Teaching Process: The Key Approaches

My current observation is in a fifth-grade classroom where health sciences are emphasized as a core subject area. The educator of this particular pupil has been employed by the Chicago Public Schools for some time now. The class used to have twenty-three students, but one of them has since left; thus, there are twenty-two pupils attending. The number of learners with whom I work is twenty-one; however, one of the twenty-twos is absent from the classroom on a highly infrequent basis since she participates in various educational activities. The seating configuration for the class is three people in a circle, and there are a total of seven circles. The learners are, for the most part, respectful; nonetheless, there are occasions when they can become unruly. At some point, we will select three students to participate in a separate program that provides more education.

There are various teaching approaches that can be classified into four broad categories. Teacher-centered approaches, Learner-centered methods, content-centered methods, as well as Participative and interactive approaches. An interactive lecture was one of the methods taken; in such a lecture, there are breaks of between 2 and 15 minutes for student activities every 12 to 20 minutes. The second strategy is Directed Discussion, which consists of having a class discussion guided by a pre-determined set of questions. This strategy aims to direct students to specific realizations or conclusions or to assist them in meeting a particular learning outcome (Bastable, 2003). Finally, an experimental approach to education in which students concentrate on their learning process by applying, observing, and reflecting on their experiences.

Student actions such as yelling, not paying attention, divert both the teacher’s and the student’s attention away from the task of learning. The following tactics for managing classrooms can help students maintain their focus and ensure consistency among students about the expectations of the class. To understand the students better, by developing a rapport with them founded on trust and comprehension. Through nonverbal behavior and communication, teachers should demonstrate compassion for each student. Teachers need to cultivate a sense of patience and rational detachment when working with their students (Bastable, 2003). Putting in place efficient boundaries by going over and posting the expectations for the classroom so that they are in plain sight for all students.

Participation in the educational process provides students with a boost in attention and focus, as well as the motivation to engage in higher-level critical thinking. Instead of simply sitting there and taking in information, students in an active learning environment actively participate in the learning process (Brevik, 2019). Question-and-answer sessions, discussions, interactive lectures in which students respond to or ask questions, short writing assignments, hands-on activities, and experiential learning are some of the strategies that can be used.

Since students are actively involved in the learning process, the methods of instruction are very efficient because it is easier for them to concentrate, they are more likely to be motivated, and they are more likely to have an authentic experience. The flipped classroom approach requires the students to prepare before coming to class by already reading the relevant material. It ensures that the time spent in the classroom may be adjusted to the particular learning needs of each student.

Using instructional materials in the classroom may make it easier for the instructor to convey new ideas in a way that is easily understood by the students, which will ultimately lead to improved learning. The use of instructional materials can pique the interest of the individual learner by fashioning interesting objects that can catalyze the learner’s accomplishment of direct effort (Brevik, 2019). The challenge of motivation for a teacher mainly consists of setting up a situation with appropriate educational materials so that students can see goals that they wish to work toward achieving.

Methods of evaluation that focus on achieving goals, analyzing processes, and analyzing results are the three primary types utilized herein. Goal-based evaluations seek to determine whether or not goals have been attained. Evaluations based on outcomes study more significant impacts and frequently look into what greater good was served as a result of the program or initiative being evaluated (Redfern, 2019). In general, I have the impression that this was a productive learning experience. Clearly, the students had developed their capacity for critical thinking based on how they reacted to the many questions presented to them.

Teacher-centered, learner-centered, content-centered, and interactive approaches can be utilized in the classroom. When working with students, teachers need to create a feeling of patience and reasoned detachment. Additionally, students should be actively engaged in the learning process to be more likely to be motivated and have an authentic experience. Participation in the educational process improves students’ concentration and motivation to engage in higher-level critical thought. Using instructional resources in the classroom may make it easier for the instructor to impart new concepts in a way easily comprehended by the students, resulting in enhanced learning.

The learner will be able to write workups for new patients that are readable, comprehensive, and focused. These workups will contain a thorough physical examination that includes the detail relevant to the patient’s problem. The student can verbally explain a new patient’s case logically, chronologically developing the existing illness, summarizing the relevant positive and negative results, the differential diagnosis, and plans for additional testing and therapy.

Electronic and digital tools, such as computers, mobiles, clicker devices, internet-powered apps, PowerPoint slideshows, augmented reality and virtual reality goggles, AV-room equipment, and music- and art-based content delivery, will be added to the tool kit because they can assist in the incorporation of technology into the classroom, thereby developing an appreciation for the outcomes of technological progress.


Bastable, S. B. (2003). Nurse as educator principles of teaching and learning for nursing practice. Jones and Bartlett.

Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281–2310. Web.

Redfern, G. B. (2019). Evaluating teachers and administrators. Web.