TEACHING AS A

PROCESS
GROUP 3
BACUD DE ALA
MAGBAGMOLINA
PANLILIO

As a process or as a giving off process

Many authors view teaching as organized, purposeful, and deliberate efforts
designed to bring about certain specifically desirable ends to an individual,
some individuals or a group of individuals. Like a chauffeur who drives for his
passengers, one teaches in order that others may learn. In other words, in this
process the teacher initiates, directs and leads his own class towards the
realization of certain goals. To substantiate this point, the following definitions of
teaching are given:
1. Teaching intends to induce learning. It does not just happen nor a matter of luck
and mere occurrence; it is a deliberate activity.
2. Teaching is the process through which man endeavors to pass along to his
children his hard-won wisdom and his aspiration for a better world.
3. Teaching is a form of pouring-in process of knowledge.
4. Teaching is an art of leading the children and youth to live normally
upright and successful lives.

AS INVOLVING MORE OF THE

LEARNER THAN A TEACHER
Embodied in this definition is the changing function of
teaching from being teacher-monopolized into
student-directed and idea which runs counter to the
traditional view of teaching. In this orientation,
emphasis is placed on learning, not on teaching.

As a system of actions and

interactions
The teacher and his students interact with one another.
Teaching may be considered as system of actions varied in
form and content but directed toward learning. It is the
performance of these actions and in the interactions of the
teacher with his students that learning takes place. These
actions and interactions are of course personal. But they are
also logical, in that they have a certain structure, a certain
order, such that no matter where in the world teaching takes
place, it does so in accordance with operations that reflect the
very nature of a teaching-learning situation.

As a system of actions and

interactions
Such logical operations involve three variables: (A) the teachers
behavior, which is the independent variable; (B) the pupils
behavior, which is the dependent variable; and (C) various
postulated entities, such as memories, beliefs, needs, and
interferences, which are intervening variables.
These three variables are related in many ways. When a teacher
teaches, he expect students to react in a certain pattern. Their overt
behavior is usually made his basis for inferring or determining their
interests, needs, motives and the likes. Their actions in turn lead to
various postulated states in the teacher, which then give rise to actions.
The cycle begins again, as the teachers behavior produces postulated
states in them, and so on. Conclusions can be made later by the
teacher whether his students have learned or not.

As a system of actions and

interactions
Independent variables in the teachers behavior consist of verbal,
performative, and expressive acts. Verbal acts are of the kinds:
Logical operations which include defining, classifying, explaining and the
like;
Directive operations which instruct the pupil on what he is to do, such as
write on a blackboard, read a poem, or a recite a multiplication table; and
Admonitory operations include praising, blaming, reassuring and so on.
Performative acts are of the motor variety but maybe accompanied by
words. The teacher shows the pupil how to do something, such as regulate a
Bunsen burner. Expressive acts reveal the psychological state of the
teacher, exemplified in facial expression, tone of voice, body movements
and so forth.

As a system of actions and

interactions
The dependent variables can be similarly classified. The learner
performs many verbal actions. Some of the them are logical
operations, and their purpose is to indicate that the pupil
understands what he is being taught. He rarely performs
verbal actions that are directive or admonitory, since telling-how-to
and praising or blaming are typically the teachers responsibility.
When the pupil behaves performatively, he normally does so to
practice the actions themselves rather than to instruct anyone. The
pupil also behaves expressively. He smiles or frowns, slumps or sits
erect, speaks firmly or uncertainly, and so on. Such behavior,
though rarely addressed to anyone, indicates to the teacher how
the pupil is feeling.

As a system of actions and

interactions
The kind and quality of interaction between them depends on these
intervening variables. To illustrate this point, an example is the mix
feelings shared by many teachers from the different classes they
teach. In some classes composed of receptive, active and intellectually
superior students, they are inspired to teach while in other classes
where students are passive and hardly reacting individuals, they wish
that their teaching time to these classes would never occur. Similarly,
students react differently to several types of teachers:
permissive and lenient;
authoritative and strict
highly temperamental and insulting.

