TEACHING
LEARNING PROCESS
According
to Brown Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the conditions for learning (Brown.D.H, 2007). Teaching is a
profession of those who give instruction, especially in an elementary or
secondary school or a university. The teaching profession is a relatively new
one. Traditionally, parents, elders, religious leaders, and sages were
responsible for teaching children how to behave and think and what to believe. Germany
introduced the first formal criteria for the education of teachers in the 18th
century. In the 19th century, as society became more industrialized, the
concept of schooling became more universal. In industrialized nations today,
most teachers are university graduates. Teacher-training programs usually
include both general and specialized academic, cultural, or vocational courses;
the study of educational principles; and a series of professional courses
combined with practical experience in a typical school setting. Most countries
also require professional certification following formal training.
Learning
is an active process which requires that the learners work with and apply new
materials to past knowledge and to daily life. There are many methods of
teaching learning process in the classroom. Those depend on the teachers what
suitable methods do want to use. Some of the methods that encourage active
learning in the classroom are discussion, practice sessions, structured
exercises, team projects, and research the projects. William James ever said
that “teaching without an accompanying experience is like filling a lamp with
water, something has been poured in, but the result is not illuminating”.
In
the other hand, learning is enhanced in an atmosphere of cooperation. Learning
is enhanced when it is perceived as a collaborative effort between students.
Here, the teachers should give an opportunity to students to share their ideas
about the lesson what is learned so that the complexity can be increased each
other of the students. To make students interest to share their ideas, the
teachers should think more about a good material for students. The material
must be meaningful. If a new material is presented in a pattern or framework
that the learners can perceive, it is more readily learned and retained. A new
material will be more easily learned if the learner is helped to see its
relationship to what he/she already knows. Materials which are seen by the
learners as relevant to his or her own problem and experience will be more
readily learned.
Furthermore,
both teaching and learning are enhanced by descriptive feedback. Without
feedback neither learners nor teachers cannot improve because they will not
know what they need to know or to what extent they are fulfilling their goals.
The learners’ behavior will reach more quickly the objectives if they are
informed (given feedback) frequently about the correctness of their responses. Correct
responses should be immediately reinforced to increase the performance of
learning. A positive reinforce is anything that will increase the probability
that the designed behavior will be repeated.
Individual
students may be better suited to learning in a particular way, using distinctive
modes for thinking, relating and creating. The notion of students having particular
learning styles has implications for teaching strategies. Because preferred
modes of input and output vary from one individual to another, it is critical
that teachers use a range of teaching strategies to effectively meet the needs
of individual learners. Sound health instruction should incorporate a variety
of teaching methods intended to complement the learning styles of children.
This should lead to young learners who are both intrinsically and extrinsically
motivated to inquire, infer, and interpret; to think reflectively, critically
and creatively; and in the final analysis to make use of the knowledge and
skills they have gained by becoming effective decision-makers.
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