2024

Khazar University
Faculty of Humanities, Education and Social Sciences
Department of Education
Subject: Methods of Instruction
Tutor/Lecturer: Javid Jafarov
Exam duration: 90 minutes
Total score: 30

1. Please remember your teachers from your school time. Tell us about two of them: One
you considered expert and another one novice. Please describe and explain why did you
come to this conclusion?
-Experienced Teacher: Mr.Valeh
Mr. Valeh has been an English teacher in a high school for more than 25 years. Her
ability to handle difficult texts and subjects with ease demonstrates her extensive grasp
of English composition and literature. To accommodate various learning styles, she
incorporates a range of instructional strategies, such as group discussions, creative
projects, and technology. In order to improve her teaching methods, Mr. Valeh also
keeps up with the most recent findings in education research. Pupils hold her in high
regard for her expertise as well as her ability to make studying interesting and applicable
by fusing the curriculum with real-world situations.

Teacher Novice: Mrs.Cahan

Mrs.Cahan has recently begun his job as a math instructor. She just received her degree
has a degree in mathematics and a strong interest in the field. But as a novice teacher,
she occasionally finds it difficult to maintain order in the classroom and effectively
explain difficult ideas. It's still a work in progress for Mrs. Cahan to modify her class
ideas to suit varying student comprehension and participation levels. She frequently use
conventional teaching techniques that don't always fully engage students, such as
following the textbook. In spite of these obstacles, he is a motivated learner who
actively looks for input from peers and students to further her instructional techniques.

Mrs. Cahan and Mr. Valeh differ in that they have different amounts of experience and
are not as proficient in teaching techniques. After years of practice, Mr. Valeh has
developed a depth of knowledge and adaptive teaching skills that make his an expert in
her field. On the other hand, Mrs. Cahan early difficulties and small toolkit of techniques
emphasize her inexperience, but her dedication to improvement implies that given time
and practice, she might also become an expert.
2. Case:
You are a class teacher in a primary school and you have a class of 20 students out of
which 5 are very good at their lessons, 5 are not very good but hard working, 5 are not
good and not hard working and 5 are not good at all. You are going to have group work
to explain the importance of Amazon forests. How would you arrange the groups (must
be 4 groups) and the lesson overall?
- I can divide the class into four mixed-ability groups in order to efficiently set up the
group project for elucidating the significance of Amazon forests. One student from each
of the four groups—extremely good at their classes, not very good but hardworking, not
good and not hardworking, and not good at all—would make up each group. With this
setup, students are encouraged to assist one another in better understanding the
subject matter and to learn from each other. And also I can start the class by giving a
quick overview of the Amazon woods, going over topics including their size, biodiversity,
and place in the larger ecosystem.

I can start the class by giving a quick overview of the Amazon woods, going over topics
including their size, biodiversity, and place in the larger ecosystem. Then, each group
can be given a particular topic to research, such as the Amazon's fauna, the effects of
deforestation, the Amazon's function in regulating the world's climate, or the customs
of the indigenous people who live there. After conducting research on their designated
subjects, the groups would give a brief presentation to the class, summarizing what they
had discovered. This approach encourages teamwork, involves students at different
levels, and allows every student to take an active role in the learning process.

3. How would you distinguish teacher effectiveness and teacher expertness? Please
explain your argument with examples.
- Within the field of education, there are two separate but related concepts: teacher
effectiveness and teacher expertness. Comprehending their distinctions is essential for
educational research as well as practice. The term "teacher expertise" describes a
teacher's breadth of understanding and proficiency in both the methodology and the
subject matter that they teach. This includes the ability of a teacher to comprehend and
use instructional tactics that are regarded as best practices in their profession in
addition to their mastery of the material they are teaching. An skilled maths teacher, for
instance, would be able to solve challenging mathematical problems with accuracy and
would also be familiar with the many theories and approaches used in mathematics
education, such as constructivism and problem-based learning. Conversely, teacher
effectiveness is more broadly focused on the influence a teacher has on the academic
performance and learning of their students. A teacher is considered effective when they
 help pupils learn in a way that allows them to advance their knowledge and abilities in
quantifiable ways. This idea includes a broad range of competences, such as motivation,
classroom management, student involvement, and the capacity to modify instruction in
response to the requirements of the class. A good teacher may be very good at
assessing student understanding and making necessary instructional adjustments
utilising a range of assessment and feedback mechanisms. For example :Think about
Teacher A and Teacher B, two English teachers. - Expertise of Teacher A: Teacher A is
qualified to discuss intricate literary ideas and possesses a Ph.D. However, Teacher A's
expert knowledge might not be translated into student learning if they struggle with
classroom management, are unable to engage students, or do not modify their
instructional approaches to accommodate the many learning styles and skills of their
students. - Instructor B (Achievement): Compared to Teacher A, Teacher B might
possess a bachelor's degree in English and a strong. To make sure that students are not
only interested but also able to make connections between literary ideas and their own
lives, they employ a variety of multimedia tools, group discussions, and personalised
feedback. To make sure that every student is learning, Teacher B continuously evaluates
students' comprehension and modifies lesson plans. .. Teacher A in this case has a high
level of expertise, but if their knowledge does not successfully transition into student
learning outcomes, they may not be very effective. Despite having a lower level of
expertise, Teacher B is highly effective because of their capacity to support and improve
student learning. In summary, a teacher who possesses both high effectiveness and high
expertise is the ideal situation in the real world. This ensures that the instructor has
both deep subject knowledge and the pedagogical skill necessary to effectively convey
that knowledge to the students. Both attributes should be fostered in educators by
educational administrators and teacher preparation programmes, realising that
although professional development and additional education can improve expertise,
practical experience, mentoring, and ongoing modification of instructional strategies to
suit the needs of students are frequently necessary for effectiveness

