TEACHING APTITUDE

Aptitude- ability to do
Teaching Aptitude- Ability to teach
The person with real teaching aptitude must be curious, open-minded and obviously he/she
must have in-depth knowledge of the subject, including love and faith for student.

• All teaching implies learning but all learning does not imply teaching
• Teaching is a social act whereas learning is a personal act
• Teaching is a type of interaction and is triadic in nature whereas learning is an active
engagement in a subject domain
• Teaching is always linked with learning and learners whereas one does not need to be
taught to learn something

DEFINITION & CONCEPT OF TEACHING

The one word definition of teaching is just to train the students such that they can stands on
their own foot in our modern society.

 It is the occupation, profession or work of a teacher.

 Teaching constitutes the ideas or principles taught by a teacher.
 The teacher utilizes best methods to give best knowledge to his students.
 It includes the activities of educating or instructing; activities that impart knowledge
 and skills.
 It includes the activities of providing education to others.
 It is a way of awakening of joy in creative expression and knowledge.

According to Smith, teaching is an organized system of specific activities aimed at helping the
learner to learn something.
It may be carried out in the absence of the teacher.

NATURE AND CHARACTERISTICS OF TEACHING:

 Teaching facilitates learning.
 It is a kind of interaction between teacher and students.
 It provides desirable information.
 It is a continuous process.
 It enhances Knowledge.
 It is both Art (creative) and Science.(systematic process involving logical steps)
 It can be formal or informal.
 It is friendly and co-operative.
 It organizes the learning.
 It is dynamic, social and humane.
 It is progressive, diagnostic and remedial in nature.
 It is an interactive process.
 It carries specialized tasks.
 It is a collection of various activities such as training, instructions, conditioning etc.
 It can be analysed and assessed and provide a feedback also for improvement.
 It helps students to adjust himself in the society and its environment.
 The most crucial point of teaching is to provide guidance and training to the students.
 Teaching is a craft (requires skill)
 Teaching is moral activity

MAXIMS OF TEACHING
 From simple to complex
 From known to unknown
 From seen to unseen
 From concrete to abstract
 From empirical to rational (particular to general)
 Whole to Part
 Psychological to logical
 Analysis to Synthesis
 Training of senses
 Encouragement to self study

TEACHING OBJECTIVES
 Helping the pupil to understand the realities properly and may adjust in a better way
 Enabling the student to establish the contact with truth and to take the decision by teaching
 To make the pupil the best worker and best thinker
 It is to help the students to acquire new experience and may perform some constructive
tasks.
 It helps in bringing desired changes in pupils.
 It helps the individual to understand the realities properly.
 It aims at shaping the behaviour and conduct.
 It aims at building knowledge.
 It aims at improving the learning skills of students.
 It builds the thinking power of the students.
 It makes everyone a social and efficient member to the society.

QUALITIES OF A GOOD TEACHER

 The most crucial quality of a teacher is to have mastery over the subject.
 A Good Teacher has to be accountable which means having same values and hard work
as they want in students.
 A Good Teacher has to be dedicated and determined to his work which means providing
sufficient time to his students to provide best education to them.
 A Good Teacher has to be Caring and Compassionate. It means a teacher should try to
figure out the personalities and interest of each students.
 A Good Teacher has to be Adaptable which means they must be willing to change. If some
students in the class does not understand the current concept, it is the duty of a good teacher
to come out with a better way to understand that concept.
 A Good Teacher is Empathetic which means understanding the student’s problems
inside/outside the school and helping them to find the solutions.
 A Good Teacher is Engaging and Evolving which means the ability to grab the attention of
all the students in the classroom. Along with this, it is a continuous work on improvements
and growth of students.
 A Good Teacher is Organized and Patient which means keeping things neat and in order to
get better results.
 A Good Teacher is Kind and Trustworthy which means ability to do things politely such as
giving motivation and confidence to others.
 A Good Teacher is Inspirational which means they inspire you to do better. They inspire
you to believe in yourself and your dreams.
 A Good Teacher is Forgiving and Fearless. They do not fear criticism and quickly forgets
the mistakes done by students, parents or other teachers to maintain the healthy
environment.
 Lastly A Good Teacher is Joyful. It means maintaining good mood, enthusiasm and
excitement in the class in order to make the students continuously engaged.

ROLE OF A TEACHER
1. Resource provider (a teacher must help their students and colleagues by sharing instructional
resources.)
2. Instructional specialist (an instructional specialist always helps colleagues to implement
effective teaching strategies in the institution.)
3. Curriculum specialist (Curriculum specialist must understand the standard of content in the
syllabus, how various subjects of the curricula links together and how to use the curriculam
such that students can understand better)
4. Classroom supporter (Classroom supporters work inside classrooms to help teachers
implement new ideas, often by demonstrating a lesson, co-teaching, or observing and giving
feedback.)
5. Learning facilitator (Facilitating professional learning opportunities among staff members is
an- other role for teacher leaders.)
6. Mentor (Serving as a mentor for novice teachers is a common role for teacher leaders)
7. School leader (serving on a committee, such as a school improvement team; acting as a
grade-level or department chair; supporting school initiatives; or representIng the school on
community or district task forces or committees.)
8. Data coach
9. Catalyst for change
10. Learner for lifelong

