1. Teaching

        Concept, Objectives, Level of teaching (Memory, Understanding, Reflective)                                                       Basic Requirement

Concept of Teaching                                                                            

 What is Teaching?  

What is Aptitude?  

Aptitude is a natural ability to do something.

What Teaching Aptitude?  

 Concept of Teaching   

Teaching Learning Process

Teaching is important is the process of education. Its special function is to impart knowledge, develop understanding and skill. Some renowned scholars have defined teaching, which are as following:

  H.C. Morrison  

  Jackson   

  N.L. Gage   

Teaching Concept Image

   Concept of Teaching   

a. Formal Teaching

b. Informal Teaching

c. Non formal Teaching

Objective of Teaching                                                                           

Bloom's Taxonomy

A. Cognitive Domain                      {  Mental Skill  (  Head ) }

B. Affective Domain                       { Growth in feeling/emotional ( Heart ) }

C. Psychomotor Domain                { Manual/Physical Skill ( Hand ) }

   A. Cognitive Domain                                                                              

Cognitive Domain Image

   i. Knowledge/Remembering   

   ii. Comprehension/Understanding    

   iii. Application/Applying    

   iv. Analysis/Analyzing    

   v. Synthesis/Creation   

    vi. Evaluation/Evaluating     

Affective Domain Image COVRR (High to Low ultoo)

   a. Receiving   

   b. Responding   

   c. Valuing   

  d. Organization   

  e. Characterising   

Psychomotor Domain Image IMPAN (Low to high)

  1. Imitation and observing   

  2. Manipulation  

  3. Precision  

  4. Articulation  

  5. Naturalization  

Gagne and Brigge classification

Gagne and Brigge classification Image AMVCI (Low to high)

  A. Attitudes   

  B. Motor Skills  

  C. Varbal Information   

  D. Cognitive strategies  

  E. Intellectual skills  

Level of Teaching                                                                                  

 A. Memory and Thoughtless Level of Teaching  

Image of Memory Level

 B. Understanding and Thoughtful Level of Teaching  

  C. Reflective and Upper Thoughtful Level of Teaching  

Characteristic of Good Teaching                                                         

1. A desire to share your love of the subject with students.

2. An ability to make the material being taught stimulating and interesting.

3. A facility for engaging with students at their level of understanding.

4. A capacity to explain the material plainly.

5. A commitment to making it absolutely clear what has to be understood at what level and why.

6. Showing concern and respect for student.

7. Giving the highest quality feedback on student work.

8. A desire to learn-from students and other sources about the effect of teaching and how it can be improved.

Common Qualities of Teaching

Note

1. Education is process of acquisition of knowledge and skill.

2. Learning is permanent change in the behaviors of individual be because of experience.

3. Instruction is giving commands. There is no interaction  between teacher and the learner and instruction is an importants part in the process of teaching.

4. training is equipping a candidate with job related skill.

Basic Requirement of Teaching                                                          

Basic requirement of teaching are - 

I. Teacher

II. Learner ( Student )

III. Subject

IV. Environment 

V. Infrastructure

VI. Relationship between T and S

VII. Disciplen

 Nature or Characteristic Features of Teaching                                                                 

The characteristic features of teaching include the following:

1. Has different levels of teaching.

2. Teaching takes place in a dynamic (changing) environment.

3. Teaching is closely related to education, learning, instruction and training.

4. Teaching is essentially an intellectual activity.

5. Teaching is art as well as science.

6. Teaching is a continuous process.

7. Teaching is an interaction process.

8. Teaching is a complex social process.

9. Teaching is tends towards self organization.

10. Teaching has high degree of autonomy.

 Teaching environment                                                                                                        

Three variables

A)    Dependent ( Student )

In the process of teaching, it is the student who is subjected to change and development through the efforts of the teach and teaching process.

B)    Independent ( teacher )

Therefore he acts as a dependent variable while the teacher play's the role of independent variable.

