A definition for starters

A definition for starters: Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.

In teacher education programmes – and in continuing professional development – a lot of time is devoted to the ‘what’ of teaching – what areas we should we cover, what resources do we need and so on. The ‘how’ of teaching also gets a great deal of space – how to structure a lesson, manage classes, assess for learning for learning and so on. Sometimes, as Parker J. Palmer (1998: 4) comments, we may even ask the “why” question – ‘for what purposes and to what ends do we teach? ‘But seldom, if ever’, he continues: ‘do we ask the “who” question – who is the self that teaches?’

The thing about this is that the who, what, why and how of teaching cannot be answered seriously without exploring the nature of teaching itself.

What is teaching?

In much modern usage, the words ‘teaching’ and ‘teacher’ are wrapped up with schooling and schools. One way of approaching the question ‘What is teaching?’ is to look at what those called ‘teachers’ do – and then to draw out key qualities or activities that set them apart from others. The problem is that all sorts of things are bundled together in job descriptions or roles that may have little to do with what we can sensibly call teaching.

Another way is to head for dictionaries and search for both the historical meanings of the term, and how it is used in everyday language.  This brings us to definitions like:

Impart knowledge to or instruct (someone) as to how to do something; or

Cause (someone) to learn or understand something by example or experience.

As can be seen from these definitions we can say that we are all teachers in some way at some time.

A definition: Teaching is the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.

Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities (such as note taking, discussion, assignment writing, simulations and practice).

Attending to people’s feelings, experiences and needs

Considering what those we are supposed to be teaching need, and what might be going on for them, is one of the main things that makes ‘education’ different to indoctrination. Indoctrination involves knowingly encouraging people to believe something regardless of the evidence (see Snook 1972; Peterson 2007). It also entails a lack of respect for their human rights. Education can be described as the ‘wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’ (Smith 2015). The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world (op. cit.). For teachers to be educators they must, therefore:

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  Consider people’s needs and wishes now and in the future.
  
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  Reflect on what might be good for all (and the world in which we live).
  
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  Plan their interventions accordingly.
  

What is Teaching

1.

In education, teaching is the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact. Learn more in: From Broadcasting to Transforming: The Social Construction of Knowledge for Understanding Lawfulness

2.

Preplanned behaviours informed by learning principles and child development theory which directs and guides instruction to ensure desired students outcomes. Learn more in: Teaching and Technology: Issues, Caution and Concerns

3.

The job or profession of a teacher. Something that is taught: the ideas and beliefs that are taught by a person, religion, etc. Learn more in: Virtual Laboratories Development Using 3D Environments

4.

In education, teaching is the concerted sharing of knowledge and experience. This is usually organised within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artefact. 

Teaching, learning and assessment are aspects of the curriculum for which lecturers take responsibility. Having a shared understanding of these aspects is important. Definitions of these aspects are given below:


Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection.

To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. A teacher requires not only knowledge of subject matter, but knowledge of how students learn and how to transform them into active learners. Good teaching, then, requires a commitment to systematic understanding of learning. The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. The teacher cannot transform without the student's active participation, of course. Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively. 

[ Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991. ]


Learning can be defined as the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something (Merriam-Webster dictionary). Learning is about what students do, not about what we as teachers do. 


Assessment is defined as the act of judging the amount of learning that took place as a result of learning and teaching. 
 

According to the UNESCO website, curriculum has various meanings  and can be envisaged from different perspectives. The following description is useful:

What societies envisage as important teaching and learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be also called the "written" and/or "official" curriculum. However, at classroom level this intended curriculum may be altered through a range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes/learner competencies) constitutes the "achieved" or "learned" curriculum. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers and communities; unexpected impact of a curriculum; unforeseen aspects of a learning process). Those who develop the intended curriculum should have all these different dimensions of the curriculum in view. While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum should therefore be expressed in comprehensive and user-friendly documents, such as curriculum frameworks; subject curricula/syllabuses, and in relevant and helpful learning materials, such as textbooks; teacher guides; assessment guides.

In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals.

All these documents and the issues they refer to form a "curriculum system". Given their guiding function for education agents and stakeholders, clear, inspired and motivational curriculum documents and materials play an important role in ensuring education quality. The involvement of stakeholders (including and especially teachers), in the development of the written curriculum is of paramount importance for ensuring ownership and sustainability of curriculum processes.  

