Models of teaching for enhancing teacher effectiveness

Introduction:
Development of models of teaching is the recent innovation in teaching. An important purpose
of discussing models of teaching is to assist the teacher to have a wide range of approaches for
creating a proper interactive environment for learning. An intelligent use of these approaches
enables the teacher to adopt him to the learning needs of the students.
A number of educationist and psychologists have proposed model approach to teaching. Flender
(1970) put his interaction analysis as a model of teaching and for this approaches he categorized
the statements of the students and teachers into ten categories. In India, the first National project
on models of teaching was planned, designed and executed during 1985-86
DEFINITION OF MODELS OF TEACHING
ALLEN AND RYAN (1969); Modeling is an individual demonstrating particular pattern which
the trainee through imitation.
B.K.PASSI L.C.SINGH AND D.N.SANSANWAL (1991); A model of teaching consist of
guidelines for designing educational activities and environments. Model of teaching is a plan
that can also be utilized to shape courses of studies, to design instructional material and to guide
instruction.
JOYCE AND WEIL (1972) ; Teaching of model is a pattern or plan, which can be a curriculum
or courses to select instructional materials and to guide a teachers actions.
Educators and psychologist have design several types of teaching models which provides
suitable guidelines to the teachers for modifying the behaviour of the learners.
As a matter of facts some sorts of models of teaching have been existence since times
immemorial. In simple language a models of teaching may be defined as a blueprint designed in
advance for providing necessary structure and direction to the teacher for realizing the stipulated
objectives.
MAIN CHARACTERISTICS OF TEACHING MODEL
1. Specification of learning outcomes; A models of teaching specify what the students should
perform after completing an instructional sequence.
2. Specification on environment; A models of teaching specifies in definite terms the
environmental condition under which a student’s response should be observed.
3. Specification of criterion of performance; A models of teaching specifies the criterion for
performance which is expected from the students.
4. Specification of operation; A models of teaching specifies the mechanism that provides for the
reaction of students and interaction with the environment
5. Scientific procedure; A models of teaching is based on a systematic procedure to modify the
behavior of the learner. It is not a haphazard combination of facts.
FUNCTION OF TEACHING MODELS
1. They help in guiding the teacher to select appropriate teaching techniques, strategies and
methods for the effective utilization of the teaching situation and material for realizing the
objectives
2. They help in bringing about desirable changes in the behaviour of the learners.
3. They help in finding out ways and means of creating favorable environmental situation for
carrying out teaching process.
4. They help in achieving desirable teacher-pupil interaction during teaching.
5. They help in the construction of a curriculum or contents of a course.
6. They help in the proper selection of instruction material for teaching the prepared course or the
curriculum.
7. They help in designing appropriate educational activities.
8. They assist procedure of material to create interesting and effective materials and learning
sources.
9. They stimulate the development of new educational innovations.
10. They help in the formation of theory of teaching.
11. They help to establish teaching end learning relationship empirically.
EFFECTS OF TEACHING BY MODELLING
Bandura and Walters mention three kinds of effects in teaching by modeling
1. A modeling effect
2. A inhibitory and dishibitory effects
 3. An eliciting effects
1. A modeling effect: A modeling effects can be seen when a teacher demonstrate to a
students to hold a pencil or write capital A etc…. and thus shows a new behaviour. Here student
learner new kinds of responses pattern.
2. A inhibitory and dishibitory effects: An inhibitory or dishibitory effects takes place
when through modeling we let the students know that it is not possible to look at picture of
nudes, in an art book.
3. An eliciting effects: The eliciting effect takes place when a teacher through modeling tries
to teach students to rise when a lady enters the room and thus provides a cue eliciting a response
neither new nor inhibited.
FUNDAMENTAL ELEMENTS OF A TEACHING MODEL
A teaching model has six fundamental modls:
I. Focus
II. Syntax
III. Principles of reactions
IV. The social system
V. The supportive system
VI. Application contenxt
FOCUS; Focus is the central aspects of a teaching model. Objectives of teaching and aspects of
environment generally constitute the focus of the model.
SYNTAX; Syntax includes the sequences of steps involved in the organization of the complete
programmed of teaching.
PRINCIPLES OF TEACHING: This element is concerned with the way a teacher should
regard and aspects respond to the activities of the students. These responses should be
appropriate and selective.
THE SOCIAL SYSTEM: It is related to the description of the following ;
1. Interactive roles and relationship between the teacher and the students.
2. The kinds of norms that are observed and student behavior which is rewarded
THE SUPPORTIVE SYSTEM: The supportive system relates to the additional requirements
other than the usual human skills or capacities of the teacher and the facilities usually available
in the ordinary classroom. Teacher requirements refer to special skills, special knowledge of the
teacher and special audio-visual material like films, elf-instructional material, visit to special
place etc…
APPILICATION CONTEXT: Several types of teaching modes are available. Each model
attempts to desirable the feasibility of its use in varying contexts-goal achievements-cognitive,
conactive-effective.
SOURCES OF MODELS OF TEACHING
1. The social interaction sources; The models of teaching of this categories emphasizes the
importance of social relationship of the person and are based on the assumption that social
relation is the vehicles of education.
2. The information processing sources; The other sources of a models of teaching is the
information processing capability of the learner which means the way in which people handle
stimuli, organize data, sense problem and solve them.
3. The personal sources: Personal and emotional life of the individual and their internal
organization as it affects relationship with this environment are the sources of this category of
models.
4. Behaviour modification as a source: The operant conditioning theory built B.F.skinner is the
origin of this type of model which if purely a psychological model and is used in most of the
teaching strategies developed in the last two decades.

