PEDAGOGY & TEACHING LEARNING PROCESS : BY CHAMAN LAL BANGA

Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other. The teacher must remember that every child differs from every other child. He must know that children not only differ in bodily health but also in bodily powers. He should not forget that they have varying degrees of intelligence, abilities and temperaments. He must always remind himself the truth that the home environments of no two kids are the same. Even if the degree of intelligence of two kids may be more or less the same, they will differ widely in certain specific abilities. Even if we assume that two kids are more or less alike in specific abilities, they may have very different opportunities for developing that abilities. The emotional development, stability and moral qualities - all will differ greatly. The teacher's success in establishing a fruitful relationship will rely on his taking stock of them.

….……… Good - Teaching

Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforseen by us, but to prepare them in advance for the task of renewing a common world. In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition stimulus. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. The classic example is Pavlov and his dogs. Meat powder naturally will make a dog salivate when it is put into a dog's mouth; salivating is a reflexive response to the meat powder. Meat powder is the unconditioned stimulus (US) and the salivation is the unconditioned response (UR). Then Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. In other words, learning is approached as an outcome - the end product of some process. It can be recognized or seen. This approach has the virtue of highlighting a crucial aspect of learning - change. It's apparent clarity may also make some sense when conducting experiments. Learning as a quantitative increase in knowledge. Learning is acquiring information or ‘knowing a lot’. Learning as memorising. Learning is storing information that can be reproduced. Learning as acquiring facts, skills, and methods that can be retained and used as necessary.

Teaching is inspirational. It is inspirational because it is a personal relationship. The less personal the relationship between teacher and pupil is, the less it is worthy of the term, teaching. It will succeed best when this interaction between the personality of the teacher and the pupil, is creative one. In true teaching, the impact of the teacher on the child should be such that the child is encouraged to use his powers to the very best of his ability. For this to occur the relationship must be one of love and not of fear. It is love that is creative, and true teaching therefore means a friendly relationship between the teacher and the taught. This means teaching is a human relationship, and real teaching can be done only if there is a perfect understanding between the teacher and the taught.

Each student is a unique individual whose past experiences affect readiness to learn and understanding of the requirements involved. For example, an instructor may give two aviation maintenance students the assignment of learning certain inspection procedures. One student may learn quickly and be able to competently present the assigned material. The combination of an aviation background and future goals may enable that student to realize the need and value of learning the procedures. A second student's goal may only be to comply with the instructor's assignment, and may result in only minimum preparation. The responses differ because each student ads in accordance with what he or she sees in the situation. Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem solving, and emotional.

Our education system is inefficient. We waste time evaluating teachers using metrics that lack meaningful insight. We change our minds too frequently about how we want education to work. We beat up on the people on the front lines. We allow district administrations to remain bloated and slow. Because of all this, the system is failing students. Effective teachers clearly articulate rules and include children in discussions about rules and procedures. Effective teachers provide a variety of opportunities for students to apply and use knowledge and skills in different learning situations. Effective teachers have more students in their classes on task and engaged in learning throughout the day. Classrooms in which engaged learning occurs have higher levels of student cooperation, student success, and task involvement. Effective teachers use systematic feedback with students about their performance. Teachers who have higher rates of communication with parents are viewed as more effective. Effective teachers run more orderly classrooms. Achievement has been higher in classrooms where the climate is neither harsh nor overly lavish with praise.

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.

Knowledge (recalling information) represents the lowest level in Bloom's taxonomy. It is "low" only in the sense that it comes first - it provides the basis for all "higher" cognitive activity. Only after a learner is able to recall information is it possible to move on to comprehension (giving meaning to information). The third level is application, which refers to using knowledge or principles in new or real-life situations. The learner at this level solves practical problems by applying information comprehended at the previous level. The fourth level is analysis - breaking down complex information into simpler parts. The simpler parts, of course, were learned at earlier levels of the taxonomy.

Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback. All forms of communication require a sender, a message, and an intended recipient; however the receiver need not be present or aware of the sender's intent to communicate at the time of communication in order for the act of communication to occur. Communication requires that all parties have an area of communicative commonality. There are verbal means using language and there are nonverbal means, such as body language, sign language, paralanguage, chronemics, and eye contact, through media, i.e., pictures, graphics and sound, and writing.Communication is the exchange and flow of information and ideas from one person to another; it involves a sender transmitting an idea, information, or feeling to a receiver . Effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit. Studying the communication process is important because you coach, coordinate, counsel, evaluate, and supervise throughout this process. It is the chain of understanding that integrates the members of an organization from top to bottom, bottom to top, and side to side.