Successful Teaching

*Dr.T.V.Rao MD Today we live in a complex world, every one complains there is generation gap, and the younger generation have become indifferent and not attentive to their responsibilities. I however differ from common idea the students have greater challenges of uncertainties and we have not faced when we were students. I as a teacher, we as elderly have a greater responsibility to adapt to the changing environment to make our students better citizens of the Nation. It is all possible if we understand, the world we live in is a rich and diverse place with individual thinking about their careers. If we're smart, we can take advantage of different aspects of the stimulating environment we all live in to help us to teach creatively. If you can stimulate your students, you have a better chance at keeping them interested in learning more. But being creative offers more benefits than just holding a students attention. If you are able to present material in many different ways, your students have a better chance of understanding it. Being a creative teacher encourages students to be creative learners too. With growing economic crisis, and privatization affects teacher too, we too have become materialistic, we all accept that learning is most effective when it is enjoyable, but they are given little direct advice about how to achieve the creative

and motivating classrooms that educationalists appeal for. If the teacher do not adapt to the expectations of the students our lives too become difficult. The world is changing past with technological advances, be a partner with students in upgrading our skills, it would be beneficial to jumble up this approach somewhat. Sometimes something comes along that is so exciting, so much encouraging , or is so compelling that it would be great to use it in your work as a teacher, even though it may not fit the methods you'd planned. Perhaps there are things so compelling that you should use them as teaching tools even if at first glance they don't seem to fit what you're teaching. I updated by capabilities in my teaching with several digital presentation which differ from many of teachers around me, might discover some fantastic piece of technology that you'd love to use in class, and then shape the lesson around that. We might call this the "ready, fire, aim" method of teaching. Unconventional, I know. You're supposed to choose the tools to do the job once you know what "the job" actually is! Here, we are selecting the tools and then finding a job that fits those tools! But in doing so, we experience the following benefits: We get to use something we are enthusiastic about. And we know our enthusiasm transfers to our students. Which makes even the average students to attain higher grades in their career? I wish we should live up to their expectations to be a part of the system.

Much of the syllabus created for students may not be interesting for a beginner; early motivation of the teachers will create interest in the subject. The purpose of the motivation element is to offer the students specific reasons why the lesson content is important to know, understand, apply, or perform. For example, the teachers may talk about an occurrence where the knowledge in the lesson was applied. This motivation should appeal to each student personally and engender a desire to learn the material. Our questioning patterns to be productive for all students, try not to encourage few at the cost of many slow learners. Effective use of questions may result in more student learning than any other single technique used by instructors. In general, teachers should ask open-ended questions that are thought provoking and require more mental activity than simply remembering facts. Since most medical training is at the understanding level of learning, or higher, questions should require students to grasp concepts, explain similarities and differences, and to infer cause-andeffect relationships. In group discussions we encourage their communication talents; the teacher opens the discussion by asking one of the prepared lead-off questions. After asking a question, the instructor should be patient. The students should be given a chance to react. The teacher should have the answer in mind before asking the question, but the students have to think about the question before answering. Sometimes a teacher finds it difficult to be patient while

students figure out answers. Keep in mind that it takes time to recall data, determine how to answer, or to think of an example. The more difficult the question, the more time the students will need to produce an answer. Sometimes students do not understand the question. Whenever the instructor sees puzzled expressions, the question should be rephrased in a slightly different form. The nature of the questions should be determined by the lesson objective and desired learning outcomes. Many students may not be up to your expectation use simple words in the teaching lecture, simple rather than complex words should be used whenever possible. Good newspapers offer examples of the effective use of simple words. The teachers should not, however, use substandard English. Errors in grammar and vulgarisms detract from an instructor's dignity and reflect upon the intelligence of the students. Everybody will agree Teaching is a challenging profession how you make it depend solely on us; if teacher continues to believe that he/she is still a student makes a great difference. Never forget knowledge

is Power.

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