what are the vital aspects of teaching learning process
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Teaching is not effective unless it results in learning. As teachers, we must always think of what our students need to learn, and what changes in their understanding we hope will occur. Some basics in teaching for learning are illustrated in Figure 3.
First of all a safe learning climate is needed. Students must feel comfortable, and so must the teachers. Both parties must also feel motivated - students to learn, and teachers to facilitate student learning. Clear objectives are also important.

Figure 3. Some basics in teaching for learning.
Quite often, teaching consists of answering questions that students have never raised, not even in their thoughts. Doing it the other way around will be more effective; making students curious and stimulated to think about what they want to get an answer to will motivate them to search and receive information. Information, however, will not necessarily result in raising their knowledge. For that to happen, students need to reflect upon and process the new information, as well as to integrate it with their previous knowledge and frames of reference. They also need to put it into a larger context, see how it fits into the whole. It's like doing a puzzle; having seen a snapshot of the whole facilitates putting the pieces in place and stimulates the search for additional pieces to insert. In teaching it is important, therefore, to place any new topic in a holistic perspective before splitting its contents into pieces, and to relate the topic to the students' background and experience.
First of all a safe learning climate is needed. Students must feel comfortable, and so must the teachers. Both parties must also feel motivated - students to learn, and teachers to facilitate student learning. Clear objectives are also important.

Figure 3. Some basics in teaching for learning.
Quite often, teaching consists of answering questions that students have never raised, not even in their thoughts. Doing it the other way around will be more effective; making students curious and stimulated to think about what they want to get an answer to will motivate them to search and receive information. Information, however, will not necessarily result in raising their knowledge. For that to happen, students need to reflect upon and process the new information, as well as to integrate it with their previous knowledge and frames of reference. They also need to put it into a larger context, see how it fits into the whole. It's like doing a puzzle; having seen a snapshot of the whole facilitates putting the pieces in place and stimulates the search for additional pieces to insert. In teaching it is important, therefore, to place any new topic in a holistic perspective before splitting its contents into pieces, and to relate the topic to the students' background and experience.
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