1.

Concept of Teaching

● Teaching can be defined as an activity that causes the child to

learn and acquire the desired knowledge and skills and also
the desired ways of living in society. Teaching is a process
which can be carried out formally or informally. Informal
teaching takes place within the family while formal teaching
takes place outside the family. Formal teaching should be
carried out by experienced faculty, teachers, editors etc.

2. Characteristics of Teaching

Below, we have listed down the crucial characteristics of teaching:

● Teaching takes place in a dynamic environment.

● Teaching is a cognitive activity.
● Teaching includes a lengthy period of study and training.
● It has a high degree of autonomy.
● It is a continuous profession.
● It is an art as well as science.
● It is closely related to education, learning, and training.
● It is a type of social service and has different levels of
teaching.

2. Characteristics of Teaching

● Teaching is a system of actions that not only varies in form but

also relates to the content and student's behaviour under the
various (social, physical) conditions.
● Teaching is a professional activity that involves a teacher &
student with an aim to develop a student's overall personality.
 ● Teaching can be analysed & assessed and provide genuine
feedback for further improvement in a student's overall
personality.
● It is an interactive process that is carried with process &
objectives.
● Communication skills play an important role in the teaching
field.
● Teaching is a specialized task and may be needed to attains a
set of skills for the realization of certain objectives and aims.
● Teaching should be effective enough to engage the students.

3. Basic requirements of teaching:

● All three variables of teaching. (Dependent variable,

independent variable and intervening variables)
● Professionalism is needed for teaching to take place.
● A cohesive environment for the students should be there, so
that teaching can be useful.
● Teacher-student relationship should be healthy so that
students can ask questions without hesitation.
● Student’s discipline is another basic requirement for effective
teaching.

4. Factors affecting Teaching

Following are the factors that affect the process of teaching:

● Educational qualification of the teachers.

● Adequate skills are required for a teacher to carry his work
effectively.
 ● Experience teachers better handle the student's queries and
classroom management.
● The classroom environment should support the
teaching-learning environment and the teacher plays a vital
role in handling this activity.

● Credentials or Qualifications of the teacher

Qualifications matter as much as the professional training. A
teacher who has a higher degree apparently will have a better
knowledge of the subject. Someone who has secured professional
training like B.Ed., M.Ed., MPhil, PhD, etc. will be able to yield
better learning outcomes in a student than someone who has not
been professionally trained.
A trained and more qualified teacher will help students to inculcate
the attitude of discussion, questioning, investigation, inquiry, and
critical thinking in them. His or her lessons are rich in content and
have relevance. The trained teacher doesn’t use mechanical mode
of instruction that is dull for the students.
● Teacher-student relationship
It must be noted that the teacher-student relationship is not that of
hierarchy alone.
A good teacher always respects his or her students, is sensitive to
their social, cultural and economic background, kindles their
intellectual curiosities and quests, and helps them develop a good
civic and moral sense.
To get the content of knowledge across one’s learners, a teacher
must be able to connect with them. There should be a culture of
dialogue for making teaching instruction interesting and engaging.
A teacher who only relies on lecture methods fails to grab attention
and appreciation from the learners. In such a scenario, teaching
suffers significantly.

● Methods of teaching used

A good teacher must have a good hang on the varieties of methods
that can be used for teaching.
If teaching becomes monotonous, students can lose interest in
classes or lectures.
To keep it appealing, the teacher must use very creative methods.
There are teacher-centred methods, student-centered methods,
content-focused methods and interactive or participative methods.
For effective teaching, more and more use of learner-centred
methods should be made. In any chosen method, the teacher
should not appear as an authority figure. He or she should be the
facilitator and resource for teaching and learning.

● Classroom environment
Classroom environment comprises both physical and social factors.
Physical factors involve physical infrastructure such as furniture, the
building of the institution, library facilities, laboratories, teaching
aids, light, cleanliness, and so on. Social factors include the
relationship that all the critical stakeholders have with each other
such as the relationship between teachers and the management,
student-teacher relationship, teacher-parent relationship,
student-student relationship, etc.
A teacher should have the capacity for conflict resolution. Clear and
stable communication between these stakeholders is necessary.
Such factors also affect the quality of teaching.

Skills of a Teacher
Skills are an acquired set of abilities. Teaching is also affected by
the kind of skills that a teacher has.
The skills include good communication skills, interpersonal skills,
soft skills, computer skills, so on and so forth.
A teacher who has a flair for learning new and varied skills can
maximize learning outcomes in various situations. Teachers should
continuously engage themselves in attending conferences and
seminars to learn new skills.

