UNIT-5

The term socialization refers to the process of interaction through which the growing individual learns
the habits, attitudes, values and beliefs of the social group into which he has been born.

Socialization is the process by which human infants begin to acquire the skills necessary to perform as a
functioning member of their society, and is the most influential learning process one can experience.

the three goals of socialization:

1. impulse control and the development of a conscience

2. role preparation and performance, including occupational roles, gender roles, and roles in
institutions such as marriage and parenthood

3. the cultivation of sources of meaning, or what is important, valued, and to be lived for

Agencies of Socialization:

Family:

Social Class: Kohn, explored differences in how parents raise their children relative to their social class.
Kohn found that lower class parents were more likely to emphasize conformity in their children whereas
middle-class parents were more likely to emphasize creativity and self-reliance

Peer Group: A peer group is a social group whose members have interests, social positions and age in
common. A peer group consists of friends and associates who are about the same age and social
status . Peer Group means a group in which the members share some common characteristics such as
age or sex etc.

A peer group consists of friends and associates who are about the same age and social status . Peer
Group means a group in which the members share some common characteristics such as age or sex etc.

Language: Depending on the language and situation at any given time, people will socialize differently .
People learn to socialize differently depending on the specific language and culture in which they
live.This is where immigrant children learn to behave in accordance with the languages used in their
lives: separate languages at home and in peer groups (mainly in educational settings.

Religion: Religion has been an important factor in society. In the early society religion provided a bond of
unity. The child sees his parents going to the temple and performing religious ceremonies. He listens to
religious sermons which may determine his course of life and shape his ideas.

Educational Institutions:

Mass Media:
Legal system: The state is an authoritarian agency. It makes laws for the people and lays down the
modes of conduct expected of them.Children are pressured from both parents and peers to conform and
obey certain laws or norms of the group/community. Parents’ attitudes toward legal systems influence
children’s views as to what is legally acceptable.

Sigmund Freud:theory of personality development

Sigmund Freu’s theory of personality development is somewhat opposed to Mead’s, since it is based on
the belief that the individual is always in conflict with society. According to Freud, biological drives
(especially sexual ones) are opposed to cultural norms, and socialization is the process of taming these
drives.

STAGES

According to Freud, personality is formed in four stages. Each of the stages is linked to a specific area of
the body an erogenous zone. During each stage, the desire for gratification comes into conflict with the
limits set by the parents and latter by the superego.

The first erogenous zone is the mouth. All the infant’s activities are focussed on getting satisfaction
through the mouth not merely food, but the pleasure of sucking itself. This is termed the oral phase.

In the second stage (anal phase), the oral phase, the anus becomes the primary erogenous zone. This,
phase is marked by children’s struggles for independence as parents try to toilet-train them. During this
period, themes of keeping or letting go of one’s stools become sailent, as does the more important issue
of who is in control of the world.

The third stage is known as the phallic phase. In this stage the child’s main source of pleasure is the
penis/ clitoris. At this point, Freud believed, boys and girls begin to develop in different directions.

After a period of latency, in which neither boys nor girls pay attention to sexual matters, adolescents
enter the genital phase. In this stage some aspects of earlier stages are retained, but the primary source
of pleasure is genital intercourse with a member of the opposite sex.
parenting style
One of the interesting things about being a parent is that there is great variation in how we raise our
children.Your parenting style refers to the combination of strategies that you use to raise your children.

Diane Baumrind categorization of parenting styles:-

The four Baumrind parenting styles have distinct names and characteristics:

Authoritarian Parenting

Authoritarian parents are often thought of as disciplinarians.

1)They use a strict discipline style with little negotiation possible. Punishment is common.

2Communication is mostly one way: from parent to child. Rules usually are not explained.

3)Parents with this style are typically less nurturing.

4)Expectations are high with limited flexibility.

Permissive Parenting

Permissive or Indulgent parents mostly let their children do what they want, and offer limited guidance
or direction. They are more like friends than parents.

1)Their discipline style is the opposite of strict. They have limited or no rules and mostly let children
figure problems out on their own.

2)Communication is open but these parents let children decide for themselves rather than giving
direction.

3)Parents in this category tend to be warm and nurturing.

4)Expectations are typically minimal or not set by these parents.

Uninvolved Parenting

Uninvolved parents give children a lot of freedom and generally stay out of their way. Some parents may
make a conscious decision to parent in this way, while others are less interested in parenting or unsure of
what to do.

