A teaching methodology is a method by which by which a teacher chooses to explain or teach

the material to students in order for them to learn the material. The methods used are frequently
determined by the education philosophy and preferences of the teacher. The combination of
various teaching methods is something that every professional teacher should be aware of and
put into practice. When teachers work together to improve their teaching practice student learn
more. This simple powerful idea is at the heart of effective schools. Collaboration builds
collective responsibility for constantly improving teaching practice and so students learn. The
review aim of this is to update teachers and students of the latest techniques of effective teaching
and learning. This appraisal argues that effective learning depend on a lot of factors such as the
environment, classroom, and most importantly the styles used in learning as well as teaching
Leob, (2011).

Awofala et al. (2011) as such, teachers have to adjust their teaching preferences with those of the
learners, in order to achieve the desired outcome. This mapping of the learning and teaching
styles creates a more effective learning environment and also enhances the problem solving
capability of learners, Narlie, et al. (2011).

Klafki defined teaching methods as the methods and procedure for the planned and organized
information of the process of science. And therefor, methods of organizing and planning,
implementing teaching and learning (Amhed ,2005.). while danilov defined teaching as method
as a system of conscious and purposeful action in order to regulate the cognitive and practical
activity of a student , and secure his own acquisition of the educational condent. Among the
teaching methods we have in our educational institution are as follows.

The lecture method, this is one of the roles in which the duties of a teacher are more than that of
a learner is representing or reporting. The name of a lecture prevailed because it was used in the
education of students in the secondary level and at the university. The disadvantages are that it is
the most used among the stages without adopting other methods in which students participate in
teaching themselves on their own. Although the major burden in the lecturing method, with
regarding to preparing and delivering the material, falls on the teacher, it remains necessary in
the schools with a large number of students in the class. In this method, the teacher prepares
what will be given to the students well prepared and with the right amount of materials needed.

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The lecture method is centered around a teacher, who is the main axis, and the teachers style in
this method is called diction, meaning he gives information on the subject matter continuously
and without interruption for more than 5 minuets. As for the lecture, it means that the teachers
delivers information and knowledge to the learners in a loud voice, that is, it is called the news
method. This method requires the teacher to have a high skill in planning the lesson and
implementing the lesson by using verbal fluency and supporting it with non-verbal signals, facial
expression, eyes gaze and the harmony of tone of voice with the subjects, as well as the use of
illustration and examples to draw students attention to the lesson.

According to ( Aziz & Khaled 2012, Noon Center, 2011) , the lecture is suitable for adults as it
does not lead to conversations and is not affected by questions except at the end of a lecture. It is
also an explanation and interpretation of what the students have failed to understand. This
includes good language and expressions, moving from easy to difficult, from the unknown. And
the whole to the part. It is good to use at the end of the lecture some methods that measure the
extent of what learners to learn from the material through specific questions or guidance to return
to one or more references in order to extent on the topic in which the teacher lectured so that the
learners answer the questions or search for the sources that he guides them to.

According to ( Amhed, 2005), the lecture method has several short comings, some of which are;
the lecture exerts a lot in defining the goals and educational content , choosing the activities ,
procedures and means necessary to deliver the content to the learners and evaluating the goals of
his lecture, even if we count that the teacher’s quorum of lessons is equivalent to five cases, they
are likely to have fatigue and stress that will befall the lecture.

Verbal and intellectual communication is almost limited to the teacher alone, and thus the means
of communication in these two areas related to the recipient are almost nonexistence, and it has
proven that communication has an effect on learning events and achieving the goals where the
role of using educational aid such as models, figures and drawings is neglected in the learning
process.

There is also the one we call the brainstorming method this evolves thinking and developing new
ideas that include individual activities or small group of activities in which a deliberate attempt is
made to innovative thinking. Brainstorming leads to freedom from constraints imposed by
traditional methods. Therefore, this method is considered an individual group method, although

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it was originally prepared for group work, and it is directed towards small groups activity.
Therefore , this method can move in two tracks of organization that can be applied to an
individual or to the entire organization ( AL-Mandalawi, 2019).

Content- focused methods is also among the teaching methods and this involves, the
teacher/instructor is both a teacher and a learner at the same time. According to Benjamin bloom,
(1956), in this type of method involves; knowledge that is the power to recall what was taught
previously, comprehensive meaning one is able to understand the meaning of learned
information, there is also the application which means that one is able to understand the
information and apply it, the analysis this means that one is able to break down complex
information into smaller components, the synthesis this means that one will be able to compare
learned information to create new ideas and finally evaluation method which is the making
judgments on the quality of learned information.

A lot of emphasis are laid on the clarity and careful analysis of content. Both the teacher and the
learner cannot alter or become critical of anything to do with the content. An example of method
which subordinates the interests of the teacher and learners to the content is the programmed
learning approach.