C)    Intervening ( Method of teaching Strategy )

For the achievement of the goal of teaching there comes a need of desirable interaction between independent and dependent variable. This role is played by the intervening variable. Example - content, methods, technique of teaching, tactics uses of teaching.

Image of dependent, independent and intervening

 Principles of Teaching                                                                                                        

1. principles of motivation

It means creating curiosity among students to learn new things.

2. Principles of activity ( Learning by doing)

This principles states that student actually learn by doing. It includes both the physical and mental activities. For example - Learners are asked to make charts and models.

3. Principles of Interest

By generating interest among the learner's community, the effectiveness of the teaching learning process can be enhanced.

4. Principles of Linking with Life

Linking life with learning is more helpful as it makes the learning concrete and remember to long period.

5. Principles of Definite aim

This principle is important for optimum ( proper ) utilization of teaching resources and making learning more focused.

6. Principles of Recognizing Individual Difference

Every student is unique in terms of intelligence, attitude, abilities, socio-economic background and potential. The teaching methods should be designed in such a manner to enable all the learners get opportunities in life.

7. Principles of Selection

The teacher should select content that can be more relevant and updated to learner's objective.

8. Principles of Planning

9. Principles of Division

Division to unit

10. Principles of Revision

To make learning more lasting, the acquired knowledge should be revised immediately and repeatedly.

11. Principle of Creation and Recreation

This principle of creation and recreation is necessary to make the classroom environment creative, engaging and humorous.

12. Principle of Democratic Dealing

It requires student to plan and undertake different types of activities, this principle helps in developing self confidence and self respect among the learners.

13. Principle of Remedial Teaching

The teacher should be able to identify and understand the problems and suggest remedial measures for these problems.

14. Principle of Sympathy

A teacher should be kind, caring and sympathetic. This will help him in building cordial and trustworthy relation with student. This will also have an effect on the teaching.

15. Principle of Reinforcement

Teachers can reianforce students verbally, by praising them, or by giving gifts and rewards for good and responsible, correct answers, good grades, etc. This will encourage them to continue their hard work and practice good habits.

16. Principle of Training the Senses

Sensory organs play an important role in learning. Different activities, methods and aids involve the use of different sensory organs such as the eyes and ears.

 Behaviors of Teaching                                                                                                        

Gary D. Bovich said effective teaching method two types

                 A. Key Behaviors

                 B. Helpful Behaviors

A. Key Behaviors

There are five key behaviors like-

                 i. Lesson Clarity

                 ii. Instructional Variety

                 iii. Teacher task Orientation

                 iv. Engagement in the Learning Process

                 v. Student Success Rate

i. Lesson Clarity

Idea should be clear to all learners at all levels. Idea should be conveyed in a clear step-by-step order, they should be uncomplicated and with minimal distraction.

 ii. Instructional Variety

Used a variety of teaching tools (Technology, material, activities, space, dispays ) . Use a variation in voice and gestures, rewards, and reinforces.

iii. Teacher task Orientation

To maximize the time spent teaching, be sure to handle inevitable interruption quickly, expedite the giving and collecting of materials, prevent or quickly put an end to distracting behavior, organize lessons well and establish smooth transitions.

iv. Engagement in the Learning Process

Constantly monitor any seat work and group work, set rules for when students can leave class without disruption, keep  a daily schedule to minimize confusion of student, give independent work that is interesting.

v. Student Success Rate

Student should spend about 60-70% of their time on tasks that allow almost complete understanding of the material being taught with only occasional errors. The content should reflect prior learning, with easy to grasp steps for the new material.