1)No particular discipline style is utilized. An uninvolved parent lets a child mostly do what he wants,
probably out of a lack of information or caring.

2)Communication is limited.

3)This group of parents offers little nurturing.

4)There are few or no expectations of children.

Authoritative Parenting

Authoritative parents are reasonable and nurturing, and set high, clear expectations. Children with
parents who demonstrate this style tend to be self-disciplined and think for themselves. This style is
thought to be most beneficial to children.

1)Disciplinary rules are clear and the reasons behind them are explained.

2)Communication is frequent and appropriate to the child’s level of understanding.

3)Authoritative parents are nurturing.

4)Expectations and goals are high but stated clearly. Children may have input into goals.

Competition is a rivalry where two or more parties strive for a common goal which cannot be
shared: where one's gain is the other's loss. It is the activity or condition of striving to gain or win
something by defeating or establishing superiority over others.

conflict is a clash of interest. The basis of conflict may vary but it is always a part of society. Basis of
conflict may be personal, racial, class, caste, political and international. Conflict is a word that connotes
disagreement and discord that have the potential to lead to wars and skirmishes as between tribes,
cultures and nations.

difference between competition and conflict

• Conflict involves discord and disagreement whereas competition can take place without any clash or
hard feelings.

• A competition indicates a contest where participants vie for the top spot whereas a conflict indicates a
scuffle or a skirmish.

• Competition is a healthy process that encourages intelligence, innovation, and entrepreneurship

whereas conflict crushes all such concepts.

• In real life, conflict is inevitable because all people are different from one another and different
viewpoints lead to conflict.
• Organizing a competition to choose the best painter, singer, or a player encourages excellence among
individuals as participants want to beat others to get top honors.

• Conflict and competition are two different types of social interaction that are, in addition to
cooperation and accommodation.

bulying is the behaviour of a person who hurts or frightens someone smaller or less powerful, often
forcing that person to do something they do not want to do:

Bullying can be more than just nasty looks and teasing. It can come in lots of different forms, including:

name calling

spreading rumours or lies about someone

physical intimidation or harassment

targeting a person’s sexuality, religion, race, gender or disability

singling a person out to make them feel alone or different.

Bullying effects include:

alone and helpless

unsafe and afraid

guilty, often blaming themselves for the bullying

stressed and anxious

depressed, sad or down.

Aggression is hostile, injurious, or destructive behavior or outlook especially when caused by

frustration

causes

These factors include:

Previous aggressive or violent behavior.

Being the victim of physical abuse and/or sexual abuse.

Exposure to violence in the home and/or community.

Being the victim of bullying.

Genetic (family heredity) factors.

Exposure to violence in media (TV, movies, etc.)

Use of drugs and/or alcohol.

 Course-102

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values,
morals, beliefs, and habits

Needs / aims

1.  Removing Poverty

2.  Safety and Security against Crime :If a person is well-educated, he will not be fooled by anyone easily. An

educated person is less prone to involve in domestic violence & other social evils. They enjoy healthy relationships

in life. This means people are less susceptible to being cheated or becoming a victim of violence.

3. Prevention of Wars and Terrorism

4. Commerce and Trade:A good education doesn’t simply mean going to school or college & getting a degree.

Trade & commerce of the country will also be flourished easily if its citizens are well-educated. Education helps to

become self-dependent

5.  Law and Order: Education enables the process of the Nation’s Fast Development. If you have a good education,

you can serve your country well. It develops a good political ideology.

6. Women Empowerment :Education also helps in empowering women. Certain old customs like Not Remarrying

Widows, Sati Pratha, Child Marriage, Dowry System etc. can be demolished with the power of education.

7. Upliftment of economically weaker sections of society:Education is the most important ingredient to change the

world. Due to lack of education, many illiterate people suffer the hardships of discrimination, untouchability &

injustices prevailing in the society but with the advancement of a good education..

8. Communications:The relation between education & communication is apparent. Good education helps to

communicate better with other people. It also improves our communication skills such as speech, body language etc.

A person who is educated feels confident within him to confront or give a speech in front of a large public or can
held a meeting or seminar.Writing emails, letters, typing messages, reading magazines & newspapers or even using a

Smartphone can never be possible without getting a basic education.

