Concept of teaching and learning relationship between them

Introduction

“Education is not preparation for life; education is life itself”

Education is a process of facilitating learning, or the acquisition of knowledge, skills, value,
morals, beliefs, and habits. Educational methods include teaching, training, storytelling,
discussion, and directed research. Teaching learning process is a means whereby society trains
its young ones in a selected environment as quickly s possible to adjust themselves to the world
in which the lives. Education is modification of behavior. Teaching is one of the instruments of
education and its special function is to impart understanding and skill.

Concept
Tech refers to impart knowledge to or instruct someone in how to do something especially in
school or college or as a part of a recognized programme. Teaching is considered both as art and
a science. It is an art in the sense of being an activity. Teaching is distinctively human activity, in
which is an essential part of education. Its special function is to impart knowledge, develop
understanding and skills. The whole art of teaching is only the art of wakening the nature.
Education encompasses both the teaching and learning of knowledge, proper conduct and
technical competency. Formal education consists of systematic instruction, teaching and training
by professional teachers. It thus focuses on the cultivation of skill, trades or professions, as well
as mental, moral and esthetic development. Teaching is the action of teachers. The passing of
knowledge from generation to generation allows students to grow into useful members of
society. Good teachers can translate information, good judgment, experience and wisdom in to
relevant knowledge that a student can understand, retain and pass to others teaching is a process
which facilitates learning by encouraging learners to think, feel and do.
Teaching is a system of directed and deliberate actions that are intended to induce learning
through a series of directed active Designed to induce learning.

DEFINITION
Teaching is the stimulation, guidance, direction, and encouragement of learning—Burtan

Teaching is a system of directed and deliberate actions that are intended to induce learning
through a series of directed activities designed to induce learning---Heidgerken 1953

“Teaching is an arrangement and manipulation of a situation in which there are gaps and
obstructions which an individual will seek to overcome and from which he will learn in the
course of doing so”-John Brubacher.
CHARACTERISTICS OF GOOD TEACHING

Imparting knowledge: Teacher should share knowledge in an efficient manner. It is the most
fundamental part of teacher’s job.

Create a genuine attachment: Create a genuine attachment to work and desire to it as

efficiently, honestly and thoroughly as possible

Provide opportunities: Provide opportunities for students to learn actively and to apply
practically the knowledge that they have acquired in the class room . Opportunity of the student
should be provided to work is groups and to carry out project and activities to developing them
the qualities necessary for group life and for cooperation work

A well thought out attempt: A well thought out attempt should be made to adopt method of
instruction in order to benefit all categories of student

Train the learner: Technique of the study methods of acquiring knowledge through personal
efforts and initiatives.

Inculcates desirable values and proper attitude: Install values and proper attitude and habits
of work in the student.

Clear thinking and clear expression: Teacher should have clear concept both in speech and
writing has to take place.

Verbalism and memorization: Activity and project method should be assimilated in school
practice. Verbalism and memorizing activity should apply during teaching.

 Opportunity of the student should be provided to work in groups and to carry out project and
activities to develop in them the qualities necessary for group life and for cooperation work

 According to democratic models, the good teaching:

 Requires appropriate responsibility to the date, the child and group placing in the
situation. The child activity can be rewarded properly.
 Requires a reduction in the controlling functions exercised continuously by the
teacher. The teacher behavior should be in directed.
 Requires that the classroom should be well manage, so that the business of
learning may receive full attention. Teachers perform the functions of controlling
with clarity and with consistency.
 Requires that human environment should be accepted by each individual that in
some way it tells him that he is important. It suggests a personal report between
teachers and students.
 Keep or maintains the interpersonal relationship supportive within the classroom.
Out of this a shared problem-solving, attitude development.
  Require that the teacher should be well educated mature person who has insight
and energy for this demanding job. It requires the responsive human environment
that fosters explorations and initiative.

PRINCIPLE OF TEACHING
General principle: the principles of teaching are:
The Principle of Aim: there should be definite aim for every lesson. It is a goal or the teacher.
It is to make student learning possible. To teach is to make an assumption bout what and how the
student learns

Principal of motivation:
The best teacher one who inspires the students. The human mind is like the parachute and it
works only when it opens so though teaching teacher should try to unleash the talent of the
student by motivating them.

