CH-5 PHASES OF TEACHING
5.1 INTRODUCTION
Teaching is
fundamental to education and it is essential for learning. Teaching is mostly a
formal activity which is carried out in certain phases. A good teacher tries
his best to make teaching effective, The teacher wants the students to properly
attend, listen and try to grasp what he teaches and for this various phases are
followed.
5.2 PHASES OF TEACHING
The activities in
teaching have special importance. Its main cause is that through these
activities, the pupils get much assistance in learning. In other words, the
learning experiences are acquired in a natural way through these activities.
These activities are different in the different phases of teaching. There are
three phases in the operations of teaching, i,e.
(i) Pre-active phase
(ii) Interactive phase
(iii) Post active
phase. .
According to Jackson,“
The teacher selects objectives, plans the curriculum, arranges the classroom
and studies the readiness of the pupils.” -
STAGE I: Pre-active Phase of Teaching
In the pre-active
phase of teaching, the planning of teaching is carried over. This phase
includes al] those activities which a teacher performs before class-room
teaching or before entering the classroom. Hence. the following activities are
included in the pre-active phase of teaching.
(i) Formulation or
fixing up goal
(1) Decision making
about the subject matter
(ii) Arrangement of
the ideas and styles of teaching
(iv) Decision making
about the strategies of teaching
(v) Development of
teaching strategies.
1. Fixation of Goals:
First of all, the teacher determines the teaching objectives which are then
defined in terms of behavioral changes. Thus, he ascertains the teaching
objectives and what changes he requires in the pupils by achieving those
objectives These objectives are of two types:
(i) Entering behaviour
of the pupils
(ii) Terminal
behaviour of the pupils
2. Decision making about
the subject-matter content: After fixing the teaching objectives, the teacher
makes decisions about that content which is to be presented before the pupils
and as a result he wants to bring the changes in their behaviour. This decision
is taken by the teacher while focusing on the following points:
Demands of the
curriculum
Terminal behaviour of
the pupils
Needs of the students
Level of motivation
Teacher preferences
for assessment
3. Arranging the elements of content for
presentation: .« After making decisions regarding the contents to be presented
to the pupils, the teacher arranges the elements of content in a logical and psychological
sequence so that the arrangement of content/elements may assist in transfer of
learning.
4. Decision making
about strategies of teaching: After sequencing the contents, the teacher makes
decisions regarding the proper methods and strategies keeping in view the
contents and the level of the pupils with the help of which the contents can be
marked on the mind of the pupils very easily.
5. Development of teaching
strategies: The decision- making regarding the teaching methods and strategies
for presenting the sequenced contents to the students is not sufficient. But
the teacher also to decide how and when he will make use of which method and strategy
during the classroom teaching. All the above activities should be determined by
the teacher at the pre active stare,
Objectives
Experience Change
of Bahaviour
STAGE II: Inter-active Phase of Teaching
This stage includes
all those behaviour, and activities which a teacher uses right after entering
into the classroom till the presentation of the contents. According to Jackson,
“The teacher provides pupils verbal stimulation of various kinds, makes
explanations, asks questions, listens to student’s responses and provides
guidance.” This stage includes all those behaviour; activities done between the
time of the teacher’s entry in the classroom and the time when the lesson or
subject. content has been delivered by him. The following activities are included
in the inter-active phase of teaching.
1. Sizing up the class
2. Diagnosis of the
learners
Level of achievement
in terms of (i) abilities, (ii) attitudes and - interest and (iii) academic background.
3. Action of
achievement: It includes the following:
(i) Selection of
stimuli : Verbal and nonverbal
(ii) Presentation of
stimuli i.
(a) Form, (b) Context,
(c) order Or sequence
(ii) Feedback or
Reinforcement : Positive or negative.
(a) for strengthening
response -
(9) for changing
response
(c) for modifying
response.
(iv) Choice of
strategies
1.
Development
of strategies
(i) Presentation of
subject matter
(ii) Learning kinds
(iii) Context of
learners
1. Sizing up of the
class: As the teacher enters the class room, first of all, he perceives the
size of the class. He comes to know the number of students present in the classroom.
In this way, the teacher can feel the class-size in a few seconds,
2. Diagnosis of
learners: Then the teacher makes efforts to know how much the new-comers or
pupils have previous knowledge.
He tries to know it in
the following three areas (i) abilities of learners;
(ii) interests and
attitudes of learners; (iii) academic background of learners.
3. Action and reaction
of achievement: Two types of activities are involved in the teaching; i.e, (i)
Initiation and (ii) Response. Both these activities occur between the teacher
and the pupils. Both these activities are known as verbal interaction. In other
words, when a teacher performs some activities, the pupils react him or when
pupils perform some activities, the teacher reacts those activities and thus the
interaction in the teaching goes on. We can present the inter-action of the
teaching in the following figure:
The teacher performs
the following activities in order to analyze the nature of verbal and nonverbal
interaction of teach fig activities:
(i) Selection and
presentation of stimuli
(ii) Feedback and
reinforcement
(iii)Deployment of strategies
a) Selection and
presentation of stimuli: Teacher should select the appropriate stimulus as soon
as the situation arises Andean effort should be made to control the undesired
activities and to create the situation for desired activities. After selecting
the stimuli, the teacher should present them before the pupils. The teacher
should present that form of the stimulus which can motivate the pupils for
learning. During such presentation of stimuli, the teacher should keep in mind
the form, content and order of the stimuli.
