Teaching11

TEACHING
Teaching is a process which usually takes place in the classroom
situation. It is more of a formal process. In the class room situation see
that the teacher has something in his mind and he wants to convey to the
students. For this purpose, he takes the help of teaching. He makes all
efforts to make the students understand it. His teaching is successful if
the students are able to grasp it fully. Through teaching, the teacher
aims:
i. Giving some knowledge to the students
ii. Passing some information to them
iii. Making the students acquire some skill
iv. Changing the attitude of the learners
v. Modifying the behaviour of the students
vi. Giving some experiences of life etc.
Teaching in this class depends upon how the teacher performs his duty
of teaching. A sincere and hardworking teacher always comes out all
successful. The faces the class clearly and bodly. He is always face to face
with the students while speaking in the class. Naturally, that types of
teacher will be able to impress the students fully. Such a teaching can be
called effective teaching.
Teaching is an activity which goes on between the two parties. i.e., the
giver and the receiver. Here the giver is the teacher-a more matured
person with more experience of life. The receiver may be an individual, a
small group or a big group.
“Teaching is the profession on which all other professions depend.
Indeed, everybody who is anybody was enabled to become somebody
by a teacher”
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- Professor Linda Darling
“Teaching is a means whereby society trains the young in a selected
environment as quickly as possible to adjust themselves to the world in
which they live”.
- Yoakum and Simpson
“Teaching is a form of interpersonal influence aimed at changing the
behaviour potential of another personal.”
- N.L. Gage
Teaching as a Tri-polar Process
Teaching is a tri-polar process involving the source of teaching (human
and material), students and set of activities designed and manipulated
primarily to bring suitable changes in the behaviour of the students.
Nature and Characteristics of Teaching
• Teaching is a tri-polar process.
• Teaching is an interactive process.
• Teaching is an art as well as a science.
• Teaching is both formal and informal inside the class and outside
the class.
• Teaching is a conscious as well as unconscious process.
• Teaching takes place in some social set up.
• Teaching is dynamic. It is related to time and place.
• Teaching is dominated by the communication skills.
• Teaching is task oriented.
• Teaching is a face to face encounter.
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• Teaching is a system of actions which are varied in form and are
related to content and pupil behaviour.
• Teaching facilitates learning.
• Teaching is encouraging, expressing, balancing and harmonising
learning.
• Teaching is helping the child to respond to his environment.
• Teaching is stimulating the child.
• Teaching is training the emotions of the child.
• Teaching is guiding the child.
• Teaching is a profession in which a teacher instructs and educates.
Functions of Teaching
1. Creating learning situations
2. Motivating the child to learn
3. Arranging for conditions which assist in the growth of the child’s
mind and body.
4. Utilizing the initiative and play urges of the children to facilitate
learning.
5. Turning the children into creative beings.
6. Inspiring children with the nobility of thoughts, feelings and actions.
7. Giving information and explaining it.
8. Diagnosing learning problems.
9. Making curricular material.
10. Evaluating, recording and reporting.
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Marks of Good Teaching
The teacher is not an instructor or task master; he is a helper and guide.
His business is to pupil’s mind, he only shows him to perfect his
instruments of knowledge and helps and encourage him in the process.
He does not impart knowledge that is within, he only shows him where it
lies and it can be habituated to rise to surface.
“The teacher’s part in the process of instruction is that of guide,
director or superintendent of the operation by which the pupil teachers
himself”.
Joseph Payne
The role of the teacher in teaching as, “The true teacher is he who can
immediately cone down t the level of the student”.
Following are the marks of good teaching
• Good teaching is enabling the child to learn through his own efforts
• Good teaching is providing appropriate activities and experience for
learning.
• Good teaching is motivating his students to learn.
• Good teaching involves skill in guiding learning.
• Good teaching is cooperative.
• Good teaching is child centred.
• Good teaching is kindly and sympathetic.
• Good teaching is democratic.
• Good teaching is humanistic.
• Good teaching is helping the child adjust himself of his
environment.
