EFFECTIVE TEACHING AND LEARNING IN EDUCATION

BY

PROF. ABDULRAZAQ OLAYINKA ONIYE

DEAN, GRADUATE SCHOOL

2/1/2025 Course Code & Name 1

 MODULE AIMS/GOALS
The module aims at equipping students with the
basic concepts, principles, theories and
techniques that underlie the practice of Effective
Teaching and Learning in Education. The present
module aims at familiarizing the participants
with the concepts, tools and techniques of
corporate strategic management so as to enable
them to develop analytical and conceptual skills
and the ability to look at the totality of
situations. Class participation will be
fundamental to the development of the skills of
the students.
2/6/2025 2
 COURSE OUTLINES
•Teacher: Essential attributes; Teacher Education; Teacher development; relationship with
learners, colleagues, and institution; Changing role of teacher in education set up and in society.
•Teacher Education: Elements of effective learning and teaching, set up of teacher education and
development; Basic requirements; Status and limitations of the system; Reform in teacher
education since 1945 in industrialized and non-industrializes countries; New developments.
•Teaching as a Profession: Comparison of teaching with other professions; Teacher preparation
comparative treatment.
•Professional Development: Pre-services, In-service, Ongoing professional development
programmes, Action research, Classroom management.
•Teacher and Society: Teachers as agents of change; learners’ abilities to acquire knowledge with
teacher’s guidance.
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 UNIT ONE

• Teacher: Essential attributes;

• Teacher Education;
• Teacher development; relationship with
learners, colleagues, and institution;
• Changing role of teacher in education
set up and in society
• Principles of Effective Teaching.
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 Are Teachers Born or Made?
• Some people think that teachers are born.
• Others think that teachers are made.
• The answer to this puzzle is neither here nor
there.
• Some people have the talent and flair for
teaching and teach naturally.
• Some teachers in primary and secondary schools
display good teaching skills and styles even
before training.
• Some at the pre-service level pick teaching styles
and
2/6/2025
skills quickly and naturally as if they have
5
 Who is a Teacher?
• A teacher is a person who helps people to
learn. A teacher often works in a classroom
or online. There are many different kinds of
teachers. Some teachers teach young
children in kindergarten or primary schools
while other teaches grown up learners
otherwise known as students.
• Simply put, a teacher is one whose
occupation is to instruct/facilitate
learning/guide learners and impact
knowledge.
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 The Personality of the Teacher
• Others have to learn the skills step by
step before getting used to an
acceptable teaching style.
• Teaching, as an art, depends on the
individual teacher and his personality.
• Some ancient philosophers, scribes or
writers and religious prophets including
Socrates, Aristotle, Plato, Jesus Christ,
Mohammed, etc. exhibited great
teaching skills without formal training.
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 Teacher’s Personality Contd.
• Like the music composer, the dancer, the
craftsman or the painter, some people
display their skills of teaching artistically.
• Though many teachers have the natural
gifts of communication and interaction,
modern teaching does not rely solely on
the ability to display this art.

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 Attributes of an Effective Teacher
• Self-discipline;
• Good Classroom management;
• Using Whole-class Strategies;
• Building Cordial Relationships;
• Having High Expectations for learning and
behaviour;
• Using the Curriculum and pedagogy to
engage students in learning;
• Been proactive in anticipating students
2/6/2025 9
 Attributes of a Teacher Contd..
• Through research, experts have been able discover
the best ways in which we can give information so
that learners would understand easily.

• But remember that a good teacher must have

some personality traits that can support him to
practice effectively as a teacher or learn to teach
effectively.

