UNIT-I TEACHING APTITUDE

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UNIT-I TEACHING APTITUDE

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TEACHING
Teaching is one of the instruments of education and is a special function is to impart
understanding and skill. The main function of teaching is to make learning effective. The
learning process would get completed as a result of teaching. So, teaching and learning are
very closely related.
Concept of teaching
Teaching is a process in which one individual teaches or instruct another individual. Teaching is
considered as the act of imparting instructions to the learners in the classroom situation. It is
watching systematically. Dewey:- considers it as a manipulation of the situation, where the
learner will acquire skills and insight with his own initiation.
Teaching is an activity that influences a learner to learn and acquire desired knowledge and
skills and also their desired ways of living in society. It is a process in which the learner,
teacher and other variables are organized in a systematic way to attain some predetermined
goals.
Teaching definition-
(1) H C Morrison:- Teaching is an intimate contact between the more mature personality
and a less mature one.
(2) Jackson:- Teaching is a face to face encounters between two or more persons, one of
whom ( teacher) intends to effect certain changes in the other participants ( students).
(3) J B Hough and James K Duncan:- Teaching is an activity with four phases, a curriculum
planning phase, an instructing phase, and an evaluating phase. This definition presents
the organizational aspect by which we can describe and analyze the teaching process.
(4) N.L. Gage (Democratic point of view):- Teaching is interpersonal influence aimed at
changing the behavior potential of another person.
(5) Clerk:- Teaching refers to activities that are designed and performed to produce in
students behavior.
We can define teaching according to the following three viewpoints.
(a) Authoritarian
(b) Democratic
(c) Liassez faire.
(a) Authoritarian:-
According to this viewpoint-
 Teaching is an activity of memory level only
 This teaching does not develop thoughts and attitude in the students.
 Is known as thoughtless teaching
 This teaching is teachers centric criticism of the teachers.
(b) Democratic teaching:-
According to this-
 Teaching is done at understanding level.
 Memory level teaching is the prerequisite (concept) is first memorized and then
understand

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 Such teaching is known as thoughtful teaching.
 According to this point of view, teaching is an interactive process, primarily involving
classroom talks which takes place between teachers and student.
 Here students can ask questions and criticize the teachers.
 Here students can ask the questions and self-disciplined is insisted.
(c) Laissez Faire Attitude:-
 It is known as reflective level teaching.
 It is more difficult then memory level and understanding level of teaching.
 Memory level and understanding level teaching are must for the reflective level of
teaching.
 It is highly thoughtful activity.
 In this level both students and teachers are participants.
 This level produces insights.
Nature and characteristic of teaching:-
Teaching is a social and cultural process, which is planned in order to enable an individual to
learn something in his life. We can describe the nature and characteristics of teaching in
following way:-
(1) Teaching is a complete social process: Teaching is undertaken for the society and by
the society. With everchanging social ideas, it is not possible to describe exact and
permanent nature of teaching.
(2) Teaching is giving information: Teaching tells students about the things they have to
know and students cannot find out themselves. Communication of knowledge is an
essential part of teaching.
(3) teaching is an interactive process: Teaching is an interactive process between the
student and the teaching sources, which is essential for the guidance, progress, and
development of students.
(4) Teaching is a process of development and learning.
(5) Teaching causes a change in behavior.
(6) Teaching is art as well as science.
(7) Teaching is face to face encounter.
(8) Teaching is observable, measurable and modifiable.
(9) Teaching is skilled occupation:- Every successful teacher is expected to know the
general methods of teaching-learning situations.
(10) Teaching facilitates learning
(11) Teaching is both conscious and an unconscious process.
(12) Teaching is from memory level to reflective level.
(13) Teaching is a continuum of training, conditioning, instruction, and indoctrination.
Separation of teaching from other similar processes:-
In order to understand the meaning of teaching, it is essential to understand the difference
between teaching and other similar concepts like conditioning, training, instruction, and
indoctrination. Here, a brief description is given below:-
Conditioning v/s Teaching