QUALITIES OF A GOOD STUDENT

 The most important quality of a good student is to have readiness to learn or desire
to learn the subject.
 Attitude: it means a student must possess the ability and willingness to learn something
new.
 Academic skills: having good academic skills is one of the most crucial quality of a good
student.
 Self-discipline: maintaining the time and discipline is very important for a good student.
 Understanding the concept: it means students must learn the subject in such a way that
they understand it more than just memorizing it.
 Perceptiveness: it means perceiving right meaning out of conversations which a good
student must possess.
 Absence of anger and jealousy: a good student never have a feeling of anger and jealousy
for other students.
 Persistent
 Share their knowledge and free from negative emotions.
 Ability to associate new knowldegewith what they know

CHARACTERISTICS OF A LEARNER
On the basis of personal and social attributes: The social attributes of a learner could be:

 Age and maturity level

 Motivation and attitude towards the subject
 Expectations and vocational aspirations
 Special talents
 Ability to work under various environmental conditions
 On the basis of this, learners can be youth and adult learners:

Adult learners Youth Learners

Problem centred Subject oriented; focus on course
completion
Result oriented and Self-directed Future oriented and Dependent on adults
for direction
Sceptical about new information More likely to accept new information
Accept responsibility for their own Dependence upon others
learning

On the basis of learning styles:

 Learning styles are the traits that refer to how learners receive and process
information.

On the basis of listening styles:

(4 types)

 Active listening- it is a technique used in counselling, training and solving disputes or

conflicts. It requires that the listener fully concentration, understanding and respond to
what is being said.
 Empathetic listening- it is a way of listening and responding to another person that
improves mutual understanding and trust.
 Evaluative or critical listening- in this type of listening we make judgements about
what the other person is saying.
 Appreciative listening- it is a type of listening where the listener seeks certain
information which they will appreciate, for example, which helps meet his/her needs
and goals.

FACTORS AFFECTING TEACHING LEARNING PROCESS

There are three things which are involved in teaching-learning process i.e. Teacher, Student
and Learning Environment.

• Intellectual Factors: those who are excellent in academic performance have no

difficulty in mastering school work. However, some students are unable to do it due
to intellectual disabilities.
 • Learning Factors: having mastery over the subject is one of the major factors
which affects learning factors. It affects the student’s learning power and
performance.
• Physical Factors: the visuals, health issues and physical defects and development
affects the teaching learning process excessively. For example Malnutrition.
• Attitude Factors: Attitude determines the general behavior of the student. It shows
the ability and willingness of the student to learn and grasp the knowledge which
affects the learning process. Attitudes like openness, loyalty, affection, joy,
willingness can always modify the learning behavior.
• Environmental Factors: it plays as an important factor in the teacher student
learning process. It gets affected by classrooms, textbooks, equipment, fellow mates
and other instructional materials etc.
• Teacher’s Personality: it is one of the most crucial factors that affects the teacher
learning process. The vital areas like leading, inspiring, guiding and adapting
influence the process. Therefore, it plays an important part in success or failure of
the learner.
• Educational Qualification: For effective teaching, suitably qualified teachers
should be employed.
• Skills: The teacher should have the appropriate skills needed for teaching. These
include presentation skills, communication skills, ability to manage class, etc.
• Pace of Teaching and Learning

INDIVIDUAL DIFFERENCES AMONG LEARNERS

 Intelligence
 Aptitude
 Age
 Motivation
 Personality
 Prior Knowledge
 Learning Style
 Attitude
 Environment
 Health

LEVELS OF TEACHING

1. Memory Level
• Herbart ( proponent )
• Initial stage of teaching
• The teaching – learning process is basically ‘stimulus – response’ in MLT
• Evaluation – oral , written ,essay type examination

2. Understanding Level
• Morrison
• Memory plus insight (beyond just memorizing of )
• develop ‘intellectual behaviour’
• Evaluation – both essay and objective type questions
 3. Reflective Level
• Hunt
• Include ULT & MLT
• Problem centred teaching
• Class room environment ‘open and independent’
• Pupil primary place – teacher secondary
• Students adopt research approach to solve problem
• Attitude , belief and involvement are also evaluated mostly use essay type

TEACHING METHODS

What determines the methods of teaching used by an educator? This choice is

influenced by several factors, such as:
• The educator's educational or teaching philosophy
• Classroom demographic
• Subject area
• School mission statement

The job of teaching is a complex process which is executed in a sophisticated phases. More or
less there are four phases.

1. planning
2. execution
3. assessment
4. reflection

The entire process starting from planning to reflection is totally depends on the teachers choice
and beliefs in the learning paradigm on how students learn. A teacher is able to change their
learning plan if they use some teaching model to organize and implement teaching strategies.
There are various methods of teaching.

Teacher-centered Also referred to as 'sage on the stage'. In the teacher-centered method, the
teachers are the primary authority figure. Students are deemed to be 'empty vessels' who
passively receive knowledge from the instructors through lectures and direct instruction. The
end goal for this method of teaching is the attainment of positive results through testing and
assessment.

• Conventional approach
• Instructor controls the material to be learned and the pace of learning
• Purpose: to acquire knowledge and learn new skills
• Also known as Pedagogical approach.
• Pedagogy is the art and science of teaching. Determines how teaching occurs and
• what the students learn from the process.
• The learner is dependent on the instructor for all learning.

Advantages

• Logical arrangement of educational content.

• Development of cooperation.
• Focus on the subject.

Drawbacks
• Limited content.
• Full dependency of students on teachers.

Student-centered While the teacher is still the authority figure in this approach, both the
teachers and learners play an active role in the learning process. The teacher's main role is
coaching and facilitating student learning and overall comprehension of material. The educator
is also responsible for the measurement of student learning through both informal and formal
forms of assessment. In a student-centered approach, the teacher acts as the facilitator or' guide
on the side'. The learners learn from and are continually assessed through group projects,
student portfolios, and class participation.

