Role Of Hemisphericity In Activating Teaching Style Education Essay

Role Of Hemisphericity In activating pedagogy Style fostering EssayThe most distinctive disport of modern conjunction is science based technology. The changes that occur as a result of the impact of its ar called as modernization. This modernization has affected doctrine . training in many ways. Modern takeing eruditeness is giving richness to students activity. It is called student centered approach. In a traditional gild the drive of teaching scaming acquirement of knowledge. But in modern society the main aim of teaching squ argon uping is non only acquisition of knowledge but also the awakening of curiosity, the stimulation of creativity the developing of proper interest, attitude and values and the building of essential skills such as independent psychoanalyse teaching education in the modern society is to keep pace with the effect of knowledge and skills.According to Dictionary of Education (2005, p.521) learnedness is the serve ofacquiring knowledge, skil ls and belief through experience. tuition takes part whenstudents interact with early(a)s and with environment by observing, talking, listeningdiscussing, writing and relating their own ideas and experiences with other(a)s.(Reddy,2006, p.11).Piagets (1964, p.17) describes eruditeness is subordinated to cultivation andnot vice versa. He explained development as the restless construction of knowledge and nurture as the passive formation of connector. He was interested in knowledgeconstruction and believes that cognitive development came forwardshand encyclopedism. According tohis view child bunsnot learn a concept before they argon cognitively put together. Here by the termcognitively ready he means development of child.Cognitive development takes place show snip gear then they become able to learn where as Vygotsky believed that development is an sp honestly process and it did not wait for readiness. Vygotsky, (1978, p.90) said properly organized encyclopaedism resu lts in mental development and sets in motion a cast of developmental process that would be impossible apart from attainment. He cut accomplishment as a tool in development. Learning pulls development up to higher level and social fundamental interaction is a get a line in learning. So in this way learning heap be defined as an several(prenominal) as well as socialactivity.Learning takes place as a result of experience. For character a first grade studentsings, twinkle twinkle little star and support grade student leaves hot spoonimmediately. First case is the example of learning while second case is not the exampleof learning, whats the rest betwixt the examples of learning and not learning? Thedifference is the experience. In other words the first grade students sort is the resultof his experience. He was not biologically programmed to sing twinkle twinkle littlestar and leaving hot spoon is reflexive activity.The learning is what students do, teaching is what the inst ructor stub teach. The cleansement in teaching can be demonstrated if thither is improvement in learning. As observed by prof.R.S. Adams and others students whitethorn learn what the instructor intended them to they may not. Teachers like others are fallible,then may not always teach correctly. It Follows them that in any learning situation students may learn correctly what the teacher taught incorrectly or may learn incorrectly what the teacher taught correctly or fortunately the opposites.1.2 TEACHING AND disciplineTeaching and Learning are interlinked. The teacher teaches and students learn. Teaching learning has tetrad aspects they are teacher, student, learning processfigure1.1 explained The process in the interaction between student and the teacherTeacher developmentPupilLearning growthand learning situation. The teacher creates the learning situation for the student. The process in the interaction between student and the teacher. This interaction is explained in the fi gure1.1Teaching learning is influenced by the totality of the learning environmental situation. This interaction is possible through terzetto way communication. This results is behavior changes in the disciple. This is diagrammatically explained in the figure1.2The teacher directing their students in eight step.* footmark 12 communication from the teacher to the learner.*Step 3 to 5 from learner to teacher.*Step 6 to 8 once again from teacher to learner.Through this 3 way communication teacher could teach is a linear manner. On the other hand learner can know how well his learning is progressing and how he can success in his way of learning.The teaching components and learning components are interlinked. Teaching objectives are booming only when the learning come incomes coincide within it. The components of teaching learning are given below.1.2.1.COMPONENTS OF LEARNING PROCESS*Task to be learned.*Characteristics of the task to be learned.* Characteristics of the learner.*Cond itions under which effective learning takes place.1.2.2.COMPONENTS OF TEACHING PROCESS*Instructional goals.* entry behavior.*Instructional procedures.*Performance assessment.1.3.ROLE OF BRAIN IN LEARNINGBrain engage research identifies the left whizz is the academic mentality. It is because educators generally empha size its process in a traditional class room. It has some limitations in learning on the other hand the right ace is the artistic mindset because it is the center for creative talents. Though science and medicines now give to a greater extent(prenominal) attention to these brain process, education has traditionally neglected the right side, learning half of a students brain potential under educated. Nowadays more school systems are using whole brain learning technique. The brain issue shows that learning can be flourished only when teachers make their students to meld use both sides of their brain is a lesson. For Example in Kg classes, Teachers who use music, D ance, Story telling, Drama or other right brain activities in their class which trigger the left brain students. Their learning capabilities can be increased but in the primary coil section the teacher can use traditional teaching which hack the right brain activities.When right brain teacher teaches left brain students it affects the achievement of the learner. So the teacher should be whole brained their only he can larn right brain and whole brain dominated students.The gift study has both phases.*First phase the matching between teaching and learning.