TEACHING AND LEARNING PROCESS

INTRODUCTION
Transferring or imparting knowledge is equally important as generating knowledge .
Knowledge transferred in a down to earth manner will simplify the learning process and help the
students to retain what is taught and to recall learned lessons as and when required. Teaching refers to
impart knowledge to or instruct someone in how to do something especially in school or college or as
apart of an educational programme. Teaching is considered both as an art and a science. It is an art in
the sense of being an activity, which is practiced with skill and it is a science in the same sense that
the activity can be based on a body of systematically derived knowledge, converted to principles with
which to guide its practices.
Learning is considered as a change in a person that has been caused by an experience.
Learning is a process of understanding, clarifying and applying the meanings of knowledge acquired.
Learning occurs when an individual’s behaviour or knowledge changes.
DEFINITIONS
TEACHING
According to Gillbert “ Teaching is an interaction between teacher and student under the
teachers responsibility in order to bring about expected behavioural changes in the students behaviour
According to Burton “Teaching is the stimulation, guidance, direction and encouragement of
learning.”
According to Yoakm and Simpson “ Teaching is the means whereby the society trains the
young in a specific or selected environment to adjust themselves to the world in which they live as
quickly as possible”.
LEARNING
Learning may be defined as the mental activity by means of which knowledge, skills,
attitudes, appreciation and ideas are acquired resulting in modification of behaviour
Learning is the acquisition of new behavior or strengthening or weakening of old behavior as
the result of experience. M.L.BIGGE
Learning is acquisition of habits, knowledge and attitudes. It involves new way of doing
things and it operates in an individual’s attempt to overcome obstacles or to readjust to new situations.
CROW AND CROW
CONCEPT OF TEACHING AND LEARNING
Teaching and learning are dynamic processes.
The structure of teaching consists of three variables which include :
(a)Teacher, independent variable – The teacher plays an important role in the process of teaching, as
an independent variable, in which , he plans, organizes, leads and controls the teaching to bring about
things in the behaviours of students and he has the freedom to perform the activities for providing the
learning experiences of the students.
(b)Student, dependent variable – The student has to act according to the planning and organization of
the teacher. The student’s learning is influenced by the teaching activities.
(c) Contents and strategies for presentation, intervening variable – The content determines the mode
of presentation- telling, showing and doing.
Learning is also defined as a process of apprehension, clarification and application of
meanings . Learning involves a series of operations each one reached by a learner at a given time.
These include:-
(1)Observation : noting details, attending, seeing what is going on in the course of an experience , an
event , a situation.
(2)Description : recalling and verbalizing what went on, telling it to someone, writing it down.
(3)Analysis : identifying possible and significant meanings, abstracting the essence from a variety of
details, comparing and noting similarities dissimilarities.
(4)Validation : of the learning product- checking the meaning and inferences derived by the learner
with others and readings to see if there is agreement.
(5)Evaluation: testing the learning products through usage.

