TEACHING STYLES | EXPLANATIONIN TEACHING | QUESTIONS IN TEACHING | DEMONSTRATIONIN TEACHING | SMALL GROUP TEACHING |
MAIN FEATURES | Explanation is structured teacher- talk aimed at clarifying concepts so that learners are able to understand them. 1. Preparing to explain. 2. Teach at a level appropriate to your learners.3. Select the key concepts. 4. Decide on an appropriate mix of techniques.5. Present clearly and fluently.6. Use examples and non-examples. | Questioning is actually a powerful form of explanation, it is a technique that is used by the teachers. 1. Classroom management questions. 2. Preparing a question lesson based.3.Creating a question atmosphere. Teachers ask questions.4. Working with learner question.5.Dealing with question and answer ‘problem’ | | |
THEORY | Historically, explanation has been associated with causation, to explain an event or phenomenon is to identify its cause. | The pragmatic orientation of much writing on social research methods has meant issues associated with the use of questions have often been treated in a theoretical fashion. Indeed, much of the advice on questionnaire design is more a product of experience | | |
THEORIST | Hempel’s theory of explanation. | | | |
APPROPRIATE | Good explanation remains the cornerstone of teaching, whether one is committed to learner-centered teaching or not. Even in an entirely learner-centered lesson, teachers need to explain in order to inform learners about what they need to do. But explanation as a teaching tool is not merely didactic lecturing, reading from text books or aimless chatter. | | | |
NOT APPROPRIATE | When the teacher over-used and badly used, it becomes inappropriate. However. Teachers are seldom taking responsibility for an explanation that does not work; hence, they blame learners for not understanding. | | | |
REFERENCES | Abraham, C. (1988). Seeing the connections in lay causal explanation: A return to... [continues]
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