A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments. Any assessments suppose ‘surprise test’ will affect students’ engagement in the course and teachers’ delivery of it. Even the surprise test is not a surprise to the teacher, who may have consciously or otherwise prepared his class for it. If a teacher has a reputation for delivering ‘surprise test’, the class may well prepare for them just in case. ‘Surprise test’ encourages the students to develop their knowledge, skill and attitude. Sometimes it is also possible to develop the characteristics of students as well as teachers. This testing also help the students to me mentally prepared for semester examinations. This testing also helps the both teachers and students to identify the gap of knowledge i.e. what I am saying in the class room and what students learn from the lecture.

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