Chapter

Teaching and Teacher

Chapter Objectives

After completion of this chapter, the readers will be able to:

Describe the concept of teaching and teacher.

State the purpose teaching

Discuss the characteristics of effective teacher in classroom and clinical

situation

Explain the various roles of the teacher

Describe the principles of teaching

Analyze the effectiveness of classroom teaching

Explain about teaching ethics for nursing teachers

3.1 Teaching: Introduction

Teaching is human activity, which is an essential part of education.

Teaching is much more than imparting knowledge. It is matter of helping
individual to respond his environment in an effective manner. The teacher
simplifies the technique to develop beginning skills, abilities and
knowledge.

It is systematic presentation of facts, ideas, skills and techniques to

students. It is act of sharing knowledge. Teaching is an art and science. Art
in the sense of being an activity which is practiced with skill. Teaching
needs exercise of talent and creativity. It involves collection of technique
procedures and skills that is systematically studied. described and
modified as needed.

Teaching and Teacher

53

It is science in the sense that the activity can be based on body of

systematically derived knowledge converted to principles with which to
guide the practice. It is science as it helps pupils to participate in a
process that renders the acquisition of body of knowledge possible. A
subject is taught to get student to think for himself in accordance with the
laws and principles of that subject and to assimilate the process of
acquiring knowledge.

It is often formal structured organized activities prepared in advance but it

can be performed informally or as incidental encounters with the learner.
Whether formal or informal, planned well in advance or spontaneous,
teaching is deliberated and conscious act with the objective of producing
learning.

In the board sense, teaching is a highly versatile strategy that is applied

to modify a wide variety of behaviours in a learner who is receptive,
motivated and adequately informed.

Teaching is a distinctively human activity and started since human activity

was initiated. The 2 factors of teaching are minds natural activity on the
part of the learner and the intellectual guidance on the part of the
teacher.

The teacher is the person who carries out teaching activities. The teacher
is the person who creates and maintains the learning environment and
interacts with the student to facilitate learning. The teacher is the person
engaged in the interactive behaviour with one or more students for the
purpose of effecting a change in those students.

Teaching and learning are closely interrelated, however they are different
entities. Learning is psychological phenomena whereas teaching is social
phenomena. Learning is a dynamic and interactive process in which the
behaviour and experience of the learner are vital components. Whereas
teaching is science as it helps learners to participate in a process that
renders the acquisition of a body of knowledge possible. Teaching is
manifested in various activities that a teacher carries out in congruence to
certain professional rules and principles.

Definitions

Teaching is interactions between teacher and student under the teachers'

responsibility in order to bring about expected changes in the students
behaviour.

Teaching is an interactive process between the teacher and learner that

aims at attaining certain purpose.

It is specially structured and sequenced form of communication that

encompasses and expresses knowledge about a particular subject area to
produce learning

It is process of providing another with knowledge and insight and helping

to develop the required skills and attitude
Teaching is stimulation, guidance, direction and encouragement of
individualis) for learning. - Borton

54

Educational Science for Nurses

The four key words here are stimulation, means to cause motivation in the
learner to lean new thing, Guidance means to guide the learner to develop
his capabilities, skills, attitude Direction means that teaching is goal
directed and controlled activity which results and knowledge to the
maximum for adequate adjustment in the external environment
predetermined behaviour. Encouragement is to encourage learner for
maximum learning,

Purposes of Teaching

Teaching is the deliberate interventions that involve sharing information

and experiences to meet intended learner's outcomes in the cognitive,
affective and psychomotor domains according to an education plan.

The main objective of the teaching is to help students for development of

overall personality (cognitive, psychomotor, emotional) of the learner.
Other purposes are to help learner to

acquire, retain and be able to use knowledge, skill and attitude as needed
in relevant field.

understand, analyze, synthesize and evaluate the knowledge

develop and establish new useful habit

develop attitude, problem solving abilities

3.2 The Teacher

Teacher is a key person who has knowledge of the learner and learning
process to frame learning experience suitable to the subject matter and to
it learner and to set up lively classroom climate to create optimum
environment for learning. Hence her mental health and readiness to guide
and counsel the learner is important. She should have good understanding
of the psychology of the learner

The teacher is the person who carries out teaching activities or who
creates and maintains the learning environment and interacts with the
students to facilitate learning. The teacher is the person engaged in the
interactive behavior with one or more students for the purpose of
effecting change in those students

Characteristics of Teacher

any different qualities are considered as essential for a good teacher.

