n reno ot ursing Bsn eB 2 The communication Theory of Teaching 5 ‘This theory of teaching based upon assumptions that the teacher possesses all knowledge and information which student does nat possess. the teacher presents, explains, demonstrates and Performs in the classroom. The moulding theory of teaching John Dewey is the advocate of this: moulding theory: Of teaching. It has the focus on shape, form and ould of the students behavior. human personality 's formed, shaped and moulded by their environment. ‘The mutual inquiry theory This theory assumes that each individual has the Capacity to discover new knowledge with mutual Inquiry. True knowledge is inquiry. This theory of teaching is clearly applicable to research and art. Descriptive theory of teaching tis based upon certain propositions and certain observations. Theories of Instructions: Gagne's hierarchical theory of Instruction. Atkinson's Decision Theoretic Analysis for optimizing leaming, Bruner’s Cognitive Developmental Theory of Instruction betes lite tubats Reception Gaining attention Expectancy Information leamers of the objective Retrieval ‘Stimulation recall or prior | leaming | Selective Perception | Presenting the stimulus | Semantic encoding Provan guidance | Eliciting pertormance | Responding Providing feedback | | Reinforcement Assessing performance Retrieval Enhancing retention and | | Generalization ‘transfer | (aero fe gosta Atkinson's Decision-theoretic Analysis for Optimizing Learning Atkinson Proposed four characteristics Model of the learning process should be involved {ntertelationship of the variabl sginvalve specified instructional actiong tt patie HPN SIOUDSPEETN The a jective can be measured instructional objective can tr by Ban measurement scale or questions. Bruner's Cognitive Developmental Theory 4, ction oer has specified four features jisposition to learn -Atheory of instruction must Predispo with the experionces and context that ni tena ere the child willing and able to learn when he. the school is + f instruction sh ture of knowledge - A theory o a specy the ways in which body of knowledge should be structured so that it can be most readily grasped by the leamer. ‘Sequence of instruction —A theory of instruction shoug specity the most effective sequences to present the material Reinforcement — A theory of instruction should ‘Specity the nature and pacing of rewards, moving from extrinsic rewards of intrinsic one. Prescriptive theory of teaching E. Stones and Mores have attempted to explain the nature of teaching with the help of three types of related variables The first phase includes the teacher in th; teaching problems and teachin: takes place. In the second Phase d analysis of th 1g tests before texting lon _are made about the les deemed appropriate to teaching objectives. The third phase is with evaluating the effectiveness and workability of phase two, ©. Normative theory of teaching The learning theories hav @ been formulated by designing experiment trolled situations, therefore human behavior. More rigorous contol earnot be wap eSed by designing experiments on human Subjects. Therefore we need Normative theory of teaching,Teaching ~ Learning Process the cognitive theory of teaching NIL. Gage suggest that one theory of ir Sivtepmntons yn cone theory of teaching because t ee amey beanlyeed ‘Types of teacher's activity ~Ateacherhas to lay several roles in teaching, Teaching consists of many kinds of sxtivity such as Phosopher (information Given, Adviser — ', demonstrator, curticulum planner and ‘types of education objectives — Bloom has cl a lassified three types of objectives: Cognitive, Affective and Pschomotor. Tolman has given things tobe leamed, field cogrition mode, drive discrimination field expectation and motor patterns. ‘Types of learning theories — teaching might proceed ‘on the basis of different families of learning theory; philosophical theories of learning (mental discipline, unfoldment, approbation). Psychological theories of Jeaming: S_R family, Reinforcement theory and Insight leaming theory. Each family suggests different views of teaching process. ‘Types of components of learning — Neal Mller suggests four componenets of leaming, drive, cue, response and reward, The each component requires the different types of teaching acticvities. Theory of Teacher Behaviour D.G. Ryan has tried to explain the concept of teacher- behaviour and formulated a theory of teacher-behaviour. M. Meux and B.O. Smith have defined the term teacher- behaviour “Teacher behavior consists of those acts that the teacher performs typically in the classroom in order to inducer fearing’. “Theory of teacher behaviour also explains the relationship of variables, Itis based upon two postulates. Teacher behaviour Is social in nature - Teacher his tasks in group. Teacher behaviors concemed veth the clase room verbaT and ion-verbal nieracon. the’ process of interaction, teacher and students both participate. The initiation and response activities 3° to) a performed by teacher or students. They