The old ways of teaching pedagogies generated a strong significance of transformation in the 21st century of education. This has been learned by experts throughout the years because of continuous researches – may it be applied, action, or experimental. Observations and analyses of these sets of standardized assessments were interpreted to see if there is greater impact in the educative process globally. From the very core of the traditional methodologies, educators and administrators of school institutions developed newer strategies in teaching the lessons of all the subjects in general – English, Mathematics, Science, Social Sciences, History, Geography, and the likes.

The old teaching strategies depict a classroom where the teacher do all the discussions as if depositing only the knowledge to the minds of the learners who are meekly sitting on their seats absorbing everything that is spoon-fed to them. Most of the tasks are done through lectures. Students are expected to pass the paper and pencil tests after listening to the teacher. Today, there is already a difference as seen in many educators in their classrooms. More activities are open to provide chances to the students to cooperate and learn with each other. The teacher’s role is to make sure that dead air does not strike the scene, thus maintaining an enjoyable environment of the teaching-learning process. Moreover, in higher levels of learning, students are now tasked to pick topics for the reporting activities. They are more exposed to read and research for their own materials and references, practice the deliverance of the lesson, and execute it in front of the class. They are more trained to acquire confidence in speaking orally using the chosen medium of instruction. They are trained more so to be responsible for half of their learning. They are now given the chance to act like a teacher as if they are teaching their classmates. These are all crucial in the educative mainstream.

But we cannot say that the traditional styles of teaching are not effective at all. In a sense, we cannot say that this system only spoils students’ capacity to learn by themselves. Traditional style of teaching clarifies the thought the teacher imparts to the learners. Take into consideration the arithmetic, Geometry, Algebra, or Calculus. Not all students are fond of solving mathematical equations even if these are delivered through games. It becomes clear to them somehow if the teacher teaches in the entire hour. In the same manner, not all students want to work with peers because of fear or shyness, which is why they tend to keep silent, listening attentively to the teacher’s talks.

But for the record, students are more captivated if they really maneuver their bodies following the educator’s instructions. Learning for them becomes meaningful when they see the relevance of the activities to the real life situations. It should always possess authenticity. But then, it still depends on the teacher’s style whatever she chooses to deliver, either the traditional or the contemporary strategies in teaching.

Both have strengths and weaknesses. No style is perfect. No instructional material is truly effective without the one who facilitates it. And no one guarantees a hundred percent learning especially if the one liable for it did not really assure the effectiveness.



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