Role of Education in Society

1. Creating More Employment Opportunities
2. Securing a Higher Income
3. Developing Problem-solving Skills 
4. Improving the Economy
5. Providing a Prosperous and Happy Life
6. Creating Modern Society
7. Creating equal opportunities

Role of education in mental development

1. helps in reducing social anxiety

2. boost overall confidence

3. cultivation in the thought process

4. Mental health awareness 

Role of education in economic development

1. Removing Poverty
2. Commerce and Trade
3. . Upliftment of economically weaker sections of society

Wood despatch theory

Charles Wood was the President of the Board of Control of English East India Company. In
1854 he sent a despatch to Lord Dalhousie, the then Governor-General of India. od’s
despatch suggested that primary schools must Adopt vernacular languages. Through the
despatch, he also suggested that high schools use anglo-vernacular medium and that
 English should be the medium for college-level education. Hence, the Wood’s Despatch is
considered as ‘Magna-Carta’ of English Education in India.

Features

1. Primary Education
 Vernacular languages were to be promoted
 Education Department was to set up in every province
 At least one government school be opened in every district
 Systematic method of education
2. Higher Education
 Universities on the model of the London university be established in big cities like
Bombay, Madras and Calcutta
 Systematic method of education
3. Women’s Education
 Promoted female education on all levels
4. Hierarchy in education was systemised
 Primary schools in villages (Bottom)
 Anglo-Vernacular High Schools
 Affiliated colleges at district level
 Affiliating universities in the presidency towns
5. English Education
 English was made the medium of instruction for higher studies
6. Vernacular Education
 Vernacular languages (spoken by the common masses) to be promoted at primary
level
7. Teachers’ training
 Promotion and stress on teachers’ training at all levels
8. Secular Education to be promoted
9. Grants-in-aid to encourage private enterprise.
Impacts
1. Bombay, Madras and Calcutta universities were set up in 1857
2. In all provinces, education departments were set up
3. Bethune School (founded by J.E.D. Bethune) was started for women education
4. Agriculture Institute at Pusa (Bihar) and an Engineering Institute at Roorkee were started
5. British India witnessed rapid westernisation of education system with European headmasters
and principals in schools and colleges
6. Private Indian educators appeared
 new education policy 1986
In 1986, the government led by Rajiv Gandhi introduced a new National Policy on
Education. The new policy called for "special emphasis on the removal of disparities
and to equalise educational opportunity," especially for Indian women, Scheduled
Tribes (ST) and the Scheduled Caste (SC) communities.
Aims - 1. All-Round Development 2. Development of Human Resource or Man-power 3.
Development of Socialism, Secularism and Democracy 4. International Co-operation and
Peaceful Co-existence and Others.
Features_

 Decentralization of education and establishment of District Institute of Education and Training.

 The uniform pattern of 10+2+3 pattern of education for all over the Country was recommended for immediate

implementation.

 Reorganization of educational programs at Primary, Secondary and Higher Secondary level. Also, the

reorganization of school curriculum was recommended.

 Early Childhood Care and Education was given importance. Proper availability of food and healthy environment

was also recommended.

 Free and Compulsory Education till completion of elementary level.

 The compulsory school subjects such as Languages, Mathematics, Science, Social Science, Statistics,

Humanities, History, and some concepts such as national and constitutional responsibility of citizen is given

prime importance to teach to the students.

 Expansion of higher education was to be done with opening Open University and Distance

Education Institutions and the mode of education was to be given equal status and recognition by UGC.

 Improvement in the teacher education programme was recommended. NCTE was to be given a constitutional

status, establishing DIET, and CTEs.

 Equal Opportunity for all was managed by giving special space to women, SCs, STs, OBCs and Physically

weaker section of the society.

 IEDS scheme was launched for the students from the Physically weaker section.
University Education Commission (1948-49)
University Education Commission (1948-49) was the first Commission on education after
Independence. Its major emphasis was on higher education but it also touched upon the issues
related to school education. The Commission was appointed under the chairmanship of Dr. S.
Radhakrishan,
Recommendations-
1)The Commission recommended that the standard of admission to University courses should
correspond to that of the present intermediate examination, i.e., after 12 years of study at
school and intermediate college.
2)The University Education Commission laid great stress on the introduction of general
education throughout school. The Commission clearly wanted that school should diversify its
outcomes in such a way that many could effectively participate in real life by taking up jobs or
self-employment and only very few would continue study beyond school.
Secondary Education Commission (1952-53)
Secondary Education Commission (1952- 53), and the Education Commission (1964-66). Both
Commissions elaborated on the themes emerging out of Mahatama Gandhi’s educational philosophy
in the changed socio-political context with a focus on national developments
aims of education:
(i) Development of democratic citizenship:
(ii) Improvement of vocational efficiency:
(iii) Development of personality. This includes:
(a) Releasing the sources of creative energy in the students so that they may be
able to appreciate their cultural heritage.
(b) Cultivating rich interests which they pursue in their leisure and contribute, in later
life, to the development of this heritage.
(c)  Giving a place of honour in the curriculum to the subjects like art, craft, music,
dancing and the development of hobbies.
(iv) Development of the qualities for leadership:

