to facilitate learning in their students.

Why are teaching methods important?

Effective teaching methods help students to engage with the material, retain information, and develop critical thinking skills.

How do educators choose teaching methods?

The choice of teaching method will depend on the subject matter, the learning goals, and the needs of the students.

What are some common teaching methods?

Some common teaching methods include discussion-based learning, group work, lectures, case studies, and simulations.

How has technology impacted teaching methods?

Technology has played an increasingly important role in teaching methods, with online learning platforms and interactive multimedia tools providing new opportunities for educators to engage with their students.

What are the advantages of lecture-based instruction?

Lecture-based instruction can be an efficient way to deliver large amounts of information to a large group of students.

What are the disadvantages of lecture-based instruction?

Lecture-based instruction can be boring and may not engage students in active learning.

What is discussion-based learning?

Discussion-based learning involves students engaging in dialogue and debate about a topic.

What are the advantages of discussion-based learning?

Discussion-based learning can encourage critical thinking, facilitate deeper understanding of the material, and promote collaboration among students.

What are the disadvantages of discussion-based learning?

Discussion-based learning may require more time and preparation than other teaching methods, and may not be suitable for all topics.

What is group work?

Group work involves students working together in small groups to complete a task or project.

What are the advantages of group work?

Group work can promote collaboration and teamwork skills, and can provide students with opportunities to learn from each other.

What are the disadvantages of group work?

Group work can be difficult to manage and may result in some students not contributing equally.

What are case studies?

Case studies are real-life examples used to illustrate a particular concept or principle.

What are the advantages of case studies?

Case studies can provide students with real-world examples and help them to see how concepts and principles apply in practice.

What are the disadvantages of case studies?

Case studies may not be relevant to all students, and may not be suitable for all topics.

What are simulations?

Simulations are interactive activities designed to simulate real-world situations.

What are the advantages of simulations?

Simulations can provide students with hands-on experience and help them to apply concepts and principles in practice.

What are the disadvantages of simulations?

Simulations may require more time and preparation than other teaching methods, and may not be suitable for all topics.

What is online learning?

Online learning refers to educational programs or courses delivered entirely or partially through the internet.

What are the advantages of online learning?

Online learning can be flexible, convenient, and accessible from anywhere with an internet connection.

What are the disadvantages of online learning?

Online learning may require self-discipline and motivation, and may not be suitable for all students.

What is blended learning?

Blended learning combines traditional classroom instruction with online learning.

What are the advantages of blended learning?

Blended learning can provide students with the benefits of both traditional classroom instruction and online learning.

What are the disadvantages of blended learning?

Blended learning may require more time and preparation than other teaching methods, and may not be suitable for all topics.

What is inquiry-based learning?

Inquiry-based learning involves students exploring a topic through asking questions and conducting research.

What are the advantages of inquiry-based learning?

Inquiry-based learning can promote critical thinking and problem-solving skills, and can encourage students to take ownership of their learning.

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Teaching Methods & Sarkari Naukari Notes

What Is A Teaching Method | Types Of Teaching Methods