Major Difference Between PRINCIPLES OF TEACHING and PROCESS OF LEARNING

Major Difference Between PRINCIPLES OF TEACHING and PROCESS OF LEARNING

PRINCIPLES OF TEACHING.

PRINCIPLES OF TEACHING and PROCESS OF LEARNING

The principles of teaching are the “rules of laws” which the trainer is applied in a teaching situation for the clear and better understanding of the students.  It is found, if these principles are correctly applied, and followed during teaching steps then the learning becomes more sound and effective.

 These are mainly :

1)            Teach from known to unknown: - Any new should be based or connected with some previous (Recall) knowledge and experience.

This helps easy and better understanding, results, to better learning. This is based on the laws of association and understanding.

2)            Teach from Simple to Complex: - The portion of items or part of the syllabus, which can be understood by the learners easily or with less trouble should be taught first. The teacher should gradually teach more difficult or harder items.   This is based on the laws of “Understanding, satisfaction, and graded steps”.

3)            Teach from observation to reasoning:- Let the learners observe a thing or function then allow them to think (reason) what it is, how it is working, what is the principle etc.

By the process, their thinking and understanding ability will increase. This is based on the laws of association, purpose, and understanding.  

4)            Teach from general to particular: - At first about a subject matter or a machine etc. is given a general and common idea. This helps to prepare his mind and form an idea about the subject. Then teach him the specific items by items, as his mind is already prepared, his understanding and grasping capacity will be more.

This is based on the laws of readiness, association, and understanding.

5)            Teach from whole to parts and parts to whole again: - At first teach the whole machine or so, its use, performance etc.  Then teach the learner’s gradually step-by-step different parts and their functions etc.

But in the end, the parts should be united or assembled to give the shape of the whole machine.  So otherwise, learners forget the things.  This is based on the laws of association, and understanding.  

6)            Teach from concrete to abstract: - In cases where the mental idea is to form (like energy, power etc.) then at first give an idea or teach him to form a mental idea about the things. This is based on the laws of “association” and understanding.  

7)            Teach from learner’s level: - Any teaching should be done according to the mental and physical ability of learner.  If it is beyond his capacity, he cannot learn. This is based on the laws of understanding and satisfaction.

8)            Give practice for perfection: - In any teaching arrangement for doing (Practice) of the learners. Arrange for repeating (more practice). If a man does more practice his learning will be more perfect.

    PROCESS OF LEARNING.

There are three elements or main/focal area that concern educational psychologist and teacher

a)            The learner.

b)            The learning process.

c)            The learning situation.

a) THE LEARNER – By the word learner it means the student, who individually and collectively comprise the classroom group the person on whose behalf the educational Programme exists and operates.

The learner is more important of the three elements, because, without the learner, there is no learning unless someone is learning, there is no teaching. As there is no selling without customers.

b) THE LEARNING PROCESS – By the “Learning Process” we mean actions and interactions which go on when people learn. Learning is always a continuous process. It is the process by which people acquire change on the behavior, improve performance, re-organizing their thinking or discover new ways of behaving with new concepts and information.

c) THE LEARNING SITUATION – The learning situation refers to the factor or condition that affects the learner or the learning process. The teacher is one element in the learning situation.

•              The part played by the teacher.
•              The classroom setting.
•              The attitude and behavior of the teacher.
•              The moral of the classroom.
•              The emotional climate of the school.

THE LEARNING PROCESS: - By the learning process we mean action and interaction which go on when people learn.

TYPES OF LEARNING PROCESS: - Basically two major types with many subdivision.

a)            INCIDENTAL LEARNING: - Knowledge, information, skill or technique which is “learned” without any conscious effort to learn on the part of the individual learner. Usually a mixture of good and bad points. The instructor can hold “good points” by setting a good example “Always” to his class, e.g. punctually, discipline, neatness, etc.

b)            DELIBERATE LEARNING: - Takes place when the trainee is presented with some new knowledge, information, skill and technique and a “deliberate” or conscious effort is made to learn and reproduced it when needed. It is this type of learning, which mostly concerns the trade or craft training.