PRINCIPLES OF TEACHING
Principles of teaching will assist the teacher to achieve the purposes of teaching and will help
the teacher to develop an insight regarding his strengths and weakness & provide information on vital
elements pertaining to teaching like whom to teach, why to teach, where to teach, what to teach, how
to teach & when to teach. The following principles are a combination of psychological principles and
general principles of teaching.
1. Principle of motivation: The best teacher is one who inspires the student. The human mind is
like a parachute and it works only when opens, so through teaching, teacher should try to
unleash the talents of the students by motivating them. Motivation is a combination of
recognizing, communicating and participating. Teacher has to recognize students as
individuals, encourages their participation while teaching and communicate enthusiasm.
Motivation promotes proactive learning and thereby enabling students to achieve success in a
systematic way. This principle holds well during the entire nursing educational programme
especially first year period. Presence of a motivating teacher during the initial days of any
nursing educational programme will provide an atmosphere of confidence and help students to
develop a positive attitude towards patient care.
2. Principle of activity: Teaching is basically an active process. While teaching teacher should
alert smart and follow the most suitable method of teaching. Teacher should also participate in
various activities along with the students like discussions, or conducting research. Activity
generated drive and drive is essential to achieve more heights in life. Teacher must provide
various activities such as assignments or projects to enhance creative skills of students.
3. Principle of interest: Even though we say teaching is sharing of knowledge, knowledge will
not flow from one person to another just like money. To make students receptive, teacher has
to elicit interest by adapting suitable methods like telling a story, citing an example or by
asking questions.
4. Principle of aim: To attain good results all teaching activities based on predetermined
objectives. With an objective in mind, it is easy to prepare the content, select suitable method
and evaluate the effectiveness of the teaching session. Statement of well defined objectives in
advance will make the teacher more confident and enthusiastic. If you are planning to take a
class on lecture method, the objectives will serve the purpose.
5. Principle of individual difference: Good teaching always respect the individuality of the
students. By considering each student unique individual, teacher can pay attention to the
individual differences and develop strategies to meet the educational needs of the individual
students.
6. Principle of creativity: By applying creativity, teacher can convert a passive teaching-
learning situation into an active one. Though creativity teacher can arouse student’s natural
motivation to learn and this will in turn convert usually a teacher centered classroom into a
more desirable learner centered classroom.
 7. Principle of selection: Teacher should select the appropriate content, teaching method,
teaching situation, media of instruction, A.V. aids, textbooks and journal articles for teaching a
particular subject matter in order to make teaching more meaningful and comprehensible to
students.
8. Principle of division: Particular teaching activity should have definite divisions based on
valid reasons. Teacher should be aware about the divisions and present the contents in a well
organized manner.
9. Principle of revision and practice: During a teaching session, teacher has to revise in the
middle and in the end. Revising or summarizing the content in the end of a teaching session is
called recapitulation. In addition to the recapitulation, the teacher has to motivate the students
to practice the learned lessons periodically to enhance easy recollection.
10. Principle of correlation: The function of teaching is to share knowledge development of
understanding and skills. While teaching, teacher has to take care that the transferred
knowledge will not remain segregated and as far as possible correlate with the previous or
related knowledge. Correlation helps the student to develop a unified view regarding what is
taught. Teaching nursing invariably requires correlation because to render comprehensive
nursing care, one has to correlate different branches of knowledge.
11. Principle of connecting with life: Relationship between life and education is proved
undoubtfully and teaching is an integral part of education, so all the teaching activities are
connected with life.
12. Principle of diagnostic and remedial: The teacher should suggest remedies for problem and
do follow up to assess the outcomes of his suggestions. Learning difficulties should be
discovered early to avoid their taking root into the learning habits of pupils.
13. Principle of looking ahead: an open minded teacher is always forward looking. He is ever
prepared to discover new discover new possibilities for widening pupil’s knowledge and range
of experience.
MAXIMS OF TEACHING
Maxims of teaching are accepted truth or general rule of conduct or the laws which are
essentially to be followed by the teacher while teaching. Maxims include:
1. Proceed from known to unknown: The teacher has to correlate the learning of the students
