TEACHING

In Education, teaching is the concerted sharing of knowledge and experience, which is usually

organized within a discipline and, more generally, the provision of stimulus to the psychological and

intellectual growth of a person by another person.

It is an instruction or delivering a particular skill or subject which is preplanned behaviors informed

by learning principles and child development theory which directs and guides instruction to ensure

desired students’ outcomes. It is a complex, multifaceted activity, often requiring us as instructors

multiple tasks and goals simultaneously and flexibly. Teaching is an activity aimed at bringing about
meaningful learning through a method that is morally and pedagogically (educationally) acceptable.
Teaching involves a teacher, a learner, content in form of knowledge, facts information and skill

to be communicated a thoughtful purpose on the part of the learners to learn and finally a method that

respects the learners' cognitive integrity and freedom of choice.

There are two fundamentally different ways of understanding teaching. Teaching as an instructor-
centered activity in which knowledge is transmitted from someone who has acquired that knowledge to
novice learners: teaching as knowledge transmission. Teaching as a learner-centered activity in which
the instructor ensures that learning is made possible for novice learners and supports, guides, and
encourages them in their active and independent creation of new knowledge: teaching as assisted
knowledge creation.

The objective of Teaching

The major objective of teaching covers different types of intended learning outcomes.

1. Acquisition of knowledge

2. Development of Understanding

3. Development of Conceptual, intellectual and subject-specific skills

4. Development of values values

Nature and characteristic of teaching

Teaching is a social and cultural process, which is planned to enable an individual to

learn something in his life. We can describe the nature and characteristics of teaching in

the following way:-

 Teaching is a complete social process

 Teaching is giving information- Teaching tells students about the things they have
  to know and students cannot find out themselves. Communication of knowledge is
 an essential part of teaching.
 Teaching is an interactive process- Teaching is an interactive process between the
 student and the teaching sources, which is essential for the guidance, progress,
 and development of students.
 Teaching is a process of development and learning.
 Teaching causes a change in behaviour.
 Teaching is an art as well as science.
 Teaching is face to face encounter.
 Teaching is observable, measurable and modifiable.
 Teaching is a skilled occupation:- Every successful teacher is expected to know the
 general methods of teaching-learning situations.
 Teaching facilitates learning
 Teaching is both a conscious and an unconscious process.
 Teaching is from memory level to reflective level.
 Teaching is a continuum of training, conditioning, instruction, and indoctrination.

IMPORTANT CONCEPTS-

1. Teaching is different from conditioning as it aims to develop intellect and

has border scope with the vast curriculum while on other hand conditioning is the
modification of behavior and learning habits. In conditioning, the curriculum is
fixed and done by the repetition of the behavior.
2. Teaching is different from training as teaching is mostly theoretical and
usually refers to classroom learning while training is practical oriented and it
refers to workshops, seminars, role-plays, simulations etc. skill development is a
key aspect of Training Process.
3. Teaching and instruction are different as Instruction is the act of telling the
learner what to do or what not do to impart knowledge of specific subjects while
teaching means the development of the potential of an individual.
4. Teaching and Indoctrination are different as indoctrination poses the belief
that there is only one solution to the problem while teaching points out that there
are different solutions, often to the Same problem
Difference between Training, Coaching, Teaching and Mentoring

Training, coaching, Teaching and Mentoring are similar words theses are used for learning process

in different ways. Training: Training is a technique frequently used in organizations or Institution to build
a person's skills, knowledge and attitudes in order to meet the accepted standards by a

specific industry. Training helps a person master a specific skill in a direct interaction, use Training.

Coaching: Coaching is usually task and performance based. It helps the students or

learner to learn more efficiently depending upon ability. It is used private instruction or

coaching in a particular subject or skill.

Teaching: It is means providing formal education for students typically in educational

institutes like school, university, college etc. increase capability in a general suite of skills

through direct interactions with Teaching.

Mentoring: The role of the mentor is to build capability. The developmental mentor helps

the learner discovers their own wisdom by encouraging them to work towards career goals

or develop self-reliance. Great mentors fill in blind spots, clarify motivations, and remove

mental obstacles to success over longer-term interactions.