• Learner is mostly self-directed and is responsible for his or her own learning
• Students learn best not only be receiving knowledge but also by interpreting it, i.e.,
learning through self-discovery and setting pace of their own learning.

Also known as Andragogical approach (the method and practice of teaching adult learners)
Self-evaluation is also included in this.

Advantages
• Formative evaluation.
• Active engagement of pupils in the learning process.
• Emphasis on the meaningfulness of the knowledge being passed.
• Focuses on students' personal demands.

Disadvantages
• Special teacher skills required.
• Can be difficult for some students.

LECTURE METHOD:

• It is also called talk and chalk method.

• It is the most popular method of teaching in our country.
• It is a Teacher centered method and students are the passive listeners.
• Here teachers talk most of the time and give lectures.

Advantages
• In this teaching method a large amount the topics can be covered in a single class period.
• Student listening skills developed.
• Lectures can be presented to large audiences.

Disadvantages
 Lectures fail to provide instructors with feedback about the extent of student learning.
 In lectures, students are often passive because there is no mechanism to ensure that they
are intellectually engaged with the material.
 Lectures are not well suited for teaching complex, abstract material.
 Lectures requires effective speakers.
  Lectures emphasize learning by listening, which is a disadvantage for students who
have other learning styles

KINESTHETIC LEARNING

Kinesthetic learning or tactile learning is a learning style in which learning takes placeby the
students carrying out physical activities, rather than listening to a lecture or watching
demonstrations. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as
students who require whole-body movement to process new and difficult information.

Advantages
• It involves lesser use of technology.
• Such activities are good in engaging studentsas they learn with greater interest and
curiosity
• It helps students in retaining what they have learnt.

Disadvantages
• Not all subjects can be taught using sue method. For example, to teach students about
rockets, it will not be affordable for ever school to provide hands-on experience at the
space center.
• Students might understand the working easily using this method, but they will not
have deep knowledge of concepts. To overcome this, it should be used with lecturing,
but not as a substitute of lecturing.

DISCUSSIONS

Discussions can act as a better source of learning than lecturing or explaining, as discussion
involve two way communication and lecture involves only one-way communication.There
can be discussion between the teacher and students, or discussion between students, where the
teacher initiates the discussion and then listens to the viewpoint of student; At the end of the
discussion, the teacher can summarize all the points discussed.Discussions can be planned,
partly planned, or totally unplanned.

Advantages
i. Discussions can enhance confidence of students, if they are encouraged to
speak.
ii. There is a tendency of high student participation in discussions.
iii. It also improves communication skills, critical thinking, creative thinking, etc.
of students.
iv. It is a group-centered approach.

Disadvantages
i. It can turn out to be time-consuming.
ii. It may also lead to emergence of inferiority complex in introvert and shy
students as they will have difficulty in participating in discussions.
iii. It is suitable only for small groups.

TEAM TEACHING METHOD:

In team teaching, not only one teacher plans the class activity, rather two or more
teachers plan the activities, aids, evaluation strategies, etc., for the same set of students.
 Advantages
i. It encourages friendship among teachers which will bring positivity in the
learning environment.
ii. Different teachers have different teaching styles, ideas, so their collaboration
will improve the learning.
iii. It is helpful for interdisciplinary approach in learning.
iv. It is a teacher-centred approach.

Disadvantages
i. There is a need of consensus among teachers regarding the methods, aids,
strategies, etc., to be used.
ii. Such an approach cannot be used for all subjects

PROJECT METHOD

It was developed by William Heard Kilpatrick. The Project method involves activity-
based learning. Project can be static or working model, or it can be in the form of a
report. Project work is also a part of many degree programmes. In project reports,
students conduct research, carry out survey, and then present the findings of research
in the form of a report. Projects can be used in sciences as well as social sciences.
Projects can be allocated to students individually, or in groups.

Advantages
i. It is easy to evaluate.
ii. ii. It is a student-centred method of learning.

Disadvantages
i. It can be time-consuming.
ii. ii. Readymade projects are also available in the market easily; if students
purchase these, instead of preparing on their own, then the purpose of projects
is not fulfilled.

PANEL DISCUSSION

In panel discussion, discussions about a topic are held among the panel members. Panel
members can be chosen from within the class or subject experts can be invited for panel
discussions.

Advantages
i. If planned and executed well, these can engage more listeners than a lecture or
single speaker activity.
ii. Students will get to learn from experts in the field.
iii. By observing the discussions, students will learn how to communicate their
ideasand viewpoints.

Disadvantages
i. Discussion will not be of any use if the members do not have adequate
knowledge regarding the topic
ii. Rest of the class might get bored during such an activity.
BRAINSTORMING

Brainstorming is a large or small group activity that encourages students to focus on a topic
and contribute to the free flow of ideas. The teacher may begin a brainstorming session by
posing a question or a problem, or by introducing a topic. Students then express possible
answers, relevant words and ideas. Contributions are accepted without criticism or judgement
and usually summarised on a whiteboard by the teacher or a scribe as the ideas are called out.
These ideas are then examined, usually in a open class Discussion format.

Brainstorming is an excellent teaching strategy to generate ideas on a given topic.

Brainstorming helps promote thinking skills. When students are asked to think of all things
related to a concept, they are really being asked to stretch their thinking skills. it motivates,
stimulates, and promotes student interaction.B rainstorming was developed by advertising
pioneer Alex F. Osborn

Advantages
i. The views presented by the students during the session are not subject to
criticism.
ii. It is a group-centred approach.
iii. These can generate many ideas within ashort span of time.
iv. There is greater scope for participation by almost all students. v. Such sessions
boost creativity, confidence, and innovations.
v. It can be used for smallas well as large groups.

