Draft
Stamford University Bangladesh
Moving Teaching Excellence from Good to Great
Effective Classroom Teaching
Professor Dr. M. Feroze Ahmed
B.Sc.Engg, M.Sc.Engg., Ph.D., FBAS, FIEB, MASCE
Vice-Chancellor
Stamford University Bangladesh
Website: www.ferozeahmed.com
Points/Topics of Presentation
O Definition – Teaching
O Requirements for Quality Teaching
O Common Methods of Teaching
O Teachers’ Responsibilities
O Course-based Classroom Teaching Cycle
O Roles of Chair-Persons
O Tips for Good Teaching
Teaching - Definition
Teaching may be defines as delivery of knowledge,
skills and information from teachers to students.
Since delivery requires both a person who delivers
(teacher) and a person or a group of persons who
accepts delivery (student), then the delivery model
also inherently defines teaching as an interaction
between teachers and students.
Effective teaching required effective delivery of
knowledge, skill and information to the students.
A good teacher is an expert in his/her subject, a
good communicator and a facilitator of learning.
Basic Requirements for Effective Teaching
O A teacher with requisite
knowledge, skill and
information to deliver;
O An effective mode of
delivery;
O Students with interest to
accept the delivery;
O A good classroom providing
ideal environment for
effective teacher-student
communication
Great
Better
Good
SUB is committed to go
beyond the basic
requirement to take
quality to teaching from
good to better to great
Classroom Teaching : Past and Present
Listening & reading attentively
Sleeping
Gossiping
TEACHER
Reading a
book to teach
Lesson in Class
Sleeping
Listening
attentively
Source : Encyclopedia
A depiction of class teaching at World’s Oldest University (Univ. of Bologna, Italy)
Modern teaching uses multiple methods of communication
and tools for effective delivery and to draw full attention of
the students
Teaching and Learning Methods
 Classroom Lectures
 Laboratory Practical
 Project and Thesis
 e-Learning
 Seminars and tutorials
 Problem-based learning
 Assignments
 Continuous assessment
Modes of Teaching & Relative Retention
100%
90%
Percent Retention
90%
75%
80%
70%
60%
50%
50%
40%
30%
30%
20%
10%
20%
10%
0%
Lecturing Listening
Reading
Lecturing &
Seeing
(Audiovisual)
Group
Discussion
Practice by
Teach
Doing
Others/Use of
Learning
Modes of Teaching
Responsibilities of Teachers in Effective Teaching
O Teaching effectively in classroom.
O Available for consultation and further
clarification of topics/questions raised by the
students.
O Behave friendly inside and outside classroom.
O Maintain communication with students through
class representatives (CRs).
O Facilitate the student to acquire knowledge, skill
and information through most effective method(s).
O Self-assessment and continuously improvement of
delivery skill.
Responsibilities of A Teacher in Effective Teaching
O Be aware of the requirements of both academically
strong and weak students.
O Ensure an environment for effective classroom
teaching.
O Keep updated with the latest development and
incorporate those in the curricula.
O Creating and maintaining interest of the students
in the topics taught.
O Evaluation of level of learning of the students.
Course-based Classroom Teaching Cycle
COURSE
Lesson Plan/
Schedule
Feedback/
Self-Assmt.
Lecture
Plan
Assessment
Lectures
Practice/
Practical
Objective:
Self-assessment of performance and improve in subsequent cycle
Classroom Teaching - Lesson Schedule & Lecture Plan
Lecture Plan
Lesson Plan/Schedule
85%
Class Attendance
Learning points
Lecture/Class work
10%
Time Allocation
Duration of Lecture
materials to be covered
 Objectives of the course
 Learning topics
 Breakdown of the
course into lectures in
sequential order based
on the number of
lectures available in the
trimester/semester
 Distribution of lecture
schedule to students
5%
 Introduction to Course
Summary
Question/Answer
Classroom Teaching - Teacher’s Preparation
Teacher’s Preparation
O Writing learning points/objectives of the lecture
O Contents to be covered during the lecture
O Sequencing the learning points
O Assessment of time required
O Selection of the teaching equipment
O Selection of class/home work, if needed
Classroom Teaching - Lecture Development
A classroom lecture is mainly a structured one-way communication
from lecturer to audience/students, where students can ask question
but interaction is limited. In the development of a lecture the Lecturer
should decide on:
O What the students already know about the topic?
O how to introduce the learning points based on what the students
know?
O the time required to present all the learning points sequentially?
O what supporting materials will be effective under each main
points?
O how to introduce the lecture in a way that encourages the students
to listen and learn?
O how to conclude the lecture by summarizing the points of leaning?
Classroom Teaching – Effective Lectures
Notes/ chapters, Text
book, Reference book
Class assignment, poorly
explained & understood topics
Lecture
Materials
Assignments
Attention,
Question ,
Reaction
Response/
Interaction
Body
Language
Appearance, Gesture, Posture,
Manner, head, Hand & Eye
Movement, Facial Expression
Loudness. Clarity,
Pause, Stress on
words & topics
Voice
Vocabulary
Quality &
Effectiveness
of Lectures
Seating
Arrangement
Visibility, Eye
contact, Distances
Visuals
Chalk/Whiteboard,
Overhead Projector
(OHP), Audio-visual
Effective Teaching – Practice/Practical
Practice/ Practical
 Laboratory Work/
 Experiment
 Project/Thesis
 Workshop/Seminar
 Class Work
 e-Learning
 Academic Visits
 Internship
 Moot
Classroom Teaching - Assessment
Assessment
 Examinations
Attendance
Examinations
Assignments
Class Tests
 Class Test
 Viva-Voce
 Assignments
 Demonstration of
Competency
 Class Attendance
20%
10%
10%
60%
Distribution of Marks at
Stamford University Bangladesh
Evalution of the students must be correct , impartial and based
on process developed and adopted by the university to reflect
the level of learning of the students.
Classroom Teaching – Grading and Feedback
Marks Obtained %
Grading System at Stamford University
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
00
Feedback/ SelfAssessment.
Feed Backs
Students’ reaction
Students
participation
Sample question
Self-Assessment
F
D
C
C+ B- B B+ A- A A+
0 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75 4.00
GRADES and GRADE POINTS
Students
evaluation
Self-assessment of
strength and
weakness
Roles of Chair-persons in Effective Teaching
O
O
O
O
O
O
Close Monitoring of punctuality of teachers, progress of
courses and overall performance of teachers;
Ensure that all teachers distribute a lecture schedules
for each course breaking down the content of the
course;
Make the teachers available for consultation and do
works assigned by the Chairpersons.
Evaluation of the ability of the teacher in creation and
maintaining the interest of the students to the topic
taught and overall performance in class management ;
Ensure that the students are evaluated properly ( class
tests, assignments and exams);
Introduction of evaluation of class performance of
teachers.
Concluding Remarks – Some tips for good teaching
O Build a map of your entire course(s) and make the students
aware of it.
O Take a few minutes to prepare/organize your lecture(s) of the
day, even if you are fully conversant.
O Identify your barriers and make a plan to get rid of them.
O Generate some curiosity about yours topic.
O Build a positive environment of learning.
O Encourage participation of your students.
O Never allow the students go out of control.
O At the end of the course, take some time to think of the
effectiveness of the course you taught and do some
adjustment for the next term/semester/year.
And
Continuously improve your delivery to be a GOOD TEACHER