● Institutional Policies
Whether one is a school teacher or a college teacher,
administrative policies of the institution also affect the teaching
process. A teacher may want to teach beyond classroom instruction
but policies of the educational institutions can limit such motivation.
Sometimes the adoption of a specific curriculum or teaching method
by the institution can limit the scope of teacher’s creativity and
competence. They are made to stick to the prescribed content,
curriculum and methods.

● Rewards
Teaching is a specialised skill, it is an art as well as science. Every
so often, teachers are not remunerated well which affects the
manner in which they teach students.
A good salary or remuneration can be a great intrinsic motivation for
teachers to maximize the learning outcomes.
Institutions should regard teaching a great skill and should be able
to offer competitive salaries to teachers as per their qualification,
experience and performance in the industry.

5. Methods of teaching

Here are some important teaching methods:

(a). Teacher-centred strategy

Following are the teacher-centred strategies:

Lecture Method: Lecture Method is a process of teaching in which

the teacher tells his/her students about the planned facts. The
students listen and take notes. The success of this method depends
on the ability of the teacher to speak fluently in a good tone and
style.

Team Teaching: Team teaching includes a batch of instructors

which help a group of students regularly and cooperative them to
learn the different concepts. Teachers together prepare their
course, frame the syllabus, prepare the lesson plans, teach, guide
and evaluate the results of the students. They share student's
analysis and also suggest students to decide which approach is
better.

TV or Video Presentation: It is an improved method in which it

involves radio or audio presentation, and it can virtually bring the
whole world inside the classroom. Screening of video presentation
is followed by the discussion of a task.

(b). Mixed strategy

Following are the methods of this strategy:

Group Discussion: Discussion methods set a platform for the

open-ended, collaborative exchange of ideas among the teacher
and students with the motive to increase the student's thinking,
learning, problem-solving, and understanding. Participants present
their unique points of view, listen to other's ideas and then present
their ideas in a better way as to increase their knowledge,
understanding, or interpretation of the matter or topic.
Brainstorming: It is group creativity in which efforts are made to
find a relevant conclusion or solution for a particular problem by
listing out different ideas or suggestions spontaneously contributed
by its members.
Project method: Project method is one of the advanced methods
of teaching in which the student’s point of view is given importance
in the design of the curriculum and content of studies. This method
is based on the philosophy of Pragmatism and the principle of
'Learning by doing'.
Some other methods of small group teaching method are the
role-playing method, simulation, demonstration method, tutorial etc.

(c). Student-centred strategy

The following strategies cover the following method of teachings:

Assignments: An assignment is a teaching method which can be

done both individually or in the group, that assist the students to
acquire individual academic competences. No contact hours are
offered for completion of the assignment, and the students have to
carry out the task in their own time.
Case study: The case method is the most powerful student-centred
teaching strategy that imparts students with critical thinking,
communication, and interpersonal skills. Working in different case
study helps the students to research and evaluate multiple sources
of data, fostering information literacy.
Programmed instruction: It is a research-based system that helps
the students to learn in a graded sequence of controlled steps. It is
discovered by Sydney L. Pressey.
Computer-assisted learning: In this method, the computer is used
to present the instructional material and monitor the learning that
takes place.
Heuristic method: This method was discovered by Dr H. E.
Armstrong. It is an approach to problem-solving, learning, or
discovery that employs a practical method but instead sufficient for
reaching an immediate goal.
(d). Teaching Aids

Teaching aids are the aids used by the facilitator or a teacher in the
classroom to make his/her teaching effective and easy so that the
students can be understood easily. There are different types of
teaching aids:

Audio Aids: These aids find the usage of the sense of hearing for
example radio, tape recorders, language laboratories etc.
Visual Aids: These aids use the sense of visual only. For example
chalkboards, soft boards, maps, pictures, flashcards, maps etc.
Audio-Visual Aids: This makes use of both sense of hearing and
vision. For example television, films, computers,film-strips etc.

Telling method: Telling method covers all the aspects of teaching

which are delivered orally to the students during the
teaching-learning process. This method covers lecture Method,
Discussion Method, storytelling Method and so on.

Project Method: This method covers learning by doing aspects of

the subject matter in the teaching-learning process. This method
covers the project method, problem-solving method, textbook
method, etc.

Visual Method: This method covers the seeing aspect of the

subject matter in the teaching-learning process. It includes a
demonstration method, supervised study method, etc.

