1. Professor Dr. M. Feroze Ahmed B.Sc.Engg, M.Sc.Engg., Ph.D., FBAS, FIEB, MASCE Vice-Chancellor Stamford University Bangladesh Website: www.ferozeahmed.comwww.ferozeahmed.com Professor Dr. M. Feroze Ahmed B.Sc.Engg, M.Sc.Engg., Ph.D., FBAS, FIEB, MASCE Vice-Chancellor Stamford University Bangladesh Website: www.ferozeahmed.comwww.ferozeahmed.com Stamford University Bangladesh Moving Teaching Excellence from Good to Great Draft

2. Points/Topics of Presentation O Definition – Teaching O Requirements for Quality Teaching O Common Methods of Teaching O Teachers’ Responsibilities O Course-based Classroom Teaching Cycle O Roles of Chair-Persons O Tips for Good Teaching

3. Teaching may be defines as delivery of knowledge, skills and information from teachers to students. Since delivery requires both a person who delivers (teacher) and a person or a group of persons who accepts delivery (student), then the delivery model also inherently defines teaching as an interaction between teachers and students. Effective teaching required effective delivery of knowledge, skill and information to the students. Teaching may be defines as delivery of knowledge, skills and information from teachers to students. Since delivery requires both a person who delivers (teacher) and a person or a group of persons who accepts delivery (student), then the delivery model also inherently defines teaching as an interaction between teachers and students. Effective teaching required effective delivery of knowledge, skill and information to the students. Teaching - Definition A good teacher is an expert in his/her subject, a good communicator and a facilitator of learning.

4. Basic Requirements for Effective Teaching A teacher with requisite knowledge, skill and information to deliver; O A teacher with requisite knowledge, skill and information to deliver; An effective mode of delivery; O An effective mode of delivery; Students with interest to accept the delivery; O Students with interest to accept the delivery; A good classroom providing ideal environment for effective teacher-student communication O A good classroom providing ideal environment for effective teacher-student communication SUB is committed to go beyond the basic requirement to take quality to teaching from good to better to great Good Better Great

5. A depiction of class teaching at World’s Oldest University (Univ. of Bologna, Italy) Sleeping Listening attentively Sleeping Gossiping Listening & reading attentively Source : Encyclopedia TEACHER Reading a book to teach Lesson in Class TEACHER Reading a book to teach Lesson in Class Modern teaching uses multiple methods of communication and tools for effective delivery and to draw full attention of the students Classroom Teaching : Past and Present

6. Teaching and Learning Methods Classroom Lectures  Classroom Lectures  Laboratory Practical Project and Thesis  Project and Thesis  e-Learning  Seminars and tutorials  Problem-based learning  Assignments  Continuous assessment

7. Modes of Teaching & Relative Retention

8. Responsibilities of Teachers in Effective Teaching O Teaching effectively in classroom. O Available for consultation and further clarification of topics/questions raised by the students. O Behave friendly inside and outside classroom. O Maintain communication with students through class representatives (CRs). O Facilitate the student to acquire knowledge, skill and information through most effective method(s). O Self-assessment and continuously improvement of delivery skill.

9. Responsibilities of A Teacher in Effective Teaching O Be aware of the requirements of both academically strong and weak students. O Ensure an environment for effective classroom teaching. O Keep updated with the latest development and incorporate those in the curricula. O Creating and maintaining interest of the students in the topics taught. O Evaluation of level of learning of the students.

10. Course-based Classroom Teaching Cycle COURSE Lesson Plan/ Schedule Lecture Plan Lectures Practice/ Practical Assess- ment Feedback/ Self-Assmt. Objective: Self-assessment of performance and improve in subsequent cycle

11. Classroom Teaching - Lesson Schedule & Lecture Plan Lesson Plan/Schedule Lecture Plan  Introduction to Course materials to be covered  Objectives of the course  Learning topics  Breakdown of the course into lectures in sequential order based on the number of lectures available in the trimester/semester  Distribution of lecture schedule to students Class Attendance Learning points Lecture/Class work Summary Question/Answer Class Attendance Learning points Lecture/Class work Summary Question/Answer Duration of Lecture Time Allocation 5% 10% 85%

