TEACHING-LEARNING

PROCESS
PREPARED BY,
Mrs. Priya Paul
Associate Professor
KNPI
INTRODUCTION
Teaching refers to impart knowledge to or instruct
someone in how to do something especially in
school or college or as apart of an educational
Program. Teaching is considered both as an art and a
science. It is an art in the sense of being an activity,
which is practiced with skill and it is a science in the
same sense that the activity can be based on a body
of systematically derived knowledge, converted to
principles with which to guide its practices.
Learning is considered as a change in a person that has been caused by an
experience. Learning is a process of understanding, clarifying and applying
the meanings of knowledge acquired. Learning occurs when an individual’s
behavior or knowledge changes.
TEACHING
• According to Gillbert “ Teaching is an
interaction between teacher and student under
the teachers responsibility in order to bring
about expected behavioural changes in the
students behaviour

• According to Burton “Teaching is the

stimulation, guidance, direction and
encouragement of learning.”
LEARNING
• Learning may be defined as the mental activity
by means of which knowledge, skills, attitudes,
appreciation and ideas are acquired resulting in
modification of behavior
• Learning is the acquisition of new behavior or
strengthening or weakening of old behavior as
the result of experience. M.L.BIGGE
• Learning is acquisition of habits, knowledge and
attitudes. It involves new way of doing things
and it operates in an individual’s attempt to
overcome obstacles or to readjust to new
situations.
CROW AND CROW
CONCEPT OF TEACHING AND LEARNING
• Teaching and learning are dynamic processes.
• The structure of teaching consists of three variables
which include :
• (a)Teacher, independent variable – The teacher
plays an important role in the process of teaching, as
an independent variable, in which , he plans,
organizes, leads and controls the teaching to bring
about things in the behaviors of students and he has
the freedom to perform the activities for providing the
learning experiences of the students.
• (b)Student, dependent variable – The student has to
act according to the planning and organization of the
teacher. The student’s learning is influenced by the
teaching activities.
• (c)Contents and strategies for presentation,
intervening variable – The content determines the
mode of presentation- telling, showing and doing.
• Learning is also defined as a process of apprehension, clarification
and application of meanings . Learning involves a series of operations
each one reached by a learner at a given time. These include:-
• (1)Observation : noting details, attending, seeing what is going on in
the course of an experience , an event , a situation.
• (2)Description : recalling and verbalizing what went on, telling it to
someone, writing it down.
• (3)Analysis : identifying possible and significant meanings,
abstracting the essence from a variety of details, comparing and
noting similarities dissimilarities.
• (4)Validation : of the learning product- checking the meaning and
inferences derived by the learner with others and readings to see if
there is agreement.
• (5)Evaluation: testing the learning products through usage.
Views of teaching
• Teaching is an art: It is based on the
science of education which is growing
and dynamic the science of education
touches and draws from all fields of
human knowledge such Thesiology,
biology, psychology, philosophy and
history. It is an art which can be proved
by and "through the data developed by
research in education and psychology and
through the adoption of better techniques
derived from experiments in laboratory
and classroom. Through teaching,
modification of human behavior takes
place.
• Teaching is a skilled occupation: Every
successful teacher should acquire this skill
which implies an understanding of the aims
of education and familiarity with organized
fields of knowledge or subjects. It implies
knowledge of methods of teaching and
instruction in the management of teaching
situations and other useful subjects for that
purpose.
• Teaching as a form of social service: The
teacher is a servant of society entrusted with