with their experiences and previous knowledge. Teacher has to start with something which is
known to the student and then proceed to unknown. A class on geriatric nursing could be more
convincing, if the teacher starts the class by inviting students opinion regarding the
peculiarities or needs of the old age people from their own experiences and then proceeding to
further details which are known to them.
2. Proceed from concrete to abstract: This is simply the application of commonsense in
teaching. It is quite natural that the students learn first the things which are seen and handled
by them. Students can comprehend new ideas only when they are taught with sufficient
illustration. So every teaching activity should be enriched with sufficient illustration. For
instance, while teaching CNS teacher should first teach the anatomy of brain with the help of a
specimen or model and then teach about the afferent and efferent impulses.
3. Proceed from simple to complex: It is always better to teach the simplest lessons first and
then the complex ones. While conducting classes on Pediatric nursing, the teacher has to teach
simple topics like differences between pediatric nursing and adult nursing before proceeding
to complex procedures and disease condition.
4. Proceed from easy to more difficult: This is self explanatory when explaining to teach the
nursing management of cirrhosis of liver, the teacher has to arrange the different aspects of
disease condition in an increasing order of difficulty like definition, classification, etiology,
pathology etc.
5. Proceed from general to specific: While proceedings from general to specific, general rules
are explained first and from the specificity is arises. While teaching growth and development,
the teacher explains, the universal phenomenon of growth in general by citing animals and
plants as examples and then proceeds to the specific features of growth and development
exhibited by human beings.
6. Proceed from specific to general: In certain situation, it is imperative proceed from specific
to general. When proceeding from specific to general, first the teacher has to present the
specific facts to the students before the facts are taught to them in general. Eg: role of proteins
& PEM
7. Proceed from indefinite to definite: The ideas in the students in the initial stages are
indefinite and vague. These ideas are to be made definite, clear, precise and systematic by
adopting effective teaching methods. In this refining process of making definite ideas from the
indefinite ideas, teacher has to employ appropriate use of A.V aids and other strategies as
needed. A first year B.Sc Nursing student possess only some indefinite and vague ideas about
nursing and a talented teacher transforms these ideas to a definite one by providing details of
nursing such as definition of nursing, history of nursing, etc.
8. Proceed from empirical to rational: Empirical knowledge is gained through observation and
experience. One peculiarity of empirical knowledge is that it lacks scientific background.
Rational knowledge is built upon a scientific basis and is more dignified than empirical
knowledge. As a result of their day-to-day life experiences students gain empirical knowledge.
Teacher has to proceed from this empirical knowledge to rational knowledge by explaining the
scientific aspects to the students. Eg: hyperpyrexia.
9. Proceed from whole to parts: Whole is more meaningful to students than the separate parts
of the whole. The whole approach helps the students to understand the relationships between
different parts and the resulting correlation makes learning easier and meaningful. While
teaching osteology, anatomy teacher has to give a brief description of the whole skeletal
system by mentioning its functions, total number of bones etc before dealing with different
individual bones.
10. Proceed from part to whole: In some situations, teacher has to proceed from part to whole
for providing information in a meaningful way. For example, while teaching the qualities of
an ideal chemical disinfectant, teacher proceeds from part to whole by explaining the qualities
one by one and finally explains the whole qualities by the end of the class.
11. Proceed from analysis to synthesis: Analysis means breaking a problem into component
parts and synthesis is the reverse, that is putting together this separate parts into a complete
whole. This approach is widely used in teaching nursing. Eg: Nursing management of a
disease condition.
12. Proceed from psychological to logical: This is the fundamental approach in teaching. Some
of the maxims like concrete to abstract and simple to complex are based on this approach.
Psychological aspect is student centered and concerned with the receptiveness of the students,
reaction of students, recalling ability of students, listening to student’s needs, etc. Logical
aspect is teacher centered and deals with the systematic arrangement of the content, decision
regarding when to teach, etc. During teaching, teacher has to consider the psychological
 aspect before proceeding to logical aspects. For example: While teaching first year students,
even though the teacher possess indepth knowledge regarding the nursing care of dying
patients, in order to teach this sensitive topic without embarrassing them, the teacher has to
consider the psychological status or maturity of students before proceeding logically by
explaining the needed contents only a non threatening manner.

