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Essay on Teaching Methods for Effective Learning Today

In what way are/were you taught and how will you teach? Teaching methods are vital for everyone – we all go or went to a school where teachers try to involve each student in the learning process. Namely, this learning process is identified as effective or ineffective by means of effective or ineffective methods of teaching accordingly. Methods of teaching are one of the primary topics any student undergoing pedagogic training has to deal with. It is no wonder that the majority of questions arising in this field are in this or that way connected with misconceptions or wrong assumptions concerning this topic. That is exactly what explains why a student willing to master knowledge or skills should pay special attention to grasping at least the basic theory of teaching methods and doing a lot of practice: for example, writing an essay about it.

In this article, you’ll learn how to write an essay on the topic “Teaching Methods”. Besides, you are given the list of references you can consult additionally. Make progress in essay writing right now!

3 ‘Teaching Methods’ Issues to Address in an Essay

You as a person who is receiving education don’t think about methods employed in this process. Education is something that just happens to you, and you don’t give extra thought to how it all is organized. Right? It is a common perception among students but the task to write an essay about teaching methods can’t remain unaddressed as it will influence your academic performance that is expressed in marks. You can do your best to get high marks for writing this particular essay. First and foremost, address the key points of the topic. Here you are:

1. Groups of Teaching Methods Differ in Outcomes, But All Are Aimed at Teaching

In reality, teaching methods are a complicated and multi-lateral issue, with many opposing schools of thought. When all’s said and done, however, most teaching methods can be roughly subdivided into two groups: teacher-centric and student-centric.

• Teacher-centric learning approach is also often referred to as the traditional educational model because it is basically what we are all used to associate with teaching and studying. In this model, students are considered to be de-facto “empty vessels”, passive receivers of knowledge and skills. It is a teacher’s job to provide instructions and guidance for them, “filling up” these empty vessels in the process, and students are supposed to learn by listening to lectures, observing and copying the teacher’s actions and in general subjecting themselves to the teacher’s ultimate authority.
• Student-centric learning approach to learning is a much more recent development, placing emphasis on students’ participation in the educational process. This approach considers students to be not just objects but subjects of education as well, and the teacher’s role is viewed as not as that of the instructor but facilitator and delegator. To simplify it a bit, a teacher doesn’t provide one or another method of doing things that are already set in stone but offers guidance and support so that students are capable to figure things out on their own, thus making them active participants of the process.
• Another subtype of student-centric approach, the so-called cooperative learning, emphasizes teamwork: students are encouraged to work in groups and engage in reciprocal teaching. The teacher is not eliminated from the equation altogether, but his role, again, is that of facilitator and delegator rather than that of the one and only authority on every question. This method is based on the assumption that students learn best when they work and communicate with their peers.

It is important to understand that there are no good or bad methods of teaching. One can easily assume that a teacher-centric approach is outdated, anachronistic and generally “bad”, while the student-centric one is progressive and modern. However, they both have their areas of application. For example, teacher-centric methods far outpace student-centric ones in teaching fundamental skills. In other words, both groups of teaching methods have their areas of application and can be used to great effect – if used appropriately.

2. The Areas of Teaching Methods Application Differ as Well

If we start speaking about different areas of using specific teaching methods, it is logical to name them. Don’t omit this point in your essay as well. Today, the educational process differs from that existing several decades ago. Modern teachers have to not only explain a topic and provide the knowledge to students and mentor them, but also to:

• Facilitate learning for students in a classroom encouraging active learning,
• Develop mutual cooperation among students,
• Give prompt feedback to guide students in the right direction to the progress,
• Motivate students to learn new materials and develop essential skills like problem-solving, critical thinking, etc.

In general, a teacher is supposed to prepare a student to deal with the real world. It is possible only when a person is equipped with the relevant theory and practical skills necessary for successful communication in modern society and personal, professional development. Only this gives a competitive advantage in life. For each aim of teaching, there are particular methods. If a teacher needs to simply present the information, he or she uses a lecture method. It is true that sometimes it is boring to listen to a lecturer. For that reason, this way of teaching is extended by the others, for example, interactive and participative methods. It is important to encourage students’ participation and develop discussions that result in gaining hands-on experience.

3. The Effectiveness of Teaching Methods

More and more instructors develop their teaching approach depending on students’ learning needs . They are far from simply going to school, college or university to get knowledge. Unfortunately, the understanding of learning needs differently can cause various learning challenges and pitfalls and problems in the educational system. The result is that it reflects on the professional development of graduating students negatively. What is a doctor whose learning needs aren’t met at university? The medical system is impaired. So the assessment of learning needs should become part of government policy in relation to the continuing professional development of all professionals. Let’s observe what learning needs determine the appropriate use of teaching methods:

• Know about phenomena occurring to various areas of study;
• Finding answers to different questions;
• Define problems that need to be solved;
• Develop and use original ideas;
• Plan and carry out systematic investigations;
• Analyze and interpret data, a lot of data (due to the information overload);
• Use critical thinking;
• Construct solid explanations and design optimal solutions and many more.

All these needs, exactly their fulfillment, influence the effectiveness of using one or another teaching method. The most critical condition applicable to effective teaching in the 21st century is that all the teaching practices need to create personal and social relevance for students. They need to be intellectually and emotionally engaged in their own active learning, in other words, motivated to learn this world and solve some problems. In fact, teaching for success while taking a test is insufficient today. The current education policies that give priority to assessment need to be severely curtailed.

This idea and many other ideas can be mentioned in your essay about teaching methods. However, it is important to always back up all the research ideas. Look at the following references you can also use in your essay:

7 References to Use in the Essay about Teaching Methods

• Arnold, J. (1998). Towards more humanistic English teaching. ELT Journal, 52(3), pp.235-242.
• Bligh, D. (2000). What’s the use of lectures?. San Francisco: Jossey-Bass.
• Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52(3), pp.179-187.
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
• Gibbons, M. (2002). The self-directed learning handbook. San Francisco, Calif.: Jossey-Bass.
• Legge, K. and Harari, P. (2000). Psychology and education. Oxford: Heinemann.
• Wiseman, A. and Anderson, E. (n.d.). Annual review of comparative and international education 2014.
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Teaching Methods and Strategies: The Complete Guide

You’ve completed your coursework. Student teaching has ended. You’ve donned the cap and gown, crossed the stage, smiled with your diploma and went home to fill out application after application.

Suddenly you are standing in what will be your classroom for the next year and after the excitement of decorating it wears off and you begin lesson planning, you start to notice all of your lessons are executed the same way, just with different material. But that is what you know and what you’ve been taught, so you go with it.

After a while, your students are bored, and so are you. There must be something wrong because this isn’t what you envisioned teaching to be like. There is.

Figuring out the best ways you can deliver information to students can sometimes be even harder than what students go through in discovering how they learn best. The reason is because every single teacher needs a variety of different teaching methods in their theoretical teaching bag to pull from depending on the lesson, the students, and things as seemingly minute as the time the class is and the subject.

Using these different teaching methods, which are rooted in theory of different teaching styles, will not only help teachers reach their full potential, but more importantly engage, motivate and reach the students in their classes, whether in person or online.

Teaching Methods

Teaching methods, or methodology, is a narrower topic because it’s founded in theories and educational psychology. If you have a degree in teaching, you most likely have heard of names like Skinner, Vygotsky , Gardner, Piaget , and Bloom . If their names don’t ring a bell, you should definitely recognize their theories that have become teaching methods. The following are the most common teaching theories.

Behaviorism

Behaviorism is the theory that every learner is essentially a “clean slate” to start off and shaped by emotions. People react to stimuli, reactions as well as positive and negative reinforcement, the site states.

Learning Theories names the most popular theorists who ascribed to this theory were Ivan Pavlov, who many people may know with his experiments with dogs. He performed an experiment with dogs that when he rang a bell, the dogs responded to the stimuli; then he applied the idea to humans.

Other popular educational theorists who were part of behaviorism was B.F. Skinner and Albert Bandura .

Social Cognitive Theory

Social Cognitive Theory is typically spoken about at the early childhood level because it has to do with critical thinking with the biggest concept being the idea of play, according to Edwin Peel writing for Encyclopedia Britannica . Though Bandura and Lev Vygotsky also contributed to cognitive theory, according to Dr. Norman Herr with California State University , the most popular and first theorist of cognitivism is Piaget.

There are four stages to Piaget’s Theory of Cognitive Development that he created in 1918. Each stage correlates with a child’s development from infancy to their teenage years.

The first stage is called the Sensorimotor Stage which occurs from birth to 18 months. The reason this is considered cognitive development is because the brain is literally growing through exploration, like squeaking horns, discovering themselves in mirrors or spinning things that click on their floor mats or walkers; creating habits like sleeping with a certain blanket; having reflexes like rubbing their eyes when tired or thumb sucking; and beginning to decipher vocal tones.