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• Good teaching is leading to emotional stability of the students.
• Good teaching is taking into consideration the past experiences of
the child.
• Good teaching is careful planning.
• Good teaching is reducing direction and guidance to such an extent
that the children are liberated from teaching.
PHASES OF TEACHING
Teaching is a complex task. For performing this task, a systematic
planning is needed. Teaching is to be considered in terms of various steps
and the different steps constituting the process are called the phases of
teaching.
The teaching can be divided into three phases:
1. Pre-active stage
In the pre-active phase of teaching, the planning of teaching is carried
over. This phases includes all those activities which a teacher performs
before class-room teaching or before entering the class-room. It consists
essentially of the planning of a lesson. Planning includes identifying the
objectives to be achieved in terms of students learning, the strategies and
methods to be adopted use of teaching aids and so on.
Suggested activities in the Pre-active phase of teaching:
1. Determining goals/objectives:
First of all, the teacher determines the teaching objectives which are
then defined in terms of expected behavioural changes. Thus, he
ascertains the teaching objectives and what changes he expects in the
students by achieving those objectives. These objectives are determined
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according to the psychology of the pupils and needs of the school and
society, in the form of entering behaviours of the pupils and in the form
of terminal behaviours of the students.
2. Selection of the content to be taught
After fixing the teaching objectives, the teacher makes decisions about
that content which is to be presented before the pupils and as a result he
wants to bring the changes in their behaviours. This decision is taken by
the teacher by considering of the following points:
• Level need and importance of the curriculum proposed by the
teacher for the students
• The expected terminal behaviour of the students.
• Level and mode of motivation be used for the students.
• Selection of appropriate instrument and methods the teacher
should use to evaluate the knowledge related to the content.
3. Sequencing the elements of content for presentation
After making selections regarding the contents to be presented to the
students, the teacher arranges the elements of content in a logical and
psychological manner, so that this arrangement of content may assist in
transfer of learning.
4. Selection about the instructional methodology
After sequencing the contents, the teacher makes decisions regarding
the proper methods and strategies by keeping in view the contents,
entering behaviour and the level of the students.
5. How and when of teaching strategies
Decision making regarding the teaching methods and strategies for
presenting the sequenced contents to the students is not sufficient. So
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the teacher should also decide how and when he will make use of the
previously selected method and strategy during the class-room teaching.
Inter-active stage
This is actual classroom teaching. At this stage, the teacher uses a number
of strategies for achieving the goals already set.
As instruction is the complex process by which learners are provided with
a deliberately designed learners are provided with a deliberately
designed environment to interact with, keeping in focus pre-specified
objectives of bringing about specific desirable changes. Whether
instruction goes in a classroom, laboratory, outdoors or library, this
environment is specifically designed by a teacher so that students interact
with certain specific environmental stimuli, like natural components,
information from books, certain equipment etc. The variety of experience
that students go through with a teacher among them-selves provides
learning opportunities.
The inter-active stage of teaching involves the following
1. Sizing up of the class
As the teacher enters the classroom, first of all be perceives the size of
the class. He throws his eyes on all the pupils of the class in a few
moments. He comes to know the pupils who can help him in his teaching
and the pupils who can create a problem for him as a result of this
perception.
2. Knowing the learners
After having a feeling of class-size, the teacher makes efforts to know
how much the new comers or pupils have previous knowledge. He tries
to know the abilities, interests and attitude and academic background of
learners.
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Action or Achievement (Initiation of response).This involves the following
operations:
a) Selection and presentation of the stimuli
b) Feedback of reinforcement
c) Development of strategies of teaching.
Major operations in the phase are:
Perception
Interaction process demands an appropriate perception on the part of
teacher as well as the students. When a teacher enters the class, his first
activity is concerned with a perception of classroom climate. He tries to
weigh himself his abilities for teaching against the class group. Similarly
students also tries to have perception of the abilities, behaviour and
personality characteristics of the teacher.