QUALITIES OF A GOOD TEACHER

Desirable qualities of a teacher are:-
(1)Desirable personal traits: Teacher should be a person who is approachable, enthusiastic,
caring, active, have a neat appearance , dress modestly and simply, have a sense of humour
and always be a helping hand to the students.
(2)User of effective teaching- learning method: A good teacher follow the guidelines intended
for selecting the appropriate method for achieving the learning aims.
(3)Creator of a good classroom environment: A good teacher always make a classroom
environment a student centered one rather than a teacher centered one by encouraging student
participation in the teaching learning process, paying attention to weak students, controlling
the students and designing teaching according to the capacities, abilities and level of the
students.
(4)Mastery of competencies: This include the ability to inspire students, providing counseling
and guidance as needed, possess some special skills and abilities in teaching, have knowledge
and effective management skills, ability to judge students fairly, possess leadership qualities,
evaluate the performance of the students continuously, able to perform self-analysis and
ability to accept criticisms positively.
(5)Professional decision maker: By utilizing the competencies , teacher has to decide whom to
teach , why to teach, where to teach , what to teach, how to teach and when to teach.

THEORIES OF LEARNING
Theories of learning are the following :-
(a) Trial and error learning : This theory was proposed by the American psychologist E.L.
Thorndike. He defined learning as “ stamping in’’ of the correct responses and “ stamping
out ” of the incorrect ones. He conducted experiments to demonstrate instrumental
conditioning. He conducted experiment on cats.
Thorndike‘s basic apparatus was a puzzle box , a wooden cage,
just big enough for a cat to move around in it, but not big enough for it to feel comfortable.
Cats were kept hungry before each trial. He placed the hungry cat in a puzzle box from
which it could escape only by performing some action, such as putting a string or
pushing a latch. Food was placed outside the box, where the cat could see it and smell it.
To reach the food the cat had to open the latch on the cage door. The door could be
unlatched from inside by pulling on a string or pressing the lever. Thorndike recorded how
quickly the cats learned to release latch themselves and capture the food. He found that
each time a cat escaped , it took less time to do so, than in the past trials. In the later trials
cat dropped the useless behaviors and repeated the useful behaviors ,such learning is
called instrumental conditioning. He formulated three general laws of learning – The Law
 of Readiness ,which says that learning is the physical and psychological readiness of a
person to respond to a stimulus ( to learn ) ;
The Law of Effect states that if a response to a stimulus is accompanied by satisfaction ,
the association between the response and the stimulus is strengthened , so much so when
the stimulus recurs the learner repeats the same response ; The Law of Exercise states
that the response acquires proficiency only when it is repeated.

(b) Associative Learning : Associative learning principles are evolved from two types of
conditioning – Classical conditioning and Operant conditioning.
 Classical conditioning- Ivan Pavlov who was primarily doing research on digestive
process in dogs, accidently discovered Classical conditioning. He found that
placing meat powder on the dog’s mouth induced salivation . Here meat powder is
unconditioned stimulus, which is formally defined as any stimulus that produces a
response without the subject having any prior experience of it. The response to the
unconditioned stimulus is called unconditioned response. In his experiment he
sounded a bell just before the food was brought into the room. A ringing bell does
not usually make a dog’s mouth water, but after a specific number of trials,
Pavlov’s dogs began to salivates as soon as the bell rang. Thus the dogs had been
conditioned to salivate in response to a new stimulus, the bell, which would not
normally have caused that response. The neutral stimulus (the bell) is known as
conditioned stimulus. It is defined as any neutral stimulus that, when paired with
an unconditioned stimulus acquires the property to elicit a similar response. And
the response to the conditioned stimulus is termed the conditioned response.
The formal name of the process in which a neutral stimulus comes to elicit a
previously reflexive response, through repeated pairings with an unconditioned
stimulus is classical conditioning.
Applications- Pavlovian conditioning principles have been used
successfully to modify undesired conditioned responses and for alleviating
psychological problems like phobia, anxiety, bed wetting etc. A behavior therapy
technique, systemic desensitization, a graduated counter conditioning procedure, is
used for eliminating phobias. It involves exposing a person to a hierarchy of fear or
anxiety producing stimuli, while the person is in relaxed state. Flooding is another
a viable treatment method evolved from classical conditioning procedure for
eliminating human phobia and obsessive-compulsive behaviours. Classical
conditioning procedures are also used for the treatment of drug addiction.
 Operant conditioning- B.F.Skinner developed many modern techniques and
theories of Operant conditioning .He concentrated on behaviours that occur
spontaneously and originate from forces within the organism, without obvious
outside causes . He called, such emitted, spontaneous behaviours that operate on
the environment, producing desired consequences for an individual, Operants . The
procedure by which such behaviour is developed is called operant conditioning.
He used a specific laboratory device, ``Skinner box`` to speed up
the operant conditioning. A skinner box is a small box with solid walls and bare floor.
The inside of the box is plain except for the protruding bar with a cup underneath it.
The bar is so arranged as to deliver a pellet of food or water each time it is pressed. It
 may also be wired so that it turns off shock given to the animals through the grill floor
of the box. In brief, reinforcement is contingent upon the operation of the lever.
The experimenter operates the pellet delivery mechanism, from a
push button switch outside the apparatus. Pellets are delivered one by one. After
sometime, the rat eats each pellet as it drops . In the next step, the experimenter stops
delivering pellets. The hungry rat is now alone in the box with lever .There will be an
interim period of inactivity and then the rat, being hungry explore the box. At last the
animal accidentally presses the lever and a pellet of food is released. Here,
reinforcement is contingent upon the response ,i.e., lever pressing. After eating it, the
rat continues to explore and after a while it presses the lever again and again a pellet is
released. After the 4th and 5th press, usually the rat begins to press the lever more
rapidly and its operant behaviour is in full swing.
Experimenter may use a cumulative recorder to indicate the rate of the response ,i.e.,
the number of responses in a unit of time . The procedure described throws some light
upon the nature of human learning. The following points also emerge form such
studies. First of all it can be seen that motivation plays an important role in learning.
Secondly, reinforcement appropriate to the prevailing motivaton, is of vital importance
in the learning process. Another principle is that learning is a gradual process.

