Is Teaching Art Or

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<ul><li><p>7/28/2019 Is Teaching Art Or</p><p> 1/1</p><p>Is Teaching Art or Science?</p><p>20JUL</p><p>- Eak Prasad Duwadi</p><p>Is teaching an art? Well, I think teaching is a complicated network of acts, a verity to which</p><p>anyone who stands in front of learners can readily verify. In his renowned book, The Art ofTeaching, Highet (1989) argues teaching is an art, not a science. He also claims teaching is</p><p>like painting a picture and that it cannot be thoroughly evaluated.</p><p>One distinguished teacher takes the neutral stance. He believes the systematic study of</p><p>teaching over the years supports the notion that good teaching is as much a science as an</p><p>art. However, many people still regard knowledge of the subject matter as the major</p><p>prerequisite to effective teaching. On the other hand, various researches report about</p><p>faculty members becoming more aware that successful teachers are knowledgeable in their</p><p>subject matter, teaching strategies, and learning theories and are committed to individual</p><p>learning.</p><p>There is no consensus on what good teaching is, and how to best evaluate the goodness of</p><p>it. Probably there never will. For instance, In Nepal, especially in private schools, onescapability to maintain absolute silence in the classroom is regarded as the mark of his</p><p>success as a teacher. This is to say, the notion of effective teaching is expected to involve</p><p>more than a teachers command of the subject matter. But one eminent educator opines</p><p>that teaching requires as much the knowledge of content as the awareness of general</p><p>pedagogy, core curriculum, learner characteristics, educational contexts, and educational</p><p>ends and values. In fact, the general practice of maintaining classroom silence does not</p><p>feature anywhere in the literature of effective teaching.</p><p>Good teaching is the ability to make particular concepts of a discipline/subject perceptible</p><p>to a group of learners. A common argument is that good teaching should be defined in</p><p>terms of student learning. And there are cautionary remarks as well, such that the teachers</p><p>role must not be minimized. However, the most teachers assert that effectiveness should bebased on learning-centered evaluation, where teaching is evaluated in the context of the</p><p>learning goals of a specific course. This focuses on the relationship between teaching</p><p>objectives, actual teaching practices, and the actual learning outcomes.</p><p>In his bookThe Courage to Teach, Palmer (1997) suggested thatgood teaching cannot be</p><p>reduced to technique: good teaching comes from the identity and integrity of the teacher.</p><p>Identity and integrity will develop when teachers attempt to eliminate academic debates</p><p>and speak about who they are as teachers. Only at this point will an emphasis on good</p><p>teaching become part of a departmental culture. One way to engage faculty members in</p><p>discussions ofwho they are as teachers, are course portfolios.</p><p>One thing most teachers all over the world agree is thatgood teaching is a matter of hard</p><p>work, discipline, determination, and the intense moments or hours ofglee.References</p><p>Highet, G. (1989).The art of teaching. London: Vintage.</p><p>Palmer, P. J. (1997). The courage to teach: Exploring the inner landscape of a teachers</p><p>life. Toronto: Jossey-Bass.</p></li></ul>