TASK OF TEACHING
MEANING & CONCEPT OF TEACHING TASK
In fact, the focus of the
education system is on the child, on which the entire education system is
moving. Today’s students are also tomorrow’s creators, visionaries, fortunes
and future of the country. It would not be an exaggeration to say that children
or learners are valuable assets of the country and the nation. From this point
of view, the development of the child, the development of talent, the
development of personality are the main goals and objectives of the education
system.
In fact, it is the teacher who is
responsible for shaping the child's personality. , Which is the first and
foremost task of teaching. From this point of view, teaching is the primary
responsibility of the teacher. If it is done in the right way, the purpose of
the teaching system is to be fulfilled. Of course, the attitudes,
personalities, and endeavors that accompany the teaching work cannot be ruled
out.
Above all, teaching is one of the
best tools for a child's overall well-being. Teaching is a sacred duty and
teaching is a great art. So teaching in the classroom is successful in
teaching, and the goals and objectives of teaching are met. Teaching is one of
the most important tasks you can do in order to make teaching fun, beautiful,
exciting, exciting and successful. Therefore, the teacher needs to plan and
organize the teaching process well before doing this teaching work. In this
regard, Carter CV
Good (1959) argues that "training and
training through the teaching of educational institutions is to be understood
in a very simple way."
- VARIABLES INVOLVED IN A TEACHING TASK
Education with science and art is
a purposeful process It requires some theory to turn the self-conscious process
into action This theory is called the variability of teaching. Teaching
behaviors are defined in this way - "It is any reaction of the learner
that can be taken from a variety of perspectives." For example, the impact
of a large number of studies on school performance on school success may be as
high as possible.
- TYPES OF VARIABLES
The teaching methods are used in
three ways.
1. Independent Variable
2. Dependent Variable
3. Intervening or Mediating
Variable
1. Independent Variable: The "teacher" of the teaching process is the special variable. It can also be considered an entry point. In the field of teaching, only teachers are engaged in the organization, arrangement and presentation of teaching. For this, teachers are called Independent Variables.
2.Dependent Variable: In the
teaching process, the "learner" is considered a dependent variable.
Because the result of all teaching is the teaching of the learner. In the
teaching process, the learner becomes active according to the teaching method
and eventually emerges as an output. That's the decent thing to do, and it
should end there. This is called Dependent Variable.
3. Intervening or Mediating
Variable: The means of interaction between teachers and learners are Teaching
techniques, Teaching Materials (TLM), Learning Environment (LE) and Lesson
Content (Contents) and Motivation. All of this is an example of mediation.
- FUNCTION OF VARIABLE
The following are some of the
ways in which the teaching process works: They are
1. Diagnostic Function
2. Remedial function
3. Evaluative Function
1. Diagnostic
function:
Navigation is the
first step in the process. In it, the teacher determines what the student's
prior knowledge or behaviour is, based on which the new knowledge is developed
and the purpose of the learning is achieved. Teachers keep in mind only two
things under this type of diagnostic task. Those were-
(A) The
Pupils and (b) The Content.
This is the first test to determine a
student's prior knowledge or prior use. The teacher then arranges the text of
the lesson in a structured way, analysing it in an elementary or logical way,
which is done in a psychologically consistent manner. In this way, exploration
is based on the subconscious side of teaching. This action is similar to the
pre-action mode. The teacher makes the necessary decisions based on the following
actions.
(a) Analysis of teaching problems
(b) Determining the student's prior use
(c) Individual differences
(e)
Analysis of work
(f)
Analysis of content in view of types of learning
(A) Analysis of Teaching Problem: The first
variable should be the problem of
teaching and the teacher should have a thorough and in-depth consideration of
the whole problem related to the text and determine what the student's previous
behaviour is. Is it It remains to be seen whether the textbooks he will be
teaching will be effective in convincing him.