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Teaching
 Teaching aims at the development of potential and intellect.
 It has broader scope
 Reinforcement is not necessary for teaching.
 In teaching repetition of the taught subject matter is not necessary.
 In teaching, there is a curriculum that is very comprehensive
 In teaching qualitative and quantitative techniques are used for evaluation.
 Teaching is a broader process with various levels.
Conditioning
 It aims at modification of behavior and learning habits.
 Scope of conditioning is relatively narrow
 Reinforcement plays a vital role here.
 Conditioning is done by the repetition of behavior to be acquired.
 In conditioning, curriculum is fixed
 Evaluation in conditioning is done on the basis of the acquisition of a behavior or a
habit.
 Conditioning is considered as the lowest level of the entire process of teaching.
Teaching and instruction
Instruction is the act of telling the learner what to do or what not do.
Teaching
 Scope is wide
 It is both formal and informal
 teaching is a continuum for modification of behavior
 Teaching means the development of potential of an individual
 Range of methods used in teaching is very wide
 Teaching is imparted in school, library, political group etc.
Instruction
 Its scope is narrow and limited
 Instruction is always formal
 Instruction is a part of teaching
 Instruction means to impart knowledge of specific subjects
 Instruction is generally confined to the classroom
Teaching and Indoctrination
Indoctrination is the process of forming certain beliefs. Some ideas are infused in the mind of
the learner from the beginning. These ideas are continuously put in the minds of the learners
and thus such ideas become their firm believes.
Teaching
 The scope is broad.
 Aims at the development of the potential of the learner.
 Teaching points out that there are different solutions, often to the Same problem
 It provides freedom to the child to learn.
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 Discipline is democratic and social discipline is emphasized
Indoctrination
 Scope is very narrow
 It aims at changing some beliefs and attitudes.
 Indoctrination poses the belief that there is only one solution to the problem
 There is no freedom for the child.
 Discipline is very rigid.
Models of teaching
a. Pedagogy model: In this method, the teacher, more or less, controls the material to be
learned and the pace of learning while presenting the course content to the students. It
is also called instructor-centred approach. In this, the learner is dependent upon the
instructor for all learning.
b. Andragogical model: In this model, the learner is mostly self-directed and is responsible
for his or her own learning. In this method, the instructors facilitate the learning of
participants and help them by offering opportunities to learn themselves and acquire
new knowledge.
Objectives of teaching
A good objective should be specific, outcome-based and measurable. The objectives of
teaching and learning must integrate at the end of the instruction. The objectives of teaching
are:
 To bring desired changes in students' attitude.
 To shape behaviour and conduct.
 Acquisition of knowledge.
 To improve the learning skills of students.
 Formation of belief.
 To become a social & efficient member of society.
General objectives of teaching
The classification of the general objectives of teaching in terms of school subject matter is not
sufficient to explain the ultimate ends of education. They include, essentially, the promotion
of a well-integrated person capable of taking a responsible, active role in society. With such a
purpose in mind, one may achieve more insight by choosing a psychological analysis of the
objectives into the attainment of intellectual abilities and social insights (cognition), the
learning of practical active skills (psychomotor learning), and the development of emotions,
attitudes, and values (affective learning).
Cognitive growth begins at the level of the infant school, with the acquisition of early language
and numerical capabilities, and continues increasingly to dominate education to the secondary
and higher levels. But the learner is more than an enlarging reservoir of information. With that
acquisition goes a growing power to generalize, abstract, infer, interpret, explain, apply, and
create. Cognitive training produces a thinker-observer aware of the modes of thought and
judgment making up human intellectual activity. In the final stages, the teacher aims at a
thinker, critic, organizer, and creator.

