TEACHING - LEARNING PROCESS : CHARACTERISTIC ANDLIMITATIONOF BEHAVIOURIST,COGNITIVISTANDHUMANISTIC APPROACH TO LEARNING TEACHING LEARNING PROCESS Introduction We are passing through

h a great transition. The old is becoming obsolete and new is still in the process of e m e r g e n c e . T h e o l d w a y s o f l e a r n i n g & t e a c h i n g i s f o u n d t o b e t o o r i g i d & t o o o u t - d a t e d . A g r e a t e r opportunity of psychological principle is being truly demanded. It has been urged that the training of theyoung requires on the part of teacher a deep psychological knowledge. Teaching-learning process is the heart of education. On it depends the fulfillment of the aims & objectivesof education. It is the most powerful instrument of education to bring about desired changes in the students.Teaching learning are related terms. In teaching - learning process, the teacher, the learner, the curriculum& other variables are organized in a systematic way to attain some predetermined goalLet us first understand in short about learning, teaching and then teachinglearning relation. Learning can be defined as the relatively permanent change in an individual's behavior or behavior potential (or capability) as a result of experience or practice (i.e., an internal change inferred from overt behavior). This can be compared with the other primary process producing relatively permanent change -maturation --that results from biological growth and development. Therefore, when we see a relatively permanent change in others, or ourselves we know that the primary cause was either maturation (biology) or learning (experience). As educators, there is nothing we can do to alter an individuals biology; the onlyinfluence open to use is to provide an opportunity for students to engage in experiences that will l ead torelatively permanent change. Teaching then, can be thought of as the purposeful direction and management of the learning process . Notethat teaching is not giving knowledge or skills to students; teaching is the process of providing opportunitiesfor students to produce relatively permanent change through the engagement in experiences provided by theteacher. Definition of learning given by various psychologists: Daniel Bell - Learning is modification due to energies of organism and environment impinging onthe organism itself. Gates - Learning is modification of behaviour through experience.

 Crow Crow - Learning involves the acquisition of habits, knowledge and attitude. Ruch - Learning is a process, which bring about changes in the individual way of responding as aresult of contact with aspects of environment. Skinner Learning as acquisition and retention. Encyclopedia of Education Research - Learning refers to growth of interest, knowledge and skills and to transfer these to new situation. Definition of teaching given by various psychologists: H.C. Morrison Teaching is an intimate contact between a more mature personality ans a lessmature one which is designed to further the education of the latter. J. Brubacher Teaching is an arrangement and manipulation of a situation in which there are gapsand obstructions, which an individual will seek to overcome and from in which he will learn in thecourse of doing so. B.O. Smith Teaching is a system of actions involving an agent, an end in view, and a situationi n c l u d i n g t w o s e t s o f f a c t o r s t h o s e o v e r w h i c h t h e a g e n t h a s n o control (class siz e, siz e of classroom, ph ysical characteristics of pupil e t c . ) a n d t h o s e t h a t h e c a n m o d i f y ( w a y o f a s k i n g questions or ideas gleaned.) Edmund Amidon Teaching is defined as an interactive process, primarily involving classroom talk, which takes place between teacher and pupil and occurs during certain definable activities. TFGen . . re s Teaching is a task of a teacher, which is performed for the development of a child. Essential aspects of the teaching-learning process It is informative to examine the ideal teaching-learning process, as proposed by Diana Laurillard (Laurillard,1993; Laurillard, 1994). She argues that there are four aspects of the teachinglearning process:( a ) D i s c u s s i o n - b e t w e e n t h e t e a c h e r a n d l e a r n e r . (b)Interaction -between the learner and some aspect of the world defined by the teacher.(c)Adaptation -of the world by the teacher and action by the learner.(d)Reflection -on the learner's performance by

b o t h t e a c h e r a n d l e a r n e r . She then considers how different educational media and styles can be described in these terms. For example,a t e x t b o o k r e p r e s e n t s a o n e - w a y f l o w o f k n o w l e d g e f r o m t h e t e a c h e r ' s c o n c e p t u a l k n o w l e d g e t o t h e student's conceptual knowledge. A lecture or tutorial may be seen the same way, but there is a possibility of meaningful discussion between teacher and learner.DiscussionReflection on Adaptation of Adaptation of Reflection onStudent World Action InteractionInteraction Figure : Essential aspects of the ideal teaching-learning process TEACHING PROCESSApproaches, Attitudes,Behaviour, Materials, Modes of Learning Teachers ConceptualKnowledgeStudents ConceptualKnowledgeTeachers ConstructedWorldStudent ExperimentalKnowledge

Teaching-learning Process
By:Clement - www.mindyourenglish.com It's not what is poured into a student that counts, but what is planted. -Linda Conway I believe that education is the key to success for young students. As a teacher, I hope to motivate students in ascertaining their inner strengths and abilities and discovering what truly inspires them. I aim to provide a stimulating learning environment that encourages students to trust their own opinions, while fostering confidence to realize their full potential. Ernst von Glasersfeld, the "father" of constructivism, believes that education has two main purposes: to empower learners to think for themselves, and to promote in the next generation ways of thinking and acting that are deemed important by the present generation. Empowering the learner means that teachers should relinquish some of their power and hand it over to the learner. I always emphasize the importance of the learner being actively involved in the learning process. I do agree with Dimitrios Thanasoulas who says, Knowledge does not belong to a teacher who is supposed to deliver it ad placitum; it is rather the result of social interaction and the meanings the teacher and the students construct together. This process is not a linear sequence of events but a dynamic phenomenon, whereby the teacher, who is more knowledgeable, is called upon to act, among other things, as a mediator, influencing and being influenced by the students, who happen to lack this knowledge. Teachers in the real world come in all shapes and sizes, exhibiting a wide range of different personalities, beliefs and ways of thinking and working. Thus, we cannot hold that someone who uses methods and models of teaching that differ from the ones informed by research is necessarily a "bad teacher." Teachers are no longer seen as competent or incompetent because they are simply unique. They do not act as gateways to knowledge because they themselves embody the curriculum, conveying not just what they know, but also their position towards it, as well as the personal ramification which it may have for them. Teaching is not indivisible from learning. We can be good teachers only if we know what we mean by learning because only then can we know what we expect our learners to achieve. My favourite quotation that I strongly believe as a teacher is, Tell me and I'll forget; show me and I may remember; involve me and I'll understand.