The important teaching in learning is very important aspect of our lives.Teachers are responsible for organizing and monitoring learning.Teachers who have confidence in themselves express ambitions for their pupils, for school and for themselves. The self-confidence often comes from experience.we are discussing in this article importance of teaching profession in our lives.
Teaching is an everyday activity. Quite apart from formal education in schools and universities, parents teach children,even young children teach each other, older ones certainly do,and adults exchange information and knowledge at work and in the pub and street.
Every encounter of two or more people may end up with one or other teaching something. It may be inaccurate or irrelevant, but it is teaching nevertheless.Such informal teaching goes on all the time in wards, clinics,laboratories, operating theatres, and practices. Patients teach doctors, and doctors teach patients. Only if information is accepted and changes the recipient’s thought or behaviour may he be said to have been educated. A simple definition of education is that it modifies behaviour.
Doctors are forever trying to educate their patients in this sense. Patients try to educate their doctors to understand and care for them in ways that they would wish. Nurses and many others try to influence doctors and vice versa. They try to educate others into their ways of thinking and doing.
It is a complex process.This is all too seldom recognised as teaching and hoping to educate others. Teaching is more usually thought of when one supplicates another for information and enlightenment. A nurse may ask a doctor to explain a procedure or a disease. A doctor may ask a nurse about the progress of a patient or the dose of a drug. The whole health team is in the process of educating all of its members. Each participant is both teacher and pupil at different times.
The Role And Importance of Teaching In learning And Education
Teaching, of course, is not to be equated with learning. The teacher’s message may be accepted and modified (which is learning, and perhaps education), or it may be rejected or ignored. The results may be seen in the health team: when all are listened to with respect and attention and their messages heeded there is likely to be harmony; when one tries to dominate and dictate the lessons, listening to and accepting no one else,there is resentment and disharmony so that teamwork is a misnomer.
In this context it will be seen how much teaching,learning, and education spill over into administration.Such continuing informal teaching has to be conducted with care for the feelings of the one who may suddenly think that he is being taught when he does not wish to be placed in the position of a pupil. This is a question of sensitivity between equal partners to the transaction. If one suddenly tries to be dominant irritation may be engendered, frustrating the intention of the teacher.
It is otherwise with formal teaching, which tends to be equated with the classroom, for example. No doctor-the name
means teacher-should miss the opportunity of formal teaching, whether for schoolchildren, patients, first aiders, biologists,nurses, paramedicals, administrators, or indeed any group who want him. Apart from the effect he might have on his hearers it will be of immense value to him.
The great benefit of teaching is how much it teaches the teacher. He is given (or takes) a subject which he must arrange in his own mind so as to be of value to his audience. In doing this he must first know or learn the subject himself. Even if he thinks he knows he will find that there are lacunae in his knowledge that he will have to look up and get straight. His own knowledge, and his insight into it and understanding of it, is therefore modified and he becomes educated.
This happens at even the apparently simplest levels, and indeed may be more obvious at simple levels.
As a welter of facts is considered as the basis of a lesson, principles have to emerge to make the facts comprehensible to the understanding of the listeners.
These principles are often new to the teacher, who may not have seen his facts in that light before.First aid treatment, for instance, has to isolate the important facts and the principles to apply in a wide variety of instances.These often are more vivid for the teacher than the learners, because he has thought them out for himself. Teaching may be as valuable as research in this. It is one of the best forms of continuing education.
All types of formal teaching require careful preparation. Even if this is not obviously manifest in experienced teachers you may be sure that their success is based on the most careful preparation in the past. This has given them the structure on which they work in a teaching session and is the product of thought, practice,and technique. The nature of teaching varies with the size of the audience and its likely previous knowledge.
The larger the audience the more likely that the approach is a lecture. The smaller the audience the more likely that the approach is informal and reaction between teacher and those taught is possible getting near to a discussion group. The size of the audience and the auditorium determine what audiovisual aids are most suitable.
Paper and pencil alone may be enough for two or three at a table, chalkboard, or whiteboard for 10 or so, overhead
projector for a score or more, and projection slides for 50 or so.You need to think hard about the presentation of material because teaching is a technique and needs thought and practice.It is painfully obvious to an audience when the teacher has not thought much about his task.
When the teacher is deliberately dominant and is handing down information he is the focus of attention. That is why in a lecture he is at the front and either in the well or on a podium.Similarly, in a tutorial he may take up a position at one end of a table, which is psychologically the superior place. In a seminar he might be at one side of a long table or part of a circle, showing that he is not trying to establish dominance.
Teaching needs careful consideration in the education and training of any doctor. There is much to learn about it, and there are many books and pamphlets about the art for those especially interested. Most helpful may be those published by the Association for the Study of Medical Education (ASME), Perth Road, Dundee, Scotland. They may also offer advice on other relevant publications.