B. Helpful Behaviors

There are five helpful behaviors like

                 i. Using Student Idea and Contribution

                 ii. Structuring

                 iii. Questioning

                 iv. Probing   ( add to )

                 v. Teacher affect ( Relation  Teacher and Student )

i. Using Student Idea and Contribution

Teacher should use mediated dialogues and be sure to acknowledge, modify, apply, compare and summarize student responses as necessary.

ii. Structuring

Teacher should reinforce the learned content and place it in relation to new content. Teachers should give organized lessons of what is to come and summarize what has been taugh.

iii. Questioning

Use a variety of question and be sure to include question that require more thinking and probem.

 iv. Probing   ( add to )

Draw more out of student responses by getting student to colaborate on their ideas. Help the student to discover the content rather than being explicitly told.

v. Teacher affect ( Relation  Teacher and Student )

Develop the teacher learner relationship by use of enthusiasm ( Inflection in voice and movement, gesturing and eye contact).

Remind  five key behaviors and five helpful behaviors

                    key behaviors                                                      helpful behaviors

                  i. Lesson Clarity                                        i. Using Student Idea and Contribution

                 ii. Instructional Variety                              ii. Structuring

                iii. Teacher task Orientation                       iii. Questioning

                iv. Engagement in the Learning Process    iv. Probing   ( add to )

                v. Student Success Rate                              v. Teacher affect ( Relation  Teacher and Student )

   Notes :    

*Pedagogy is a teacher-driven model of learning for children, characterized by a dependent learner and external motivation

Andragogical model is a learner-centered, self-directed approach for adults that leverages their experience and internal motivation to solve real-world problems

*Teaching Model

Teaching models are just instructional designs.Models are prescriptive teaching strategies designed to accomplish particular instructional goals.

A model of teaching is a set of interrelated components arranged in a sequence which provides guidelines to realize specific goals. It helps in designing instructional and environmental facilities carrying out of these activities and realization of the stipulated objectives.   -N.J Jangira and Ajit Singh

 From the dictionary meaning the model is a pattern of something to be made or reproduced. 

Role/Purposes of Teaching Models

a. It helps a teacher to develop his capacity to teach and create conducive and appropriate environment learning.

b. It can present a real and practical outline of teaching and thus give a practical shape to learning situations.

c. To select suitable stimulus so that the students may respond in desired manner.

d. To specify teaching strategies to achieve desirable educational objectives by analyzing the interaction in the classroom situations.

e. It helps to modify or redesign existing methods and instructional delivery so that emerging or altered instructional techniques may meet the needs of today’s students.

f. To help to modify the teaching strategies and tactics if expected changes in the behavior do not occur.

g. It helps to formulate a theory of teaching.

h. To help gain needed insights into why some methods work with some learners, while others do not.

Fundamental Elements of Teaching Model

1. Focus or orientation - Focus describes the goals and objectives of the model, the theoretical assumptions.

2. Syntax - The syntax describes the model in action. It is described in terms of sequences of activities called phases. Each phase has a distinct flow of phases. It indicates the shape of the activities that specify educational aspects of teaching.

3. The Social System - This aspect describes the teacher and student’s roles and their inter relationship within the classroom and outside it. 

4. Principles of Reaction - It tells us about the nature of interaction between the teacher and the learners. It tells us how to regard the learner and how to respond to what the learner does.

5. The Support System - This component is used to describe the supporting conditions necessary to attain the goal of the teaching model.

6. Application of the Model - Application is very important in every teaching model. It describes the application aspects of the model. Some models are developed for specific purpose whereas some may have wider general applications. It may help the learner to apply the learnt things in other situations.

7. Instructional and Nurturant Effects - The description of the effects of models can validly be categorized as the direct or instructional effects and the indirect as nurturant effects. The instructional effects are those directly achieved by leading the learner in certain directions. The nurturant effects come from experiencing the environment created by the model. For instance, a model that emphasizes on academic discipline can also emphasize obedience to authority.

Characteristics of a Model of Teaching

A. Scientific Procedure : A model of teaching is based on a systematic procedure to modify the behaviour of the learner. It is not a haphazard combination of facts.

B. Specification of Learner Outcome : All models of teaching specify what the students will perform after completing an instructional sequence.

C. Specification of Environment : A teaching model specifies in definite terms the environmental conditions under which a student's response should be observed.