Personal Attributes

1. Professionally well groomed, poised: Has good posture, neat and clean
clothes and shoes, good aesthetic sense without any elaboration.

Mov

Teaching and Teacher

55
2. Well balanced personality: Has appropriate behaviour according to
context or she use to smile, laugh, be serious according to situation, which
makes teaching more meaningful.

3. Good speech and voice quality: has clear, distinct, pleasant, well-
modulated voice.

4. Tolerant and fair: seems to have time to listen to students'

problems/views, no partiality among students.

5. Kind and patience: is sincere person and demonstrate an interise love

towards students, encouraging personality.

6. Confidence in subject matter has necessary command over the subject

matter, be comfortable while explaining things ability to present material
in an interesting clear and organized manner, facilitates full understanding
of the learner through systematic presentation of lecture, displays
evidence of constant learner manifested by up to date nursing trend and
topic is equipped with answers of any possible questions that might arise
during teaching learning session.

7. Well preparation of class

▸ presents outline, objective of the course,

▸ correlates between classes and situations,

summarizes the materials time to time,

▸ relates learning to objectives to ensure meaningful learning.

8. Clear explanation of subject matter

▸ shows concerns for the understanding of the subject matter the learner.

▸▸ provides reference and assigns reading

encourages questions and discussion

▸ uses learning resources effectively

acts as a resource person.

9. Sense of humor: be able to express various emotions congruent with

the subject matter. for example if there is funny example, laughing and
everybody spontaneously laughed with her.

10. Teaching at the level of the group: treats student as individual with
potentiality and accept individual and group limitation.

11. Broad interest: should have familiarity with all related field as well as
participates and enjoys those areas.

12. Emotional maturity: should be able to control own emotion and acts
calmly in different situation.

13. Tactful

56

Educational Science for Nurses

14. Professional competence:

has adequate knowledge and skill of related field

shows confidence in professional activities

15. Enthusiastic: makes learning fun with enthusiasm which motivate

student for learning Enthusiasm of the teacher can transmit to students.

16. Genuenity/creativity

17. Non judgemental

18. Respect for the students maturity dignity.

19. Leadership ability: Performs leadership role in teaching learning and

other professional and personal matters.

20. Role model: She should have image of well rounded professional
personality and source of stimulation for each individual student.

21. Friendly and congenial with students: should be friendly and congenial
with students so that they can share their problems with him/her without
being afraid or hesitant.

22. Kind, well mannered: should be gentle, kind, well mannered and a
compassionate person to whom students respect, love and idolize which
eventually will bring greater results.

Characteristics of Effective Clinical Teacher

1. Personal characteristics
is dynamic and enthusiastic

▸ enjoys clinical nursing practice and teaching in clinical setting.

is friendly supportive and understanding

demonstrates self confidence

is fair in teaching and evaluation

▸ displays a sense of humor

admits mistakes and limitation

is cooperative and patience

▸ demonstrate flexibility

▸ is responsible and accountable

is committed to teach in the clinical setting

2. Knowledgeable and clinical competence

has extensive knowledge and clinical competence in area of teaching.

maintain up to date knowledge and clinical skills.

Teaching and Teacher

57
emphasizes conceptual understanding among students.

Assists learner in relating/integrating underlying theory to nursing

practice.

is well informed of current situation

demonstrate clinical competence, expert clinical skills and judgment and

attitudes and values to be developed by students.

3. Teaching skills

Diagnosis learning needs, plans instruction, supervises students in clinical

setting and evaluates learning

Presents information in organized way, emphasizing important points.

44 Gives clear explanation and direction.

Demonstrates procedures/care practices effectively.

Suggest/provide multiple resources for student learning.

