TEACHING LEARNING PROCESS

Teaching and learning process has occupied an important place in field of education. Teaching and

learning are two fundamental aspects of educational process. Both are closely related to each other. one

cannot be divorced from other. The most important aspect of and objective of teaching is to facilitate

learning. Wherever there is teaching, there will be learning. Thus the concept of teaching and learning is

incomplete without learning.

Meaning of the term “concept of teaching:

The general notion, popular opinion and the image which we form about an object, people, or idea is

termed as concept about them. It is the result of our experiences – direct and indirect which we happen to

gain about objects, people or ideas. The same is true fro the concept of teaching.

By the term concept of teaching we mean that which we or ought to know about teaching in term of

its meaning, nature and function and all that which we distinguish it from the other similar concepts and

activities.

Concept of teaching:

Traditional concept:

Teaching is the act of imparting instructions to the learners in the classroom situations. It is the

traditional class-room teaching. in the traditional classroom teaching the teacher gives information to

students, or one of the students reads from the text-book, while the other students reads from the textbooks.

This traditional concept of teaching is not acceptable in modern day education system. Now teaching is not

merely imparting knowledge or information to students it requires orderly presentation of subject-matter

keeping in mind the need s of the child.

Modern concept:

Teaching is to cause the pupil to learn and acquire the desired knowledge, skills and also desirable ways of

living in the society. It is the process in which learner, teacher, curriculum and other variables are organized

in a systematic and psychological way to attain some predetermined goals.

1. Ray burn’s View: teaching is a relationship which keeps the child to develop all his powers.”

2. Burton’s View: teaching is the stimulation, guidance, direction, and encouragement of learning.

3. Morrison’s View:” teaching is an intimate contact between a more mature personality and less

mature one which is designed to further the education of the learner.”

4. Clarke’s View: Teaching Refers to” activities that are designed and performed to produce change in

student behavior”

The following points highlight the concept (nature) of teaching:

1. Tripolor Process teaching is a tipolor process. In the triangular process of teaching three

interconnected poles are: the teacher, the pupil and the subject matter. The teacher, the pupil and the

subject matter constitute three focal points in teaching. Teaching is a process in which all three are

organized to attain the predetermined goals.

2. Interactive Process: teaching is not one way traffic. It is an interactive process. There is interaction

between the teacher and the pupils

3. Multiple Phases: Teaching can divided into various phases like pre-interactive, inter-active and post-

active

4. Multiple levels; there are multiple levels of teaching such as memory level, understanding and

reflective level. Each level is a complicated process in itself.

5. Planned: teaching as a planned activity. It is an organized and systematic process.

6. Intentional: teaching is an intentional behavior to speed up changes in the behavior of others.

7. Communication: teaching is a communication between two or more persons who influence each

other by their ideas and learn something in the process of interaction.

8. Information, Knowledge and skills: teaching is to fill in the mind of the learner by Information,

Knowledge and skills.

stimulation, guidance, direction and encouragement to learning.

10. Guidance: teaching is also guidance. Pupils must be guided to learn the right things, in the right

manner and at the right time. It is through guidance.

11. Professional Activity: Teaching is a professional activity involving the teacher ad pupil and result in

the development of the student

12. Art as well as science: teaching is both art as well as science. It is an art as it calls for exercise of

talent and activity. It is a science as it involves a repertoire of techniques, procedures and the skills

that can be systematically studied, observed, described, assessed, supervised and improved.

Relation of teaching with other related Concepts:

The terms conditioning, training, instruction, and indoctrination are used to denote some or the other

kinds of teaching. Sometimes they are mistaken as synonymous with teaching. Theses are described and

interrelated as below:

a. Conditioning: Conditioning is a kind of teaching which refers to shaping behavior and

habits. It refers to teaching some one to do. It seems to be related with the concept of training

b. Training: training is a mode of teaching which refers to shaping conduct and skills. It implies

the manifestation of intelligence. Persons of low intelligence arte trainable. Teaching implies

the high degree of intelligence. Training is related to conditioning.

c. Instruction; instruction is the mode of teaching which refers to communication of

knowledge and information. Training may be the pre-requisite for instruction.

d. Indoctrination: indoctrination is a kind of teaching which refers to formation or shaping of

beliefs. It requires higher levels of intelligence i.e. reasoning with feelings. It is concerned

with transmission of doctrine.

Interrelationship of teaching and other related concepts:

Instruction Knowledge

Teaching
Teaching Behavior
Behavior
Change
Change
Training Conduct

Conditioning Behavior

Characteristics of Good Teaching:

1. Matter of drawing out: It provides out suitable environment and activities for the development of

natural capacities of pupils

2. Matter of adjustment: Good teaching help the child to adjust himself to his environment in an

effective manner

3. Causing to learn: Good teaching means helping the pupil to learn and to do things himself

4. Training of Emotions: Through teachings students should be provided with the appropriate outlets

for their emotions and means of channelizing and sublimating them through activities like drama,

singing, etc

5. Preparation for life:The immature chills is developed physically, intellectually, emotionally and

spiritually to enable him to participate in the life of the community.