task of modifying and developing the
behavior of a young child for maintaining and
improving social patterns.
Nature and Characteristics of Teaching
• 1. Teaching is a tri-polar process.
• 2. Teaching is an interactive process.
• 3. Teaching is both conscious and unconscious process.
• 4. Teaching is dynamic and is related to time and place.
• 5. Teaching guides the young and immature.
• 6. Teaching is a profession where teacher instructs and educates.
• 7. Teaching is an art and science.
• 8. Teaching is informal and formal which occur outside and inside the class.
• 9. Teaching takes place in social set up.
• 10. Teaching is task oriented.
• 11. Teaching is observable through teacher-behavior or public teacher action.
• 12. Teaching is therapy to learners.
General Principles of teaching
• Principle of motivation: The best teacher is one who inspires the student. The
human mind is like a parachute and it works only when opens, so through
teaching, teacher should try to unleash the talents of the students by motivating
them. Motivation is a combination of recognizing, communicating and
participating. Teacher has to recognize students as individuals, encourages their
participation while teaching and communicate enthusiasm.
• Principle of activity: Teaching is basically an active process. While teaching
teacher should alert smart and follow the most suitable method of teaching.
Teacher should also participate in various activities along with the students like
discussions, or conducting research. Activity generated drive and drive is essential
to achieve more heights in life. Teacher must provide various activities such as
assignments or projects to enhance creative skills of students.
• Principle of interest: Even though we say teaching is sharing of knowledge,
knowledge will not flow from one person to another just like money. To make
students receptive, teacher has to elicit interest by adapting suitable methods like
telling a story, citing an example or by asking questions.
• Principle of aim: To attain good results all teaching activities based on
predetermined objectives. With an objective in mind, it is easy to prepare
the content, select suitable method and evaluate the effectiveness of the
teaching session. Statement of well defined objectives in advance will make
the teacher more confident and enthusiastic. If you are planning to take a
class on lecture method, the objectives will serve the purpose.
• Principle of individual difference: Good teaching always respect the
individuality of the students. By considering each student unique
individual, teacher can pay attention to the individual differences and
develop strategies to meet the educational needs of the individual
students.
• Principle of creativity: By applying creativity, teacher can convert a passive
teaching-learning situation into an active one. Though creativity teacher
can arouse student’s natural motivation to learn and this will in turn
convert usually a teacher centered classroom into a more desirable learner
centered classroom.
• Principle of selection: Teacher should select the appropriate content,
teaching method, teaching situation, media of instruction, A.V. aids,
textbooks and journal articles for teaching a particular subject matter
in order to make teaching more meaningful and comprehensible to
students.
• Principle of division: Particular teaching activity should have definite
divisions based on valid reasons. Teacher should be aware about the
divisions and present the contents in a well organized manner.
• Principle of revision and practice: During a teaching session, teacher has to revise in
the middle and in the end. Revising or summarizing the content in the end of a teaching
session is called recapitulation. In addition to the recapitulation, the teacher has to
motivate the students to practice the learned lessons periodically to enhance easy
recollection.
• Principle of correlation: The function of teaching is to share knowledge development of
understanding and skills. While teaching, teacher has to take care that the transferred
knowledge will not remain segregated and as far as possible correlate with the previous or
related knowledge. Correlation helps the student to develop a unified view regarding what
