Teaching

CONCEPT OF TEACHING

Teaching learning is a communication between two or more persons who influence each
other by their ideas and learn something in the process of interaction. It is a process in which
the learner, teacher, curriculum and other related variables are organized in a systematic
way to attain some predetermined goal. Teaching can be analysed in terms of teacher
behaviour at three levels, namely, component teaching skills, general teaching behaviours
and specific teaching behaviours.

OBJECTIVES OF TEACHING

To develop all round personality of the learner through the curriculum.
To shape the behaviour of the learner in a desired direction.
To help the student to adjust and live harmoniously in the new situation environment.
To encourage the student to learn and think for themselves to solve the problems.
To acquaint the student with the content of the subject to be taught.
The specific objectives of teaching are as follows:
To Develop Critical and Logical Thinking
To Create Interest in the Study
To Develop Understanding
To Develop of Knowledg

The specific objectives of teaching are as follows:

To Develop Critical and Logical Thinking
To Create Interest in the Study
To Develop Understanding
To Develop of Knowledg

ROLE OF A TEACHER

Facilitating students in their efforts to learn without directly instructing them on any
new concepts.
Being sensitive to the previous experiences of each and every student in the class.
Providing authentic (real-world and contextual) tasks.
Providing as many materials and experiences from the immediate environment as
possible. Manipulating materials and events so that the students can gather more
experience.
Providing real-world, context-based learning environments rather than predetermined
instructional sequences for making learning more realistic, relevant and contextual.
Focussing on realistic approaches to solve real-world problems.
Providing or/and encouraging the students to come out with multiple representations or
alternative solutions when engaged in solving a problem.
Allowing students to ask questions and encouraging them to raise intelligent questions.
Fostering reflective practice. By encouraging raising intelligent questions, indirectly put
pressure to think reflectively.
Supporting cooperative and collaborative learning in the classroom.
Connecting the activities in the school with those outside the school.
Encouraging self-analysis and self-assessment of students’ learning progress

THREE LEVELS OF TEACHING

TEACHING CAN BE DIRECT OR INDIRECT

As the teachers use such methods as lecture, demonstration, etc and engages students
in face – to – face interaction, they are teaching them directly.
Conversely, when they use active methods like role-play, project, assignment, inquiry or
other such activities, they are teaching them indirectly.

TEACHING CAN BE VERTICAL OR HORIZONTAL

Depending on the objectives of teaching, teachers may lead students deep into the
topic.
This type of teaching is known as vertical teaching.
Conversely, if the teachers teach one topic and then move on to more and more topics,
they are resorting to horizontal teaching.

TEACHING MAY BE PLANNED OR UNPLANNED

Traditionally, teachers plan for instruction before they go to the classroom for teaching.
However, with the coming of active leaning methods, no strict planning is possible as one
is not clear in advance what could be the possible way of organizing teaching learning
activities.

COMPONENTS OF TEACHING

TECHNIQUES FOR BETTER CLASSROOM DISCIPLINE

Focusing
Direct Instruction
Monitoring
Modelling
Non-Verbal Cuing
Environmental Control
Low-Profile Intervention
Assertive Discipline
Consistently
Rule avoidance

QUALITIES OF EFFECTIVE TEACHERS

Role of Caring
Listening
Understanding
Knowing Students
Role of Fairness and Respect
Social Interactions with Students
Promotion of Enthusiasm and Motivation for Learning

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