Disadvantages
i. Some students might hesitate in participating.
ii. Such sessions may not always be effective.
iii. These may not always be peaceful sessions.
iv. More focuson quantity than quality.
v. It can be time-consuming if not planned well.

PROGRAMMED INSTRUCTION
Programmed learning takes place in a series of controlled and sequential steps. Programmed
material is provided to students and they cover it as per their convenience. One of the features
of this method is immediate feedback to student. Students are provided correct answers
immediately after they have solved the questions. They progress gradually with the content.
Such type of method can also be used in the absence of the teacher. The programmer has to
fragment the topic into small sections. There will be evaluative tests after each section and
correct responses are provided immediately.

Advantages
i. It addresses individual differences.
ii. ‘Learning by doing’ principle is used in this method.
iii. There is flexibility in teaching and learning.

Disadvantages
i. This is time-consuming, so it will be difficult to cover the entire syllabus in a limited
time period.
ii. It can be costly.
iii. It is not meant for primary levelstudents.
iv. There is need of experts for planning programmed instructions.

PERSONALIZED SYSTEM OF INSTRUCTION

PSI is also known as the Keller plan. Personalized Learning refers to a set of methods,
strategies, experiences, and techniques which are used to address the diverse needs, interests,
and aspirations of the students. Learning style, pace of content, environment can vary from
student to student on the basis of experience, prior knowledge, requirements, interest, and
goals of students. The learner has choice over what material he should use to meet the course
targets. The course objective also varies from student to student. It is a student-centred
method of teaching. The students learn from what they do. They accomplish their own
learning. It is an alternative to ‘one sizefits all’ approach of teaching.

Advantages
i. Learning is self-paced and student-centred.
ii. Learners are more autonomous and independent.

Disadvantages
i. Students need to be self-disciplined in order to complete the course within the
specified duration.
ii. It cannot be used for primary level students.
iii. It willbe difficult to use in case of swiftly changing course content.

ROLE PLAYING

Role-play is any speaking activity when you either put yourself into somebody else’s shoes,
or when you stay in your own shoes but put yourself into an imaginary situation! It is widely
agreed that learning takes place when activities are engaging and memorable.

Advantages
• Students immediately apply content in a relevant, real world context.
• Students take on a decision making persona that might let them diverge from the
confines of their normal self-imposed limitations or boundaries.
• Students can transcend and think beyond the confines of the classroom setting.
• Students see the relevance of the content for handling real world situations.
• The instructor and students receive immediate feedback with regard to student
understanding of the content.
• Students engage in higher order thinking and learn content in a deeper way.
• Instructors can create useful scenarios when setting the parameters of the role play
when real scenarios or contexts might not be readily available.
• Typically students claim to remember their role in these scenarios and the ensuing
discussion long after the semester ends.

Disadvantages
• Sometimes, expensive equipment may be required for training.
• It is not easy to recreate the real-life situations in artificial setting due to their
complex nature.

TV OR VIDEO PRESENTATION

It can be used specially for showing documentaries. There can be a discussion session or
question hour followed by the presentation. Videoscan be shown in the classroom or these can
be uploaded online. If it is uploaded online, then its link can be shared with students to watch
it at their own pace.

Advantages
• It can help in gaining the interest of students
• Students will be able toretain information.
• Lectures of teachers from highly reputed institutes and other experts can be shown
to students even in remote areas. For example, there are online lectures available
 of professors of IITs, IIMs, and other reputed institutes. Those who were not able
to get admitted in these institutes can also watch these lectures and discussions
online.
• Students can save video lectures for further use.

Disadvantages
• It is difficult to update videos with new information
• It can be expensive,as software and equipment are required to record videos and
present these in the class.
• For accessing online lectures and presentations, good internet connectivity is
required.
• There is only one-way communication. Queries of students are not resolved as they
cannot ask questions to experts in the video.

LIVE SESSIONS
Video presentation or telecast on television has the drawback of lack of two-way
communication. This can be overcome with the use of Live Sessions. Teachers can go
live on their Facebook pages, groups, YouTube channels, etc. Students can provide
feedback, ask questions in the chat section, or comments.

Advantages
• No pre-recorded videos are required.
• Teacher can go live from his/her smartphone as well.
• Students can ask questions immediately.
• Video of live sessions gets uploaded online. If anyone has missed the live session,
he/she can watchit later as well.
• Any number of viewers can watch it. There is no restriction on the number of
viewers.

Disadvantages
• It will be difficult for students from remote areas who don’t have smartphones and
good internet connection to watch the sessions.

INTERACTIVE VIDEO
In an interactive video, there are quiz questions along with the video. Video will take a
pause and the viewer has to answer questions and responses will be marked
immediately. So, the viewer will get immediate feedback. If any of the answers is
wrong, he can rewind the video and clear that doubt.

Advantages
o This approach is flexible.
o Students have immediate feedback in the form of correct responses.
o It improves the decision-making power of students.
o Itis a student-centred approach.

Disadvantages
o It is time-consuming.
o Resources and experts are required for implementing such an approach.

COMPUTER-ASSISTED LEARNING
Computer assisted learning (CAL), as the name implies, is the use of electronic
devices/computers to provide educational instruction and to learn. Computer assisted
learning (CAL) is also known as computer assisted instruction (CAI). By playing and using
materials stored on DVDs, mobile phones, and other web-based resources, learning becomes
more attractive and dynamic, and offers the students entertaining avenues to showcase their
listening and learning skills.

