Hello Friends, Chandigarh Education Department has issued a new notification for 396 posts for Chandigarh JBT Shikshak Bharti 2024. In this article, we will provide Teaching aptitude notes which will be very helpful in cracking your Chandigarh JBT Teacher Exam. For complete information related to Teaching Aptitude, you Remain in this article.
Questions from Teaching aptitude are asked in teaching exams. because it is a part of teaching.
So first of all we will know what is teaching attitude.
Teaching Aptitude
The Nature and prosperity of a nation depend on the development of human resources.
To become a successful teacher, A person should have the deprived qualities likeability, intelligence, mindset, etc.
Teaching aptitude refers to the natural ability or inclination of an individual to effectively convey and impart knowledge to others. It involves possessing the necessary skills, attitudes, and qualities that make someone well-suited for the teaching profession.
After Knowing Teaching Aptitude, Now we will know what is Education and teaching.
Education and Teaching
The basic meaning of teaching is to provide Education. The origin of this word is from tech which means to acquire knowledge through which we create our values and behaviors.
The Objective of education is to bring about the desired change in the knowledge and behavior of education. the one who provides education is called a teacher or student. the teacher acts as a facilitator to achieve the educational objectives.
Now we understand the meaning of education in a broad and narrow context.
According to the broad meaning of education
The whole world is our field of education. Education aims to develop a human personality. All people are children, young, old, men, women, and students. The Whole life of a human person is his education period.
According to the Narrow meaning of education
Education is given only in educational institutions. it has a fixed course and duration. Education aims to acquire knowledge of specific subjects, which is evaluated, and result sheets are obtained in the side standard degree.
Teaching can be both formal and informal.
Non-Formal Teaching
Non-formal teaching is mainly provided by the family and communities in the early years of life.
Formal Teaching
The role of educational institutions and teachers is important in formal education. In this, the learner may also have to pay some fees. At present, due to family, community, and economic changes, education is becoming formal.
Teaching can be defined in many ways. so let us now know the definition of teaching.
Definition of Teaching
Teaching is:
- Sharing Knowledge:
- Teaching is when someone who knows something explains it to someone who wants to learn.
- Helping Others Learn:
- It’s about helping others understand new things or getting better at something they already know.
- Guiding and Supporting:
- Teachers guide and support students by answering questions, giving examples, and offering encouragement.
- Creating a Learning Environment:
- It involves creating a space where people feel comfortable asking questions, making mistakes, and exploring new ideas.
- Inspiring Curiosity:
- Good teaching sparks curiosity and interest, making learning enjoyable and meaningful.
- Communication:
- Teaching involves using different methods to explain ideas effectively, like talking, showing, or using visual aids.
- Encouraging Growth:
- Teachers aim to help others grow and develop their skills, knowledge, and confidence.
- Building Relationships:
- It’s not just about information but also about building positive connections between the teacher and the learner.
- Adapting to Different Needs:
- Teachers adjust their methods to suit the unique needs and abilities of each learner.
- Facilitating Learning:
- Ultimately, teaching is about making learning possible and enjoyable for everyone involved.
Some Concepts Related to Teaching
Three Pillers of Education
The Educational Process can be decided based on three questions. Why, How, and What. The answer to why is most important. this is given by philosophy. How is best answered by psychology and what is answered by sociology? Therefore, we can briefly say that the basic foundation of education is psychology, philosophy, and sociology.
Idealism philosophy of education
Idealism is a philosophical perspective that posits the primacy of ideas, thoughts, or consciousness in the constitution of reality. In essence, it suggests that the mind or consciousness is fundamental and that reality is, in some way, shaped or dependent on mental constructs. Idealism contrasts with materialism, which asserts that physical matter is the primary reality.
Aristotle, however, is often associated with a more realist and empirical approach to philosophy, which is distinct from idealism. His philosophy emphasizes the tangible and observable aspects of the world. Here are a few key points that illustrate Aristotle’s views in contrast to idealism:
Empirical Observation:
Aristotle was deeply committed to empirical observation and the study of the natural world. Unlike idealism, which often prioritizes abstract concepts or ideas, Aristotle believed that a true understanding of reality comes from careful observation and analysis of the physical world.
Rejecting Platonic Forms:
While Aristotle was a student of Plato, he diverged from his teacher on the theory of Forms. Plato’s idealism posited that abstract, perfect Forms were more real than the physical manifestations of objects. Aristotle, on the other hand, believed that individual objects in the material world were more real and that their essence was found within the objects themselves.
Teleology and Purpose:
Aristotle’s philosophy incorporated teleology, the idea that everything has a purpose or end goal. This contrasts with some forms of idealism that might downplay the significance of purpose or final causes. For Aristotle, understanding the purpose of something was crucial to understanding its nature.
Focus on Substance:
Aristotle’s emphasis on substance (the underlying reality of an individual) reflects his commitment to the concrete and tangible. He believed that the essence of things was found in their substance, which can be observed and studied.
Naturalism
In this, Nature itself is considered the teacher, and work is done on the knowledge of the books. if a child wants to climb a tree, allow him to do so and if he falls, he will realize his mistake. it is a kind of learner-centered teacher. the job of a teacher is to create an environment for the development of students.
Prohibition education is also included in this, according to which the learner has to be saved from the true path. learning by doing, experience by senses teaching observation, play way, and heuristic teaching methods proposed by Dalton mainly come under naturalism.
