TEACHING APTITUDE

TEACHING APTITUDE

TEACHING: INTRODUCTION

1.) WHAT IS TEACHING?

• It is the occupation, profession or work of a teacher.

• Teaching constitutes the ideas or principles taught by a teacher.
• The teacher utilizes best methods to give best knowledge to his students.
• It includes the activities of educating or instructing; activities that impart
knowledge and skills.
• It includes the activities of providing education to others.
• It is a way of awakening of joy in creative expression and knowledge.
According to Smith, teaching is an organized system of specific activities aimed at
helping the learner to learn something.
It may be carried out in the absence of the teacher.
He also considered teaching as a tripolar process involving:
i. Agent or source producing learning which maybe be human or material
ii. A goal or target to be achieved
iii. The intervening variables consisting of learning or teaching situation
involving human or physical conditions and instructional methods

2.) NATURE AND CHARACTERISTICS OF TEACHING:

• Teaching facilitates learning.
• It is a kind of interaction between teacher and students.
• It provides desirable information.
• It values development.
• It enhances Knowledge.
• It is both Art and Science.
• It can be formal or informal.
• It is friendly and co-operative.
• It organizes the learning.
• It is dynamic, social and humane.
• It is progressive, diagnostic and remedial in nature.
• It is an interactive process.
• It carries specialized tasks.
• It is a collection of various activities such as training, instructions,
conditioning etc.
• It can be analyzed and assessed and provide a feedback also for
improvement.
• It helps students to adjust himself in the society and its environment.
• THE MOST CRUCIAL POINT OF TEACHING IS TO PROVIDE GUIDANCE AND
TRAINING TO THE STUDENTS.
 TEACHING IS A PROCESS OR A PRODUCT?
• One of the most contentious debates in education is whether the primary goal
of teaching should be for learning as a process or for the acquisition of
knowledge.
• There are those who contend that the education of our students must yield
quantifiable results for purposes of measurement, accountability and
improvement within our education system.
• There are also those who argue that overemphasis on acquiring content
knowledge narrows curricula, suppresses creativity and critical thinking and
does not meet the needs of students from diverse backgrounds.
• This tension poses a considerable challenge for teachers, as we are largely
responsible for our students' development of both functional and critical
literacy.
• Teaching includes elements of both process and product. It has to focus on
quantifiable outputs and learning (product) as well as intellectual and critical
development of the mind (process) of the pupils. Thus, it is both process and
product.
3.) OBJECTIVES OF TEACHING:

• It helps in bringing desired changes in pupils.

• It helps the individual to understand the realities properly.
• It aims at shaping the behavior and conduct.
• It aims at building knowledge.
• It aims at improving the learning skills of students.
• It builds the thinking power of the students.
• It helps in acquiring new experience and ideas and may also help in
performing constructive tasks.
• It makes everyone a social and efficient member to the society.
4.) BASIC REQUIREMENTS OF TEACHING:
QUALITIES OF A GOOD TEACHER: -

- THE MOST CRUCIAL QUALITY OF A TEACHER IS TO HAVE MASTERY OVER THE

SUBJECT.
- A Good Teacher has to be accountable which means having same values and
hard work as they want in students.
- A Good Teacher has to be dedicated and determined to his work which
means providing sufficient time to his students to provide best education to
them.
- A Good Teacher has to be Caring and Compassionate. It means a teacher
should try to figure out the personalities and interest of each students.
- A Good Teacher has to be Adaptable which means they must be willing to
change. If some students in the class does not understand the current
concept, it is the duty of a good teacher to come out with a better way to
understand that concept.
- A Good Teacher is Empathetic which means understanding the student’s
problems inside/outside the school and helping them to find the solutions.
- A Good Teacher is Engaging and Evolving which means the ability to grab the
attention of all the students in the classroom. Along with this, it is a
continuous work on improvements and growth of students.
- A Good Teacher is Organized and Patient which means keeping things neat
and in order to get better results.
- A Good Teacher is Kind and Trustworthy which means ability to do things
politely such as giving motivation and confidence to others.
- A Good Teacher is Inspirational which means they inspire you to do better.
They inspire you to believe in yourself and your dreams.
- A Good Teacher is Forgiving and Fearless. They do not fear criticism and
quickly forgets the mistakes done by students, parents or other teachers to
maintain the healthy environment.
- Lastly A Good Teacher is Joyful. It means maintaining good mood, enthusiasm
and excitement in the class in order to make the students continuously
engaged.
FACTORS AFFECTING TEACHING LEARNING PROCESS