The second stage, or the Preoperational Stage, occurs from ages 2 to 7 when toddlers begin to understand and correlate symbols around them, ask a lot of questions, and start forming sentences and conversations, but they haven’t developed perspective yet so empathy does not quite exist yet, the website states. This is the stage when children tend to blurt out honest statements, usually embarrassing their parents, because they don’t understand censoring themselves either.

From ages 7 to 11, children are beginning to problem solve, can have conversations about things they are interested in, are more aware of logic and develop empathy during the Concrete Operational Stage.

The final stage, called the Formal Operational Stage, though by definition ends at age 16, can continue beyond. It involves deeper thinking and abstract thoughts as well as questioning not only what things are but why the way they are is popular, the site states. Many times people entering new stages of their lives like high school, college, or even marriage go through elements of Piaget’s theory, which is why the strategies that come from this method are applicable across all levels of education.

The Multiple Intelligences Theory

The Multiple Intelligences Theory states that people don’t need to be smart in every single discipline to be considered intelligent on paper tests, but that people excel in various disciplines, making them exceptional.

Created in 1983, the former principal in the Scranton School District in Scranton, PA, created eight different intelligences, though since then two others have been debated of whether to be added but have not yet officially, according to the site.

The original eight are musical, spatial, linguistic, mathematical, kinesthetic, interpersonal, intrapersonal and naturalistic and most people have a predominant intelligence followed by others. For those who are musically-inclined either via instruments, vocals, has perfect pitch, can read sheet music or can easily create music has Musical Intelligence.

Being able to see something and rearrange it or imagine it differently is Spatial Intelligence, while being talented with language, writing or avid readers have Linguistic Intelligence. Kinesthetic Intelligence refers to understanding how the body works either anatomically or athletically and Naturalistic Intelligence is having an understanding of nature and elements of the ecosystem.

The final intelligences have to do with personal interactions. Intrapersonal Intelligence is a matter of knowing oneself, one’s limits, and their inner selves while Interpersonal Intelligence is knowing how to handle a variety of other people without conflict or knowing how to resolve it, the site states. There is still an elementary school in Scranton, PA named after their once-principal.

Constructivism

Constructivism is another theory created by Piaget which is used as a foundation for many other educational theories and strategies because constructivism is focused on how people learn. Piaget states in this theory that people learn from their experiences. They learn best through active learning , connect it to their prior knowledge and then digest this information their own way. This theory has created the ideas of student-centered learning in education versus teacher-centered learning.

Universal Design for Learning

The final method is the Universal Design for Learning which has redefined the educational community since its inception in the mid-1980s by David H. Rose. This theory focuses on how teachers need to design their curriculum for their students. This theory really gained traction in the United States in 2004 when it was presented at an international conference and he explained that this theory is based on neuroscience and how the brain processes information, perform tasks and get excited about education.

The theory, known as UDL, advocates for presenting information in multiple ways to enable a variety of learners to understand the information; presenting multiple assessments for students to show what they have learned; and learn and utilize a student’s own interests to motivate them to learn, the site states. This theory also discussed incorporating technology in the classroom and ways to educate students in the digital age.

Teaching Styles

From each of the educational theories, teachers extract and develop a plethora of different teaching styles, or strategies. Instructors must have a large and varied arsenal of strategies to use weekly and even daily in order to build rapport, keep students engaged and even keep instructors from getting bored with their own material. These can be applicable to all teaching levels, but adaptations must be made based on the student’s age and level of development.

Differentiated instruction is one of the most popular teaching strategies, which means that teachers adjust the curriculum for a lesson, unit or even entire term in a way that engages all learners in various ways, according to Chapter 2 of the book Instructional Process and Concepts in Theory and Practice by Celal Akdeniz . This means changing one’s teaching styles constantly to fit not only the material but more importantly, the students based on their learning styles.

Learning styles are the ways in which students learn best. The most popular types are visual, audio, kinesthetic and read/write , though others include global as another type of learner, according to Akdeniz . For some, they may seem self-explanatory. Visual learners learn best by watching the instruction or a demonstration; audio learners need to hear a lesson; kinesthetic learners learn by doing, or are hands-on learners; read/write learners to best by reading textbooks and writing notes; and global learners need material to be applied to their real lives, according to The Library of Congress .

There are many activities available to instructors that enable their students to find out what kind of learner they are. Typically students have a main style with a close runner-up, which enables them to learn best a certain way but they can also learn material in an additional way.

When an instructor knows their students and what types of learners are in their classroom, instructors are able to then differentiate their instruction and assignments to those learning types, according to Akdeniz and The Library of Congress. Learn more about different learning styles.

When teaching new material to any type of learner, is it important to utilize a strategy called scaffolding . Scaffolding is based on a student’s prior knowledge and building a lesson, unit or course from the most foundational pieces and with each step make the information more complicated, according to an article by Jerry Webster .

To scaffold well, a teacher must take a personal interest in their students to learn not only what their prior knowledge is but their strengths as well. This will enable an instructor to base new information around their strengths and use positive reinforcement when mistakes are made with the new material.

There is an unfortunate concept in teaching called “teach to the middle” where instructors target their lessons to the average ability of the students in their classroom, leaving slower students frustrated and confused, and above average students frustrated and bored. This often results in the lower- and higher-level students scoring poorly and a teacher with no idea why.

The remedy for this is a strategy called blended learning where differentiated instruction is occurring simultaneously in the classroom to target all learners, according to author and educator Juliana Finegan . In order to be successful at blended learning, teachers once again need to know their students, how they learn and their strengths and weaknesses, according to Finegan.

Blended learning can include combining several learning styles into one lesson like lecturing from a PowerPoint – not reading the information on the slides — that includes cartoons and music associations while the students have the print-outs. The lecture can include real-life examples and stories of what the instructor encountered and what the students may encounter. That example incorporates four learning styles and misses kinesthetic, but the activity afterwards can be solely kinesthetic.

A huge component of blended learning is technology. Technology enables students to set their own pace and access the resources they want and need based on their level of understanding, according to The Library of Congress . It can be used three different ways in education which include face-to-face, synchronously or asynchronously . Technology used with the student in the classroom where the teacher can answer questions while being in the student’s physical presence is known as face-to-face.

Synchronous learning is when students are learning information online and have a teacher live with them online at the same time, but through a live chat or video conferencing program, like Skype, or Zoom, according to The Library of Congress.

Finally, asynchronous learning is when students take a course or element of a course online, like a test or assignment, as it fits into their own schedule, but a teacher is not online with them at the time they are completing or submitting the work. Teachers are still accessible through asynchronous learning but typically via email or a scheduled chat meeting, states the Library of Congress.

The final strategy to be discussed actually incorporates a few teaching strategies, so it’s almost like blended teaching. It starts with a concept that has numerous labels such as student-centered learning, learner-centered pedagogy, and teacher-as-tutor but all mean that an instructor revolves lessons around the students and ensures that students take a participatory role in the learning process, known as active learning, according to the Learning Portal .

In this model, a teacher is just a facilitator, meaning that they have created the lesson as well as the structure for learning, but the students themselves become the teachers or create their own knowledge, the Learning Portal says. As this is occurring, the instructor is circulating the room working as a one-on-one resource, tutor or guide, according to author Sara Sanchez Alonso from Yale’s Center for Teaching and Learning. For this to work well and instructors be successful one-on-one and planning these lessons, it’s essential that they have taken the time to know their students’ history and prior knowledge, otherwise it can end up to be an exercise in futility, Alonso said.

Some activities teachers can use are by putting students in groups and assigning each student a role within the group, creating reading buddies or literature circles, making games out of the material with individual white boards, create different stations within the classroom for different skill levels or interest in a lesson or find ways to get students to get up out of their seats and moving, offers Fortheteachers.org .

There are so many different methodologies and strategies that go into becoming an effective instructor. A consistent theme throughout all of these is for a teacher to take the time to know their students because they care, not because they have to. When an instructor knows the stories behind the students, they are able to design lessons that are more fun, more meaningful, and more effective because they were designed with the students’ best interests in mind.

There are plenty of pre-made lessons, activities and tests available online and from textbook publishers that any teacher could use. But you need to decide if you want to be the original teacher who makes a significant impact on your students, or a pre-made teacher a student needs to get through.