Principle of connecting with life

Relationship between the life and education is proved undoubtfully teaching as an integral part
of education so all the teaching activities are connected with life. For instance the maximum
attention span of human being at a stretch is 40 to 45 minutes and based on this fact usually a
teaching session is planned for 45 minutes

The principle of planning:

Designing meaningful and effective instruction for students with significant cognitive disabilities
the strengths and needs of individual learners and takes into account best practice that work for
all learners

The principle of flexibility and cooperation:

Teacher should be flexible enough while proving teaching as well as he/she should be
cooperative with the all categories of student.

Principles of activity:
Teacher should also participate in various activities along with student like discussion or
conducting research. Teacher must provide various types of activities such as assignment or
project to enhance creative skill of students.

Other principles of teaching are:

Teacher should arouse interest in student

To make student respective teacher has to elicit interest by adopting suitable method like telling
story, giving an example or by asking question for example- when teaching moist heat
sterilization teacher can elicit interest of student by advising them to take idli for breakfast while
travelling not only because idli is the combination of pulses and cereals but also it is prepared in
steam i.e. moist heat which is considered as one of the best method of sterilization.
Principle of individual difference
Good teaching always respect the individuality of student by considering each student as unique
individual teacher can pay attention to the individual difference

Principle of selection
Teacher should select an appropriate content, teaching method, media of instruction, AV aids,
textbook, and general article for teaching a particular subject matter in order to make teaching
more meaningful and comprehensible to students

Principle of division
Particular teaching activity should have definite division based on valid reason. Teacher should
be aware about the division and present content to the student in well organized step. Teacher
has to divide the content into clear- cut divisions like definition, classification, etiology,
pathology, clinical features, investigation, line of management, complication and prognosis and
nursing management and teach each division thoroughly before proceeding to the next by giving
adequate weight age to the nursing management.

Principle of revision and practice

During a teaching session teacher has to revise in the middle and in the end. Revising of
summarizing the content in the end of a teaching session is called as recapitulation. In addition
to recapitulation the teacher has to motivate the student to practice the learned lesion periodically
to enhance easy recollection.

Principle of correlation
The function of teaching is to share knowledge development of understanding and skills. While
teaching teacher has to take care of that transferred knowledge will not remain segregated and as
far as correlate with previous or related knowledge.

The principle of diagnostic and remedial teaching

 Teaching should have clearly defined goals and objective. Teaching strategies should
cater to the aptitude, interest and ability of the students as teaching is student-centered.
 Teaching to be effective must cater to individual difference of students or learners. Pupils
learn more effectively when they learn at their own places. Teaching is always in social
content. It can never program in a vacuum.
 Teaching should correlate with the various ideas events, i.e. correlation of the present
events can made with past.
 Teaching should emphasize the student’s active participation in all the stages and steps
of learning. Active learning with as much participation of learners as possible is more
rewarding and lasting.
 Teacher-student cooperation is essential in teaching –learning. In teaching some remedial
or compensatory or extra teaching for some students who have some difficulties in
learning.
 In teaching there should be proper physical and social environment in the classroom for
motivating learners.
 Planning in teaching is very essential, which involves preparation of the lesson notes,
provision of teaching aids and working out strategies to deliver lesion properly.
 Teaching process to be effective must adopt proper means and strategies and tact’s.
 A teacher must be quite imaginative and resourceful for adapting himself and his
teaching to the requirements of teaching-learning environments.
 A variety of teaching aids and strategies should be adopted to motivate and sustain
interests of the students.
 Teacher should keep the class active for all around development of personality of the
students. In addition to specific learning by individual, one acquires qualities of stability
and introvertness.
 Teacher should adopt the principles of play way is related to learning by doing, gives,
joy, freedom, contentment and inner and outer peace. The learner learn thing by doing.
 Teacher should do his best to motivate all students in the lesson, which arouse interest
leads to willing to concentrate and work. Motivated learner is more likely to learn than
unmotivated learner.
 Teaching must be enable the student to work independently and without the teacher at
later stages. Good learning habits are very fruitful.
 Teaching is the stimulation, guidance, direction and encouragement of learning.
 There are different things or ideas which come across in teaching. They should go
together and should be associated with each other.
 There should be provision for change rest and recreation to avoid or prevent or reduce
fatigue, lack of attention and monotony.
 There should be proper feedback and reinforcement.
 Teaching should train the senses of student, i.e. power of observation, discrimination,
identification, generalization and application.
 There should be an opportunity provided for the students to explore things and events
and find cause effect relationships.
 Practice in a variety of setting increases the range of situation in which learning can be
applied.
 Whether it is better to learn from part to whole or from whole to part and whether all
learning takes place in small steps, progressively made or in larger chunks are open
matters.
LEARNING
Learning is considered a change in a person that has been caused by experience. Learning is a
process of understanding, clarifying, and applying the meaning

DEFINITION
Learning is the process of growth and development whereby the learner acquires a body of
knowledge, develops ideas which she makes a part of herself and develops the ability to use her
knowledge in the pursuit of her ideas. Learning is a part of education and brings modification of
behavior.