• For instance, if your pupils dislike you because of

your poor temper, they may still not enjoy your
teaching
2/6/2025 even if you use the correct approach. 10
 Concept of Teacher Education
Teacher education or teacher
training/programme refers to the policies,
procedures, and provision designed to
equip (prospective/would-be) teachers with
the knowledge, attitudes, behaviors,
approaches, methodologies and skills they
require to perform their tasks effectively in
the classroom, within and outside the
school setting.
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 Concept of Teacher Education
• Teacher Education program is meant to
produce generations of teachers, who in turn
educate generations of pupils (learners) and/
students, who on their part carry with them
and transform the knowledge and skills so
acquired in school, college, or university
during the rest of their lives and work.
• The focus of Teacher Education therefore is
to train new set of teachers to ensure
availability of human resources for the
teaching industry.
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 Roundtable Exercise
• Form four groups.
• Discuss in your groups the ideal
relationship between the teacher and his
learners.
• Identify obstacles to the ideal
relationship between the teacher and his
learners.
• Suggest practicable solutions to the
identified obstacles.
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 Teacher’s Relationship with Learners

6/25/2021 14
 Teacher’s Relationship with co-teachers
Teachers link together students, other
teachers, school administrators, families,
and community members to foster the
learning success and healthy development
of their students. The nature of these
interactions among different stakeholders
varies depending on the teachers' intent
and the needs of their students

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 Teacher’s Relationship with co-
teachers Contd.
Relationship of teachers within and outside
classroom help students to feel more
comfortable and safer in their
environments. Consequently, students will
be able to improve their participation both
in class and socially and challenge
themselves.

6/25/2021 16
 Teacher’s Relationship with the Institution
Honesty with oneself and others and mutual
respect in all communication is a basic
aspect of teachers' work. Fairness is
important both when encountering individual
learners and groups but also in the work
community. Fairness involves in particular
promoting equality and non-discrimination
and avoiding favouritism.
Respect for institutional rules and regulation
in relation to intra and interpersonal
relationships at his work-place.
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 Teacher Obligation and Role
In order to support effective teaching, the teacher
must respond to issues that influence positive
learning:
• 1. Mediate and facilitate learning
• 2. Choose the best modes of delivering
• 3. Work with course learning support materials
• 4. Be aware of the effect of power relation
• 5. Develop learner and tutor professionalism
• 6. Assess the structures to support him
• 7. Demonstrate the idea of the ``perfect tutor’’.
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 Teacher’s Role Expectations
• Respect for her/his pupils and respect for their
peers;
• Discipline whether in class or elsewhere;
• Co-operation with him and also with their fellow
pupils in order to achieve lesson objectives.
• To pay attention while in class;
• To participate in various activities like answering
oral questions and doing written or practical work;
• To understand his work;
• To ask questions where necessary; and
• To be honest, open minded and clear in their mind.
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 Teacher’s Role Expectations Contd.

• Respect her from pupils and respect for their

peers;
• Discipline whether in class or elsewhere;
• Co-operation with him and also with their fellow
pupils in order to achieve lesson objectives.
• To pay attention while in class;
• To participate in various activities like answering
oral questions and doing written or practical work;
• To understand his work;
• To ask questions where necessary; and
• To be honest, open minded and clear in their mind.
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 Teacher’s Role Expectation Contd.
• Resource Provider;
• Instruction Specialist;
• Curriculum Specialist;
• Classroom Supporter;
• Learning Facilitator;
• Mentor;
• School Leader;
• Data Coach;
• Catalyst for Change and
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•
Changing Role of the Teacher in Education
Note: the ways teachers can lead are as varied as
teachers themselves:
• Teachers are not the facilitator for learning of the
students only, they are now expected to be
responsible for training the students for increasing
employability skills, expanding the mind, growing
digital citizenships, critical thinking, and creativity as
well as sustainable learning.
• He is expected to carry out curriculum innovation
based on emerging environmental developments.
• He is expected to serve as “caregiver” to
distressed/traumatized students because of the
economic
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meltdown and attendant losses. 22
 Main Functions of the Teacher
• For effective teaching to occur, the teacher is
expected to have some main functions that would
reflect a wide range of mission for the parents,
State, students and his own expectations.