D. Specification of Criterion of Performance : A model of teaching specifies the criterion of performance which is accepted from the students. The behavioural outcomes which the learner would demonstrate after completing specific instructional sequences are delineated in the teaching models.

E. Specification of Operations: All models of teaching specify the mechanism that provides for the reaction of students and interaction with the environment.

Model of Teaching 

 Historical Teaching Model

                 Socratic Teaching Model        Greek Philosopher Socrates

                 Classical Teaching Model       Dorothy Sayers 1947

                 Personal Develop Model         Carl Rogers

A. Philosophical Teaching Model

              i. Insight Model                 Plato

              ii. Impression Model         John Locke

             iii. Rule Model                   Kant

B. Psychological Teaching Model

              i. Basic Teaching Model         Robert Glasser 1962

             ii. Interaction Model                Flander

             iii. School Learning Model      John Carroll 1960

            iv. Computer Based Model      Daniel Davis

C. Moderns Model of Teaching

            i. Information Processing Model 

           ii. Personal Model

          iii. Social Interaction Model

          iv. Behaviour Modification Model

A. Philosophical Teaching Model

i. Insight Model (Plato) - 

a. Student should learn by doing.

b. Plato stressed on motivation and interest in learning.

c. Knowledge which is acquired under compulsion obtains no hold on the mind and he was against the use of force in education.

d. Plato recommended a place where children love to go and stay there and they play with things which enhance their education by playing.

ii. Impression Model (John Locke) - 

a. It is based on a general assumption the child's brain is like a clean slate at the time of birth.

b. Whatever experiences are provided through teaching creates impression on child's brain.

c. These impression are termed as learning.

d. In the learning process the sense organs plays a vital role.

iii. Rule Model (Kant) - 

a. Kant gives importance to logic because in it following.

b. The objective of rule model is to develop the logical reasoning capacities of the students.

c. Planning, organisation and interaction of teaching is performed under specific rules.

B. Psychological Teaching Model

i. Basic Teaching Model (Robert Glasser 1962) - 

a. Instuctional objectives

b. Entering behaviour

c. Nstructional procedure

d. Performance assesment

ii. Interaction Model (Flander)

a. In this model the behaviour of student and teacher is analysed.

b. An interaction between a teacher and student is more emphasised in this model.

c. Flanders instrument was designed for observing only the verbal communication in the classroom and non-verbal gesture are not taken into account.

d. He divided classroom behaviour in 10 categories known as flander's 10 category system.

iv. Computer Based Model (Daniel Davis)

a. It is the most complicated model having entering behaviour determination of objectives teaching aspect as fundamental elements.

b. the performance of the students are evaluated.

c. In this model the diagnosis and teaching side by side.

d. Remedial teaching is provided on the basis of diagnosis.

C. Moderns Model of Teaching

i. Information Processing Model

a. This model is concerned with the intellectual development of the individual and help to develop method of processing information from the environment.

b. This model focus on intellectual capacity.

Brief review of Information Processing Model

Teaching model

          Concept attainment model (Jerome Bruner 1956)

          Inquiry training model (Richard Suchman 1960)

          Biological science inquiry model (Joseph Jackson Schwab 1965)

          Advance organization model (David Ausubel 1960)

          Cognitive growth development (Jean Piaget)

ii. Personal Model

a. Personal development is essentially emphasized in this model.

b. More emphasis is given to the development of internal and external power of pupil.

c. Primary goals are increase student self-worth.

d. To help student understand themself fully.

Brief review of Personal Model

                  Non directive teaching model (Carl Rogers 1940)

                  Awareness training model (William Schutz 1960)

                  Synectic teaching model (William J. J. Gordon 1944)

                  Classroom meeting model (William Glasser 1960)

                  Conceptual system model (Harvey, Hunt, and Schroder 1961)

iii. Social Interaction Model

a. This model emphasise the relationships of individual the society or other person.