bothinfuence & other. Therefore itis considered as social behavior ee Teacher behavior fs relative - Teacher's classroo” activities are based upon social situations. Teacher® activiies are the product of social conditions and are related to the cultural settings in which aed the teaching task. Teacher- Behaviour Is good or ac, effective andinefiéctve,itcanbe judged wit reference “(oa particular culture's value system and set of objectives. Therefore teacher behavior is @ relative concept. The Psychological theory of teaching This theory considers teaching a_sort contractual. relationship between the teacher and . The ‘élationship consists of certain activities to De performed by the teacher such as: patria identifying entering task, determining leaming goals, a eet nba teaching stag. The teacher formulates teaching tasks by his own experiences and insight, He makes judgment about the pupil's stage of development. The teacher locates his positioning the ‘cognitive map. ‘Teaching has very high values. The value helps others to grow and leam to give one best from which others benefit, but from which one does not benefit oneself to do good without expecting anything in return and so on. General theory of teaching S.C-T. Clarke has formulated a general theory of teaching. it assumes that teaching is process which is designed and performed to produce change in behavior of students. Teaching activities can be very diverse and vary also at different levels of teaching and objectives. All these combinations are possible in teaching process. This theory limits the teaching activities to those which are acceptable by a democratic society. Teaching Behaviour Authoritarian Teaching Behavior ‘Authoritarian type of teaching behavior is based 0 classical theory of organization task-centered. It ha an assumption that members of organization ar primarily passive instrument, capable of performir ‘work and accepting direction but not initiating action in this type, the teacher:4 Text Book of Nursing Education * Exercises a firm centralized control * Directs every action of his students * Does all the planning for class and gives all Sirections . faa the students what to think as well as what to * Thinks and regards himself as the only active agent in teaching and considers students passive listeners of instructions and information. In this type, teaching confines to memory level, there is no place for developing feelings and attitudes of the students. There is no scope of criticism; even teacher cannot teach wrong things to students. Democratic Teaching Behavior Democratic type of teaching behavior is based on a human relation theory of organization—relationship- centered. The main assumption of this theory is that ‘members bring to their ions, attitudes, values and goals: that they have to be motivated to participate in the system or organization behavior, The attitudes and morale of the workers are explanation of the organization behavior. In this type of teaching, the teacher plays the role of democratic group leader. His main aim is to lead his students in the study of significant problems in the area in which he is teaching. There is always scope in such a classroom for interchange of ideas, evidences and insights, give and take and respect for one another's ideas. The teaching activities in this model recognized here are, motivating, planning, counseling and evaluation. Laissez Faire Teaching Behavior Laissez faire teaching behavior is based on modern theory of organization—task and relationship-centered. Ithas an assumption that members of he organization are decision makers and problem solvers and that perception and processes are central tothe explanation of behavior of organization. _Maxims of teaching ‘Maxims of teaching are accepted truth or general rule of conduct or the laws which are essentially to be followed by the teacher while teaching. proceed from known to unknown: The teacher, fp correlate the learing ofthe students wip experiences and previous knowledge, Teacher nae! start with something which is known to the stuge a and then to proceed to unknown. A.class of erate parsing could be more convincing the teacher gare the class by inviting students opinion regarding > peculiarities orneeds ofthe old age peopl from tha, eiym experience and then proceed to futher detaig which are unknown to them. Proceed from concrete to abstract tis quite natura * at students lean fist the things which are seen ang handled by them. Students can comprehend new ideas conly when they are taught with sufficient illustration, So every teaching activity should be enriched with sufficient illustration. For instance while teaching central nervous system, teacher should first teach the ‘anatomy of brain with the help of specimen or mode| then teach about the afferent impulses efferent toteach the most simple lesson first then the complex ‘one. While conducting classes on paediatric nursing, the teacher has to teach the simple topics like differences between paediatric nutsing and adult