TEACHING LEARNING PROCESS

Teaching-learning are essential components of education

process. In fact, teaching and learning are equally important in
Nursing education. Teaching is the task of a teacher to impart
knowledge, develop attitude and skills in students ,whereas
learning is the outcome of effective teaching in terms of
developing activities, progressive change in behaviour as a
result of mental activities by students .It is important for the
teacher needs to know teaching and learning aspects of nursing
education. The communication process plays a very important
role in teaching-learning process.

TEACHING

Teaching is an essential component of education process. It

is concerned with imparting knowledge, developing
understanding, attitudes and skills. It is very important for a
teacher to understand the concept, nature or characteristics and
principles of good teaching; the qualities of effective teacher and
the roles and functions of a teacher.

DEFINITIONS
 Teaching is a form of interpersonal influence aimed at
changing the behavior potential of another person.

American Educational Research Association

Commission

Teaching is the stimulation, guidance, direction, and

encouragement of learning.

Burton (1
963)

Explained teaching may be characterized as an activity

aimed at an achievement of learning, and practiced in such a
manner as to respect the student's intellectual integrity and
capacity.

Israel Shefflar (1966)

NATURE AND CONCEPT OF TECHING

 Teaching is a tripolar process

 Teaching is an interactive process
 Teaching takes place at multiple levels
 Teaching must be planned
  Teaching needs effective reciprocal communication
 Teaching is the motivation to learn
 Teaching is guidance
 Teaching is a professional activity
 Teaching is an art as well as science
 Teaching helps attain information, knowledge & skills

PRINCIPLES

Teaching principles help teachers develop an insight

regarding their strength & weakness & provide information
pertaining to teaching.

Following principles is a combination of psychological and

general principles of teaching.

1. Principle of Motivation:
Motivation is stimulating interests. The teacher needs
to do her best to create interest (motivate) among
students in the teaching lessons. Once the interest is
created in students, they will become attentive,
comprehend and work better and thus learning is
 done. The motivation can be done by the following
techniques.
i) Linking teaching- learning with life experiences,
important happenings, with some examples.
ii) Satisfying curiosity of students. Answering
queries, linking them with students' queries.
iii) Making use of natural urges and acquired
interests e.g., the system of having class
representative, class-room committees etc. This
gives students opportunity to satisfy their ego,
self assertion and learn to take responsibilities.
This in turn motivates students in their studies.
iv) Utilizing all the senses of children. The teacher
needs to make use of variety of teaching aids as
these stimulate and sustain interest of students in
teaching lessons.
2. Principle of Activity or Learning by Doing:
Teaching is effective only when learners are
active in the class-room and outside the class-room,
both physically and mentally. When learners are
active, learning becomes easier, quicker and more
 effective, therefore the teacher needs to plan teaching-
learning activities where students can make direct
observation to the situation, phenomena etc.,
participate in doing certain activities during the class
and after the class, do certain mental exercises, solve
problems, plan and organize certain social services
etc. Thus, it stimulates interest and effective learning
takes place.
3. Principle of Setting Definite Goals and Objectives:
The goals and objectives must be set according
to the expected standards and outcomes in students.
These should be clear to both, teachers and students.
The goals and objectives should be definite and
clearly stated to be able to plan, implement and
evaluate teaching learning activities effectively.
4. Principle of individual Difference:
All children are different with respect to their
abilities, interests etc. The teacher needs to consider
individual differences for her teaching to be effective.
5. Principle of Creating Conducive Environment:
 It is very important to have suitable physical and
social environment to motivate students to learn. The
teacher should see that there is proper arrangement of
classroom, its furniture, lighting etc., there is proper
discipline and order in the students, the students are
co-operative, help each other etc.
6. Principle of correlation:
Knowledge is not fragmented. There exist links
among various subjects, in the same subject, between
the present and the past etc. Future can be predicted
on the basis of present situations. The teacher
therefore, needs to identify the linking ideas and
events and correlate while teaching various lessons to
make effective teaching.

