Tasks of Teaching

V.SURESH KUMAR,Assistant Professor of Mathematics Rajalakshmi College of EducationThoothukudi

Tasks of Teaching

What is Teaching? Teaching is a system of actions intended to induce learning B.O. Smith.Teaching is an intimate contact between a more mature personality and a less mature one which is designed to further the education of the later H.C.Morrison.

Relationship among teaching, school & society

Variables Of Teaching Independent Variable Teacher Intervening VariableCurriculum Dependent VariableStudents

Con/- Teacher:The teacher engaged in organization, planning & management of teaching in the class

Con/- Student:Engaged in activities desired as per the teaching in the class.Curriculum:Establishes the instruction between the teacher & the students as an intervening.Enforces the teaching methods as per demand of the nature of curriculum.

Teaching Continuum Teaching continuum can be break down onto its four basic elements as following

Functions of Teaching Variables The teaching variables have carried out the following three functions.1. Diagnosis.2. Prescription.3. Evaluation.

Diagnostic Function Independent variable remains more active.Decision take by teacher:Analysis of teaching problems.Entering behavior of pupils.Exploration of individual differences.Task analysis.Analysis of content in view of types of learning.

Prescriptive Function Judgmental process between the teacher & students to decide the teaching strategies & tactics.Bring favourable changes in ones behavior, emphasis on feed back.

Evaluation Function Focuses on realization of the objectives of teaching.Measures the effectiveness of prescriptive functions.Elements of evaluation function:1. Construction of criterion test.2. Evaluation of changes in behavior.

Phases of Teaching The teaching is taking place in the following three phases.1. Pre active phase.`2. Intermediate phase.3. Post active phase.

Pre Active Phase Tasks performed by a teacher entering into the class in the phase.Activities :1. Determining the objectives of teaching.2. to take judgement about the curriculum.3.To make orderly arrangement.4. To make judgement about teaching strategies & tactics.5. To develop the strategies for specific content.

Inter Active PhaseActivities performed by a teacher in a class.Concerned with the presentation & delivery of content.Activities:The insight about the size number & appearance of the class.Diagnosis of the students.

Con/-Action reaction mechanisms in a class.1. Selection of stimuli.2. Presentation of stimuli.3. Application of tactics.4. Extension of tactics.

Post Active PhaseEvaluation aspect of teaching.Steps:1. Change in behaviour through teaching.2. Selection of adequate evaluation procedures.3. The decision making process about different activities on the basis of evaluation.4. Attainment of teaching objectives.

Operation of TeachingAll the teaching activities are carried out in order to bring desirable changes in students behaviour.Importance of the phases of teaching:1. The teacher can get the insight into various activities which are being carried out by him before & after entering into a class.2. The in-service teachers can be trained in new skills & bring desirable changes in their teaching behaviour after getting the knowledge of teaching activities.

3.These activities support in designing the instructions because the teaching activities are completed through instruction.4. the teaching operations help in accomplishment of teaching activities.5. The teaching phases or operations gives clarity about teaching variables.6.The teaching operations lead towards the development of desirable learning conditions in the classroom.

Level of Teaching1. Memory level of teaching.2. Understanding level of teaching.3. Reflective level of teaching.

Memory Level of Teaching The facts & the information of the cognitive level are forcibly supplied to the brains of the pupils.Signal learning, chain learning & stimulus response learning are emphasized.Teacher centered.Both essay type & objective type examinations are used to evaluate the learn contents.This level has the maximum level of motivation.

Herbarts Model of Memory Level Teaching Herbart was the exponent of memory level teaching.Herbart described the following steps for the presenting the model of memory level of teaching.1. Focus 2. Syntax3. Social System.4. Support System.

Focus Emphasis on cramming of facts & development of the following capacities.1. Training of mental aspects.2. Providing knowledge of facts.3. Retaining the learnt facts.4. Recalling & Re presenting the learnt facts.

Syntax Herberts five steps:1. a). Preparation. b). Statement of aim.2. Presentation. 3. Comparison of association.4. Generalization.5. Application.

A). Preparation: The pupils are prepared to acquire new knowledge by testing their previous knowledge.B). Statement of aim:Topic clear to the pupils & teacher writes the topic on the black board.

Presentation Stimulating the students mental activity, the pupils are provided with opportunities for self learning.Teacher tries to derive most of the information from the pupils so that a relationship may be established between the new & the previous knowledge.

Comparison & Association Herbert named this step as association.Teacher establish a relationship between two subjects, facts & events of the same subject.By comparison, the new knowledge may be clarified & made permanents in the minds of the pupil.

Generalization Herbert named this step as system.After explaining the basic lesson, the pupils are given the opportunities to think in this lesson.Pupils formulate some principles & laws which can be used in the future life situations.