12. Classroom Teaching - Teacher’s Preparation Teacher’s Preparation O Writing learning points/objectives of the lecture O Contents to be covered during the lecture O Sequencing the learning points O Assessment of time required O Selection of the teaching equipment O Selection of class/home work, if needed

13. Classroom Teaching - Lecture Development A classroom lecture is mainly a structured one-way communication from lecturer to audience/students, where students can ask question but interaction is limited. In the development of a lecture the Lecturer should decide on: O What the students already know about the topic? O how to introduce the learning points based on what the students know? O the time required to present all the learning points sequentially? O what supporting materials will be effective under each main points? O how to introduce the lecture in a way that encourages the students to listen and learn? O how to conclude the lecture by summarizing the points of leaning?

14. Classroom Teaching – Effective Lectures Quality & Effectiveness of Lectures Lecture Materials Voice Vocabulary Visuals Body Language Response/ Interaction Seating Arrangement Assign- ments Notes/ chapters, Text book, Reference book Loudness. Clarity, Pause, Stress on words & topics Chalk/Whiteboard, Overhead Projector (OHP), Audio-visual Visibility, Eye contact, Distances Appearance, Gesture, Posture, Manner, head, Hand & Eye Movement, Facial Expression Attention, Question, Reaction Class assignment, poorly explained & understood topics

15. Effective Teaching – Practice/Practical Practice/ Practical  Laboratory Work/  Experiment  Project/Thesis  Workshop/Seminar  Class Work  e-Learning  Academic Visits  Internship  Moot  Laboratory Work/  Experiment  Project/Thesis  Workshop/Seminar  Class Work  e-Learning  Academic Visits  Internship  Moot

16. Classroom Teaching - Assessment Assessment  Examinations  Class Test  Viva-Voce  Assignments  Demonstration of Competency  Class Attendance  Examinations  Class Test  Viva-Voce  Assignments  Demonstration of Competency  Class Attendance Distribution of Marks at Stamford University Bangladesh Evalution of the students must be correct, impartial and based on process developed and adopted by the university to reflect the level of learning of the students.

17. Feedback/ Self- Assessment. Classroom Teaching – Grading and Feedback 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 00 Marks Obtained % F D C C+ B- B B+ A- A A+ 0 2.00 2.25 2.50 2.75 3.00 3.25 3.50 3.75 4.00 GRADES and GRADE POINTS Grading System at Stamford University Feed Backs  Students’ reaction  Students participation  Sample question Self-Assessment  Students evaluation  Self-assessment of strength and weakness Feed Backs  Students’ reaction  Students participation  Sample question Self-Assessment  Students evaluation  Self-assessment of strength and weakness

18. Roles of Chair-persons in Effective Teaching O Close Monitoring of punctuality of teachers, progress of courses and overall performance of teachers; O Ensure that all teachers distribute a lecture schedules for each course breaking down the content of the course; O Make the teachers available for consultation and do works assigned by the Chairpersons. O and overall performance in class management ; O Evaluation of the ability of the teacher in creation and maintaining the interest of the students to the topic taught and overall performance in class management ; O Ensure that the students are evaluated properly ( class tests, assignments and exams); O Introduction of evaluation of class performance of teachers. O Close Monitoring of punctuality of teachers, progress of courses and overall performance of teachers; O Ensure that all teachers distribute a lecture schedules for each course breaking down the content of the course; O Make the teachers available for consultation and do works assigned by the Chairpersons. O and overall performance in class management ; O Evaluation of the ability of the teacher in creation and maintaining the interest of the students to the topic taught and overall performance in class management ; O Ensure that the students are evaluated properly ( class tests, assignments and exams); O Introduction of evaluation of class performance of teachers.

19. Concluding Remarks – Some tips for good teaching O Build a map of your entire course(s) and make the students aware of it. O Take a few minutes to prepare/organize your lecture(s) of the day, even if you are fully conversant. OIdentify your barriers and make a plan to get rid of them. OGenerate some curiosity about yours topic. OBuild a positive environment of learning. OEncourage participation of your students. O Never allow the students go out of control. OAt the end of the course, take some time to think of the effectiveness of the course you taught and do some adjustment for the next term/semester/year. And Continuously improve your delivery to be a GOOD TEACHER