Teaching

historical perspective

teacher

teacher's tasks

teacher's belief system

culture of teaching

nature of teaching

role of the teacher

types of learning

types of teaching methods

learner's characteristics
modal of teaching

methods to teaching

current trends of pedagogy

paradigms

components of effective
teaching

teaching aids
process of teaching

evaluation system

assessment -> evaluation

types of evaluation
Teaching is something by which any society can transmit the values and ideas which they consider are essential to the young
generation.

earlier, most of the occupational roles were learnt from one's own father within the home or through the process of apprentic
(informal) but later after the emergence of industrial development, technological advancements and of new forms of economi
organizations. there was another equally pressing reason for the rise of the formal system and knowledge came to be regarde
necessary for the common man to be able to lean an economically useful life

catalyst of learning, pedagogical content specialist, facilitator of student learning, lifelong learner and reflective professional,
collaborator and practitioner
electing suitable learning activities, preparing students for new learning, presenting learning activities, asking questions, assess
students' understanding, monitoring students' leaning, giving students feedback, reviewing, and re-teaching.
The belief system is built gradually over time and consists of both subjective and objective dimensions.
their own experiences as learners, experience of what works best, established practise, personally factors, education based or
based principles, principles derived from an approach and method

teacher's belief system serve as the background to most of teachers' decision making actions, constitute the 'culture of teachin
Teaching cultures are embodied in the belief about appropriate ways of acting on the job and knowledge that enables teachers
their work. this view of teaching involves a cognitive, an affective, and behavioural dimension. it is based on the assumption t
teachers do is a reflection of what they know and believe, and that teacher knowledge and thinking provide that underlaying
framework which guides the teacher's classroom actions.

nature of teaching is a judicious mix of a teacher's beliefs, a learner's socio-cultural context, and most importantly, society's
expectations from the members. Therefore, the nature and characteristics of teaching are as follows
its dynamic, its both art and science, it has diverse applications

the roles of a teacher is primarily is occupational one, predetermined by the nature of schools and of the type of teaching that
institution requires. The teacher spends time studying the subject matter prior to teaching it. This is because subject matter kn
has to be reconstructed into a form that is easily accessible to the learner
national curriculum framework 2005 has stressed that a teacher-dominated classroom needs to be replaced with a learner-ce
one. the learner needs to be the heart of the curriculum. there changes also affect the role of the teacher, from a transmitter
facilitator of knowledge.

reception learning - content to be learnt as presented to the learner.

discovery learning - content to be learnt as discovered by the learner. He re arranges the information with structure of knowled
mind that is cognitive structures.
Meaningful learning - learning task is related in a non-arbitrary verbatim fashion to what the learner already knows.
rote learning - opposite of meaningful learning - learning task is internalized in an arbitrary and verbatim fashion.

traditional (behaviorism) - knowledge is transferred, pedagogy s teacher centered, all students do the same task with no scope
diversity based on ability and aptitude. The teacher is the sole distributor of the knowledge and learning, learners are passive r
in the process of learning, listening but not initiators in seeking clarifications, emphasis on achieving rather than understanding
constructivism (piaget) - learning is a process of subjective construction of knowledge based on the personal experience of the
the teacher takes roles as a facilitator and guide, answering questions, facilitating students in making theories and building lear
constructs.

learner is unique, learner is curious, motivated and alert to explore his immediate environment, all learners can learn if the lea
embedded and socio-cultural context, which organizing learning experiences enormous diversity amongst learners needs to be
into account, the curriculum needs to meet the needs of all students, learner needs democratic learning environment, learner
curious and desirous to achieve predetermined goals and to go beyond the structured syllabus.
a plan prepared by teacher to organize instructional material to implement teaching methods that achieve the curriculum goal

different reaching methods are various constructs of learning theories suggested by the following
john dewey - pragmatism idea of learning
jean piaget's constructivist paradigm of learning
bruner's innovation of discovery learning
vygostky's socio-cultural approach to learning
they are divided in three broad categories- telling(lecture,discuss, instruction) showing(demo) and doing(heuristic, discovery,pr

lecture method - the most ancient method, little of no participation of learner. It has only one way of communication and thee
knowledge provider and receiver
discussion method - interactive method of teaching between two or more groups of learners on a topic of mutual interest but
final stage predetermined. It widens the perspective and strengthens self belief.
programmed instruction (skinner) - the teacher plans a structured teaching schedule for each learner in accordance to the abil
learner, contestant reinforcement is provided to strengthened the learning outcome.
demonstration method - learners are provided with a modal perfomance of skill demonstrated by the teacher in live form or
electronically operated.

