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Definition of Teaching

Teaching is the process of attending to people’s needs, experiences and feelings, and making specific
interventions to help them learn particular things.
Interventions commonly take the form of questioning, listening, giving information, explaining some
phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating
learning activities (such as note taking, discussion, assignment writing, simulations and practice).
According to Bingham – “teaching aptitude is a specific ability, potentiality, interest, satisfaction and fitness in
teaching profession”.
The teaching aptitude means an interest in the teaching work orientation, implementing teaching principles and
methods. Under the gamut of teaching aptitude, teaching skill occupies a major place.
Every student is a different entity from the viewpoint of his intelligence, aptitude and interest. Under a
particular situation, different students may have different perceptions, actions and reactions to a given
issue/subject. Teaching is a social process in which teacher influences the behaviour of the less experienced
pupil and helps him develop according to the needs of the society. Effecting coordination among them could be
a very difficult task for a teacher and is put to test only on such occasions.
Teaching is an art and science as well. It is a professional activity involving teacher and student with a view to
the development of the student. Teaching is a system of actions varied in form and related with content and
pupil behaviour under the prevailing physical and social conditions.
Smith (1947)”considered teaching as a tripolar process involving (i) agent or source producing learning which
may be human or material; (ii) a goal or target to be achieved; (iii) the intervening variables consisting of
learning or teaching situation; involving human or physical conditions and instructional methods”.
Amidon (1967) ” Teaching as a process of interaction between the teacher and the taught as a cooperative
enterprise, as a two-way traffic”. The manner of teaching should be such that it makes the pupils feel at home in
his class room. The teacher has to ensure that the learner is well adjusted to the environment which includes his
classmates, school mates and other members of his society at large.
Common characteristics of good teaching
According to UNESCO (2004) and Scheerens (2004), the main characteristics of good teaching relate to a
number of broad categories:
 Relevance: of the teaching content, in particular alignment with the curriculum.
 Sufficient learning time: this refers to the time devoted to actual teaching, as opposed to the official
hours set in the curriculum.
 Structured teaching, in which learners’ engagement is stimulated, their understanding monitored, and
feedback and reinforcement regularly provided.
 A conducive classroom environment with, in particular, a task-oriented climate, mutual respect
between the students and teacher and among students themselves, orderliness, and safety.
 Teachers with appropriate subject matter mastery, verbal intelligence, a broad teaching repertoire, and
motivation to achieve.
 What research also underlines though is that adaptability to context matters as different countries and
students may need different teaching contents (both in terms of subject matter knowledge and of
medium of instruction) and different levels of structure tailored to students’ profile. It is therefore
important to critically assess the relevance of both current and planned objectives (in terms of the
content, structure, and context of teaching and learning) to the national situation.
Nature and characteristics of Teaching
1. The main character of teaching is to provide guidance and training.
2. Teaching is interaction between teacher and students.
3. Teaching is an art to give knowledge to students with effective way.
4. Teaching is a science to educate fact and causes of different topics of different subjects.
5. Teaching is continues process.
6. Teacher can teach effectively, if he has full confidence on the subject.
7. Teaching encourages students to learn more and more.
8. Teaching is formal as well as informal
9. Teaching is communication of information to students. In teaching, teacher imparts information in
interesting way so that students can easily understand the information .
10. Teaching is tool to help student to adjust himself in society and its environment.