Freire (1970) argued that the content focused method, which is also referred to as the banking
method of education as several limitations and drawbacks. Some of these include, passive
learning in this method children are seen as passive recipient of knowledge rather than active
participants in the learning process. Lack of critical thinking, the content focused method can
lead to memorization rather than critical thinking, and problem solving, it also leads to
disconnection of reality this is because they focus more on the abstract content can lead to a
disconnection to the real world experiences and concerns, and also inhibits creativity meaning
the content focused method can stifle creativity and imagination, as students are encouraged to
memorize and regurgitate information rather than explore and discover.

There is also the interactive and participative method, this is the fourth category borrows alittle
from the three other methods without necessary laying necessary emphasis unduly on either the
learner, content or teacher. These methods are driven by the situational analysis of what is the
most appropriate thing for us to learn / do now given the situation of learners and the teacher.

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According to David. A, Kolb (1984), he emphasizes the importance of interactive and
participatory learning experiences. He argues that learning is most effective when it involves
concrete experience, reflective observation, abstract conceptualization and active
experimentation. He continues to say learners should be actively engaged in the learning process,
and that learning should involve hands-on experiences, reflection, and application.

Rogers (1969), argues that the interactive and participation method, while effective also has
some limitations and potential drawbacks. Some of these disadvantages are’ lack of structure,
without clear quidance, some students may struggle to stay focused or on truck. There is also the
inequitable participation, some students may dominate discussions or activities, while others may
feel hesitant to participate. Also the emotional discomfort, this type of learning method may lead
to uncomfortable learning or even painful for some students, especially if they are shy or have
had negative experiences. And time consuming, interactive and participatory can be time
consuming, which may not be feasible in all educational settings.

There is also a method investigational method which is tracking, investigation and examination.
This method is so called because it follows the lesson’s parts and example and derives its rule
that organizes all those parts and details ( Noun center, 2011).

According to Thomas j. Mauriello (2003), investigation fundamentals covers basics of

investigation, including types of investigations, evidence, collection and documentation. It also
involves the interviewing techniques this discusses effective interviewing methods including
preparation, questioning, strategies and witness statements. It also has the evidence collection
process and analyzing physical evidence and finally the case management which provides
evidence on managing investigations, including planning, organizing and reporting.

Marcellus (2016), documentation is important in investigations, including note-taking, report

writing and evidence recording. Documentation best offers practical advice on documenting
investigations, including tips on clarity, accuracy, and completeness. Electronic documentation
discusses the use of technology in investigative documentation, including digital note-taking and
electronic reporting.

Discovery learning method is also one of the teaching method that emphasize the need to make
the learner positive during the process of learning and teaching, and he is the one who searches

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for knowledge and discovers it by himself. The role of the teacher is to encourage, guide, and
design appropriate situations. Through this method, students feel energetic and self- reliant in
discovering ideas and solution. This in turn, generates a sense of satisfaction and a desire to
continue learning and discovering ideas on their own. It has been called by several names
including the method of exploration, discovery, scouting, reconnaissance and others.

The discovery learning method differs from the traditional methods of teaching, in which the
student role is seen through that he receives information from the teacher without being a
positive participant in the teaching and learning process. Or that his participation is limited to
limited forms. Such as answering the teacher’s questions, or in asking some questions that he
cannot be access by himself. In this method the major responsibility in the learning process rests
on the effort expanded by the students to contribute to the process.

According to Jerome Burner (1961) he proposed that learners should be actively involved in the
learning process. Discovering concepts and principles through hands on experiences and
exploration. Active learning, bruner emphasized on the importance of active learning, where
learners engage with the material and construct their own understanding. It also has the
discovery process which advocates for a discovery process that allows learners to explore and
discover concepts and principle on their own. And also the leaners are self-directed learning and
under this he believed that learners should take an active role in directing their own learning,
with the teacher acting as a facilitator or guide. Work on discovery learning as a significant
impact on education and instructional design, influencing the development of constructivist and
inquiry based learning approaches.

In conclusion no single teaching methods reigns supreme; the most effective approach lies in the
thoughtfully combining various strategies based on the specific learning objectives, student
needs, and subject matter, ensuring a dynamic and engaging learning environment where
students actively participate and develop critic al thinking skills.

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Reference

Benjamin, Bloom, (1956), Taxonomy of education, longman.

Lev, Vygotsky (1962), thought and language, MIT Press.

Howard, Gardner, (1983), the frames of the mind, Basic books.

Jerome, Burner, (1961), Harvard university press, the act of discovery.

David, A, Kolb (1984), Experimental learning, Prentice, hall.

Rogers, C. R. (1969), Freedom to learn, Merrill.

Paulo, freire, (1970), Padagogy of the oppressed, Seabury Press.

Thomas, j, Mauriello, ( 2003), the investigators handbook, CRC Press.

James, W, Marcellus (2016) principles of investigation documentation, Charles, C, Thomas