Professional Documents
Culture Documents
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Definition of Teaching
Teaching is the process of attending to people’s needs, experiences and feelings, and
making specific interventions to help them learn particular things.
The teaching aptitude means an interest in the teaching work orientation, implementing
teaching principles and methods. Under the gamut of teaching aptitude, teaching skill
occupies a major place.
Every student is a different entity from the viewpoint of his intelligence, aptitude and
interest. Under a particular situation, different students may have different perceptions,
actions and reactions to a given issue/subject.
Teaching is a social process in which teacher influences the behaviour of the less
experienced pupil and helps him develop according to the needs of the society. Effecting
coordination among them could be a very difficult task for a teacher and is put to test only
on such occasions.
Teaching is an art and science as well. It is a professional activity involving teacher and
student with a view to the development of the student. Teaching is a system of actions
varied in form and related with content and pupil behavior under the prevailing physical and
social conditions.
Amidon (1967) ” Teaching as a process of interaction between the teacher and the taught
as a cooperative enterprise, as a two-way traffic”. The manner of teaching should be such
that it makes the pupils feel at home in his class room. The teacher has to ensure that the
learner is well adjusted to the environment which includes his classmates, school mates
and other members of his society at large.
According to UNESCO (2004) and Scheerens (2004), the main characteristics of good
teaching relate to a number of broad categories:
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Structured teaching, in which learners’ engagement is stimulated, their
understanding monitored, and feedback and reinforcement regularly provided.
A conducive classroom environment with, in particular, a task-oriented climate,
mutual respect between the students and teacher and among students themselves,
orderliness, and safety.
Teachers with appropriate subject matter mastery, verbal intelligence, a broad
teaching repertoire, and motivation to achieve.
What research also underlines though is that adaptability to context matters as
different countries and students may need different teaching contents (both in terms
of subject matter knowledge and of medium of instruction) and different levels of
structure tailored to students’ profile. It is therefore important to critically assess the
relevance of both current and planned objectives (in terms of the content, structure,
and context of teaching and learning) to the national situation.
LEARNERS CHARACTERISTICS
1. Motivational Characteristics
2. a) Self-efficacy: Bandura defines the term perceived self-efficacy as a belief in one’s
capabilities to organize and execute the actions necessary to manage particular
situations. Bandura also notes physiological and emotional states can influence
individuals to interpret stress reactions and tension as indicator of vulnerability to
poor performance. Therefore one way to alter self-efficacy is to reduce stress and
negative emotional tendencies. Those who believe they cannot manage threats
experience high anxiety arousal. They view many aspects of their environment as
fraught with danger (Bandura, 1993).
3. b) Attribution Patterns: Attribution research focuses on the ways that individuals
arrive at casual explanations of what takes place in their lives. Success and failure
perceived as due to internal causes such as personality ability or effort respectively
raises or lowers self-esteem or self worth, whereas external attributions for positive or
negative outcomes do not influence feelings about one (Weiner, 1985)
4. c) Goal Orientation:Mastery Orientation (Learning goal): Student’s are concerned
with developing skills, knowledge, understanding.Performance Orientation (
Performance or ego goals): Student’s more concerned with the outcome
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(performance) than the process/learning.
Parental influences: Parents hold academic success in high regard and have high
expectations for the learner.
Classroom privileges for positive academic performances: These could range from
free time, time in organized centers, or other opportunities that students are not
guaranteed.
Existential Intelligence: Students with existential intelligence are attuned to the human
condition. They are able to comprehend issues like the significance of life and death and
the experience of love:
Verbal-Linguistic Intelligence: The power and love of the written and spoken word is at
the heart of this intelligence. Reading, writing, listening, and speaking are the activities that
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represent this intelligence
3. Prior Knowledge:
Prior knowledge is the knowledge the learner already has before they meet new
information. A learner’s understanding of a text can be improved by activating their prior
knowledge before dealing with the text, and developing this habit is good learner training
for them.
4. Economic/Home Life
5. Values:
Our values are determined by the beliefs we hold which, in turn, will determine our
behaviors. Beliefs are based on our worldview. One common worldview is naturalism; the
idea that nothing exists outside of natural laws. Transcendentalism is the belief that nature
is god and god is whatever you want it to be. Theism is the belief in a god whom you hold
some responsibility to. The way you interpret the world will significantly effect what you
value. Your values will then determine how you behave.
6. Emotional intelligence:
Emotional intelligence(EI) is the capability of individuals to recognize their own and other
people’s emotions, discern between different feelings and label them appropriately, use
emotional information to guide thinking and behavior, and manage and/or adjust emotions
to adapt to environments or achieve one’s goal(s)
Curious
Creative
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Adaptable
Collaborative
Respectful of others
Compassionate
Optimistic
Nurturing
Challenge seeking
Intrinsically motivated
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