PEDAGOGY

 PEDAGOGY

Teaching-Learning Process

Mark Smith says that teaching is a system of actions intended to induce learning through interpersonal relationships. It is an important part of education. It is considered an art as well as a science. Teaching can be observed through teacher behaviour or teacher-pupil interaction. Teaching involves encouraging, harmonizing, expressing and balancing.

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Phases of Teaching

The operations of teaching are very essential as these operations create the situations for learning. These operations can be divided into three phases. These are Pre-active, Interactive and Post active phases.

 

1. Pre-active stage:

P. Jackson says that the pre-active stage is the ‘calm’ part of teaching. This stage of teaching includes planning and all the activities which a teacher is going to perform before real classroom teaching.

The following operations are involved in this stage:

(a) Formation or fixing up the goals: Here a teacher determines or formulates teaching objectives in a behavioural term.

(b) Decision-making about the subject matter or the content: After fixing the teaching objectives the teacher decides the content to be taught.

(c) Arrangement of the ideas or elements of content for presentation: The teacher arranges the sub-contents in a logical sequence, after deciding on the content. The content should be arranged in such a way that it facilitates the transfer of learning.

(d) Decision about appropriate strategies and tactics of teaching: Before entering the class a teacher has to decide about the appropriate strategies based on the level of students.

(e) Development of teaching strategy for the specific subject matter: A teacher has to decide that how and when he/she will make use of different strategies and practice in the classroom.

 

2. Interaction stage of teaching:

This is the second phase of teaching which includes all those behaviour, activities which a teacher uses after entering the classroom. This stage is associated with the following aspects:

(a) Sizing up the class: A teacher after entering the class rolls his eyes upon the students and finds out the spot which may be troublesome or helpful for him.

(b) Diagnosis of the learners: Here a teacher tries to diagnose the achievement level of students in abilities, attitude, and interest etc. areas.

(c) Actins of achievement: This includes the actual interaction between the teacher and pupil.

(d) Feedback or reinforcement: It is a condition that increases the probability of occurrence of a particular response.

(e) Development of strategies: By reinforcing and controlling the behaviour of the students the subject matter is effectively imparted.

 

3. Post Active stage of teaching:

This stage includes the teachers’ task which evaluates students’ performances based on classroom teaching. The changes in the behaviour of the students are assessed here. The following operations are included here: 

(a) Defining the exact dimensions of the behavioural change.

        (b) Selecting the appropriate testing devices.

        (c) Changing or improving strategies of teaching.

 

Different Methods of Teaching

Lecture Method

The lecture method of teaching is developed by the philosophy of idealism. It is the oldest method of teaching. This method emphasises the clarification or explanation and presentation of the content to the students. 

 

Merits of Lecture Method:

          (a) This method is economic concerning time and cost.

(b) It can cover the syllabus in a limited period as a large number of students can be taught at the same time.

(c) To provide factual information, it is a very useful method of teaching.

(d) It develops the listening skill of the students and also motivates them to become good orators.

(e) Here, good contact can be established between the teacher and the taught, i.e. students.

 

Limitations of Lecture Method:

(a) In this method, most of the time pupils are only passive listeners and very little scope is there for their activity.

(b) Individual differences are not considered here.

(c) It may become spoon-feeding and can’t develop pupils’ reasoning power.

(d) It is a monotonous traditional method of teaching.

(e) A student may not pay his/her full attention to a lecture of forty to forty-five minutes.

 

Project Method Teaching

The exponent of the project method is W. H. Kilpatrick. The main objective of this method is to develop the ability of problem-solving. In this method, the teacher places a problem related to real-life situations. The learners are allowed to realise the problem and the teacher prepares a plan for providing favourable situations and guidance to solve the problem. Thus, the students are actively engaged in problem-solving.

 

Merits of Project Method:

(a) Project method follows three basic laws of learning: 

1. Law of exercise, 2. Law of readiness, and 3. Law of the result.

(b) It provides an opportunity to the students for divergent thinking and work experience.

(c) It develops creativity among the students. In this method, students get the freedom to think by themselves in different ways to solve the problem.

(d) This method helps to develop an insight into the problem of real life.

(e) It develops the dignity of labour among the students.

(f) Students are actively engaged, so the experience is stable and they get satisfaction.

(g) It trains the students for adjustment and democratic life. Co-operation is developed in this method.

 

Limitations of Project Method:

(a) Here, learning is haphazard. The subject matter is not systematically taught.

(b) Useful for the students of lesser academic ability.

(c) It is a time consuming and costly method of teaching.

(d) All subjects cannot be taught by using this method.

(e) It is not useful for higher classes.

Demonstration Method

Demonstrations play a very important role in teaching. Demonstrations mean visualised explanations of important facts and ideas. In a demonstration, a teacher shows the practical use of the things and helps the students to show how the things occur.

Features of Demonstration Method:

(a) Demonstration helps in explaining the subject matter thoroughly.

