TEACHING APTITUDE

1. Teaching:
i. Concepts, Nature & Objectives of Teaching
ii. Levels of Teaching
iii. Characteristics of Teaching
iv. Basic Requirements of Teaching
2. Learners Characteristics
3. Factors Affecting Teaching
4. Methods of Teaching
5. Teaching Support System
6. Evaluation Systems
Prepared By: M.Farhana Sathath-MCA,M.Phil., 1
 TEACHING APTITUDE

1. Teaching:

i. Concepts, Nature & Objectives of Teaching

ii. Levels of Teaching
iii.Characteristics of Teaching
iv. Basic Requirements of Teaching
  EDUCATION is the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits.
 Education can take place in formal or informal settings and any experience that has a formative
effect on the way one thinks, feels, or acts may be considered educational.
Education is important for:
 Preservation and transmission of culture
 Preparation for a vocation (talent)
A proper definition of teaching should:
 Identify whether teaching is a process or product (?)
 Indicate Constitutional factors (legal/lawful/legitimate)
 Reveal Objectives
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Prepared By: M.Farhana Sathath-MCA,M.Phil.,

 DEFINITIONS OF TEACHING

1. Morrison : A disciplined social process:-

 Where the teacher influences the behaviour of less experienced pupil
 Helps them develop according to the need & ideas of the society

2. Smith : An organized system of specific activities aimed to help the learner learn something

3. Brubacher: Where the pupils play a central role

4. Gage: Personal relationship between teacher & taught resulting in behavior modification

5. Amidon: A process of cooperative social interaction between teacher and taught

6.Clarke: All organized activities resulting in behavior modification

7. Green : What a teacher does for the development of a child

Prepared By: M.Farhana Sathath-MCA,M.Phil., 4

1. CONCEPT OF TEACHING

 Teaching (noble profession) is a part of teaching-learning process.

 Teaching is a complex process which brings socially desirable behavioral change in a person.

 It is required to bring certain changes in a person according to the need of his society and
environment in which he is living.

The objective of Teaching

The major objective of teaching covers different types of intended learning outcomes:
1. Acquisition of knowledge
2. Development of Understanding
3. Development of Conceptual, intellectual and subject-specific skills
4. Development of values
Prepared By: M.Farhana Sathath-MCA,M.Phil., 5
Goals / Objectives of Teaching:
 Teaching: to bring changes in the behavior of the student

 Conditioning: to improve the learning skills of students

 Training: shaping behavior and conduct

 Instruction: acquisition of knowledge

 Indoctrination: Formation of belief

Prepared By: M.Farhana Sathath-MCA,M.Phil., 6

Prepared By: M.Farhana Sathath-MCA,M.Phil., 7
2. LEVELS OF TEACHING (3 TYPES)

1. Memory level - Deep thinking ability

2. Understanding Level (applying in real world problems to find solution)
3. Reflective Level - Learner-centered
3. Upper level

Upper thoughtful level

- Thinking ability
2. middle level - subject centered

- memory or mental ability

1. lowest level - Cognitive level teaching
- Teacher-centered
Thoughtless teaching

Prepared By: M.Farhana Sathath-MCA,M.Phil., 8

1. MEMORY LEVEL OF TEACHING
i. It is the first and thoughtless level of teaching.
ii. It is concerned with memory or mental ability that exists in all living beings.
iii. considered to be the lowest level of teaching.
At this level:
 The thinking ability does not play any role.
 Students only cram the facts, information, formulas and laws that are taught to them.
 The teaching is nothing but learning the subject matter by rote.[Bigge, morris L(1967)]
 The role of the teacher is prominent and that of the student is secondary.
 The study material is organized and pre-planned.
 The teacher presents the study material in a sequential order.
 Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
Prepared By: M.Farhana Sathath-MCA,M.Phil., 9
Prepared By: M.Farhana Sathath-MCA,M.Phil., 10
 2. UNDERSTANDING LEVEL
Understanding something is to:
 perceive the meaning,
 grasp the idea
 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
 The teaching at the understanding level is of a higher quality than the one at the memory level.
 It is more useful and thoughtful from the point of view of mental capabilities.
At this level of teaching:
 the teacher explains the student about the relationship between principles and facts and teach
them how these principles can be applied.
 Memory level teaching barrier is essential to be crossed for this level of teaching. 11

Prepared By: M.Farhana Sathath-MCA,M.Phil.,

Merits of the understanding level of teaching
i. At this level of teaching students to make use of their thinking abilities.
ii. Knowledge acquired at this level forms the basis of the reflective level of teaching.
iii. Here the teacher presents subject matter before the students in an organized and sequential
form. The new knowledge acquired is related to the previously acquired knowledge.
iv. Here the students do not learn by rote. Here they learn by understanding the facts and
information and their use and purpose.
v. There is interaction between the teacher and students at this level.