• S/he is expected to be a disciplinarian, a guidance-

Counsellor, a leader, a scientist, a parent, a guide,
an advisor, a mediator, an instructor, an evaluator,
etc…

• Attention is required or else these will remain a

simulation
2/6/2025 of what she/he is supposed to be or to 23do.
 Still on Functions of the Teacher
• As an instructor a teacher is:
1. An academic expert in his area of training and, therefore,
the students rely on a teacher as an adult person with better
knowledge,
2. The teacher gives instructions to them on what to do.
3. He also instructs them on how to maintain or sustain
personal hygiene, look after their mental health, manage
school task and social obligations, answer very well quizzes
and exams, etc.
• As a guide, the teacher is expected to:
1. Know his learners well so that he/she can identify their
personal problems.
2. Be able to identify areas in which weaker learners progress
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so that he can guide them, or take corrective measures, etc.
 Teacher ‘s Function As a Counsellor
• As a counselor, the teacher should:
• 1. Perform the tasks of socialization,
• 2. Establish close and cordial relationship
with the person being socialized.
• For instance, he should show empathy
and understanding to the learners he is
caring for so that they feel safe to
confide in him and take his words.
• By so doing he plays a role known as in-
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loco parentis or guardian.
 Teacher’s Function As a Disciplinarian
As a disciplinarian, should be able to:
1. Maintain order in the classroom and set standards for learners to follow.
2. Teach the learners the values and morals of the society and
3. Ensure these values and standards are followed. For instance, he
should tell the learners what form of behavior to follow, how to dress, how
to approach adult members of the society, how to greet the elderly
people, how to behave when in public, how to receive visitors and how to
relate with peers.

4.The teacher him/herself has to be disciplined says, “Teacher has to be a

moralist to prepare learners who would grow up to be moralists”. In the
eyes of the public, teachers are expected to play a priestly role in their
effort to instill discipline. This provides a model for pupils to copy.
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 Teacher’s Function As a Moderator
As a mediator:

1. The teacher meet the claims of the learners

and reconciles them with what the
parents/sponsors expect.

2. The teacher mediates between the adult world

(the world of work) and the learner’s world.

3. S/he plays a role of bring a sort of judge or

advocate.
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 Teacher’s Function As a Leader
As a leader, the teacher should:
1. Play an administrative role such as maintaining
order, discipline, silence and smartness both inside
and outside the classroom.
2. He/she has also to manage the learning resources
such as text books the chalkboard, the equipment and
apparatus for experiments.
3. The teacher has to think of applying the leadership
styles that promote learning in the classroom:
 Democratic leadership?
 Autocratic leadership?
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 Laissez-faire leadership?
 Teacher’s Function As an Evaluator
As an Evaluator, the teacher should assess:
1. Both his progress and that of his learners.
2. Evaluates whether he can understand the
intellectual and social development of the learner.
This is done in order to:
a) Assess teaching effectiveness;
b) Plan and revise teaching approaches by adopting
better teaching techniques;
c) Provide feedback to the students about their
strength and weaknesses; and
d) Provide a feedback to the school administration
about
2/6/2025
the progress of the learners.. 29
 Teachers as Agents of Social Change
• Teachers are agents for change within the
classroom. If what happens in the classroom, in the
school, and within wider society is seen as part of
the change process for both teachers and learners,
global learning can be a real agent not only for
individual change, but also for society as a whole.