Mental Method: This method covers the cognitive aspects of the

subject matter. Inductive, deductive, analysis, synthesis methods
are included in this method.
Strategies of teaching: Teaching strategy helps the students in
learning the desired course of the content and these are the method
by which objective of teaching is released in the classroom.

Types of Teaching strategies

Teaching strategies are of two types i.e., Autocratic teaching
strategy and Democratic teaching strategy.

A) Autocratic Teaching Strategy:

This strategy uses traditional methods of teaching. In this method,
the teacher has full control over teaching and student are not
allowed to act freely. This strategy is of four types:

1. Storytelling method: Under this method teacher delivers the

content in a story form to the students. This method increases the
vocabulary of the student and enhances their vocabulary. This
method is useful in teaching languages and social studies.

2. Lecture method: Lecture method is the oldest and one-way

communication method of teaching and helpful in developing the
cognitive and affective domains of the child. This method is suitable
in introducing a new lesson and lays emphasis on presentation.

3. Demonstration method: This method is useful in teaching a

practical subject where the content can be understood by only
showing.

4. Tutorial Method: Under this method, a class is divided into

groups according to the capacities of students. Each group is
handled by different teachers. In this method absence of previous
knowledge of students should be covered and every child should
get the chance to express himself/herself individually. This method
is a type of remedial teaching and can be suited in teaching natural
science and mathematics subjects.

B) Democratic teaching strategy:

Under this strategy, a child is free to express their views in front of
the teacher and maximum interaction between teachers takes
place. Here the teacher works as a guide or instructor. It helps in
the all-round development of teachers and develops the effective as
well as the cognitive domain of students. Six types of methods are
covered under this strategy:

1. Discussion Method: Under this method, an oral conversation

about a topic takes place between students and teacher.
Discussion method develops the thinking and communication power
which results in the development of a higher level of the cognitive
and affective domain. This method is suited to all subject teaching
except maths, art, music, and dance.

2. Heuristic method: Under this method, a teacher raises a

problem in front of the student and also guides him. And then
students solve the problem after gaining knowledge through
self-study, self-learning, through investigation and research.

3. Discovery method: under this method student find the solution

to their problems from his own surrounding environment. He draws
his own experience and prior knowledge in finding the solution to a
problem. It is inquiry-based learning.

4. Project method: Under this method, a project related to real-life

experiences is assigned to students by making a group. Students
learn and solve real-life problems with each other’s cooperation.
5. Role-playing Method: Under this method roles are assigned to
students and student are allowed to play those roles. This
technique is an excellent tool for engaging students and develops
higher-order thinking in students.

6. Brain-storming: It is a creative method of teaching under which

a number of ideas are generated for the solution of a specific
problem. This method effectively uses brains to storm the problem.

6. TEACHING LEARNING MATERIAL

Introduction: Language is a medium through which one can express

one’s ideas, thoughts, feelings, and messages. The language
teaching is somehow a difficult task as it is basically conditioned by
the nature of the subjects. So, for making the teaching interesting, a
teacher can take the help of teaching-learning materials. While
selecting the teaching-learning materials, a teacher should ensure
that the skills of reading, understanding, listening, and speaking can
be developed.

Teaching-Learning Materials

Teaching-Learning Materials:
● The aids used by the teacher or facilitator in the classroom to
make his teaching understandable and effective are known as
the teaching-learning materials or teaching aids. It can be big
or small and can be bought or made easily by both the teacher
or students. For example, blackboard, map, chart, globe, tape
recorder etc. Teachers should use teaching-learning materials
in an appropriate way. It not only helps students to enhance
their learning but also make their learning permanent. Before
selecting the teaching aids, teachers should first think their
practical use and assess whether the aim of using aids i.e.,
 the purpose of teaching can be achieved or not. The aids
should be student-oriented and should be selected
systematically to fulfill the purpose.

1.Characteristics of Teaching-Learning Materials

Some of the characteristics of teaching-learning materials are given
below:

● Teaching aids can be found easily whether in a market or can

be made by teacher or students.
● Teaching aids are easy to carry.
● Teaching aids should be simple and will fit into classroom
situations.
● Teaching aids make lessons enjoyable and interesting for the
students.
● These aids save time, energy and burden of a teacher.

2. Objectives of Teaching-Learning Materials

The objectives of using teaching-learning materials are given below:

● Teaching aids make every student an active participant in the

classroom.
● Teaching aids help students to relate to what is being taught
to real-life situations.
● Teaching aids provide a reinforcement for better learning.
● They make the learning permanent among the students.
● They develop the perception of the students towards the
content.