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In the development of psychomotor learning, the teacher is concerned with the promotion of
coordinated skills and their creative use. Instruction begins with the acts of handwriting and
plastic art play, characteristic of earlier years of schooling. It includes painting, games,
workshop skills, and practical science. It has a high prestige value among the pupils themselves
and the wider community.
The permeation of emotional learning throughout the whole educative process is not always
obvious, in part because very often it is brought about incidentally. Teachers may be self-
conscious and self-critical about the deliberate inculcation of emotional responses, which will
provide the energy and a mainspring of social life. The acquisition and application of values
and attitudes are most marked by the time of adolescence and dominate the general life of
the young individual. Theoretical, aesthetic, social, economic, political, ethical, and sometimes
religious values pervade the school curriculum. Literature, art, the humanities, and sometimes
religious teaching are all directly involved, and the teaching of science and mathematics can
bring about a positive attitude toward cognitive and theoretical values.
An individual’s emotional structure is the pattern of personal values and attitudes. Under the
influence of instruction and experience, that structure shows three kinds of change. First,
pupils learn to select those situations and problems to which they will make appropriate
emotional responses. Second, in general, an increasing range of situations includes happenings
more remote from the learner. At first, emotions are aroused by situations directly affecting
the child. As children become more mature, they are increasingly involved in affairs and causes
far removed from their own personal lives. Third, their repertoire of emotional responses
gradually becomes less immediate, expressive, and linked with physical activity.
LEVELS OF TEACHING
Teaching is a purposeful activity. Through teaching the teacher brings a desirable change in
the learner. Both the concepts teaching and learning are interrelated to each other.
Development of all-round personality of the learner is the final goal of teaching and learning.
During teaching an interaction takes place between an experienced person (teacher) and an
inexperienced person (student). Here the main aim is to bring change in the behavior of the
student.
Teachers teach students at three levels. They have to keep in mind about the developmental
stage of the learners so that desired educational objectives can be achieved. These three
levels are:
a. Memory level: Thoughtless teaching
b. Understanding level: Thoughtful teaching
c. Reflective level: Upper thoughtful level

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Memory level of teaching

The objective of the Memory Level of teaching is just to impart information or knowledge to
the learner. This knowledge or information is factual in nature, which is acquired through a
mechanical process (i.e. memorization or rote learning).
Memory Level of teaching covers only the knowledge-based objective of Bloom’s taxonomy
where the students learn to identify, recall, or remember the objects, events, ideas, and
concepts and retain them in memory.
Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
Teaching and learning at memory level are committing factual material to the memory. The
learner learns the material, retain the meaningful material and reproduce the material as and
when required.
It is the first and thoughtless level of teaching. It is concerned with memory or mental ability
that exists in all living beings. Teaching at memory level is considered to be the lowest level of
teaching. At this level,
 The thinking ability does not play any role.
 Students only cram the facts, information, formulas and laws that are taught to
them.
 The teaching is nothing but learning the subject matter by rote.[Bigge, Morris
L(1967)]
 The role of the teacher is prominent and that of the student is secondary.
 The study material is organized and pre-planned. The teacher presents the study
material in a sequential order.
Important Points of Memory Level of Teaching (MLT)
 It is supported by Herbart Theory of Appreciation, which states that this level of
teaching seeks the learner to acquaint himself with the relationship between the
facts and principles.
 It is the first stage of teaching to get factual information.
 Useful for children in the lower classes because of their intellect is under
development, and they have a rote memory.

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 MLT aims to get factual information, to train memory, to retrain the learning
material in-memory storage, to reproduce and recognize the learned information
when required
 Teacher dominated methods are used- like drill, review, and revision and asking
questions.
 The evaluation system mainly includes oral, written, and essay-type examinations.
 Good memory includes rapidity in learning, stability of retention, rapidity in recalling,
and ability to bring only desirable contents to the conscious level.
 Memory level teaching acts as the first step for understanding and reflective levels of
teaching. It is a pre-requisite for understanding level teaching.
Memory level teaching lacks insight. Psychologically, it is cognitive level teaching.
Merits of memory level teaching
1. Useful for children at lower classes. This is because of their intellect us under
development and they have a rote memory.
2. The role of the teacher is important in this level of teaching and he is free to make
choices of subject matter, plan it and can present it at will.
3. The knowledge acquired at memory level teaching forms a basis for the future i.e.
when student’s intelligence and thinking is required.
4. Memory level teaching acts as the first step for understanding and reflective levels of
teaching. It is pre-requisite for understanding level teaching.
Demerits of memory level teaching
1. This does not contribute to the development of the student’s capabilities.
2. Since at this level student learns by rote, the knowledge gained does not prove
helpful in real life situations as it does not develops the talents of students.
3. The pupils are kept in strict discipline and cramming is insisted on this teaching.
4. Intelligence does not carry any importance in this type of teaching and it lacks
motivation.
Objectives of memory level teaching
1. Imparting knowledge and information to the learner.
2. Knowledge or information gained by the learner is factual in nature. It is acquired
through memorization or rote learning.
3. It covers only the knowledge-based objectives of Bloom’s Taxonomy. At this level,
the student learns to identify, recall or remembers the objects, events, ideas and
retain them in memory.
Nature of subject matter
1. At this level, teaching is subject centered.
2. Simple things are taught to students that can be memorized easily.
3. The subject matter is well organized and is simple in nature so that it can be acquired
through rote learning.
4. Subject matter includes the information about simple concepts, terms, and elements
related to different things of the world around us.
5. Thus the knowledge delivered to learners is definite, structured and observable.

