1. TEACHING CONCEPT NEED FUNCTION ANATOMY THEORIES OF TEACHING

2. CONCEPT OF TEACHING Teaching is a process Preparation for effective teaching Teaching outside the class rooms Teaching is an art of educating people Teaching is an activity Teaching is not a mechanical process. It is a challenging job It is the complex art of guiding pupils 3. Need of Teaching Through teaching, the teacher aims at: i. Giving knowledge to the students ii.Passing information to them iii.Making the students acquire skill iv.Changing the attitude of the learners v.Modifying the behaviour of the students vi.Giving experiences of life 4. Definitions of teaching: H.C. Morrison (1934): Teaching is an intimate contact between a more mature personality and less mature one which is designed to further the education of the latter. N. L, Gage(1962): Teaching is a form of interpersonal influence aimed at changing the behaviour potential of another person. 5. Functions of Teaching Creating learning situations Motivating the child to learn Facilitate learning Giving information and explaining it Diagnosing learning problems Making curricular material Evaluating recording and reporting 6. Anatomy Of Teaching ANATOMY OF TEACHING Independent variable Student 7. Theory of teaching A theory of teaching is a set of interrelated constructs, definitions, propositions which present a systematic view of teaching by specifying relations among variables with the purpose of explaining and predicting . 8. A theory of teaching answers three questions: 9. Need for a theory of teaching Explains relationship between teaching and learning Indentifies common factors Gives knowledge about the assumptions of teaching activities Provide guideline for organizing teaching Helps to develop instructional designs 10. Provides scientific basis for planning, organizing and evaluating teaching Helps to solves classroom teaching problems Helps to develop teaching skills and competency Helps to achieve teaching objectives Helps to increase the understanding, prediction and control of teaching Continue. 11. Formal theory (philosophical theory) of teaching Descriptive theory of teaching Normative theory of teaching Types of teaching theories 12. 1. Formal (philosophical) Theory of teaching Based upon: Logic Metaphysical & epistemological assumptions Propositions 13. The following are the four philosophical theories of teaching: 1 MeuticTheory ofTeaching 2 The CommunicationTheory ofTeaching 3 The MoldingTheory ofTeaching 4 The Mutual InquiryTheory of teaching 14. Meutic Theory of Teaching Follows questioning techniques(Socratics method) Focus on self realization 15. The communication theory of Teaching Teacher possesses all knowledge and information Child is like a clean state 16. The moulding theory of teaching Focus on shape, form and mould of the students behavior Basic assumption: human personality is formed, shaped and moulded by their environment 17. The mutual inquiry theory Main assumption: information substituted for inquiry True knowledge is inquiry Applicable to research and art Each individual has capacity to discover new knowledge with mutual inquiry 18. 2. DescriptiveTheory ofTeaching Based upon empirical evidence and observation Purpose: predict the relationship and effectiveness of variables of teaching Based upon certain propositions and certain observations. 19. Types of descriptive theory of teaching according to Gardon and Bruner: 1 Instruction theory of teaching 2 Prescriptive theory of teaching 20. (a) Theories of Instructions Consists of a set of propositions Measures the outcome of education Measure both the conditions and characteristics of the learner Gagnes hierarchical theory of Instruction Atkinsons DecisionTheoretic Analysis for optimizing learning Bruners Cognitive DevelopmentalTheory of Instruction 21. (b) Prescriptive theory of teaching E. Stones and Morries gave three phases: The first phase: analysis of the teaching problems and teaching tests before teaching takes place analysis of teaching content and analysis of the nature of the students learning 22. The second Phase :decision are made about the interrelationship of the variables deemed appropriate to teaching objectives. The third phase: evaluating the effectiveness and workability of phase two in relaxing the objective and this consists of techniques of examination in which variables have been interrelated in phase second. 23. NormativeTheory of teaching Difficult to control human subjects in experimental situation The learning theories-developed under controlled conditions conducting experiments on animals It explains the relationship among teaching variables on the basis of observations in normal teaching condition. 24. (a)The cognitive theory of teaching (b)Theory of teacher-behaviour (c) Psychological theory of teaching (d)The general theory of teaching This category has four theories of teaching: 25. a) The cognitive theory of teaching N.L. Gage suggest more than one theory of teaching Teaching may be analyzed in four ways: i. Types of teachers activity ii. Types of education objectives iii. Types of learning theories iv. Types of components of learning 26. b) Theory of teacher behavior D.G. Ryan and M. Meux and B.O. formulated theory of teacher- behavior. It explains the relationship of variables, It is based upon two postulates: Teacher behavior is social in nature Teacher behavior is relative 27. c) The Psychological theory of teaching Sort contractual relationship between the teacher and the pupils. The relationship consists of certain activities to be performed by the teacher such as : analyzing teaching task, determining learning goals, identifying entering behavior and selecting teaching strategy. 28. d) General Theory of teaching S.C.T. Clarke formulated a general theory of teaching It assumes that teaching is process designed and performed to produce change in behavior of students Teaching activities: diverse and vary at different levels of teaching and objectives. Teaching activities: acceptable by a democratic society. 29. REFERENCES: Daniel Muiji, David Reynolds. (2005).Effective Teaching, Evidence and Practice. (2nd).Sage Publication. New Dehhi.pg-13-26 K. L. Kumar.(2008).Educational Technology.New Age International,P Limited,Publishers.New Delhi.pg-(6-8),(37-42) K. Sympathy, A. Panneerselvam, S. Santhanam (2006).Introduction to educational technology. Sterling Publishers Private Limited. New Delhi.pg-15-19 30. S. K. Manngal,Uma Mangal. (2011). Essentials of Educational Technology.PHI Learning Private Limited.New Delhi.pg-133-147),(151-153),(173-196) Yogendra K. Sharma, Madhulika Sharma. (2006).Educational Technology and Management. (1st).Kanishka Publisher, Distributers.New Delhi.pg- 189-224 31. Thank You Friends