• The importance of emotions and sharing thoughts is

deemed important. In a polarized world that is
being played out by identity politics, teachers as
agents of social agents can help to bring about
inclusivity and diversity by recognizing their roles as
agents
2/6/2025 of social change. 30
 Teacher as Agent of Social Change Contd.
• Education is considered as a major agency
of socialization. No social change can take
place without education.
• Education initiates social change by
bringing about a change in the outlook
and attitude and patterns of social
relationships of an individual. Apart from
his its an instrument and a condition of
social change.
• To drive all the above, the role of the
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 Principles of Effective Teaching
• Create an active learning environment;
• Focus learners’ attention;
• Connect learners’ knowledge;
• Help students to productively manage their time;
• Provide timely feedback;
• Demand quality from his students;
• Balance high expectations with students’ support;
• Enhance motivation to learn among his students;
• Encourage teacher-student and student-student
interaction and communication;
• Help
2/6/2025
student organize their knowledge. 32
 Principles of Effective Teaching Contd.
• Encourage cooperation among students;
• Encourage active learning;
• Provide clear instructions regarding dates
for class activities/assignments/projects’
submission;
• Provide clear expectations for students’
work;
• Use multiple means of
instruction/engagement and assessment.
2/6/2025 33
 More on Principles of Teaching
• Develop mastery learning;
• Do not dismiss knowledge “as lower-level
order”;
• Expect excellence from all his students;
• Guide learning among his students;
• Task his students to engage in critical
thinking;
• Put deliberate practice into his lesson;
• Let his test be student-improvement oriented;
• Use
2/6/2025
questioning frequently and rigorously. 34
 UNIT TWO
• Teacher Education:
• Elements of effective learning and teaching, set up
of teacher education and development;
• Basic requirements; Status and limitations of the
system;
• Reform in teacher education since 1945 in
industrialized and non-industrializes countries;
• New developments
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 What is the Purpose of Teacher Education?
The main purpose of Teacher Education is
to expose learners (would-be Teachers) to
principles, skills (required for efficient
teaching), practice and methodologies such
would need to provide effective teaching,
coaching, guidance and motivation to their
own learners so that appropriate
knowledge, understanding, skills, values,
attitudes, preferences befitting of a
responsible
2/6/2025
citizen could be
36
 Meaning and Nature of Learning
Learning is the process of acquiring
new understanding, knowledge,
behaviors, skills, values, attitudes,
and preferences. ... The nature and
processes involved in learning are studied
in many fields, including educational
psychology, neuropsychology,
experimental psychology, and pedagogy.

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 Description of Learning
Learning refers to gaining skills or
knowledge, often by studying or being
taught by someone. The word learning can
be used to mean "the process of
acquiring knowledge," like the learning
that takes place in your classroom, but it
also means the knowledge itself.
https://www.vocabulary.com/dictionary/lear
ning
2/6/2025 38
 Meaning and Nature of Learning
• The elements identified in the concept of
learning point out that whatever activity
that qualifies to be labelled ‘learned’
behaviour must result from the learner’s
‘experience’ or ‘practice’ and must last
for a fairly long time.
• For this reason, other changes in
behaviour that are not the result of
experience or practice cannot be
labelled as learned behaviour.
2/6/2025 39
 Meaning and Nature of Learning Contd.
• Learning is “a process that leads to
change, which occurs as a result of
experience and increases the potential
for improved performance and future
learning”. The change in the learner may
happen at the level of knowledge,
attitude or behavior.
https://www.queensu.ca/modules/student
s/04
2/6/2025 40
 Importance of Definitions of Learning
• What is common to the definition is that
learning implies a change in behaviour,
but all of them differ to some extent on
what is responsible for the change in
behaviour.
• Three elements can be identified:
• Relatively permanent,
• Change in behaviour,
• Resulting from experience or practice.
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 What is not Learning
 Learning is not that change in behaviour
resulting from fatigue, hunger, anger,
drug etc.
 In the same way, learning is not the
change in behaviour caused by reflexes,
maturation, growth or ageing.
 They may either be native or natural
responses or they may be temporal
responses.
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 Set-up of Teacher Education
In most countries, the set-up of Teacher
Education typically consists of four main
components namely: general education,
subject-matter preparation, general
professional education, and specialized
professional education in a given subject
matter.
https://www.preservearticles.com

