Morrison’s Definition of Teaching: Behavioural Changes

Teaching as a Tool for Behavioral Change

Among the many definitions of teaching, the one provided by Henry Morrison stands out for its clarity and focus on outcomes. He described teaching as: “Activities that are designed and performed to produce change in behaviour.” This definition places the emphasis squarely on the results of the teaching process.

For educators in Pakistan, particularly those studying for the B.Ed or M.Ed, Morrison’s perspective is a cornerstone of the 'behavioral' approach to education. It suggests that if a student's behavior has not changed, then effective teaching has not occurred.

The Purposeful Nature of Teaching

Morrison’s definition highlights the 'designed' and 'performed' nature of teaching. It means that teaching is not an accidental process; it is intentional. A teacher must plan activities with a specific goal in mind—to alter or improve the learner’s behavior, whether that involves acquiring a new skill, changing an attitude, or improving knowledge.

It is also worth considering that in the current Pakistani educational landscape, which is moving toward competency-based assessment, Morrison’s view is highly relevant. Competency-based education is essentially about observable behavior. When we ask, 'What can the student do now that they couldn't do before?', we are operating within the framework of Morrison’s definition.

Implications for Classroom Practice

If you are a teacher, how do you apply this? You must start by defining the desired behavioral change. What should the student be able to do after the lesson? Once the goal is set, you design activities to lead them to that change. This is the essence of lesson planning and curriculum design.

In a related vein, for those preparing for the PPSC or NTS exams, it is important to link Morrison’s name to the concept of 'behavioral change.' This is a classic pedagogical question. By understanding the intent behind his words, you can better answer questions about instructional design and the accountability of the teacher in the learning process.

On the whole, Morrison’s definition reminds us that teaching is a goal-oriented activity. Its success is measured by the tangible growth and development of the student. As you strive to become a better educator, keep this focus on purposeful, behavior-changing activities at the forefront of your practice.

Implementation in Pakistani Classrooms

Effective implementation of teaching strategies requires careful consideration of Pakistan's unique educational landscape. Teachers working with large class sizes, limited resources, and diverse student populations must adapt their methods accordingly. Successful Pakistani educators combine traditional teaching approaches with innovative techniques, creating hybrid methods that work within the constraints of their specific school environments while still achieving meaningful learning outcomes.