HEKIMA AMBALILE MWALA

0747285438
Contents
ACKNOWLEDGEMENT ................................................................................................................................... 2
PREFACE ........................................................................................................................................................ 3
T.A.U.............................................................................................................................................................. 4
1. Timeliness ............................................................................................................................................. 4
2. Accuracy ................................................................................................................................................ 4
3. Understanding....................................................................................................................................... 4
1.TIMELINESS ................................................................................................................................................ 5
2. ACCURACY. ................................................................................................................................................ 6
3. UNDERSTANDING...................................................................................................................................... 7
Example:.................................................................................................................................................... 7
Comparison Table: T.A.U vs Network Characteristics............................................................................... 8
Why use Understanding instead of Delivery in the T.A.U book?.......................................................... 8
Analogy: ................................................................................................................................................ 8
Characteristics of an Effective Network................................................................................................ 8
Summary ............................................................................................................................................... 9

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 ACKNOWLEDGEMENT
All thanks be to the Almighty God, the Most Gracious and Most Merciful, for granting me the
opportunity to accomplish this publication.

I extend my sincere gratitude to Sir Lucas Mwandeman, Headmaster of Iwalanje Secondary

School, and the entire team of Iwalanje Secondary School for their unwavering support. Special
thanks also go to Madam Mtega, Headmistress of Songwe Secondary School, and all staff
members of Songwe Secondary School. I also acknowledge Madam Mwalukasa of Songwe
Magereza Primary School, and the staff and community of Malowe Secondary School and
Londo Secondary School as a whole.

My heartfelt appreciation extends to the Physics Department, Mathematics Department, and

Chemistry Department at Chita Secondary School, including the school community as a whole.
I am truly honored to have been among them and to have benefited from their constructive
ideas and collaboration.

I am also deeply grateful to Prof. Msele of the University of Dodoma and Dr. C.R.N. of Arusha
Technical College for their invaluable support and advice throughout this journey.

Lastly, I express my profound thanks to the Ambalile Mwala family, my beloved family
members, for their unwavering support at every stage of this work.

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 PREFACE
This book presents essential teaching techniques that aim to enhance both the delivery and
understanding of academic content. While it is primarily designed for teachers within formal
educational institutions, it is also valuable to individuals outside the classroom environment
who are interested in applying effective teaching principles in their respective workplaces.

The concept of T.A.U—Timeliness, Accuracy, and Understanding—serves as the foundation of

this book. These principles are not only relevant in the teaching profession but are also
applicable across various disciplines and work settings. By embracing the T.A.U approach,
educators and professionals alike can improve the way they plan, execute, and assess their
tasks and responsibilities.

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 T.A.U
T.A.U is an acronym that stands for:

 T – Timeliness
 A – Accuracy
 U – Understanding

It is important to note that a school — consisting of teachers, students, and the entire learning
community — can be compared to a computer network. In the same way that a computer
network relies on structured communication and effective data flow, a school relies on well-
timed lessons, accurate information, and meaningful understanding among learners.

Let us now clearly define the meaning of each component of the T.A.U principle:

1. Timeliness

As a teacher in any educational institution, it is crucial to ensure that all topics are delivered in a
timely manner. A lesson delivered late — no matter how well-prepared — may lose its impact or
relevance. Timeliness fosters consistency, planning, and better learning outcomes.

2. Accuracy

Teachers must ensure that all teaching content is accurate and reliable. Even if a topic is
delivered on time and students appear to understand it, inaccurate material can mislead students
and result in failure during assessments. Accuracy means using verified sources and correct
explanations in every teaching session.

3. Understanding

Beyond delivering content timely and accurately, a teacher must ensure that students truly
understand the topic. Teaching is ineffective if learners fail to grasp the concepts.
Understanding builds knowledge, critical thinking, and application. Without it, even the most
accurate lesson becomes meaningless.

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 1.TIMELINESS

As a teacher in any learning institution, it is your responsibility to ensure

that all topics are delivered in a timely manner. Timely delivery helps students to follow the
learning schedule, prepare effectively, and stay engaged.

When a lesson is delivered late, it may lose its relevance and effectiveness — no matter how
good the content is. Even if you are considered a competent or experienced teacher, failing to
deliver lessons on time can negatively impact students' understanding and performance.