heuristic method (armstrong) - learner centered method where learners are encouraged to discover knowledge for themselves
involves placing students as far as possible in the position of discovery, the teacher poses the problem to the class and all stude
individually and explore possibilities based on their own observation and own judgement, the teacher observes and facilitates
to reach to the goals

discovery method - student centered method allows learning by doing. Bruner . Teacher plans a set of activites that are highly
and the sequence of activities can be changed at any time. The teacher involve students in performing activites, doing experim
framing hypothesis, nothing observations and making inferences,

project method - learner is actively involved in investigating the area of his interest, projects are planned for large durations, te
acts as a supervisor who helps students time to time to carry out the project in a scientific way, the teacher monitors the progr
the project and provides appropriate inputs and accesses the work

learner - all learners are different, all can learn, they construct their own knowledge, learner's personal background, prior expe
interest and motivation contribute significanttly towards their ability to learn

learning - is an active discourse on the part of learner, it is experimental, it can be strengthened by providing sufficient challeng
be enriching experience when all learners are a part of learning community working together to achieve a common goal
teacher - teacher is not a giver of knowledge, is a facilitator who helps learner to construct knowledge, teachers' personal attitu
beliefs and experiences affect the choice and style of learning, teacher has to be a learner himself to grow as a teacher
teaching - it is an active engagement between teacher and learner, teaching is successful in a stress free, emotionally secure le
environment

knowledge and love of the content and for learners, planning preparing and organization, enthusiasm for teaching, ability to sti
learner thought and interests

any kind of resource used by a teacher to facilitate, strengthen learning. It can various modes and varies styles of presentations
visual aids - used to provide visual representation, in the form of text pictures, graphs illustrations tables photo clip etc
interactive aids - based on computer technology such as video conferencing, presentation, quiz software, web resources
writing a lesson plan - lesson plan is a detailed layout to teach academic content in a given period of time. A lesson plan helps t
to organize the entries teacher teaching learning proces
lesson opening - review what has already been learnt, intro new session by connecting prev knowledge, motivate
lesson layout - provide description, specify activities, asses learners understanding
extended practise -
closure of lesson - review the key points, make learners draw the conclusions, create transitions smooth one to another lesson

it requires systematic analysis of multiple types of evidences collected by the teachers to make judgements about students lea
progress, to make diagnosis about students learning difficulties and at the same time assessing the effectiveness of the curricu
program educational policies and teachers own teaching approach. it has following steps
teaching learning cycle process - preparation -> transaction -> assessment -> evaluation -> reflection

assessment - preliminary phase and systematic process to gather meaningful information and evidences about the learners lea
process by tests and assignment
evaluation - action phase and allows teachers to make judgements based on assessments records with reference to pre-set lea

criterion referenced evaluation - interpretable in terms of defined domain of learning tasks

norm referenced evaluation - interpretable in terms of an individuals relative standing in some known group

formation evaluation - everyday classroom opportunities that teacher develops during classroom discourses, its an ongoing cla
process
summative evaluation - occurs at the end of the unit study, its main purpose is to evaluate amount of learning over a period of

diagnostic evaluation - aims to diagnose the nature and degree of learning difficulties faced by the learner, it involves gathering
information about learner ' errors nature of and possible reason of errors
prognostic evaluation - aims to predict the possible degree of success in specific subject area. it helps to gather evidences relat
conceptual understanding and other prerequisite stills that are significant for success in that particular subject area