6. Professional activity: Teaching is a professional activity involving the teacher and the pupils.
7. Giving Guidance: Good teaching has the effect of turning the learner’s mental gaze to the light

instead of keeping it for ever towards the shadow.

8. Organization of learning: Teaching defines teaching as organization of learning. All the activities of

the teacher and the taught should become one.

9. Aims of teaching: Good teaching conforms to the aims of teaching.

10. Social needs: Good teaching satisfies social need

11. Sympathetic and kind: It is the duty o f good teacher to provide good situations in which every

teacher is treated sympathetically and kindly and he develops according to his capacities.

12. Cooperative:There should be active cooperation between the teacher and the taught

13. Creative and Recreational: It awakens in the learner a desire to be creative and engages them in

the activity which is a source of pleasure to them

14. Planned and systemized: Good teaching is planned and systemized. Planning involves careful

selection of, division and revision of the subject-matter.

Styles of Teaching:

Fischer and Fischer (1979) have identified a number of styles of teaching which are given below;

i. Child Centered Style: here teacher provides a structure and students pursue it according to their

interests and likings.

ii. Subject-centered style: Here the main focus of the teacher is on the organized contents- the

subject matter to be presented to the learners.

iii. Task-centered Style: the teacher prescribes the material to be learnt by the students and then he

expects specific performance on the part of the students.

iv. Learning Centered Style: Unlike child-centered and subject-centered style, here the emphasis is

on the learners and their learning irrespective of their abilities and disabilities.
 v. Co-operative Planner Style: means and end of instruction are prepared by the teacher in co-

operation with the learners. Here the teacher encourages and supports the learners in every

possible way.

vi. Emotional involvement: In this style, the teacher is emotionally involved.

Selection of teaching style may be left to the teacher’s choice. He may select ant style

according to his liking and choice.

Variables of teaching:

The process of teaching centers on a few things which are called Variables of teaching. The various variables

involved in the teaching process are;

Teacher

Student

Textbooks

Instructional methods

Instructional aids

Classroom environment
 The above mentioned variables are classified as:

Variables

Interdependent Dependent Intervening

Textbooks
Instructional
methods
Teacher Students Instructional aids
Classroom
environment

Phases of teaching:

Teaching is quite complex, social, cultural, and ethical process designed in a social or cultural context. The

different steps constituting the process are called the phases of teaching. There are three phases of teaching

and these are:

Inter-
Inter-
active
active
phase
phaseof of
teaching Pre-active
teaching Pre-active
phase
phaseof
of
teaching
teaching
Post-
Post-
active
active
phase
phaseofof
Teaching
Teaching
 Concept of learning

Learning is the pivotal problem in education. The main aim of education, as we know, is to produce

the desired changes in the behavior of the children and when those changes have taken place, we say that the

child has learnt. Such changes are designated by the general term “learning”

Learning may be formal as well as informal. Learning came to be conceived in many ways;

 As the modifications of behavior through experience and training

 As the process of acquiring new knowledge, attitudes and skills

 As problem solving behavior

 As development of stimulus-response bonds

 As the ability of the changing environment

 As the totality of experiences provided by the institutions

Some experts view of learning:

i. Daniel Bell’s View: Learning is the modification of behavior through experience

ii. Gates say that learning is modification of behavior through experience

iii. Woodworth’s View: “the process of acquiring new knowledge and new responses is the

process of learning.

iv. Munn’s View: “to learn is to modify behavior”

v. Skinner- includes in learning both acquisition and retention

Meaning of Efficient Learning:

Efficiency in learning can be measured by three factors namely accuracy, speed and retention.

1. Accuracy: how accurate do you remember?

2. Speed: How soon do you remember?

3. Retention: How long do you remember?

Views Regarding Nature of Learning:

i. Behavioristic View: they are of the view that learning is a change in the behavior as a result of

experience. Men and other living beings react to the environment as soon as the child is born; he

tries to learn something from the environment.

ii. Gestalt View: according to this view learning depends on gestalt or configuration(wholeness of

the situation)

iii. Hormic View: this view was developed by McDougall. It stresses the purposeful nature of

learning,

iv. Trial and error view: this view was put forward by thorndike. According to him most of the

learning takes by trial and error.

v. Field View of Learning: Karl Levin stated that learning is the perceptual reorganization of the

situation and motivation plays an important role in learning

Characteristics of Learning:

i. Progressive change in behavior: learning brings progressive change in behavior as individual

reacts to the situation and i.e. why learning is known as improvement

ii. Learning is motivated by adjustment

iii. Learning is universal in nature

iv. Learning is never ending growth

v. Learning is continuous and restricted to the any period of life.

vi. Learning is goal-directed or purposive

viii. Learning is aroused by individual and social needs

ix. Learning is response of the whole individual to the total situation

x. Learning is transferable from one field of study to another.

xi. Learning is process and not a product

Types of Learning:

a. Motor learning: Learning motor activities like eye-hand coordination

b. Perceptual training: Learning to give meaning to the sensation perceived by the child through different

senses

c. conceptual Learning: The learning for ideas- power of thinking and judgment is developed

d. Associative Learning: Conceptual learning is helped by associative learning. New concepts are

associated or linked with the past concepts and knowledge is amassed.

e. Appreciational Learning: Appreciational learning is on the effective side while conceptual learning is

on the cognitive side. A child uses his aesthetic side from the very beginning.

f. Attitudinal learning; The student learns or develops certain attitudes like an attitude of affection

towards his parents, an attitude of belongingness towards his family and an attitude of respect towards

his teacher.