Advantages
• CAL offers a wide range of experiences that are otherwise not available to the
student. It works as multimedia providing audio as well as visual inputs.
• It enables the student to understand concepts clearly with the use of stimulating
techniques such as animation, blinking, graphical displays etc.
• CAL provides a lot of drilling which can prove useful for low aptitude students.
Individual needs of thestudents can be addressed.
• It is a student-centred approach of learning.
• There is active participation by students.
Disadvantages
• It is expensive due to use of costly hardware and software.
• Teachersmay not be willing to implement it.

GAME BASED LEARNING (GBL)

It is a type of game play that has defined learning outcomes. Generally, game based learning
is designed to balance subject matter with gameplay and the ability of the player to retain and
apply said subject matter to the real world.

Advantages
• Use of games increases the student participation and also boosts their interest
• Students don’t have to wait for results, they get immediate results.
• Students can learn as per their convenience.
• It is not completely student-centred,as the teacher plans the activities.

Disadvantages
• It is expensive as costly equipment and software will be needed for its
implementation. Teachers need to undergo training so that they can plan games
according to the curriculum effectively.
• There is lack of willingness in teachers to use such methods.

SEMINAR
Seminar is similar to classroom interaction, as there is an expert or a group of experts from
similar areas who addresses a number of students or participants. Experts present the papers,
which is followed by the question session in which queries of participants are resolved. The
topic of seminar is decided in advance andexperts on that topic are invited to present papers.

Advantages
• Seminars are a great source of information as the experts of a particular field
present the topics, so the information received is authentic.
• The presentation skills of participants improve in seminars.
• Participants get to know about research activities.

Disadvantages
• Organizing a seminar can be costly as expenses have to be incurred for inviting
experts, arranging accommodation and food for participants and
• It is time-consuming and at times could be boring for participants.
• If students don’t participate wholeheartedly, then the purpose of organizing the
seminar is not fulfilled.
• There is no mechanism in evaluating the knowledge which participants have
 received from seminars.
TUTORIALS

Tutorials are used as follow-up of classroom lecture. After delivering the lecture, a teacher
can group students on the basis of their needs and queries. The teacher can then provide
remedial teaching to clear their doubts in theory content or in practical work.

Advantages
• It is a student-centred approach.
• It is an effective way of teaching as the teacher addresses the individual needs of
students.
• It sharpens thecommunication skills of students.

Disadvantages
• It will be difficult to implement in larger classrooms.
• It can be time-consuming and the syllabus will not be completed on time.

ASSIGNMENTS
Assignment means the task on the work that is given to an individual student or to a class. It
is also the process of assigning a specific physical or mental exercise or expedition to a
student or a group of the students.

Advantages
i. It develops creative thinking in students.
ii. Grades can be awarded for completing assignments on time.
iii. Students learn time management skills by workingwith deadlines.
iv. It is a student-centred technique. Students have flexibility in completing it at
their own convenience but before the deadline.

Disadvantages
i. It is difficult for the teacher to check all assignments, especially in case of
classes with large number of students.
ii. Deadlines for submitting assignments can pressurize students to focus on
completing them without taking care of the qualityof content.
iii. Students can copy assignments from each other.

CASE STUDY
Cases are narratives, situations, select data samplings, or statements that present unresolved
and provocative issues, situations, or questions. The case method is a participatory,
discussion-based way of learning where students gain skills in critical thinking,
communication, and group dynamics. It is a type of problem-based learning. Case studies are
have long been used in business schools, law schools, medical schools and the social
sciences,

Advantages
i. It is a student-centred method of teaching and learning.
ii. It boosts creativity, critical thinking, communication, interpersonal, and time
management skillsin students.
iii. Students work on solving real-life problems
iv. These bridge the gap between theory and practical, that is, students learn to
apply theory to tackle real-life situations.

Disadvantages
i. Teachers should be trained properly so that they can use case studies
 effectively.
ii. It might be difficult to find a case from real-life situations involving the
concept under study.
iii. There are chances of one perspective getting more focus, with little or no
emphasis on another perspective.
iv. Case studies cannot be used effectivelyfor short-term courses

LECTURE-DEMONSTRATION METHOD:

• It is generally used by Science and Social Studies teachers.

• It doesn’t support the idea of students learning by lecture in isolation. - It supports
when the lecture is based upon concrete experiences of the students which is followed
by discussion in the classroom.
• Students are more active in this method.
• Teaching aids are used by teachers.

Disadvantages same as lecture method

PLAY WAY METHOD:

• This method was developed by educationist Frobel.

• This method gives education through play.

FLIPPED CLASSROOM:

 In a flipped classroom, students watch online lectures, collaborate in online

discussions, or carry out research at home while engaging in concepts in the classroom
with the guidance of a mentor.
 The flipped classroom intentionally shifts instruction to a learner-centered model
 In a flipped classroom, ‘content delivery’ may take a variety of forms. Often, video
lessons prepared by the teacher or third parties are used to deliver content.
 It has been shown that the ideal length of the video lesson to be is eight to twelve
minutes.

Advantages
• Students can study video lectures and ham outs at their own pace.
• There can be betterdiscussions on assignment in the classroom.

Disadvantages
• Teachers as well as students should be aware of the latest technologies which can be used
for recording and sharing lectures.
• There could be problems if teachers and students donot have good internet connection.