7. Principle of Connecting with Life:

The effective learning takes place when teaching
is done in the social context and linked with the life
experiences.
8. The Principle of Feedback, Reinforcement and
Remedial Teaching:
The teacher needs to device feedback
mechanisms to know the results of teaching and
accordingly give positive reinforcements in the form
of praise, grades, certificates and other incentives.
Some students may lag behind and need to have
remedial teaching. The teacher may have to arrange
extra coaching classes, additional assignments etc.
9. Principle of Active Involvement and Participation
of Students:
The students are no more passive listener to what
is being taught by the teacher. They need to be
actively involved in all the stages of teaching-learning
process according to their level of readiness i.e. state
of mind. This would not only provide input from the
students but will make them aware of what is being
planned and what is expected from them in the
teaching-learning programme.
 10. Principle of Student Centeredness:
The teaching is for the student's to achieve
educational objectives, therefore it is very important
that the teaching strategies planned by the teacher
should be according to the level of students, their
abilities, interests etc.
11. The Principle of Change and Rest:
There should be appropriate provision of
change, rest and recreation. Otherwise it leads to
fatigue, boredom and lack of concentration. The
time table should be well balanced. Two
consecutive period of the same subjects should be
avoided.
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. It is the basic rules of teaching which
when implemented motivate learners, promote their attention on
what is being taught, encourage their active involvement and
thus result in effective learning. The teacher needs to know them
and practice.

1) Proceed From Known to Unknown

The teaching is always done step by step. The new lesson

should be related to what is already learnt i.e. what is
known to them. The teacher can show the similarities and
dissimilarities of the new lesson with the old lesson. This
would not only create interest in students but also make the
learning meaningful and lively. For example while teaching
about the pathological changes in a particular organ of the
body it can be started by review of its normal structure and
functions.

2) Proceed from simple to complex

This maxim implies that the content of the lesson is
organized in a manner that those ideas which are
elementary and easier to understand by the students are
put up in the beginning and further details follow the
proper order. For example teaching of anatomy and
physiology of a particular organ. It initiates with gross
 structure to minute structure followed by its functions
and role in the body.
3) Proceed from concrete to abstract
This maxim implies that students would
understand new ideas better when teacher makes use
of clear and vivid illustrations; examples, concrete
objects, models, actual field visits etc. For example,
anatomy of an organ can be learnt by handling the
actual organ and by doing its dissection. Disposal of
sewage can be best understood by visiting sewage
disposal plant.

4) Proceed from easy to more difficult

5) Proceed inductively
In inductive teaching, teaching is made effective
with the help of a suitable example. Usually the
topics is introduced to the students by way of
stating a befitting example and through analyzing
the example they would be able to understand the
general rules, definition, formulas etc.
6) Proceed from general to specific
 While proceeding from general to specific, general
rules are explained first and from that specificity is
arisen.
7) Proceed from specific to general
This maxim implies that before telling general rules or
principles to the class, the teacher presents particular
facts and examples. After study of these facts, the
students themselves come out with general rules and
principles. For example the definition and underlying
causes of bed sores can be generalized by the students
after consideration of particular facts and instances of
bed sores. This principle is applied in the inductive
method of teaching.

8) Proceed from indefinite to definite

Nursing students who enter school/college of nursing,

usually have vague ideas about human body, health
and disease, about care of patients, their rehabilitation
etc. The purpose of teaching in nursing is to make
 these ideas clear and precise so that students have
definite picture in their mind and develop desired
attitude and skills. It is therefore very important for the
teacher to plan the lesson carefully, make use of
variety of methods and Audio-visual aids, give live
experiences etc. to clarify the ideas.

9) Proceed from empirical to rational

Empirical knowledge is based on observation and
firsthand experience. We can see, feel and experience
it on the other hand; rational is based on our
arguments and explanation. The stage of arguments is
the last whereas seeing things or feeling them is the
first stage. Empirical is less general statements
whereas rational is more general statements. So the
safe approach in teaching is that we should proceed
from empirical to rational. It is a journey from less
mental maturity to more mental maturity.

