Process of delivery of teaching

There is no denying the fact that in view of the criteria of teaching quality, the most impelling cognitive purposes for which discussion should be used are: To expose learners to a diversity of perspectives on issue, topic or theme. To help learners to externalize the assumptions underlying their values, beliefs, and actions. To assist learners in perspective taking, i.e. in coming to see the world as others see it. And last of all to introduce learners to elements of complexity and ambiguity in an issue, topic, or theme.

Process of delivery in respect of the lecture can be explained as follows:

· To plan for a teaching environment

· To standardize the limit of in sequence

· To verbalize clearly, loudly enough, and at pace appropriate for the learner group.

· To use a conversational rather than pedantic, authoritative tone.

· To look at people and their activities to behave

· To Keep moving, but one should don’t overdo anything

· To complement the lecture with other instructional methods

The teacher should have a special look on the anatomy of a lecture which tentatively envisages the following:

· To say a lot about a little

· To use a lot of examples to explain the topics

· To Keep moving and continue further until or unless the queries stop.

· To recapitulate on variety of enquiries that eventually may happen

. In preparing discussion materials, the steps of discussion which are important may be replicated as follows:

· Argumentative Themes

· Resource Materials

· Consensual Rules

· Personalizing Discussion Topics

· The Group’s Composition

· Facilitating Discussion

In regard to facilitate discussion: one should knowledge on the following criteria:

· To be conversant with standardized approaches

· To use a diversity of approaches

· To congregate the unanticipated.

· To attend to the emotional dimension

· To be authentic in the group.

Mentorship:

The Mentor approach was first explored as the embodiment of wisdom and guardian of young Telemachus in the Odyssey. In recent years they wedged the public imagination in Gail Sheehy’s Passages (1979). There is now even an international association of mentors and a journal.

Mentors support their students:

· To call out the inner voice

· To provide apposite structure

· To express positive expectations

· To advocate and explain

Mentors can challenge their students by focusing the following aspects of learning.

· By assigning relevant tasks to motivate the students/participants to learn

· By providing an alternative voice so that the students become curious to learn.

· By helping students to identify their assumptions how far they have learnt the topics as assigned

· By encouraging hypothetical thinking on the jobs either practical or theoretical

· By providing specific positive feedback depending on both from participants and the teachers.

· By offering a map to widen the spirit of knowledge about the geography, history, culture and heritage of a particular place.

· By keeping a definitive and virtual tradition for analytical survey assignment.

· By suggest a separate forum of suggestions obtained from a definitive project work

Henceforth, the role of mentor is very important for perpetual teaching. For effective and perpetual teaching, a mentor should identify the area of weakness of the students and accordingly he should plan for course scheduling so that the course is vitally effective and up to the mark. A mentor is a key person with which course materials; course scheduling and evaluation sheets are prepared for the proper feedback from the participants. Hence the Poet Robert Frost says:

“The wood is lovely, dark and deep

I have promises to keep

And I have miles to go before I sleep

And I have miles to go before I sleep”