TYPES OF MODERN TEACHING MODELS;

1. Information processing models
2. Social interaction models
3. Personal models
4. Behaviour modification models
Information processing models
Information processing models refer to the way people handle stimuli from the environment,
organize data, sense problem, generate concepts and solution to problems and use verbal and
nonverbal symbols.
Social interaction models
Social interaction models stress the relationship of the individual to other person and to
society.
Personal models
Personal development models assist the individual in the development of selfhood, they
focus on the emotional life an individual,.
Behaviour modification models
Behaviour modification models stress changing the external behaviour of the learners and
describe them in them of visible behaviour rather than underlying behaviour.
 MERITS OF MODELES IN TEACHING;
1. It is a natural way of teaching and learning.
2. It is helpful in developing the power of imagination of the students.
3. It helps in the developments of reasoning power of the students.
4. It helps the students to analyse things systematically.
5. It keeps students actively engaged in the classroom activity.
6. It helps in making the students good observers.
7. It keeps the students busy in the classroom work.
LIMITATIONS
1. It makes high demands on the students as well as teachers.
2. All the students of the class may not be able to participate in the teaching-learning process.
3. Some students, on account of their shyness, fail to derive the requisite advantage of this model.
CONCLUSION
Development of models of teaching is the recent innovation in teaching. An important
purpose of discussing models of teaching is to assist the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. An intelligent use of these
approaches enables the teacher to adopt him to the learning needs of the students