“It is any relatively permanent change or modification of behavior that results as a results of
practice or experience”---Murthy, gates

Learning is defined as a change in behavior, which is demonstrated by people implementing

knowledge, skill, or practices derived from education

CHARACTERISTICS OF LEARNING
Learning is unitary
The learner responds as a “whole person” in a unified way to the whole situation or total pattern.
She responds intellectually, emotionally, physically and spiritually, and these occur
simultaneously. All these dimensions are coordinated and integrated toward achievement of
goals.

Learning is individual
Learners differ from one another. Therefore, the teaching learning situation is approached
differently by each learner and with different goals with the result that each learner responds
differently.

Learning is social
Learning takes place in response to the environment in which there are other individuals as well
as physical things.

Learning is self-active
Learning is a personal process. An individual can learn only through her own reactions to
situation.

Learning is purposive
Learning is directed toward the goal. Goals are determined directly by motives and indirectly by
incentives. Motives are conditions, physical and psychological, within the persons that dispose
him to act in certain ways.
Motives take in different variety of forms, eg. Needs, desires, tensions, attitude, interest, and so
on. Motives energize behavior by releasing energy and arousing activity, by selecting or
determining the activities in which the individual will engage. Goal setting comprises both
momentary and long term goal.
Learning is creative
Human learning is both selective and creative. In learning the learner is the primary force, and
the teacher is the secondary force. Learner decides and chooses to learn. The learner has the
power to vary her responses at will and thus creates new forms of response.

Learning is transferable
Transfer means whatever is learned in one context or situation will apply or affect another
context or situation. Transfer depends on understanding: it depends on the discovery of essential
relationship applied deliberately to the situation of a practical problem.

Learning is growth
Learning leads to the growth of the individual by integrating past and present learning. Learning
is the process of growth and development whereby the learner acquires a body of knowledge,
develops ideas which she makes a part of herself and develops the ability to use her knowledge
in the pursuit of her ideals

Learning is adjustment
Learning leads the individual to make adjustment in day to day life for the betterment of an
individual.

Learning is organizing experience

Learning occurs through sensory experience. Mere presence of experience will not lead to
learning. In order to learn effectively, the experiences need to be organized in such a manner that
it leads to maximum learning.

Learning is intelligent
Certain level of intelligence is required to lean. Learning style depends upon the intelligence.
There are verbal and linguistic, logical and mathematical, musical, kinesthetic, visual and spatial,
interpersonal and intrapersonal.

Learning affects the conduct of the learner

Learning brings the desirable changes in behavior of the person. Learning makes a person to
make effective adjustment in his environment. Each and every activity of the learner is
influenced by learning.

Learning takes place through trial and error

We learn out of our own mistakes. Such learning is lifelong and permanent because a person is
actively involved in the process of learning.

Learning depends upon insight

Learning is basically a process of understanding and critically analyze. Learning out of rote
memory is only temporary. Permanent learning is the one which a person can integrate and
reproduce at any time.
PRINCIPLE OF LEARNING

Learning is an experience: which occur inside the learner and activated by the
Learner. Learning experience refers to any interaction, courses, program, or other experience in
which learning takes pace, whether it occurs in traditional academic setting[school, classrooms]
or nontradional setting[outside-of-school, locations, outdoor environments], or whether it
includes traditional education

Learning is the discovery: discovery of the personal meaning and relevance of ideas. The
learning process is very much active when the subjects or the ideas to be thought are personally
relevant and meaningful to the learner him/her self.

Learning is a consequence of experience: Learning is the discovery of the personal meaning

and relevant ideas. Learning is a consequence of experience. This principle states one of the
saying that says “experience is the best teacher”. Because of the experienced of the individual,
a learning or behavioral change occurs.