3. Types of Teaching-Learning Materials

Teaching-learning materials can be classified into three types i.e.,
audio aids, visual aids, and audio-visual aids.
(a). Audio Aids
Aids that facilitate learning by using the sense of hearing are known
as audio aids. These aids help a teacher, especially in language
teaching. For example, radio, tape recorder, audio cassette player,
Linguaphone etc.

Radio: With the help of radio, students can improve comprehension

through listening. Also, they can correct their pronunciation drill.

Tape recorder: By recorder, students can record their voice and

can correct their mistake by listening to their voice. It helps the
students to correct their speech and can also improve their reading
skills.

Linguaphone: It provides self-study language courses. students

can learn proper speech pattern.

Language Laboratory: It is an audio or audio-visual installation

used as an aid in modern language teaching.

(b). Visual Aids

Aids that facilitate learning by using visual organs are known as
visual aids. These aids help in the attaining of Bloom's teaching
objective i.e., cognitive, affective and psychomotor. For example,
radio, tape recorder, audio cassette player, Linguaphone etc. Some
examples of visual aids are Blackboard, charts, maps, flannel
board, flash cards, globe etc.

Blackboard: It is used by the teachers in schools for writing on with

chalk. A teacher can explain the difficult topic with the help of
diagrams and figures on the blackboard.
Charts: A chart contains a drawing that shows information in a
simple way, often using lines and curves. Colorful charts provide
interest towards the learning among the students.

Maps: It is a diagrammatic representation of an area of land or sea

showing physical features, cities, roads, etc.

Flannel board: It is a board covered with flannel fabric, usually

resting on an easel.

Flashcards: It is a card containing a small amount of information,

held up for pupils to see, as an aid to learning.

(c). Audio-Visual Aids

The aids that engage in both the sense organs and visual organs of
the students are known as audio-visual aids. These aids help in the
attaining of Bloom's teaching objective i.e., cognitive, affective and
psychomotor. For example, the LCD project, Film projector, TV,
Computer, VCD player, Virtual Classroom, Multimedia etc.

Television: It helps the students in understanding concepts, enrich

vocabulary and pronunciation by providing some educational
programmes, quizzes and news bulletins etc.

The Computer: A computer is a device that can be instructed to

carry out sequences of arithmetic or logical operations automatically
via computer programming. Students can save important topics on
a computer for their reference.

Filmstrip: It is a common form of still image instructional

multimedia, once commonly used by educators in primary and
secondary schools, overtaken at the end of the 1980s by newer and
increasingly lower-cost full-motion videocassettes and later on by
DVDs.

Slide projector: It is a device that is used to view photographic

slides using optical and mechanical methods. It contains an electric
light bulb. focusing lenses. reflector and condensing lenses. a
holder that holds the slide.

(d). Textbook:
A textbook is an area in which the language material presented
prescribed for teaching and learning. A good textbook not only
teaches but it also tests the knowledge of students. The content of
the book should be very clear, a proper beginning is required to
prepare the learners for the upcoming content and a perfect
conclusion is required to assemble the entire learning.

An advantage of using textbooks:

● Textbooks give a great contribution to the teaching-learning
process both to the teachers and to learners. They offer a
framework of guidance and orientation. However, apart from
numerous advantages a single textbook frequently does not
meet the diverse needs of the learners. Textbooks works as a
fruitful resource for learners, it provides a guideline for
students for the curriculum.

Purposes:
● The textbook plays an important role in teaching and learning
process. Textbook adaptations at the activity level, unit level,
and syllabus level are an integral part of the
course-developing process which assists the teacher in
meeting the learners’ specific work-related needs.
The strategy should be followed for book reading: Introducing
the learners with the concept of the lessons before starting the
reading, and reading the lessons in units is quite helpful to
remember the facts about the chapter. Pictures, graphs, etc. are
always considered to be the most attractive part of the textbooks,
which makes the reading and understanding part quite influencing.

4. Selection of teaching-learning materials

Teaching-learning materials make the teaching-learning process
easy and interesting.
So while selecting the teaching-learning material, a teacher should
take care of the following things:

● Relevant
● Suitable
● Practical
● Objective attainment
● Learner-centred
● Simple and educative

7. Evaluation:

Education is a changing process that requires to be continuously

evaluated. Evaluation is an element of education that is based upon
the educational objectives and the learning experience. Evaluation
is a systematic process of collecting, examining and interpreting
information to determine the extent to which pupils are achieving
instructional objectives.