Is well prepared for clinical teaching.

Encourage and praises for significant dimension of teaching

Communicates exceptions to the learners clearly.

▸ Employees teaching activities that promote student independence.

4. Relationship with students

Develops interpersonal relationships with students characterized by

warmth. mutual respect, caring behaviours, concern for students,
openness.

Provides support and encouragement.

Listens views attentively

Respects rights of student to challenge, question and express own views.

Encourages students in self pursuit of knowledge.

Accepts differences among students.

Roles of the Teacher

Role is the behaviour or characteristics expected to an individual in a

given position. The set of behaviour/activities that is expected to carry out
as teacher is called teachers' roles.

There are three categories of role of nursing faculties.

Instruction role

▸ Faculty role
Individual role

58

Educational Science for Nurses

Instructional Role

It is the main role of the teacher. It includes

1. Planning and organizing courses: It includes selecting objectives,

substantiate content and teaching learring activities, and correlating them
with other courses of the curriculum

2 Creating and maintaining a desirable group climate which will

encourage and enhance learning and lead development of learner self
discipline.

3. Adapting teaching with preparation of instructional materials according

to varying interests, needs and abilities of the students.

4. Motivating and challenging students to purpose and to sustain learning

activities which will lead them towards acceptance of responsibility for
their own learning.

5. Teaching which involves

Supplying information needed or providing sources of information.

Explaining clarifying and interpreting.

Demonstrating or explaining a procedure, process or exhibiting materials.

Serving as a resource person for group, projects or individual students.

Supervising students' performance in classroom, laboratory and clinical

situation.

6. Evaluating all the planned learning and teaching activities and students
outcome.

Faculty Role

Faculty is the term used for the teaching personnel. The role of the faculty
will vary according to the philosophy, objectives and setting of institution.
In general as a faculty of the institution, she may play role as

▸ chairperson, secretary or member of one or more committees such as

curriculum committee, health welfare, examination, subject committee etc

counselor of students in academic and non-academic matters

researcher in different subjects

resource person at local, national and international level

representative to professional organization and other agencies

public health relation agent in different situation

problem solver of students or institution as necessary

advisor as needed in different situation

Teaching and Teacher 59

Individual Role

The teacher as an individual plays a personal role as a member of the

family, a religious institution, community and as a citizen. As individual,
s/he

demonstrates an important role in society as consultants, chairperson,

member, adviser etc. of any organization

shows caring nature to others having kindness and compassion regardless

of race, color, sex and religion

▸ serves the needy people according to their needs

3.3 Teaching

General Principles of Teaching

1. Be well prepared and organize the information and learning activities:

careful planning and organization of session according to objective and
skilled presentation, is necessary for effective teaching. Objective should
be clearly defined and presented, specific direction should be provided for
easily understanding. Instructional session should be relatively brief with
must learn information. Audiovisual materials should be selected and used
to enhance learning.

2. Know your audience: Teaching will be more effective if the instruction is

based on learner's need. Teacher should adapt the teaching style
appropriate for the subject matter, setting, learners' group. Flexibility
should be maintained to match the instructional design to the unique
need of the learner and also should use variety of strategies to provide
the best possible experience for achievement of objectives.

3. Create & maintain desirable learning environment: People learn better

in comfortable and supportive environment. Both physical and
psychological environment should be conducive to learning Learning of
the learner is facilitated in warm, friendly and receptive environment. For
this kind of environment, teacher should show willingness to receive and
answer question, demonstrate responsiveness towards learners etc. If the
teacher is self-confident has self-respect, learner will feel comfortable,
confident and secure in learning environment. If the teacher is trust
worthy, believable and competent, learner will be at ease, which will
facilitate learning. Teachers use of patience and sensitivity with students
reveals acceptance of the learner which again establish a rapport. It
further enhances communication between teacher and students for the
sharing of ideas and concerns.