AS AN ADJUSTIVE ACT
Teaching as basically an adjustive act on the part of the
teacher to promote students learning.
Such adjustive act requires the teacher to make the
most out of a given situation. At times he may be
assuming a dominant role; at some other times he may
be having a very minimal interference on his students'
learning or possibly no interference at all as the
situation may warrant.

AS AN ADJUSTIVE ACT
A good teacher can tell his students a lot of questions; but the
best teacher can play dumb while helping his students think out
the answer themselves.
A good teachers say an eager and enthusiastic talker; but the
best teacher knows how to be quiet and patient while his
students struggle to formulate their own thoughts in their own
words.
A good teacher is humble: he naturally feels that the
accumulated wisdom of his subject is far more important than
himself. But the best teacher is even humbler for he respects the
feeling of young people that they are naturally far more
important than a silly old subject.

AS AN ADJUSTIVE ACT
A good teacher knows that his students ought to be
responsible, honest, and good citizens; but the best
teacher knows the responsibility, honesty and good
citizenship cannot be taught in a course because such
qualities are communicated through daily actions not
daily lectures.
A good teacher strives to keep his class under control;
but the best teacher knows that he must first be able to
control himself.
A good teacher earns his salary many times over; but
the best teacher also earns deep and secret satisfaction
which could be ruined if he tried to talk about it in

AS AN ADJUSTIVE ACT
The students of a good teacher pass their courses,
graduate and settle down with good jobs; but the best
teacher's students go on receiving rewards everyday of
their lives, for they have discovered that the life of the
inquiring mind is exciting.

AS PROVIDING THE LEARNER

WITH W/ BASIC TOOLS OF
LEARNING

Free. Learner-directed and controlled. Learner has complete

freedom to orchestrate his own education. Teacher is one
resource.
Free-Open. Opening of school to the community and its
resources. Non-competitive environment. No student
failures. Curriculum is viewed as social system rather than
as course of studies. Learner-centered.
Open. Learner has considerable freedom to choose from a
wide range of content areas considered relevant by teacher,
parent, and student. Resource centers in major skill areas
made available to learner. Teacher is supportive guide.

AS PROVIDING THE LEARNER

WITH W/ BASIC TOOLS OF
LEARNING

Open-Modified. Teacher-student planning or teacher-centered planning.

Modified. Prescribed contents us made more flexible through
individualization of instruction; school is ungraded; students learn same
thing but at different rates. Using team teaching, teachers plan a
differentiated approach to the same content. Teacher and programmed
course of study are the major sources of student learning.
Modified-Standard. Competitive environment. School is the major
instructional setting. Subject-matter centered.
Standard. Learner adheres to institution requirements uniformly
prescribed; what is to be taught -- how, when, where and with whom.
Teacher is instructor-evaluator. Student passes or fails according to
normative standards.

AS INHERENTLY A HUMANE
According to Highet (1954) expressed that teaching
involves emotions, which cannot be systematically
appraised and employed.
According to John Hough (1970) defined teaching as a
unique, professional, rational and humane activity in
which one creatively and imaginatively uses himself and
knowledge to promote the learning and welfare of
others, He stressed that in order that teaching may
become humane, the teacher must be both creative and
imaginative.

AS INHERENTLY A HUMANE
Likewise, Arthur Combs (1982) identified the following 6 areas that a
teacher must fully understand so he can effect a truly humane instruction:
The nature and possibilities of the human organism
The psychology of the learner
Beliefs about learning
Goals and purposes
Appropriate methods
About self

As a humane activity, teaching is extending a professional help or

assistance to student.

AS STRUCTURING THE
LEARNING ENVIRONMENT
The word structuring means building, constructing or organizing.
Better still, it is the process of putting together certain elements
systematically in order to produce more desirable results.
According to Pacita Fernandez (1985) pinpointed such elements
in her definition of teaching which is its a style of lecturing
with a well defined purpose, organized subject matter, content
suited and proportional to the limit given In structuring the
learning environment, therefore, the teacher synthesizes
specific elements like purposes (instructional purposes), subject
matter or content, and even time. In addition, there are
instructional materials, aids, and learning facilities available
within and even outside the school.

