Efficient Teaching: What, Why, and How

Teaching is an honoured vocation, but being an expert in a subject does not automatically make someone a good teacher. Some countries, recognizing this distinction, have made teacher training mandatory for all teachers, including university teachers. For instance, Sri Lanka, Norway, Finland, and Denmark have long-standing policies requiring newly appointed university professors to gain an accredited teaching qualification.

Even in the UK, almost all institutions require new academic staff to complete a Postgraduate Certificate in Academic Practice (PGCertAP), Postgraduate Certificate in Higher Education (PGCHE), or similar training within their first 1-3 years.

This stands in marked contrast to countries that utilize academic qualifications only as an employment criterion, on the premise that a high degree is a surety of good teaching. This oversight typically leads to a large gap between what a teacher knows and how effectively he is able to teach it, to the disadvantage of the learning experience for the students.

A person with a Ph.D. in physics is undoubtedly a content specialist, but is he or she by virtue of that expertise alone qualified to teach quantum mechanics to a class of undergraduates in a pedagogically sound way? Not necessarily. The underlying problem here is the failure to differentiate between pedagogical knowledge and content knowledge. Pedagogy, simply put, is the science and art of teaching. It involves understanding how people learn, how to structure a lesson, and how to deliver information effectively.

Lacking pedagogical training is one of the primary reasons some extremely knowledgeable individuals flop in the classroom. They understand the "what," yet not the "how." An untrained teacher might be completely oblivious of such fundamentals as grouping students, questioning techniques, and assessment strategies as they fall short of things like the following.

Scaffolding: This is the process of providing temporary support by the teacher to help a student master a new skill or concept. Similar to scaffolding on a building, this support is gradually removed as the student becomes more proficient, until the student can perform the task independently. Without this skill, teachers may simply present facts and hope the students learn without adequate support.

Formative and Summative Assessment: The majority of teachers, without training, don't differentiate between these two assessments. Formative assessments are ongoing assessments that provide feedback to guide instruction during a lesson, while summative assessments are used to evaluate learning at the end of an instructional unit. Unaware of formative assessment, teachers might only test knowledge at the end without the critical in-the-moment feedback that is needed to help students learn.

Elicitation Technique: An instructional method where a teacher asks or "elicits" information from students rather than providing the answer outright. In absence of this technique, the classroom risks being a passive environment where the teacher talks and students listen, something that works against critical thinking and additional learning.

Beyond pedagogical content, a teacher's linguistic and communicative ability is most significant. Some teachers, despite their profound knowledge, fail to deliver effective lessons due to poor communication skills. They might be unable to simplify complex ideas, use a monotonous tone, or struggle to connect with students on a personal level. Effective teaching requires not just speaking, but communicating in a way that resonates with the audience. A great teacher is a master storyteller with the capacity to render even the driest material fascinating.

Another common myth is that extensive research experience is a surefire guarantee of classroom excellence. While research undoubtedly renders a teacher more expert in his or her field and is generally a chief basis for professional achievement and monetary compensation, it does not provide the teacher with the means to good teaching. Research is a solitary pursuit toward discovery, and teaching is an interactive pursuit toward communication and facilitation. A highly published professor can be a genius in the lab but not know how to organize a class, engage diverse learners, or tailor their pedagogy to diverse student needs.

So, what is good teaching? It is a dynamic process that requires more than merely disseminating information. It is a matter of maximizing student learning and involvement, with a minimum of wasted energy. It is not a question of being loudest or most theatrical; It is a question of being effectual and intentional.

Why is it so important? Good teaching is important for several reasons. In the first place, it ensures that students actually learn. It leads to improved learning, first. When an effective teacher is teaching, they can identify and correct misconceptions of the students, adjust their teaching to reach different learning styles, and facilitate a better understanding of the material. It is a time and resource saver, secondly. Instead of needing to redo lessons or re-teach concepts due to poor teaching, an effective teacher gets it right the first time. Thirdly, it fosters a love of learning. When students are engaged and feel connected, they are most likely to be successful and motivated. For teachers to be effective, much needs to be done. First and foremost, continuing learning is not just for students. Teachers, even those with advanced degrees, must seek training in pedagogical methods, classroom management, and instructional technology. Teacher collaboration, seminars, and workshops can provide useful information and new skills.

Next, teachers have to brush up on public speaking and interpersonal relationships. This involves learning to simplify complex ideas, share anecdotes and metaphors, and listen to students' feedback. A teacher who can connect with his or her students is already halfway there.

Next, a good lesson is an engaging one. Teachers must move away from the straight lecture-type formats and add interactive elements like group discussions, problem-solving exercises, and hands-on projects.

Additionally, a good lesson plan is the foundation of good teaching. It ensures that every classroom moment is purposeful and that learning objectives are set and met.

Lastly, the best teachers are those who embrace feedback. By continually monitoring student understanding and using feedback to adjust their teaching strategies, teachers can continuously refine their effectiveness and efficiency.

In conclusion, while a high degree of academic qualification is a requirement for subject mastery, it is in no way a guarantor for teaching ability. The capacity to teach well is another vital skill that requires certain training and practice. By understanding what, why, and how to teach well, we can bridge the gap between subject knowledge and subject communication, and eventually create a more successful and enriching learning process for all.

The writer is Assistant Professor of English at Ahsanullah University of Science and Technology, Dhaka

mohammadrukanuddin@yahoo.com