Pragmatism
John Dewey has been considered the main exponent of pragmatism. under this, functionality and practicality have been given an important place. this has also been called experimentalism. Pragmatism has been considered the gift of America. There is no place for absolute ideals and truth in this. Experience is the test of all value. This is considered the basis of knowledge. Based on this pragmatism, the functional school system started.
Existentialism
Its Main exponent is Kierkegaard who says I exist because I think so. That’s why I think I exist. In this, more emphasis has been given to individualism. to maintain existence or to achieve the goal completely. A person has to struggle himself. know yourself.
Nature and Characteristics of Teaching
In Chandigarh JBT Exam, Net Exam, CTET, UPTET, or any other teaching exam, there is always a possibility of asking one or two questions based on the characteristics of the teaching, so please read it.
Interactive Communication:
It involves effective communication between the teacher and students, fostering interaction and engagement.
Facilitation of Learning:
Teaching has a facilitative role, guiding learners in acquiring knowledge, skills, and understanding.
Goal-oriented:
Aimed at achieving educational objectives and bringing about positive changes in knowledge and behavior.
Adaptability:
Teachers must be adaptable, adjusting their methods to suit the diverse needs and learning styles of students.
Student-Centered:
Focuses on the needs, interests, and growth of individual learners, promoting personalized education.
Creates Learning Environment:
Establishes a conducive space for inquiry, exploration, and the development of critical thinking.
Inspires Curiosity:
Encourages curiosity and interest in learning, making education enjoyable and meaningful.
Involves Assessment:
Includes assessing student progress and adjusting teaching methods based on evaluation and feedback.
Promotes Positive Relationships:
Builds positive connections between teachers and students, creating a supportive learning community.
Encourages Practical Application:
Emphasizes the application of knowledge in real-world situations, linking theory to practice.
Utilizes Various Teaching Methods:
Incorporates diverse strategies such as lectures, discussions, activities, and technology to cater to different learning styles.
Promotes Lifelong Learning:
Instills a love for learning and a commitment to continuous self-improvement beyond the classroom.
Different levels of teaching
Academicians have tried to define teaching at different levels. The main objective of a Teacher is learning. A Teacher wants to convey the subject matter to the students through three levels.
Memory level
The Main proponent of the teacher’s memory level is Herbert.
- Sensory Memory:
- Characteristics: Very brief duration (milliseconds to a few seconds).
- Function: Initial processing of sensory information from the environment.
- Example: Remembering the color of an object you just glanced at.
- Short-Term Memory (STM):
- Characteristics: Limited capacity (typically 7 items, plus or minus 2).
- Function: Holds information temporarily for immediate use.
- Example: Remembering a phone number long enough to dial it.
- Long-Term Memory (LTM):
- Characteristics: Potentially unlimited capacity and long duration.
- Function: Stores information for a more extended period, from minutes to a lifetime.
- Example: Recalling events from childhood or academic knowledge learned years ago.
Understanding Level
Morrison is the main proponent of understanding level.
- Goes beyond memorization, emphasizing comprehension.
- Involves interpreting information and recognizing patterns.
- Requires critical thinking skills for evaluation and judgment.
- Enables the application of knowledge in different contexts.
- Fosters problem-solving abilities by applying learned concepts.
- Includes synthesizing information from various sources.
- Demonstrates flexibility in transferring knowledge to new situations.
- Involves a deep grasp of underlying principles and concepts.
- Enhances effective communication of ideas and concepts.
- Encourages reflective thinking about implications and significance.
- Develops metacognitive skills for monitoring and regulating thinking processes.
- Places information within a broader context, emphasizing relevance.
- Promotes learning transfer between different domains.
- Cultivates versatility and adaptability in cognitive skill sets.
- Encourages students to engage with material at a meaningful, profound level.
Reflective level
Hunt the main Proponent of this level.
- Encourages self-reflection and introspection in the learning process.
- Fosters a deeper understanding of personal beliefs, values, and biases.
- Promotes critical examination of teaching methods and their impact on student learning.
- Emphasizes the importance of continuous improvement and professional growth.
- Involves analyzing past experiences to extract valuable insights for future teaching.
- Encourages educators to question assumptions and adapt their approaches accordingly.
- Facilitates the identification of strengths and areas for development in teaching practices.
- Integrates feedback from students, colleagues, and self-assessment to refine teaching strategies.
- Promotes a culture of lifelong learning and adaptability in the ever-evolving educational landscape.
- Enhances metacognition by prompting educators to think about their thinking processes.
- Encourages the exploration of alternative perspectives and teaching methodologies.
- Supports the creation of a reflective teaching portfolio documenting professional growth.
- Stimulates a proactive approach to addressing challenges and solving problems in teaching.
- Integrates reflection into lesson planning, curriculum development, and assessment strategies.
- Emphasizes the connection between reflective teaching and improved student outcomes.
In the Teaching Environment, there are considered to be three main types of variables that influence and are influenced by each other.
Independent Variables
The Teacher works independently in the teaching process. He engages students in a variety of tasks and activities to provide them with as complete a learning experience as possible.
Dependent Variables
In this, the Student is considered as the dependent variable. he depends on his teacher. in the teaching process, he has to work according to all activities, planning, and presentations prescribed by the teacher.
Intervening variables
In the teaching process, textbooks, teaching methods, teaching strategies, etc. come in the category of intervening variables. many other variables in the social environment also act as intervening variables.