Diagnosis
A teacher tries to access the achievement level of his students with
regards to their abilities, interest and aptitude. The teacher can ask
several questions to know how far students know about the topic.
Response
Teacher observes the students that how they response to the teachers
questions. The student has to learn the proper way of reacting and
responding to the various stimuli and teaching techniques presented to it.
This phase is responsible for establishing appropriate verbal and non
verbal class room interaction between teacher and pupils.
Post Active Stage
The post-active stage concerning evaluation provides necessary feedback
to the teacher and the students in bringing desirable improvement in
their performance. It is related with both teaching and learning.
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The teacher analyses as to what extent the students have grasped the
material presented to them. It is in fact the assessment of the interactive
process. It helps the teacher to teach things better in future. It also helps
the students to learn things better. It enables the teacher to decide
whether he should process with the new contents or re-teach what has
already been taught.
Operations are involved at the post-active stage of teaching:
1. Assessing the suitability of the objectives determined.
2. Deciding regarding re-teaching the content
3. Assessing the suitability of the instructional material and aids.
4. Assessing the impact of the classroom environment and effecting
desired changes.
MAXIMS OF TEACHING
“Maxims of teaching have been discovered, not invented, They are
simply statements of the way in which teaching & learning go forward,
they ensure effective and efficient teaching”
- An Eminent Educationalist
The maxims of teaching are very helpful in obtaining the active
involvement and participation of the learners in the teaching-learning
process. They make learning effective, inspirational, interesting and
meaningful. They keep the students attentive to the teaching-learning
process.
Main Maxims of Teaching
1. From simple to complex
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• Teaching is to be made successful and essential by using a maxim
called “From simple to complex”.
• Teacher should be divided the subject-matter into simple aspects
and complex aspect.
• Teacher should tell simple concept first and difficult concepts latter.
2. From known to unknown
The good teacher, teach a lesson is to proceed from something that the
students already known to those facts which they do not know
3. From concrete to Abstract
• The mental development to the pupils begins with the concrete
objects and afterwards the gain micro words for them.
• Concrete things are solid thing and they can be touched with five
senses. But abstract things can only be imagined.
• On the other hand, if we teach the students with the help of
concrete objects, they will never forget the subject matter.
4. From Particular to General
• While teaching, the teacher should first of all take particular
statements and then on the basis of those particular cases,
generalization should be made.
• For instance the role of protein in body building and repair has to
specify before generalizing the consequence of under nutrition.
5. From indefinite to definite
Ideas of children in the initial stages are indefinite, incoherent and very
vague. These ideas are to be made definite, clear, precise and systematic.
Effective teaching necessitates that every word and idea presented
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should stand out clearly in the child’s mind as picture. For clarifying ideas
adequate use must be made of actual objects, diagrams and pictures.
6. From Empirical to Rational
Empirical knowledge is gained through observation and experience.
Rational knowledge is build upon the scientific basis is more dignified
than the empirical knowledge.
7. From psychological to logical
Logical approach is concerned with the arrangement of the subject
matter. Psychological approach looks at the child’s interest, needs,
mental makeup and reactions. When we treat a subject logically, we are
usually thinking of it from our own point of view and not from the point
of view of the child. In psychological approach, we proceed from the
concrete to the abstract from the simple to be complex and from known
to unknown. We start reading by teaching the child to read a whole
sentence, as for him, the unit is the sentence, not the word or the letter
as it is for the adult. This is psychological approach.
8. From whole to parts
‘ Whole’ approach is generally better than’ part’ learning because the
material to be learnt ‘makes sense’ and its parts can be seen by the
learners as interrelated. The learner sees a relationships between the
central idea of the material to be learned. The ‘whole’ unit or passage for
slow learners should be smaller than the whole for the fast learners.
9. From near to far
A child learns well in surroundings in which he resides. So he should be
first acquainted with his immediate environment. Gradually he may be
taught about things which are a far from his immediate environment.
