Page 197 - DEDU505_TEACHER_EDUCATION_ENGLISH

Kulwinder Pal, Lovely Professional University Unit 22: Meaning, Nature and Strategies of Teacher Controlled Instruction

Unit 22: Meaning, Nature and Strategies of Teacher Notes

Controlled Instruction

CONTENTS
Objectives
Introduction
22.1 Meaning of Teacher-Controlled Instruction
22.2 Nature of Teacher Controlled Instructions
22.3 Strategies of Teacher Controlled Instruction
22.4 Summary
22.5 Keywords
22.6 Review Questions
22.7 Further Readings

Objectives
After reading this unit, students will be able to:
• to explain about the meaning of teacher controlled instruction.
• to discuss the nature of teacher controlled instruction.
• to describe the strategies of teacher controlled instructions.

Introduction

Since the inception of formal, classroom-based instruction, a fundamental aspect of teaching has
been the way teachers arrange the classroom environment so students can interact and learn. The
instructional strategies teachers use help shape learning environments and represent professional
conceptions of learning and of the learner. Some strategies consider students empty vessels to be
filled under the firm direction of the teacher; other strategies regard them as active participants
learning through inquiry and problem solving-still others tell children they are social organisms
learning through dialogue and interaction with others.

22.1 Meaning of Teacher-Controlled Instruction
This is definitely not teacher-controlled instruction is a practical fom of teaching in the present
context. If properly implemented, teacher-controlled instruction makes teaching and learning
more structured and systematic, without imposing any restriction on the students' thinking and
activity. The term "teacher-controlled instruction" means to teacher directed instructional activities
and procedures to impart knowledge, skills and attitudes. Obviously, the teacher plays a pivotal
role in this type of instruction. He carries out instructional planning and it's implementation.
However, he determines the activities that students have to be engaged in during the process of
instruction.
As education extended beyond society's elite, educators became interested in instructional strategies
that would accommodate large numbers of students in efficient ways. One example, the Lancaster
Method, popular in the early nineteenth century, consisted of gathering as many as a hundred
students in one large room, sorting them into groups of similar abilities, and having monitors
(teacher aides) guide pupil recitations from scripted lesson plans. Nineteenth-century instructional
strategies were teacher centered, intended mainly to transmit basic information clearly. In the

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