4. What are the factors affecting teacher effectiveness positively?

- A number of variables can have a beneficial impact on a teacher's efficacy, which will
improve the caliber of education and the learning objectives that students achieve. The
following are some essential components:
1. Professional Development: Teachers can stay up to date on the latest instructional
strategies, technological advancements, and educational research through ongoing
training and learning opportunities.
 2. Supportive Administration: Teachers can be empowered by the resources and
independence that supportive school administration can give them to innovate and
modify their pedagogical approaches.
3. Classroom Management Skills: Well-executed classroom management techniques
contribute to the development of a learning atmosphere. This include keeping an
upbeat, welcoming environment in the classroom, scheduling activities, and disciplining
students as needed.
4. Teaching Strategies for Students: Student motivation and engagement can be raised
by using a range of teaching strategies that take into account their individual learning
preferences. These factors are essential for successful
5. Subject Matter Expertise: Teachers with in-depth subject matter knowledge are better
equipped to explain ideas and offer perceptive responses to questions, which enhances
student learning. 6. Pedagogical Knowledge: By mastering many teaching
pedagogies and applying the most effective ones to a range of learning situations, you
may significantly boost the efficacy of your instruction.
7. Communication Skills:Teachers who can clearly communicate ideas, listen to what
children have to say, and promote open dialogue with parents and students will be far
more effective.
8. Emotional Intelligence;Teachers who possess high emotional intelligence are more
adept in identifying and meeting the social and emotional needs of their pupils, which
creates a more supportive learning environment.
9. Working Together with Colleagues;Sharing ideas, resources, and strategies with
colleagues

10. Technology Use:Teachers can enhance student learning opportunities, expand

information access, and fulfill a range of learning criteria by judiciously integrating
technology into the classroom.
11. Evaluation and Feedback-A range of evaluation methods combined with constructive
criticism can be used to track student progress and modify instruction to meet specific
needs.
12. Learning Environment:Encouraging children to learn in a polite, welcoming, and
secure environment makes them more attentive and involved in class. Improving
teacher effectiveness has an impact not only on students but also on the school's overall
culture and achievement. Sustaining an atmosphere where children can thrive in the
classroom necessitates ongoing development in these domains.

5. What do you think might be the main challenges for you in your teaching career? And
why? Also your strategies to cope with these challenges?
- Being a teacher is a fulfilling, hard job with its own set of special difficulties. For me
difficulities for teaching;
1. Workload and Time Managemen: In addition to teaching, teachers frequently have a
lot of grading, lesson planning, and administrative work to complete. Stress and
exhaustion may result from this. Strategies: Set priorities for your work and make
effective use of your time. When feasible, use technology to simplify activities (such as
tools for lesson planning or grading). To preserve work-life balance, boundaries between
work and personal time must also be established.
2. Professional development and staying up to date. When feasible, u As educational
standards and technologies change frequently, educators must stay current with their
knowledge and abilities. *Strategies*: Make the most of chances for professional
growth, Engage in online groups and teacher networks to share materials and ideas.
Remain inquisitive and receptive to discovering new methods and tools. 5.o complete.
Stress and exhaustion Teaching can have a substantial emotional cost due to the variety
of student requirements, high standards, and occasionally a lack of support.
*Strategies*: Create a solid network of friends, family, and coworkers for support.
Engage in self-care practices and stress reduction strategies like exercise, hobbies, and
mindfulness. It's also critical to seek expert assistance when feeling overwhelmed.
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