is taught. Teaching nursing invariably requires correlation because to render
comprehensive nursing care, one has to correlate different branches of knowledge.
• Principle of connecting with life: Relationship between life and education is proved
undoubtfully and teaching is an integral part of education, so all the teaching activities are
connected with life.
• Principle of diagnostic and remedial: The teacher should suggest remedies for problem
and do follow up to assess the outcomes of his suggestions. Learning difficulties should
be discovered early to avoid their taking root into the learning habits of pupils.
• Principle of looking ahead: an open minded teacher is always forward looking. He is
ever prepared to discover new discover new possibilities for widening pupil’s knowledge
and range of experience.
MAXIMS OF TEACHING
Maxims of teaching are accepted truth or general rule of conduct or the laws which are
essentially to be followed by the teacher while teaching. Maxims include:
Proceed from known to unknown: The teacher has to correlate the learning of the
students with their experiences and previous knowledge. Teacher has to start with
something which is known to the student and then proceed to unknown.
Proceed from concrete to abstract: This is simply the application of commonsense in
teaching. It is quite natural that the students learn first the things which are seen and
handled by them. Students can comprehend new ideas only when they are taught with
sufficient illustration. So every teaching activity should be enriched with sufficient
illustration. For instance, while teaching CNS teacher should first teach the anatomy of
brain with the help of a specimen or model and then teach about the afferent and efferent
impulses.
Proceed from simple to complex: It is always better to teach the simplest
lessons first and then the complex ones. While conducting classes on
Pediatric nursing, the teacher has to teach simple topics like differences
between pediatric nursing and adult nursing before proceeding to complex
procedures and disease condition.
Proceed from easy to more difficult: This is self explanatory when
explaining to teach the nursing management of cirrhosis of liver, the teacher
has to arrange the different aspects of disease condition in an increasing order
of difficulty like definition, classification, etiology, pathology etc.
Proceed from general to specific: While proceedings from general to
specific, general rules are explained first and from the specificity is arises.
While teaching growth and development, the teacher explains, the universal
phenomenon of growth in general by citing animals and plants as examples
and then proceeds to the specific features of growth and development
exhibited by human beings.
• Proceed from specific to general: In certain situation, it is imperative
proceed from specific to general. When proceeding from specific to
general, first the teacher has to present the specific facts to the
students before the facts are taught to them in general. Eg: role of
proteins & PEM
• Proceed from indefinite to definite: The ideas in the students in the
initial stages are indefinite and vague. These ideas are to be made
definite, clear, precise and systematic by adopting effective teaching
methods. In this refining process of making definite ideas from the
indefinite ideas, teacher has to employ appropriate use of A.V aids
and other strategies as needed. A first year B.Sc. Nursing student
possess only some indefinite and vague ideas about nursing and a
talented teacher transforms these ideas to a definite one by providing
details of nursing such as definition of nursing, history of nursing, etc.
• Proceed from empirical to rational: Empirical knowledge is gained through observation and
experience. One peculiarity of empirical knowledge is that it lacks scientific background. Rational
knowledge is built upon a scientific basis and is more dignified than empirical knowledge. As a
result of their day-to-day life experiences students gain empirical knowledge. Teacher has to
proceed from this empirical knowledge to rational knowledge by explaining the scientific aspects
to the students. Eg: hyperpyrexia.