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Method Used
1. We know that at this level of teaching is subject-centered so teacher dominant
methods like drill, review, and revision, and asking questions are often used.
2. Drill means repetition or practice for the purpose of attaining proficiency in
memorizing the material.
3. Review or revision is considered the method of revising the elements to relate them
to new experiences and to form new associations for the development of new skills
or learning to solve new problems.
4. Asking question technique is used to examine whether or not knowledge level
objectives of teaching have been achieved.
Role of the teacher
1. The teacher plays a very dominating and authoritarian role.
2. He is the authority to instruct, deliver, direct, control and evaluate performance. He
is the stage setter, learning resource and manager of every classroom activity.
3. So, in this level of teaching right from the selection of the subject matter to its
evaluation, the key process of teaching and learning remains with the teacher.
Role of Learner
1. In memory level teaching role of the learner is a passive one.
2. This is because contents of the subject matter, teaching tools, and methods
employed for teaching are all decided by the teacher.
3. The characteristics of the learner should be taken care of while framing objectives
and curriculum, and selecting teaching-learning activities and methods of teaching
and evaluation.
Teaching Equipment
1. Teaching equipment work as an assistant in the process of teaching and learning
2. Different kinds of teaching aids like visual, audio and audio-visual aids, e.g. models,
charts, maps, pictures, T.V., radio etc. develop a curiosity of the learners towards the
subject-matter.
3. The teacher can use a variety of teaching aids to make students attentive to learning.
Nature of Motivation
1. Motivation is something that drives students to learn. To satisfy his own desire of
learning should be an intrinsic feeling, not a forced one.
2. In memory level of teaching the teacher forces the students to learn the content
through the process of memorization.
3. Hence the nature of motivation at this level of teaching is purely extrinsic.
Evaluation system
1. In the evaluation, the teacher measures the learning outcomes based on
predetermined objectives.
2. Here both oral and written tests are used to test the memory power of students.
3. In the written test, short type, recall type, recognition type, multiple choice, and
matching type test items are used.
4. Students are required to attempt the maximum number of questions.

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Psychological Bases of Memory Level of Teaching
According to Jean Piaget, beginner learners in school are at the pre-operational level of
cognitive development and they cannot operate upon abstract concepts. As per their mental
development, they can learn simple concepts without analyzing their true meaning and
nature. They should not be expected to reflect upon them.
The Herbartian theory of apperception supports that the young children’s mind is ready for
perceiving themselves and the world around. Their mind is ready for a great mass of factual
information including concepts, elements, structures, models and theories. They can acquire
and retain information about a large number of things, objects, and material through
memorization.
Conditioning theory has been advocated, Pavlov and Skinner. It underlies the idea that correct
response made by the individual is strengthened by reinforcement to retain the learned
subject-matter longer and to facilitate ease in further learning. Classical conditioning of Pavlov
involves the mechanical process as is applied at memory level teaching; and thorough review
or retrieval, correct learning by the student is rewarded and retained for further use.
Overall Thoughts on memory level teaching
In sum, it cannot be said that memory level teaching is totally meaningless and useless. It is
useful for young children when their mental ability is not so well-developed and their cognitive
development is at a low level. They are not expected to reason out and reflect upon teaching
material and contents. It is the age when they have to expand and broaden their view by
receiving and accepting more information about concepts, elements, things, objects, and
structures.
Suggestions for Memory Level Teaching
1. The teaching material should be meaningful and purposeful.
2. The teaching material should have a definite structure and it should be simple to
complex.
3. Adequate and appropriate teaching aids should be used for teaching.
4. All parts of the content should be integrated and well sequenced.
5. The subject-matter should be presented in a systematic and organized way.
6. There must be a continuous evaluation to measure the improve the memory power
of students.
7. The retention of the material in memory of students can be increased by more
practice and exercise.
8. The continuous reinforcement should be provided during the course of instruction.
UNDERSTANDING LEVEL
It comes in between the memory level and reflective level. This stage of teaching involves a
moderate level of thoughtful behaviour. It is a pre-requisite for the reflective level teaching-
learning, which requires the use of higher mental processes. The term “understanding”
literally means to comprehend, to grasp, and to have knowledge of, to learn, to interpret and
to infer, etc.