The Primary Goals are :

To develop skills to human relations.

To become aware of personal and social values.

To help students work together to identity and solve problems.

Brief review of Social Interaction Model

                      Group investigation model (John Dewey, Herbert)

                      Jurisprudential model

                      Role playing model

                      Laboratory method model

iv. Behaviour Modification Model

a. It emphasis on changing the observable behaviour of the learner.

The specific goals are : 

To foster leadership quality.

To master techniques for stress reduction

To learn strategies for self-control through operant methods of B.F. Skinner.

Conclusion

Models of teaching are important for teachers inmany ways -

A teaching model can bring changes and rectification in teaching.

Improve quality of instruction.

Systematic approach to planning for instruction.

Facilitates students engagement in more meaningful ways.

So that students learn more rapidly and increase aptitude for learning andretention.

* paragigm teaching

paradigm teaching refers to using an education paradigm, which is a framework of beliefs and practices that shapes how educators define the purpose of education, the meaning of learning and the roles of teachers and students. example - Student/Learner Centered paradigm and Teacher-Centered paradigm.

CLASSROOM TEACHING TIPS

* The teacher should discuss the behaviour of student with their parents if they continue to misbehave in class.

*On the first day of class, the teacher should introduce himself to the class and let students know about his achievements. The more students know about their teacher, the more they will trust him.

* Before beginning teaching, students should be informed about the course plan, syllabus. If they know how the knowledge or skills they acquire from the course can impact their life and how use it in real-life situations, then they will pay more attention to it.

*  The teacher should try to understand the behaviour of students, their strengths, and their weaknesses and then plan the classroom activity according to their needs.

*  The teacher should clearly specify that misbehaviour, such as indiscipline, coming late to class, disrespecting others, etc, will not be tolerated on the very first day of the class. He should also tell them about the consequences of such types of behaviour.

*  The popular idiom, Spare the rod and spoil the child implies that undesirable behaviour must be punished. The teacher should not ignore misbehaviour of students in class. If ignored, such behaviour will be repeated.

*  At first, the teacher should give students non-verbal signals such as looking at them, walking to their seats while teaching, asking them questions, or to use their name in example to grab their attention.

*  If a student continues to disrupt the class even after non-verbal signals, then the teacher can change his seat or direct him to stop distracting the class.

* If he stills continues with his behaviour then appropriate action should be taken.

* Students should also be praised in front of their parents for their achievements and good behaviour.

*  The teacher should share his experiences with the class. This will motivate students.

*  The students should be praised for their achievements either privately before or after class, or publicly in the class.

*  The teacher should have positive relationship with the class.

* Students should be encouraged to participate in classroom discussions.

*  The teacher should ask students for feedback from time to time and accept it in a positive manner. Feedback responses can be used to alter teaching aids, methods, strategy for better learning of future students.

*  The class should always start with an outline of what will be covered in the lecture. It should end with a summary of what has been covered in the day's lecture.

* Time should be given to students during the lecture to ask queries and clear their doubts.

*  Never humiliate students even if they lack basic conceptual knowledge teachers humiliate them in front of class, their confidence will be affected. They will not ask again even if they have any doubt next time. Embarrassing the students because of lack of knowledge will lead to development of inferiority complex.

* If the teacher does not like any student personally, then he/she should not behave badly with them Rather he/she should try to resolve the issue with student.

*  Maya Angelou states, Tve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. So, do not make students feel bad due to lack of knowledge or skills; instead try to bring out the best in them and they will remember you for their lifetime.

*  If a teacher feels students are not interested in what is being taught in dassroom, then he/she can try to change the activity or teaching method. or divert them by sharing something of their interest.

*  While giving assignments to students, the teacher should clearly specify them the conse quences if they do not complete them by the required time.

* If behaviour of a student has changed suddenly, the teacher should try to understand the reason behind it by observation or asking him directly. If he is facing any problem, then the teacher should help him. If need arises, parents should also be informed about the issue.

   Question