10) Proceed from whole to part

 In teaching, the teacher should try to acquaint the
child with the whole lesson first and then the
different portions of it may be analyzed and
studied intensively. This principle holds good
while teaching a thing to the small children. At
the early stages, the child loves to speak full
sentences because in daily life situations, full
sentences are used. The child should be given a
full sentence. Then he may have full familiarity
with the different words contained in that
sentence. Later he may have the knowledge of
words. Then he will have the knowledge of
different letters forming the words.

11) Proceed from part to whole

Insome situation teacher has to proceed from part

to whole for providing information in a
meaningful way.

12) Proceed from analysis to synthesis

 Analysis means breaking a problem into its convenient
parts while synthesis means the grouping of these
separated parts into one complete whole. A complex
problem can be made simple and easy by dividing into
different parts.

“Analysis is the approach for understanding and

synthesis is for fixation.” Analysis of a sentence is taught
to students, that helps the students to understand the
different parts of a sentence. Later on, the synthesis of
sentences should be taught.

13) Proceed from overview to detail

Students can easily comprehend, if the teacher

proceeds from overview to detail.

14) Proceed from observation to reasoning

The teacher has to provide an opportunity for the

students to see and notice the factors involved in
a particular topic or context before explaining the
reasons associated with it or eliciting reasons
from the students.

15) Proceed from psychological to logical

While teaching, the teacher should first keep in mind

the interest, aptitudes, capacities, development level etc.
of the children during the selection of subject matter and
then on to its logical arrangement.
 In teaching English, the structures are selected as per
the needs and requirements of the students and then
arranged in a logical way. The psychological appeal of
the thing is more important at the early stages. Then the
logic behind it should be seen.
LEARNING
Meaning
Learning is said to be equivalent to change, modification,
development, improvement and adjustment. Efficiency of
learning can be measured by three factors; accuracy, speed and
retention.
Definitions
Any activity can be called learning so far as it develops the
individual & makes his/her behavior& experiences
different from what that would otherwise have been.
-Woodworth R. S.
Learning is a process that result in the modification of
behavior.
-J. F. Travers
Characteristics
The primary characteristics of learning which have been
presented by Heidgerken as applied in the teaching and the
learning of nursing are briefly discussed.
1) Learning is Unitary:
It implies that the learner reacts as a whole person to
the whole situation in a unified way. It means that the
learner responds intellectually, emotionally, physically and
spiritually at the same time. The response by the learner is
to the entire learning situation rather than to any one
stimulus and in a unified way. This coordinated and
integrated total reaction of the learner to the learning
situation helps achieve educational goals. Each learner
responds differently to teaching-learning situation because
each learner is different in all aspects. There are many
factors from within the individual and in the learning
situation which interfere with or promote unified responses.
It is very important for the teachers in nursing schools and
colleges to understand the unitary characteristic of learning
and put into practice.
2) Learning is Individual and Social:
The very fact that learning is a self active process, it
emphasizes that learning is an individual matter. Each
individual has to do her/his own learning. Each individual
differ in this depending upon inherited traits, health, home
training, social environment, educational opportunities, self
determination etc. Learning is also social in 3 larger senses
because it takes place in response to the environment in
which there are other individuals, social groups and
physical things. Individual's learning is influenced by
her/his parents and family members, friends, relatives,
 neighbors, class mates etc. and learn their ideas, notions,
feelings, attitude etc. Social agencies like family, play
grounds, youth clubs, temple/church, school etc. play very
important role in the learning process.
3) Learning is social:
Learning takes place in response to the environment in
which there are other individuals as well as physical things.
Learning is social as it takes place as some type of response
to the social environment of the individual.
4) Learning is self active:
This characteristic of learning implies that the learner
can learn only through her/his own active response to
teaching learning situation, i.e., the individual has to
undertake self learning activities. Without self-activities there
is no learning. The various self activities include listening
attentively, visualizing attentively, making observation
carefully, reacting and acting to situation, asking questions for
clarification, taking down notes, search literature, do self
study, recall, memorize, do analysis and return demonstration,
practice etc. Students need to develop their own habits of
learning. The teacher can simply help and guide them to
develop proper habits and direct them to undertake suitable
self-learning activities to achieve educational goals.
5) Learning is purposive:
Learning is always based on purpose. No learning takes
place without any purpose. Purpose gives directions and thus
determines goals for learning. The goals determined are based
on students learning needs as related to their desires, interests,
attitudes etc. The teacher needs to set desirable goals by
involving students and considering their needs, desires,
interests etc.
6) Learning is creative:
Learning is a process in which the potentialities within the
individual are created in to actualities both by her/his own
initiative and also by the assistance of others. In simple words
it can be said that there are two dynamic factors in creative
learning and these are: i) the natural responses of learner's
mind i.e. internal force and ii) intellectual guidance from the
teacher. Both these factors are vital. But, it is the learner who
decides and makes choices out of internal motivation as to
what, how and when to do in response to the demands of
existing situation. Thus learning results in new organization
of knowledge and pattern of experiences which has not
happened before. The learner develops unique and distinctive
pattern of behavior and that is what the creative learning is.

