The classroom is a dynamic setting that brings students from all backgrounds, with varying skills and personalities, together. Therefore, in order to effectively teach and satisfy each student's unique needs, innovative and creative teaching techniques must be used.

There are numerous teaching methods that are effective in each classroom, regardless of the subject or the age of the pupils. Students have greater chances to do well in class when a teacher uses a variety of efficient teaching techniques.

This article highlights the most crucial instructional techniques that have been demonstrated to be effective in different renowned primary schools and those that we employ weekly with our primary school pupils whom we deal with in our one-on-one interventions.

What are teaching strategies?

A teacher will choose the teaching strategy that is most appropriate for the subject being studied, the learner's level of expertise, and the stage in their learning journey. Teaching strategies are methods (like Montessori) and techniques that a teacher will use to support their pupils or students through the learning process.

A teacher may employ a variety of teaching techniques in a single lesson, each with a distinct end result. The teaching methods that have been shown to be successful through extensive testing are the most effective. Although some of them undoubtedly are, there is no requirement for a teaching technique to be unique.

Effective teaching strategies for primary schools

The teachers at Crestforth International School in Port Harcourt employ these as the most crucial teaching techniques while they are instructing students. The outcome has been fantastic, as the pupils have performed excellently.

1. Get to know your pupils and earn their respect

An awareness of your students and their learning requirements is the cornerstone of any effective teaching. This is related to how well-liked you are by your students. Spend some time getting to know a new class on the first day, learning about their motivations and obstacles to learning. This is a teaching tactic that is frequently disregarded.

Before beginning a lesson with a student, all of our one-to-one tutors are informed whether they have any special educational needs. They also take the time to get to know each student by inquiring about their interests and hobbies as well as the subjects they have been studying in school.

2. Appropriate the use of Summative and Formative Assessments

Making sure you understand the distinction between formative and summative assessment is the first step in this process. Although it might seem obvious, you'd be astonished at how many teachers fail to use each properly.

Summative assessments are those that happen after a period of work, such as a term or a year, has been finished.

Formative assessments known as daily evaluations, which are evaluations for learning, are used to determine how well students comprehend a subject.

3. Introduce new vocabulary

There is no justification for kids lacking the necessary topic vocabulary given the increasing emphasis on knowledge organizers in the curriculum (such as IPC). They require the words to be able to formulate the ideas and the phrases necessary to speak authoritatively on a particular subject.

For this reason, at the beginning of each class, our tutors will go over any specialized math terms with the students, clarifying any new ones and making sure they understand any that have already been addressed.

4. Provide Explicit Instruction

This teaching method, also known as direct instruction, relies on frequent questioning and supervised practice to aid students in learning a subject.

The utilization of the worked example in an Example-Problem Pair is the foundation of explicit instruction. This entails silently presenting a worked example in its entirety coupled with a challenge that students will thereafter attempt.

5. Effective Questioning Techniques

We are all aware of the value of asking students questions to determine their level of the grasp of a subject, but there are ways to make your questions in the classroom more effective.

Are you sure? and "How do you know?" questions enable students to use fundamental critical thinking to determine how certain they are in an answer and why, while "Is there another way? " questions help to emphasize areas where numerous ways to get at a solution may be possible.

To make sure students have fully grasped the subject at hand, our tutors encourage students to express their thoughts and ask questions.

6. Intentional Practice

Deliberate Practice is one of the best methods for teaching new ideas to a group of students since it includes breaking learning down into a number of smaller abilities that are then each intentionally performed.

Deliberate practice involves 5 steps, which are as follows:

  1. Isolate the skill
    Determine (isolate) each distinct subskill utilized in the lengthy multiplication technique;
  2. Develop the skill
    Practice (improve) each of these individually;
  3. Assess the skill
    Before continuing, evaluate the students' application of these abilities.
  4. Final performance
    Ask students to combine them all for a demonstration, in this case, a lengthy multiplication problem;
     
  5. Retrieval practice later
    In the following weeks and months, revisit this subject to see if the students have retained those skills.

