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¿What is the consequence of the lack of methodology and strategies for teaching?

Methodology with the teaching

Strategies in the classroom

Teaching

GENERAL OBJECTIVE Identify the main methodology for teaching strategies

J-S. Horng et al. (2005) Creative teachers and creative teaching strategies

pp. 325

Díaz Larenas, C. (2012). Using case study methodology to approach the views of teachers of english on classroom disciplinary strategies. Universidad Nacional de Colombia, Facultad de Ciencias Humanas.

Castro Hoyos, A. (2019). Teaching Analytics: una revisión sistemática de literatura.

Shanmugavelu, Ganesan,

Balakrishnan Parasuraman,

et al. “The Role of Teachers

in Reflective Teaching in

the Classroom.” Shanlax

International Journal of

Education, vol. 8, no. 3,

2020, pp. 30–33. (ERIC)

Shah, Rajendra Kumar.

“Effective Constructivist

Teaching Learning in

the Classroom.” Shanlax

International Journal of

Education, vol. 7, no. 4,

2019, pp. 1–13.

Mapping and analysing reviews of research on teaching, 1980–2018, in Web of Science: An overview of a second‐order research topography

The concept of disciplinary strategies has been widely defined by several authors worldwide (Brown, 2010; Cubero, 2004; Charles, 1999; Gootman, 2008). Socolinsky (1994), for example, defines discipline as a “set of rules established for an individual or group of people, intended to maintain order, classroom interaction and the sound development of group activities” (p. 24).

The concept of disciplinary strategies has been widely defined by several authors worldwide (Brown, 2010; Cubero, 2004; Charles, 1999; Gootman, 2008). Socolinsky (1994), for example, defines discipline as a “set of rules established for an individual or group of people, intended to maintain order, classroom interaction and the sound development of group activities” (p. 24).

Teaching Analytics is an emerging and challenging field of research that can have a great impact on educational design methodologies as well as on deliveries by teachers to students. In this work, we analyze the most relevant literature on the subject.

For Cruikshank, Reflective Teaching isthe ability

to analyze histeaching practices. (Cruikshank, 1987).

This definition only focuses on the achievement of

the objectives of a teaching session. According to

him, Reflective Teaching described as an opportunity

to apply the principles and theories of teaching

and learning in a real situation. In other words, the

meaning conveyed by Cruikshank is technical and

requires that our teachers always appreciate the

following two sentences. (ERIC)

The traditional classes are usually dominated by direct and unilateral instruction. Traditional approach followers assume that there is a fixed body of knowledge that the student must come to know. Students are expected to blindly accept the information they are given without questioning the instructor (Stofflett, 1998).

The following strategies of creative instructions are con-

cluded from the interview, observation and analysis of

lesson plans of Integrated Activities.

How teaching should be arranged in the best possible way has been targeted in a great number of investigations involving different theoretical points of departure (Hattie, 2009). Consequently, reviews of the effectiveness or appropriateness of teaching methods have become increasingly available. Producing such reviews is a logical way to integrate findings and insights from different studies