2/6/2025 43
 Set-up of Teacher Education Contd.
In order to ensure effective Teacher
Education, trainees must be properly
oriented on the three major components of
instruction: learning objectives,
assessments, and instructional activities.
They should aspire to always be where
those who have more expertise in the
subject matter can be imitated and where
they can participate in natural
conversations about the subject matter.
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 Structure of Teacher Education in Rwanda
The structure of Teacher Education in Rwanda
involve two layers/levels of training viz:
I. Teacher Training Colleges, there are 15 of
such (see location map);
II. Faculties/colleges of Education in
universities, they include:
a. UR College of Education-Rukara;
b. Adventist University of Central Africa-Kigali;
c. Insitut Superirieur pedagogiqe de Gitwe-
Southern Province
2/6/2025 45
 Institutions with Teacher Education Contd.
• Kibogora Polytechnic-Southern Province;
• Mount Kenya University, Kigali Campus;
• University of Technology and Arts-
Byumba;
• University of Kigali-UoK; Kigali and
• Universite le-independent-Kigali (ULK).
Teacher Training Program (TTP) in Rwanda
is based on the CBC curriculum as per
Ministry of Education (MINEDUC)
2/6/2025 46
Curriculum Review of 2016.
 TTC in Rwanda

6/25/2021 47
 Who is a Learner?
A learner is someone that seeks to know more
in any field of knowledge either professionally or
for the purpose of self improvement. By
implication, a learner is someone who is
learning about a particular subject or how to do
something. It is clear from these
definitions/descriptions that a learner is a
person who is learning; student; pupil;
apprentice; trainee whether at the elementary,
primary, secondary or tertiary level of education
like2/6/2025
in our case here. Or a trainee in another
48
 Characteristics of Learners

