NARRATION AND ILLUSTRATION AS A METHOD OF TEACHING

 METHODS OF TEACHING

Teaching methods in the classroom, refer to principles and methods employed by teachers to enable student learning. The term teaching method refers to the principles, pedagogy, and management strategies used for classroom instruction. These strategies are determined partly by the subject material to be taught and partly by the nature of the learner. The pedagogical approach must take into account the learner's characteristics as well as the style of learning it's supposed to motivate.

TYPES OF METHODS OF TEACHING

Lecture Method

Demonstration Method

Narrative Method

Illustration Method

Problem Solving Method

Project Method

Brain Storming Method

Discussion Method

 NARRATION 

Narration as a pedagogical approach stands for presenting a well-ordered and well-sequenced verbal account of an object or event, recount some experience or incident, tell stories and also the like, to pupils in such a remarkable and artistic manner that it's going to be ready to produce a transparent, vivid, interesting and orderly picture within the minds of pupils for his or her quick understanding and straightforward grasping of the topic matter. For this purpose, a coach may narrate his own experiences regarding the item or event or he could also be competent enough to recreate some experience or stories of others effectively or he/she may use his own creative imagination for creating plots of his own either from his own life experiences or from fictions and history which he/she has read somewhere.

USE AND IMPORTANCE OF NARRATION METHOD

A decent teacher's narration completely makes the children lose themselves in the story and they find themselves living in their imaginations, either as spectators or as participants. Narration for teachers refers to the art of telling verbal representations of things and events at the right time and in the right way. For students, it presents a practical medium for learning interesting material. His method is often used to teach most subjects of the college curriculum. In subjects like social studies, narration as a teaching tool becomes an enormous asset to the teacher. In science, the teacher may need help elucidating the cause and effect relationship. He may also create interest by narrating events from the biographies of scientists.

LIMITATIONS AND DEFECTS

The art of narration requires skill. In addition to knowing his subject, a teacher should also be a talented narrator. The narrative may become a straightforward story without enthusiasm and interest on the part of the teacher or the learner if not handled properly. The teaching-learning process may become one-sided if students are not involved.

In narration, the teacher may go astray. There is a possibility that he will speak irrelevantly and that he will waste a lot of valuable time. It is prescribed for memory and comprehension.

SUGGESTION FOR EFFECTIVE USE OF NARRATION METHOD

The language used for narration should be simple and understandable for students.

There should be the art of excellent communication involved. The teacher must have thorough knowledge or imagination about the item and event to be narrated to project the proper picture before the learners.

The teacher must be confident and patient during narration. Names of objects, and places, should be written on the blackboard in order to facilitate recall. The pace of narration should be taken care of. It should neither be too fast nor too slow.

Illustrations

As a method of teaching, illustration consists of the use of means and material - verbal or concrete- to help students grasp precise knowledge of the presented material by making it more clear, interesting, understandable or comprehensible.

Here, the teacher has to elucidate, explain, or present facts and phenomena using certain aids in verbal form.

Illustration is divided into two categories: verbal and concrete.
When a teacher applies the use of words and pictures, puts examples of comparisons, studies analogies, uses metaphor, and explains the meaning of a thing, object or phenomenon by giving equivalent terms for associating with previous knowledge of students, he is said to employ verbal illustration.
When a teacher makes use of concrete material like real objects, specimens, models, charts, pictures, graphs, maps, and diagrams by making a direct appeal to the senses of the students, he is said to make use of concrete illustration.

USE AND IMPORTANCE
The Illustrations make abstract ideas concrete and thus make teaching and learning meaningful and interesting.

In terms of catching devices and motivation agents, they are most effective.
The mental picture of the presented material becomes clear, definable, precise, and graspable with the help of appropriate illustrations.
     The use of illustration as a teaching method proves quite useful and effective in the teaching of almost all the subjects of the school curriculum.
In language, teachers may use metaphors, incidents, stories, equivalent words, popular sayings, and idioms as verbal illustrations. He may also use pictures, charts, models, and maps to make language classes more interesting.
Geographic facts, ideas, concepts, and principles can never be properly taught without the use of maps, models, globes, and pictures.

DEFECTS AND LIMITATIONS

Overloading the lesson with illustrations, may adversely affect the teaching-learning process.

As a result, children may lose interest and lose their curiosity.
In the absence of a judicious selection of illustrations, they may not produce any positive results.
The use of illustrations requires a lot of time, energy, and resources-both human and physical-in an educational setting.
Moreover, in a crowded environment of classes in our country, we cannot expect the teacher to cover the entire syllabus with the help of illustrations in a limited time.

SUGGESTION FOR EFFECTIVE USE OF ILLUSTRATION METHOD

• The teacher should properly plan the use of illustrations in his lesson.

•  The teacher must carefully locate where verbal and concrete illustrations should be used.

• Learners must be able to understand and accept the illustration based on their experiences.

• Illustrations must be relevant to the topic and content taught and must be used at the proper time.

• Providing simple and understandable information should be their aim.

• There should be a proper balance in the use of illustrations.

• Constant use of the same type of illustration makes presentations dull, boring, and monotonous.

• All students should be able to see the concrete illustrations presented.

Hence, both narrative and illustrative methods of teaching are quite beneficial in classroom teaching.

The narrative method makes use of the art of narrating an event, incident, or experience of oneself, someone else’s or using one's imagination.

The illustrated method employs words or concrete examples to demonstrate or illustrate points.

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