Demerits of the understanding level of teaching

i. Teaching at this level is subject centered. This type of teaching mastery i.e. emphasized.

Prepared By: M.Farhana Sathath-MCA,M.Phil., 12

3. REFLECTIVE LEVEL OF TEACHING

 the highest level at which teaching is carried out.

 It is highly thoughtful and useful.

 This level is also known as introspective level.

 Reflecting on something means giving careful thought to something over a period of time. It also means
thinking deeply about something.

 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.
Prepared By: M.Farhana Sathath-MCA,M.Phil., 13
At this level emphasis is laid on:
 identifying the problem, defining it and finding a solution to it.
 The student’s original thinking and creative-abilities develop at this level.
 The role of the teacher in this level of teaching is democratic. He does not
force knowledge on the students but develops in their talents and capabilities.
 The role of the students is quite active.
 reflective level of teaching is that which is problem-centered and the student
is busy in original imagination.

Prepared By: M.Farhana Sathath-MCA,M.Phil., 14

 Merits of reflective level teaching

i. NOT teacher-centered or subject-centered, it is leaner-centered.

ii. interaction between the teacher and the taught at the reflective level teaching.

iii. appropriate for the higher class.

iv. highly thoughtful and useful than the teaching at the memory or understanding level.

Demerits of reflective level teaching

i. not suitable for small children at the lower level of teaching.

ii. suitable only for mentally matured children

iii. the study material is neither organized nor pre-planned.

Therefore students cannot acquire systematic and organized knowledge of their study courses.
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Prepared By: M.Farhana Sathath-MCA,M.Phil.,

CHARACTERISTICS OF TEACHING

Prepared By: M.Farhana Sathath-MCA,M.Phil., 16

 BASIC REQUIREMENTS OF TEACHING

1. Teacher
2. Learner
3. Subject (Topic)
4. Environment

Prepared By: M.Farhana Sathath-MCA,M.Phil., 17

 Questions???
Q1: Teaching is a ___________ Q3: Teaching at understanding level is ______
1. Noble profession 1. subject centered
2. Part of teaching-learning process 2. Teacher-centered
3. Non profession 3. Learner-centered
4. Either 1 or 2
5. Either 2 or 3
6. Both 1 and 2 Q4: Memory level teaching is Psychologically
called as _____________ level teaching.
Q2: Which level of teaching is useful for kids? 1. Collaborative
1. Memory level 2. Cognitive
2. Understanding Level 3. Abstractive
3. Reflective Level

Prepared By: M.Farhana Sathath-MCA,M.Phil., 18

 Q3: At this level of teaching students to make use of their thinking abilities.
1. Memory level
2. Understanding Level
3. Reflective Level
Q4: The most thoughtful teaching also known as ___________
1. Reflective level teaching
2. introspective level teaching
3. Both 1 and 2
4. Neither 1 nor 2
Q5: The study material is neither organized nor pre-planned at which level?
1. Memory level
2. Understanding Level
3. Reflective Level
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Prepared By: M.Farhana Sathath-MCA,M.Phil.,

Q: Which of the following set of statements represents acceptable propositions in respect of
teaching-learning relationships? Choose the correct code to indicate your answer.
i. When students fail in a test, it is the teacher who fails.
ii. Every teaching must aim at ensuring learning.
iii. There can be teaching without learning taking place
iv. There can be no learning without teaching.
v. A teacher teaches but learns also
vi. Real learning implies rote learning
Codes:
a. (ii), (iii), (iv) and (v)
b. (i), (ii), (iii) and (v)
c. (iii), (iv), (v) and (vi)
d. (i), (ii), (v) and (vi)
Prepared By: M.Farhana Sathath-MCA,M.Phil., 20
 Q2 Assertion (A): Learning is a life long process.

Reason (R): Learning to be useful must be linked with life processes.

Choose the correct answer from the following code:

i. Both (A) and (R) are true and (R) is the correct explanation of (A).
ii. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
iii. (A) is true, but (R) is false
iv. (A) is false, but (R) is true.
Q3: One of the most powerful factors affection teaching effectiveness is related to the
1. Social system of the country
2. Economic status of the society
3. Prevailing political system
4. Educational system
Prepared By: M.Farhana Sathath-MCA,M.Phil., 21