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Understanding something is to perceive the meaning, grasp the idea and comprehend the
meaning. In the field of Education and Psychology, the meaning of ‘understanding‘ can be
classified as
 Seeing the total use of facts
 Seeing relationship
 A generalized insight
The teaching at the understanding level is of a higher quality than the one at the memory
level. It is more useful and thoughtful from the point of view of mental capabilities. At this
level of teaching, the teacher explains the student about the relationship between principles
and facts and teach them how these principles can be applied. Memory level teaching barrier
is essential to be crossed for this level of teaching.
As compared to memory level teaching, the understanding level teaching has greater merit.
This enables students to have complete command over subject material. In the understanding
level role of the teacher is more active. The students at this level are second any. At this level,
no cramming is encouraged. The new knowledge acquired at this level is related to the earlier
knowledge gained. A generalization is made on the basis of facts and the facts are used in the
new situations.
Morris, L. Bigge, in his book, ‘Learning theory for Teachers’, defines that understanding level
teaching, “seeks to acquaint students with the relationships between generalizations and
particulars, between principles and solitary facts, and which show- the use to which the
principles may be applied.”
Herbart mentions three forms of mental reality which play an important role in teaching-
learning at the understanding level. They are sense impressions, images, and elective
elements of pleasure and pain. In Herbart’s arrangements, the teacher is conceived as an
architect as well as the builder of the minds of the students by manipulating ideas to construct
a student’s circle of thought.
He advocated six steps of teaching:
 Preparation,
 Presentation,
 Comparison,
 Generalization,
 Application, And
 Evaluation
Morrison very clearly stated that understanding is not merely being able to recall something;
it is not mere generalization deduced from specific facts; it is an insight into how it may be
used in future situations. Morrison asserted that the outcome of all teaching is ‘ Mastery’ and
not memorization of facts. He proposed a unit plan, each unit representing an insight which is
relatively complete in itself.
Important points:
 Morrison is the main proponent of understanding level of teaching.
 It is ‘memory plus insight’ as it goes beyond just memorizing facts. It focuses on the
mastery of the subject.
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 It makes pupils understand generalizations, principles, and facts.
 It provides more and more opportunities for the students to develop ‘intellectual
behaviour’.
 It provides an active role for both the pupil and the teacher for the assimilation of
facts. 6. The evaluation system mainly includes both essay and objective-type
questions.
Merits of the understanding level of teaching
1. At this level of teaching students to make use of their thinking abilities.
2. Knowledge acquired at this level forms the basis of the reflective level of teaching.
3. Here the teacher presents subject matter before the students in an organized and
sequential form. The new knowledge acquired is related to the previously acquired
knowledge.
4. Here the students do not learn by rote. Here they learn by understanding the facts
and information and their use and purpose.
Demerits of the understanding level of teaching
1. Teaching at this level is subject centered. There is no interaction between the
teacher and students at this level.
2. This type of teaching mastery i.e., emphasized.
3. Ignores higher cognitive abilities
4. Less emphasis on intrinsic motivation
5. No individualized learning
6. Teacher centred
Reflective level of teaching
This Level of teaching is the highest level of teaching-learning activity. It is the stage of learning
when students do not merely repeat and revise or answer the questions as asked for; nor do
they only understand, learn, interrelate or interpret the concepts but also they ponder upon,
contemplate and pay serious thoughtful consideration to the presented contents.
This level is also known as introspective level. Reflecting on something means giving careful
thought to something over a period of time. It also means thinking deeply about something.
Reflective level of teaching is considered to be the highest level at which teaching is carried
out.
 It is highly thoughtful and useful.
 A student can attain this level only after going through memory level and
understanding level.
 Teaching at the reflective level enables the students to solve the real problems of
life.
 At this level, the student is made to face a real problematic situation. The student by
understanding the situation and using his critical abilities succeeds in solving the
problem.
 At this level emphasis is laid on identifying the problem, defining it and finding a
solution to it. The student’s original thinking and creative-abilities develop at this
level.