4. Give positive reinforcement: Acknowledging ideas, actions and opinions

of others by using words of praise or approval such as 'good answer', 'very
good point', 'agree with you' 'well done', 'good try' or using non-verbal
expressions of acceptance such as N

Educational Science for Nurses

smiling nodding, reassuring pat on the back, etc, will encourage learners
to participate more readily or putting more effort to improve their
performance. Rewarding evena small succeses can instill satisfaction in
the learner. Positive reinforcement in the form of recognition, tangible
rewards or opportunities should be provided for the desired behaviour.
Value of reinforcement is different to different individual at different time
period. If the learner is clear about the correlation between the desired
behaviour and the reward, reinforcement will be more meaningful.

In a group, contribution of each members should be recognized rather

than focus only on the more active learner or higher achiever. Asking
learners to share their experience may be a powerful reward.
5. Use question and receive answer: Questioning is one of the means for
both the teacher and the learner to elicit feedback about performance. As
well as questioning help to clarify or verify concepts, assess what the
learner knows about the topic, stimulate interest in a new subject or
evaluate the learner's mastery of the predetermined objectives. Other
purposes of asking question are to

▸ arouse interest and curiosity of the learners about topic

focus attention on a particular issue or concept

▸ develop active approach to learning

▸ stimulate learners to ask questions themselves

▸▸ structure task to maximize learning

diagnose specific difficulties in learning

to pace the materials being presented

to evaluate progress of the learner.

To achieve these objectives, various types of questions should be used.

Types of questions are

➡ Factual or descriptive questions (who, what, where, when etc.) or open

ended question which require a more detailed or organized response from
learner.

▸ Clarifying questions asked for more information and help the learner to
convey thoughts and feelings, e.g. what do you mean?
▸ High order question ask learner to make conclusion establish cause and
effect. compare concepts.

When asking question, put the question for group so that each
participants provide chance to think about answer and indicate name of
the learner if needed.

Elicit and give feedback: Feedback should be a mutual reciprocal process

or giving information to learner and receiving information from learner.
Both teacher and the Dires

Teaching and Teacher 61

learner need to seek information about the quality of their performance.

Feedback should be provided and encouraged during or at the end of each
teaching learning encounter.

7. Use repetition and pacing: Repetition used for important areas of

learning will strengthen learning. Deliberate use of repetition can help the
learner to retain the information, to focus on important points, and keep
the learner in track. It is especially important when presenting new or
difficult material. But teacher should be careful that over use of repetition
may be boring and it also takes more time.

Repetition is used for the review of previously learned material or for the
continue practice of a skill. Pacing is the speed or rate at which
information is presented. Factors influencing optimal rate of repetition are

AL te d

F
Previous history or learning

Attention span

Learning domain

Motivation of the learner

Degree of progress in learning

Keeping in touch with learner will help the teacher to pace his or her
teaching. It should be slow enough for assimilation of information and fast
enough to maintain interest and enthusiasm.

8. Summarize important points: Summarizing information at the

completion of the T/L session gives idea on what has been covered, how it
relates to the objectives and what the learner has achieved. It also
reviews key ideas and information in the mind and help the learner to
assimilate whole information. If reinforces retention of information and
provide feedback about progress made, with feeling of satisfaction of
accomplishment.

9. Use question, receive answer: Questions should be asked in simple,

conversational language and in a friendly and challenging manner, so that
student can understand teacher's expectation. Questioning techniques
include putting the question to the class, pause briefly then name the
student. This kind of sequence draw attention from all students, and
everyone become prepared to answer the question. Respondents should
be involved randomly to avoid selective listening. Considering the
motivational level of students, more difficult question is asked to brighter
student and easier question to average or low average students. The
teacher should also involve the students who are shy, sitting on the back
or side of the classroom.
After putting the question, there should be some pause to emerge the
answer. After question, prompting and probing with giving hints are also
often useful. Prompting is done by providing hints or cues for answer. It
encourages the learner to answer confidently without hesitation.
Sometime students factual answer need to be probed for additional
information.

After receiving the answer correct answer needs to be repeated to ensure

that all have answer should be praised/rewarded. If case of incorrect
response excessive criticism heard it. Near correct answer or wrong
answer should be clarified. Correct response should be avoided to
minimize discouragement for next time. Teacher should also encourage,
listen and response to students question.