The major recommendations of the Commission were:

 ; installation of higher secondary system; three language formula; diversified courses; 
improvement in methods of teaching, text books and system of examination; emphasis on
education and vocational guidance; Improvement in building and equipment

The Education Commission (1964-66) 0r Kothari commission

National Education Commission (1964-1966), popularly known as Kothari Commission, was an
ad hoc commission set up by the Government of India to examine all aspects of the educational
sector in India, to evolve a general pattern of education and to advise guidelines and policies for the
development of education in India.  It was formed on 14 July 1964 under the chairmanship of Daulat
Singh Kothari.
The terms of reference of the commission was to formulate the general principles and guidelines for
the development of education from primary level to the highest and advise the government on a
standardized national pattern of education in India.
Recommendation
1. Provision of Free and Compulsory Education – Recommended providing free and
compulsory education for children aged 6 to 14 years.
2. Languages – The Commission recommended adopting a three-language formula at state
levels. It intended to promote a language of the Southern States in Hindi speaking states. It
intended to promote Hindi, English and a regional language in non-Hindi speaking states.
3. The Kothari Commission recommended promoting regional languages, Sanskrit as well as
international languages, preferably English.
4. The Kothari Commission recommended providing favourable and adequate service
conditions for teachers and providing them with the necessary freedom to conduct and
publish those findings.
5. To promote social justice, the Kothari Commission focused on girls education, education of
backward classes, education of tribal people, physically and mentally handicapped children.
6. As Science and Maths are an integral part of the growth of any nation, the Kothari
Commission recommended making Maths and Science an integral part of education.
7. The Commission recommended reforms to improve education at University level by paying
special attention to postgraduate level research, training, providing adequate libraries,
laboratories and funds.
difference between School and Education?

• Definition of School and Education:

• Education is the process of learning or the process of teaching.

• School is a place that offers education.

• Nature:

• Education is a process. It is also a profession.

• School is an institution.
• However, the word schooling refers to the process of education.

• Structure:

• Education is formal when we gain it from an institution. However, when people in our life teach us, that is informal
education.

• School is a formal institution in the field of education. There are other institutions too.

• Coverage:

• The term education covers a vast area of subjects as all the subjects and things we learn fall under this.

• School does not cover as much of a vast area as education. School is only one level of education.

• Public and Private:

• There are public as well as private educational systems.

• There are public as well as private schools.

 
Educational Implications of jainism

1.Truth is relativistic and pluralist. What is true to some, may not be true for others. Knowledge ,therefore
may be viewed differently. Students must be taught to view things in different perspectives. They should
be open minded and be willing to accept different opinions.

2.Self-realization is important. Man must focus on the divinity and remove the material bond of soul
.Therefore, students should be taught to focus on developing their spiritual side, and not focus on material
things.

3.Education should lead to self-enlightenment. Students should not study for the sake of marks or good
report results. They should study to broaden their mind and broaden their thinking. Studying should be for
the sake of gaining new knowledge and developing oneself.

4.Development of personality as an individual. Hence, schools should stress on individual aims and
ambitions. Common curriculum should be removed, and individualized curriculum and courses should be
provided to students based on their personal needs and interests

5.Students should develop spiritual knowledge and feeling of sympathy and empathy for life. Subjects
like Bible Studies, Moral Studies, SUPW etc. focus on spiritual aspects while subjects like Environmental
Education, Human Rights Education etc. help develop empathy and encourage social work.

6.Students must realize their own shortcomings and bad behaviours. Students should abstain from bad
habits that they may have learned from bad company. They should be given the motivation to remove
those bad behaviours and replace it with good ones.

7.Education should develop in students the sense of discrimination between what is good and what is bad.
8.Education should inculcate non-violence as a virtue, practiced and not only aspired for, that would be
socially desirable. Teaching of nine principles called as nine categories of Jainism to dissolve the
partnership between soul and matter

Upnishads

The Upanishads are a collection of writings composed in India between 800–500 BCE. They
contain many of the most fundamental spiritual teachings of the age.