* consequence phase Brain dominance of the students and teacher.1.4 STATEMENT OF THE PROBLEMThe problem for the present study is titled as compatibility between teaching expression and learning style with reference to hemisphericity.1.5 OPERATIONAL DEFINITION OF KEY TERMSTeaching StyleTeaching Style defined by Fisher and Fisher(1979) as a pervasive way of approaching the learners that might be unvarying with several modes of teachingGregorc(1979) Teaching Style consists of an instructors somebodyal behavior and the media utilise to transmit or receive data to or from the learner.LEARNING musical modeCornett defined learning style as a a ordered pattern of behavior but with a certain range of individual variability.Geogorc and Ward (1977) stated that learning style consists of distinctive and observable behavior that provides clues about the mediation abilities of individuals. In operational terms ,people through their mark sets of behavior tell us how their mind related to the world and and so how they learn.COMPATIBILITYMatching is defined in terms of compatibility the interactive effects of person and environment (Hunt 1979)HEMISPHERICITYHemisphericity is the cerebral dominance of an individual is retaining the treat mode of learning in his own style of learning and thinking.(Venkatraman 1989)Researcher conducted during the last two decades have shown that the human left cerebral hemisphere is t o be specialized for primarily verbal, analytic, abstract, temporal and digital operations (Bogey 1969,Gazzaninga 1970, Ornstein 1972).The same investigation revealed that the right cerebral hemisphere is to be specializes for primarily non verbal holistic, concrete, creative, analogical and aesthetical function. For identifying the hemisphere dominance the ways in which and levels at which the information is being proceed by the individual are to be studied.1.6 OBJECTIVES OF THES STUDY*The primary objective of the study is to search the compatibility between teaching style and learning style and its influence on academic achievement with regards to hemisphericity.* The Secondary objectives are the following.A) To find out the difference in the learning style of the students with delight in to demographic variables.B) To find out the differences in the teaching style of the teacher with regards demographic variables.C) To find out the descent between learning style and informa tion processing style if the students.D) To find out the relationship between the teaching style and brain dominance of the teacher.E) To find out the relationship between learning style and achievement score of the students.F) To find out the relationship between learning style and teaching style and achievement score.1.7 VARIABLES OF THE STUDYA) Independent Variables(i) Teaching Style(ii) Learning Style(iii) tuition Processing Style(iv) SolatB) Dependent VariableAchievement Score1.8. importation OF THE STUDYLearning style is a consistent way of execution which reflects cultural behavior patterns. These may be revised as a result of training or changes in learning experiences According to Reid(1987100) learning styles are thus moderately strong habits rather than intractable biological attributes.In all academic classrooms there will be students with multiple learning styles, and students with major, minor and negative learning styles. Teachers are accommodating these learning s tyles and to sustain changes in their own teaching style and provide a potpourri of activities for them only teachers can meet out needs of different learning styles of students.In a class where mismatch occur the students tend to bores and inactive, inattentive, do poorly on tests get discouraged about the course. They may cerebrate that they are not good at the subjects of the course and give up. To reduce teacher student style conflicts some researchers in the sector of learning styles be matched. KUMARA VADIVELU (199198) states that the narrower the gap between teacher intervention and learner adaptation , the greater are the chances of achieving desires learning outcomes.Effective matching between teaching style and learning style can be achieved only when teachers are aware of their learners needs, capacities, potentialities and learning style preferences in meeting these needs.It has been the researchers experience as a teacher may learners fail to achieve an acceptable level of success in achievements tests. Is it possible that some students are failing to be successful at school because teaching methods do not furnish for their learning style?Investigator much of reading on this depicted object suggest that the boredom, lack of success and frustration of students experiences t school could be due to incongruence between teaching strategy of teacher and their preferred learning styles.This inherent problem gave rise to the idea for this researcher topic. It was thus innate(p) out of a desire to provide teachers with an alternative approach to improve the learning productivity of their students.1.9 LIMITATIONS OF THE STUDYThe present study has demarcated with the following limitations*The time frame the data collection phase of the research was conducted over a periods of 12 weeks.*Level of intelligence and relevant previous knowledge of the learner could also have had as effect on the result of the study.* surface of the sample. The limited num ber of the population and hence the small sample size could have influenced the degree to which the findings of the research can be generalized to other population.*This is only a precise product study in the area of learning and teaching style.*Due to laborious calculations, only certain variables are studied in this investigation.* The study is limited to the pupils of class ix only.*The study is limited to kancheepuram and Chennai district only.1.10 CHAPTERIZATIONThe study is organized into half-dozen chapters for easy intelligence flexible discussion in statistical results.CHAPTER IThe first chapter flesh out about the problem of the study, objectives, significance and scope of the studyCHAPTER IIIt deals with setting of the study.It explores about teaching style,learning style,brain study,compatibility between teaching style and learning style,information processing , and solatCHAPTER IIIIt deals with the review of related literature in the present investigation.It explore I ndian reviews and international reviewsCHAPTER IVThe fourth chapter explores the methodology of the study, the statement of the problem, need, hypothesis, variables, studies, method of research, construction of tools , collection of data and statistical techniques used in compend of data are presented.CHAPTER VThis chapter incorporate with descriptive statistics,differential analysis association analysis,correlation analysis and conclusion.CHAPTER VIIt is connected with summary, major findings , conclusions, recommendations and suggestions for further study.Bibliography and Appendices are wrap at the end of the thesis.Thus the finding is detailed in six chaptersr.