Learning is cooperative and collaborative process: learning is a method in which student’s

team together to explore a significant question or create a meaningful project. In cooperative
learning, students work together in a small group on a structured activity

Learning is an evolutionary process: Learning processes refer to different types of learning,

different types of memory, as well as abilities to mentally represent phenomena in the external
world. Because these learning processes have an evolutionary function, we label them
as evolutionary learning processes

Learning is a painful process: pain is an essential part of that learning process. Pain is a

uniquely strong motivator for learning. It is one way to convince your brain to care. This is why
we learn so well from mistakes and failures 
The process of learning is emotional as well as intellectual: Emotions can affect the learner at
different stages of the learning process. As it has been demonstrated, they can have a positive or
negative impact on one's attention, motivation, learning strategies and ability to self-
regulate learning
Teaching and learning Process

The teaching – learning process is a transaction or complex cooperative and personal relationship
between faculty and students. The teaching learning process is a personal interactive relationship
that extends beyond the subject matter. Within the interactive relationship faculty related to
students with dignity and respect, wait the expectation that students will be supported and
stimulated to develop intellectual integrity and independent judgment. The roles of a teacher are
facilitator, guide, coach, and mentor acting in partnership with students. The student roles
become those of learner inquirer and seeker of knowledge within and active participative
student-faculty relationship.
There are 4 steps of teaching learning process
  Assessment
 Planning
 Implementation
 Evaluation
Assessment
Assessment has three major component; the curricular attributes, the faculty attributes, and the
student attributes. The program and course objectives, critical learning experiences, and learning
outcomes must be thoughtfully examined.
These curricular components provide the foundation for identifying and preparing the
appropriate content that is to be taught.
Faculty also need to appraisal their own attributes, including their level of content
knowledge, their philosophy and attitudes about teaching, and the instructional skill they already
possess and those they want to develop. Faculty should be well informed about various theories
of learning and other theories relevant to learning are used as framework to design the teaching-
learning process.

Student personal attributes that are particularly relevant are those associated with
successful learning. Student attributes having significant learning on the decision made for the
entire teaching learning- process including the student’s entry knowledge and skill, cognitive
abilities. Learning styles, motivation to achieve, study habits, readiness to learn the content, and
preference for instructional methods.

Data about student’s personal attributes can be obtained from various sources. Student’s
entry knowledge and skills can be obtained from a brief review of the course materials and texts
used for prerequisite courses, this helps to establish reasonable expectations of the students.
Informal discussion with faculty and student are another excellent source of entry level
information. During the first or second class meeting, student’s interest in the course and content
and their perception of the classes relationship with previous and concurrent course can be exited
through class discussion. Students can also be asked about individual skill, abilities, and personal
gifts that have not been directly associated with their formal education in a nursing program.
This type of discussion often stimulates lively interaction and helps students to become aware of
faculty interest in the student as a whole person. Individual learning styles and preferences can
also be excited.

Planning
Assessment data are used as a foundation for instructional planning. Instructional plans are
essential for good teaching; plan serve to help faculty better prepare to meet their teaching
responsibilities. Instructional plans can be thought of as maps developed at the course, unit, and
lesson level.
Instructional planning including selecting and organizing the appropriate and essential content in
a logical and meaningful sequence, with attention given to the appropriate delineation of the
important relationships between facts, concept, and principles. Planning also includes selecting
the instructional strategies and designing all of the learning activities. Developing a maps of all
of the lesson plans before the course begins in beneficial because it helps to ensure that content
will be adequately addressed and allow faculty to examine the variety of instructional strategies
and learning activities to be used throughout the course.
Implementation
To enhance student achievement, faculty should be flexible when adapting and modifying
preselected instructional strategies or when implementing the predesigned lesson plan. Student’s
verbal and nonverbal responses during the lesson usually provide cues that indicate a need for
some further explanation, clarification, or additional practice in applying the content. The
common saying “there is the lesson you planned to give, the lesson you gave and the lesson you
wished you had given” provide some insight into the need for flexibility and awareness of
recognizing that the practice of teaching is an evolving process