Method of evaluation:
There are two methods of evaluation that is used in the teaching
and learning evaluation process:
Norm-Referenced Evaluation: It is a type of evaluation in which
the performance of the students is measured by comparing the
relation with a hypothetical average student.

Criterion-Referenced evaluation: In the Criterion-Referenced test

the performance of a student is measured against a predetermined
learning standard. These tests are extensively used in higher
education.

The need for Evaluation:

● With the help of evaluation process ensures learning takes
place.
● Evaluation process ensures teachers effectiveness in learning
by setting student learning objectives instead of what a
teacher will do.
● Evaluation process helps in making the learner-centered
environment in the higher environment.
● Evaluation process helps in creating a knowledge-centered
environment in the higher.
● Evaluation in teaching creates the assessment centred
environment in the higher.
● Evaluation process in teaching-learning creates the
community-centred environment within higher education.

Types of Assessment:
Usually, three kinds of assessment are used in the
teaching-learning process. They are:

1. Formative assessment: This assessment is one of the most

powerful tools of assessment for improving the understanding and
performance of the students over a short period of time. In this type
of assessment, the teacher comes to knows the result of the
learners within a very short duration by conducting the written test,
observing the behaviour of the students and provides quick
feedback to the learners. With the help of quick feedback, learners
change their behaviour and understanding. Teacher act as the
coach here and it is an informal process.

2. Portfolio assessment: This assessment takes place

occasionally over a long period of time. The project, written
assignments, tests etc. are the tools of this assessment. In this
assessment feedback to the learner is more formal and also
provides opportunities for learners to re-demonstrate their
understanding after the feedback has been understood and acted
upon.

3. Summative assessment: This assessment can be done at the

end of a year or term. Through this assessment, the teacher comes
to know about the strength and weakness of the curriculum and
instruction. The result of this assessment may take time to return to
parents or students. Here feedback is very limited and provides no
opportunity to improve it. The result of this assessment is used to
compare the performance of a student with the standard or with a
group of students.

Important paradigm in Assessment:

1. Assessment for learning: Assessment for learning focuses on
where the learners are in learning, where they need to go and how
best to get there. It occurs throughout the learning and sometimes it
is also referred to as Formative Assessment.

2. Assessment of Learning: This assessment is also known as

Summative Assessment. This assessment occurs when the teacher
uses proofs of students learning for determining student’s
achievement against goals or standards at the end of term or year.
3. Assessment as learning: In this assessment, student assesses
their own performance and monitors their own learning and also
uses the number of strategies to decide what they know and what
they can do and how they use assessment for new learning.

8. Levels Of Teaching

a. Memory level of Teaching

● It is the first stage of teaching.

● This level of teaching assists the learner to retain the topic and
also to reproduce the material which the student learnt.
● Good memory includes rapidity in learning and recalling the
stability of retention, and the ability to bring only desirable
contents to the conscious level.
● Herbart is the main exponent of the memory level of teaching.

b. Understanding level of Teaching

● This level of teaching is known as ‘memory plus insight’, as it

goes beyond just memorizing of facts.
● It focuses on the mastery of the subject.
● It makes pupil understand the generalizations, principles and
facts.
● It supports a lot of opportunities for the students to develop
‘intellectual behaviour’.
● Morrison is the main endorser of the understanding level of
teaching.

c. Reflective level of Teaching

 ● Reflective level of Teaching: It is considered as the highest
level of teaching and it includes both Understanding Level of
Teaching (ULT) and Memory Level of Teaching (MLT).
● It is a problem-centric approach to teaching.
● The aim of this teaching is to develop a reflective power of
learning such that this teaching can assist to solve problems
by reasoning, logic and imagination, and lead successful and
happy lives.

9. TEACHING SUPPORT SYSTEM: TRADITIONAL, MODERN

AND ICT BASED

1. Meaning of Teaching Support System

● In the realm of the teaching-learning process, there is a

system that teaches, trains, coaches, guides and instructs
teachers on how to maximize academic achievement of
students.
● This system of tools and resources is called a teaching
support system. A teaching support system caters to the
teachers with an ultimate goal to improve students’
achievement.
● In other words, teaching support system is the capacity
building of teachers using resources and guides on ‘how to
teach’.
● A good teaching support system provides teachers with a set
of instructional strategies for the standards and skills that
students are not proficient in. Along with that, it helps teachers
acquire the knowledge and skills to deliver those strategies in
the classroom.

