Having considered a number of definitions of teaching we are in a position to discuss the various aspects of the true nature of teaching. These are given as under.

(1) Teaching-a Triangular Process:

The modern concept of the nature of teaching is that it is triangular or tripolar process. The three focal points of this process are the teacher, the child and the subject matter. There is a close relationship among the three; in fact, teaching is the uniting force.

(2) A chain of activities:

Teaching, in general, is not confined to a single act or activity. It involves a chain of activities. The activities that comprise teaching are linked to one another in a systematic manner. One activity leads to another till the goal is achieved.

(3) Causes Change in Behaviour:

The goal of all teaching is desirable change in behavior. This change in behavior is the result of various activities performed during the course of teaching.

(4) Intimate Contact:

According to Morrison, teaching is an intimate contact between a mature person and an immature one. Once this contact or link is established, the resultant gain is in favour of the less mature person, that is, the pupil. The positive change in behavior of the learners will result from cordial relations between the teacher and the taught.

(5) interactive Process:

Edmond Emidon calls teaching an Interactive process while N.L. Gage calls it inter-personal process. This is true. This means teaching is not a one-way traffic. It is an interactive or interpersonal process. The teacher acts upon the pupils and is, in turn, acted upon by them. Teaching is modified in the light of pupil’s reactions.

(6) Teaching is giving Information:

There are so many things which the child does not know or cannot know. It is, therefore, essential to provide some useful knowledge to the child, keeping in view his needs and capacities. It should be presented in a systematic and interesting way. However, we cannot impart knowledge to the child against his will. This throws light on another aspect of teaching

(7) Teaching is Causing to Learn:

The child cannot be treated like an empty vessel into which any type of information can be poured down. We cannot force the child to learn. He will learn only when he is willing to learn. So the teacher is to make the child willing worker. He is to help the child to learn for himself. He is a mere instrument in facilitating learning on the part of the child.

(8) Direction:

Teaching is direction. The learners are directed towards the right ends. They are directed to do the right things so that desirable changes occur in them.

(9) Encouragement:

Teaching is encouragement. Encouragement brings in confidence and confidence leads to success in learning.

(10) Teaching is Stimulating Learning:

The child will not automatically become willing to learn. The teacher must think of ways and means of stimulating and encouraging learning on the part of children. He should arouse their interests and motivate them to learn. He should create conditions in which they feel the need to learn.

(11) Teaching is giving Guidance:

Simply arousing his interest and leaving the child to his own efforts is not sufficient. The child may make random movements, resulting in the sheer wastage of time. So he should be guided to do the right things in the right manner and at the right time. He should be able to make correct responses to the various stimuli in his environment. This leads us to another aspect of teaching, that is, teaching is guidance.

(12) Leads to the Child’s Development:

Teaching which involves a large number of activities leads to the child’s all round development.

(13) Arrangement and Manipulation of Situation:

Teaching causes learning. During the process, the teacher is likely to face a number of obstructions which he must overcome. For this purpose he requires to arrange and manipulate situations in such a manner as to overcome the obstructions. This is the view of Brubacher also.

(14) Teaching is Helping the Child to Make Effective Adjustment to his Environment:

The main aim of teaching is to kindle successful social life. This requires the ability in the child to make effective adjustment to his environment. For this, we should provide simplified environment in the school in which the child learns to overcome difficulties and make effective adjustment on a small scale. Also we should develop his innate powers and train him to use the same in the right direction.

(15) Teaching is Helping the Child to Develop Emotional Stability:

Our teaching will be inadequate if we do not train the emotions of the child and develop his emotional stability. Right actions spring from right feelings. The child should feel a sense of security which is possible in atmosphere of love and freedom. The teacher should have encouraging and sympathetic attitude towards his pupils.Teaching, in short, is a process of imparting knowledge, motivating and guiding the pupils to learn through their own activities, training their emotions and developing their powers and capacities so that they are able to make effective adjustment to their environment, and be better prepared for successful social participation.

(16) Professional act:

Teaching is a profession and the act of teaching is at professional activity. The purpose of this activity is the teacher’s growth and development.

(17) Art as well as Science:

Teaching is an art as well as a science. The art of teaching brings into play the teachers’ inborn talents. It also calls for a human touch. The science of teaching brings into play all that the teacher has acquired during his training. This requires the display of teaching skill, methods and techniques and procedures required for introduction, development and evaluation of lessons.

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