Evaluation
Evaluation is the final step of an iterative teaching-learning model. Formative and summative
evaluations are two common forms of evaluation used during instruction. Formative evaluation
used to determine student progress throughout the course and is often used during a class session.
Informal strategies such as questions, discussion and feedback about student participation and
success in attaining the objectives of the learning activities provide faculty with valuable
information about student comprehension and achievement during the lesson. Having students
participate at the end of class in constructing a summary of the key point of the lesson also
provide valuable information. Formative evaluation strategies can be considered diagnostic tools
in which they help faculty to focus on difficulties, students are having in attaining the learning
outcomes and provide opportunities for corrective intervention designed to further facilitate
learning.
Summative evaluation is conducted at the end of a course and is used to determine the
extent to which students have achieved the desired learning outcomes. Strategies used for
summative evaluation include multiple choice, essay, and Short answer examination
stimulations; case studies; and formal paper. Faculty may choose to use the results of a
combination of formative and summative evaluation data as the basis for assigning student
grades.
The formative and summative evaluation strategies selected to determine student learning
need to be consistent with the approach used during the instructional strategies and learning
activities
RELATIONSHIP BETWEEN TEACHING AND LEARNING

Teaching as an activity doesn’t exist or at least it is meaningless to think about it in

isolation. There is always an interaction between the teacher, the learner and the
subject being taught.
In different situations, the balance between the three main components may be
represented through three points of a triangle of various configurations.
Subject
Dominance

Teacher

Learner

One basic model, this figure represents the common situation where the subject is
at the top, indicating that it determines the structure of the teacher and learner
relationship, but the teacher comes next-the servant of the subject, but the
master/mistress of the learner. Very broadly speaking, this may be consistent with
cognitive approaches to learning
 Teacher
Subject
Dominance

Learner

In another variant, on the other hand, the teacher is clearly in the dominant
position, managing the relationship between the subject and the learner. Socially,
either the interests of the learner or the demands of the subject or both may be
subordinated to requirement of the teacher: this may be the kind of situation which
obtains in school-where there is a substantial issue of control and where the
selection and interpretation of the subject matter may be in the hands of the
teacher. The relatively greater importance of compliance rather than understanding
may suggest a behaviorist approach. In contrast, however, it may also be the model
of apprenticeship, or of situated learning. Where the community of practice is the
teacher
Dominance Learner
Subject

Teacher

The relationship between learner and subject is close, and the two are in a
dominant position. The role of the teacher is simply to provide a service to the
learner’s work with the subject.

Classroom teaching strategies

1. Model as you teach
When presenting a new subject to your class, it helps to include a demonstration. While some
students will be able to grasp a new concept by hearing the information alone, others —
particularly visual learners — will need to see it.
In certain classes, this is practically required. For example, when you’re teaching a math unit,
you’ll usually need to display your work on the board, or else your students will be completely
lost. This is how the class can follow along with better comprehension.
Some students will need to see more than one example to get a good understanding. Make
sure that you include several different demonstrations for each new unit, as repetition is a big
part of committing new ideas to memory. You’ll see a big difference in visual students’ test
scores when you implement this method.
2. Make mistakes
Teachers are the ultimate resource for students when it comes to learning. When you are
presenting your lesson plans, you usually show the right way to do things. This is a great way to
introduce a concept, but you also want to solicit a more in-depth understanding.
A great way to do this is to make intentional mistakes and ask the class to fix them. If you’re an
English teacher, you can write an excerpt on the board and riddle it with grammar mistakes.
Instruct your students to identify these mistakes and rewrite the passage correctly.
This method requires kids to apply the knowledge they’ve gained in class. It also gives you a
chance to evaluate how well each student comprehends the subject.
Once everyone has completed the assignment, you can review it as a class. Show each student
how the passage should be written and address any questions that may arise.

3. Work as a team
Splitting the class up into different teams to complete an assignment is a teaching strategy that
works wonders, especially at age groups where students insist on always working with their
tight-knit circle of friends. Group assignments encourage teamwork and help your class to
succeed.
For instance, in science, you can split the class into small groups for lab-based assignments and
give each person a certain job to complete. You might have one person perform the experiment,
another write notes, and someone else read instructions, for example. 
Make sure to pair children who need extra support with those who have a better understanding of
the material. This way, those who are stronger in the subject can share their knowledge to help
their peers understand it better.
All in all, group work is a fun and interactive way to teach a lesson. 

4. Encourage learning from experience

The best lessons often happen outside of the classroom. Getting out into the real world offers a
new perspective for children and can help them gain a more profound understanding of what
goes on in the classroom.
Studying the different types of fish in a local pond is an excellent example of learning from
experience. You would start in class, going over the different species and how each animal
contributes to the environment around it.
Once you’ve completed the lesson, take the class to the local pond. Have them search for the
different animals you discussed in class. After locating each animal, they will be able to observe
the roles discussed earlier in class.
Field trips like this offer valuable, real-world experiences to students. They’ll gain confidence
and motivation in class since they will be able to see that everything they learn has a connection
to the world around them.