• Academic Characteristics-learning activities related such as

learning goals (of an individual or a group), prior
knowledge, educational type, and educational level.
• Emotional/social characteristics-these relate to the group
or to the individual with respect to the group. Examples of
social/emotional characteristics are group structure, place
of the individual within a group, sociability, self-image (also
feelings of self-efficacy and agency), mood, et cetera.
• Cognitive characteristics-elate to such things as attention
span, memory, mental procedures, and intellectual skills
which determine how the learner perceives, remembers,
thinks, solves problems, organizes and represents
information
2/6/2025 in her/his brain 49
 Attributes of a Good Learner
Note: teaching your students the qualities or
attributes of a good learner may be the
thing that would change their life forever.
THE SIX QUALITIES
1. Positive Attitude
2. Citizenship Attitude
3. Sense of Responsibility
4. Sense of Cooperation with others
5. Good work Ethics and
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 Attributes of Good Learner Contd.
A good learner should have the following features:
i. Growth Mindset;
ii. Be Brave;
iii. Be Organized;
iv. Consistent and Persistent;
v. Be able to handle failure maturely;
vi. Able to set achievable goals;
vii. Connects learning to life;
viii. Ability to look after his own mental health;
ix. Has cordial relationship with his teachers/others
and
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 Attributes of a Successful Learner
A successful learner is one:
a. Who is a leader in his own learning;
b. Who engages the world around him;
c. With a curious mind/eager to learn always;
d. With a critical mind-always seeking to verify;
e. Who has passion for learning;
f. Who is not easily deterred by challenges;
g. With strong determination to succeed;
h. Who is innovative and
Who is self-disciplined.
i. 2/6/2025 52
Teaching Acquisition of the Attributes
In teaching your learners the qualities of a
successful learner, you would need to:
a. Give explicit instructions;
b. Assess how the students have faired;
c. Give them quality time to reflect over
their achievement in acquiring the
qualities and
d. Help them to construct positive culture
of learning or learning culture.
2/6/2025 53
Four Types of Learners- VARK MODEL
 The first are known as the VISUAL
LEARNERS
• The second are known as the AUDITORY
LEARNERS
• The third are the READING/WRITING
PREFERENCE LEARNERS and
• The forth are the KINESTHETIC
LEARNERS.
2/6/2025 54
 The Visual Learner
• The visual learners prefer to take information
using charts, graphs, maps, diagrams etc.
The teacher should know that the best way
to get across to a visual learner is through
the use of images.
• It is important to note that is type of learners
or learning style does not include equate
images with pictures, videos. Rather their
emphasis is on instructional materials being
presented in shapes, patterns or in form of
2/6/2025
6/25/2021
r visual aids. 55
 The Auditory Learner
• The Auditory learner is at his best when
instructional materials are presented in
voiced form (heard/spoken).
• This type of learner gain most from
group discussion, lectures etc. involving
talking/exchange of verbal presentation.
• They do not flow well with diagrams,
images, shapes or charts like the visual
learners.
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 The Reading/Writing Inclined Learner
• This type of learners would prefer that
learning materials are presented in words.
The learners in this category benefit most
from instructional materials rendered in
readable form and they are known to
perform well where assignments are
expected in written format such as the
synopsis of stories or book reports.
• Their emphasis is more on text-based
input and output.
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 The Kinesthetic Learners
• These are learners who learn best when
they are in position to use tactile
experiences and their opportunities for
them to carry out physical activity (in
form of practice).
• They learn more in settings where they
are expected to apply new information.
• This type of learners are said to be
connected to reality in their preferred
style of learning.
2/6/2025 58
 Principles of Effective Learning
• Put the learners at the centre of your teaching;
• Understand the social nature of learning;
• Pay attention to students’ emotion as an integral
part of learning;
• Recognize individual differences among your
learners;
• Give tasks that would engage the intellectual
capabilities of your learners;
• Let your assessment be learning-improvement
oriented;
• Build
2/6/2025
horizontal connection among your 59
 Principles of Effective Learning Contd.
• Know that:
1. Learning is developmental in nature;
2. Individuals learn differently;
3. Learners/students learn what is personally meaningful to
them;
4. New knowledge is built on current knowledge
(foundation matters)
5. Learners learn when they accept challenging but
achievable goals;
6. Learners master basic and component skills through
practice;
7. Acquiring and applying habits of mind improves learning;
8. Learning is influenced by the total environment.
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 Factors Influencing Learning
It has been noted that people learn in variety of
ways. However, three factors have been observed
to influence the speed at which people learn viz:
1. Aptitude-the more high IQ students you have in
a class the easier it is for the teacher.
2. Prerequisite Knowledge-is the extent to which
learners already possess the foundation for the
material they are attempting to learn.
3. Quality of Instruction-as a teacher, you must
design your classes to take into account how
the whole body learns.
2/6/2025 61
 Factors Influencing Learning Contd.
• Movement-give learners activities that would
engage their hand and other parts of the body to
keep their brains active.
• Repetition-in order to overcome the natural “fading”
effect of short-term memory, encourage learners to
go over learnt materials as often as possible.
• Feedback-provide constant positive reinforcement
(feedback) to learners, it aids learning.
• Stress-too much stress literally “shuts down” the
brain and stops the learning process.
• Emotions-negative emotions like sadness, being
worried,
2/6/2025
anxious, angry etc. interferes with ability
62
 Other Factors Are
i. Motivation-use of positive reinforcement
and encouragement;
ii. Readiness to Learn-emotionally and
psychologically, a learner must be ready
for learning to take place; and
iii. Will-Power-there must be internal drive
propelling the learner to want to acquire
more new facts, information, skills and
values (otherwise known as learning).
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 UNIT THREE
• Teaching as a Profession: Comparison of teaching
with other professions;
• Teacher preparation comparative treatment

2/6/2025 64
 What is Teaching?
• Teaching is an activity performed by a more
experienced and knowledgeable person with a
view to helping the less experienced and less
knowledgeable person to learn.

• This means that the teacher should be a more

experienced and knowledgeable person than the
learner.

• Teaching involves helping others to learn to do

things,
2/6/2025
to think and solve problems and to react
65
 Definition of Teaching Contd.
• Teaching is system of actions intended to
induce learning.
• Teaching is an activity aimed at the
achievement of learning and practised in
such a manner as to respect students’
intellectual integrity and capacity.
• Teaching is an interpersonal influence
aimed at changing the ways in which
other persons can or will behave.
2/6/2025 66
 Still on Meaning of Teaching
• First of all, you can identify the ‘teacher’
(the person directing the activities).