(b) A good rapport with the students should be made before the demonstration so that students provide full attention.

(c) Various audio-visual aids should be used for a fruitful                                 demonstration.

(d) Good communication should be established for a good                             demonstration.

(e) For effective demonstration classroom preparation is very necessary.

(f) Proper planning is desired for demonstration.

(g) Performing demonstration is also a skill. The demonstration should be performed in such a manner so that the whole class can observe.

Child-centred Teaching Method

To take care of a child, its growth and development is the main subject matter of child-centred teaching. It aims at the all-round development of the personality of the child. It emphasises individual differences of the students and is based on the child’s needs and abilities. In this method, the teacher is only the facilitator in the learning and development of the child.

Need of Child-centred Teaching Method:

(a) In child-centred approach students are more active and it is a known fact that children can learn best when they are active.

(b) It is a psychological method of teaching which emphasises the process rather than a product.

(c) A child gets the freedom to solve the learning problem under the direction of the teacher.

(d) In this method children can learn according to their own pace of learning because it emphasises the individual differences of the children.

(e) It is an individualised approach of teaching which aims at the self-realisation of the child.

Limitations of Child-centred Teaching Method:

(a) Too much freedom may lead to ego centralism in children.

(b) A good rapport between the teacher and the students cannot be established.

(c) Group activities are not developed in this method.

(d) It is not an economic method of teaching.

(e) Not beneficial for all kinds of students.

Continuous and Comprehensive Evaluation method

CCE comprises three words: continuous, comprehensive and evaluation. Continuous means regularity in assessment. Comprehensive includes all the scholastic and non-scholastic activities. Evaluation means appraisal or assessment of an event, object, person etc. to some standard.

Merits of CCE:

(a) CCE reduces the limitations of external examinations.

(b) Develops the regular study habits of the students.

(c) CCE helps to diagnose pupils’ difficulties in learning.

(d) Helps to find out the need of the students.

(e) CCE helps to involve the teachers in the evaluation process fully.

(f) CCE supplements the external examinations.

Formative and Summative Evaluation

Formative Evaluation

When any education plan is evaluated during the developmental stage and also corrected accordingly, then the evaluation is known as formative evaluation. When an evaluation is done to increase the quality, effectiveness, desirability and utility of any educational plan, then that evaluation is termed as formative evaluation. Formative evaluation is mainly for academic purposes.

Objectives of Formative Evaluation:

(a) To monitor the students’ learning for providing individualised instructions.

(b) To evaluate the effectiveness of teaching.

(c) To evaluate the curriculum for modification.

(d) To evaluate the teaching-learning materials and teaching aids.

(e) To evaluate the techniques of evaluation.

Summative Evaluation

The evaluation that makes a judgement about a finished product or process is called summative evaluation. Summative evaluation means evaluating the desirability of an educational plan, after finalising and implementing it. It is done after the end of a course or at the end of the term. It aims to know whether a scheme or plan should be continued or not.

According to A. J. Nikto, “Summative evaluation describes judgements about the merits of an already completed programme, procedure or product.”

Importance of TLM

TLM i.e. Teaching Learning Materials are very much important in our teaching-learning process. They play a vital role.

         (a) TLM makes learning real, vivid, vital, interesting and life-like.

         (b) TLM helps in making learning permanent and comprehensive.

         (c) TLM supplements the spoken words.

         (d) TLM minimizes the monotony of the class.

         (e) More attention can be attracted by using TLM.

         (f) TLM helps to utilize the local resources of the society.

Personal Qualities of a Teacher:

(a) A teacher should be a friend, philosopher and guide to the students.

(b) He/she must be a teacher by choice and by a chance. A teacher should have love and respect for his/her profession.

(c) A teacher must have a natural love for children.

(d) A teacher must be punctual and have a sense of humour.

(e) A teacher should have a physically and mentally sound personality.

Professional Qualities of a Teacher:

(a) The teacher should have mastery over his/her subject.

(b) A teacher must adopt the right method at the right time while                     teaching.

(c) Proper planning is needed for a teacher before classroom teaching.

(d) A teacher should know educational and child psychology.

(e) A teacher must be aware of the individuality of the child. He/she should emphasise individual differences while providing his/her lesson.

Role of a Teacher in School:

(a) A teacher’s major task is to make necessary planning of his/her work for the whole academic session.

(b) A teacher must follow a lesson plan before teaching. He/she should know how to combine and correlate theoretical and practical knowledge.

(c) A teacher must be aware of the values of co-curricular activities. He/she has to guide and direct and also actively participate in those activities.

(d) A teacher should be well-acquired with the modern concept of discipline and should maintain them.

(e) A teacher is the educational leader inside and outside the classroom. He/she should have such qualities as the students follow him/her as their leader.

(f) He/she should maintain pupils’ records.

(g) CCE should be introduced by a teacher for providing feedback.