NURSING EDUCATION

UNIT- II

TEACHING LEARNING PROCESS

TEACHING
MEANING

Teaching is the process of imparting knowledge, skills, and values to others.

It involves the sharing of information and ideas to facilitate learning and understanding.

Teaching can take place in a variety of settings, including schools, universities, workplaces,
and informal settings.

Effective teaching involves the use of appropriate methods and strategies to engage learners,
facilitate their learning, and help them achieve their learning goals.

The role of a teacher is to create a positive and supportive learning environment, provide
guidance and feedback, and help learners develop the skills and knowledge they need to
succeed.

Good teaching is essential for the development of individuals and society as a whole, as it helps
to foster critical thinking, creativity, and innovation.

DEFINITION:-

H C Morrison:- Teaching is an intimate contact between the more mature personality and
a less mature one.

Jackson:- Teaching is a face to face encounters between two or more persons, one of whom
( teacher) intends to effect certain changes in the other participants ( students).

Clerk:- Teaching refers to activities that are designed and performed to produce in
students behavior.
N.L. Gage ( Democratic point of view ):- Teaching is interpersonal influence aimed at
changing the behavior potential of another person.

CHARACTERISTIC OF TEACHING

(1) Teaching is a complete social process: Teaching is undertaken for the society and by the
society. With ever-changing social ideas, it is not possible to describe exact and permanent
nature of teaching. Teaching is a social and cultural process, which is planned in order to enable
an individual to learn something in his life.

(2) Teaching is giving information: Teaching tells students about the things they have to know
and students cannot find out themselves. Communication of knowledge is an essential part of
teaching.

(3) Teaching is an interactive process: Teaching is an interactive process between the student and
the teaching sources, which is essential for the guidance, progress, and development of students.

(4) Teaching is a process of development and learning.

(5) Teaching causes a change in behavior.

(6) Teaching is art as well as science.

(7) Teaching is face to face encounter.

(8) Teaching is observable, measurable and modifiable.

(9) Teaching is skilled occupation

(10) Teaching facilitates learning expected to know the general methods of teaching-learning
situations. (11) Teaching is from memory level to reflective level.

(12) Teaching is both conscious and an unconscious process.

MAXIMS OF TEACHING
 1. Known to Unknown:

This maxim is based on the assumption that the student knows something. We are to increase his
knowledge and widen his outlook. We have to interpret all new knowledge’ in terms of the old.
It is said that old knowledge serves as a hook on which the new one can be hung. Known is
trustworthy and unknown cannot be trusted. So while teaching we should proceed from known
and go towards unknown. For example, while teaching any lesson, the teacher can link the
previous experiences of the child with the new lesson that is to be taught.

2. Simple to Complex:

Class-room teaching is formal where the teacher tries to teach and the students try to learn
things. In this process of teaching-learning, the teacher should see those simple things are
presented first to the students. That way they will start taking an interest. Once they become
interested, thou gradually complex type of things can also be learnt by them. By learning simple
things, they feel encouraged and they also gain confidence. On this basis, they become further
receptive to the complex matter. On the other hand, if complex types of things are presented to
the learner first, he becomes, upset, feels bored and finds himself in a challenging situation lot
which he is not yet ready being immature and unripe. Gradually more difficult items of learning
may be presented to the students. It will smoothen teaching being done by the teacher and make
learning convenient and interesting for the students.

3. Analysis of synthesis.

Analysis means breaking a problem into its convenient parts while synthesis means the grouping
of these separated parts into one complete whole. A complex problem can be made simple and
easy by dividing into different parts. “Analysis is the approach for understanding and synthesis is
for fixation.” Analysis of a sentence’ is taught to students, that helps the students to understand
the different parts of a sentence. Later on, the synthesis of sentences should be taught.

4. Particular to General:

While teaching, the teacher should, first of all, take particular statements and then on the basis of
those particular cases, generalization should be made. Suppose the teacher is teaching Present
Continuous Tense while Teaching English, he should, first of all, give a few examples and then
on the basis of those that make them generalize is that this tense is used to denote an action that
is going on at the time of speaking.

5.Empirical to Rational.

Empirical knowledge is based on observation and firsthand experience. II is particular concrete

and simple. We can see, feel and experience it on the other hand; rational is based on our
arguments and explanation. The stage of arguments is the last whereas seeing things or feeling
them is the first stage. Empirical is less general statements whereas rational is more general
statements. So the safe approach in teaching is that we should proceed from empirical to rational.
It is a journey from less mental maturity to more mental maturity.

6.Induction to Deduction

Induction means drawing a conclusion from a set of examples whereas deduction is its opposite.
The teacher should proceed from induction to deduction. For example, in English, while teaching
the conversion of active voice into passive voice, the teacher should first convert a few sentences
of active into the passive voice and on the basis of those conclude the general rule for a
conversation of active voice in to passive voice.

7.Psychological to Logical.

While teaching, the teacher should first keep in mind the interest, aptitudes, capacities,
development level etc. of the children during the selection of subject matter and then on to its
logical arrangement. In teaching English, the structures are selected as per the needs and
requirements of the students and then arranged in a logical way. The psychological appeal of the
thing is more important at the early stages. Then the’ logic behind it should be seen.

8.Actual to Representative.

For teaching excellently, actual objects should be, shown to the children as far as possible. It
gives them concrete learning which is more desirable. The learners are able to retain it in their
minds for quite a long time. Especially in the lower classes, first-hand information to the students
impresses them a good deal. Representative things in the form of pictures, models; etc. should be
used for the grown-ups or the seniors who are already familiar with the actual objects. For
example, the teacher should show the elephant, the camel, the horse, the railway station, the post
office etc. and thereby he should make them understand about these things. The representative of
these things in the form of pictures or models may be used at later stages.

9.Near to Afar.

Every child is able to learn well in the surroundings to which he belongs. So the child should be
acquainted fully with his immediate environment. Gradually he may be taught about those things
which are far from his immediate environment. This principle, if kept in view, will smoothen the
leaching-learning process considerably.

10. Whole to Part.

In teaching, the teacher should try to acquaint the child with the whole lesson first and then the
different portions of it may be analyzed and studied intensively. This principle holds good while
teaching a thing to the small children. At the early stages, the child loves to speak full sentences
because in daily life situations, full sentences are used. The child should be given a full sentence.
Then he may have full familiarity with the different words contained in that sentence. Later he
may have the knowledge of words. Then he will have the knowledge of different letters forming
the words

11. Definite to Indefinite.

In teaching, definite things should be taught first because the learner can easily have faith in
them. Then afterwards he should give the knowledge of indefinite things. Definite things,
definite rules of grammar help the learner to have good knowledge. Gradually he can be taught
about indefinite things.