Teaching Aptitude

 

TEACHING

·Teaching is a process in which one individual teaches or instruct another individual. Teaching is considered as the act of imparting instructions to the learners in the classroom situation. It is watching systematically.

· Dewey: –

 considers it as a manipulation of the situation, where the learner will acquire skills and insight with his initiation.

The objective of Teaching

·Acquisition of knowledge

·Development of Understanding

·Development of Conceptual, intellectual and subject-specific skills

·Development of values values.

1.  Memory level of teaching

 It is the first and thoughtless level of teaching. It is concerned with memory or mental abilitythat exists in all living beings. Teaching at memory level is 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.

·         theteaching is nothingbut learning the subject matterby rote.[Bigge, Morris L(1967)]

·         Therole of the teacher is prominent and that of the student is secondary.

·         The study material is organized and pre-planned. The teacher presentsthe study materialin a sequentialorder.

·         Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.

Merits of memory level teaching

 1.Useful for childrenat lower classes.This is because of their intellect us under development and they have a rote memory.

2.The role of the teacher is important in this level of teaching and he is free to make choices of subject matter, plan it and can present it at will.

3.The knowledge acquired at memory level teaching forms a basis for the future i.e. when student’s intelligence and thinking is required.

4.Memory level teaching acts as the first step for understanding and reflective levels of teaching.    It is pre-requisite for understanding level teaching.

Demerits of memory level teaching

 1.       This does not contribute to the development of the student’scapabilities.

2.       Since at this level student learns by rote, the knowledge gained does not prove helpful in real lifesituations as it does not develops the talents of students.

3.       The pupils are kept in strict discipline and cramming is insisted on this teaching.

4.       Intelligence does not carry any importancein this type of teachingand it lacks motivation

 2. Understanding            level

 Understanding something is to perceive the meaning, grasp the idea and 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 teaches them how these principles can be applied.  Memory level teaching barrier is essential to be crossed for this level of teaching.

Merits of the understanding level of teaching

 1.         At this level of teaching studentsto make use of their thinking abilities.

2.    Knowledge acquiredat this level forms the basis of the reflective level of teaching.

3.     Here the teacher presents subjectmatter before the students in an organized and sequential form. The new knowledge acquired is related to the previously acquired knowledge.

4.    Here the students do not learn by rote. Here they learn by understanding the facts and information and their use and purpose.

Demerits of the understanding level of teaching

 1.     Teaching at this levelis subject centered. There is no interaction betweenthe teacher and students at this level.

2.     This type of teaching mastery is emphasized.

3.     Reflective level of teaching

 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.

·         Reflective levelof teaching is considered to be the highest level at which teaching is carried out. 

·         It is highly thoughtful and useful.

·         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 problemsof 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.

 ·         At this level emphasis is laid on identifying the problem, defining it and finding a solution to it. The student’s originalthinking and creative-abilities develop at this level.

·         The role of the teacher in this levelof 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.

Merits of reflective level teaching

1.       The teaching at this level is not teacher-centered or subject-centered, it is leaner-centered.

2.       There is an interaction between the teacher and the taught at the reflectivelevel teaching.

3.       At this level, teaching is appropriate for the higher class.

4.       At this level, teaching is highly thoughtful and useful than the teaching at the memory or understanding level.

 Demerits of reflective level teaching

1.       Not suitable for small children at the lower level of teaching. It is suitable only for mentally matured children

2.       At this level, the study material is neither organized nor pre-planned. Therefore students cannot acquire systematicand organized knowledgeof their study courses.

Characteristics of teaching:-

1.   The main character of teaching is to provide guidance and training.

2.   Teaching is interaction between teacher and students.

3.   Teaching is an art to give knowledge to students with effective way.

4.   Teaching is a science to educate fact and causes of different topics of different subjects.

5.   Teaching is continues process.

6.   Teacher can teach effectively, if he has full confidence on the subject.

7.   Teaching encourages students to learn more and more.

8.   Teaching is formal as well as informal

9.   Teaching is communication of information to students. In teaching, teacher imparts information in interesting way so that students can easily understand the information.

10.   Teaching is tool to help student to adjust himself in society and its environment.

BASIC REQUIREMENTS OF TEACHING

TheTeacher

The Learner

The Subject (Topic)

TheEnvironment

Learner’s Characteristics

Academic

Academic characteristics of learners include the education type, education level and knowledge.

In young adolescents, intellectual development is not as visible as physical development, but it is just as intense. During early adolescence, youth exhibit a wide range of individual intellectual development, including meta-cognition and independent thought.

Social

Adolescent social development is often described as the process of establishing a sense of identity and establishing a role and purpose. It is an outward sense of oneself. Body image is a key factor in developing a sense of self and identity, especially for girls, and the family and increasingly peers play an important role assisting and supporting the adolescent to achieve adult roles.

Emotional

The way a person thinks and feels about themselves and others, their inward thoughts, is key to their emotional development. Adolescents shifts moods rapidly and can  become  rebellious toward adults. They are sensitiveto criticism and easily get offended.

Cognitive

Cognition is the process involving thought, rationale and perception. The physical changes of  the brain that occur during adolescence follow typical patterns of cognitive development. They are characterized by the development of higher-level cognitive functioning that aligns with the changes in brain structureand function, particularly in the prefrontalcortex region.