Teaching Theories and their Epistemology and Psychological bases

Teaching is a relationship which is established among three focal points in education-the Teacher, the taught and the subject Matter to be taught. That is why it is also called a ‘tri-polar process’ or ‘triadic relation’ in view of the basic elements in teaching and the latter in learning. Teaching is a complex art of guiding students through a variety of selected experiences towards the attainment of appropriate teaching-learning goals.

                        Theories of Teaching are explanation of general methodology of teaching. However evidences show that there is no teaching theories at all. All learning theories lead to teaching theories.  Basically there are three theories of teaching which are given below:-

1. Formal theory of teaching

2. Descriptive Theory of teaching

3. Normative Theory of Teaching

All these theories are based on three major teaching principles, namely:

A. Starting Principles:-These involve the nature of child, his psychological and physiological endowments which make education possible.

B. Guiding Principles:-These refer to the procedures, methods of instruction, techniques by which the pupil and the teacher may work toward the accomplishment of the goals or objectives of education.

C. Ending Principles:-These refer to the educational aims, goals, objectives, outcomes or results of the whole educational schemes to which teaching and learning are directed.

                                                Principles of teaching enable the teachers to make the teaching-learning process challenging as well as inspirational and effective. Successful teaching necessitates that the teacher comes down to the level of his students and at the same time helps them and guides them in rising above it. For realizing this objective, psychologists and educators have propounded some principles which should be kept in view by the teachers while teaching.

Psychological Principles of Teaching

1. Principle of activity or learning by doing:-Children are active by nature. Providing for various types of activities which will interest the children and give them opportunities for observation and the use of their hands are to offer them the fulfillment and satisfaction which nothing else confers.

2. Principle of play-way:-According to Frobel play is the chief activity of childhood. It gives joy, freedom, contentment and inner and outer peace. It holds the source of all that is good.

3. Principle of motivation:-Motivation arouses the interests of the children and once they become interested, they are willing to concentrated and work.

4. Principle of self-education:-Best teaching is to enable the child learn by his own efforts. Teachers must fire the imagination of their students. They must encourage them in the development of their natural desire to work and to be active and guide these desires into worth-while channels.

5. Principle of child-centredness:-The entire teaching is for the child. Therefore, it is essential that teaching strategies should cater to the aptitudes, interests and abilities of students.

6. Principle of individual differences:-No two children are alike. Teaching to be effective must cater to individual differences of children.

7. Principle of goal setting:-A definite goal must be set before each child according to the standard expected of him. Short-term or immediate goals should be set before small children and distant goals for older ones.

8. Principle of stimulation:-According to Ryburn “the guidance of the teacher is mainly a matter of giving the right kind of stimulus to help him to learn the right things in the right way.”

9. Principle of association:-Ideas and things which we want to go together should be associated with each other. They should form a part of one progress. Wherever possible, new learning should be associated what the teachers already know.

10. Principle of readiness:-Readiness is preparation for action. The teachers must develop readiness to learn.

11. Principle of effect:-This implies that a response is strengthened when it is followed by pleasure and weakened when followed by displeasure.

12. Principle of exercise or repetition:- Other things being equal, exercise strengthens the bond between situation and response. It is said that reasonable practice makes an individual perfect.

13. Principle of variety:-  A variety of teaching aids and strategies should be adopted to motivate and sustain the interests of the students. Variety serves as great tonic for creating fresh environment and checking boredom and lethargy.

14. Principle of change and rest:- Psychological experiments in learning have demonstrated that fatigue, lack of attention and monotony can be overcome by making appropriate provision for change, rest and recreation. Usually two consecutive periods of a subject are not provided in a class.

15. Principle of feedback or reinforcement:-Immediate knowledge of results and positive reinforcement help affect learning.

16. Principle of training of senses:-Senses are said to be the gateways of knowledge. Appropriate audio-visual aids should be used so that the learners make the best use of their senses.

17. Principle of group dynamics:-Individuals composing the group think and feel as the group feels, do as the group does. A suitable climate for group in to be created in the classroom environment.

18. Principle of creativity:-Opportunities should be provided to the students to explore things and events and find cause-effect relationships.

                                               

General Principles of Teaching

1. Principle of goal setting or objectives:-Destination or goals of teaching-learning must be clear to the teachers and students. Goals and objectives keep the teachers and students on the track.

2. Principle of linking with life:-Teaching is always in a social context. In the teaching of all the school subjects, examples from everyday life should be given their due place.

3. Principle of correlation:-There exist links among various subjects and events .Correlation of the present events can be made with the past. Similarly future can be visualized on the basis of the present happenings or state of affairs.

4. Principle of active involvement of students:-Teaching-learning is a two-way traffic. The new teaching emphasizes that the students must actively participate in all the stages and steps of teaching-learning.

5. Principle of cooperation:-Classroom environment becomes lively when the teacher and the taught work in unison, each other in cooperation with teaching and learning.

6. Principle of remedial teaching:-All students do not learn with the same speed and achievement. Some lag behind and need extra coaching. The teacher has to find out where the fault lies and think for positive measures. He may have to arrange for remedial or compensatory or extra teaching for any particular group of students for removing their specific difficulties.

7. Principle of planning:-Planning determines the quality or success of any task. Planning in teaching involves the preparation of the lesson notes, provision of teaching aids and working out strategies to be adopted in the delivery of the lesson.

8. Principle of creating conducive environment:-Physical as well as social environment of the classroom plays a vital role in motivating the learners. Arrangement of light and furniture etc., should be properly attended to. There should be proper discipline and order. The teacher should be sympathetic but firm.

9. Principle of flexibility:-Strategies should serve as guides for effective teaching. Strategies may have to be changed if classroom situations so warrant. A teacher must be quite imaginative and resourceful for adopting himself and his teaching to the requirements of the teaching-learning environment.

Conclusion:

                          In studying the principles and general concepts about teaching, keep in mind that they are not rigid, unequivocal laws that apply in all teaching-learning situations. The valid principles of teaching are based upon scientific investigations of the nature of learning activities and of the most effective means of promoting and directing these activities toward the desired ends. Teaching must always be considered as a complex process that may be better understood by making a broad and discerning application of its various principles.

References:-

Chand.Tara.(1990).Principles of Teaching. New Delhi: Anmol Publications

Aggarwal.J.C.Gupta.S.(2010).Elementary Educational Technology.NewDelhi:Shipra Publications