Effective questioning Technique

Structuring: Providing sign posts for the sequence of question and the
topic, indicating the types of answers expected.

Pitching and putting clearly: Formulate and present the question with
proper vocabulary, sequence, broad/narrow, open/close etc.

Directing and distributing: going around the whole class.

Prompting and probing: Rephrasing the question, reviewing providing

hints.

Pausing and pacing: Allowing thinking time, particularly for more complex
questions.

Listening and responding: Deciding the most appropriate form of

response.

Sequencing: Introducing, opening out, converging, extending and lifting.

Common Errors in Questioning

Asking too many questions at once.

▸ Asking question only to brighter students

Asking difficult questions too early.

▸ Asking irrelevant questions

Asking questions in threatening way

▸ Always asking the same type of question

> Ignoring answers

Failing to see the implications of answers.

Prompting technique means to go deep into the pupils' response when

there is incorrect of no response. Teacher provides a series of hints step
and step questioning in order to lead to the desired response.

Seeking further information is used when pupils' response is incomplete or

partially correct. Teacher helps pupil to clarify or redirect or explain with
rethinking.

Redirection is asking the same question to another pupil. It increases more

and more pupil participation. Refocusing is used when the pupils' response
is correct. This involves comparing response.

Effectiveness of Classroom Teaching

To be an excellent teacher is an ongoing process that continues
throughout the teachers' professional life. Following are some technique
to enhance class room teaching.

Techniques to enhance the effectiveness of verbal classroom presentation.

1. Present information enthusiastically: The teacher who comes across the

learner to

identify the subject at hand, lesson delivered in a dry and dull monotone
will be less effective in spite it is well planned prepared. So teacher should
try to vary the quality and pitch of his or her voice, use variety of gesture
and facial expression, take some movement to make direct and frequent
eye contact with everyone in the group. She should demonstrate a strong
feeling of interest in the topic to attract and increase interest and
concentrate thought of audience. The enthusiastic teacher is aware that
an energetic attitude is inclusive to learner, which they may admire in
their situations. However caution should be taken in over using body
language and over actions can be distracting and can adversely affect
learning.

2. Include humor: Humor is used as technique to grab, arouse and

maintain the attention of the learner. Appropriate humor can help
establish rapport with learner. Humor does not necessarily require the
teacher to tell jokes and joke telling should not be attempted if she
doesn't possess the skill. Furthermore the teacher should avoid making
someone the object of humor if it put down the person.

Humor establishes an atmosphere that allows for human error without

embarrassment and encourages freedom and comfort to explore
alternatives in the learning situation. Humor is a means to reduce anxiety
when dealing with sensitive materials, to provide strong example of
everyday life experiences and to reinforce information.

3. Deliver material dramatically: Effective teachers seek ways to engage

the learner emotionally by using surprise, controlled tension and ploys.
S/he uses strategies that connect the educational material/information
directly to the learner's life experiences so that information is made more
understandable and relevant. Learners may be asked to participate in
simulation, game or role playing to participate or express experience,
show talent. These kinds of involvement of the learner can leave
profound, lasting impression that can be recalled clearly and in detail and
can used when faced with a real situation. These technique engages
learners by arousing their and motions.

4. Choose problem solving activities: The teacher must recognize that

learners need to be involved in activities to help them develop problem
solving skills. In today's world professionals must have the ability to
identify and solve problems. They are expected to work with inter
disciplinary teams to determine and implement solutions to health care
problems. Learning activities must be designed to help the students
develop critical thinking and collaborative skills.

64

Educational Science for Nurses

5. Serve as a role model: Teacher should keep up-to-date of current

research, theories and issues in professional practice for application
relevant to the teaching situation. Expanding knowledge base of the
teacher give credibility to what is taught and gains confidence of learners
in the teachers' expertise. Teacher's lifelong learning transmits important
value to others for their need for continuous personal and professional
development.