• There are three things which are involved in teaching-learning process i.e.
Teacher, Student and Learning Environment.
• Intellectual Factors: those who are excellent in academic performance have no
difficulty in mastering school work. However, some students are unable to do
it due to intellectual disabilities.
• Learning Factors: having mastery over the subject is one of the major factors
which affects learning factors. It affects the student’s learning power and
performance.
• If a teacher has good mastery over subject the student will understand and
perform good. If he/she doesn’t it will negatively affect the student’s
performance.
• Physical Factors: the visuals, health issues and physical defects and
development affects the teaching learning process excessively. For example
Malnutrition.
• Attitude Factors: Attitude determines the general behavior of the student. It
shows the ability and willingness of the student to learn and grasp the
knowledge which affects the learning process. Attitudes like openness, loyalty,
affection, joy, willingness can always modify the learning behavior.
• Environmental Factors: it plays as an important factor in the teacher student
learning process. It gets affected by classrooms, textbooks, equipment, fellow
mates and other instructional materials etc.
• Teacher’s Personality: it is one of the most crucial factors that affects the
teacher learning process. The vital areas like leading, inspiring, guiding and
adapting influence the process. Therefore, it plays an important part in success
or failure of the learner.
 METHODS OF TEACHING

1. MICRO TEACHING:
- This method was introduced by D. Allan and R. Bush in 1963.
- It is used for training teachers to have desired results. - It is not used for
students.
- It makes the teacher training program scientific, effective and meaningful.
- This technique provides feedback to teacher trainee for the modification of
teacher behavior.
- This strategy applies in pre-service and in-service stages.
Cycle of MICRO TEACHING
 - It is ‘one time one skill’ method.
- It gives 6 minutes for each step.
- The total time is 36 minutes.
- This teaching method helps in improvement of skills.
- It builds confidence and builds different skills.
- However, this method has certain drawbacks also such as:
i. It is applied in controlled environment,
ii. There is no interaction with students,
iii. It is time consuming, iv. It is skill oriented, not content oriented.

2. TEAM TEACHING:
- Team teaching involves a group of instructors working purposefully, regularly,
and cooperatively to help a group of students of any age learn. Teachers
together set goals for a course, design a syllabus, prepare individual lesson
plans, teach students, and evaluate the results. They share insights, argue with
one another, and perhaps even challenge students to decide which approach
is better.
 - When teachers teaching same subject at different times or same time.
- It helps in how to maximize the utilized resources.
- It encourages Direct Involvement.
- It encourages use of all faculty members.
- Team teaching can be within a single discipline or in specialization also.

3. BLOCK TEACHING:
- It’s a method in which teachers take long classes.
- Lectures are taught in an intensive block such as once every week.
- Students study one course at a time.
- Continuous interaction between students and teacher.

4. INTEGRATED TEACHING:
-This method works by integrating different subjects to see the role of other
subjects in one.
- It means making connections between academic knowledge and practical
scenarios.
5. BRAIN STORMING:
- It is a participatory method where students also participate.
- In this method students share their ideas and opinions related to the topic of
session.
- The ideas are noted and the best ideas. are chosen or clubbed together.
- Teacher plays the role of a facilitator in this method.

• Other methods are E- LEARNING (use of electronics) and BLENDED

LEARNING (traditional + e teaching)
 TEACHING AIDS

→ WHY DO WE NEED TEACHING AIDS?

The most important aim of teaching aids is Effective Teaching.
- It helps in acquiring solid knowledge.
- It helps in enlarging perception.
- It facilitates recognizing and transfer of Knowledge.
- It adds creativity in the teaching.
- It makes teaching interesting and helps in giving desired results.
- It develops desired interests and attention in learning.
- It makes teacher-student interaction better.
- It improves thinking power of the students.
- It helps in meeting the demands of disabled child.
- It averts the evil effects of verbalism.
- It gives good motivation to students.
- It proves a good substitute for direct experiences.
 - It enhances scientific attitude.
- It develops educational environment in a better way.
- Most importantly it increases the level of understanding between teacher
and students.

