13 Most Effective Teaching Strategies/Techniques Every Teacher Must Practice In The Classroom

Teaching is an activity aimed at bringing about meaningful learning through a method that is morally and pedagogically acceptable. There are two fundamental views about how knowledge and skills should be transmitted to learners. The first, which is considered to be a traditional approach, is based on the instructor-centred activity in which knowledge is transmitted from someone who has acquired it to novice learners. In this sense, teaching is viewed as knowledge transmission. Some of the models employed in this model are talking/lecturing, explaining, showing, questioning, note making among others, with its corresponding students’ responses in the form of rote learning and repetition.

The second, a modern approach, is based on the learner-centred model in which the instructor ensures that learning is made possible for novice learners and supports, guides, and encourages them in their active and independent creation of new knowledge. This position views teaching as assisted knowledge creation. In this model, methods such as reading for learning, private study and homework, assignments and essays, projects and reports, independent and self-directed learning are promoted.

In order to develop a teaching technique which responds to the diverse learning styles of students and one which is appropriate for the objectives set in the curriculum there is need for a variety of delivery strategies. While by no means an exhaustive list, the teaching strategies discussed below are the ones most commonly used by teachers. It is important that these strategies are correctly modeled. Success in using these strategies will depend on your ability to adapt them to meet the need of your students.