CHARCTERISTICS OF LEARNING
The general characteristics of learning are as follows:-
1. Learning is unitary: The learner responds as a total person in a unified way to
‘whole’ situation or total pattern. Learner responds intellectually, emotionally,
physically and spiritually. She reacts to the whole learning situation rather than
to any single stimuli is coordinated and integrated manner. Teaching learning
situation is approached differently by each learner with different goals with the
result that each learner responds differently. Learning is individual, though
responses are diverse and are made simultaneously to more than factor in the
learning situation. Learning is complex which includes cognitive, conative,
affective domains, appreciation and habits.
2. Learning is individual and social: Learning takes place in response to the
environment which includes physical, social and emotional environment. Each
learner is a unique person, they have individualized characteristics in the
patterns of living viz slow learner and fast learners. Learning is influenced by
hereditary, environment and self determination like learner’s intellectual
abilities, purposes, aptitudes, abilities, etc everything plays vital role. Teacher
must understand variation and provide needed assistance based on their needs
and abilities.
3. Leaning is self active: An individual can learn only through her/him reaction
to situation by his own efforts. It is the process of self activity, self direction
and self realization. Self development is by self discipline. Teachers through
their teaching motivates the learners to study and understands the subject
content, teacher acts as role models, the students will follow the teacher in
many ways in their lives.
4. Learning is purposive and active: Learning is active in a specific direction,
goal oriented, goals are determined by motives and indirectly by incentives.
 Motives are the forces that directs the behaviour of an individual learning
experiences are meaningful when they are related to the individual’s interests,
intelligent adjustments. Learning is influenced by the intention or will to learn.
Man has a will and he can loose the action he wishes to take.
5. Learning is creative: Human learning is both selective and creative. In
learning, the learner is the primary force, the teacher is the secondary force.
Learner decides and chooses to learn. The learner has the power to vary has
responses at will and thus create new form of response.
6. Learning is transferable: Transfer means whatever is learned in one context
or situation will apply or affect another context or situation. Transfer depends
on understanding, it depends on the discovery of essential relationship applied
deliberately to the situation of a practical problem.
7. Learning is growth: Learning leads to the growth of the individual by
integrating part and present learning. Learning is the process of growth and
development whereby the learner acquires a body of knowledge, develops
ideas which she makes a part of herself and develops the ability to use her
knowledge in the pursuit of her ideas.
8. Learning is adjustment: Learning helps the individual to adjust
himself/herself adequately to the new situations. Children meet with new
situation with demand solution. Repeated efforts are required to react to them
effectively and find solution to adjust themselves accordingly.
9. Learning is intelligent: When the learner learns something intelligently or
mechanically, he is likely to forget it very soon and he does not assimilate but
simply commits to memory. This type of meaningless effort does not produce
any permanent results or solution. Only efforts made intelligently have lasting
effects.