7) Learning is transferable:
This characteristic of learning implies that what is learnt in
one context or situation will apply or affect another situation.
True learning transfers but it depends upon understanding of
principles, concepts and their relationships which have been
generalized by the learner and applied deliberately to the
 solution of practical problems. The teacher should provide
opportunities and should see that nursing students apply the
principles which they have learnt in the class room while
giving nursing care to the patient.
Factors influencing Learning
The following points highlight the four main factors influencing
learning. The factors are:
1. Physiological Factors
2. Psychological Factors
3. Environmental Factors
4. Methodology of Instructions.
1. Physiological Factors:
The physiological factors are sense perception,
physical health, fatigue time and day of learning, food and
drink, age and atmospheric conditions.
a. Sense-perception:
Sensation and perception are the basis of all
cognitive learning. Weaker the power of perception, lesser
the amount of learning. A blind man learns far less than a
normal person. Impairment of sense organs is a handicap in
the process of learning.
b. Physical Health:
 Ill health hampers learning. Sound mind is only
in a sound body. Sound physical health gives vigor and
vitality to pursue learning activities for a longer education.
A diseased person is handicapped by the normal physical
strength necessary for any mental activity.
c. Fatigue:
Muscular or sensory fatigue causes mental boredom
and indolence. A number of factors in the home and school
environment may cause physical and mental fatigue, such
as lack of accommodation, bad seating arrangement,
unhealthy clothing, inadequate ventilation, poor light, noise
over crowdingness, and pure nutrition. Longer homes of
study also cause fatigue which affects the learning capacity.
d. Time of Learning:
Morning and evening hours are the best periods of
study. During the day, there is decline in the mental
capacity. Experiments on children have shown that there
are great variations in learning efficiency during the
different hours of the day.
e. Food and Drink:
Nutrition is responsible for efficient mental activity.
Poor nutrition adversely affects learning. The type of food
also has some effect. The alcoholic drinks, caffeine,
tobacco and such addictive items have adverse effect on
neuro-muscular system, and consequently upon the
learning capacity.
f. Atmospheric conditions:
High temperature and humidity lower the mental
efficiency. Low ventilation, lack of proper illumination,
noise and physical discomfort (as we find in factories and
overcrowded schools) hamper the learning capacity.
Distractions of all sorts affect power of concentration and
consequently the efficiency of learning.
g. Age:
Learning capacity varies with age. Some subjects
can better be learnt at the early age, and some during
adulthood. Learning proceeds between 13 to 20, remain
stagnant till 25and decline up to 35.
2. Psychological factors
a. Mental Health:
Mental tension, complexes, conflicts, mental illnesses
and mental diseases hamper learning. A maladjusted child
finds it difficult to concentrate. Concentration needs mental
poise and absence of mental conflict or complex. Some
pupils find it difficult to prepare for the university
examination, simply because of fear of the examination and
anxiety neurosis. A calm and balanced mind brings her
power to concentrate and learn better.
 b. Motivation and Interest:
No learning takes place unless it is motivated.
Purposeless learning is no learning at all. Every child is
impelled by some motive to learn new things. In the
absence of motivation, can he does not feel interested in the
act of learning. A child’s behavior in learning is energized
by motives, selected by motives and directed by motives.
c. Success, Praise and Blame:
Nothing succeeds like success. Thorndike’s law of
effect is applicable most commonly. Experimental
evidences show that praise stimulates small children to
work and learn, although it does not produce much effect
on superior and elder children. Elder children are more
sensitive towards reproof and blame, than younger children
are.
d. Rewards and Punishment:
Rewards of all sorts are powerful incentives to
learn. But these days in India school rewards are more
abused than used properly. A first division of distinction in
the examination is a false reward. Work is its own rewards.
Pupils forget this point. They become over-dependent on
rewards. They refuse to work without any incentive of
reward. All learning should not be and cannot be rewarded
immediately.
Punishments, arousing fear in anticipation, may
influence the pupil to work and learn, but not in all the
