ACTION RESEARCH 2

Action Research
Promote the use of new and alternative methods for teaching
The effective implementation of a curriculum depends largely on the selection of
teaching methods. Methods of teaching are often founded on predetermined instructional
objectives aimed at promoting learning. Since instructional objectives vary based on factors such
as grade and content being delivered, the teacher also has a task to vary teaching methods
selected to enhance their compatibility with the instructional objectives to be achieved.
According to Argyropoulos (2009), teachers have to use reflective methods and reflect on their
teaching activities so that they can identify teaching methods that are effective and those that are
not effectively helping their learners achieve the set instructional objectives. Once they identify
some of the methods that are not working, maybe because of their learners’ learning styles, age,
grade level, or other factors, they identify new teaching methods. Reflective methods promote
the use of new and alternative methods, which help enhance the effectiveness of the process of
implementing the curriculum. This paper analyzes the importance of promoting the use of new
and alternative methods for teaching and various ways through which this can be achieved.
Teaching methods aid the processes of teaching and learning as they help the instructor
communicate new ideas and skills to the learners (Dorgu, 2016). The author further states that
the teacher is the sole implementor of the curriculum in the classroom and is thus the prime
mover of the education system. Thus, the importance of the teacher in implementing the
curriculum cannot be understated. The teacher’s effectiveness in moving the educational system
is based mainly on their ability to use new methods of teaching depending on the students in
their classrooms. Their success will depend on the cognitive, psychomotor, and affective skills

ACTION RESEARCH 3
that educators possess. For a teacher to select the most suitable teaching methods, they require
the appropriate physical skills, attitude, and knowledge to carry out different activities that are
needed to engage learners and help them acquire the desired skills and knowledge. Teaching
methods are thus key in ensuring that learners achieve academic success.
The ability of an educator to use new and alternative methods in the classroom relies
largely on the effectiveness of the teacher training programs. Well prepared and motivated
teachers convey their enthusiasm to their learners. Teachers are not automatically motivated;
they achieve the enthusiasm and motivation through being helped to maintain their vigor, by
knowing what their job entails and how well they can perform it to help their learners succeed
academically. As such, teachers training programs come in handy in enhancing teachers’ abilities
and understanding and teaching them some of the activities that they can engage in to nurture
and promote their enthusiasm for teaching and face the pressures that they are likely to face
while performing their duties (Millard, 2000). Thus, teachers’ training programs can offer
teachers opportunities to increase their ability to be effective implementors of the curriculum.
They can achieve this by selecting and using new and alternative methods of teaching as opposed
to just using one or a few methods repeatedly. Using the same methods makes teaching and
learning predictable to the learners, and this can disorient them and make them get bored very
easily, which may be reflected through poor academic performance.
Traditional methods of teaching have been widely used in classrooms across the world.
However, the 21 st century has made it necessary to use new and alternative methods of teaching
to ensure that students learn the necessary skills. Besides, the integration of technology in the
classroom has made it necessary to implement alternative methods for teaching to make learning
better (Nurutdinova et al., 2016). Computer applications and the use of technology tools in the

ACTION RESEARCH 4
classroom has made it necessary for teachers to endorse applications and new methods for
teaching to help students improve their abilities, both verbal and written. Students are enabled to
develop new skills, and their potentials are consequently broadened. Electronic learning (e-
learning) and the internet in general, have introduced new dynamics in education. The design of
the curricula has also been affected. Thus, methods of teaching and those that teachers use to
implement the curriculum have also been affected. This has prompted teachers to embrace
alternative methods to ensure that the curriculum is effectively implemented.
Overall, contemporary methods of teaching such as role-playing, video watching, and the
use of interactive whiteboards have revolutionized the process of teaching. The virtual learning
environment, such as self-assessments and chat rooms, has introduced new dynamics, and
teachers have to adopt new and alternative approaches to instruction. Learning and teaching
processes now include new tools for teaching, mainly due to advancements in the technology of
information and communication. The effectiveness of teaching methods is measured through the
performance of students in assessments. Based on the results of different formative and
summative assessments, teachers are able to make changes in their methods of teaching adopting
new ones that will enhance student success.

ACTION RESEARCH 5

References

Argyropoulos, V., Nikolaraizi, M. (2009). Developing inclusive practices through collaborative
action research. European Journal of Special Needs Education 24(2):139-153. DOI:
10.1080/08856250902793586
Dorgu, T. E. (2016). Different teaching methods: A panacea for effective curriculum
implementation in the classroom. International Journal of Secondary Education, 3(6), 77.
Millard, L. (2000). Teaching the teachers: ways of improving teaching and identifying areas for
development. Annals of the rheumatic diseases, 59(10), 760-764.
Nurutdinova, A. R., Perchatkina, V. G., Zinatullina, L. M., Zubkova, G. I., & Galeeva, F. T.
(2016). Innovative teaching practice: Traditional and alternative methods (challenges and
implications). International journal of environmental and science education, 11(10),
3807-3819.