Educators are seen as credible role model when they are actively engaged
in scholarly activities, are experienced in the field with ability to teach
complex skills. The acceptance of the role model is greatly affected by the
values displayed and congruence demonstrated between what the
teacher says and does. If the learner regards the behavior of the creative
teacher as desirable, they will likely imitate that behavior, which they
perceive as eliciting positive effects.
6. Use anecdotes and examples: The creative teacher uses stories,
examples of incidences to illustrate points. Incidents whether amusing,
alarming, sad or anger provoking are valuable in getting point, clarifying a
topic under discussion or helping someone better relate to an issue. By
using relevant examples, teacher can clarify the point so that learner can
grasp complex ideas or reinforce the learning.

7. Use technology: Teachers use technology to add innovation and variety

to the opportunities for teaching and learning. For this, they continue to
increase the level of their own skills by taking advantage of the advances
in technology.

The use of different types of technology helps the teacher in assisting

learners meet their individual needs of learning. Use of technologies
makes the teaching learning process more convenient, accessible and
stimulating. Effective teachers should be future oriented. They should
have mastery in technological skills to assure their ability to teach in
innovative way.

8. Exhibit risk taking behavior: Regardless of the outcome, the teachers

should be prepared to deal with uncertainty. Teacher use the technique to
encourage learners to reach their own conclusions about controversial
issues. Exercises that allow learners freedom to experiment and express
their ideas focus more on the process than on the result.

Ethical Consideration in Teaching/Learning

Ethics is the word arrived from the Greek word 'ethos' which means
custom or character. It deals with right or wrong or what ought to be. It is
a way of looking at or investigating certain issues of human behavior. It
refers to the expected standard of behaviours of a particular professional
group. These standards are described as 'professional conduct of code of
conduct'. Nurses as professionals are expected to maintain certain ethical
standard in their nursing practice. Likewise as nursing teacher, she should
follow the ethics of sing practice as well as teaching.

65
There are various factors that affect ethical conduct among nursing
teacher.

1. Perception of roles and responsibilities.

2. Moral (ethical) theories and framework

Ethical decisions are based on four general approaches or moral theory.

Teleology: Looks for the consequences of an action.

Deontology: Emphasize the duty, rationality and obedience to rule.

Intuitionism: Is nation that people inherently know what is right or wrong.

The ethic of caring: Central goal of nursing

3. Moral principles: These are statement of broad general philosophic

concepts and includes.

Autonomy (self-determination): right to make one's own decision.

Non maleficence: avoiding harm (deliberate or unintentional)

» Beneficence: Choosing maximum benefit

Justice (Fairness): Fair treatment

Fidality: Being faithful to agreement and responsibilities one has

undertaken.
Voracity: Telling truth

Confidentiality: Respect right to privacy

4. Professional code of ethics

Nurses have own ICN code for Nurses as Nurses and people

Nurses and practice Nurses and society Nurses and coworkers Nurses and
the profession

5. The level of cognitive and intellectual development of the people

involved: Ethical conduct required thinking, reasoning, making decision,
judgment, which are cognitive function.

6. The values, belief and attitude of these people

Values, belief, attitude are the important aspects of perception,

interpretation and determination of actions.

Four Commitment While Teaching in Nursing

1. Commitment of self

To be committed toward self she should

have prepared clear concise and valid lesson plan to teach the students.

▸ Prevent students from wrong doing

have right judgment about the student with their subject matter.

▸ maintain the standard of teaching

▸ deal with student without any feeling of color, race nationality and
religion.

2. Commitment to students: The teacher should

maintain students' privacy and security as needed.

have helping attitude towards students according to need and level of

students.

have sympathy on students

▸ respect views and ideas of the students

have feeling of responsibility and cooperation with students.

3. Commitment to teaching: The teacher

▸ must have well planned and organized lesson plan.

▸ is required to provide facts and tactful knowledge in the classroom.

▸▸ should use proper method of teaching/learning.

▸▸ should provide the educational resources according to subject.

4. Commitment to profession: The teacher should

>> accept ethical issues of the profession.

maintain acceptable behaviour with students, clients, relatives, coworkers,

other professionals in the community.

▸▸ reinforce professional ethics of nursing.