(B)
Student's pre-use behaviour: The student's pre-use behaviour must be clearly
defined. He will then try to develop new knowledge that is relevant to the
learner. Teachers must be brought in to apply for a pre-test. It should be as
reliable and valid as it should be.
(C)
Individual differences: The fieldwork takes into account the individual
differences of the learner. Teachers should try to take into account the
individual differences of the learner i.e., his or her interests, abilities,
skills, needs and abilities that need to be completed on a one or a small
level, with a balance between gifted and underprivileged students. So that the
learning process is successful. In this way, the teaching process is effective
and the learner is able to achieve his or her goals.
(D) Task Analysis: The condition
of the fourth variable of the navigational task is the analysis. Teachers need
to carefully analyse the content learning process. The success and failure of
the text depends entirely on the analysis of the work.
(E):
Analysis of content in view of types of learning: The final variable of the naval work is the analysis
of the textbook in terms of the type of education. Therefore, knowledge needs
to be imparted to the teacher, and it is important to note that under what
circumstances the teaching is to be taught, and the principles, tactics, and
principles to be applied, which are simple, clear, and effective.,
Understandable and can be based on scientific attitude.
2. Remedial
Function:
Attempts are being made to bring
about a change in the behaviour of students in the treatment process. In this
case, the teacher has to take into account the individual differences of the
learners and decide to apply them through the rules or principles and arguments
of the teaching to keep the various movements relevant. The help of action
research is needed to address the problems that arise. Efforts need to continue
to be made to do the following to get more education.
(A) selection of teaching strategies
and tactics : The first course of treatment is to select the teaching methods
and arguments. The teacher has to apply the strategies and tactics he or she
chooses when employing the appropriate teaching based on his or her
qualifications and experience. As a result, important tasks and learning
objectives can be achieved quickly, making teaching easier and simpler.
(B) Arrangement of Feedback Devices: The second most important course of treatment is to arrange the provisions of feedback. It is important to note that Feedback is the lifeblood of successful teaching. Teachers should be encouraged and encouraged to do the same when they are teaching. So that the learner will be motivated to teach and the relative change in their behaviour will be visible, so that the purpose of teaching can be fulfilled.
3.
Evaluative Function:
Evaluation
is the third most important function of this process. In this case, the
components are evaluated. Evaluation criteria are the achievement of
objectives. If the purpose of the teaching is not met, the teacher must try to
change the course of the student's work without blaming the student for the
failure. The following steps must be taken in order to do this.
(A)
Construction of Criterion Test)
(B)
Evaluation of Behavioural Changes
(C) Diagnostic Phase
(A)
Construction of Criteria Testing; The first variable of the assessment task is
to create a test, which will change the behaviour of the learner by teaching
about the treatment. Knowing them, one has to be careful about that. The main
feature of the standard test is the factual questions and on the other hand it
needs to be reliable and valid. So the teacher should formulate that test as
carefully as possible.
(B)
Evaluation of behaviour change: The second variable in the assessment process
is assessment. In this case, the behaviour of the learner has to be assessed.
It should also be based on criteria tests.
(C) Diagnostic Phase: The final variable in
the assessment process is the diagnostic aspect. In this regard, the teacher is
aware of the extent to which teaching has been successful. If the student, the
teaching work is unsuccessful, where is the error? The assessment therefore
shows that the rules, rules, arguments, techniques, and tests that have been
applied to teaching have been successful in achieving this level of learning.
If the goal is not met, the plan, the organization, the guidance, the control
need to be repeated.
- factors affecting teaching task
- Learner
- Personality of the Teacher
- Knowledge of Teaching Aims
- Selection of Context
- Formulation of Lesson Plan
- Application of prior Teaching Methods & Teaching Aids
- Rice to Individual Differences.
- Climate of the Class - room Situation
- Physical and mental health of the TPupils
- Interest and Motivation for Learning
1 comment:
The teaching task is very important chapter to a pupil teacher and a UG student. Now a days a lot of notes accessible in internet. But I have read this short note that's helps to clearly understand the subject matter.
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