Factors affecting learning:

 Interest or motivation: Interest helps the learner to learn the things quickly

 Method of teaching: Good Teaching method increases retention and grasping power of

students

 Attitude of learner: Favorable attitudes leads to good learning

 Maturity of a person: A mature person can grasp things easily which may not be understood

by immature learner
  Association: known to unknown concept is properly understood

 Fresh time

 Adequate knowledge

 Imaginative mind

 Attention

 Insight

 Incentives

 Proper environment

Relationship between Teaching and learning

Teaching and learning are integrally interrelated to each other. They are inseparable entities. They are

supplementary and complimentary to each other. They are like two sides of the same coin.

It is stimulating and direction of learning. It is helpful to students to make effective adjustments.

Learning is another name for making adjustments. Teaching is guiding pupils’ activity and training of

emotions which promote learning. In the words of Burton, “teaching is stimulation, guidance, direction and

encouragement of learning” there can be no efficient learning without conductive learning situations. Good

teaching means maximum learning. Whereas teaching should be made the central concern of process of

Education (learning), the learning in turn should be made a central theme and goal for every teaching.

Need for relating teaching to learning:

Burton has given the following reasons for relating teaching to learning:

a) Effective teaching: Teaching can become effective only if it is related to learning

b) Realization of teaching objectives: Teaching objectives can be realized by creating appropriate

learning situations.

c) Effective learning: The appropriate teaching conditions may be generated for effective learning
 d) Teaching strategies: Effective teaching strategies and tactics may select to achieve the optimal

object of learning.

e) Aid to understand teaching: The concept of relationship of teaching and learning will be an aid to

understand the nature of teaching; teaching theories may be evolved

f) Effective teachers: the knowledge of teaching and learning relationship will be helpful fro teachers

educators to produce effective teachers.

Gage’s View about Teaching – Learning Relationship:

Psychological forces are an aid to teaching to bring effective learning. Gage classifies these forces under

three categories:

1. Forces for change of behavior: the internal motivation is an important psychological force for the

permanent change of behavior. In designing instruction, the teacher provides reinforcement (motivation) to

the learner.

2. Learning conditions as a force: learning theories are not complete in themselves. The teaching and

learning conditions are more useful than the learning theories. The teaching activities are designed and

performed for creating appropriate learning conditions for the learner so that desirable changes can be

brought about.

3. Cognitive forces: the pupil- behavior and learning objectives may be classified into three domains: (i)

Cognitive, (ii) affective and (iii) Psychomotor. The change of behavior may be related to any of these

domains. All the teaching activities are designed to develop these three domains. The learning and teaching

strategies may be of three types:

Objective Teaching Learning Type

3. Psychomotor Experimentation doing

Teaching is assimilated to learning. Logically, teaching and learning may be separated but in terms of

evaluation they are tied up and related to each other. All teaching is goal oriented and such a goal is always

learning.

Therefore there are three possible relationships between teaching and learning.

 Means-ends relationship: teaching is carefully designed or planned system of activities. Learning is

the intended goal of teaching. Therefore, teaching is related to learning in a means-ends relationship.

Whenever we plan and implements a system of teaching, some king of learning objectives are always

set forth.

 No teaching without learning: teaching essentially implies learning. All teaching aims at producing

learning. In the words of Smith,” teaching is a system of actions intended to produce learning.” there

can be no teaching without resultant learning. It is exactly like saying that there can’t be seller unless

there are buyers of boots. This type of relationship is difficult to sustain logically. This is particularly

there can be so many instances of teaching without resulting in any kind of learning.

 Intimately related: Teaching and learning though intimately related are two independent set of

activities and each is enables to analysis separately. It is true that analysis, understanding, and

interpretation of one may prove useful for understanding the nature and scope of other.

An in-depth analysis of teaching and learning shows that in spite of the fact that teaching occurs without any

consequential process of learning, it goes without saying that all teaching aims at producing learning. The

worth of teaching can be judged only in terms of the extent to which it generates related learning. It is in this

sense that teaching and learning are viewed as closely related activities. A good educational institution

provides a favorable academic environment where carefully planned teaching results in maximum learning

on the part of the students.

imaginatively use himself and his knowledge to promote the learning and welfare of others.

References:

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 [Link]/.../Relationship_between_teaching_and_learning