FACTORS INFLUENCING LEARNING

Learning is a complex process, an outcome of several factors.

(1) Nature of learner: Several factors associated with the learner like perception, organic
defects, physical conditions, maturation, intelligence, motivation, feedback affect the
process of learning.
o Perception modifies our learning
o Organic defects like defects in hearing, vision affect learning adversely.
o Maturation is needed to learn specific skills. There must be physical maturity
in a child before he learn to walk.
o Intelligence enables us to understand things, no one learn effectively without
intelligence.
o Motivation make us enthusiastic learners. They give us a strong desire to learn.
o Feedback given frequently enable a learner to increase efficiency of
learning.Feedback provides strong motivation to learn further.
o Interest to a particular subject or topic is very essential to learn.
o Attitude of learner towards a subject or topic is essential.

(2)Nature of learning material

 The number of learning elements, meaningfulness of the material and
complexity will affect learning. Learning will be easier if there are a number of learning
elements and will be harder if the number of learning elements are few. If the material to
be learnt is meaningful then learning is rapid.Learning will be easier if the material is
simple and harder if material complex.

(3)Nature of learning method

The type of learning method used by the student is very important.

TEACHING-LEARNING PROCESS

Teaching-learning process is a means through which the teacher, the

learner, the curriculum and other variables are organized in a systematic manner, in order
to attain predetermined goals and objectives.

 ELEMENTS OF TEACHING-LEARNING PROCESS

1. A learner, whose nervous system, senses and muscles are operating in sequences of
patterned activity, which we speak of as behaviour.
2. A teacher, selecting and organizing teaching-learning methods, consciously planning
and controlling a situation directed to the achievement of optimum student learning.
3. A series of learning objectives, related to student`s anticipated and desired behavioural
changes. As discussed elsewhere, objectives are intended learning outcomes, the level
of attainment of which can be observed and measured.
4. A sequence of stimulus-response situations affecting teacher and learner, resulting in
persistent and observable changes in learner`s behaviour from which we may infer
`learning`. That learning is directed by the teacher to an enhancement of student`s
cognitive, affective and psychomotor abilities.
5. Reinforcement of that behaviour. By `reinforcement` we refer to an activity which
increases the likelihood that some event will occur again , it may take the form of a
response of the environment, an automatic response of the student or something added
to the learning situation by an individual other than the student, for example an overt
expression of approval by the teacher.
6. The monitoring, assessment, and evaluation of the learner`s changes in behaviour in
relation to the objectives of the teaching-learning process.

 STEPS OF TEACHING-LEARNING PROCESS

The teaching-learning process is circular with the four steps each interacting
with the preceding and subsequent step
a) Assessment
b) Planning
c) Implementation
d) Evaluation
(a) Assessment :
Assessment has three major components :- the curricular attributes, the faculty
attributes, and the student attributes. The program and course objectives, critical
learning experiences and learning outcomes must be thoughtfully examined. These
curricular components provide the foundation for identifying and preparing the
appropriate content to be taught.
Faculty also need to appraise their own attributes, including their level of
knowledge, their philosophy and attitudes about teaching, and the instructional skills
they already possess and those they want to develop. Faculty should be well informed
about various theories of learning and other theories for teaching and learning.
Appropriate theories relevant to learning are used as a framework to design the
teaching-learning process
Student personal attributes that are particularly relevant are those associated
with successful learning. Student entry knowledge and skills , cognitive abilities,
learning styles, motivation to achieve study habits, readiness to learn the content and
preference for instructional methods are included in personal attributes.
Data about students personal attributes can be obtained from various
sources. Students entry knowledge and skills can be obtained from a brief review of
the course materials and text used for pre- requisite courses : this helps to establish
reasonable expectations of the students.