"Time is not just a measure, it's a medium through which learning flows."

(Davis & Sumara, 2006) Wiliam, D. (2011).

Therefore, timeliness is not optional — it is essential. Planning ahead, respecting the

timetable, and aligning your pace with the syllabus are key practices that support successful
teaching.

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 2. ACCURACY.

Teachers must ensure that all topics are delivered accurately, based on truthful, valid, and
well-researched information. Teaching is not just about speaking — it’s about conveying facts
that can be trusted.

Even if a topic is delivered on time and students appear to understand it well, they may still fail
if the content provided is factually incorrect. For example, a teacher who uses inaccurate
materials or unreliable sources can unknowingly mislead students, resulting in poor academic
performance despite proper delivery.

"Accuracy in teaching builds trust, credibility, and long-term understanding."

Shulman, L. S. (1987). Marzano, R. J. (2007)

Therefore, accuracy must be maintained in all aspects of the teaching process — from the
preparation of content, the use of teaching aids, to the choice of examples and explanations.
Teachers are not just facilitators; they are sources of knowledge, and that knowledge must be
precise and reliable.

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 3. UNDERSTANDING.

Beyond all teaching techniques, a teacher MUST ensure that students truly understand the
topic being taught.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). Vygotsky, L. S. (1978)

Even if the material is delivered accurately and on time, failure to ensure student
understanding will lead to negative and unexpected results such as poor performance,
misconceptions, and lack of confidence.

Understanding is more than just listening or copying notes — it is about grasping concepts,
being able to apply knowledge, and thinking critically about what has been learned.

Example:
A math teacher might teach the formula for the area of a rectangle accurately and on time. But
if students don’t understand why the formula works, they may struggle to solve problems
involving different shapes or real-life applications.

Therefore, teaching should include:

Asking questions to check understanding,

Using practical examples or demonstrations,
Encouraging discussions and feedback,
And providing additional explanations when necessary.

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Comparison Table: T.A.U vs Network Characteristics
In T.A.U Book In Network Characteristics
Timeliness Timeliness
Accuracy Accuracy
Understanding Delivery

Forouzan, B. A. (2007) Stallings, W. (2014).

Why use Understanding instead of Delivery in the T.A.U book?

In a school setting, student understanding is the ultimate goal. A teacher might deliver lessons
clearly and on time, but if students don’t understand the material, the teaching is ineffective.

On the other hand, a computer network’s strength is measured by its ability to deliver data
correctly and on time. The network simply moves data from one point to another — it does not
manage how the user benefits from the data.

Analogy:

 A network ensures that data is sent and received correctly and promptly.
 A teacher must ensure not just delivery of content, but also that learners internalize
and understand it.

Characteristics of an Effective Network

(According to “annauniversityedu.blogspot.com”)

The effectiveness of a network depends on three key characteristics:

1. Delivery:
The system must deliver data to the correct destination. Data must be received by the
intended device or user without loss.
2. Accuracy:
The system must deliver data accurately. Data altered during transmission and left
uncorrected become unusable.
3. Timeliness:
The system must deliver data in a timely manner. Data delivered late loses its value and
usefulness.

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Summary

Just like an effective network ensures timely, accurate, and reliable delivery of data, an
effective teacher must ensure timely, accurate, and clear understanding of lessons by
students. Without student understanding, even the best-timed and most accurate lessons will
fail to achieve their purpose.

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 References
(Bransford et al., 2000; Davis & Sumara, 2006; Forouzan, 2007; Marzano, 2007; Shulman, 1987;
Stallings, 2014; University, n.d.; Vygotsky, 1978; Wiliam, 2011)

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind,
Experience, and School. National Academy Press.

Davis, B., & Sumara, D. (2006). Complexity and Education: Inquiries into Learning, Teaching,
and Research. Routledge.

Forouzan, B. A. (2007). Data Communications and Networking (4th ed.). McGraw-Hill.

Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for
Effective Instruction. ASCD.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1–22.

Stallings, W. (2014). Data and Computer Communications (10th ed.). Pearson.

University, A. (n.d.). Computer Network Notes.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Harvard University Press.

Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.

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