Read Also: – Blended Learning Guide – Collaborative Learning Guide – Flipped Classroom Guide – Game Based Learning Guide – Gamification in Education Guide – Holistic Education Guide – Maker Education Guide – Personalized Learning Guide – Place-Based Education Guide – Project-Based Learning Guide – Scaffolding in Education Guide – Social-Emotional Learning Guide

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• Discover Your Learning Style – Comprehensive Guide on Different Learning Styles
• 15 Learning Theories in Education (A Complete Summary)
• The Flipped Classroom: The Definitive Guide

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The Complete List of Teaching Methods

Teaching Methods: Not as Simple as ABC

Teaching methods [teacher-centered], teaching methods [student-centered], what about blended learning and udl, teaching methods: a to z, for the love of teaching.

Whether you’re a longtime educator, preparing to start your first teaching job or mapping out your dream of a career in the classroom, the topic of teaching methods is one that means many different things to different people.

Your individual approaches and strategies to imparting knowledge to your students and inspiring them to learn are probably built on your academic education as well as your instincts and intuition.

Whether you come by your preferred teaching methods organically or by actively studying educational theory and pedagogy, it can be helpful to have a comprehensive working knowledge of the various teaching methods at your disposal.

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The teacher-centered approach vs. the student-centered approach. High-tech vs. low-tech approaches to learning. Flipped classrooms, differentiated instruction, inquiry-based learning, personalized learning and more.

Not only are there dozens of teaching methods to explore, it is also important to have a sense for how they often overlap or interrelate. One extremely helpful look at this question is offered by the teacher-focused education website Teach.com.

“Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use,” according to the informative Teach.com article , which breaks down a variety of influential teaching methods as follows:

Teacher-Centered Approach to Learning Teachers serve as instructor/authority figures who deliver knowledge to their students through lectures and direct instruction, and aim to measure the results through testing and assessment. This method is sometimes referred to as “sage on the stage.”

Student-Centered Approach to Learning Teachers still serve as an authority figure, but may function more as a facilitator or “guide on the side,” as students assume a much more active role in the learning process. In this method, students learn from and are continually assessed on such activities as group projects, student portfolios and class participation.

High-Tech Approach to Learning From devices like laptops and tablets to using the internet to connect students with information and people from around the world, technology plays an ever-greater role in many of today’s classrooms. In the high-tech approach to learning, teachers utilize many different types of technology to aid students in their classroom learning.

Low-Tech Approach to Learning Technology obviously comes with pros and cons, and many teachers believe that a low-tech approach better enables them to tailor the educational experience to different types of learners. Additionally, while computer skills are undeniably necessary today, this must be balanced against potential downsides; for example, some would argue that over-reliance on spell check and autocorrect features can inhibit rather than strengthen student spelling and writing skills.

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Diving further into the overlap between different types of teaching methods, here is a closer look at three teacher-centered methods of instruction and five popular student-centered approaches.

Direct Instruction (Low Tech) Under the direct instruction model — sometimes described as the “traditional” approach to teaching — teachers convey knowledge to their students primarily through lectures and scripted lesson plans, without factoring in student preferences or opportunities for hands-on or other types of learning. This method is also customarily low-tech since it relies on texts and workbooks rather than computers or mobile devices.

Flipped Classrooms (High Tech) What if students did the “classroom” portion of their learning at home and their “homework” in the classroom? That’s an oversimplified description of the flipped classroom approach, in which students watch or read their lessons on computers at home and then complete assignments and do problem-solving exercises in class.

Kinesthetic Learning (Low Tech) In the kinesthetic learning model, students perform hands-on physical activities rather than listening to lectures or watching demonstrations. Kinesthetic learning, which values movement and creativity over technological skills, is most commonly used to augment traditional types of instruction — the theory being that requiring students to do, make or create something exercises different learning muscles.

Differentiated Instruction (Low Tech) Inspired by the 1975 Individuals with Disabilities Education Act (IDEA), enacted to ensure equal access to public education for all children, differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs.

In some instances, this means Individualized Education Programs (IEPs) for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.

Inquiry-Based Learning (High Tech) Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.

Expeditionary Learning (Low Tech) Expeditionary learning is based on the idea that there is considerable educational value in getting students out of the classroom and into the real world. Examples include trips to City Hall or Washington, D.C., to learn about the workings of government, or out into nature to engage in specific study related to the environment. Technology can be used to augment such expeditions, but the primary focus is on getting out into the community for real-world learning experiences.

Personalized Learning (High Tech) In personalized learning, teachers encourage students to follow personalized, self-directed learning plans that are inspired by their specific interests and skills. Since assessment is also tailored to the individual, students can advance at their own pace, moving forward or spending extra time as needed. Teachers offer some traditional instruction as well as online material, while also continually reviewing student progress and meeting with students to make any needed changes to their learning plans.

Game-Based Learning (High Tech) Students love games, and considerable progress has been made in the field of game-based learning, which requires students to be problem solvers as they work on quests to accomplish a specific goal. For students, this approach blends targeted learning objectives with the fun of earning points or badges, much like they would in a video game. For teachers, planning this type of activity requires additional time and effort, so many rely on software like Classcraft or 3DGameLab to help students maximize the educational value they receive from within the gamified learning environment.

Blended Learning Blended learning  is another strategy for teachers looking to introduce flexibility into their classroom. This method relies heavily on technology, with part of the instruction taking place online and part in the classroom via a more traditional approach, often leveraging elements of the flipped classroom approach detailed above. At the heart of blended learning is a philosophy of taking the time to understand each student’s learning style and develop strategies to teach to every learner, by building flexibility and choice into your curriculum.

Universal Design for Learning (UDL) UDL incorporates both student-centered learning and the “multiple intelligences theory,” which holds that different learners are wired to learn most effectively in different ways (examples of these “intelligences” include visual-spatial, logical-mathematical, bodily-kinesthetic, linguistic, musical, etc.). In practice, this could mean that some students might be working on a writing project while others would be more engaged if they created a play or a movie. UDL emphasizes the idea of teaching to every student, special needs students included, in the general education classroom, creating community and building knowledge through multiple means.

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In addition to the many philosophical and pedagogical approaches to teaching, classroom educators today employ diverse and sometimes highly creative methods involving specific strategies, prompts and tools that require little explanation. These include:

• Appointments with students
• Art-based projects
• Audio tutorials
• Author’s chair
• Book reports
• Bulletin boards
• Brainstorming
• Case studies
• Chalkboard instruction
• Class projects
• Classroom discussion
• Classroom video diary
• Collaborative learning spaces
• Creating murals and montages
• Current events quizzes
• Designated quiet space
• Discussion groups
• DIY activities
• Dramatization (plays, skits, etc.)
• Educational games
• Educational podcasts
• Essays (Descriptive)
• Essays (Expository)
• Essays (Narrative)
• Essays (Persuasive)
• Exhibits and displays
• Explore different cultures
• Field trips
• Flash cards
• Flexible seating
• Gamified learning plans
• Genius hour
• Group discussion
• Guest speakers
• Hands-on activities
• Individual projects
• Interviewing
• Laboratory experiments
• Learning contracts
• Learning stations
• Literature circles
• Making posters
• Mock conventions
• Motivational posters
• Music from other countries/cultures
• Oral reports
• Panel discussions
• Peer partner learning
• Photography
• Problem solving activities
• Reading aloud
• Readers’ theater
• Reflective discussion
• Research projects
• Rewards & recognition
• Role playing
• School newspapers
• Science fairs
• Sister city programs
• Spelling bees
• Storytelling
• Student podcasts
• Student portfolios
• Student presentations
• Student-conceived projects
• Supplemental reading assignments
• Team-building exercises
• Term papers
• Textbook assignments
• Think-tac-toe
• Time capsules
• Use of community or local resources
• Video creation
• Video lessons
• Vocabulary lists

So, is the teacher the center of the educational universe or the student? Does strong reliance on the wonders of technology offer a more productive educational experience or is a more traditional, lower-tech approach the best way to help students thrive?

Questions such as these are food for thought for educators everywhere, in part because they inspire ongoing reflection on how to make a meaningful difference in the lives of one’s students.

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Teaching & Instructional Methodology Essay

Introduction.

Instructional Methodology has the same meaning as methods of teaching. This entails the various ways through which information is presented to the student. There exist two broad categories of Instructional Methodology. These include the teacher centered approach and student centered approach.

The teacher centered method involves teaching, demonstration and lecture discussions. In these methods the teacher only directs and leaves the part of understanding to the student.

Learner centered approach on the other hand entails instructions in which the lecturer only facilitates the learning process while the learner does enjoy constructing their understandings and insights. The styles that are common in this are: corporate learning, graphical discussions and analysis, discussion between student, role plays, simulation and story telling. All the above methods are good and are applicable to all kinds of students in various grades of learning. All teachers will agree with the fact that no one specific style of teaching is the best. This is because students have different needs and are in various classes.

Student Categories

In a school, different students require different treatments as per their individual needs. To begin with, schools have various classes or grades. A lower grade student requires a slow and gradual teaching method. This however advances as the student’s grade increases. Student categories are further divided into fast and slow learners. Those with disabilities are also given special treatment for example: blind students need Braille and audio systems. Deaf students require sign charts and sign instructors.