HEURISTIC METHOD:

• This method says that student should be allowed to think, discuss and suggest
modifications.
• The word ‘Heuristic’ is derived from Greek word ‘heuriskein’, which means ‘find’. The
aim of this method is to make students learn curiously by discovery, instead of receiving
information as such from teachers.
• Students should try to explore, explain, describe, and predict the topic given to them by
the teacher.
 Advantages
• It is a student-centered approach.
• The teacher encourages students to learn on theirown.
• It focuses on developing scientific attitude in students for problem solving.
• It helps in the all-round development of students.
• It also develops confidence in students.

Disadvantages
• It is not meant for students of primary level.
• Not all students possess the same set of skills. So, below-average students will
not be comfortable with this method.
• It is important here for students to have access to library, laboratory, and
internet, but some institutes might not be able to provide these. So, in such
circumstances, it will be difficult to use this method.

TEACHING AIDS (New name - Teaching Support system)

Teaching aids are the tools that teachers use them in the classroom it helps learners improve
reading and other skills, illustrate or reinforce a skill, fact, or idea and relieve boredom.

The most important aim of teaching aids is Effective Teaching.

 It helps in acquiring solid knowledge.
 It helps in enlarging perception.
 It facilitates recognizing and transfer of Knowledge.
 It adds creativity in the teaching.
 It makes teaching interesting and helps in giving desired results.
 It develops desired interests and attention in learning.
 It makes teacher-student interaction better.
 It improves thinking power of the students.
 It helps in meeting the demands of disabled child.
 It averts the evil effects of verbalism.
 It gives good motivation to students.
 It proves a good substitute for direct experiences.
 It enhances scientific attitude.
 It develops educational environment in a better way.
 Most importantly it increases the level of understanding between teacher and
students.
1. On the basis of Sensory Involvements

• VISUAL AIDS- Visual aids are those which convey the message with help of visible
things. It is instructional aide, such as a- Charts Flashcards Blackboard Whiteboard
Bulletin board Maps Diagrams.
• AUDIO AIDS- These are the aids that appeal to ears. They are essential in
understanding in teaching Common audio aids are-Radio Tape recorder Human voice
Television Mobile
• AUDIOVISUAL AIDS- Audio visual aids simply, “anything by means of which
learning process may be encouraged or carried on through the sense of hearing or sense
of sight” Audiovisual aids help in more clarity and understanding and also helps in
better attention, interest, and retention

2. On the basis of Projection

• PROJECTED AIDS include- Silent films, Sound films, Cartoons.

• NON PROJECTED AIDS include- Maps, graphs, puppets, flashcards, poster 3-D
aids, globes, models, objects etc.

3. On the basis of Synchronicity

• ASYNCHRONOUS - Aids which are not live such as blog posts, etc.
• SYNCHRONOUS - Which are live such as Chats and Video Conferencing.

4. Other types

• SCIENTIFIC TEACHING AIDS - scientific tools

• SKILL-BASED TEACHING AIDS - Which used for teaching specific skills.

TRADITIONAL AND MODERN TEACHING AIDS

Traditional is basically teacher-centered and the main focus is on memorization of facts

whereas Modern is students’ centric approach and the focus is on understanding and application
of facts.

ICT BASED TEACHING AIDS

ICT based learning is also called Computer-Based Training (CBT). Distant teaching using
internet and phone and Softwares comes under ICT based teaching, Such aids are internet
phones and laptops, etc.

ONLINE METHODS OF TEACHING

SWAYAM (Study Webs of Active Learning for Young Aspiring Minds)

• SWAYAM is a program initiated by the Government of India and designed to
achieve the three cardinal principles of Education Policy viz., access, equity, and
quality.
 • This is done through an indigenous developed IT platform that facilitates hosting of all
the courses, taught in classrooms from 9th class till post-graduation to be accessed by
anyone, anywhere at any time.
• More than 1,000 specially chosen faculty and teachers from across the country have
participated in preparing these courses.

MOOC [Massive open online course]

• A massive open online course (MOOC) is an online course aimed at unlimited
participation and open access via the web.
• In addition to traditional course materials such as filmed lectures, readings, and problem
sets. MOOCs are a recent and widely researched development in distance education
which was first introduced in 2006 and emerged as a popular mode of learning in 2012.

SWAYAMPRABHA
• The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of
high- quality educational programs on 24X7 basis using the GSAT-15 satellite.
• Every day, there will be new content for at least (4) hours which would be repeated
5 more times in a day, allowing the students to choose the time of their convenience.
• The channels are uplinked from BISAG, Gandhinagar.
• The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and
NIOS.
• The INFLIBNET Centre maintains the web portal.

EVALUATION SYSTEM

In any education system evaluation is a critical part. Evaluation basically means the judgment
about the student by the teacher, but these judgment is really, really tough. Evaluation is an
interwoven activity in the process of teaching and learning. Nowadays evaluation by using
the multiple-choice questions type is better than the broad question.

Principles of evaluation
Student evaluation in the teaching-learning processes must be well planned, goal oriented and
continuous. One piece of paper cannot evaluate a students ability . So it is better that
evaluation must be done inside the classroom throughout the semester. Following are some
rules regarding evaluation.
∙ The process of evaluation should be informed properly to all the student
∙ Evaluation must be continuous process.
∙ Evaluation should be sensitive to learners and must not be biased .
∙ At the end of the day evaluation must be reliable judgment to student

Difference between evaluation and assessment

In teaching-learning process. The terms evaluation and assessment are used
interchangeably, but there is some inherent difference between these to terms.

Assessment
Assessment is a preliminary phase in the evaluation process. A student can be assessed by
using the multiple sources like class test, assignment, presentations, quiz, brainstorming
session.

