Педагогика ва Психология соҳаларидаги инновациялар

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EFFECTIVE TEACHING METHODS IN PRIMARY EDUCATION
Yuldasheva Gavkharoy
Primary school teacher of the 
23rd school, Pakhtaabad district, Andijan region
Abstract: 
The term teaching method refers to the general principles, pedagogy and management 
strategies used for classroom instruction. The paper presents partial results of a comparison in 
educational approaches at primary schools in Uzbekistan. The attention is devoted to the use of 
teaching methods in practice.
Key words: 
transmissive approach, educator, organisational forms, Networking, small group, 
problem-based learning.
currently many educational systems around the world are undergoing transformation. In addition 
to finding the optimal way to an efficient educational process based on curriculum innovation 
at all levels, one of the main features is also a transformation of the real educational process. 
One of the main principles is the implementation of constructivist elements into teaching, which 
gradually replace the traditional transmissive approach to education. This is mainly reflected in the 
transformation of teaching methods utilisation in education, which in lay far more emphasis on the 
co-operative elements in education and preference of a pupil’s individuality. [1]
Modern pedagogy supports and promotes a teaching methodology that is both diversified 
and flexible, providing a very wide range of teaching-learning methods. The large number and 
the great diversity of teaching methods used in modern pedagogy provide opportunities for the 
enrichment and development of the teachers’ teaching and educational expertise. A teaching 
method is an effective way of organising and guiding learning, a common way of procedure that 
unites a teacher’s and students’ efforts. A teacher’s creativeness and personal development level 
determine how these teaching methods are used and combined. [2]
The teacher is the basic instigator of interaction with his/her pupils and he/ she can be such 
an instigator only with well organised teaching. Interactive teaching, a promising approach, 
represents a challenge not only for the teachers but for the professional service as well. The 
traditional teaching, dominated by a verbal approach and memorising of the teaching material, 
is entirely replaced with other activities, both in the process of following the teaching and in the 
process of learning the material. Application of interactive teaching within a class also dictates a 
change of the teacher’s role. Such a change requires the teacher to possess knowledge, to be an 
educator, advisor, friend, organiser, coordinator, associate, assessor, in a word, to be a versatile 
person. More specifically, the teacher has a wider and more versatile role in interactive teaching. 
[3]
According to Maňák and Švec [4], a teaching method represents “a dynamic element” in 
teaching, which compared with the content and organisational forms changes relatively rapidly 
and adapt to new circumstances and objectives. The teaching methods, however, are not the 
decisive determinant of teaching, but only one of the elements of the educational system, and 
therefore cannot replace the missing content and compensate the indistinct target.
With interactive teaching, the pupil is positioned in the role of a subject and equal partner 
of the teacher. Teachers who respect their pupils and the pupils’ opinion organise the teaching 
process in a way in which the pupils acquire knowledge more easily and at the same time, they 
instigate pleasure and curiosity in them during the implementation of the programme contents. 
[3]
«Networks» or «cluster» method. In primary school, it is necessary to use the “Networks” 
method to determine interdisciplinary knowledge through an integrated lesson or to determine 
what concepts they have understood in the previous lesson. This method is important in increas
-
ing students’ learning activities. Usually, some students are slow listeners because the teacher 
explains the text to them, so there is a belief that the teacher is responsible for their knowledge. 
Through the “network” method, he or she tries not only to rely on the knowledge of others, 
but also to express their opinions. Networking (clustering) is a strategy of networking ideas, 
which helps students to play freely and actively on a particular topic. Networking is a strategy 
for working individually or in groups. It only requires the identification of connections between 

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ideas, a structure that allows thinking. It is not a simple form of thinking, but is associated with 
brain activity.
The “small group” method can be used in a variety of ways, depending on the teacher’s 
experience, skills, and creative approach. When dividing into groups, try not to offend or 
discriminate against students, to divide them into groups from the point of view of aesthetic 
taste, without disagreement. for this purpose, pre-made cross-sections (circles, triangles, 
rectangles, pentagons) are used on the basis of various games or, for example, colored paper in 
different shapes, in small volumes, taking into account the total number of students in the class. 
Interactive. - Student-student ‖, - Teacher-student‖ communication method. helps to increase 
lesson effectiveness through collaborative work which encourages pupils to think independently. 
Q&A is done in pairs and in groups.
Problem-based learning is the effective study and management of the knowledge that is 
imparted to a student at what age and in what ways. In problem-based learning lessons, the 
teacher and the student work together at the same time, the student develops the ability to think 
creatively - a sign of human importance. The problem-solving teacher gets clear actions, the 
textbooks get the result every minute, creating an opportunity for useful and effective use. An 
important condition for solving this problem. Teachers entering into problem-based learning 
face a number of challenges. The importance of the teacher’s innovative creative activity in 
overcoming these difficulties is great.
We conclude by emphasizing that the teacher’s creative behavior is actually one of the factors 
that ensure the development of the students’ creative potential. Applying the new innovative 
methods in teaching process like networking or cluster, small group method and problem-based 
learning will lead to effective way of learning, and also it will encourage students to develop 
knowledge and stimulate collaborative interaction between students.
References:
1. 
Teaching methods in primary school, Comparison of approach in the Czech Republic and 
Spain, Martin Skutil, 2nd International Conference on Education Reform and Modern Manage-
ment (ERMM 2015).
2. Teaching methods in primary education from the teacher’s point of view, Martin Skutil, 
Renata Matějíčková, ShS Web of conferences.
3. 
THE ROLE OF THE TEACHER IN INTERACTIVE TEACHING, MSc Arbona Xhemaj-
li, (IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education 
Vol. 4, No.1, 2016.
4. J. Maňák and V. Švec, Teacing methods [Výukové metody]. brno: Paido, 2003.

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