→ KINDS OF TEACHING AIDS:

i. VISUAL AIDS
ii. AUDIO AIDS
iii. AUDIO-VISUAL AIDS
iv. GRAPHICS AIDS
v. THREE-DIMENSIONAL AIDS
vi. PROJECTED AIDS
vii. AIDS THROUGH ACTIVITY
 Diagrams

Flashcards Photographs

4. Graphics
Photos Charts
Aids

Graphs Playcards

Maps
 Models

Diorama Specimen

5. Three
Dimensional

Apparatus Real Objects

 Slides

Epidiscope Films

Projected
Aids:

OverHead LED
Projectors Projectors
 Excursion

Botanical
Projects
Garden

Aids
Maintenc Through
e of Activity
Role Play
Aquariu
m

Dramatic
Field Trips Participati
on
 EVALUATION

WHAT IS EVALUATION:
- It means making judgement or a process of collecting evidences of behavioral
changes and judging the directions and extent of such changes.
- It’s both quantitative and qualitative system.
- it is a way to check both the academic and non-academic aspects of student’s
personality.
- It helps students as well as teachers to bring desirable changes in their
respective parts to get the desired results.
IMPORTANT ELEMENTS OF EVALUATION:

ELEMENTS OF EVALUATION

TESTING MEASUREMENT ASSESMENT EXAMINATION APPRAISAL

TYPES OF EVALUATION

DIAGNOSTIC EVALUATION

• This is done at the beginning of the teaching learning process.

• It diagnoses the causes of problems in teaching.
• It is done to find specific weakness of students.
• It can be done at individual or class level.
• It helps in designing the curricula in order to match the learner’s ability to understand
the concepts.
FORMATIVE EVALUATION:

• Paul black is considered to be the main proponent of this concept.

• The major purpose of formative evaluation is to find the strengths and
weakness of the students.
• The findings of formative evaluation help in getting desired results for
students.
• It concentrates on improvement of student’s achievements.
• It provides feedback.
• It includes class tests, unit tests, quizzes, assignments.
• It is an important part of teaching learning process.

SUMMATIVE EVALUATION:

• The major purpose is classification and promotion of students.

• It passes certificates and passing judgements on students.
• It concentrates on measurement of student’s achievement.
• It is done at the end of academic session.
• It doesn’t provide feedback.
• It includes term tests, annual tests and external examinations.
• It gives result of the teaching learning process.

LEARNING DISORDERS:

• DYSCALCULIA: this disorder includes when a student suffers from difficulty in

understanding mathematics, arithmetical operations, signs, etc.
• DYSGRAPHIA: this disorder includes problems related to handwriting and
leads to poor handwriting, inconsistent spacing and wrong spellings etc.
• DYSLEXIA: this disorder is related to problems in reading like in recognizing
and understanding letters and words, low fluency etc.
• DYSPHASIA/APHASIA: this includes difficulty in understanding a spoken
language.
 TEACHING APTITUDE

1. On the basis of personal and social attributes: The social attributes of a

learner could be:

- Age and maturity level

- Motivation and attitude towards the subject
- Expectations and vocational aspirations
- Special talents
- Ability to work under various environmental conditions
- On the basis of this, learners can be youth and adult learners:
TEACHING APTITUDE
2. On the basis of learning styles:

• TEACHING
Learning styles are the traits that referAPTITUDE
to how learners receive and process
information.
• Felder and Silverman developed one set of category for analyzing an
individual’s learning styles
3. On the basis of listening styles:
(4 types) TEACHING APTITUDE
Active listening- it is a technique used in counselling, training and solving
disputes or conflicts. It requires that the listener fully concentration,
understanding and respond to what is being said.
Empathetic listening- it is a way of listening and responding to another person
that improves mutual understanding and trust.
Evaluative or critical listening- in this type of listening we make judgements
about what the other person is saying.
Appreciative listening- it is a type of listening where the listener seeks certain
information which they will appreciate, for example, which helps meet his/her
needs and goals.
4. On the basis of thinking styles:
TEACHING APTITUDE
- Reflective thinkers- these type of thinkers use critical thinking process for
analyzing and making judgements about what has happened.
- Creative thinkers- these thinkers focus on when and where something new
and somehow valuable is informed.
- Practical thinkers- these thinkers include use of reason to decide how to act.
- Conceptual thinkers- it includes the ability to understand a situation or
problem by identifying patterns and connections and addressing the key
issues.