TEACHING-LEARNING PROCESS INTRODUCTION Teaching learning process is as old as human beings.

If the teaching-learning process is effective, the learner is able to make the best use of the things in the world around him. Teaching learning process is a means whereby society trains its young ones in a selected environment (school or college) as quickly as possible to adjust themselves to the world in which they live. DEFINITION Teaching-learning process is a means through which the teacher, the learner, the curriculum and other variable are organized in a systematic manner to attain predetermined goals and objectives. ANATOMY OF TEACHING Anatomy is the study of structures. Structure of teaching consists of three variables which include 1. Teacher independent variable Student dependent variable Contents and strategies for presentation intervening variable. The teacher plays an important role in the process of teaching, as an independent variable, in which, he plans, organizes, leads and controls the teaching to bring about things in the behaviour of students and he has the freedom to perform the activities for providing the learning experiences of the students. 2. The students are considered as dependent variable in the process of teaching, because he has to act according to the planning and organization of the teacher. The students learning or performance is influenced by the teaching activities. 3. Content of teaching, strategies, and tactics of teaching and techniques of motivation are known as intervening variable. The interaction between

teacher and student is performed through the intervening variables. The content determines the mode of presentation- telling showing and doing. PHYSIOLOGY OF TEACHING Physiology is the study of the functions. The above stated structure of teaching, i.e. the three variables together has certain functions to perform in the process of teaching-learning.in which the teacher as an independent variable has important place in the process of teaching .the three functions performed by independent and dependent variables are as follows: Diagnostic function Prescriptive function Evaluative function The teaching functions of teacher are similar to those of medical doctor. The main job of a doctor is to diagnose and to give a prescription to treatment and/do a follow up for evaluating the effects of treatment. The source of teaching function is like medicine. Brief descriptions of these functions of teaching are as follows. Diagnostic function The teacher as an independent variable and is more active in this function. He has to diagnose the entering behavior of the learners and students of the content for writing teacher objectives in behavioural terms. This function helps the teacher to take the decision about the following aspects of teaching. Entering behaviour of the students Analyzing teaching problems Individual differences and Content analysis in view of learning condition. The initial task in bringing about desirable changes in the behaviour of the students is to have a proper diagnosis of the existing situation. Accordingly a teacher has to perform the following function.

1. Diagnosing the entering behaviour of the students in terms of cognitive, conative and affective abilities. Here teacher administers a diagnostic test for assessing the ensuring behaviour of the students. 2. Formulating specific educational objectives, the type and quality of behavioural changes to be introduced in the students in the light of the entering behaviour and environment conditions. 3. Analyzing the content, instructional material and environmental facilities available for carrying out the task. The content is analyzed into elements and they are arranged logically, in sequence a, i.e. who is to teach, whom to teach, why to teach, where to teach, what to teach, how to teach, etc. 4. Diagnosing his own capabilities and potentialities and bringing about desirable changes in his own behaviour for achieving success in his machine of moulding the behaviour of the students under his charge.

Prescriptive function Prescriptive function is based on the diagnosis of achieving the stipulated objectives. The teaching-learning objective can be achieved by the appropriate interpersonal relationship between the teacher and the students. The teacher takes decision about teaching strategies and tactics to be used. So in this prescriptive function the teacher is more active. The prescriptive function involves the following: Construction of criterion test Evaluative function

Evaluative function In the evaluation function the student is more active. He/she has to diagnose the items of criterion test and then he has to respond .the student diagnoses the item on the basis of his achievements, abilities and skills. He attempts to check the correctness of his responses.

Evaluation function is done in order to test the diagnostic and prescriptive functions of teaching. Evaluation is conducted with the help of several measures like tests, inventories, observations, interviewing, rating scales, etc.if the results are favourbale, it is taken for granted that the prescriptions were correct. In case the results are country, necessary changes are made in the teaching-learning process to get desired results. Evaluation serves as feedback. Teaching strategies are planned in the light of feedback obtained from evaluation. MANAGEMENT IN TEACHING LEARNING PROCESS Teaching is a noble profession. The teacher is considered as a philosopher, guide and friend; IK Davis (1971) considers that teacher makes efforts for effective and economical teaching learning process. Generally there are three major problems of teaching. Who should teach? This problem concerns with abilities and skills of a teacher and related to the characteristics of teacher. What should be taught? It relates to the structure of the content. How should be taught? It relates to the entering behaviour of the student. An effective teacher should possess the following characteristics Teacher must have mastery over the content or topic. Teacher should have knowledge and skills about teaching strategies and tactics. Teacher should have the confidence in teaching. Teacher should not teach wrong things. Teacher should develop the habit of using blackboard. Teacher should use essential AV aids of teaching Teacher should not lose temper in classroom teaching While dealing with the problems of students Teacher should employ appropriate techniques of motivation in classroom teaching Teacher should come in class with full preparation with specific cognitive map. Teacher should maintain the rapport with the student.

For effective teaching, teacher has to perform two main activities which include the following Organizing learning resources and Use these learning sources in his teaching. These two activities or tasks can be performed by employing the four steps which include planning, organizing, leading and controlling. Teacher as a manager has to do/perform his job as follow: 1. In planning, the teacher has to formulate learning objectives and he makes analyzes of the content into elements which are arranged in the logical sequence and he prepared the instructions for teaching and organize the teaching aids. Hence the teacher uses his imagination and creativity in planning-teaching activities 2. In organization, the teacher has to generate learning conditions for achieving the objectives. This step is considered or the major sources of realizing the learning goals. The teacher organizes and manipulates the learning in his teaching and considers the individual differences in organizing the teaching activities.