1. Brainstorming: This strategy is used to draw out a wide range of ideas and information from students or tap into the experience and expertise of the participants.
   Description: All ideas and experiences generated by participants are collected and recorded without the threat of judgment or criticisms. Brainstorming is used to promote creativity and finding solutions to problems. Brainstorming is particularly effective in opening sessions to establish goals, objectives, expectations and norms (rules) for the training program. It can help in setting the pace for meaningful discussions in small groups or other inquiry sessions.
2. Lectures: The purpose is to provide participants with specific information and /or set the stage for a discussion, group work, simulation or other activity.
   Description: Lectures are short forms of a lecture which is used to highlight key points of content. They differ from traditional lectures in that they often incorporate participant interaction and, at times, give the impression of a discussion. Useful as introduction to topics and “lead-ins” to experiential activities, lecturettes seldom last longer than 15 minutes.
3. Demonstrations: To allow participants to witness a procedure or an act. This demonstration can then be practiced by participants and supervised by the trainer.
   Description: A demonstration brings to life some information that has been presented in a lecture, discussion or explanation. For example a discussion of a particular delivery strategy may not be as effective as a direct demonstration of that strategy so that participants can both experience and /or apply the strategy themselves.
4. Games /Simulations/Structured Experiences: To allow students to participate in a structured educational experience that approximates a real life problem or situation.
   Description: Games, simulations, and structured experience take a great deal of planning and require a high degree of familiarity with the subject matter. In designing these learning experiences it is important to have clearly stated learning objectives and a design that ensures that the desired learning outcomes are reached. Generally games or simulations ease anxieties, reduce fatigue and are sometimes most effective at the end of a session or at the end of the day.
5. Small Groups (Diads, Triads and More): Small groups of approximately two to seven are used to help share ideas and bring individuals together for discussion or problem solving. The smaller the group, the greater the chance of individual participation.
   Description: Grouping is an essential part of training and can be used by the trainer to either bring people together, or to discuss opposing views or methods with colleagues. The teacher may ask the students to choose partners or assign partners according to the criteria suggested above. The trainer can use this technique for in-training participation or to establish working groups for outside training assignment. Possible tasks might be writing objectives and lesson plans, curriculum design, analysing situations or reporting.
6. Role play: To allow learners to act out or practice an experience, circumstance or situation and use it to examine concepts and ideas from different viewpoints expressed in the role play. It enables students to act out real-life situations and experience new perspectives.
   Description: Students are made to act out roles from real-life situations by expressing themselves in a manner consistent with the characters they are playing. Roles may be set up by the trainer or participants may make up their own roles. Learners can thus explore solutions to situations or problems under discussion. Since this is role play, discussions can centre on the role and characterization presented by the participant and thus avoids criticism of the participant themselves. Role play can be used in large groups or smaller groups if appropriate.
7. Fishbowl: To provide participants with an active observation of a staged situation and an opportunity to analyse and critique the situation.
   Description: One small group is situated in the centre of a larger group so that the outer group can observe and analyse the interactions of the inner group. Participation may involve role play or an actual situation such as a discussion or a planning meeting. This allows one group of participants to evaluate a given situation from the outside by seeing it enacted in a precise manner by another group of participants. It differs from role play which focuses on feelings and reactions of the role playing participant, in that the focus is on the observation and feedback that is done by the outer group to the information supplied by the inner group. Situations might include teacher/student behaviour in the classroom, interactions between administrators and teachers, decision making or problem solving. The purpose is to practice observation of a group activity and have the opportunity to give and receive feedback on the process.
8. Panel Discussions: To use participants (students) as “experts” to present information or demonstrate new materials or ideas to the class.
   Description: May also be referred to as ‘round tables’. It’s a small group approach where about five students prepare on a topic in advance, to present in the form of a Panel discussion. This involves a facilitated debate and presentation on a given topic, followed by a question and answer period. One participant or student serves as pane chair and directs the discussion. Variations on this pattern that allow more open interactions between panel members and participants are possible. Topics on controversial areas in the course outline can be more exciting, however best panel discussions come from issues that are important and meaningful to participants or students.
9. Debates: To present an opportunity for participants to argue on opposing sides of a contested issue and to enable a strong insightful discussion of the issue.
   Description: It is a competitive discussion which takes place between two team of two or three debaters each, presenting on opposing sides of an issue. One team presents arguments favouring the issue whereas the other presents arguments opposing the issue. One participant is chosen to moderate the debate and the rest of the participants listen to the debate, ask questions or discuss the issue after the debate and a judgement is taken on the issue.
10. Case Studies: Students are allowed to analyse and discuss a real or hypothetical situation concerning a topic they are studying.
    Description: By reading a detailed case study participants are able to identify alternative behaviours and solutions to situations and problems they might experience in the classroom. Case studies should be provided by the trainer and be appropriate and applicable for teachers. Topics such a classroom management make ideal subjects for case study analysis. The trainer should design the case study activity so that it is presented with interim reflection periods and discussed in small logical components.
11. Cooperative Learning: To make students work in small mixed-ability groups to maximize their own and each other’s efforts to achieve accomplish shared goals.
    Description: It involves a variety of peer-assisted strategies organized around a number of characteristics such as positive interdependence, face-to-face interaction, individual accountability, collaborative skills and social skills. Participants are put into small groups of around four members with a group task, and each member is typically assigned a specific aspect of that group task. Members then work from individual tasks, discuss, refine and put these together in group settings to fulfil the group task and then share with the rest of the participants. The performance and accomplishment of the team or small group becomes the source of reward for individuals.
12. Field trips/Field work/Excursion: To allow learners to experience first-hand the topic of the study. Field trips generally bring to life ideas that have been discussed and analysed in class.
    Description: Field trips should be well planned and help stimulate the interest of the participants. The tutor or trainer must be aware of the financial and time factors and coordinate field trips accordingly. Teaching methods, classroom design or implementation of instructional materials, for example can all be witnessed first-hand by visiting schools and other educational facilities.
13. Peer Tutoring: To allow participants or students who have mastered a certain skill or body of material to teach others who have not mastered it. It improves the process of training by adding both content and styles being modelled.
    Description: Peer tutoring can enhance cooperation, collaboration and support in teaching. It takes the role of trainer away from the trainer and gives the authority and control of learning back to the participants. It is very rewarding as both tutor and tutee benefit by asking and answering questions. It also greatly improves students’ communication skills, self-esteem, motivation and adjustment.

Listed here are some strategies you may find useful when training teachers. These are only suggestions and can be tailored to fit your own particular situation and training style. Sometimes it is very useful to ask other teacher trainers about some of their techniques to explore other alternatives and expand your repertoire of training skills. It is important that you constantly assess your effectiveness as a teacher through feedback from your learners and other teachers. No strategy will benefit learners if they are poorly administered, or inappropriate for the group of students you are teaching.