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 The role of the teacher in this level of teaching is democratic. He does not force
knowledge on the students but develops in their talents and capabilities.
 The role of the students is quite active.
 Reflective level of teaching is that which is problem-centered and the student is busy
in original imagination.
The main objectives of Reflective Level of Teaching are:
 To develop insight into the learner to solve problems.
 To develop rational and critical thinking in the students.
 To develop the ability of independent thinking and decision making in the students.
Important Points
 Hunt is the main proponent of reflective level of teaching.
 It is the highest level of teaching and includes both ULT and MLT.
 It is problem-centric approach of teaching.
 The students are assumed to adopt some sort of research approach to solve the
problem.
 Classroom environment is to be sufficiently ‘open and independent’. The learners are
self-motivated (intrinsic) and active.
 The aim is to develop the reflective power of learners so that they can solve
problems of their lives by reasoning, logic, and imagination, and lead successful and
happy lives.
 The pupil occupies the primary place and teacher assumes the secondary place.
 Essay-type test is used for evaluation. Attitude, belief, and involvement are also
evaluated.
Merits of reflective level teaching
1. The teaching at this level is not teacher-centered or subject-centered, it is leaner-
centered.
2. There is an interaction between the teacher and the taught at the reflective level
teaching.
3. At this level, teaching is appropriate for the higher class.
4. At this level, teaching is highly thoughtful and useful than the teaching at the
memory or understanding level.
Demerits of reflective level teaching
1. Not suitable for small children at the lower level of teaching. It is suitable only for
mentally matured children
2. At this level, the study material is neither organized nor pre-planned. Therefore
students cannot acquire systematic and c;rganized knowledge of their study courses.
BASIC REQUIREMENTS IN TEACHING
 Three variables in teaching -Includes the Teacher, Student & Environmental factors.
 Professionalism
 Suitable Environment.
 Teacher Student Relationship.

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 Students Discipline
 Teacher & Students devotion to teaching & learning.
The teaching process involves the following variables:
1. Dependent Variable: The student is a dependent variable. He is subjected to
changes and developments through the efforts of the teacher and teaching
process. In the process of teaching, the dependent variable plays the functional or
active part.
2. Independent Variable: The teacher is an independent variable. He is responsible
for the functioning of students, the dependent variables. He is free to act in the
process while students are quite dependent on him. The teacher does plans,
organizes, leads and controls the process of teaching. Like dependent variables,
independent variables also play the functional or active part.
3. Intervening Variables: There is a need for desirable interaction between the
dependent and the independent variable to achieve the goals of teaching. This
role is played by the intervening variables. The content of teaching, methods and
techniques, tactics and strategies management of instructional material and
teaching environments, etc., are the Intervening Variables.
Basic requirements of teaching include,
I. The Teacher: The teacher is an innovator of information and knowledge. He is the creator
and transmitter of knowledge, values and ethos to our youngsters for latter’s physical, mental,
emotional and social development. In the process of teaching-learning, the teacher is the main
vehicle, and he knows what is right and what is wrong in the society. The teacher masters over
his subject and uses an effective language for the communication in order to bring a positive
change in the behavior of the learner. Since, it is the age of science and technology, the
teacher ought to have a sound knowledge of science and technology. He should therefore use
the latest means of media communication in the process of teaching.
II. The Learner: The learner is a dependent one and immature. He has to cooperate in the
teaching-learning process with the teacher and try to get as much information and knowledge
as possible from him. He must follow the teacher for understanding and getting knowledge.
The learners may be categorized as the students of primary schools, elementary schools,
secondary schools, senior secondary schools, colleges or universities.
III. The Subject (Topic): The subject is the main concern in the whole endeavor of teaching and
learning process. The topic is generally decided by the teacher but the learner can also
contribute in deciding a topic, so that, a balanced and harmonious development takes place. It
is for the teacher to prepare necessary charts, maps, tables and models that pertain to the
decided topic. Media based technological and scientific aids may also be made available by the
teacher to make the teaching more interesting and understandable.
IV. The Environment: The leamer’s growth and all round development are the main objectives
of teaching. This is possible only when there is a suitable environment for the teaching-
learning process. The teacher as such creates such environment and nurtures the’ learner in
that environment. Learners are not passive objects. For long, the child or the learner was
viewed as a natural or given category. This undermined the importance of the fact that the

