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“Base all educational efforts on

building up of the character of the

students, and then you canconfidently think of rising on in the

super-structure of curricula.”   

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“Respect for intellectual excellence, the 

restoration of vigor and discipline to our ideas 

of study, curricula which aim at strengthening intellectual fiber and stretching the power of 

young minds, personal commitment and 

responsibility  –  Explaining

Explaining, or lecturing, is the process of teaching by giving spoken explanations of the subject that is to be learned. Lecturing is often accompanied byvisual aids to help students visualize an object or problem.

Demonstrating

Main article:  Demonstration (teaching) 

Demonstrating is the process of teaching through examples or experiments. For example, a science teacher may teach an idea by performing anexperiment for students. A demonstration may be used to prove a fact through a combination of visual evidence and associated reasoning.

Demonstrations are similar to written storytelling and examples in that they allow students to personally relate to the presented information. Memorization oa list of facts is a detached and impersonal experience, whereas the same information, conveyed through demonstration, becomes personally relatable.

Demonstrations help to raise student interest and reinforce memory retention because they provide connections between facts and real-world applicationsof those facts. Lectures, on the other hand, are often geared more towards factual presentation than connective learning.

Collaborating

Main article:  Collaboration  

Collaboration allows students to actively participate in the learning process by talking with each other and l istening to other points of view. Collaborationestablishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects anddiscussions are examples of this teaching method. Teachers may employ collaboration to assess student's abilities to work as a team, leadership skills, orpresentation abilities.

Collaborative discussions can take a variety of forms, such as fishbowl discussions. After some preparation and with clearly defined roles, a discussion maconstitute most of a lesson, with the teacher only giving short feedback at the end or in the following lesson.

Learning by teaching

Main article:  Learning by teaching  

In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and

understand a topic well enough to teach it to their peers. By having students participate in the teaching process, they gain self-confidence and strengthentheir speaking and communication skills.

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use avariety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learningwhat is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through theassignment until all group members successfully understand and complete it.

Cooperative efforts result in participants striving for mutual benefit so that all group members: 

  gain from each other's efforts. (Your success benefits me and my success benefits you.) 

  recognize that all group members share a common fate. (We all sink or swim together here.) 

  know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.)  

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  feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on youraccomplishment!). 

Why use Cooperative Learning? 

Research has shown that cooperative learning techniques: 

  promote student learning and academic achievement 

  increase student retention 

  enhance student satisfaction with their learning experience 

  help students develop skills in oral communication 

  develop students' social skills 

  promote student self-esteem 

  help to promote positive race relations 

  TEACHING LEARNING PROCESS

  Introduction

  We are passing through a great transition. The old is becoming obsolete and new is stil l in the process

o f e m e r g e n c e . T h e o l d w a y s o f l e a r n i n g & t e a c h i n g i s f o u n d t o b e t o o r i g i d & t o o o u t - d a t e d

A greater opportunity of psychological principle is being truly demanded. It has been urged that the

tr ai ni ng of the young requires on the part of teacher a deep psychological knowledge.

  Teaching-learning process

  is the heart of education. On it depends the fulfillment of the aims & objectives of education. It is the most powerful instrumen

of education to bring about desired changes in the students. Teaching learning are related terms. In teaching - learning process

the teacher, the learner, the curriculum& other variables are organized in a systematic way to attain some pre-determined goal

Learning

C a n b e d e f i n e d a s t h e

 Rela ti vely permanent change in an in div idua l's behavior or behavio r pote nti al (o r capabili ty) as a resu lt of 

experience or practice

(i .e. , an internal change inferred from overt behavior). This can be co mpared with the other primary process

producing relatively permanent change--

Maturation

--that results from b iologi cal gr owth and d evelopme nt. T herefore , whe n we see a relative ly permanent change in

others, or ourselves we know that the primary cause was either maturation (biology) or learning (experience). As educators,

there is nothing we can do to alter an individual’s biology; the only influence open to use is to provide an

opp ort unit y fo r st uden ts to e ngag e i n ex per ienc es that will lea d t o relatively permanent change.Teaching

Then, can be thought of as the

Purposeful direction and management of the learning process

. Note that teaching is not giving knowledge or skills to students; teaching is the process of providing opportunities for students to

produce relatively permanent change through the engagement in experiences provided by the teacher