Having
established the meaning of teaching Resources, its importance in the teaching
of social studies, the source/production of the equipment, it is very pertinent
at this point to look into how the teaching resources can effectively be
utilized by the teacher in order for maximum result to be achieved.
Hull and Dobby (1999) noted that the
teacher’s success in using audio-visual or teaching material depends on two
factors, thus-
i.
What Resources are available and
ii.
How well the resources are used.
They advised, among other things
that the teacher should:
a. Learn
to use whatever equipment he can get hold of, practice until he is completely
familiar with the equipment and can use it without having to think about it.
b. Make
or find a list of whatever audio-visual materials he can find in the training
college.
The teacher Education material
production project (1977) stated that initial goal of the teacher is to
stimulate the imagination of the child so that he would become active and
creative. His own ability to establish the proper atmosphere before introducing
his material or subject is vital. He should find ways of connecting worthwhile
information and skills with the students existing interest, create the
necessary facilities for their artistic expression.
Onyejemezi in the Nigeria journal of
education (2004) posted the resource materials do not achieve anything on their
own; the usefulness depends on what the teacher could co-opt pupils in a
co-operation manner. Student could be encouraged to produces or gather simple resource
materials such as plants, stone, maps etc. the above statement implies that the
teacher is central to the effective utilization of any teaching materials in
his class. Also important is the commitment and cooperation of the students who
are the target of any teaching-learning situation.
Adeyemo (1998) was of the view that making of teaching resource in each subject teacher should be responsible for them. He pointed out that the teacher should note that;
Adeyemo (1998) was of the view that making of teaching resource in each subject teacher should be responsible for them. He pointed out that the teacher should note that;
a. A few
good aids/resources well made correct and neat are much better than a mass of
carelessly produced and thoughtlessly planned stuff.
b. Make
sure that the note been made for teaching should be approved before taking to
classroom
c. Writing
on your aid/resource must be informing height size and must be legible,
careless writing in your resources can single you out as a lazy teacher; take
pains over your resources.
d. All
aids/resources should be arrange neatly in the class and should be within the
children’s eye level
e. The
preparation of aids/resources necessary for teaching is an essential practical
teaching as such in the classroom picture, chart, and drawing should be always
neat and clean
f. Teaching
aids/resources are best seen in use. In addition, the following point should be
observed in using pictorial illustration.
They
must be large and bold
They
must be accurate, but not elaborate
They
must be self interpreting as far as possible
They
must not too numerous
They
must be hidden until they are required for use in the class.
Specifically the teacher should know that
certain considerations are necessary for effective utilization of relevant
teaching resource thus;
1. The
teaching resources should be correlated with the curriculum
2. They should
be previewed or tried out in advance before use in the class
3. They
should be thought, not merely shown
4. They should be used, not as mere decorations
5. Records
should be kept of the result obtained and evaluations made
6. Too
many teaching resources should not be used at a time
7. The
type of materials should be within the knowledge and experience of the student
8. They
should be used in classroom or the laboratory
9. They
should be available when and where needed.
10. All teaching resources should be factually and
technically correct
11. No one type of material is best for all
situations. Each has specific in order to provide maximum effects
12. The picture, maps and charts should be
attractive and suitable
13. Writing must be large enough and clear enough
to easily read from the back of the class
14. It must be neat
15. It must be logically arranged in short clear
steps
16. The chart and posters should be accurate in
spacing and planning
17. The figures and letters should be well formed
18. Object and picture should be enough for
students to see form their sitting position
19. There should be a great deal of pictures or
materials to go round the children if possible
20. Apparatus must be accurately prepared and be
ready before the lesson.
In
addition to the above suggestions, the teacher using instructional material
must ensure that it is properly produced for attainment of its result; the
blackboard remains the greatest and most important single asset available to
the teacher. Adeyemo (1998) stated that blackboard sketches should be made
quickly, teachers should use the blackboard with discretion, teacher should
write important facts but they can only stress some orally. At
the end of the lesson, the blackboard should show the important facts of the
lesson. Never write carelessly on the blackboard, mind your sentences and
spellings, avoid fanciful writing, and be legible so that the students can
easily read what you write on the blackboard.
Unsatisfactory
blackboard work includes:
a. Bad
handwriting
b. Bad
arrangement of work
c. Too
much writing or opposite. This entails been moderate.
Bad
blackboard has three bad effects which are
a. It
strains the children’s eyes
b. The lesson is not memorable
c. It
gives bad examples
He
warned that blackboard should not be place near source of light. This is very
serious as it does harm to children’s eyes.