Great teachers do it all. Across all ages, languages, ethnicities, and subjects, teachers are some of the most widely skilled people around in order to be successful. A day in the life of a teacher can vary greatly depending on the subject and grade level in which they teach. From Kindergarten to high school and special education to statistics, one theme runs consistently throughout every great teacher’s career: their job does not end with the school day. Although standing in front of the classroom is a huge part of a teacher’s responsibilities, they extend far beyond that into the lives of their students, their students’ families and their community.

Teachers are in a unique position to have a direct impact on their students. Teachers can see their work in action, see the changes they affect, and in so doing they witness firsthand their goals coming to fruition. No matter what the goals are, they can pretty much be summed into a single sentence: You want to help people. And there are many ways you can help someone as a teacher. To name a few, teachers aspire to educate, to inspire, to learn and to affect positive change.

Educate

A great teacher should love educating students, and one of the principal goals many teachers set for themselves is to be the best educator they can be. There is something extremely gratifying about imparting information to your students and working with them to ensure they understand, not only concepts, but practical applications as well. There are different methods you can use to teach, and while your teaching style is unique to you, the most important thing is that you engage, motivate and inspire students to learn. Many people teach out of a passion for their subject. If you truly love a particular topic, you may have a desire to share that knowledge with others indeed, that passion can make you excel at it! Other people teach out of a concern for some of the issues facing the education system and because they want to be a part of the solution. Whatever the reason, a teacher can do nothing if not educate their students, so many teachers set this at the forefront of their goals: impart lessons that will last a lifetime.

Inspire

Teachers seek to inspire students in all aspects of their lives, and for many teachers, their greatest goal is to be a role model. A role model is someone who inspires and encourages students to strive for greatness, and teaches them through experience and commitment how to realize their full potential to become the best they can be. Teachers can inspire an uninterested student to become engrossed in learning. They can motivate them to participate and focus, and even bring introverted students out of their shells. A great teacher can get students reading, inspire a passion for languages, make math or science fun, and turn history lessons into fun and exciting stories. For many teachers, one of their simplest goals is to inspire their students to love learning. But the inspirational power of a teacher can transcend the classroom. So often, we hear people say that they were inspired to pursue their careers because of their teachers. A great teacher can leave an indelible mark that lasts a lifetime, and for many of us, some of our most important decisions were inspired by our teachers.

Learn

Teaching is one of those careers where you learn something new every day, and many educators cite this as one of the main things they hope to get out of their career.

On a strictly professional level, the education you attain to become a teacher opens your eyes to many things you may never have been exposed to before. Pursuing a degree in education teaches you so much about learning itself: pedagogy, methodology, etc. You learn how people learn and how to best teach students. Additionally, so many other elements go into teaching that the process of becoming an educator in itself teaches you a great deal. No matter what you teach, your knowledge in many fields will deepen and expand. Then there’s the question of the teacher credentialing process which is also a learning experience.

Teachers also learn a great deal about themselves through teaching. Teaching requires you to step out of yourself in a way you may have never done before, and through this you learn about yourself as a teacher and as a person. You may learn more about how you work with others, particularly with children, and better understand how to communicate effectively and teach efficiently. You can learn how to better handle stress, and the organizational skills you’ll gain from planning lessons and grading assignments will be invaluable. Furthermore, many teachers say the lessons they learn from their own students are the ones that make the job so fulfilling. Students bring a lot of their own life experiences to the classroom, and some of the things they have to say will enlighten you in ways you might not expect. Hearing your students out when they want to voice their opinions can broaden your perspective.

Change

Ambitious teachers are the ones who enter this career to affect change. These are the ones who want to meet the demand for great teachers: They make it their goal to help improve the quality of education for everyone. These teachers are willing to work in high needs schools, where there is low teacher retention and impoverished communities desperate for committed, talented teachers.

Very ambitious teachers take it a step further. As described in our “Benefits of a Master’s” page, having a Master’s in Education or another advanced degree increases a teacher’s career prospects. Teachers with advanced degrees (Master’s, Doctorate, etc.) are eligible for more promotions and many go into the field with the intention of becoming a principal or school administrator. You can even end up working for your district or state’s board of education. At this level, you can effect real change by helping shape the future of education in your area.

When a teacher says their goal is to "make a difference", this is what they mean. They not only want to change the lives of their students, they want to change the face of education.