10. From analysis to synthesis
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Analysis means breaking a problem into convenient parts and synthesis
means grouping of these separated part into one complete whole. A
complex problem can be made simple and easy by diving it into units.
11. From actual to representative
When actual objectives are shown to children, they learn easily and
retain them in their minds for a long time. This is specially suitable for
younger children. Representative objects in the form of pictures, models
etc should be used for the grown ups.
12. Proceed inductively
In the inductive approach, we start from particular examples and
establish general rules through the active participation of the learners. In
the deductive approach, we assume a definition, a general rule or
formula.
LEARNING
Learning is the pivotal problem in education. The main aim of education ,
as we know, is to produce the desired changes in the behaviour of the
children and when those changes have taken place, we say that the child
has learnt. We expose the children to certain experiences and those
experiences produce changes in behaviour patterns. Such changes are
designated by the general term ‘learning’. It is undoubtedly, right to say
that:”Learning is wealth to the poor, an honour to the rich, an aid to the
young, and a support and comfort to the aged”.
Learning may be formal as well as informal. One may learn in a formal
way by attending class room teaching. It may also take place in informal
says. One learns many things with travelling by going from one place to
another, through self study in the library, in the canteen, in the play
ground etc
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The historical development of learning psychology is quite important and
interesting. Learning came to be conceived in many ways:
i. as the modification of behaviour through experience and training.
ii. as the process of acquiring new knowledge, attitudes and skills
iii. as problem solving behaviour
iv. as development of stimulus-response bonds
v. as the ability of the changing environment
vi. as the totality of experiences provided by the schools within and
outside the class situations
“Learning is the modification of behaviour through experience and
training”
- Gases
Characteristics of Learning
Learning is growth: Through learning some impressions can form which
together make the personality better. Through learning one goes on
becoming better and better as one grows further.
Learning is adjustment: Through learning an individual gains new
experiences of life. In fact, learning makes an individual a lit person for
any type of situation. One learns to make adjustment in any situation.
Learning is organised experience: Learning produces new experiences.
Old and new experiences are synthesised. This type of practice makes the
experiences organised and help the individual to learn more and more.
Learning is purposeful: Behind every organised learning there is always a
purpose. In the absence of a purpose, an individual may take interest and
there may not be any good learning. There can be two different purposed
of two learners in the same situation.
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Learning is intelligent and creative: Animals learn things instinctively but
human beings are able to learn things through practice and experience.
Human learning is intelligent because it will vary from person to person. It
is also creative because many individuals may create many things in the
same type of learning situation.
Learning involves activity: Learning pre-supposes activity on the part of
the learner. In any type of learning situation, the individual who is
learning, cannot remain passive even for a moment. Only an active
learner is able to learn well.
Learning is both individual and social: Man is a social animal. He learns
almost everything in the society. When an individual is exposed to the
society there is interaction between the individuals which modifies their
behaviour and ultimately improves that social group to which those
individuals belong. Thus every individual learns things for his own self and
thus on the whole he is able to improve the society.
Learning affects the conduct to the learner: Through learning an
individual is able to modify his behaviour. A good learner has usually a
better behaviour. He is able to impress others on the basis of his good
learning. We can judge the learning of a person on the basis of his
conduct and behaviour with his fellow beings or the superiors or the
inferiors.
Learning is a never-ending process: It goes on and on once a person is
rightly inspired.
It is a creative activity: A person is said to be learning if he has a creative
bent up of mind.
And above all, learning is transferable: Whatever one learns in one
situation may be used or applied in many other situations.
TEACHER BEHAVIOUR
Meaning of Teacher Behaviour
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Behaviour of the teacher in general and in the classroom in particular has
a great bearing on the development and shaping of the behaviour of the
students and in their participation in the teaching learning process.
“Teacher behaviour in the activities of persons as they go about
whatever is required of teachers, particularly those activities which are
concerned with the guidance or direction of the learning of others”.
- Ryans
“Teacher behaviour as a function of the characteristics of the teacher,
his environment and the tasks in which the teacher engages”.