cases. Sometimes punishment creates bad reaction,
retaliation, hatred and disgust. Experimental studies shows
that punishment interfere with complex learning activities,
when punishments become frequent. Absence of
punishment becomes a basis of low activity on the part of
the pupil. In the absence of fear, they disobey and waste
time.
3. Environmental Factors:
a. Working conditions:
Learning is hampered by bad working conditions
such as distraction, noise, poor illumination, bad
ventilation, overcrowding, bad seating arrangement and
uncomfortable stay both at home and school. The location
of the school, the internal set-up, the accommodation,
decoration and healthful and sanitary conditions are very
important for efficient learning.
b. Organizational set-up:
The organizational set-up of the school also
influences learning.
4. Methodology of Instructions:
 a. Presentation and Organization of Material:
The learning material should be properly planned
and organized. It should be graded to suit the mental level
of the pupils. It should be presented in a meaningful and
interesting manner.
b. Learning by Doing:
Practice makes a man perfect. Repetition and practice
is important for learning. The pupils must be encouraged to
learn through activity. Theoretical teaching should be
replaced by practical application of knowledge,
experimentation and personal application. Children learn
better through personal experience. Verbalization should be
reduced to minimum.
c. Special Methods of Learning:
It has been found that some special methods give
better results. In learning a piece of poetry, learning by the
whole method, and by the part method have been
advocated. Sometimes it is helpful to recall what is learnt
and to recite by memory. Gestalt psychologists do not
approve of ‘trial and error learning’. They advocate
learning by insight. They discourage mechanical repetitions
without understanding.
d. Timely Testing:
 Through tests, the learner knows his exact
achievement, and there is no scope for over-estimation or
underestimation. Occasional and periodical testing
motivates the pupil to be regular in his studies.
Laws of Learning:
1. Law of readiness: Learning takes place best when a
person is ready to learn. Some sort of preparatory
attitude or mindset is necessary. If nervous pathway is
ready for action, the response quickly follows. If it is
exhausted and not quick for action, the response does not
follow readily. Learner’s reaction depends upon the
readiness of the sensory and motor neurons.
2. Law of effect:A successful reaction gives satisfaction to
the individual and the same reaction tends to be repeated.
An unsuccessful reaction gives annoyance to the
individual and tends to be inhibited. Thus, pleasure and
pain have their effects on learning reactions.
3. Law of exercise or use:Native reactions are
strengthening by practice. The use of any response
strengthens it and makes it more prompt, easy and
certain.
4. Law of frequency: The law of frequency is correlated to
law of use. If one response strengthens the situation-
response connection, two responses will strengthen it
further, there still further and so on. The more frequently
 a connection is exercised, the stronger the connection
becomes.
5. Law of disuses: Use strengthens a situation response
connection. Disuse weakens the connection. Materials
without any meaning like nonsense syllabus are quickly
forgotten. The material with a meaning like poetry is not
so quickly forgotten.
6. Law of recency: The law of recency is correlated to law
of disuse. The more recent is the exercise, the stronger is
the connection between the situation and the response.
The connection between a situation and the response is
weakened gradually through disuse.
7. Law of primacy: The first experiences and acts are
novel and apt to attract attention. They are readily
impressed in the mind. The first day at school, the first
act in learning a maze are easily impressed.
8. Law of purpose: With a clear or definite goal in mind,
the student works towards a definite purpose.
9. Law of association: It is on the basis of association of
ideas that we can explain why one idea gives way to the
other and so on. When we recall the name, we at once
remember about its association.
TEACHING LEARNING PROCESS
Even though teaching and learning activities
reciprocate each other to a certain extent, effective,
harmonization of teaching and learning activities are
 essential to ascertain the fulfillment of desired outcomes.
Teaching learning process is concerned with achieving this
harmonization.
DEFINITION:
Teaching learning process is a means through which
the teacher, learner, the curriculum and other variables are
organized in a systematic manner in order to attain
predetermined goals and objectives.
AIMS:
 The acquisition of knowledge, skills and attitudes which
enable the students to lead a well adjusted life.
 It is basically an interaction between the teachers and
learners, which is aimed to bring about behavior
modification in learners.
This interaction is characterized by a three way
communication. In the initial communication, teacher
communicates the relevant information to the learners. After
receiving this information, learner processes it and
communicates their response to the teacher and this is regarded
as the second communication. The teacher after interpreting and
evaluating student’s response once again communicate to the
students, through this third communication, teacher conveys the
feedback information. This feedback information helps the
students to assess themselves. If a student response is not good
as expected, teacher can motivate the student by giving a
positive feedback or reinforcement. Through this three way
communication teacher can carry out the teaching activity
confidently in the right direction and the students can easily
make out their progress in learning.
Now a day, participatory approach is widely recognized
and practiced in the teaching learning process. In the
participatory approach, the student is motivated and equipped to
enjoy an active role in the teaching learning process instead of
passively quenching the thirst for knowledge by accepting the
spoon feeding offered by the teachers.
ELEMENTS:
 A learner: Whose nervous system, senses and muscles are
operating in sequences of patterned activity, which we
speak of as behavior.
 A teacher: Selecting and organizing teaching learning
methods, consciously planning and controlling a situation
directed to the achievement of optimum student learning.
 A series of learning objectives: It is related to students
anticipated and desired behavioral changes. Objectives are
intended learning outcomes, the level of attainment of
which can be observed and measured.
 A sequence of stimulus response situation: It affecting
teacher and learner, resulting in persistent and observable
 changes in the learners behavior from which may infer
learning. That learning is directed by the teacher to an
enhancement of student’s cognitive, affective and
psychomotor abilities.
 Reinforcement of that behavior: By reinforcement we
refer to an activity which increases the likely hood 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.
 The monitoring, assessment and evaluation: of the
learner’s changes in behavior in relation to the objectives of
the teaching learning process. Students take initiative to
learn more and more by utilizing available resources.
PHASES OF TEACHING
1. Preactive phase: This phase involves planning and
preparation for teaching. The teacher prepares the
lesson plan, decides on teaching methods and prepares
the teaching materials.
2. Interactive phase: It is a phase of implementation
where the teacher teaches the students. She adopts
appropriate methods of teaching and uses audio visual
aids planned earlier. In this stage, more interaction
occurs between the teacher and the students.
 3. Post active phase: It is mainly of testing the
effectiveness of teaching learning process. The teacher
uses various methods of evaluation in assessing the
success of her teaching and learning by the students.
ROLE OF A TEACHER
Broadly speaking, the function of teachers is to help
students learn by imparting knowledge to them and by
setting up a situation in which students can and will learn
effectively. But teachers fill a complex set of roles, which
vary from one society to another and from one educational
level to another. The roles of teacher are;
 Instructional role
 Faculty role
 Individual role
1. Instructional role:
 Planning and organizing courses: like selecting
objectives, substantiate content and teaching
learning activities, correlating them with other
courses in the curriculum.
 Creating and maintaining a desirable group
climate which will encourage and enhance
learning and will lead to the development of
learners self discipline.
 Adapting teaching and preparing instructional
materials to the varying interest, needs and
abilities of the students.
 Motivating and challenging students to pursue
and to sustain learning activities which will lead
 them towards acceptance of responsibility for
their own learning.
2. Faculty role:
The role of faculty will vary according to the
philosophy, objectives and setting of a teaching institution.
 Chair person/chair women, secretary or member
of one or more committees
 Counselor of students in matters
 Researchers
 Resource person to groups outside the institution,
other school, health agencies
 A representative to professional nursing
organizations and other agencies
 Public relation agent: he/ she interpret the