AS STRUCTURING THE
LEARNING ENVIRONMENT
This perspective in teaching presupposes the teaching
cannot take place in a vacuum. The learning
environment must be adequately prepared and set up
so learning can presumably occur. Thus, the teacher
cannot make the students experiment without any
previous preparation like the statement of the problem,
formulation of hypothesis, familiarization of procedure
and availability of materials.

AS AN INQUIRY PROCESS
INQUIRY TEACHING
The process of answering questions and solving
problems based on facts and observation and the
strategy designed to teach students how to investigate
problems and questions with facts.
In the focusing inquiry, teachers identify the
outcomes they want their students to achieve. They
consider how their students are doing in relation to
those outcomes, and they ask what their students need
to learn next in order to achieve them.

AS AN INQUIRY PROCESS
In the teaching inquiry, teachers select teaching strategies that will
support their students to achieve these outcomes. This involves asking
questions about how well current strategies are working and whether
others might be more successful. Teachers search their own and their
colleagues past practice for strategies that may be more effective, and
they also look in the research literature to see what has worked in other
contexts. They seek evidence that their selected strategies really have
worked for other students, and they set up processes for capturing
evidence about whether the strategies are working for their own students.
The learning inquiry takes place both during and after teaching as
teachers monitor their students progress towards the identified outcomes
and reflect on what this tells them. Teachers use this new information to
decide what to do next to ensure continued improvement in student
achievement and in their own practice.

As a complex
Teaching is a complex, multifaceted activity, often
requiring us as instructors to juggle multiple tasks and
goals simultaneously and flexibly.
Teaching is a complex activity that is challenging both
intellectually and emotionally. It requires knowledge
about the subject being taught, the curriculum,
appropriate teaching and learning strategies and about
the abilities, interests and personalities of the learners.

As a science and as an art

According to Eisner (1983), there are distinguishing
marks between two facets of teaching.

Firstly, while the former is primarily directed to

inform the head, the latter is more suited to
satisfy the soul.
Secondly, while the former makes teaching more
skillfully executed, the latter makes teaching
more adaptive and flexible to meet the highly
varied and complex needs of the learners.

As a science and as an art

Based on the first difference, it presumes that
teaching as a science emphasized the cognitive
and psychomotor aspects of learning. When they
get themselves involved in the learning process, they
should eventually be able to apply their acquired
knowledge and skills. Likewise, teaching as an art
assumes the need for the learners to appreciate
and improve the knowledge he has gained and
skills acquired.

As a science and as an art

The second difference presents a deeper perspective. Teaching as a
science, views the teacher as an academician as well as a
craftsman. As an academician, he is defined to be disciplined, organized,
and therefore scientific in his teaching. He is expected to have a mastery of
the subject and to organize it well in a manner that his learners can
comprehend. As a craftsman, he is able to do all methods and skillful in their
use. Teaching as an art, does not view teaching method as an
activity of developing a particular lesson. This facet views the teacher
as an innovator, one who is willing to modify and create new forms of
teaching.
While teaching as a science regards teaching as mechanical, teaching as an
art looks at teaching as a dynamic and imaginative process. While the former
essentially calls for skillful teaching, the latter aims at making teaching more
relevant and responsive to the learners needs, interests and abilities.

Teaching applying the principles of

other significantly related disciplines
Nerbovig and Klausmeier (1974) elaborated on this
statement as: Teaching draws its basic principles and
procedures from many sources, but chiefly from
psychology sociology, philosophy and of course,
pedagogy and educational history.
However, William Burton (1969) stated psychology as
the most significant discipline from which the essence
of teaching is derived. He defined teaching as
stimulation, guidance, direction or encouragement of
learning.