INTRODUCTION

Teaching methods are a way a lecture or a teacher conducts her\his

classroom or the students. Hamdani (2020) explains that a teaching
method is a collection of guidelines and techniques that educators employ
to support students' learning. The subject matter to be taught, the
learners' relative levels of skill, and the limitations imposed by the
learning environment all play a role in determining these tactics.

Rodrigues-Fernandes, Speight, Khurram, Araújo, Perez, Fonseca, Lopes, de

Almeida, Vargas, and Santos-Silva (2020) mention that a specific teaching
approach must consider the student, the subject matter, and the sort of
learning it is intended to facilitate in order to be effective and appropriate.
Benson &Chang (2022) Indicate that there are different ways a teacher
can use to create engaging and productive classroom experiences for
students. These methods help facilitate the teaching process and promote
student understanding and retention of material. Here are nine types of
teaching methods. The two main categories of teaching approaches are
teacher-centred and student-centred, though in actual teaching, teachers
frequently modify their lessons by switching between these approaches
based on the prior knowledge, expertise, and learning objectives of their
students. Teachers serve as the primary authority figure in a teacher-
centred approach to learning. With the ultimate purpose of testing and
assessment, students are seen as "empty vessels" whose main function is
to passively receive information (via lectures and direct instruction).
Teachers' main responsibility is to impart knowledge and information to
their pupils. Teaching and assessment are seen as two distinct entities in
this model. Tests and evaluations that are objectively assessed are used
to gauge students' learning. With a student-centred approach to
education, although In this approach, teachers have the position of
authority, and both teachers and students actively participate in the
learning process. Another name for this strategy is authoritative. The main
responsibility of the teacher is to guide and assist students in their
learning and general content comprehension. Both official and informal
methods of assessment, such as group projects, student portfolios, and
participation

Discuss method.
Hafeez (2021) states that classroom discussion is the most popular form
of collaborative learning in the classroom. It's also a democratic method of
teaching, with every student having an equal chance to speak up and
share their opinions. Teachers and students can both serve as facilitators
of class discussions. Another possible order for a presentation or
demonstration would be discussion. Discussions in class can help students
learn more, develop confidence, highlight opposing views, widen their
perspectives, strengthen their knowledge, and support the learning
community. Depending on the subject matter and course structure, there
may be a wide range of opportunities for in-class discussions that are both
meaningful and stimulating. Still, there are always the same reasons to
have scheduled class discussions.

Depending on the course's format and subject matter, there may be a

wide range of opportunities for meaningful and engaging in-class
discussions. Nonetheless, the reasons for organizing organized class
discussions never change. It is possible to have a productive class
discussion by getting students to ask more detailed questions,
paraphrasing what they have learned, and encouraging critical thinking
with inquiries like "Can we take this one step further?" "What remedies do
you believe could address this issue?" "How does this connect to our
understanding of..?" "How do these two differ from each other?" "How
does this connect to your personal history?" "What do you believe is the
cause of...?" "What consequences result from...?" explains(Meng &
Zhang2024 )

It is evident from the statement that "due to the importance of students'

personalities and academic motivation, which also partially explain why
students learn the way they do, the impact of teaching strategies on
learning strategies in first-year higher education cannot be overlooked nor
over interpreted, that while Seyi, Oluwabumni & Samual (2024) they
agree with the earlier remarks stated in the aforementioned headings, he
also thinks that a student's personality affects their preferred method of
learning. Learning can be more efficient and customized for each student
depending on how they understand and apply the guidance they receive
from their teachers. The goal of this interactive lesson is to encourage
students to discuss a variety of topics with one another.

Class discussions have also proven to be an effective method of bullying

prevention and intervention when teachers discuss the issue of bullying
and its negative consequences with the entire class. These discussions
have shown to increase the number of students who would help other
students when they are victimized.

Telling method
According to Choo, et al. (2020) One of the earliest methods of instruction
is storytelling. It's something that we all do and has done for as long as
anyone can remember in the history of humanity. We share stories with
one another as a means of fostering relationships. Educators are
narrators. Consider all the instances in which you were required to relate
a concept or aid students in understanding a subject by telling a narrative.

