Question

write down the characterotica of teaching.

Answer 1

हाच अ‍ॅक्सिस psvjsksklssos

Answer 2

The aim of teaching is simple: it is to make student learning possible...To teach is to make an assumption about what and how the student learns; therefore, to teach well implies learning about students' learning" (Ramsden, 1992).

At University level, we hope that students will provide their own motivation and their own discipline, and bring their own, already developed cognitive abilities to bear on the subject matter. Nevertheless, the teacher still has a crucial and demanding role to play in the process of student learning, by creating a context in which the students' desire and ability to learn can work most effectively.

The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constantly monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students' learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be fun!

These are not easy tasks, and there is no simple way to achieve them. Still less are there any prescriptions that will hold good in all disciplines and for all students. How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it another way - and to add another ingredient - our teaching methods should be the outcome of our aims (that is, what we want the students to know, to understand, to be able to do, and to value), our informed conceptions of how students learn, and the institutional context - with all of its constraints and possibilities - within which the learning is to take place.

One set of characteristics of good teaching, extracted from research studies and summarised from the individual lecturer's point of view (Ramsden, 2003) includes:

A desire to share your love of the subject with studentsAn ability to make the material being taught stimulating and interestingA facility for engaging with students at their level of understandingA capacity to explain the material plainlyA commitment to making it absolutely clear what has to be understood at what level and whyShowing concern and respect for studentsA commitment to encouraging independenceAn ability to improvise and adapt to new demandsUsing teaching methods and academic tasks that require students to learn actively, responsibly and co-operativelyUsing valid assessment methodsA focus on key concepts, and students misunderstandings of them, rather than covering the groundGiving the highest quality feedback on student workA desire to learn from students and other sources about the effects of teaching and how it can be improved.

A similar set of characteristics has been derived from feedback from students at UTS, and is summarised in the following section.