Methodologies

Common teaching methods are grouped into two. All these are delivery methods like lectures, direct instructions, modeling, guided practice, corporate groups among others (Kroeger A. 2003). CIAI continuum is a rather practical unit. The best teaching style for it is student focused learning. This is important because of the many modeling, mathematical problems and science practicals that the unit contains. CIAI continuum has a lot of science content. Science generally is best understood through involving the students. This curriculum involves mathematics, technology and science.

Student Focused Learning

This method boosts student understanding of the concept. The work of the teacher is mainly to facilitate the process while learners construct their own understanding. This method entails many practices that students will find applicable. These include discussions, corporative learning, graphical analysis and incorporation of role plays to boost understanding. Simulation and modeling is another stage in student centered learning. Simulation is a case where the student is put in real situation without taking risk. As observed, CIAI as a science unit has many practical and mathematical problems to solve. (Kroeger A. 2003).

This makes group discussion a very necessary tool for student success. Students are further motivated to do a lot more learning because nothing is destroyed in the process of creating many models of the real technology. All these learning processes are overseen by the teacher. The lecturers work is to introduce the concept in theory form, give a few examples then proceed to involve students in creating solutions for themselves.

Fast learning students find this method useful since they develop great understanding when involved in sharing ideas. Slow learners also benefit from combined group discussion class and also when they are involved in leading teams in class. Class assessment is even easy and new concepts are learned in every circle of assessment. Student centered method has an advantage of pulling all ideas and experiences together and to help the whole class progress as a block.

Even though many teaching methodologies exist, teachers should always evaluate their environment and student types that they have. This will in turn help them to choose the best methodology. Student centered method is good since it helps the student to arrive at the understanding of the concepts. Many teachers of CIAI continuum should embrace this method because it benefits all students across the board.

Kroeger A. (2003). Teaching methods. New York: Henn Inc.

Lindsay (2000). Handling of special students in a class. London: Oxford Publishers.

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IvyPanda. (2022, May 12). Teaching & Instructional Methodology. https://ivypanda.com/essays/teaching-amp-instructional-methodology/

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9 Different Methods and Strategies in Teaching English Literature [2024]

• February 23, 2024
• Lesson Planning

Introductory paragraph:

Imagine stepping into a classroom filled with eager students, ready to embark on a literary journey. As an English literature teacher, you have the power to ignite their passion for reading, analysis, and critical thinking. But how do you effectively teach English literature? In this article, we will explore nine different methods and strategies that will help you create an engaging and enriching learning experience for your students. From incorporating multimedia resources to fostering discussions and debates, we will provide you with practical tips and insights to make your English literature classes come alive.

Table of Contents

Quick answer, quick tips and facts, background: the importance of teaching english literature, method 1: using a variety of texts, method 2: incorporating multimedia resources, method 3: encouraging critical analysis and interpretation, method 4: fostering discussions and debates, method 5: integrating writing assignments, method 6: providing opportunities for creative expression, method 7: utilizing technology tools, method 8: guiding literary analysis and essay writing, method 9: creating a supportive and inclusive classroom environment.

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Teaching English literature requires a combination of methods and strategies to engage students and enhance their understanding and appreciation of literary works. By using a variety of texts, incorporating multimedia resources, encouraging critical analysis, fostering discussions and debates, integrating writing assignments, providing opportunities for creative expression, utilizing technology tools, guiding literary analysis and essay writing, and creating a supportive and inclusive classroom environment, you can create a dynamic and enriching learning experience for your students.

CHECK PRICE on: Textbooks , Novels , Literary Analysis Guides

• Diverse teaching methods are essential for effective literature instruction.
• Engaging students through various activities can improve their understanding and appreciation of literature.

English literature holds a special place in the world of education. It not only exposes students to the rich tapestry of human experiences but also develops their critical thinking, communication, and analytical skills. By teaching English literature, you have the opportunity to shape young minds and foster a lifelong love for reading and learning.

One of the most effective methods in teaching English literature is to use a variety of texts. By exposing students to different genres, styles, and time periods, you can broaden their literary horizons and help them develop a deeper appreciation for the written word. Here are some ways to incorporate a variety of texts into your lessons:

• Novels and Short Stories: Choose classic and contemporary novels and short stories that resonate with your students. Encourage them to analyze characters, themes, and literary devices.
• Poetry: Introduce students to the beauty and power of poetry. Explore different forms, such as sonnets, haikus, and free verse. Analyze the use of imagery, rhyme, and rhythm.
• Plays and Dramas: Bring the theater into your classroom by studying plays and dramas. Discuss the elements of dramatic structure, character development, and stage directions.
• Non-Fiction: Expand students’ understanding of literature by incorporating non-fiction texts, such as essays, speeches, and biographies. Analyze the author’s purpose, argument, and use of rhetoric.

CHECK PRICE on: Classic Novels , Contemporary Novels , Poetry Anthologies , Plays , Non-Fiction Books

In today’s digital age, incorporating multimedia resources can enhance the learning experience and make English literature come alive for your students. Here are some ways to integrate multimedia into your lessons:

• Videos and Films: Show film adaptations of literary works to help students visualize the story and characters. Compare and contrast the film version with the original text.
• Audio Recordings: Play audio recordings of poems or dramatic readings to emphasize the rhythm, tone, and emotion of the text. Encourage students to analyze the impact of voice and sound.
• Websites and Online Resources: Direct students to reputable websites and online resources that provide additional information, analysis, and context for the literary works you are studying.
• Virtual Field Trips: Take your students on virtual field trips to literary landmarks, such as the homes of famous authors or locations mentioned in their works. Use technology to bring these places to life.

CHECK PRICE on: Film Adaptations , Audio Recordings , Online Resources

Teaching English literature is not just about reading and understanding the text; it’s about developing critical thinking skills and encouraging students to interpret and analyze the deeper meaning behind the words. Here are some strategies to foster critical analysis and interpretation:

• Close Reading: Teach students how to engage in close reading by examining the text carefully, paying attention to details, and making connections between different elements.
• Socratic Seminars: Facilitate Socratic seminars where students engage in thoughtful discussions about the text. Encourage them to ask questions, challenge ideas, and support their arguments with evidence from the text.
• Literary Analysis Essays: Guide students through the process of writing literary analysis essays. Teach them how to formulate a thesis statement, provide textual evidence, and analyze the author’s use of literary devices.
• Comparative Analysis: Have students compare and contrast different literary works, characters, themes, or writing styles. This helps them develop a deeper understanding of the texts and encourages critical thinking.

CHECK PRICE on: Literary Analysis Guides , Essay Writing Guides

Engaging students in discussions and debates is a powerful method to deepen their understanding of literature and develop their communication skills. Here’s how you can foster meaningful discussions and debates in your English literature classes:

• Think-Pair-Share: Ask students to think individually about a question or prompt related to the text, pair up with a partner to discuss their thoughts, and then share their ideas with the whole class.
• Fishbowl Discussions: Divide the class into two groups: one group participates in the discussion while the other group observes. After a set time, switch the roles. This encourages active listening and respectful dialogue.
• Debates: Assign students different perspectives or characters from the text and have them engage in a debate. This helps them develop empathy, critical thinking, and persuasive speaking skills.
• Literature Circles: Divide the class into small groups and assign each group a different text to read. Have them discuss the text, share their insights, and collaborate on projects or presentations.

CHECK PRICE on: Discussion Guides , Debate Resources

Writing assignments are an integral part of teaching English literature. They not only help students develop their writing skills but also deepen their understanding and analysis of the texts. Here are some writing assignments you can incorporate into your lessons:

• Literary Response Journals: Have students write journal entries reflecting on their reading experiences, analyzing characters, themes, and literary devices, and making personal connections to the text.
• Creative Writing: Encourage students to write their own stories, poems, or plays inspired by the literary works they are studying. This allows them to explore their creativity and develop their voice as writers.
• Literary Analysis Essays: Assign literary analysis essays where students analyze a specific aspect of a text, such as a character, theme, or literary device. Provide them with clear guidelines and rubrics for assessment.
• Book Reviews: Ask students to write book reviews to share their thoughts and recommendations with their peers. This helps them develop their critical thinking and persuasive writing skills.

CHECK PRICE on: Writing Guides , Creative Writing Prompts

English literature is not just about analysis and interpretation; it’s also about creative expression. By providing opportunities for creative expression, you can tap into your students’ imagination and help them develop their own unique voice. Here are some ways to encourage creative expression:

• Dramatic Readings and Performances: Have students perform dramatic readings of scenes or monologues from the texts. This allows them to explore different characters, emotions, and performance techniques.
• Artistic Interpretations: Ask students to create visual representations of the texts through drawings, paintings, or collages. This helps them visualize the themes, symbols, and imagery in a creative way.
• Creative Projects: Assign creative projects, such as creating a soundtrack for a novel, writing a sequel or prequel to a story, or designing a book cover. This allows students to engage with the text in a hands-on and imaginative way.