According to Baihaqi, Prassti, AS(2024) stories have a specific place and

significance in the classroom. The sounds and rhythms of English can be
heard by students, just as native speakers did when learning their own
tongue. Pupils can recognise words and phrases that they have frequently
heard or learned and recognise when they are used. Telling stories to
children often will aid in their acquisition of new words and expressions
that have the right emotional resonance. Participatory storytelling gives
students the opportunity to become characters and hear or say what they
would say in a real-world setting, or it uses experiential learning to raise
questions about what is happening to the characters and what they
should do next. Young Learners can enjoy hearing the language in a
dynamic, occasionally stylish, and interesting way when it is told aloud to
them through storytelling, which also makes language acquisition more
engaging and immersive. Using important words and phrases when
participating can help participants become aware of rhythm and structure.
Play and artistic expression are encouraged here, which piques interest in
additional experiences of this kind. After hearing a good story read aloud
in class, students sometimes want more tales and feel inspired to write,
play out, or illustrate their own stories in several ways.

Advantages of telling methods

Enable children to empathise with unfamiliar people/places/situations.

Offer insights into different traditions and values.

Offer insights into universal life experiences.

Help children consider new ideas.

Reveal differences and commonalties of cultures around the world.

Encourage active participation.

Enhance listening skills.

Encourage cooperation between students.

Disadvantages of telling methods

Too much use of the story telling method can lead the learners to become
passive listeners.

Learners may not be able to question much hence, won’t understand the
lesson much better.

When learners become passive listens, they become less active

participants.

Learning by doing isn’t implemented in this method

Excessive use of the method can lead the lesson to become monotonous
and tedious.
Project method
Saad,Zainudi(2022) state that under the project-based learning approach,
students’ study and solve a real-world, interesting, and challenging
question, problem, or challenge over a prolonged period of time, gaining
information and skills in the process. The design method is a teaching tool
that was introduced in the 18th century in European schools of
architecture and engineering, when graduates had to apply the skills and
knowledge learned during their studies to problems to be solved, e.g.
practitioners of their profession, for example designing a monument,
building a steam engine. In the early 20th century, William Heard
Kilpatrick expanded the project method into a philosophy of education. His
scenario is child-centred and based on progressive education. Both
approaches are still used by teachers around the world today. Unlike
traditional education, proponents of the project method try to give the
student the opportunity to solve problems with as little teacher guidance
as possible. The teacher is seen more as a mediator than a distributor of
information.

Choo el at (2020) state that in an atmosphere where the project approach

is used, students should be free to use all of their senses to investigate
and take in their surroundings. In a way, this allows them to tailor their
education to suit their own interests. The focus is on experiential learning
instead of memorization and rote learning, with very little instruction
taken from textbooks. In a project-based learning environment,
democracy and teamwork are prioritised to address "purposeful"
challenges.

Problem solving method/theoristic method

A lot of teachers are interested in problem solving and how to help
students become proficient problem solvers, especially those who work on
professional curricula. An overview of problem-solving research in
education may be found in the following article. A number of terms are
clarified, and the change from one theory to another is covered. The
discussion is around educational theories that explain problem solving
within the framework of behavioural, cognitive, and information-
processing pedagogy. The article's last section outlines earlier research on
the variations in problem solving between expert and novice domains
(Zainudi el at 2020)

However, Markula & Aksela (2022) state that problem-solving is an

essential skill that we use in our everyday lives to overcome challenges
and achieve our goals. The problem-solving method is a systematic
approach to finding solutions to complex issues by identifying the
problem, generating possible solutions, evaluating those solutions, and
implementing the best course of action. This method helps individuals
take a structured and logical approach towards problem-solving, which
can lead to more effective and efficient outcomes.

Maros,Korenkova,Fila,Levicky ,Schoberova(2023) furthermore explain the

problem-solving method also emphasizes the importance of evaluating
and testing different solutions before implementing them. By weighing the
pros and cons of each potential solution, individuals can make informed
decisions that are based on evidence rather than intuition. This critical
thinking process ensures that the chosen solution is the most effective
and feasible option, leading to successful problem resolution. Overall, the
problem-solving method is a valuable tool that can help individuals
navigate through difficult situations and achieve their desired outcome.