Evaluation
 Evaluation is the action in the entire process that allows teachers to make a judgment
based on assessment records with reference to learning objectives. Assessment without
evaluation have no purpose.

Following are the different evaluation techniques.

1. Written test
2. Classroom activities
3. Assignment
4. Project tasks
5. Laboratory activities
6. Social activities

PLACEMENT EVALUATION:
• Placement evaluation is designed to place the right person in the right place.
• It ensures the entry performance of the pupil. The future success of the instructional
process depends on the success of placement evaluation.
• Placement evaluation aims at evaluating the pupil’s entry behaviour in a sequence
of instruction.

FORMATIVE EVALUATION:
• Paul black is considered to be the main proponent of this concept.
• The major purpose of formative evaluation is to find the strengths and weakness
of the students.
• The findings of formative evaluation help in getting desired results for students.
• It concentrates on improvement of student’s achievements.
• It provides feedback.
• It includes class tests, unit tests, quizzes, assignments.
• It is an important part of teaching learning process.

DIAGNOSTIC EVALUATION:
• It diagnoses the causes of problems in teaching.
• It is done to find specific weakness of students.
• It can be done at individual or class level.

SUMMATIVE EVALUATION:
• The major purpose is classification and promotion of students.
• It passes certificates and passing judgements on students.
• It concentrates on measurement of student’s achievement.
 • It is done at the end of academic session.
• It doesn’t provide feedback.
• It includes term tests, annual tests and external examinations.
• It gives result of the teaching learning process.

LEARNING DISORDERS:
• DYSCALCULIA: this disorder includes when a student suffers from difficulty in
understanding mathematics, arithmetical operations, signs, etc.
• DYSGRAPHIA: this disorder includes problems related to handwriting and leads to poor
handwriting, inconsistent spacing and wrong spellings etc.
• DYSLEXIA: this disorder is related to problems in reading like in recognizing and
understanding letters and words, low fluency etc.
• DYSPHASIA/APHASIA: this includes difficulty in understanding a spoken
language

Difference between Training, Coaching, Teaching and Mentoring

Training, coaching, Teaching and Mentoring are similar words theses are used for learning process
in different ways.

 Training: Training is a technique frequently used in organizations or Institution to build a

person's skills, knowledge and attitudes in order to meet the accepted standards by a specific
industry. Training help a person master a specific skill in a direct (or .hands on.) interaction, use
Training.

 Coaching : Coaching is usually task and performance based. It helps the students or learner to
learn more efficiently depending upon ability. It is used private instruction or coaching in a
particular subject or skill.

 Teaching : It is means provides formal education for students typically in educational institutes
like school, university, college etc. increase capability in a general suite of skills through direct
interactions with Teaching.

 Mentoring : The role of the mentor is to build capability. The developmental mentor helps the
learner discover their own wisdom by encouraging them to work towards career goals or
develop self-reliance. Great mentors fill in blind spots, clarify motivations, and remove mental
obstacles to success over longer-term interactions.
Teacher has following objectives in Teaching Session.
(i) Development ability of Critical and Logical Thinking : Develop the ability of critical and
logical thinking with process
 Identify the problems;
 Analyze the problems;
 Select relevant facts, principles etc.
 Establish relationships;
 Advance arguments in support of or against an issue;
 Draw inferences and conclusions;
 Verify the inferences

(ii) Development of Knowledge : The student acquires knowledge of various terms, concepts,
events, ideals, problems personalities and principles related to the study.
 Recollection facts, events, years and terms etc.
 Recognize facts, events, concepts, years etc.
 Read information presented in different forms.
 Show information on maps, charts, diagrams etc.

(iii) Development of Understanding : Develop understanding of terms, facts, events, years,

principles etc. related to the study.
 Classify facts, events, terms, concepts etc.
 Compare and contrast the events, trends, concepts etc.
 Discriminate between the significant and the silly matters, illustrated events, principles by
citing examples,
 Identify relationship between causes and effects etc.
 Detect errors in the statement and rectify,
 Arrange facts etc. in a particular known order, and
 Interpret the maps, charts etc. from the source of history.

(iv) Development of Attitudes : Students develop favorable attitudes with

 Show respect towards other peoples, ways of life, ideas etc.,
 Know about other religions and faiths;
 Establish friendship with other peoples;
 Practice the noble religions and their principles;
 Cooperate with others in social and historical activities;
 Appreciate cultural differences; and
 Believe in equality for man irrespective of caste, class, creed, color and religion.

(v) Create Interests in The Study : Developed Interests in the study of students with activities
relating to
 Participate in historical drama and historical occasions;
 Visit places of historical interests, archaeological sites, museums and archives;
 Read historical documents, maps, charts etc.
 Play active roles in activities of the historical organizations and associations
 Write articles on related topics.
 Teach Case Study and Presentation of related topic.
(vi) Develop Practical Skill : Students develop practical skills with Draw historical maps, charts,
diagrams , Prepare models, tools etc. which helpful in the study and understanding of historical
events.

(vii) Development of Adjustment : 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

(viii) Achievement of Values : Moral, Cultural and Spiritual value of students are developed by
best teaching methodology. Which express emphatically point out that, "certain basic values as
respect for others, responsibility, solidarity, creativity and integrity must be fostered in
students".
Emphasis should be given in educating good qualities like cooperation, good will, forgiveness,
tolerance, honesty, patience etc. in order to encourage universal brotherhood and to prepare
students worthy citizens of the country.

(ix) Make Friendly Environment: One of the primary objectives of teaching is to make the
Friendly environment of the place of teaching which is helpful to remain focused on the teaching.