The principle sub-divisions of this type are:-

A) ROTE LEARNING – It is a process of memorizing by verbal or physical repetition.

Advantages: - Once learned by this method, the material rarely forgotten completely.

Disadvantages: - Subject to boredom and fatigue while learning – interest reduces.

These disadvantages must be avoided by:                                                                                    

1) Severely restricting the period of rote learning.

2) Planning to give variation to the training programme.

FEATURES:-

a) Early performance must be completely accurate in every step, otherwise, the result will be useless.

b) Frequent and accurate repetition is necessary for a practical period.

c) Un-necessary fatigue and boredom must be avoided.

B) MECHANICAL LEARNING: - Known as “Learning by the selection of the successful variant” or “trial and error learning”. It takes by the successive application of various solutions to a problem until the correct answer is found.

PROGRESS OF THE LEARNER DEPENDS ON:-

a)            Student’s appreciation or awareness of the nature of the studies or activities involved.

b)            The complexity of the knowledge of skill required.

c)            The quality of the success with which he will satisfy.

d)            Student’s natural aptitude.

Disadvantages:-

a)            The use of such a learning process tends to be slow.

b)            Time consuming.

C) RATIONAL LEARNING: - It is a logical process and with the carefully planned programme will give maximum efficiency and implementation to any training scheme.

It involves “Full” understanding of new knowledge or skill or basic principle of new information. It is the most efficient learning process.

Advantages: - Has maximum transmitted knowledge to a new situation. Knowledge gained is retained much longer by the student. Big saving of time.

Disadvantages: - Make maximum demand for skill, information and knowledge on the part of the instructor and also on the reasoning power of the students.

FEATURE: Instructors must constantly motivate the student to use the learning process.

He should:-

1.            Arouse interest and make important to each student personally.

2.            Arrange for the student to have experience of a large number of examples.

3.            Arrange for essential to be mixed up with the nonessential to give smooth balance.

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What are the Most Important basic principles of learning

  PRINCIPLES OF LEARNING.
There are certain basic psychological facts and principles pertaining to learning which every teacher should understand and able to apply in his teaching.
The followings are some of the principles of learning:-

  PRINCIPLES OF LEARNING.

1) Learning results from stimulation through the human senses:- 
Learning is a change in behavior.  Learning is explained as the things we do as a response to stimuli.

2) Learning requires activity: -
 The common expression “We learn to do by doing” states a principle which must be put into practice by every instructor.


Also Read  Major Difference Between PRINCIPLES OF TEACHING and PROCESS OF LEARNING

3) Learning is based on past experience: - Learning starts with what the learner knows but not with what the teacher knows or starts. This expression is true in all learning situations.  What we know obtain forms the basis for what we intend to know.

4) Interest is essential to effective learning and makes learners ready to learn: -   Interest is an inner feeling which causes people to direct their attention to do certain things.  Interest claims attention, attention with interest results in concentration, concentration with purpose, provides feelings and experience which culminate (to rise to the highest point) in real learning.

5) Early successes increase chances for effective learning: - The instructor helps the learners to develop an interest in the work that dear to them. He should also see as far as possible the work that they do results in success. When there is a satisfaction further learning is possible.

6) Knowledge of purpose, Use, and Application of things to be taught that makes learning more effective: - The learner has a right to know, why he is required to learn in a certain way and spend a lot of his time, effort and money. If somebody convinces him of the purpose of learning, he is interested to learn and learns it thoroughly. Then his learning will be quick and meaningful.

7) Continuous Evaluation is Essential to Effective Learning: - Self-evaluation of one’s efforts is essential to progress. The trainee must continually compare his work with some standard of accomplishment (attainment) if he is to improve. It is the duty of the instructor to help the trainee to achieve a high standard of quality of work.