Learners Characteristics
1. Motivational Characteristics
a) Self-efficacy: Bandura defines the term perceived self-efficacy as a belief in one’s capabilities to organize
and execute the actions necessary to manage particular situations. Bandura also notes physiological and
emotional states can influence individuals to interpret stress reactions and tension as indicator of vulnerability to
poor performance. Therefore one way to alter self-efficacy is to reduce stress and negative emotional
tendencies. Those who believe they cannot manage threats experience high anxiety arousal. They view many
aspects of their environment as fraught with danger (Bandura, 1993).
b) Attribution Patterns: Attribution research focuses on the ways that individuals arrive at casual explanations
of what takes place in their lives. Success and failure perceived as due to internal causes such as personality
ability or effort respectively raises or lowers self-esteem or self worth, whereas external attributions for positive
or negative outcomes do not influence feelings about one (Weiner, 1985)
c)Goal Orientation:Mastery Orientation (Learning goal): Student’s are concerned with developing skills,
knowledge, understanding.Performance Orientation ( Performance or ego goals): Student’s more concerned
with the outcome (performance) than the process/learning.
d)Intrinsic/Extrinsic Motivation:Intrinsic Motivation: Individual is self-directed. Could be derived from a
desire for academic success, knowledge, or working with a positive self-esteem. Extrinsic Motivation:
Individual is other directed. Could be a result of,
 Parental influences: Parents hold academic success in high regard and have high expectations for the
learner.
 Rewards: These could be monetary or material rewards.
 Acknowledgement: Honor roll, or other academic awards, attention of other students/teacher.
 Classroom privileges for positive academic performances: These could range from free time, time in
organized centers, or other opportunities that students are not guaranteed.
2. Multiple Intelligence Characteristics
 Existential Intelligence: Students with existential intelligence are attuned to the human condition. They
are able to comprehend issues like the significance of life and death and the experience of love:
 Inter/Intrapersonal Intelligence: Interpersonallearners understand the mood and motivations of
others enabling them to work and communicate effectively. They enjoy social
activities. Intrapersonal learners have a deep awareness of their own inner feelings. They have a strong
sense of independence and self-confidence.
 Bodily-Kinesthetic Intelligence: Students who possess bodily-kinesthetic intelligence have the ability
to work skillfully with objects involving both fine and gross motor skills. They are characterized by a
well-developed sense of balance and motor control. In addition, they are skillful at translating intention
into action. These students learn best by doing.
 Visual-Spatial Intelligence: Spatial intelligence is characterized by a person’s capacity to perceive the
visual world and recreate aspects of it even in the absence of relevant stimuli. This intelligence is
fundamentally tied to the concrete world and the locations of objects in that world.eg.,Play chess,Guess
the mystery object inside a bag.
 Musical/Naturalist Intelligence: No other intelligence emerges earlier than musical talent. Those who
possess high levels of musical or rhythmic intelligence constantly hear tones, rhythms, and musical
patterns in the environment and human voice, as well as music. The auditory sense is crucial, although
not mandatory.
 Logical-Mathematical Intelligence: The logical-mathematical intelligence initially develops through
observation, manipulation, and handling of physical objects. In time, the thinking becomes more
abstract. This intelligence is closely related to scientific thinking and deductive reasoning.
 Verbal-Linguistic Intelligence: The power and love of the written and spoken word is at the heart of
this intelligence. Reading, writing, listening, and speaking are the activities that represent this
intelligence
3. Prior Knowledge: Prior knowledge is the knowledge the learner already has before they meet new
information. A learner’s understanding of a text can be improved by activating their prior knowledge before
dealing with the text, and developing this habit is good learner training for them.
4.Economic/Home Life
 Proper nutrition before school
 Appropriate/necessary school supplies
 Parents’ ability to assist learner with academic/school related homework and activities.
 Parents involvement in a teacher/parent relationship.
5. Values: Our values are determined by the beliefs we hold which, in turn, will determine our
behaviors. Beliefs are based on our worldview. One common worldview is naturalism; the idea that
nothing exists outside of natural laws. Transcendentalism is the belief that nature is god and god is
whatever you want it to be. Theism is the belief in a god whom you hold some responsibility to. The
way you interpret the world will significantly effect what you value. Your values will then determine
how you behave.
6. Emotional intelligence: Emotional intelligence(EI) is the capability of individuals to recognize their
own and other people’s emotions, discern between different feelings and label them appropriately, use
emotional information to guide thinking and behavior, and manage and/or adjust emotions to adapt to
environments or achieve one’s goal(s)
7. Culture: the ideas, customs, and social behaviour of a particular people
8. Language
9. Social Skills: A social skillis any skill facilitating interaction and communication with
others. Social rules and relations are created, communicated, and changed in verbal and nonverbal ways.
The process of learning these skills is called socialization.
10. Health: a person with good health learn better.
Characteristics of Good learners Good learners are:
Curious Respectful of the environment
Creative Compassionate
Resilient in the face of challenges Optimistic
Able to embrace change Nurturing
Adaptable Challenge seeking
Collaborative Engaged and enthusiastic
Open to diverse viewpoints and experiences Future oriented with a global perspective
Respectful of others Intrinsically motivated
Skills of Good learner
Solve complex problems Utilize organizational skills to enhance
Make connections between present and learning
future opportunities Mediate conflict peacefully
Think critically, reflectively Pursue a healthy lifestyle
Communicate effectively using a variety of Appreciate beauty and the arts
media and technology Advocate for oneself and others
Communicate effectively to a variety of Apply current learning to new situations
audiences Synthesize multiple pieces of information to
Utilize multiple literacy skills in learning create new information
Assume responsibility for learning

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