Use of models of teaching for enhancing

teacher’s effectiveness
The focus of educational psychology has always been on ‘learning’ but now there is a shift from
learning to teaching. The focus of educational psychology is on teaching, because learning
theories cannot solve the problems of teaching. Therefore, efforts are being made to develop
theories of teaching. The educationists and psychologists are making efforts to evolve theories of
teaching, as a result of which some teaching models have been developed. A model of teaching
as we use the term is a pattern or plan which can be taken up to shape a curriculum, or course to
select instructional material and to guide the teacher’s action.
Teaching model is a tentative theory of teaching. Silverman differentiates between some of the
functions of theories and models. A theory is a system in which the interaction among actual
variables is explained, whereas a model is an analogy and is evaluated by its utility. An analogy
is an abstract entity, therefore, it is a danger in the use of model to over generalize.
The best way to proceed in formulating a theory of teaching is to begin with what is known about
learning in the laboratory and in the classroom by adopting a model derived from a theory of
learning. B.F. Skinner evolved a teaching model: modification of behavior based upon his theory
of ‘operant conditioning.’
Joyce and Weil have quoted that teaching models are just instructions designs. They describe the
process of specifying and producing particular environmental situations which cause the students
to interact in such a way that specific change occurs in their behavior.
The models of teachings which are selected to pattern teaching activities have much to say about
the kinds of realities which will be admitted to the classroom and the kind of life-view much are
likely to be generated at teacher and learner’s work together.
Now we talk about modern teaching models which are divided into five parts.
The first one is social interaction teaching models. The teaching model of this family aim to
develop social efficiency among the pupils. The social interaction sources emphasise the
relationship between the person and his society.
It is the human nature to give priority to social relations and creation of an ideal society. These
models are effectively used in democratic set up. This family consists of four teaching models:
the group investigation, Heuristic, potential, social inquiry and laboratory teaching models.
Secondly we’ll talk about The Information-Process Teaching Models. This second large family
of teaching models provides knowledge and understanding to the students about new information
and new facts. These models create appropriate environment and stimuli for the students to solve
problems. The teaching facilities for developing creative thinking within the academic discipline.
This family includes six teaching models: concepts Attainment, Inductive, Inquiry Training,
Biological Science Inquiry, Advance Organizer and Developmental Teaching models.
The third model of teaching is The Personal Sources Teaching Models. This family of teaching
models gives the emphasis on the maximization of unique personal development. It focuses the
development of an effective aspect of a person. They generate the environment to increase the
student’s capacity to develop him or personal creativity. David Hunt focuses on personality
development and has developed an interesting teaching model.
Next model of teaching is The Behavior Modification Teaching Models. Behavioral models of
learning and instruction have their origin in the classical conditioning experiments of
Pavlov(1927), the work of Throndike on reward learning (1898,1911,1913), and the studies of
Watson and his associates, who applies Pavlovian principles to the psychological disorders of
human beings.
It has only been in the past twenty years that behavior (learning) theory has been systematically
applied in school settings and in psychological settings. The impetus for these recent applications
comes primarily from the publication of two works: B.F.Skinner’s Science and Human
Behaviour in 1953 and Wolpe’s psychotherapy by Reciprocal Inhibition in (1958). Skinner
argues that human behavior can be understood in terms of the principles of opernt conditioning,
and Wolpe stresses the role of classical conditioning in changing human behavior.Lastly we turn
our attention towards Models for Thinking about Models.
We discuss about the ideas that help us think about the uses of the variety of available models.
We discuss the relationship between learning environments and students, concentrating on ways
that we can match how we teach to the characteristics of our students.
We take an optimistic view-nearly all students can learn effectively from nearly all models of
teaching. Models, however, need to be adapted to the characteristics of the students-their
personalities, aptitudes, sociability, feelings of self esteem, and skills.
At last I would like to conclude that the development of teaching models is only in its phase.
A lot of work is to be done in this direction. A teacher must develop his own teaching models
which help him to organize effective teaching by employing his natural behavior patterns in such
a way that he is able to engage in a kind of his own making.
Within the developmental psychology, there are a number of other views of development that
may be useful in evolving teaching models.
The system analysis, training psychology, cybernetics psychology and behavior modification
approaches have the capacity for developing a variety of educational models.
It is very difficult to compare different kinds of models because their approaches and goals are
different.
There is a need for us to develop our own teaching models which may suit our schools.
There is a great need for research in education which examines the dimensions of the
instructional and natural effects of the various models on different types of students. Much has
been done in other countries but in India it is still untouched.
Ms Renuka Kapoor
Lecturer in Science
J.K.College of Education