2. Why do we need the Teaching Support System?

 ● In present times, life skills are more important than
memorizing concepts and theories. This makes it very
challenging for the teacher to approach his or her subject
merely using traditional methods.
● Given this scenario, it is important for the teacher to go
beyond traditional teaching styles and be more creative and
engaging in terms of enhancing students’ participation.
● Secondly, information is abundantly available over the internet
which is accessible to teachers and learners alike. This
somewhat reduces the role of teachers as the ultimate source
of information, more so in case of middle and higher
education. Now, the goal of teachers should also be to keep
themselves updated with the trends of technology and
information.

3. Teaching Support System- Traditional and Modern

(i) What are traditional teaching methods?

a. Meaning of Traditional Methods:

● Traditional teaching approach is ‘back to the basics’
methodology in teaching. It includes all the conventional
methods of teaching that are used in the classroom for
knowledge generation. In the field of education and
epistemology, this can also be called as ‘chalk and talk’
method.
Some of the features of traditional teaching methods are:
● It is a teacher-centred approach, which means that this
method sees the teacher as having an indisputable authority
over knowledge.
● It concentrates more on memorization and reinforcing
techniques.
 ● This sees learners as passive recipients of the learning
activity.
● The focus remains on syllabus completion and evaluation of
learners through the traditional examination system.
● The teachers evaluate the learners but there is no benchmark
for evaluating teachers.
● Usage of textbooks and blackboard is the norm.
● Class management is all about maintaining discipline.
● There is no emphasis on team-building, collaboration, and so
on.
● This is usually lecture-based.

(i) Merits of traditional teaching methods:

● Lecture remains one of the most effective teaching methods

when the group of learners is exceptionally huge.
● Traditional teaching methods are easy to use given any group
of learners.
● They are economic in terms of money as well as time.
● The teacher has a lot of authority over how the content is
delivered and the amount of creativity involved.

(ii) Demerits of traditional teaching methods:

● There is less involvement of learners.

● There is less emphasis on the understanding of concepts.
● Weak learners suffer the most as they don’t feel motivated.
● Evaluation of learners based on traditional teaching methods
can sometimes be faulty.
● There is less incentive among teachers for reflection.

(ii) What are the modern teaching methods?

a. Meaning of Modern Teaching Methods:
● Modern teaching methods are more learner-centred methods
used in the classroom (such as peer-assisted learning,
brainstorming, group discussion etc.). Modern teaching
methods also include ICT enabled learning techniques
through the use of computers, overhead projectors, videos,
documentaries, whiteboards, etc. ICT enabled learning also
incorporates mobile and internet-based learning methods.
Some of the features of modern teaching methods are:

● Modern teaching methods are student-friendly as they require

their active participation.
● Modern teaching methods require good execution and definite
goals.
● Modern teaching methods highly depend on information and
communication technologies.
● They are collaborative and require initiative.
● Knowledge is constructed rather than delivered.
● Modern teaching methods have more scope for creativity,
flexibility, and reliability.

(i) Merits of modern teaching methods:

● They are learner-centred techniques.

● More content can be covered in lesser time.
● Modern teaching methods are fun and interactive way of
learning.
● There is more scope for using audio-video teaching aids such
as documentaries, YouTube videos, online lectures, MOOCs,
educational games, educational mobile applications etc.
● It is not a mechanical way of teaching as students, as well as
teachers, participate in knowledge construction.
Modern teaching methods also help in self-evaluation.
(ii) Demerits of modern teaching methods:

Since teaching becomes more dynamic, teachers need to learn and

relearn new skills.
There is too much reliance on technology which reduces the
authority of teachers.
It requires huge investment of money, time and effort.
Some modern teaching methods are exclusionary in nature.
The teacher-student relationship suffers as there is less time to
develop bonding with the students.

(iii) Which teaching methods are better- Traditional or Modern?

With digital advancement, it rather appears that traditional teaching

methods would become a passé. However, this is not entirely true.
A teaching support system helps teachers to build their capacity
where both the methods can be used in combination.
While mobile learning and e-learning are the buzzwords, there is no
doubt that they can completely replace traditional ways of teaching.
For developing critical thinking, the attitude of reflection and inquiry,
lecture and dialogue methods play a significant role. At the same
time, to keep pace with the ever-changing world and knowledge
about the world, ICTs have played a significant role.
Teaching support system assists and guides teachers to use the
best possible combination of methods to teach topics of relevance.
With all the resources at hand, teachers should become learners
sometimes. Likewise, learners should become the teachers
sometimes by engaging in self-learning.