(b) Feedback and
reinforcement: Feedback or reinforcement is that condition which increases the
possibility for accepting a particular response in future. In other words, those
conditions which increase the possibility of occurrence of a particular response
are termed as feedback or reinforcement. These conditions may be of two types
such as (i) positive reinforcement and (ii) negative reinforcement. Positive. reinforcement
are the conditions which increase the possibility of recurrence of desired
behaviour or response whereas negative are the . conditions in which the
possibility of recurrence of the undesired behaviour or response is decreased,
such as punishment or reprimanding etc.
Reinforcement is used
for three purposes: (1) for strengthening the response, (ii) for changing the
response and (iii) for modifying or correcting the response. (c) Deployment of
strategies: The deployment of the teaching strategies turns teacher interaction
impressive. The verbal and non- . verbal behaviour of the pupils are controlled
by the reinforcement strategies and cooperate in presenting the contents in an
impressive way. In the deployment of the teaching strategies, three areas
should be considered. These are (i) presentation of subject-matter; (ii) levels
of learning and (iii) level or context of learners, their background, needs, motivation,
attitudes, and cooperation.
In the interactive
stage, these activities are carried on not only by the teacher, but also
carried on by the pupils. The pupils also feel about the teacher and diagnose
his personality as a teacher. In order to be impressed by themselves and to
impress the teaching, they deploy the various strategies by selecting the
different stimuli.
STAGE ITI: Post-active Phase of Teaching:
In this phase, the
teacher asks questions from the pupils, verbally or in written form to measure
the behaviour of the pupils so that their achievements may be evaluated
correctly. This is an evaluation phase. Which includes the teacher task which evaluates
student's performance based on classroom teaching. Therefore, evaluation aspect
includes all those activities which can evaluate the achievements of the pupils
and attainment of the objectives. The following activities are considered in the
post-active phase of teaching.
(i) Defining the exact
dimensions of the behavioural changes
(ii) Selecting
appropriate testing devices and techniques
(iii) Changes or
improving strategies of teaching.
1. Defining the exact
dimensions of the changes caused by teaching: At the end of the teaching, the
teacher defines the exact dimensions of the changes in the behaviour as a
result of teaching which is termed as criterion behaviour. For this, the
teacher compares the actual behavioral changes in the pupils with their
expected behavioral changes.
2. Selecting
appropriate testing devices and techniques: The teacher selects those testing
devices and techniques to compare the actual behavioral changes with the
desired behavioral changes which are reliable and valid and which can evaluate
the cognitive and non- cognitive aspects of the pupils. Therefore, criterion
tests are more preferred than the performance tests.
3. Changing the strategies
in terms of evidence gathered: Through the tests, the teacher gets clarity
regarding the instructions, teaching strategies and tactics. He also comes to
know about the required modification in the teaching Strategies and situations along
with the drawbacks of his teaching in order to achieve the teaching objectives.
In this way, through evaluation, the teaching activities are diagnosed and
these can be made effective by necessary modifications , and changes in them.
5.3 CONCLUSION .
Teaching-learning process is an important part
of the educational process. Both teaching and learning are inter-related.
Teaching is establishing a harmonious relationship between teacher, pupil and subject,
it is giving useful information, it is causing the child to learn, it is the
stimulation and direction of learning, it is helping the child to make
effective adjustments, it is guiding the pupil activity and it is training of
his emotions.
Learning is a comples
process. It is modification of behaviour in
adiustinent te
environment: its cumulative improvement and ACCU son
of new experiences. It
is also the development of knowledue, skalland
attitudes. So learning
is acquiring changes in behaviour as a result of
experiences. The
teaching principles are based on the principles and
facters of learning.
Good teaching involves
skill in guiding Learning, it is kindly and sympathetic, it is well planned, it
is co-operative, and so festive. Good teaching is democratic, progressive and
stimulating; it takes into account the past experiences of the children; it diagnoses
academic difficulties and is remedial as well as liberates the learner from the
rigid teaching. Burton has given a list of learner’s characteristics and
teaching principles which are based on the learning principles as given by
Hilgard and McConnell. .
EXCERCISE
1. What are the
different phases of teaching? Discuss their importance.
2 Discuss the
interactive phase of teaching.
3. What activities
involve in pre-active phases of teaching? explain it.
4. Describe the
structure of teaching.
5. Write a note:
(i) Phases of teaching
(ii) Pre-active phase
(iii) Inter-active
phase
(iv) Post-active phase
6.The three phases of
teaching are dependent on each other's. Explain it.
