Methods for Teaching and Learning
Teachers are expected to be competent in the technical subject areas they teach. They are also expected to be skilled in the area of helping students to learn. Knowledge of the science and art of teaching will assist a teacher in the effective communication of subject matter knowledge and skills to students. Teachers need to be competent in planning for instruction, in using group and individual teaching techniques, and in managing student behavior. Part II is designed to assist current and prospective teachers in developing these abilities.
Whereas the course of study provides the blueprint or design for what is to be taught for an entire agricultural instruction program, and the sequenced course outline describes when it is to be taught and for how long, the written plan for the unit of instruction provides the organization, structure, and the procedure for how each class session is to be taught. The written plan for the unit of instruction is an essential ingredient for effective teaching. The reader will, by studying Chapter 5, be able to plan for problem-solving teaching. Examples are provided for each step of the process.
Group teaching techniques are appropriate for providing instruction to a group of students in the same setting. Chapter 6 relates each technique to problem-solving teaching, explains how each technique might be used, and indicates how to select the most appropriate techniques. The major techniques discussed include lectures, discussions, demonstrations, field trips, role-plays, cooperative learning, and use of resource people. The necessity of learning to effectively use instructional media is also highlighted.
There are differences among learners that can be addressed by using individualized teaching techniques. Students have varying levels of aptitude, interest, energy, previous experience, opportunity to use information, and long-term goals. These techniques help students learn how to learn. The techniques discussed in Chapter 7 include supervised study, experiments, and independent study. Tools to aid in learning through individualized methods are discussed.
Without good class control, teachers cannot be effective teachers. Managing student behavior is the topic for Chapter 8. The teacher is regarded as the key for an acceptable classroom atmosphere. One of the public’s chief concerns with education is discipline in the schools. The chapter suggests that teaching performance and student behavior are interrelated. Teacher technical competence, student-teacher rapport, student interest, and organization and clarity of course content all set the stage for managing the classroom. Specific strategies are forwarded to establish and maintain an appropriate climate for learning. Parental involvement and promotion of individual responsibility is regarded as essential.
