Concepts & Objectives

Concepts & Objectives
- Mamta Prasad.
Concept of Teaching
 Teaching is a set of events, outside the learners which
are designed to support internal process of learning.
 Teaching (Instruction) is External
 Learning is internal
 Learning a motive or behavior?
 Learning is internal, performance is external.
Teaching – as a Skill
 Teaching skills would include providing training and
practice in the different techniques, approaches and
strategies that would help the teachers to plan and
impart instruction, provide appropriate reinforcement
and conduct effective assessment. It includes effective
classroom management skills, preparation and use of
instructional materials and communication skills.
Pedagogical theory
 Pedagogical theory includes the philosophical,
sociological and psychological considerations that
would enable the teachers to have a sound basis for
practicing the teaching skills in the classroom. The
theory is stage specific and is based on the needs and
requirements that are characteristic of that stage.
Professional skills
 Professional skills include the techniques, strategies
and approaches that would help teachers to grow in
the profession and also work towards the growth of the
profession. It includes soft skills, counseling skills,
interpersonal skills, computer skills, information
retrieving and management skills and above all life
long learning skills
 An amalgamation of teaching skills, pedagogical
theory and professional skills would serve to create the
right knowledge, attitude and skills in teachers, thus
promoting holistic development.
Nature of Teaching :
 Teacher education is a continuous process.
 Teacher education is based on the theory that
―’Teachers are made, not born’
 Teacher education is broad and comprehensive.
Besides preservice and in-service programmes for
teachers ‖
 It is ever-evolving and dynamic.
OBJECTIVE OF TEACHING
 Enables learners (students) to discover their talents, to
realize their physical and intellectual potentialities to
the fullest
 View learning as a search for meaning out of personal
experience.
 Understand the way learning occurs, possible ways of
creating conductive conditions for learning,
differences among students in respect of the kind,
pace and styles of learning.
 Own responsibility towards society, and work to build
a better world.
 Appreciate the potential of productive work and
hands-on experience as a pedagogic medium both
inside and outside the classroom.
 Analyze the curricular framework, policy implications
and texts.
 Have a sound knowledge base and basic proficiency in
language.
 Provide opportunities to observe and engage with children,
communicate with and relate to children
 Provide opportunities for self-learning, reflection, assimilation and
articulation of new ideas; developing capacities for self directed
learning and the ability to think, be self-critical and to work in groups.
 Provide opportunities for understanding self and others (including
one‘s beliefs, assumptions and emotions); developing the ability for self
analysis, self-evaluation, adaptability, flexibility, creativity and
innovation.
 Provide opportunities to enhance understanding, knowledge and
examine disciplinary knowledge and social realities, relate subject
matter with the social milieu and develop critical thinking.
 Provide opportunities to develop professional skills in pedagogy,
observation, documentation, analysis, drama, craft, story-telling and
reflective inquiry.
LEVELS OF TEACHING
Levels of Teaching
Teachers teach students at three levels

 They have to keep in mind about the developmental
stage of the learners so that desired educational
objectives can be achieved. These three levels are
 Memory level: Thoughtless teaching
 Understanding level: Thoughtful teaching
 Reflective level: Upper thoughtful level
Memory level of teaching
 It is the first and thoughtless level of teaching. It is

concerned with memory or mental ability that exists in
all living beings
 Memory level teaching lacks insight. Psychologically,
it is cognitive level teaching
Merits of Memory level teaching
 Useful for children at lower classes. This is because of

their intellect us under development and they have a
rote memory.
 The role of the teacher is important at this level of
teaching
 The knowledge acquired at memory level teaching
forms a basis for the future.
 Memory level teaching acts as the first step for
understanding and reflective levels of teaching
Demerits of memory level
teaching
 Demerits of memory level teaching

 This does not contribute to the development of the
student’s capabilities.
 Since at this level student learns by rote, the
knowledge gained does not prove helpful in real life
 The pupils are kept in strict discipline and cramming is
insisted on this teaching.
 Intelligence does not carry any importance in this type
of teaching and it lacks motivation
Understanding level
 Understanding something is to perceive the

meaning, grasp the idea and comprehend the
meaning. In the field of Education and Psychology, the
meaning of ‘understanding‘ can be classified as
 seeing the total use of facts
 seeing relationship
 a generalized insight
Merits of the understanding level
of teaching
 At this level of teaching students to make use of their

thinking abilities.
 Knowledge acquired at this level forms the basis of the
reflective level of teaching.
 Here the teacher presents subject matter before the
students in an organized and sequential form. The
new knowledge acquired is related to to the previously
acquired knowledge.
 Here the students do not learn by rote. Here they learn
by understanding the facts and information and their
use and purpose.
Demerits of the understanding
level of teaching
 Teaching at this level is subject centered. There is no
interaction between the teacher and students at this
level.
 This type of teaching mastery ie emphasized
Reflective level of teaching
 This level is also known as introspective level.
 Reflective level of teaching is considered to be the highest level at which
teaching is carried out.
 It is highly thoughtful and useful.
 A student can attain this level only after going through memory level and
understanding level.
 Teaching at the reflective level enables the students to solve the real problems
of life.
 At this level, the student is made to face a real problematic situation. The
student by understanding the situation and using his critical abilities succeeds
in solving the problem.
 At this level emphasis is laid on identifying the problem, defining it and
finding a solution to it.
 The role of the teacher in this level of teaching is democratic.
 The role of the students is quite active.
 reflective level of teaching is problem-centered and the student is busy in
original imagination.
Merits of reflective level teaching
 The teaching at this level is not teacher-centered or

subject-centered, it is leaner-centered.
 There is an interaction between the teacher and the
taught at the reflective level teaching.
 At this level, teaching is appropriate for the higher
class.
 At this level, teaching is highly thoughtful and useful
than the teaching at the memory or understanding
level.
Demerits of reflective level
teaching
 Not suitable for small children at the lower level of

teaching. It is suitable only for mentally matured
children
 At this level, the study material is neither organized
nor pre-planned. Therefore students cannot acquire
systematic and Organized knowledge of their study
courses.
CHARACTERISTICS
Characteristics of Teaching
 A focus on student achievement.
 Pedagogical practices that create caring, inclusive and cohesive
learning communities.
 Effective links between school and the cultural context of the school.
 Quality teaching is responsive to student learning processes.
 Learning opportunities are effective and sufficient.
 Multiple tasks and contexts support learning cycles.
 Curriculum goals are effectively aligned.
 Pedagogy scaffolds feedback on students’ task engagement.
 Pedagogy promotes learning orientations, student self regulation, meta
cognitive strategies and thoughtful student discourse.
 Teachers and students engage constructively in goal oriented
assessment.
 .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.
BASIC REQUIREMENTS of Teaching
 I. The Teacher:
 II. The Learner
 III. The Subject (Topic)
 IV. The Environment
QUERRIES ??????

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Teachers teach students at three levels

 It is the first and thoughtless level of teaching. It is

 Useful for children at lower classes. This is because of

 Demerits of memory level teaching

 Understanding something is to perceive the

 At this level of teaching students to make use of their

 The teaching at this level is not teacher-centered or

 Not suitable for small children at the lower level of

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