3. In leading, the teacher uses appropriate techniques of motivation in teaching process, i.e., he/she encourage and praise the student activities for leading the teaching process. Here teacher observes and guides the students activities in such a way that learning objectives may be achieved. 4. In controlling, the teacher has to perform the following activities.

Evaluating and observing the learning system Developing the criterion test and Modifying the teaching learning systems.

According to above steps, the role of a teacher is characterized by the following four broad functions. 1. Planning, i.e. establishment of the objectives, preparation of units and schedule of training, etc. 2. Organizing, i .e.arrangement of the learning resources, utilizations of audiovisuals, etc.

3. Leading, i.e. motivation, encouragement and provision of stimuli to the students in the teaching learning process. 4. Controlling, i.e.assessment, feedback and regulation so as to realize the objectives optimally. The management of teaching learning has the following characteristics Teacher and learning activities can be integrated for achieving the objectives. Teacher becomes more conscious about his duties and activities Teacher theories can be developed by using the process of management of teaching learning Teacher activities can be integrated and organized for generating appropriate learning structure Teaching and evaluations can be made objective centers. Thus evaluation can be based upon teaching Teaching system can make best use of students needs,abilities,attitudes and interests This approach uses the appropriate technique of motivation for leading the student behaviour. The strategies and tactics are used in organizing the teaching process The appropriate teaching aids are used for realizing the learning objectives.

ROBERT GLASER (1962) also has developed basic model of teaching which consists of four steps. STEP 1 INSTRUCTIONAL OBJECTIVE Activities Formulation of instructional objectives Preparation of list of activities Task analysis

STEP 2 ENTERING BEHAVIOUR Defining entering behaviour The development and measurement of intelligence Identification of motivation level Identifying social and learning condition

STEP 3 INSTRUCTIONAL PROCEDURE Determining the basic learning condition Establishing integration between teaching and learning activities Selection of teaching principles Solutions for teaching problems

STEP 4 PERFORMANCE ASSESSMENT Determining criterion behaviour Construction of criterion test Evaluation of the characteristics of criterion test Providing feedback to 1, 2, 3 steps.

PLANNING FOR TEACHING LEARNING IN NURSING Planning is the most important task of teacher in the process of management of teaching-learning.the teacher has to utilize his imaginations, creativity, and insight in analyzing the teaching content into elements and in defining and formulating the learning objective in behavioural terms. This step is very scientific in nature, because the teacher has to analyse the content systematically and arrange its elements in logical sequence that may suit the students learning and desired objectives can be achieved.thus, teacher has to perform three activities in planning which include the following Analyzing the task, i.e task analysis Identification of teaching objectives Writing objectives in behavioural terms. Task analysis The effective teaching can be organized by analyzing the content. This task is educational as well intellectual in nature, because it involves both the process of analysis and synthesis. The task analysis has four characteristics which include the following. Description of learning activities Identification of desired behaviour Identification of appropriate situations and techniques of motivation Developing criterion test for measuring the desired behavioural change.

The task analysis provides the basis of selecting appropriate teaching tactics and strategies and formulating the objectives of teaching.

Classification of task analyses The task analysis is classified into three types. These three categories of task analysis are quite different and they serve different purposes which are as follows

Content analysis it is topic analysis, in which the subject matter is analyzed into subtopics and subtopics into elements and these are arranged into a logical sequence. Content analysis is purely educational and intellectual activity. Ex: nursing administration- elements of administration-content analysis is the basis for preparing instructions and formulating the objectives of teaching. Job analysis it is concerned with tasks which are related to some professional and social activity. It involves psychomotor activities. For example teacher tasks, doctors task, nurses tasks, etc. Skill analysis is also related to the psychomotor activities but it concerns with the most specific skills. The skill analysis included in job analysis. In job analysis mainly skills are analysed, but skill analysis is done for specific activities. Ex: communication skills, human relations skill, etc. Identification of nursing situations Actual nursing situations are the sources of information about tasks performed by nurses and learned by students of nursing. Task, are derived by analysis of actual experiences in nursing situations, on location, in the hospital, the community wherever nursing is performed .an analysis of abstract concepts such as happiness, stress, pain, health, and other concepts relevant to nursing content will identify many pertinent tasks of the nurse will change, and this will in turn affect the learning needs of students of nursing. Tasks may be identified by application of and modification of taba,s method of sequencing questions according to their complexity of content. This method consists of three steps or levels.

Step 1 concept formation this involves organizing unorganized information by analysis Enumerating and listing Identifying common properties, abstracting. Labeling and categorizing, determining and hierarchical order of item.

Step 2 interpretation of data this involves forming generalizations of using inductive reasoning by, Identifying points, examining similar aspects of selected topics. Explaining items of identified information, comparing and contrasting identifying cause and effect relationships. Forming inferences, implications or extrapolations. Step 3 application of principles and facts this involves the process of deductive reasoning by, Prediciting consequences, hypothesizing. Explaining and /or supporting the predictions or hypotheses. Verifying the prediction or hypotheses.