Meaning of teaching-learning process
Teaching-learning process
is the heart of education. On it depends the fulfillment of the aims and
objectives of education. It is the most powerful instrument of education to
bring about desired changes in the students.
Teaching-learning
are related terms. In teaching-learning process, the teachers, the learners,
the curriculum and other variables are organized in a systematic way to attain
some pre-determined goal.
Let
us first understand in short about learning and teaching-
Learning:- Learning can be defined as the relatively permanent changes in an individual’s behaviour or behaviour potential or capability as a result of experience or practice.
Teaching:- Teaching can be termed as the purposeful direction and management of the learning process. It is not just giving knowledge or skills to the students; teaching is the process of providing opportunities for students to produce relatively permanent change through the engagement in experiences provided by the teacher.
Teaching and learning
closely related to each other. Teaching can only become effective by relating
it to the process of learning. Teaching objective can not be realized without
being related to learning situation. To create appropriate learning situation,
we may use some teaching aids. The strategies and devices of teaching may be
selected in such a manner that the optimal objectives of learning are achieved.
Appropriate learning situation may be created for effective teaching.
Significance of Teaching-learning Process
Teaching-learning is the
heart of education but it depends on the fulfilment of the aims and objectives
of education. The teaching-learning process is a powerful instrument to bring
about the desired changes in the behaviour of the people. In this process, all
the variables are organized in a systematic manner to achieve the
pre-determined goal. It consists of four elements- assessment, planning,
implementation and evaluation. It is only through the teaching-learning process
that it is possible to monitor and judge based on the objectives and the data
variables.
Teaching as an Art
Teaching as an art:- Teaching can be considered as the art of
assisting another to learn by providing the information and appropriate
situations, conditions or activities. It is an intimate contact between a more
mature personality and a less mature one which is designed to further the
education of later. It is the process by which one person helps other in the
achievement of knowledge, skill and aptitudes.
Teaching as a Science
The science of teaching tells us what must be done so that
objectives are achieved by the teacher. It helps the teacher to understand the
techniques and also to acquire the knowledge necessary to complete the job.
Once the techniques are learnt, the teachers can master the art of teaching.
The art of teaching can not be taught but should be developed through
experience. The creativity, skills, techniques etc. is to be found in the
science of education. The teacher needs to utilize both the art and the science
in order to create effective teaching.
Teaching is both as an Art and a Science
Teaching is both an art and a science. The science of
teaching helps to explain what must be done. It is concerned with the why and
how of teaching. The science of teaching helps the new teacher understand the techniques
and acquire the knowledge required to do the job/ That is why teacher training
includes subjects on the principles of learning, motivation, communication,
teaching methods, learning objectives and testing among other topics. That is
also why teacher training includes a lot of practice teaching and teaching
performance examinations. These specific parts of the training are designed to
help the beginning teacher grasp the basic techniques of institutions.
Once the teacher learns to use these techniques, they can
start to discover the art of teaching. The art of teaching really cannot be
taught – it can be developed through experience and finding out what works and
what does not. Although almost anyone can become a competent teacher, some
people will develop into truly superior teachers. The starting place, however,
is the same for all of us – with the basics. The more we know and understand
about the science of teaching, the better equipped we will be to develop the
art and achieving teaching excellence. Efficiency is concerned with doing
things right while effectiveness is doing the right things. An efficient
teacher is one who knows what they are doing and does the right things
consistently.
An effective teacher is one who does things right. They plan
their lesson, prepare the learning environment, conduct proper lesson
introductions, ask questions and use instructional media materials. That, however,
does not ensure they are effective. Effectiveness in teaching is much more than
just doing things right; it is a measure of the outcome of learning. It is what
students can do, because of teaching, to demonstrate they have met the objectives
of the course. The effective teacher touches the lives of the students.
Efficient teacher knows and follow all the rules and
techniques of teaching. However, effective teachers are often those who seize
every opportunity to enhance the learning experience by being more creative in
their use of the rules and techniques. Before you can do that, though, yoy must
know the rules and when you may appropriately deviate from them.
Thus, some people view teaching as an art, others consider
teaching to be a science. It is important to note however that those who truly
understand the process of teaching can appreciate the inter-related and synergistic
combination known as the art and science of teaching. The art of teaching i.e.
the creative processes, the skill and the teaching craft, is found in the
application of the science of education. The systematic processes, the body of
knowledge gained from several disciplines. A teacher needs to utilize both the
art and the science of teaching to create effective student learning.
Important aspects of teaching-learning process
It is informative to examine the ideal teaching learning process, as proposed by Diana Laurillard. She argues that there are four aspects of the teaching-learning process:-
a. Discussion:- between the teacher and learners.
b. Interaction:- between the learner and some aspect of the world defined by the teacher.
c. Adaptation:- of the world by the teacher and action by the learner.
d. Reflection:- on the learner’s performance by both teachers and learners.
She then consider how different educational media and styles can be described in these terms. For example, a textbook represents a one-way flow of knowledge from the teacher’s conceptual knowledge to the student’s conceptual knowledge. A lecture or tutorial may be seen the same way, but there is a possibility of meaningful discussion between teacher and learner.