7. Differentiation

Positive and effective differentiation at the primary school level can be challenging to achieve; it goes beyond just "dividing the full class into separate groups based on attainment." In fact, bad differentiation tactics run the danger of worsening the attainment gap we are trying to narrow.

But effective differentiation measures abound; methods like interleaving and phased learning, as well as the use of math manipulatives and formative assessment, are among those that have been shown to have a positive effect on students when used effectively.

During lessons, we also employ a number of other differentiation techniques, including spaced practice, interleaving, and a combination of direct instruction and inquiry-based learning.

8. Reinforcing Effort/Providing Recognition

Building a classroom atmosphere that encourages active learning requires assisting students in making the connection between exerting effort and being rewarded.

Without anything to provide them the drive to do so, encouraging students to put more effort into their activities can only go so far. Students are already motivated by praise and recognition, so it can be very helpful to shift their focus from being accurate to providing their best effort.

Our teachers create an effort-focused environment for students from the very first class, encouraging them to discuss their responses and celebrate mistakes as opportunities for learning. They also make sure that students approach each intervention as an additional opportunity to attempt.

9. Metacognition

Metacognition, which means literally "thinking about thinking," has been acknowledged as one of the best and least expensive teaching techniques available.

In primary schools, metacognition is frequently combined with other proven instructional techniques. For example, asking students, "How do you know?" prompts them to reflect on their own thought processes in addition to asking them to justify their answers.

Another teaching technique is enhanced by teaching students how to plan, monitor, and self-evaluate their math learning. This increases student motivation and motivates them to work more in class.

We provide students plenty of opportunities for self-reflection both during and after sessions, and all of our tutors regularly use a range of metacognitive tactics.

10. Personalized Lessons

When learning is more personalized and reflects their interests, students are more likely to be engaged! This may be challenging to accomplish at first, but as familiarity and rapport grow during the year, it should become simpler to tailor activities and even

questions to certain students.

At Crestforth International, we analyze each student's mathematic strengths and weaknesses so that we can create a lesson plan that will help them advance where they need to.

Then, using our online platform, our tutors expand on this by giving those lectures a personal touch and easily incorporating the interests of the students.

11. Collaborative Learning

Most teachers are likely familiar with the concept of having students work in groups for some classroom activities, sometimes known as "cooperative learning."

As previously said, group work has a wide range of effects, so for it to be most productive, teachers should concentrate on well-structured assignments that encourage communication and interaction amongst students.

It has been demonstrated that the idea of "competitive" collaborative learning, in which student teams compete against one another, has some impact, but caution is urged in case students concentrate more on the competition than the learning.

12. Clearly Teach Problem-Solving Methods & Thinking Skills

According to research on the subject, students can only employ context-agnostic problem-solving strategies if they have solid domain knowledge and the chance to practice.

Without them, students frequently make the mistake of attaching significance to a problem's so-called "surface features," which we naturally dismiss as unrelated to the math at hand.

Despite this, it is still crucial to explicitly teach thinking skills to students since it helps them use their information more successfully. Once domain knowledge has been (somewhat) secured, educating students to recognize and concentrate on the "deep structure" of problems is crucial.

13. Scaffolding and modeling

The "I do, We do, You do" scaffolding method may be well known to you, but it's still important to explore why it works so well.

One of the most crucial components in assuring student learning of a given topic is modeling. However, modeling is most effective when it can teach new concepts without adding to students' cognitive burden, which is why the "I, We, You" approach was developed.

We establish a structure at Crestforth I that international School that portrays learning as less of a step-change and more of a real process by building from teacher-led to shared construction, to independent working.

Conclusion

Such are some of the outstanding teaching features that have stood us out at Crestforth Int'l and made us a renowned international school for primary pupils.

Do you have primary pupils who require further learning assistance?

Teachers at Crestforth International School have the necessary qualifications and have established tutoring concepts for students, so students succeed regardless of their background.

Many of the students we've worked with have developed into more capable, self-assured learners that will grow to junior secondary.

To learn more about us or request a personalized discussion for your child, contact to us using the details below

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