CHECK PRICE on: Art Supplies , Performing Arts Resources

Incorporating technology tools into your English literature classes can enhance student engagement, collaboration, and research skills. Here are some technology tools you can utilize:

• Online Discussion Platforms: Use online discussion platforms, such as Google Classroom or Padlet, to facilitate asynchronous discussions and collaborative projects.
• Digital Storytelling: Have students create digital stories using tools like Adobe Spark or Storybird. This allows them to combine text, images, and multimedia elements to tell their own stories.
• Virtual Reality: Take your students on virtual field trips to literary landmarks or immerse them in the world of a novel using virtual reality headsets. This brings the texts to life in a unique and immersive way.
• Research Tools: Teach students how to effectively use online research tools, such as databases, digital libraries, and citation generators. This helps them develop their research and information literacy skills.

CHECK PRICE on: Technology Tools for Education

Literary analysis and essay writing are essential skills for studying English literature. As a teacher, you play a crucial role in guiding students through the process of analyzing texts and writing essays. Here are some strategies to help students develop their literary analysis and essay writing skills:

• Modeling: Provide students with model essays that demonstrate effective literary analysis and essay writing techniques. Analyze these essays together as a class to identify key elements and strategies.
• Graphic Organizers: Use graphic organizers, such as Venn diagrams, story maps, or concept maps, to help students organize their thoughts and structure their essays.
• Peer Feedback: Incorporate peer feedback sessions where students exchange their essays and provide constructive feedback to their peers. This helps them develop their editing and revision skills.
• Individual Conferences: Schedule individual conferences with students to provide personalized feedback and guidance on their literary analysis and essay writing. This allows you to address their specific needs and challenges.

CHECK PRICE on: Essay Writing Guides , Graphic Organizers

Creating a supportive and inclusive classroom environment is crucial for effective English literature instruction. By fostering a safe and welcoming space, you can encourage students to share their thoughts, take risks, and engage in meaningful discussions. Here are some strategies to create a supportive and inclusive classroom environment:

• Establish Classroom Norms: Collaboratively establish classroom norms and expectations with your students. This helps create a sense of ownership and responsibility.
• Encourage Active Listening: Teach students active listening skills, such as maintaining eye contact, asking clarifying questions, and summarizing others’ ideas. This promotes respectful and empathetic communication.
• Value Diverse Perspectives: Celebrate and value diverse perspectives and experiences in your classroom. Encourage students to share their unique insights and learn from one another.
• Provide Emotional Support: Be mindful of students’ emotional well-being and provide support when needed. Create opportunities for reflection, self-expression, and self-care.

What are the methods and strategies in teaching literature?

Teaching literature requires a combination of methods and strategies to engage students and enhance their understanding and appreciation of literary works. Some effective methods include using a variety of texts, incorporating multimedia resources, encouraging critical analysis and interpretation, fostering discussions and debates, integrating writing assignments, providing opportunities for creative expression, utilizing technology tools, guiding literary analysis and essay writing, and creating a supportive and inclusive classroom environment.

Read more about “… What are the 5 Instructional Strategies in Teaching?”

What are the methods of teaching English and literature?

The methods of teaching English and literature encompass a range of strategies that promote reading comprehension, critical thinking, and communication skills. These methods include using a variety of texts, incorporating multimedia resources, encouraging critical analysis and interpretation, fostering discussions and debates, integrating writing assignments, providing opportunities for creative expression, utilizing technology tools, guiding literary analysis and essay writing, and creating a supportive and inclusive classroom environment.

Why are methods and techniques important in teaching literature?

Methods and techniques are important in teaching literature because they help engage students, deepen their understanding of texts, and develop their critical thinking and communication skills. By using a variety of methods and techniques, teachers can cater to different learning styles, create a dynamic learning environment, and foster a love for reading and learning.

What is the best teaching method for teaching English?

There is no one-size-fits-all answer to the best teaching method for teaching English. The most effective approach depends on various factors, including the students’ age, proficiency level, and learning styles. However, a combination of methods and strategies that incorporate a variety of texts, multimedia resources, critical analysis, discussions and debates, writing assignments, creative expression, technology tools, guided analysis, and a supportive classroom environment can create a well-rounded and engaging learning experience for students.

Read more about “10 Strategies for Writing in English: Tips from the Experts …”

Teaching English literature is a rewarding and impactful endeavor. By utilizing a combination of methods and strategies, you can create an engaging and enriching learning experience for your students. From using a variety of texts to incorporating multimedia resources, encouraging critical analysis and interpretation, fostering discussions and debates, integrating writing assignments, providing opportunities for creative expression, utilizing technology tools, guiding literary analysis and essay writing, and creating a supportive and inclusive classroom environment, you have the power to ignite a lifelong love for literature in your students. So go forth, embrace these strategies, and watch your English literature classes come alive!

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• What are Some Examples of Instructional Strategies in the Classroom?
• How To Teach Literature Skills in the Classroom | Indeed.com

Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Essay on Teacher: Our Friend, Philosopher and Guide in 100, 250 & 300 Words

• Updated on  
• Mar 22, 2024

Teachers are like the guiding stars in our educational journey. They shine our path with knowledge and encouragement. A teacher is a person who helps us learn and grow. They are the ones who guide us through our education and help us to become the best versions of ourselves. Teachers come in all shapes and sizes, but they all have one thing in common: they are passionate about teaching. In this blog, we’ll explore the enchanting role of teachers through the eyes of a student, celebrating their invaluable contributions to our lives.

This Blog Includes:

Why are teachers important, sample essay on teacher in 100 words, sample essay on teacher in 250 words, sample essay on teacher in 300 words.

Teachers help mould today’s youth into the responsible adults of tomorrow. What teachers teach the children at their young age, makes an impact on the students that stays with them for the rest of their lives.

The power of moulding the next generation into great leaders lies in the hands of teachers. This holds the potential of uplifting the society in the near future. Indirectly, teachers are the key to transforming millions of lives all around the globe.

A teacher is a person who helps us understand ourselves. They are the supporters who help us through tough times. Teachers are important because they help us to become the best versions of ourselves. They are like superheroes with the power to ignite our curiosity and help us grow. They teach us numbers, alphabets, and fascinating stories. They are patient listeners, ready to answer our questions and wipe away our doubts. They inspire us to dream big and show us that with hard work, we can achieve anything. A teacher’s love is like a warm hug that makes learning exciting and enjoyable.

Also Read: Teacher Self Introduction to Students and Samples

Teachers are magical beings who turn the pages of our books into captivating adventures. Teachers create colorful classrooms where learning becomes joyous. Their dedication is seen when they explain complex problems in simple ways and solve problems in math and science. With smiles on their faces, they teach us history, nurture our creativity through art, music, and storytelling, and help us express our feelings and thoughts.

Apart from books, teachers also impart life lessons. They teach us to be kind, respectful, and responsible citizens. They show us the value of friendship and the importance of helping others. Teachers celebrate our achievements, no matter how small, and cheer us on during challenges.

A teacher is a person who has a profound impact on our lives. They are the ones who teach us the things we need to know to succeed in life, both academically and personally. They are also there to support us and help us through tough times.

There are many different qualities that make a good teacher. Some of the most important qualities include patience, understanding, and a love of teaching. Good teachers are also able to connect with their students and make learning fun. A good teacher can make a real difference in a student’s life. They can help students develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

Also Read- How to Become a Teacher?

In a world, teachers are essential as they bridge the gap between the unknown and the known. They take the time to understand each student’s unique needs and help them modify and hone their skills. In this process of our learning, they become a friend, philosophers, and guides.

Teachers are more than just knowledge sharers. They are like gardeners, nurturing the seeds of kindness, respect, and responsibility in a student’s heart. They teach us to be a good friend and have empathy. They also encourage us to care for our planet, reminding us that we are its custodians.

As we journey through school, teachers become our guides, showing us the various paths we can take. They encourage us to discover our passions, whether it’s solving math puzzles, painting masterpieces, or playing musical notes. They celebrate our victories, whether big or small and help us learn from our mistakes, turning them into stepping stones toward success. 

A good teacher can make a real difference in a student’s life. They can help students to develop their talents and abilities, and they can also help them to become confident and self-motivated learners.

I am grateful for all the teachers who have helped me along the way. They have taught me so much, and they have helped me to become the person I am today. I know that I would not be where I am without them.