The Upanishads are commonly referred to as Vedānta. Vedanta has been interpreted as the "last
chapters, parts of the Veda" and alternatively as "object, the highest purpose of the Veda".[11] The
concepts of Brahman (ultimate reality) and Ātman (soul, self) are central ideas in all of the
Upanishads

Vedas and Upanishads was an era of total freedom of thought; it was the era of the living word: the
communion between master and disciple. This relationship was not institutionalized or organized; there
was no authority nor coercion. There was total freedom between master and disciple, and profound
respect, affection, and love.The main teachings of the Upanishads

Gurukuls
the Gurukula is the community of the master and his disciples. This educational institution of
Ancient India, through which the highest culture of the subcontinent has been formed, presents
a set of characteristics.

• The master had a small number of disciples around him, around a dozen to a maximum of
twenty. • The boys would be above the age of reason (8/ 11) till adulthood (21). • The Gurukula
was residential, hence master and disciples were living together. • The master was a guru, guide
and friend, father and mother –the ideal teacher according to modern educationists such as
Steiner, Montessori or Dewey-.• The teaching was basically oral. • The master combined
collective classes and personalized tuitions, though the pedagogy was basically individualized –
child-centred-.•The educational process usually evolved in natural surroundings, arising a sense
of beauty and communion with Nature and the Cosmos. • However, the profound integral
nature of this kind of education was not satisfied with the second eye of knowledge –the
intellect- and linked it to a deeper more experiential form of inner realization. • Therefore, the
education of the Gurukula was essentially transformative rather than informative.

Thinkers
Rousseau�s theory of education emphasized the importance of expression to
produce a well-balanced, freethinking child.  He believed that if children are allowed
to develop naturally without constraints imposed on them by society they will
develop towards their fullest potential, both educationally and morally.  This natural
development should be child-centered and focused on the needs and experiences of
the child at each stage of development.

John dewey
Acc to john dewey – education is not prepration for life; education is life itself. Education,therefore, a
process of living and not a prepration of future living.

Dewey theories and beliefs on education

1.experimental education-

2.the school’s role-

3.role of curriculum-

4.teacher’s role-

Gandhiji
According to Gandhiji “literacy is neither the beginning nor the end of education. This is only a
means through which man or woman can be educated”. Gandhiji observes “by education I
mean an all-round drawing out of the best in child and man- body, mind, and spirit.

AIMS OF EDUCATION-

1. Vocational aim: In his words, “Education ought to be for them (children) a kind of insurance
against unemployment.

2. Cultural aim:. In the words of Gandhiji “I attach more importance to cultural factor of
education than its literacy factor. Culture is primary and basic thing which the girls should
receive from school.
3. Character building aim . According to Gandhiji, the end of all knowledge should be the
building up of character

4. Total development aim: Gandhiji once wrote, “The real education is that which fully develops
the body, mind and soul of children.” He further observed, “Man is neither mere intellect, nor
the gross animals’ body, nor heart or soul alone

5. Liberation aim: According to Gandhiji education should liberate person. One was the
liberation all kinds of economic, social, political and mental slavery. The second was, the
liberation of the soul from worldly pursuits and devote itself to higher forms of spiritual living.

6. Training for leadership:

GANDHI’S VIEWS ON EDUCATION

1. Objectives of education: The ultimate objective of the new education is not only a
balanced and harmonious individual but also a balanced and harmonious society – a just
social order in which there is no unnatural dividing line between the haves and have-
nots and everybody is assured of a living wage and the right to freedom.
2. Education through craft: The core of his proposal was the introduction of productive
handicrafts in the school curriculum. The idea was not simply to introduce handicrafts as
a compulsory school subject, but to make the learning of a craft the centre piece of the
entire teaching programme
3. Curriculum- acc. To gandhiji The subject in the curriculum includes in the following: 1.
Basic craft – Agriculture, Spinning, Weaving etc. 2. Mother – tongue. 3. Mathematics –
useful for craft and community life. 4. Social studies – social and economic life of the
community, culture the community, history of craft etc. 5. General science – nature
study, zoology, physiology, hygiene, physical culture, anatomy etc. 6. Drawing and music.