objectives and the policies of his/ her institution
and helps in the recruitment process.
3. Individual role: As an individual the teacher plays personal
role;
 As a member of a family, religious group, a
community and a citizen.
 Dignified, distinct personality.
At the individual level, teacher plays various roles;
 As a controller: Teacher acting as controller is in
complete charge of the class and of the activity.
They control not only what the students do, but
also what they speak and what language they use.
The teacher as a controller maintains class
discipline by controlling student’s activity in the
class room.
 As a facilitator: A teacher should be a facilitator,
whose focus is on the students learning. She
should adopt student centered approach. When
teachers learn with and from one another, they
can focus on what most directly improve student
learning.
 As an assessor: The assessment of the students’
competence in one of the most important tasks of
the teacher. The teacher assumes the role to see
how students will are performing or how each
they performed. Feedback and corrections are
organized and carried out.
 As a role model: The teacher can be a role model
for students. The teacher serve as role models not
only when they teach students while they perform
their duties as members of the health team, but
also when they fulfill their role as teacher in the
class room. Students are observant and intelligent
brings. They follow their teacher.
 As a lecturer: The teacher acts as a coach when
students are involved in project work or self
study. The teacher provides advice and guidance
and helps students clarify ideas and limit tasks.
Traditionally, student expert to be taught. They
believe that it is the responsibility of the teacher
to pass on to them the information, knowledge
and understanding on a topic appropriate at the
stage of their studies. This leads to the traditional
role of the teacher as one of provider of
information in the lecture context.
 As a tutor: The teacher as a tutor, coach and
resource when students are involved in their own
work and call for the teachers for advice and
guidance.
 As an observer: Teacher acting as an observer,
monitor students to give them useful and
individual or group feedback.
 As an information provider and evaluator:
Teachers are facilitators of learning, providing
students with the information and tools they need
to master a subject. Teachers also play the role of
evaluators, constantly assessing student’s abilities
through formal and informal assessments,
providing suggestions for improvement and
assigning grades.
 As a resource material creator: Teacher act as
resource materials creator, who is always ready to
offer help to students, whenever needed.
 As a prompter: Teacher need to encourage
students to participate or need to make
suggestions about how they may proceed in an
activity, when they got lost and do not know what
is going on. In such situations teachers should
help but should not make students dependent on
teacher. They are to encourage students to think
creatively.
 As a curriculum planner: The teacher has a
responsibility not only to plan and implement
educational programmes and to assess the
students learning, but also to assess the course
and curriculum delivered.
 QUALITIES OF A TECHER
The teacher should possess the following qualities
T- Tactful, Truthful, Tolerant
E- Expertise, Efficient
A- Advisor, Adaptable, Alert
C- Competent, Creative, Cultural
H- Helpful, Hardworking, Honest, Humor
E- Enthusiastic, Empathetic, Emotionally stable
R- Responsible, Resourceful, Rational
The traditional or recent concepts of teaching never
disagree with the below mentioned desirable qualities of a
teacher.
1) Desirable personal traits: Teacher should be a person
who is just likable, appropriate, enthusiastic, caring,
active, have neat appearance, dress modestly and
simply, have a sense of humor and always be a helping
hand to the students.
2) User of effective teaching learning methods: A good
teacher always follow the guidelines intended for
selecting the appropriate method and use different
methods or effective and efficient combination of
methods for achieving learning aims.
3) Creator of a good classroom environment: A good
teacher always makes the classroom a student centered
environment rather than a teacher cantered one by
encouraging student participation in the teaching
learning process, paying special attention to weak
students, controlling the students and designing
teaching according to the capacities, abilities and level
of 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, possess leadership qualities, evaluate the
performance of students continuously, able to perform
self analysis and ability to accept criticism 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.