Remember, each day with a teacher is a new adventure, a new opportunity to learn, and a new chance to grow. So, young learners, let’s raise our hands and give a cheer to our teachers, the real-life magicians who make education a truly enchanting place to live.

Also Read – Self Introduction for Teacher Interview

Related Reads:-     

A. Here are two lines lines for a good teacher: Teachers are like shining stars guiding us to the path of knowledge. Teachers are our guardian angels.

A. A teacher is not an acronym, so there is no full form for it, yet some students exhibit affection for their teacher. It also allows one to express creativity. Following are some popular full forms of Teacher: T – Talented, E-Educated, A-Adorable, C-Charming, H-Helpful. E-Encouraging, R-Responsible.

A. A teacher is an educator or a person who helps one acquire knowledge and imparts wisdom through teaching methods.

This brings us to the end of our blog on Essay on Teacher. Hope you find this information useful. For more information on such informative topics for your school, visit our essay writing and follow Leverage Edu . 

Rajshree Lahoty

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What public k-12 teachers want americans to know about teaching.

Illustrations by Hokyoung Kim

At a time when most teachers are feeling stressed and overwhelmed in their jobs, we asked 2,531 public K-12 teachers this open-ended question:

If there’s one thing you’d want the public to know about teachers, what would it be?

We also asked Americans what they think about teachers to compare with teachers’ perceptions of how the public views them.

Related: What’s It Like To Be a Teacher in America Today?

Pew Research Center conducted this analysis to better understand what public K-12 teachers would like Americans to know about their profession. We also wanted to learn how the public thinks about teachers.

For the open-end question, we surveyed 2,531 U.S. public K-12 teachers from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Overall, 96% of surveyed teachers provided an answer to the open-ended question. Center researchers developed a coding scheme categorizing the responses, coded all responses, and then grouped them into the six themes explored in the data essay.

For the questions for the general public, we surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023. The adults surveyed are members of the Ipsos KnowledgePanel, a nationally representative online survey panel. Panel members are randomly recruited through probability-based sampling, and households are provided with access to the Internet and hardware if needed. To ensure that the results of this survey reflect a balanced cross section of the nation, the data is weighted to match the U.S. adult population by gender, age, education, race and ethnicity and other categories.

Here are the questions used for this analysis , along with responses, the teacher survey methodology and the general public survey methodology .

Most of the responses to the open-ended question fell into one of these six themes:

Teaching is a hard job

About half of teachers (51%) said they want the public to know that teaching is a difficult job and that teachers are hardworking. Within this share, many mentioned that they have roles and responsibilities in the classroom besides teaching, which makes the job stressful. Many also talked about working long hours, beyond those they’re contracted for.

“Teachers serve multiple roles other than being responsible for teaching curriculum. We are counselors, behavioral specialists and parents for students who need us to fill those roles. We sacrifice a lot to give all of ourselves to the role as teacher.”

– Elementary school teacher

“The amount of extra hours that teachers have to put in beyond the contractual time is ridiculous. Arriving 30 minutes before and leaving an hour after is just the tip of the iceberg. … And as far as ‘having summers off,’ most of August is taken up with preparing materials for the upcoming school year or attending three, four, seven days’ worth of unpaid development training.”

– High school teacher

Teachers care about their students

The next most common theme: 22% of teachers brought up how fulfilling teaching is and how much teachers care about their students. Many gave examples of the hardships of teaching but reaffirmed that they do their job because they love the kids and helping them succeed. 

“We are passionate about what we do. Every child we teach is important to us and we look out for them like they are our own.”

– Middle school teacher

“We are in it for the kids, and the most incredible moments are when children make connections with learning.”

Teachers are undervalued and disrespected

Some 17% of teachers want the public to know that they feel undervalued and disrespected, and that they need more public support. Some mentioned that they are well-educated professionals but are not treated as such. And many teachers in this category responded with a general plea for support from the public, which they don’t feel they’re getting now.

“We feel undervalued. The public and many parents of my students treat me and my peers as if we do not know as much as they do, as if we are uneducated.”

“The public attitudes toward teachers have been degrading, and it is making it impossible for well-qualified teachers to be found. People are simply not wanting to go into the profession because of public sentiments.”

Teachers are underpaid

A similar share of teachers (15%) want the public to know that teachers are underpaid. Many teachers said their salary doesn’t account for the effort and care they put into their students’ education and believe that their pay should reflect this.

“We are sorely underpaid for the amount of hours we work and the education level we have attained.”

Teachers need support and resources from government and administrators

About one-in-ten teachers (9%) said they need more support from the government, their administrators and other key stakeholders. Many mentioned working in understaffed schools, not having enough funding and paying for supplies out of pocket. Some teachers also expressed that they have little control over the curriculum that they teach.

“The world-class education we used to be proud of does not exist because of all the red tape we are constantly navigating. If you want to see real change in the classroom, advocate for smaller class sizes for your child, push your district to cap class sizes at a reasonable level and have real, authentic conversations with your child’s teacher about what is going on in the classroom if you’re curious.”

Teachers need more support from parents

Roughly the same share of teachers (8%) want the public to know that teachers need more support from parents, emphasizing that the parent-teacher relationship is strained. Many view parents as partners in their child’s education and believe that a strong relationship improves kids’ overall social and emotional development.

“Teachers help students to reach their potential. However, that job is near impossible if parents/guardians do not take an active part in their student’s education.”

How the U.S. public views teachers

While the top response from teachers in the open-ended question is that they want the public to know that teaching is a hard job, most Americans already see it that way. Two-thirds of U.S. adults say being a public K-12 teacher is harder than most other jobs, with 33% saying it’s a lot harder.

And about three-quarters of Americans (74%) say teachers should be paid more than they are now, including 39% who say teachers should be paid a lot more.

Americans are about evenly divided on whether the public generally looks up to (32%) or down on (30%) public K-12 teachers. Some 37% say Americans neither look up to or down on public K-12 teachers.

In addition to the open-ended question about what they want the public to know about them, we asked teachers how much they think most Americans trust public K-12 teachers to do their job well. We also asked the public how much they trust teachers. Answers differ considerably.

Nearly half of public K-12 teachers (47%) say most Americans don’t trust teachers much or at all. A third say most Americans trust teachers some, and 18% say the public trusts teachers a great deal or a fair amount.

In contrast, a majority of Americans (57%) say they do trust public K-12 teachers to do their job well a great deal or a fair amount. About a quarter (26%) say they trust teachers some, and 17% say they don’t trust teachers much or at all.

Related: About half of Americans say public K-12 education is going in the wrong direction

How the public’s views differ by party

There are sizable party differences in Americans’ views of teachers. In particular, Democrats and Democratic-leaning independents are more likely than Republicans and Republican leaners to say:

• They trust teachers to do their job well a great deal or a fair amount (70% vs. 44%)
• Teaching is a lot or somewhat harder when compared with most other jobs (77% vs. 59%)
• Teachers should be paid a lot or somewhat more than they are now (86% vs. 63%)

In their own words

Below, we have a selection of quotes that describe what teachers want the public to know about them and their profession.

Social Trends Monthly Newsletter

Sign up to to receive a monthly digest of the Center's latest research on the attitudes and behaviors of Americans in key realms of daily life

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

Teachers are using AI to grade essays. But some experts are raising ethical concerns

W hen Diane Gayeski, a professor of strategic communications at Ithaca College, receives an essay from one of her students, she runs part of it through ChatGPT, asking the AI tool to critique and suggest how to improve the work.

“The best way to look at AI for grading is as a teaching assistant or research assistant who might do a first pass … and it does a pretty good job at that,” she told CNN.

She shows her students the feedback from ChatGPT and how the tool rewrote their essay. “I’ll share what I think about their intro, too, and we’ll talk about it,” she said.

Gayeski requires her class of 15 students to do the same: run their draft through ChatGPT to see where they can make improvements.

The emergence of AI is reshaping education, presenting real benefits, such as automating some tasks to free up time for more personalized instruction, but also some big hazards, from issues around accuracy and plagiarism to maintaining integrity.

Both teachers and students are using the new technology. A report by strategy consultant firm Tyton Partners, sponsored by plagiarism detection platform Turnitin, found half of college students used AI tools in Fall 2023. Meanwhile, while fewer faculty members used AI, the percentage grew to 22% of faculty members in the fall of 2023, up from 9% in spring 2023.

Teachers are turning to AI tools and platforms — such as ChatGPT, Writable, Grammarly and EssayGrader — to assist with grading papers, writing feedback, developing lesson plans and creating assignments. They’re also using the burgeoning tools to create quizzes, polls, videos and interactives to up the ante” for what’s expected in the classroom.

Students, on the other hand, are leaning on tools such as ChatGPT and Microsoft CoPilot — which is built into Word, PowerPoint and other products.