5. Let the students teach

Letting students lead the class in teaching requires preparation and a deep understanding of
coursework. You can assign this task individually or break up students into groups.
The goal of this strategy is to get your students to display the knowledge they have and to share
it with their classmates. In order to give a quality lesson, they will need to put extra time into
making sure they fully comprehend the project. If they struggle in some areas, they will be
motivated to ask questions in order to get the grade.
You can help students prepare for this assignment by offering a rubric that outlines the areas in
which they’ll be graded. You might give points based on lesson length, preparation, and
creativity. The weight of each section will depend on the project and your preferences. Some
teachers also allow the class to grade a section of the assignment. If you choose to go this route,
it can be helpful to pass out a scoring guide to the class. This way, each student knows how to
grade the “teacher.”

6. Integrate technology into the classroom

Technology is perhaps the most powerful tool you have at your disposal. It’s an essential part of
modern jobs and has a lot to offer in the way of education.
Computers, laptops, and tablets can allow you to enhance your lesson plans with online
educational activities. There are several free resources that you can access with a simple Google
search. Try looking up educational videos or playing free math and science games.
Your students will not only enjoy the time they spend online but also gain a deeper
understanding of your class work. Use all the resources you have at your disposal to your
advantage — you’ll have a more engaged and motivated group of students as a result.

7. Try graphic organizers

Graphic organizers such as pie charts and Venn diagrams are a great way to display information
visually. When you ask your class to create one, your students will have to apply their
knowledge in a visual way. This will also help them form connections and understand
similarities and differences.

8. Emphasize behavior management

Behavior management is a big part of being a teacher. Teaching strategies often give you plenty
of structure regarding how to teach a class, but not how to control it. If you are experiencing
some behavioral problems in class, programs like Class craft can help.
Built by a teacher, Class craft blends games and storytelling to motivate students and make
learning more fun. Included in its many features is the ability to deliver teacher-designed
curriculum in the form of games and Quests; a choose-your-own-adventure. With this game,
teachers can align the objectives with the desired behavior in class. For example, if you want to
solicit higher grades on homework, you can offer experience (XP) rewards within the game.
With XP, students can level up their character and acquire new accessories and abilities. This
incentivizes the positive behavior you are looking for. If you’d like, you can also discourage
negative behaviors by locking students out of the game or taking away XP points.
This method is a great way to get students excited about doing well in class. It makes following
the rules fun and solicits long-term behavioral improvement for many students. Teachers can
also let their students play the quests at their own pace, so no one feels left behind or forgotten
and teachers can easily give students extra support.

9. Utilize visual aids

Visual aids such as smart boards and projectors can ramp up your lesson in class. Some children
can absorb information and have a deep understanding of it from hearing a lecture alone. Others
are visual learners and need a little something more.
Since you need to appeal to those learners as well, a visual guide will be your best friend. Try
displaying informative graphics that relate to your lesson on the board or projector. Reference
these illustrations as you speak to allow everyone in your class to get what they need out of the
lesson.

10. Implement inquiry-based learning

Inquiry-based learning is a technique used to appeal to your students’ curiosity. Implementing it
in the classroom means allowing the students to identify questions that interest them and to
explore those questions in an educational setting.
Once your students have identified a topic of interest, they’ll need to research their chosen
subject and deliver a presentation to the class. You must be there to offer support, such as by
helping your students identify reliable online sources for research.
After the presentation is over, ask your students to reflect on the project as a whole. You want
them to evaluate what went well, what didn’t, and what could be done differently in the future.
Moreover, you want your students to focus on not only what they learned but also how they
learned it. This builds independent, confident learners who have a clearer path to success.

Conclusion
Teaching is a interaction process interaction. Interaction means participation both teacher and
student and both are benefits by this. The interaction takes place for achieving desire objectives.
Teaching is an intimate contact between teacher and student. In this process of education teacher
helps in developing in student personality by this intimate contact.

Bibliography
Nursing education principles and concepts, R shuda, 2nd edition page 45-113
Nursing education, BT Basavanthappa, 2nd edition, page no 370-388
https://www.classcraft.com/blog/effective-teaching-strategies-for-every-classroom/