- M C Nergency and Carner
Teacher Behaviour and Teaching Behaviour
Teacher behaviour has a wide cannotation than teaching behaviour-a
concept which is of recent origin. Teaching behaviour with all its activities
or acts or operations revalent to the achievement of specific goals of
teaching. Teacher behaviour includes personality characteristics,
dispositions, attitudes, dominance or submission, sensitiveness or
shyness and the number of greetings etc. Teaching behaviour on the
other hand refers specifically to a number of acts or activities of
operations of achieving teaching-learning goals. It comprises saying or
writing something on the blackboard, explaining, demonstrating, asking
question, responding, reacting, directing, praising, encouraging or
reprimanding. The teaching behaviour conceived in his way becomes a
system of activities or acts or operations which can be analysed in terms
of each specific activity or act or operation. It employs the intellectual
process in a well organised form.
Chief characteristics of Teaching Behaviour
1. Teaching Behaviour is an Interactive Process
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Teaching behaviour is a social phenomenon arising out of the interaction
between a teacher a student and a specific content. A teacher in teaching
behaviour plans, organizes and implements the instructional strategies to
bring about appropriate changes in the students y organising the content.
The content is also designed as a subject of study or discipline.
2. Teaching Behaviour is a Goal Directed Activity
A teaching activity loses its relevance and rationality without a specific
goal. Behavioural objectives form an important part of teaching
behaviour. Behavioural objectives form an important part of teaching
behaviour. Behavioural objectives simply the changes that are envisaged
to be brought about in the students through teaching behaviour of the
teacher. The behavioural objectives of teaching determine the level of
achievement of the students. Teaching behaviour is thus a goal directed
activity.
3. Teaching Behaviour Include Several skills
Teaching behaviour include a variety of cognitive, social, managerial and
manipulative skills. The cognitive skills relate to the logical, linguistic and
the subject matter control, the social skills involve the manner or method
of handling the questions and responses of the students, the managerial
skills refer to the particular way in which the problem of relationship or
adjustments among students in tackled and the manipulative skills
involve the various physical movements or performances which help in
focussing attention and arousing motivation and sustaining it. All these
skills are interrelated.
4. Teaching Behaviour is a social Act
Teaching behaviour exists in a context of social interaction. The acts of
teaching leads to reciprocal contacts between the teacher and the pupils
and the interchange itself is called teaching.
5. Teaching Behaviour is a Moral Act
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Teaching characteristically, is a moral enterprise. The teacher whether he
admits it or not, is out to make the world a better place and its inhabitant
better people. He may not succeed of course, but his intention,
nonetheless, is to benefit others.
6. Teaching Behaviour is a Linguistic Act
Language is an important and critical factor in the effectiveness of the
teaching behaviour. Broadly speaking teaching behaviour in the
classroom may be sorted out in the following five categories:
• Verbral fluency
• Optional information amount
• Number of principles, concepts, comparisons, contracts etc.
• Interest developing or attention seeking statements
• Vagueness
7. Teaching Behaviour is a Logical Act
Each variety of teaching behaviour involves logical operations in the
form of defining, describing, stating, reporting, substituting, evaluating,
opining, classifying, comparing and contrasting, conditional inferring and
explaining.
8. Teaching Behaviour is a Unidirectional Activity.
In a given teaching-learning situation it is the teacher who tries to
influence the student. It is very rare that the students influence their
teachers. It is therefore a one-side directed activity. Direction is from the
side of the teacher. Teaching behaviour, is therefore, called
unidirectional activity.
9. Teaching Behaviour is Non-symmetrical
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Effect of the teaching-learning is not the same on the teacher and the
students. Rarely do the students intend to influence their teachers. If at
all, a teacher is influenced by his students, it is just a casual or incidental
effect.
10. Teaching Behaviour is a Dynamic Act
Teaching behaviour is dynamic in nature for it is not concerned with
mechanical or static situations. It is concerned with human beings who
feel and act differently in different situations.
Topic:
TEACHING
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