• Then you can identify the ‘learner’ (the

person receiving the directions and
reacting to the activities).

• And, you can perceive the ‘intentions or

purpose of the activities (the outcomes,
learning or behaviour modification).
2/6/2025 67
 More on Meaning of Teaching
• Another issue that would apply to all the
definitions is that teaching usually involves a
face-to-face relationship between a teacher
and a learner.

• Also, the activities that the learners are

made to engage in are generally
characterised by goal orientation.

• That is, there is an intention to bring about a

change in the behaviour of the learner.
2/6/2025 68
 What are the Purpose of teaching
 In the old setting, teaching was active and
learning was passive. Today, teaching and
learning require focused, purposeful
activity. All teachers understand that the best
way to learn something is to teach, because
the teacher does all the work in learning their
subject matter. https://clueylearning.com

• Teaching has an intentional objective which is

to bring about learning. Learning is the success
criterion
2/6/2025
which is the main purpose 69 of
 Still on purposes of Teaching
• Teaching and learning can be compared
with selling and buying.

• They have intentional and success

motives.

• When, for example, we take our goods to

the market we intend to sell them but we
cannot claim to have sold anything if
2/6/2025 70
they are not bought.
 Still on Purposes of Teaching
• One philosopher, comparing teaching to
selling, says ‘just as selling is to buying” so
“teaching is to learning”. This is so because
one cannot claim to have taught a lesson to
a pupil if the pupil failed to learn.
• In the same way it is ridiculous to say that I
sold two mangoes but nobody bought one.
This philosophical analogy may not hold true
with teaching always. However, it cannot be
denied that the intentional end-product of
effective
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teaching is effective learning. 71
 Purpose of Teaching Contd.
As teachers we must therefore note that as
long as our pupils have not learnt or cannot
perform, we should not claim that we have
taught them. The question then should be:
“What makes teaching effective? Which
activities constitute effective teaching and
which ones do not? This leads us to the
issue of teaching activities

2/6/2025 72
 More on Teaching activities
• It is important that we probe further into this business
of teaching because we are aware that many of us do
not do it well. Teaching relates to organisation of
the content and the structuring of space and
time so that learning will be fostered. It requires
the understanding of the level of the student. It
also requires that we consider the ability of the
learner. This would include the learner’s
maturity, interest and readiness to learn.
• A good teacher looks out for these signs in his pupils
and uses them to facilitate learning. Teaching,
therefore, involves helping others to do things in a
new
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way. 73
 More on Teaching Activities
• These may include physical activities (skills)
mental activities (intellectual) and emotional
expressions (feelings).
• You also need to remember that the mode or
means by which teaching is carried out is vital.
• Generally, there are activities which do not
enhance teaching and learning.
• Good teaching activity must be practised in a
manner that respects the learners’ intellectual
integrity and capacity (Definition 2).
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 Detecting Effective Teaching
• When they are not happy with your teaching activities,
they may withdraw, squeeze their faces or put their
heads down, drag their feet, talk casually to other
learners, fail to answer questions or fail to make any
useful contributions.

• A good teacher must develop a good teaching

sensibility and know when and how to help pupils to
focus their energy on learning.

• You must value honest feedback from pupils. Again,

you must reflect on the quality and style of teaching in
order
2/6/2025 to respond to his pupils’ feelings or re-actions.
75
 Teaching as a Profession
Teaching is a noble profession and it comes
with so much responsibility and duty towards
students. Teachers are not expected to only
teach and impart knowledge on the learners
but to equally inspire and motivate them for
functional and responsible livelihood. By
orientation, they keep working to boost the
confidence of students providing them with
direction and quality guidance. In East African
countries like many other countries of the
world,
2/6/2025
teachers work more but usually got poor
76
 Basic Requirements
• The basic requirements for admission into
Teacher Education program differ from
country to country and sometime from
program to program.
• In Rwanda, it is at least 2 principal passes
in the Senior Six Certificate examination.
• Others include possession of Diploma
from recognized institutions.
• What are the requirements in other East
African countries?
2/6/2025 77
 Teaching Compared with other Professions
Job Title Rwanda UGANDA TANZANIA KENYA BURUNDI S SUDAN

