A.

TEACHING STRATEGIES

The important issue in teaching is the identification of particular behavior that

helps effective teaching and learning to occur. These positive behaviors that aid
effective learning are referred to as teaching strategies. A teaching strategy is therefore
an educational technique, method or plan of classroom actions or interactions intended
to accomplish specific teaching/learning goals. There are 4 teaching techniques for the
teacher as discussed below:
1. Seven Good Practice for Teacher
The teaching technique that will be discussed here is designed by Arthur W
(1991). This technique used for undergraduate students and also used in foundation
related to education such as American Association of Higher Education, the
Education Commission of States, etc (John A, et al : 2003). Those seven practices
such as:
a. Encourage Student / Faculty Contact
Frequent student-faculty contact in and out of classes is the most
important factor in student motivation and involvement. Faculty concern helps
students get through rough times and keep on working. Knowing a few faculty
members well enhances students' intellectual commitment and encourages them
to think about their own values and future plans.
• Teacher makes a point to talk with the students on a personal level
and learn about their educational and career goals.
• Teacher seeks out the students who seem to be having problems with
the course or miss class frequently.
• Teacher advises the students about career opportunities in their major
field.
• Teacher shares the past experiences, attitudes, and values with
students.
b. Encourage Cooperation Among Students
Learning is enhanced when it is more like a team effort than a solo race.
Good learning, like good work, is collaborative and social, not competitive and
isolated. Working with others often increases involvement in learning. Sharing
one's own ideas and responding to other's reactions improves thinking and
deepens understanding.
 • Teacher has students participate in activities that encourage them to
get to know each other.
• Teacher uses collaborative teaching and learning techniques.
• Teacher encourages students to participate in groups when preparing
for exams and working on assignments.
• Teacher encourages students from different races and cultures to
share their viewpoints on topics discussed in class.
c. Encourage Active Learning
Learning is not a spectator sport. Students do not learn much just sitting
in classes listening to teachers, memorizing pre-packaged assignments and
spitting out answers. They must talk about what they are learning, write about it,
relate it to past experiences, and apply it to their daily lives. They must make
what they learn a part of themselves.
• Teacher asks students to present their work to the class.
• Teacher asks the students to relate outside events or activities to the
subjects covered in the courses.
• Teacher gives the students concrete, real-life situations to analyze.

d. Give Prompt Feedback

Knowing what you know and don't know focuses learning. Students
need appropriate feedback on performance to benefit from courses. In getting
started, students need help in assessing existing knowledge and competence. In
classes, students need frequent opportunities to perform and receive suggestions
for improvement. At various points during classes, and at the end, students need
chances to reflect on what they have learned, what they still need to know, and
how to assess themselves.

• Teacher gives students immediate feedback on class activities.

• Teacher returns exams and papers within one week.
• Teacher discusses the results of class assignments and exams with
students and the class.
e. Emphasize Time on Task
Time plus energy equals learning. There is no substitute for time on task.
Learning to use one's time well is critical for students and professionals alike.
Students need help in learning effective time management. Allocating realistic
amounts of time means effective learning for students and effective teaching for
faculty. How an institution defines time expectations for students, faculty and
administrators, and other professional staff can establish the basis for high
performance for all.

• Teacher expects the students to complete their assignments promptly.

• Teacher helps students set challenging goals for their own learning.
• Teacher explains to the students the consequences of non-attendance.

f. Communicate High Expectations

Expect more and teacher will get it. High expectations are important for
everyone for the poorly prepared, for those unwilling to exert themselves, and
for the bright and well motivated. Expecting students to perform well becomes a
self-fulfilling prophecy when teachers and institutions hold high expectations of
themselves and make extra efforts.

• Teacher encourages students to excel at the work they do.

• Teacher gives students positive reinforcement for doing exemplary
work.
• Teacher tells students that everyone works at different levels, and
they should strive to put forth their best effort, regardless of what
level that is.
• Teacher revises the courses to challenge students and encourage
high performance.
g. Respect Diverse Talents and Ways of Learning
 There are many roads to learning. People bring different talents and styles of
learning to college. Brilliant students in the seminar room may be all thumbs in the
lab or art studio. Students rich in hands-on experience may not do so well in theory.
Students need the opportunity to show their talents and learn in ways that work for
them. Then they can be pushed to learning in new ways that do not come so easily.
• Teacher encourages students to speak up when they do not
understand.
• Teacher uses diverse teaching activities and techniques to address a
broad range of students.
• Teacher provides extra material or activities for students who lack
essential background knowledge or skills.

2. Teaching with Hospitality

According to Bennett (2001) a cardinal academic virtue, hospitality is essential
in the classroom as well as in relationships with colleagues. In the context of
engineering education, teaching with hospitality refers to the ability of the professor to
provide a nurturing, conducive learning environment. This environment would include
listening with respect, receptiveness to other opinion s, and requiring the same level of
interaction and courtesy from all students. Although we seldom speak of hospitality as
an academic virtue, many of us do practice it. We sense that it is more than a lingering
piety, something inherited from the past whose point and purpose is now obscure. In
fact, Bennet suggests that hospitality is a cardinal virtue and an essential requirement
for what educators are all about.
Hospitality is essential to our calling because without genuine mutual sharing,
the interactions that constitute educational activity become thin, impoverished
transmissions of data, devoid of the excitement and the full personal impact that mark
learning and its advancement. Without genuine openness to others, peer review is
hobbled; and the conditions whereby knowledge can be validated, corrected, and
expended are not in place. Without the mutual openness and reciprocity of sharing that
are the marks of hospitality, the academy and the classroom become flat and
impoverished - reverting to collections or conglomerates of individuals, not
communities of learning. The openness characteristic of hospitality can generate more
satisfying teaching and learning. Faithfully practiced, hospitality yields more
appreciation for the distinct gifts of the other, whether student or colleague; a greater
comfort about the role and burden of being an authority; and more attention to the
special responsibility educators have to others, a responsibility often captured by the
concept of “trust” and best understood in terms of covenant, not contract.