8) Recognition and Credit provide a strong incentive for learning: - Trainees desire and have a right to expect credit for work well done.  Credit is given to those that deserve (to merit) credit. In this way, trainees are stimulated for better activity.

Also Read CHARACTERISTICS OF A GOOD INSTRUCTOR.

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DEFECTS IN INSTRUCTION

DEFECTS IN INSTRUCTION.

           It is common knowledge that trainees learn the good habits and also the bad ones from the instructor. So it is desirable to control and avoid the defects as the success of instruction depends on the instructor. Skill, knowledge, attitudes and habits are learned by the trainee from the instructor.

DEFECTS IN INSTRUCTION 

Common defects generally found in the instructors are:-

1. Failure to gauge the standard of the trainees:-

The instructor must know the competence of his trainees and the rate of grasping to adjust himself for the transfer of training (learning).

2. The instructor should avoid showing off:-

The instructor must avoid instructing his trainees all that he knows, but are not required to be taught. He must avoid thrusting all unnecessary material.

3. Explaining at a level much above the capacity of trainees:-

It is always necessary to proceed from known to unknown. In other words, one should not go beyond the reach of his trainee while giving instructions.  This will make understanding impossible.

4. Developing topics disproportionately:-

The instructor should avoid spending most of the time in explaining only those portion that are known to him well, and thus leaving other uncovered portions.

5. Failure to understand learners’ difficulties:-

It is very important to find out the difficulties of the trainees and their apprehensions and modify the approach of instruction.

6. Proceeding to teach lesson further without assessing understanding:-             

It is necessary to find out the level of understanding of the trainees in a topic already covered before going further. This is done only by assessment at each nodal point of the instructions and at the end of each unit.

7. Lack of enthusiasm in instruction:-

While it is necessary to possess good knowledge and skill in the lesson topic, one should also have enthusiasm in doing his work.

8. Not keeping abreast with the development in the trade:-

The instructor should always keep abreast of developments in his trade.  He should try hard striving to learn more.

9. Failure to set an example for the trainees to follow:-

He should provide learning experiences to the trainee to have the right attitudes, habits, and discipline by setting an example in his traits.

Major Difference Between PRINCIPLES OF TEACHING and PROCESS OF LEARNING

10. Failure to plan a lesson properly (inadequate preparation):-

Planning one’s lesson is of utmost importance in teaching. The instructor should plan his lesson with enough motivation and creativity.

11. Failure to select the right method:-

Selecting the method of training is as important as the content and it should be with a view to making learning faster, easier and everlasting.

12. Failure to use the appropriate aids in demonstration/lesson:-

Depending on verbal explanation a difficult situation, without the appropriate use of aids that will make instructions effective and learning easier will be detrimental to the progress.

13. Lack of mental alertness:-

The instructor should always aware of the happening around him in the class and in his section on the shop floor. This will avoid indiscipline and untoward happenings during instruction.

14. Lack of proper human relationship:-

Unless one develops a pleasant congenial atmosphere and proper understanding he cannot develop a good atmosphere desirable to enable the learning pleasant.

15. Bad manners:-

The instructor should possess good manners. He should not repeat admonition again for it will have a retreating effect on the trainees.

16. Lack of fairness and impartiality:-

He should always be fair, impartial but firm. Evaluation should be done without any bias and partiality.

Mannerisms commonly found in an instructor:-

Mannerisms refer to the peculiar habits of a person that are undesirable. Bad mannerisms are necessary to be eliminated. Some of them that need elimination are:-

1. Tall talk. 
 2. Bluffing. 
 3. Shouting.  
4. Murmuring. 
 5. Untidy dress.  
6. Whispering. 
 7. Chewing.
  8. Nervousness. 
 9. Absent minded. 
10. Playing with chalk.  
11. Not punctual.  
12. Discouraging trainees.
 13. Playing with duster & chalk.  
14. Snuffing & Sneezing.  
15. Leaning on the table.  
16. Always serious.  
17. Insulting.   
18. Teaching too much.    
   19. Pointing trainees by the pointer. 
 20. Writing improperly on the blackboard. 
 21. Repeating favorable words often.  
22. Spitting, smoking, coughing etc.

