What Are Teaching and Teaching Principles
Teaching Definition
Some of the selected definitions of teaching based on
previous teaching behavior are as follows:
1. “Teaching is a close contact between a teacher, with a
more mature personality, and a student, with a less mature personality. In the
educational process, the teacher, through her close contact, helps to develop
the student's personality." - H.C. Morrison, 1934
Morrison's teaching
can be defined by considering authoritarian teaching behavior. Here he saw the
teacher as a more mature personality and the student as a less mature
personality. In the educational process, the teacher, through his close
contact, helps in the development of the student's personality. In
authoritarian teaching behavior, the teacher has the primary place and the
student the secondary one. The teacher is seen as the ideal role model for
students to copy. Here the student becomes a passive listener.
2. "Teaching is an interactive process that primarily
involves classroom conversations that take place between teacher and students
and take place during certain definable activities." -Edmund Amidon 1967
“Teaching is an
interactive process. Interaction means the participation of both the teacher
and the student, and both benefit. This interaction occurs to achieve the
desired ends.” – Ned A. Flanders 1970
"Teaching is a
form of interpersonal influence directed at changing the behavioral potential
of another person." Dutch quota 1962
The above definitions
of teaching given by Amidon, Flanders, and Gage can be made on the basis of
democratic teaching behavior. They put more emphasis on interpersonal influence
or the process of interaction between teachers and students. The goal of the
lesson is to change the behavior of the students.
3. "Teaching is an arrangement and manipulation of the
situation in which there are gaps and obstacles that an individual seeks to
overcome and learn from - John Brubacher, 1939
Brubacher's definition is based on the teaching of
laissez-faire. This allocates more space to the student. This is usually child
or student centered. This shows that the student is more active than the
teacher. The teacher's job is to create the situation for the student. The
teacher leaves the students alone. Here the students, but not the teachers,
decide what they want to do and how to do it. This type of teaching can even be
organized on a reflective level.
Teaching behavior has several dimensions, including the
logic of teaching, the technology of teaching, and the semantics of teaching.
Among them, teaching technology stands out with a lot of education in India.
According to our social conditions, the following definitions are the most
appropriate.
Teaching is a system of actions involving an actor, a
desired goal, and a situation involving two sets of factors, those over which
the actor has no control (class size, classroom size, and physical
characteristics of students). , etc.) and those that do can be modified (ways
of asking questions, almost instructions, and ways of structuring the information
or ideas collected).
-BO Smith 1963 BO Smith, a famous educational technologist,
defined teaching broadly as "teaching is a system of actions designed to
induce learning through interpersonal relationships." He seems more
pragmatic in his teaching approach than him.The definition of it contains the
following three elements:
• Teaching is a system of actions.
• Teaching is purposeful action.
• The lesson takes place in a situation consisting of
controllable and uncontrollable factors.
Thus, teaching is the activity that influences learning, but
interpersonal relationships are an essential situation. The main focus of the
lessons is to allow the student to learn in all kinds of situations. But the
nature of the interpersonal relationship can vary from one situation to
another.
Teaching refers to activities designed and implemented to
bring about behavioral change in students (students).
Teaching Principles
1. Lessons must have clearly defined goals and objectives.
2. Teaching concepts must address the aptitude, interests
and abilities of the students, as teaching is student-centred.
3. In order for teaching to be effective, it must take into
account the individual differences of the student or learner. Students learn
more effectively when they study in their own environment.
4. Teaching is always social in content. You can never
program in a vacuum.
5. The teaching must be correlated with the various ideas
and events, ie a correlation can be made between present events and the past.
6. Instruction should emphasize the student's active
participation in all stages and steps of teaching and learning. Active learning
with maximum student participation is more rewarding and sustainable.
7. Cooperation between teachers and students is essential in
teaching and learning.
8. In the classroom of some students who have some learning
difficulties, some remedial or compensatory or additional tuition.
9. When teaching, there must be an appropriate physical and
social environment in the classroom to motivate students.
10. Planning in the classroom is very important, which
includes taking lesson notes, providing lesson materials and developing
strategies for proper lesson management.
12. A teacher must be very imaginative and adept at adapting
himself and his teaching to the demands of teaching-learning environments.
13. A variety of teaching aids and strategies should be
adopted to motivate and sustain students' interests.
14. The teacher must keep the class active for the holistic
development of the students' personality. In addition to specific learning,
qualities of stability and introversion are acquired by individuals.
15. The teacher must embrace the principles of play form
related to learning by doing, joy, freedom, contentment, and inner and outer
peace. The apprentice learns things by doing something.
16. The teacher must do everything possible to motivate all
students in the classroom in a way that stimulates interest and leads to
concentration and willingness to work. The motivated student is more likely to
learn than the unmotivated student.
17. The lessons must enable the student to work
independently and without the teacher in later phases (self-training). Good
study habits are very fruitful.
18. Teaching is encouragement, guidance, guidance and
encouragement to learn.
19. There are various things or ideas that come up in
teaching. They must fit together and be connected to each other.
20. Alternation of
rest and recovery should be provided to avoid or prevent or reduce fatigue,
inattention and monotony.
21. There should be appropriate feedback and reinforcement.
22. Instruction must train the student's senses, ie
observation, discernment, identification, generalization and application.
23. There must be a group dynamic climate. or created in the
classroom environment.
24. Students should
have the opportunity to explore things and events and find cause and effect
relationships.
25. Practicing in a variety of settings expands the range of
situations in which learning can be applied.
26. Whether it is better to learn from one part to the other
or from all to one part and whether all learning takes place in small steps,
progressively or in larger blocks is an open question (read teaching maxims).
Maximum of Teaching
The maxims of teaching are of great help in order to achieve
the inclusion and active participation of the students in the teaching-learning
process. They arouse the students' interest and motivate them to learn. They
make learning effective, inspiring, interesting and meaningful. A good teacher
must be very familiar with them.
Teaching a lesson
comes from:
1. The known to the unknown.
2. Simple to complex
3. Overview in detail.
4. From easy to difficult.
5. From the concrete to the abstract
6. From the particular to the general
7. From undefined to defined
8. Empirical to relational
9. Psychologically too logical.
10. Everything to share.
11. From near to far.
12. From Analysis to Synthesis.
13. Real to representative.
14. Deductive to inductive.
15. From inductive to deductive.
16. Parts of the whole
17. Observation for justification.
18. Familiar to unfamiliar surroundings.
Give your opinion if have any.