• Proceed from whole to parts: Whole is more meaningful to students than the separate parts of
the whole. The whole approach helps the students to understand the relationships between
different parts and the resulting correlation makes learning easier and meaningful. While
teaching osteology, anatomy teacher has to give a brief description of the whole skeletal system
by mentioning its functions, total number of bones etc. before dealing with different individual
bones.
• Proceed from part to whole: In some situations, teacher has to proceed from
part to whole for providing information in a meaningful way. For example, while
teaching the qualities of an ideal chemical disinfectant, teacher proceeds from
part to whole by explaining the qualities one by one and finally explains the
whole qualities by the end of the class.
• Proceed from analysis to synthesis: Analysis means breaking a problem into
component parts and synthesis is the reverse, that is putting together this
separate parts into a complete whole. This approach is widely used in teaching
nursing. Eg: Nursing management of a disease condition.
• Proceed from psychological to logical: This is the fundamental approach in
teaching. Some of the maxims like concrete to abstract and simple to complex are
based on this approach. Psychological aspect is student centered and concerned
with the receptiveness of the students, reaction of students, recalling ability of
students, listening to student’s needs
QUALITIES OF A GOOD TEACHER
Desirable qualities of a teacher are:-
• (1)Desirable personal traits: Teacher should be a person who is approachable, enthusiastic,
caring, active, have a neat appearance , dress modestly and simply, have a sense of humor
and always be a helping hand to the students.
• (2)User of effective teaching- learning method: A good teacher follow the guidelines
intended for selecting the appropriate method for achieving the learning aims.
• (3)Creator of a good classroom environment: A good teacher always make a classroom
environment a student centered one rather than a teacher centered one by encouraging
student participation in the teaching learning process, paying attention to weak students,
controlling the students and designing teaching according to the capacities, abilities and
level of the students.
• (4)Mastery of competencies: This include the ability to inspire students, providing
counseling and guidance as needed, possess some special skills and abilities in teaching,
have knowledge and effective management skills, ability to judge students fairly, possess
leadership qualities, evaluate the performance of the students continuously, able to perform
self-analysis and ability to accept criticisms positively.
• (5)Professional decision maker: By utilizing the competencies , teacher has to decide whom
to teach , why to teach, where to teach , what to teach, how to teach and when to teach.
CHARCTERISTICS OF LEARNING
• Learning is unitary: The learner responds as a total person in a unified way to ‘whole’
situation or total pattern. Learner responds intellectually, emotionally, physically and
spiritually. She reacts to the whole learning situation rather than to any single stimuli is
coordinated and integrated manner. Teaching learning situation is approached differently
by each learner with different goals with the result that each learner responds differently.
Learning is individual, though responses are diverse and are made simultaneously to more
than factor in the learning situation. Learning is complex which includes cognitive,
conative, affective domains, appreciation and habits.
• Learning is individual and social: Learning takes place in response to the environment
which includes physical, social and emotional environment. Each learner is a unique
person, they have individualized characteristics in the patterns of living viz slow learner
and fast learners. Learning is influenced by hereditary, environment and self
determination like learner’s intellectual abilities, purposes, aptitudes, abilities, etc
everything plays vital role. Teacher must understand variation and provide needed
assistance based on their needs and abilities.
• Leaning is self active: An individual can learn only through her/him reaction to situation
by his own efforts. It is the process of self activity, self direction and self realization. Self
development is by self discipline. Teachers through their teaching motivates the learners
to study and understands the subject content, teacher acts as role models, the students will
follow the teacher in many ways in their lives.
• Learning is purposive and active: Learning is active in a specific direction,
goal oriented, goals are determined by motives and indirectly by
incentives. Motives are the forces that directs the behaviour of an
individual learning experiences are meaningful when they are related to
the individual’s interests, intelligent adjustments. Learning is influenced by
the intention or will to learn. Man has a will and he can loose the action he
wishes to take.
• Learning is creative: Human learning is both selective and creative. In
learning, the learner is the primary force, the teacher is the secondary
force. Learner decides and chooses to learn. The learner has the power to
vary has responses at will and thus create new form of response.
• Learning is transferable: Transfer means whatever is learned in one
context or situation will apply or affect another context or situation.
Transfer depends on understanding, it depends on the discovery of
essential relationship applied deliberately to the situation of a practical
problem.
• Learning is growth: Learning leads to the growth of the individual by
integrating part and present learning. Learning is the process of growth and
development whereby the learner acquires a body of knowledge, develops
ideas which she makes a part of herself and develops the ability to use her
knowledge in the pursuit of her ideas.
• Learning is adjustment: Learning helps the individual to adjust
himself/herself adequately to the new situations. Children meet with new
situation with demand solution. Repeated efforts are required to react to
them effectively and find solution to adjust themselves accordingly.
• Learning is intelligent: When the learner learns something intelligently or
mechanically, he is likely to forget it very soon and he does not assimilate
but simply commits to memory. This type of meaningless effort does not
produce any permanent results or solution. Only efforts made intelligently
have lasting effects.
TEACHING-LEARNING PROCESS