USD USD USD USD USD USD

Teaching / Education

Secondary School Teacher 519.92 621.6 444.4 1121.4 462 68

Elementary School Teacher 449.11 487.2 399.96 907.8 397 60

Health and Medical

Dentist 1493.8 1685.6 1337.6 3248.5 1400 201

Nurse 479.18 568.4 428.12 1014.6 476 66

2/6/2025 78
Teaching Compared with other Professions
Job Title Rwanda UGANDA TANZANIA KENYA BURUNDI S SUDAN

USD USD USD USD USD USD

Construction/Building/Installation

Construction Project Manager 1037.9 1201.2 941.6 2287.3 950 143

Civil Engineer 609.16 649.6 541.2 1192.6 550 82

Banking

Bank Branch Manager 1173.7 1310.4 1038.4 2465.3 1120 162

Teller 250.26 280 217.36 524.21 214.5 32

From: 79
http://www.salaryexplorer.com/salarysurvey.ph
 UNIT FOUR
• Professional Development: Pre-services, In-service,
Ongoing professional development programmes,
Action research, Classroom management.

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 Professional Development of Teachers
• Teachers are encouraged, motivated or compelled to
obtain/seek professional or personal development
through several avenues viz:
a) Sponsorship to obtain Bachelor Degrees;
b) Sponsorship to proceed on Postgraduate Diploma in
Education (PGDE);
c) Opportunities to pursue Graduate program leading
to the award of Master degree in Teacher Education.
d) Attendance of periodic in-service training or
refresher programs (based on Competence Based
Curriculum model of the Ministry of Education).
2/6/2025 81
 Art and Science of Teaching Contd.
• Teaching is now a science, with a body of
knowledge.
• It is for this reason that it has to be systematically
arranged and taught to trainee teachers.
• The experimental and theoretical study of
learning is a branch of psychology, which
underpins the science of teaching and learning.

• Therefore, whether you are a ‘born’ teacher or not

you can learn how to teach skilfully and
scientifically.
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 UNIT FIVE
• Teacher and Society: Teachers as agents of change;
learners’ abilities to acquire knowledge with
teacher’s guidance.

2/6/2025 83
 Reforms in Teacher
• Reform Since 1945:
• In a class-group of THREE, outline and
discuss, the reforms in Teacher Education
from 1945 to date in:
A. Rwanda;
B. Kenya;
C. Tanzania and
D. Uganda.

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 UNIT SIX

• Class Presentation:
• Individual Assignment;
• Group Assignment;
• Group Tutorial;
• Examination of Policies and Practices on
Effective Teaching and Learning.

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 REFERENCES
• Alan, M. (2010). How to be an effective teacher in higher
education: answer to teachers’ questions. Open University Press.
• Andey, C. & Andrea, H. (2011). Breaking the mold of pre-service &
in-service teacher education: innovative and successful practices
for the twenty-first Century : R-L Education.
• Delaney, M.K (Ed.) & Jean, M.S. (Ed.) (2021). In search of wonderful
ideas: Critical explorations in teacher education: teacher. Teacher
College Press.
• Diane, M. et.al. (2017). Studying effectiveness of Teachers
Education: Early Career Teachers in Diverse Settings. Singapore:
Springer.
• Preeti, K. & Alexander, W.W.(2021). Teacher quality and Education
policy in India: Understanding the relationship between Teacher
Education; Teacher Effectiveness and Students’ Outcome.
Routledge.
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• Rwanda (2021). Ministerial Order on Education. 20 Oct. 2021
th
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