Conclusion
In conclusion, the effectiveness of a teaching method ultimately depends
on the individual learner and their preferred learning style. Some students
may thrive in a traditional lecture-style classroom setting, where the
teacher imparts knowledge through direct instruction. Others may benefit
more from hands-on, project-based learning that allows them to actively
engage with the material. It is important for educators to be aware of
these differences and tailor their teaching approach to meet the needs of
all students. Additionally, incorporating a variety of teaching methods can
help reach a broader range of learners and enhance overall
comprehension and retention of information.

Furthermore, the integration of technology in teaching methods has

revolutionized the way students learn and interact with information.
Online resources, interactive simulations, and educational apps can
provide students with additional tools to supplement their learning
experience. Utilizing these technologies can help make learning more
engaging and accessible for students of all ages. In conclusion, the key to
effective teaching methods lies in flexibility, adaptability, and creativity in
order to foster a positive and enriching learning environment for all
students.

REFRENCES
Hamdani, B., 2020. Teaching reading through
reciprocal teaching method. Celtic: A Journal of
Culture, English Language Teaching, Literature and
Linguistics, 7(1), pp.23-34.

Rodrigues-Fernandes, C.I., Speight, P.M., Khurram,

S.A., Araújo, A.L.D., Perez, D.E.D.C., Fonseca, F.P.,
Lopes, M.A., de Almeida, O.P., Vargas, P.A. and
Santos-Silva, A.R., 2020. The use of digital microscopy
as a teaching method for human pathology: a
systematic review. Virchows Archiv, 477, pp.475-486.

Chang, W.L. and Benson, V., 2022. Jigsaw teaching

method for collaboration on cloud platforms.
Innovations in Education and Teaching International,
59(1), pp.24-36.

Hafeez, M., 2021. Impact of Teacher's Training on

Interest and Academic Achievements of Students by
Multiple Teaching Methods. Pedagogical Research,
6(3).

Meng, Y. and Zhang, X., 2024. Discussion on Teaching

Strategy of Algorithm in Primary School. Advances in
Education, Humanities and Social Science Research,
10(1), pp.23-23.

Seyi, D., Oluwabunmi, A.O. and Samuel, J.J., 2024.

Meeting the 21 Century Methods of Teaching and
Learning of Business Education Subjects in Senior
Secondary School System. Ilorin Journal of Business
Education, 5(1), pp.193-206.

Shuo, W. and Ming, M., 2022. Exploring online

intelligent teaching method with machine learning
and SVM algorithm. Neural Computing and
Applications, 34(4), pp.2583-259

Kampwirth, T.J. and Bates, M.,2020. Modality

preference and teaching method: A review of the
research. Academic Therapy, 15(5), pp.597-605.

Kolesnikova, I.V., 2021. Combined Teaching Method:

An Experimental Study. World Journal of Education,
6(6), pp.51-59.

Choo, Y.B., Abdullah, T. and Nawi, A.M., 2020. Digital

storytelling vs. oral storytelling: An analysis of the art
of telling stories now and then. Universal Journal of
Educational Research, 8(5A), pp.46-50.

Fauzia, N.L.U. and Kelana, J.B., 2020. Natural science

problem solving in elementary school students using
the project based learning (pjbl) model. Jurnal Ilmiah
Sekolah Dasar, 4(4), pp.596-603.

Baihaqi, Y., Prasasti, I.H. and AS, L.A., 2024. The Use
of the Story Telling Method to Improve Student
Speaking Ability. ENGLISH FRANCA: Academic Journal
of English Language and Education, 7(2 November),
pp.335-342.

Saad, A. and Zainudin, S., 2022. A review of Project-

Based Learning (PBL) and Computational Thinking
(CT) in teaching and learning. Learning and
Motivation, 78, p.101802.

Markula, A. and Aksela, M., 2022. The key

characteristics of project-based learning: how
teachers implement projects in K-12 science
education. Disciplinary and Interdisciplinary Science
Education Research, 4(1), p.2.

Maros, M., Korenkova, M., Fila, M., Levicky, M. and

Schoberova, M., 2023. Project-based learning and its
effectiveness: evidence from Slovakia. Interactive
Learning Environments, 31(7), pp.4147-4155.