nursing before proceeding to complex procedure and disease conditions. —___ Proceed from easy to more difficult: This is self explanatory. When planning to teach nursing management of cirrhosis of live, the teacher has to arrange the different aspects of disease condition in an increasing order of difficulty like definition, classification, etiology, pathophysiology etc. . Proceed inductively: In inductive teaching, teaching is made effective with the help of suitable example. A teacher can star the class on amputation by asking a simple question like “what would you do to save your rose plant itone of its branches is severely infected Wwit pests or fungus and not responding to pesticides” Naturally, students suggest the cutting down of infected branch in order to save the entire rose plant. Then the teacher can correlate the rose plant with human body-and.can introduce the topic a5 follows “Jystlike the infected branch of rose plant sometimesy- ermting = Learing Process the limbs of the human body can also n get infected damaged beyond repair. In such a situation one save the fife of the pationt we have to cut down the infected limb and this procedure is called as amputation. Let us see the details of amputation” 6, Proceed from general to specific: While proceeding {rom general to specific, genoral rules are explained {irst and from that specificity is arisen, While teachi growth and development, the teacher explaine tne universal phenomenon in growth in general by cit animals and plants as example and then proceed tg the specific features of growth and development exhibited by the human beings, 7. Proceed from specific to general: In certain situations it is imperative to proceed from spectic to. general. When preceding from specific to general, first the teacher has to present the specific facts to the students before the facts are taught to them in general For igtance the role of protein in body bulling. and repair has To be specified before generalising the Gonsequences of under nutrition 8. Proceed from indefinite to definite: The ideas of ‘students in the initial stage are indefinite and vague. These ideas are to be made definite, clear, precise ‘and systematic by adopting effective teaching methods. In this refining process of making definite ideas from the indefinite ideas, teacher has to employ appropriate use of a.v aids are vague and other strategies as needed. 9. Proceed from empirical to rational: Empirical knowledge is gained through observation and ‘experience. Teacher has to proceed from this empirical ‘knowledge to rational knowledge by explaining the scientific aspect to the student. First year nursing of placing wet students posses the empirical evide a ie forehead for reducing erature. While teaching the nursing management of hyperpyrexia. the “Teactier has to convert the above said empirical knowledge toa rational one by explaining the scientific principle 10. Proceed from whole!parts: Whole is more ‘meaningful to student than the separate parts of the whole, The whole approach helps the student to Understand relationship between different parts and the resulting correlation makes learning more easier and ‘meaningful "1 12. 13, 14, ye: in some situation rt to whole (oF ingful way. For of an ideal ‘example, while teaching the qualities jeacher proceeds from part . Proceed from part to whol teacher has to proceed from pa’ providing information in a meani chemical disinfectant, te “Yo whole By explaining ‘and finally explains the whole qualities of the class. Proceed trom analysis to synthesis: Analysis ‘means breaking a problem into component parts ‘and synthesis is the reverse, 0 putting together Gifferent parts into a complete whole. Nursing management of a disease condition is taught t0 the students analytically by splitting the content into component parts like definition, etiology. pathology, clinical features, medical or surgical ‘management, nursing management, rehabilation etc then they are trained to synthesis all these different components into one whole as needed in order to provide meticulous nursing care to the patient in the clinical area. Proceed from overview to details: Students can ‘easily comprehend if the teacher proceeds from overview to details. For example while explaining the surgical instmuments needed for performing caesarean teacher has to introduce all the “instruments by listing their names before explaining their uses and way of handling each instrument in detail. the qualities one by one by the end Proceed from observation to reasoning: The teacher has to provide an opportunity for the students to. 1e factors involved in a particular topic or context before explaining the reasons associated with it or eliciting reasons trom the students. For example in the paediatric ward, ‘teacher has to provide a chance to the students to observe a ten month old child who has been admitted with complains of developmental delay laining the reason by herself or asking questions to the students regarding the hospitalization of the child.