Methods of teaching
 Reading should precede the teaching of writing
 Before teaching of alphabets, art training should be given.
 More opportunities should be given for learning by doing.
 Mother tongue to be the medium of instruction
 Learning by living, service and participation, self – experience.
 Oral instruction to personal study.
 All syllabi should be woven around vocational training

Role of teacher:

 He wanted the teacher to be a model of behavior an image of society a compendium of

 virtues.
 He wanted teachers to teach by example than by precept.
 He opposed corporal punishment.
 Teacher must be well trained, proficient, man of knowledge, faith action and devotion. .
A teacher should be the epicene of character, a symbol of values, well disciplined, a
unique personality, cultured and having a good mentality

Macauly – downward filtration theory

During the British rule in India British were in the requirement of manpower which is
educated in English to carry on various clerical works in India. To implement the western
education system in India British followed the “Downward Filtration Theory”.

Downward filtration theory is a theory introduced by Lord Macaulay in his so called  report called
Macaulay’s Minutes, which states that giving education to the members  of the higher classes of the
society would facilitate an opportunity for the grass root people of the society, too, because the lower
class people always tend to imitate and  follow the model of the people of higher status in the society.

three chief characteristics:

To educate only the high class people in order to give them higher posts in the administration with a view to
strengthening the roots of British empire in the Country.

2. When the higher class people would receive English education their culture would be improved and the general
public would accept them as their models. As a result, the lower class people would also be educated after being
influenced by the higher class people.

3. To educate the higher class people who might undertake the responsibility of educating the general people.

Why english adopted Downward filtration Theory of education in India?

1. Because of the narrow mindedness of english who wants to educate a few for getting
clerks for administration.

2. They wanted to create a elite group by differentiating the education initially so that
general public will get influenced by this elite group and they will accept the British rule
which will help British in running their administration smoothly though social acceptance.

3. As their will be social acceptance of English education system as a product of

glamorization through higher class people will start adopting English as as education and it
will help British. They have also thought that educated higher class people will undertake
the responsibility of educating the genral public.

Criticism of Macaulay’s Minute:

(i) Macaulay’s claim about English as only the medium of instruction cannot be justified.
(ii) It is wrong to believe that Macaulay was responsible for introducing a new educational policy in India.

(iii) Other Indian languages were neglected.

(iii) His downward filtration theory proved to be more a failure for Indians.

Teaching$ learning
Teaching can be defined as engagement with learners to enable their understanding and application of
knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection.
Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn
particular things, and go beyond the given. In much modern usage, the words ‘teaching’ and ‘teacher’ are
wrapped up with schooling and schools.

Commonly, there are two forms of teaching:

 Formal
Classroom-based instruction which is facilitated by licensed professionals falls under formal
teaching. It is governed by educational systems that have to follow certain curricula, class hours,
and related standards.
 Informal
Teaching that occurs outside the regulations of the classroom and does not require licensing is
categorized as informal. Examples of these are home-based or outside-school tutorials.

Learning
learning is the acquisition of new information or the modification of existing knowledge, preferences,
expertise, and other aspects of behavior.
Learning can be defined as the activity or process of gaining knowledge or skill by studying, practicing, being
taught, or experiencing something . Learning is about what students do, not about what we as teachers do. 

RELATIONSHIP BETWEEN TEACHING & LEARNING

1. Both teaching & learning may be formal or informal.
2. Both are goal oriented.
3. Good teaching results in good learning. 
4. One can observe teaching but not learning.
5. Both teaching and learning require skills, creativity, intelligence and operate on definite principles.
6. Good teaching requires good communication skill & good learning requires good listening skills.
7. Only good learners become good teachers.

Differences between Teaching and Learning

1. Goal of Teaching and Learning
The primary goal of teaching is to impart knowledge and to monitor change in behavior while learning
aims to understand and apply knowledge. A teacher seeks to share what he knows whereas a learner
intends to receive new information.
2. Authority in Teaching and Learning
As compared to learners, the teachers possess higher authority.
3. Dependence in Teaching and Learning
For the teaching process to be actualized, teachers need to have students as recipients of novel
knowledge. On the other hand, learners do not always need teachers to learn something as mere solitary
experiences can bring about realizations; hence, learning .
4.Curiosity in Teaching and Learning
The learning process is improved by piquing students’ curiosity.  Alternatively, the teaching process is
improved by looking for a way to arouse learners’ curiosity.
5.Extent (with respect to existence) of Teaching and Learning
Largely, learning is possible until our last breath. As for teaching, people can still learn from the teachings
of someone who has already passed away.