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development of the learner is intimately linked to changes in the sociocultural and historical
conditions in a given society.
OBSERVABLE CHARACTERISTICS OF EFFECTIVE TEACHING
System of actions: Teaching is a system of actions varied in form and related to content and
pupil behaviour under the prevailing physical and social conditions.
Professional activity: It is a professional activity involving a teacher and student with a view to
the development of students’ personality. Professionalism helps students in being regular and
making harmony with their objects towards those they are concentrated.
Subjected to analysis and assessment: Teaching can be analysed and assessed and analysis
and assessment provide feedback for further improvement.
Interactive process: Teaching is highly dominated by communication skills. Teaching is an
interactive process carried with purpose and objectives.
Specialized Task: It is a specialized task and may be taken as a set of skills for the realization of
certain objectives.
Collection of various modes: Teaching is a collection of various modes of itself. It is a broader
term. Terms like conditioning, training, instruction, indoctrination denote a kind of teaching.
They are a part of teaching but not a synonym with teaching. These are various modes of
teaching contributing to teaching.
1. Begins class promptly and in a well-organized way.
2. Treats students with respect and caring.
3. Provides the significance/importance of information to be learned.
4. Provides clear explanations. Holds attention and respect of students….practices
effective classroom management.
5. Uses active, hands-on student learning.
6. Varies his/her instructional techniques.
7. Provides clear, specific expectations for assignments.
8. Provides frequent and immediate feedback to students on their performance.
9. Praises student answers and uses probing questions to clarify/elaborate answers.
10. Provides many concrete, real-life, practical examples.
11. Draws inferences from examples/models….and uses analogies.
12. Creates a class environment which is comfortable for students….allows students to
speak freely.
13. Teaches at an appropriately fast pace, stopping to check student understanding and
engagement.
14. Communicates at the level of all students in class.
15. Has a sense of humor!
16. Uses nonverbal behavior, such as gestures, walking around, and eye contact to
reinforce his/her comments.
17. Presents him/herself in class as ‘real people.’
18. Focuses on the class objective and does not let class get sidetracked.
19. Uses feedback from students (and others) to assess and improve teaching.
20. Reflects on own teaching to improve it.