Application Last steps of teaching.Observed, whether there new learnt knowledge can be used in new situations or not.Verified through questioning or new opportunities to make use of learnt knowledge.Makes the knowledge permanent & laws can be verified.

Social system The process of teaching is social & professional.Pupils & teacher are members of this social system.Teacher occupies the primary place & pupils have secondary place.Function of the Teacher:1. Presenting the contents.2. Controlling the pupils activities.3. Providing motivation.

Support System Cramming is stressed.Both oral & written examinations are used.Essay type examination is more useful.Recall & recognition are used successfully through the objective type examination.

Understanding level of teachingTeacher tries to present his instructions at the understanding level.Makes the pupils understand the generalizations, principles & facts.Teacher tries to provide more & more opportunities to develop the intellectual behaviors of the pupils.Both pupils & the teachers participate in developing the lesson while teaching occurs at the understanding level.

Morrisons model of UnderstandingThe model of understanding level teaching was indoctrinated by Morrison, it is named as Morrisons teaching Model

Focus The pupil should achieve the mastery of the concept.Teacher stresses upon the mastery of the content so that a desirable change may occur in the personality of the pupils.

Syntax Syntax divided into five steps.1. Exploration.2. Presentation.3. Assimilation.4. Organization.5. Recitation.

Exploration Previous knowledge testing by questioning.Analyzing the contents, the elements are arranged in a logical sequence from psychological point of view.Determining how the units of contents or new Knowledge should be presented.

Presentation Teacher remains more active.He forms the following activities for the presentation of the contents.a). Presents the content in small units maintain the sequence of these units & a relationship with the pupils establishers.b). Teacher diagnosis whether the contents have been understood by the pupils or not.c).teacher recapitulates the contents till most of the pupil acquire the understanding.

Assimilation Teacher provides pupils opportunities for assimilation.Assimilation has the following characteristics.a). Pupils are provided with occasions for generation through assimilation.b). Assimilation opportunities are provided in order to stress upon the depth of the content.

c). At the time of assimilation, every pupil studies in accordance with his requirement.d). In assimilation, the pupils work themselves in laboratories & libraries.e). Supervised study occurs.f). Both pupils & teachers remain active.g). The pupils perform individual activities & teachers guide them according to the need during supervision.h). During the assimilation period, the teacher tests whether the pupils have achieved mastery over the content or not.

Organization Pupils are provided with the occasions for representation, all the pupil write contents in their own language.The teacher comes to the conclusion whether the pupils can write the contents without anybodys help or not.The re presentation in the subjects like mathematics, grammar & arithmetic etc, has no importance.

Recitation Last step of understanding level teaching.The pupils present the contents orally before the teacher & his mates.

Social system Teacher controls the behavior of the pupils by provides motivation.Teacher imparts instruction to the pupils they work themselves with full involvement.Both extensive & intrinsic motivation is used.

Support SystemSupport system does not remain static, but it goes on changing.In assimilation, the pupils have to pass the examination. assimilation test pass essentially for their entry into organization & recitation.End of organization period, a written test takes place.Recitation is followed bean oral test.Both oral & written tests (Essay type & objective type) occur during the various steps of understanding level of teaching.

Reflective Level Of Teaching Includes both understanding memory & understanding level teaching.The management of teaching at memory & understanding level taken place before reflective level teaching starts.It means Problem Centered teaching.Provide opportunities for developing intellectual behaviour.

Con/- Teacher creates a problem before the pupils, then pupils start solve it by formulating & testing their hypotheses as a result of their own motivation & activeness.Deep & serious study in order to solve his problem, the pupil learns to develop his original attitude.

Hunts model of reflective level of TeachingFor developing reflective level of teaching the credit goes to hunt.This teaching model is named as hunts model of teaching.

Structure Of Reflective Model

1. Focus.2. Syntax.3. Social System.4. Support System.

Focus Objectives:1. To develop problem solving competency among the pupils.2. To develop critical & constructive thinking among pupils.3. To develop independent & original thinking power among the pupils.

Syntax The individual & social nature, syntax of reflective level teaching is designed in the following four steps.i). The teacher creates a problematic situation before the pupils.ii). Pupils formulate hypothesis for testing.iii). Pupils collect data to verify the hypothesis.iv). Hypotheses are tested. Results are derived on the basis of these tests which are original ideas of the pupils.

Social systemThe class room environment is open & independent.Pupil occupies primary & the teacher secondary place.Objectives:To present some problem before the pupils. To use discussion & seminar during teaching.

Con/- To raise the level of aspiration of the pupils.All pupils becomes active & sensitive for solving the problem.Both self motivation & social motivation have importance.

Support system Objective type tests are not used, essay type tests used for evaluation.Things Evaluated:i). The attitudes & beliefs of the pupils should be evaluated.ii). Involvement in the learning activities should be evaluated.iii). Evaluated the development of the critical & creative competencies of the pupils.