Causes bad mannerisms:-

1. Lack of confidence. 

 2. Poor subject knowledge. 

 3. Poor health conditions. 

4. Nervousness.

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22 Key Characteristics of an Effective Instructor

CHARACTERISTICS OF A GOOD INSTRUCTOR.

What defines a great teacher? It isn't just subject knowledge; it is a blend of technical mastery, emotional intelligence, and refined communication skills. Whether you are in a vocational trade or a traditional classroom, these 22 essential traits represent the gold standard for modern instruction.

Mastery of Subject and Craft

1. Dual Expertise

A top-tier instructor must master both the trade (the technical skill) and the teaching job (the pedagogy). Effective instruction requires meticulous planning; without it, even the most skilled expert will fail to transfer their knowledge.

2. Command of Language

Using "trade terms" is essential, but a good instructor avoids overly complex jargon that alienates beginners. They should possess the verbal command to correct a student's terminology gently and accurately.

3. Use of Proper Teaching Aids

Relying solely on lectures is a sign of poor preparation. Efficient teaching requires the use of modern tools, software, or physical equipment to reinforce the lesson.

4. Prioritize Objects over Illustrations

Whenever possible, use real-world objects. A physical model or the actual tool is always more effective for visualization than a 2D drawing, saving time and increasing student retention.

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Professional Conduct and Presence

5. Punctuality and Promptness

Professionalism starts with the clock. An instructor who is prompt sets a standard of respect for the students' time and the curriculum.

6. Dynamic Physical Presence

While opinions vary, standing while teaching is generally more effective. It allows for better movement, more expressive use of equipment, and keeps the instructor's energy high.

7. Professionalism with Superiors

Great instructors are team players. They respect the hierarchy, acknowledge their own areas for growth, and follow institutional regulations to set a positive example for their students.

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Classroom Management and Ethics

8. Emotional Intelligence and Tact

Arguments are inevitable, but a good instructor never loses their temper. They maintain their dignity and use "tactful siding" to de-escalate conflicts and focus on facts rather than criticism.

9. Elimination of Favorites

Instruction must be equitable. Avoid the trap of only engaging with high achievers. Every student deserves equal attention and opportunity.

10. Avoid Embarrassing Students

Creating a safe learning environment is key. Avoid staring or hovering too closely while a student is attempting to answer, as high pressure can stifle the learning process.

11. Self-Reflection Before Criticism

Before blaming a class for poor performance, an instructor checks their own methods. They meet the students at their current level and guide them toward perfection through hands-on projects.

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Effective Communication Strategies

12. Strategic Brevity

Avoid "over-talking." Keep discussions focused on the parts of the lesson that matter most and stay within the prescribed timeframe.

13. High-Quality Questioning

Questions should be clearly worded and designed to elicit a specific understanding. Always pose the question first, then pause to allow the whole class to think before calling on an individual for the answer.

14. Honesty in Instruction

If you don't know the answer to a question, never bluff. Admitting "I don’t know, but I will find out" builds more trust than providing incorrect information.

15. Maintaining Attention

An instructor must actively "hold" the room. This is done by highlighting the importance of new ideas and weaving "key points" throughout the session to prevent confusion.

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Student-Centered Growth

16. Positive Reinforcement

Students are there to learn, which means they will make mistakes. A great instructor praises the effort first, then provides remedial suggestions to fix the error.

17. Clarity of Direction

Never leave a student to a task until they thoroughly understand the requirements. Clear, adequate directions are the bridge between theory and successful application.

18. Sequencing Lessons Correctly

Instruction should be arranged point-wise, moving from simple concepts to complex applications, always considering the specific capabilities of the student group.

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