Teaching Methods and Techniques

Every activity requires a specific method for efficiency. In the light of this there is the need to adopt the appropriate method in teaching a particular topic. For some topics a particular method is sufficient to deliver them properly but others may require a combination of two or more methods. The knowledge of the students' background will guide the teacher as to what methods to use. Before any teaching aid is used, it must be checked in good time to make sure it is complete and full operational. However, no method, no matter how educational it is or how well prepared and presented can be fully effective unless the educator is
a. Already practicing what he preaches.
b. Convince that what he is teaching is right at and worthwhile.
c. Actively interested and personally concerned in getting a positive and constructive change in health habit or behavior.

Meaning of Teaching methods

Simply put, teaching implies a process of imparting knowledge, ideas and beliefs on a person or group of persons. Teaching cannot be effective unless the right method is used. Teaching could be defined as a particular system of doing something. By a teaching method is meant a systematic procedure of imparting knowledge, beliefs or ideas to a student or group of students. Different methods are usually used for different topics in order to promote good understanding of the issues being discussed. The best method for teaching is the one that affords students the opportunity of using the five senses (hearing, seeing, smelling, tasting and touching).

Tools for effective teaching

Apart from choosing the right method for a particular topic, there is need to use some teaching aids to facilitate pupil's understanding. Teaching aids could be classified into two broad categories.
i. Audio-visual aids such as films, filmstrips and slides
ii. Visual aids like billeting Boards, wall charts, models and makings, magnetic boards, etc.

Types of teaching methods and techniques

1. Lecture Method In this method, the teacher continues to give information to the students without giving the the opportunities to actively participate in the lesson. The teacher talks and talks until the end of the lesson. This method is rarely used in Primary and Secondary (high schools) schools, because the students will become board and lose interest and concentration. It may be used occasionally in higher schools like colleges and universities where a properly adapted presentation from an expert in some field depending of the subject comes to the students through radio or television.
2. Lecture-Disscussion method
This method allows room for student's contributions while the teacher is delivering the lecture. At intervals, the teacher stops to ask questions and clarify points. It could be used in teaching pupils any subject but the teacher must be sure to use very simple language and appropriate aids.
The advantage of this method is it allows the pupils to clarify areas that give them some concern and it also gives the teacher opportunity to make a brief assessment of how much the students have been able to grasp from the lecture. This method could be used in teaching personal hygiene or nutrition.
3. Discussion method
Discussion may be an activity for an entire class. Alternatively students may be placed in small groups and topic assigned for discussion. Reports are made by leaders from each group. Class discussion has been found to stimulate thinking and provide for individual expression. It may stimulate interest of students to the point that retention is facilitated. The teacher is expected to:
encourage all to participate;
treat students contributions and opinions with respect
insist on courteous forms of speech. The teacher makes sure that misconceptions are corrected; helps students to distinguish between fact and opinion; be alert to see that unrelated topics are not brought into the discussion.
Encourages the timid students to participate and should not all the talkative, extroverted student to dominate the discussion. The teacher organizes the discussion in such a way that students keep to the point, avoid needless repetition; listen attentively and speak clearly. The teacher also keeps a record of important points om the board if necessary; summaries the discussions and conclusions reached.
4. Demonstration method
Actual demonstrations of how something is done facilitates understanding of that particular thing. Demonstrations may be adopted for such topics as food preparation in physical education, geometry in mathematics etc. For effective demonstration, the following points should be taken into consideration
- the demonstration must be well planned and the equipment and materials to be used be organized at the place where demonstration is going to take place.
- time of the demonstration to coincide with classroom instruction.
- demonstration's are usually more effective when performed by an outside expert largely because they tend to be more authoritative in the eyes of the students e.g a medical officer from a public health department may demonstrate with slides and other devices on how communicable diseases are spread. Demonstration facilitates understanding and provides a type of visual incentive that may enhance retention.

5. Debate method
Students are given the opportunities to argue for or against a particular topic. A specific procedure must be followed. A well conducted debate help students examine problems objectively.

6. Field trips One of the most effective methods used to study a problem is the field trip. Abstract problems that are studied from a text or discussed in class frequently do not impress students to the point of learning because they have no meaning to them. Field trips are highly valuable in extending the child's learning experience into the community. Such trips may include visits to such places as farms, factories, hospitals, clinics, water purification plants etc.

Careful and adequate planning is of great importance if field trips are to be effective learning experiences. The teacher needs to be familiar with the place to be visited and appropriate arrangements need to be made with respect to parental permission, transportation, expense and supervision. The teacher should determine the time and date for the trip. The teacher whose classes may be missed should be notified and arrangements made for make-up work. Make sure that students stay together. What has been learn t should be clarified and summarized after the visits, through classroom discussion written report or other activity. Formal letters of appreciation should be sent to those people who made the trip possible.

7. Plays and Dramas Plays and dramas as a teaching technique provide stimulating and interesting method of enhancing certain areas. The plays may be spontaneous or rehearsed depending upon the objective of the topic.
The advantages of this method are that it provides an opportunity for creativity on the part of the students and extends their knowledge of the topic. The teacher is expected to direct the play or drama in such a way as to suit the age and level of the class.