Micro Teaching
Microteaching can also defined as a teaching technique especially used in teachers' pre-service
education to train them systematically by allowing them to experiment main teacher behaviors. By
the help of this technique, teacher candidates can experiment and learn each of the teaching skills
by breaking them into smaller parts and without encountering chaotic environment of the crowded
classes. It is a teacher training and faculty development technique whereby the teacher reviews a
recording of a teaching session, in order to get constructive feedback from peers and/or students
about what has worked and what improvements can be made to their teaching technique.
Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting.

Macro Teaching
Macro lesson planning involves mapping out the bare bones of the entire school year with regard to
what material -- such as long division or spelling concepts -- will be taught over the span of the
school year.

Cooperative Teaching
A situation in a classroom where two teachers work on a class together may be called cooperative
teaching. This can be used in any classroom, and is often used in classrooms where a teacher
collaborates with a special educator.

There are various approaches to co-teaching.

 One Teach, One Observe: In this approach, one educator teaches in the classroom,
while the other sits back and observes the students, drawing specific observations and
analysing their behavior.
 One Teach, One Assist: In this approach, one person teaches while the other helps
those who need assistance. This is used specifically when one of the educators has
specific expertise in that content or to help gifted learners.
 Parallel Teaching: Here, the class is divided into two groups and each educator handles
one group, teaching the same content to both groups. This approach is used when a
lower adult-student ratio is preferred. It may also be used to encourage student
discussion.
  Station Teaching: In this approach, the educators divide the content between
themselves and students sit with one educator before moving to the other. A third station
may be formed where the student can work independently.
 Alternative Teaching: In this method, students who need extra attention are put into a
smaller group that is handled by one of the teachers separately while the other works
with the bigger group.
 Team Teaching: Here, both educators work together, teaching the same content at the
same time, filling in each other's gaps. This is also called tag team teaching. This
approach is very complex but can be satisfying to both the educators.

Methods by Idealism
 They speak of the general nature of teaching methods only.
 They don’t specify any method to be adopted while learning (used during the
Upanishadic period too in India) .
 Aka informal dialectic method.
 Idealist value use of well-prepared & presented lectures.

 Socrates - Question method.

 Plato - Conversational method.
 Aristotle - inductive and Deductive methods.
 Hegel - Logical method.
 Pestalozzi - Self activity method.
 Herbert - Discussion method.
 Froebel՚s metaphor of ‘kindergarten’

Methods by Naturalism
 Rousseau believed education lasts throughout life & is gained everyday through various
life experiences.
 He believes learning should be based on actual experience & a practical problem must
be studied in its natural setting.
 Teacher plays the role of the observer in a naturalistic education scheme. Teacher
facilitates the learning of the child. Teachers should be able to understand the child and
help in the growth and development of the child. Teacher's role should be that of a stage
setter.
 Learning can also take place in the spirit & methods of play.
 The methods recommended by Rousseau may be identified with the heuristic method &
experimental method advocated by John Dewey.

In Heuristic method {The word `Heuristic` means to discover}, the student be put in
the place of an independent discoverer. Thus no help or guidance is provided by the
teacher in this method. In this method the teacher sets a problem for the students and
then stands aside while they discover the answer.

Pragmatic Methods
 Pragmatic method is an activity-based method. The essence of pragmatic method is
learning through personal experience of the child. To a pragmatist education means
preparation for practical life. The child should know the art of successful tackling of
practical problems and real situations of life. Focus on child, society, and the activities
therein.
  Learning occurs as a result of an activity.
 Children must learn how to discover & method of teaching experimental.
 It must develop reflective thinking in children so that they ask ‘Why?’
 The Project method of teaching is where a problematic act has to be carried out in
completion in its natural setting.

Philosophies of Teaching
The major philosophies of education can be broken down into three main types: teacher-centered
philosophies, student-centered philosophies, and society-centered philosophies. These include
Essentialism, Perennialism, Progressivism, Social Reconstructionism, Existentialism,
Behaviorism, Constructivism, Conservatism, and Humanism.

 Essentialism and Perennialism are the two types of teacher-centered philosophies of

education. Essentialism is currently the leading style of public education in the United
States. It is the teaching of basic skills that have been proven over time to be needed in
society. Perennialism focuses on the teaching of great works.

 There are three types of student-centered philosophies of education. Progressivism

focuses on developing the student’s moral compass. Humanism is about fostering each
student to his or her fullest potential. Constructivism focuses on using education to
shape a student’s world view.

 There are two types of socially-centered philosophies of education. Reconstructionism

is the perspective that education is the means to solve social problems. Behaviorism
focuses on cultivating behaviors that are beneficial to society.

BLOOM’S TAXONOMY
DALE’S CONE
 Definitions- Teaching
 According oxford dictionary "Impart of knowledge or skill, give instruction or lessons, instill
and inspire with".
 According E Psiten (1981) .What all the great teachers appear to have in common is love of
their subject, an objective satisfaction in arousing this love in their students and an ability to
convince them that what they are being thought is deadly serious..
 Gage defined- Teaching as a process of relationship which should be dealt with cooperation..
 According to Brubacher. .In teaching children plays the central role and the teacher optimal..
 According to Smith (1947) .Considered teaching as a tri polar process involving (i) agent or
sources of producing learning which may be human or material (ii) a goal or target to be
achieved (iii) the intervening variables consisting of learning or teaching situation, involving
human or physical conditions and instructional methods..
 According to Am Idon (1967) .considered /teaching as a process of interaction between
teacher and the taught as a cooperative enterprises as a two - way traffic..