But while some schools have formed policies on how students can or can’t use AI for schoolwork, many do not have guidelines for teachers. The practice of using AI for writing feedback or grading assignments also raises ethical considerations. And parents and students who are already spending hundreds of thousands of dollars on tuition may wonder if an endless feedback loop of AI-generated and AI-graded content in college is worth the time and money.

“If teachers use it solely to grade, and the students are using it solely to produce a final product, it’s not going to work,” said Gayeski.

The time and place for AI

How teachers use AI depends on many factors, particularly when it comes to grading, according to Dorothy Leidner, a professor of business ethics at the University of Virginia. If the material being tested in a large class is largely declarative knowledge — so there is a clear right and wrong — then a teacher grading using the AI “might be even superior to human grading,” she told CNN.

AI would allow teachers to grade papers faster and more consistently and avoid fatigue or boredoms, she said.

But Leidner noted when it comes to smaller classes or assignments with less definitive answers, grading should remain personalized so teachers can provide more specific feedback and get to know a student’s work, and, therefore, progress over time.

“A teacher should be responsible for grading but can give some responsibility to the AI,” she said.

She suggested teachers use AI to look at certain metrics — such as structure, language use and grammar — and give a numerical score on those figures. But teachers should then grade students’ work themselves when looking for novelty, creativity and depth of insight.

Leslie Layne, who has been teaching ChatGPT best practices in her writing workshop at the University of Lynchburg in Virginia, said she sees the advantages for teachers but also sees drawbacks.

“Using feedback that is not truly from me seems like it is shortchanging that relationship a little,” she said.

She also sees uploading a student’s work to ChatGPT as a “huge ethical consideration” and potentially a breach of their intellectual property. AI tools like ChatGPT use such entries to train their algorithms on everything from patterns of speech to how to make sentences to facts and figures.

Ethics professor Leidner agreed, saying this should particularly be avoided for doctoral dissertations and master’s theses because the student might hope to publish the work.

“It would not be right to upload the material into the AI without making the students aware of this in advance,” she said. “And maybe students should need to provide consent.”

Some teachers are leaning on software called Writable that uses ChatGPT to help grade papers but is “tokenized,” so essays do not include any personal information, and it’s not shared directly with the system.

Teachers upload essays to the platform, which was recently acquired by education company Houghton Mifflin Harcourt, which then provides suggested feedback for students.

Other educators are using platforms such as  Turnitin  that boast plagiarism detection tools to help teachers identify when assignments are written by ChatGPT and other AI. But these types of detection tools are far from foolproof; OpenAI shut down its own AI-detection tool last year due to what the company called a “low rate of accuracy.”

Setting standards

Some schools are actively working on policies for both teachers and students. Alan Reid, a research associate in the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, said he recently spent time working with K-12 educators who use GPT tools to create end-of-quarter personalized comments on report cards.

But like Layne, he acknowledged the technology’s ability to write insightful feedback remains “limited.”

He currently sits on a committee at his college that’s authoring an AI policy for faculty and staff; discussions are ongoing, not just for how teachers use AI in the classroom but how it’s used by educators in general.

He acknowledges schools are having conversations about using generative AI tools to create things like promotion and tenure files, performance reviews, and job postings.”

Nicolas Frank, an associate professor of philosophy at University of Lynchburg, said universities and professors need to be on the same page when it comes to policies but need to stay cautious .

“There is a lot of danger in making policies about AI at this stage,” he said.

He worries it’s still too early to understand how AI will be integrated into everyday life. He is also concerned that some administrators who don’t teach in classrooms may craft policy that misses nuances of instruction.

“That may create a danger of oversimplifying the problems with AI use in grading and instruction,” he said. “Oversimplification is how bad policy is made.”

To start, he said educators can identify clear abuses of AI and begin policy-making around those.

Leidner, meanwhile, said universities can be very high level with their guidance, such as making transparency a priority — so students have a right to know when AI is being used to grade their work — and identifying what types of information should never be uploaded into an AI or asked of an AI.

But she said universities must also be open to “regularly reevaluating as the technology and uses evolve.”

For more CNN news and newsletters create an account at CNN.com

Essay on Pedagogy and Teaching Methods

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- Proven academic writing skills and competence in English would be ideal.

Ensure your proposal reflects your understanding and approach towards 'Pedagogy and teaching methods' in the education sector. Samples of previous academic writings would be appreciated too. Looking forward to a constructive collaboration. More information will be provided.

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Jessica Grose

Get tech out of the classroom before it’s too late.

By Jessica Grose

Opinion Writer

Jaime Lewis noticed that her eighth-grade son’s grades were slipping several months ago. She suspected it was because he was watching YouTube during class on his school-issued laptop, and her suspicions were validated. “I heard this from two of his teachers and confirmed with my son: Yes, he watches YouTube during class, and no, he doesn’t think he can stop. In fact, he opted out of retaking a math test he’d failed, just so he could watch YouTube,” she said.

She decided to do something about it. Lewis told me that she got together with other parents who were concerned about the unfettered use of school-sanctioned technology in San Luis Coastal Unified School District, their district in San Luis Obispo, Calif. Because they knew that it wasn’t realistic to ask for the removal of the laptops entirely, they went for what they saw as an achievable win: blocking YouTube from students’ devices. A few weeks ago, they had a meeting with the district superintendent and several other administrators, including the tech director.

To bolster their case, Lewis and her allies put together a video compilation of clips that elementary and middle school children had gotten past the district’s content filters.

Their video opens on images of nooses being fitted around the necks of the terrified women in the TV adaptation of “The Handmaid’s Tale.” It ends with the notoriously violent “Singin’ in the Rain” sequence from “A Clockwork Orange.” (Several versions of this scene are available on YouTube. The one she pointed me to included “rape scene” in the title.) Their video was part of a PowerPoint presentation filled with statements from other parents and school staff members, including one from a middle school assistant principal, who said, “I don’t know how often teachers are using YouTube in their curriculum.”

That acknowledgment gets to the heart of the problem with screens in schools. I heard from many parents who said that even when they asked district leaders how much time kids were spending on their screens, they couldn’t get straight answers; no one seemed to know, and no one seemed to be keeping track.

Eric Prater, the superintendent of the San Luis Coastal Unified School District, told me that he didn’t realize how much was getting through the schools’ content filters until Lewis and her fellow parents raised concerns. “Our tech department, as I found out from the meeting, spends quite a lot of time blocking certain websites,” he said. “It’s a quite time-consuming situation that I personally was not aware of.” He added that he’s grateful this was brought to his attention.

I don’t think educators are the bad guys here. Neither does Lewis. In general, educators want the best for students. The bad guys, as I see it, are tech companies.

One way or another, we’ve allowed Big Tech’s tentacles into absolutely every aspect of our children’s education, with very little oversight and no real proof that their devices or programs improve educational outcomes. Last year Collin Binkley at The Associated Press analyzed public records and found that “many of the largest school systems spent tens of millions of dollars in pandemic money on software and services from tech companies, including licenses for apps, games and tutoring websites.” However, he continued, schools “have little or no evidence the programs helped students.”

It’s not just waste, very likely, of taxpayer money that’s at issue. After reading many of the over 900 responses from parents and educators to my questionnaire about tech in schools and from the many conversations I had over the past few weeks with readers, I’m convinced that the downsides of tech in schools far outweigh the benefits.

Though tech’s incursion into America’s public schools — particularly our overreliance on devices — hyperaccelerated in 2020, it started well before the Covid-19 pandemic. Google, which provides the operating system for lower-cost Chromebooks and is owned by the same parent company as YouTube, is a big player in the school laptop space, though I also heard from many parents and teachers whose schools supply students with other types and brands of devices.

As my newsroom colleague Natasha Singer reported in 2017 (by which point “half the nation’s primary- and secondary-school students” were, according to Google, using its education apps), “Google makes $30 per device by selling management services for the millions of Chromebooks that ship to schools. But by habituating students to its offerings at a young age, Google obtains something much more valuable”: potential lifetime customers.

The issue goes beyond access to age-inappropriate clips or general distraction during school hours. Several parents related stories of even kindergartners reading almost exclusively on iPads because their school districts had phased out hard-copy books and writing materials after shifting to digital-only curriculums. There’s evidence that this is harmful: A 2019 analysis of the literature concluded that “readers may be more efficient and aware of their performance when reading from paper compared to screens.”

“It seems to be a constant battle between fighting for the students’ active attention (because their brains are now hard-wired for the instant gratification of TikTok and YouTube videos) and making sure they aren’t going to sites outside of the dozens they should be,” Nicole Post, who teaches at a public elementary school in Missouri, wrote to me. “It took months for students to listen to me tell a story or engage in a read-aloud. I’m distressed at the level of technology we’ve socialized them to believe is normal. I would give anything for a math or social studies textbook.”