Teaching-learning process is a means through which the teacher, the

learner, the curriculum and other variables are organized in a

systematic manner, in order to attain predetermined goals and

objectives.
ELEMENTS OF TEACHING-LEARNING PROCESS
• A learner, whose nervous system, senses and muscles are operating in
sequences of patterned activity, which we speak of as behaviour.
• A teacher, selecting and organizing teaching-learning methods, consciously
planning and controlling a situation directed to the achievement of optimum
student learning.
• A series of learning objectives, related to student`s anticipated and desired
behavioural changes. As discussed elsewhere, objectives are intended
learning outcomes, the level of attainment of which can be observed and
measured.
• A sequence of stimulus-response situations affecting teacher and learner,
resulting in persistent and observable changes in learner`s behaviour from
which we may infer `learning`. That learning is directed by the teacher to an
enhancement of student`s cognitive, affective and psychomotor abilities.
• Reinforcement of that behaviour. By `reinforcement` we refer to an
activity which increases the likelihood that some event will occur
again , it may take the form of a response of the environment, an
automatic response of the student or something added to the
learning situation by an individual other than the student, for
example an overt expression of approval by the teacher.
• The monitoring, assessment, and evaluation of the learner`s changes
in behaviour in relation to the objectives of the teaching-learning
process.
STEPS OF TEACHING-LEARNING PROCESS
The teaching-learning process is circular with the four steps each
interacting with the preceding and subsequent step
• Assessment
• Planning
• Implementation
• Evaluation
Assessment

Assessment has three major components :- the curricular attributes,

the faculty attributes, and the student attributes. The program and
course objectives, critical learning experiences and learning outcomes
must be thoughtfully examined. These curricular components provide
the foundation for identifying and preparing the appropriate content to
be taught.
Planning
Assessment data are used as a foundation for instructional planning.
Instructional planning includes selecting and organising the
appropriate and essential content in a logical and meaningful
sequence, with attention given to the appropriate delineation of the
important relationships between facts, concepts, and principles.
Planning also include selecting the instructional strategies and
designing all of the learning activities.
Implementation

• To enhance student achievement faculty should be flexible when

adapting and modifying preselected instructional strategies or when
implementing the predesigned lesson plan. Students verbal and non
verbal responses during the lesson usually provide cues that indicate
for some further explanation, clarification, or additional practice in
applying the content.
Evaluation
• Evaluation is the final step of an interactive teaching-learning model.
Formative and summative evaluations are two common forms of
evaluation used during instruction. Formative evaluation is used to
determine student progress throughout the course and is often used
during a class session. Strategies used here are questions, discussions
and feedback. Summative evaluation is conducted at the end of a
course and is used to determine the extent to which students have
achieved the desired learning outcomes. Strategies used for
summative evaluation include multiple choice, essay, and short
answer examinations , simluations, case studies and formal papers.
BARRIERS OF TEACHING AND LEARNING
• Environmental
• Sociocultural
• Psychological
• Physiological
Barriers may be either internal, involving physiological or psychological
factors, or external, involving environmental or sociocultural factors. It
has already been asserted that barriers can be located within the
learner, within the centre of learning
Environmental barriers

Environmental barriers affect both Teacher and Learner. For example,

trying to conduct a teaching session on a busy nursing unit with a high
noise level and frequent interruptions detracts from the effectiveness
of the teaching–learning process, no matter how well planned the
session or how motivated the learner.
Sociocultural barriers
• Sociocultural barriers such as teacher-Learner differences in language, culture, or
education are significant obstacles to the teaching–learning process. Even when
nurse and client share the same language, learning may not occur if the nurse
resorts to technical jargon or clichés or talks down to the client. Body language of
both nurse and client is subject to misinterpretation if they are from different
cultures. Nurses should also respect clients’ value systems and recognize the
influence of their own personal value systems on the teaching–learning process.
Physiological barriers
• Physiological barriers can affect a learner’s ability to learn or a teacher’s ability to
teach. The learner who is experiencing severe pain is unable to attend to teaching
content, no matter how important it may be to effective self-care. The teacher
who has a health problem such as a severe cold or headache is unable to focus as
effectively on the assessment, planning, and implementation of a planned
teaching session.
Psychological barriers
• Psychological barriers can also affect as learners and as teachers. Clients (and
their families) can experience anxiety, anger, depression, or fear about their
health problems; any of these factors can impede learning. Teachers may be
anxious about conducting a teaching session or concerned about personal issues,
such as a conflict with a close friend or family member; these factors can detract
from a nurse’s ability to focus on the client situation and teaching plan.