Role of Teacher

Teachers change the world through their students in two ways. Great teachers of the past have

inspired individuals-and even whole societies-to new and better forms of life, to great inventions, to the

saving of lives, cultures, and countries (and to their destruction), and to notable discoveries and spiritual

revolutions. Roles of the teacher should be part of the culture of good teaching practice. They are

conceptualized our current understanding of the importance of the commitment of teachers to teaching

and the multi-dimensional nature of the phenomenon.

Good Teacher Quality:

  Never insults students, i.e., never attacks their character.  Never criticizes colleagues in public,
especially not in front of the students
 Explains things, even if only a few needs extra help
 Fair, impartial
 Hard working
 Reliable, always there on time, rarely absent. Meets deadlines. Marks homework Promptly.
 Organized
 Motivates students, encourages them
 Makes lessons interesting
 Models teachability
 Continually striving for improvement
 Does not give up when there are problems. Stick ability.  Willing to fail
 Flexible
 Starts strict, relaxes later in the year

Basic Requirement of Teaching

 Teacher
 Learner (Students)
 Subject (Topic)
 Environment
 Infrastructure
 Teacher and student relationship
 Student Discipline

Levels of teaching: memory, understanding and reflective

MEMORY LEVEL UNDERSTANDING LEVEL REFLECTIVE LEVEL

1. Memory level teaching 1. Memory level teaching is the Reflecting on something means
emphasis on presentation of prerequisite for the giving careful thought to
fact and information and it’s understanding level of teaching something over some time. It
all about CRAMMING. as it talks about the also means thinking deeply
2. Knowledge or information is generalization of principles, about something.
gained by the learner through theory and other key important 1. It talks about both
the memorization. facts. ‘Understanding level’ &
3. It is the initial stage of 2. This helps to build the ‘Memory Level’ teaching and its
teaching and induces the habit thinking level of students to problem centred.
of ROTE Learning of facts make use of their acquired 2. Its main objective to develop
and subject matters knowledge based on previously problem-solving, critical and
4. Its provide students with the known facts and subjects. 6/7 constructive,
ability to retain and reproduce 3. The teacher explains the independent, original thinking.
the learnt subject. student about the relationship 3. At this level, the emphasis is
5. It covers only the knowledge- between principles and laid on identifying the problem,
based objectives of Bloom’s facts and teaches them how defining it and
Taxonomy. At this level, these principles can be applied. finding a solution to it. The
the student learns to identify, 4. It focusses on mastery of the student’s original thinking and
recall or remembers the subject creative-abilities
objects, events, ideas and 5. It provides more and more develop at this level.
retain them in memory. opportunity for the students to 4. A student is Core ‘Active &
6. The teacher plays a very develop skills of Primary’ while Teacher
dominating and authoritarian ‘Memory + Insight’ becomes ‘Secondary & passive’
role while instructing 6. The evaluation system of this in this.
7. The evaluation system mainly level is mainly objective type 5. In Reflective level of teaching
includes Oral, Written and easy questions and essay. (RLT) Hunt is the main
type-examination 7. Student and teacher both Proponent. It includes ULT
as well organized and is simple play an active role in the and MLT. It is problem-centred
so that it can be acquired Understanding level of teaching. The students are
through rote learning. teaching assumed to adopt
8. The role of the teacher is Morrison has divided the some sort of research approach
prominent (Primary & active) understanding level of teaching to solve the problem. The
and that of the student is into 5 steps; classroom environment
secondary (Secondary & Exploration: testing previous is to be sufficiently ‘Open and
Passive). knowledge, analyzing the Independent’
9. Memory level teaching does content. 6. Hunt developed the reflective
not improve intelligence and Presentation: content is model of teaching which goes
increase student’s presented, diagnosis, and through the various
capability but this is required recapitulation till the students steps including creating a
for other types of teaching understands. problematic situation.
levels. Assimilation: generalization, Formulate and verify the
The Herbartian theory of individual activities, working in hypothesis, data analysis and
apperception supports that laboratory and test the hypothesis around the
young children’s mind is ready library, the test of content. problem.
for perceiving themselves and Organization: pupils are 7. Essay type test is used to
the world around them. Their provided with the occasions for evaluate the learning process.
mind is ready for a great mass representation. 8. The teaching at this level is
of Recitation: pupil presents the not teacher-centred or subject-
factual information including content orally. centred, it is leaner centred.
concepts, elements, structures,
models and theories.