I’ve heard about kids disregarding teachers who tried to limit tech use, fine motor skills atrophying because students rarely used pencils and children whose learning was ultimately stymied by the tech that initially helped them — for example, students learning English as a second language becoming too reliant on translation apps rather than becoming fluent.

Some teachers said they have programs that block certain sites and games, but those programs can be cumbersome. Some said they have software, like GoGuardian, that allows them to see the screens of all the students in their classes at once. But classroom time is zero sum: Teachers are either teaching or acting like prison wardens; they can’t do both at the same time.

Resources are finite. Software costs money . Replacing defunct or outdated laptops costs money . When it comes to I.T., many schools are understaffed . More of the money being spent on tech and the maintenance and training around the use of that tech could be spent on other things, like actual books. And badly monitored and used tech has the most potential for harm.

I’ve considered the counterarguments: Kids who’d be distracted by tech would find something else to distract them; K-12 students need to gain familiarity with tech to instill some vague work force readiness.

But on the first point, I think other forms of distraction — like talking to friends, doodling and daydreaming — are better than playing video games or watching YouTube because they at least involve children engaging with other children or their own minds. And there’s research that suggests laptops are uniquely distracting . One 2013 study found that even being next to a student who is multitasking on a computer can hurt a student’s test scores.

On the second point, you can have designated classes to teach children how to keyboard, code or use software that don’t require them to have laptops in their hands throughout the school day. And considering that various tech companies are developing artificial intelligence that, we’re meant to understand, will upend work as we know it , whatever tech skills we’re currently teaching will probably be obsolete by the time students enter the work force anyway. By then, it’ll be too late to claw back the brain space of our nation’s children that we’ve already ceded. And for what? So today’s grade schoolers can be really, really good at making PowerPoint presentations like the ones they might one day make as white-collar adults?

That’s the part that I can’t shake: We’ve let tech companies and their products set the terms of the argument about what education should be, and too many people, myself included, didn’t initially realize it. Companies never had to prove that devices or software, broadly speaking, helped students learn before those devices had wormed their way into America’s public schools. And now the onus is on parents to marshal arguments about the detriments of tech in schools.

Holly Coleman, a parent of two who lives in Kansas and is a substitute teacher in her district, describes what students are losing:

They can type quickly but struggle to write legibly. They can find info about any topic on the internet but can’t discuss that topic using recall, creativity or critical thinking. They can make a beautiful PowerPoint or Keynote in 20 minutes but can’t write a three-page paper or hand-make a poster board. Their textbooks are all online, which is great for the seams on their backpack, but tangible pages under your fingers literally connect you to the material you’re reading and learning. These kids do not know how to move through their day without a device in their hand and under their fingertips. They never even get the chance to disconnect from their tech and reconnect with one another through eye contact and conversation.

Jonathan Haidt’s new book, “The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness,” prescribes phone-free schools as a way to remedy some of the challenges facing America’s children. I agree that there’s no place for smartphones on a K-12 campus. But if you take away the phones and the kids still have near-constant internet connectivity on devices they have with them in every class, the problem won’t go away.

When Covid hit and screens became the only way for millions of kids to “attend” school, not having a personal device became an equity issue. But we’re getting to a point where the opposite may be true. According to the responses to my questionnaire, during the remote-school era, private schools seemed to rely far less on screens than public schools, and many educators said that they deliberately chose lower-tech school environments for their own children — much the same way that some tech workers intentionally send their kids to screen-free schools.

We need to reframe the entire conversation around tech in schools because it’s far from clear that we’re getting the results we want as a society and because parents are in a defensive crouch, afraid to appear anti-progress or unwilling to prepare the next generation for the future. “I feel like a baby boomer attacking like this,” said Lewis.

But the drawbacks of constant screen time in schools go beyond data privacy, job security and whether a specific app increases math performance by a standard deviation. As Lewis put it, using tech in the classroom makes students “so passive, and it requires so little agency and initiative.” She added, “I’m very concerned about the species’ ability to survive and the ability to think critically and the importance of critical thinking outside of getting a job.”

If we don’t hit pause now and try to roll back some of the excesses, we’ll be doing our children — and society — a profound disservice.

The good news is that sometimes when the stakes become clear, educators respond: In May, Dr. Prater said, “we’re going to remove access to YouTube from our district devices for students.” He added that teachers will still be able to get access to YouTube if they want to show instructional videos. The district is also rethinking its phone policy to cut down on personal device use in the classroom. “For me,” he said, “it’s all about how do you find the common-sense approach, going forward, and match that up with good old-fashioned hands-on learning?” He knows technology can cause “a great deal of harm if we’re not careful.”

Jessica Grose is an Opinion writer for The Times, covering family, religion, education, culture and the way we live now.

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Biden is canceling $7.4 billion in student debt for 277,000 borrowers. Here's who is eligible.

By Aimee Picchi

Edited By Alain Sherter

Updated on: April 12, 2024 / 3:29 PM EDT / CBS News

The Biden administration on Friday said it's canceling $7.4 billion in student debt for 277,000 borrowers, with the recipients scheduled to receive emails today to alert them to their loan discharges. 

The latest effort extends the debt relief provider under President Joe Biden after the Supreme Court last year blocked  his administration's plan for broad-based student loan forgiveness. With the latest batch of loan cancellations, the White House said it has forgiven about $153 billion in debt for 4.3 million student borrowers. 

Biden, who had made student loan relief a major campaign pledge, is tackling an issue that affects about 43 million Americans with a combined  $1.7 trillion in student debt. It's a burden that some borrowers and their advocates say has harmed their ability to save for a home or achieve financial milestones, an issue that was echoed by Education Secretary Miguel Cardona in a conference call with reporters. 

"I talked to a teacher in New York this week who took out a loan for $30,000," Cardona said Friday, "and after over a decade of paying and being a teacher the debt was $60,000, and she was saying that the interest was so high that the payments that she was making wasn't even touching her principal."

He added, "We are fixing a broken system. We're relentless and taking steps to transform a broken system into one that works people across the country."

Here's what to know about who is eligible for the latest round of forgiveness.

Who qualifies for the student loan forgiveness?

Three groups of people qualify under the latest round of debt relief, the White House said. 

• $3.6 billion for 206,800 borrowers enrolled in the SAVE plan.

About $3.6 billion will be forgiven for nearly 207,000 borrowers enrolled in the Saving on a Valuable Education (SAVE) plan, an income-driven repayment program, or IDR, that the Biden administration created last year. 

The White House said borrowers who are getting their debt discharged under SAVE had taken out smaller loans for their college studies. The plan allows people to receive forgiveness after they made at least 10 years of payments if they originally took out $12,000 or less in loans to pay for college; borrowers with larger loans are eligible after 20 or 25 years of repayment, depending on what types of loans they have. 

 "You sacrifice and you've saved for a decade or more to make your student loan payments, and you originally borrowed $12,000 or less, you're going to see relief," Cardona told reporters. "An overwhelming number of those who qualify for SAVE were eligible for Pell grants and come from low- and middle-income communities."

• $3.5 billion for 65,700 borrowers in income-repayment plans.

These borrowers will receive forgiveness through "administrative adjustments" to repayment plans where loan servicers had made it tougher for some borrowers to qualify for relief.  

"These are people who paid for a long time but were being deprived of relief because of administrative and servicing failures," Cardona said. "These people met the contract of their loan" and will receive forgiveness.

• $300 million for 4,600 borrowers through Public Service Loan Forgiveness (PSLF).  

The PSLF program is designed to help public servants like teachers and government employees achieve debt forgiveness after 10 years of repayment. It's a program that started in 2007 but had been plagued with complex rules that effectively hampered people from getting their debt discharged, with only 7,000 receiving loan forgiveness prior to the Biden administration. 

With the latest round of discharges, the Biden administration has forgiven $62.8 billion in loans for 876,000 borrowers through PSLF. 

Are there legal challenges to Biden's debt forgiveness plans?

In two separate lawsuits, Republican attorneys general in 18 states are pushing to have the SAVE plan tossed and to halt any further student debt cancellation. They say the SAVE plan oversteps Biden's authority and makes it harder for states to recruit employees. They also contend the plan undermines a separate cancellation program that encourages careers in public service.

It's unclear what the suits could mean for loans that have already been canceled. A court document filed by Kansas' attorney general says it's "unrealistic to think that any loan forgiveness that occurs during this litigation will ever be clawed back."

—With reporting by the Associated Press.

• Biden Administration
• Student Loan

Aimee Picchi is the associate managing editor for CBS MoneyWatch, where she covers business and personal finance. She previously worked at Bloomberg News and has written for national news outlets including USA Today and Consumer Reports.

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