(b) Planning : Assessment data are used as a foundation for instructional planning.
Instructional planning includes selecting and organising the appropriate and
essential content in a logical and meaningful sequence, with attention given to the
appropriate delineation of the important relationships between facts, concepts, and
principles. Planning also include selecting the instructional strategies and designing
all of the learning activities. Developing a map all of the lesson plans before the
course begins is beneficial because it helps to ensure that the content will be
adequately addressed and allow faculty to examine the variety of instructional
strategies and learning activities to be used throughout the course.

(c) Implementation: To enhance student achievement faculty should be flexible when

adapting and modifying preselected instructional strategies or when implementing the
predesigned lesson plan. Students verbal and non verbal responses during the lesson
usually provide cues that indicate for some further explanation, clarification, or
additional practice in applying the content.

(d) Evaluation: Evaluation is the final step of an interactive teaching-learning model.

Formative and summative evaluations are two common forms of evaluation used
during instruction. Formative evaluation is used to determine student progress
throughout the course and is often used during a class session. Strategies used here are
questions, discussions and feedback. Summative evaluation is conducted at the end of
a course and is used to determine the extent to which students have achieved the
desired learning outcomes. Strategies used for summative evaluation include
multiple choice, essay, and short answer examinations , simluations, case studies
and formal papers.
LEARNING PROCESS
The learning process can be analysed in to 6 aspects ;
[1] goal,[2] stimulus, [3] perception,[4] response,[5]consequence and [6]integration..
(1)Goal
Learner activity :- Becomes motivated, sets a goal, there is some consequence she wants to attain,
her repertory of abilities does not satisfyher wants, she wishes to learn new response patterns and
abilities.
Teacher activity :- Helps the learner to want to learn and to set realistic goals.
(2)Stimuli
Learner activity :- Places herself in an environmental situation in which certain objects, persons,
symbols are presented to her for choice ; guidance or instruction is offered by some external agent,
such as the teacher, audio visual media etc.
Teacher activity :- Selects and arranges the learning situation so that the learner has maximum
opportunity to appraise the crucial elements in the situations.
(3)Perception
Learner activity :- Appraises the situation by interpreting the stimuli and deriving meaning from
them by directing attention to parts of the situation, relating them to past experiences and predicting
what can be expected to happen if various responses are made.
Teacher activity :- Provides cues which help the learner to interpret the situation, directs the learner’s
attention to the critical elements.
(4)Response
Learner activity :- Reacts to the stimuli by doing what she thinks will lead to the greatest net
satisfaction to her : she makes preliminary trials by applying previously acquired cognitive and
psychomotor abilities to the task at hand.
Teacher activity :- Assist the learner in deciding first tries or methods of attack, helps learner to
eliminate incorrect responses.
(5)Consequences
Learner activity :- Confirms the responses: if the response is satisfying or rewarding it is reinforced
by activities performed by the learner to strengthen or perfect her new way of acting ; if it is
dissatisfying , she experiences thwarting or blocking and she may either make a new interpretation
and adapt her response or she may become discouraged, give up or may act erratically.
Teacher activity :- Helps the learner to reinforce correct responses by providing activities which
help to strengthen or perfect new responses; supports learner by showing her enjoyment of learner’s
accomplishments or when necessary helps learner to adapt her response
(6)Integration
Learner activity :- Assimilates the new response with those she previously made or relates several
parts of her new experience to one another.
Teacher activity :- Provides learning opportunities to relate new learning experiences with past ones
and to apply new responses in a variety of different situations.

CONCLUSION

Teaching and learning is as old as human beings. Teaching and learning are
dynamic processes. If the teaching – learning process is effective, the learner is able to make the best
use of the things in the world around him. Teaching is a social phenomenon where as learning is a
psychological phenomenon. Teaching is a system of actions designed to bring about learning.
Learning is a change in behavior in individuals as a result of experience.

INDEX

Sl. No. Content Page No.

1 Introduction
2 Definitions
3 Concept
4 Theories of teaching
5 Principles of teaching
6 Maxims of teaching
7 Qualities of a teacher
8 Theories of learning
9 Characteristics of learning
10 Types of learning
11 Factors influencing learning
12 Teaching learning process
13 Learning process
14 Conclusion
15 Research abstract
16 Bibliography