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Characteristics of Teaching
“The aim of teaching is simple: it is to make student learning possible…To teach is to make an
assumption about what and how the student learns; therefore, to teach well implies learning
about students’ learning” (Ramsden, 1992).
The task of the teacher in higher education has many dimensions: it involves the provision of a
broad context of knowledge within which students can locate and understand the content of
their more specific studies; it involves the creation of a learning environment in which
students are encouraged to think carefully and critically and express their thoughts, and in
which they wish to confront and resolve difficulties rather than gloss over them, it involves
constantly monitoring and reflecting on the processes of teaching and student understanding
and seeking to improve them. Most difficult of all perhaps, it involves helping students to
achieve their own aims, and adopt the notion that underlies higher education: that students’
learning requires from them commitment, work, responsibility for their own learning, and a
willingness to take risks, and that this process has its rewards, not the least of which is that
learning can be fun.
So what is good or effective teaching? Smith (1995) suggests that learning ‘is a consequence of
experience’ (p.588). He argues that education and therefore teaching, should be focused on
the creation of ‘appropriately nourishing experiences so that learning comes about naturally
and inevitably’ (p.589). He states that schools should focus less on ‘talking about learning and
teaching’ and ‘more about doing’ (p.589)
Alton-Lee (2003) has provided ten clearly defined and research-supported characteristics of
quality teaching
1. A focus on student achievement.
2. Pedagogical practices that create caring, inclusive and cohesive learning
communities.
3. Effective links between school and the cultural context of the school.
4. Quality teaching is responsive to student learning processes.
5. Learning opportunities are effective and sufficient.
6. Multiple tasks and contexts support learning cycles.
7. Curriculum goals are effectively aligned.
8. Pedagogy scaffolds feedback on students’ task engagement.
9. Pedagogy promotes learning orientations, student self regulation, meta cognitive
strategies and thoughtful student discourse.
10. Teachers and students engage constructively in goal oriented assessment.
(Alton-Lee, 2003: vi-x)
These are not easy tasks, and there is no simple way to achieve them. Still less are there any
prescriptions that will hold good in all disciplines and for all students. How we teach must be
carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it
another way – and to add another ingredient – our teaching methods should be the outcome
of our aims (that is, what we want the students to know, to understand, to be able to do, and
to value), our informed conceptions of how students learn, and the institutional context – with
all of its constraints and possibilities – within which the learning is to take place.

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1. The main character of teaching is to provide guidance and training.
2. Teaching is interaction between teacher and students.
3. Teaching is an art to give knowledge to students with effective way.
4. Teaching is a science to educate fact and causes of different topics of
different subjects.
5. Teaching is continues process .
6. Teacher can teach effectively, if he has full confidence on the subject.
7. Teaching encourages students to learn more and more.
8. Teaching is formal as well as informal
9. Teaching is communication of information to students. In teaching , teacher
imparts information in interesting way so that students can easily understand
the information .
10. Teaching is tool to help student to adjust himself in society and its
environment.
The following statements represent characteristics that are common to all content areas.
Section One: Learning Climate
A safe environment supported by the teacher in which high, clear expectations and positive
relationships are fostered; active learning is promoted
Teacher Characteristics
A. Creates learning environments where students are active participants as individuals and
as members of collaborative groups
B. Motivates students and nurtures their desire to learn in a safe, healthy and supportive
environment which develops compassion and mutual respect
C. Cultivates cross cultural understandings and the value of diversity
D. Encourages students to accept responsibility for their own learning and accommodates
the diverse learning needs of all students
E. Displays effective and efficient classroom management that includes classroom routines
that promote comfort, order and appropriate student behaviors
F. Provides students equitable access to technology, space, tools and time
G. Effectively allocates time for students to engage in hands-on experiences, discuss and
process content and make meaningful connections
H. Designs lessons that allow students to participate in empowering activities in which they
understand that learning is a process and mistakes are a natural part of learning
I. Creates an environment where student work is valued, appreciated and used as a
learning tool
Student Characteristics
A. accepts responsibility for his/her own learning
B. actively participates and is authentically engaged
C. collaborates/teams with other students
D. exhibits a sense of accomplishment and confidence
E. takes educational risks in class
F. Practices and engages in safe, responsible and ethical use of technology

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Section Two: Classroom Assessment and Reflection
The teacher and student collaboratively gather information and reflect on learning through a
systematic process that informs instruction
Teacher Characteristics
A. Uses multiple methods to systematically gather data about student
understanding and ability
B. Uses student work/data, observations of instruction, assignments and
interactions with colleagues to reflect on and improve teaching practice
C. Revises instructional strategies based upon student achievement data
D. Uncovers students’ prior understanding of the concepts to be addressed and
addresses students’ misconceptions/incomplete conceptions
E. Co-develops scoring guides/rubrics with students and provides adequate
modeling to make clear the expectations for quality performance
F. Guides students to apply rubrics to assess their performance and identify
improvement strategies
G. Provides regular and timely feedback to students and parents that moves
learners forward
H. Allows students to use feedback to improve their work before a grade is
assigned
I. Facilitates students in self- and peer-assessment
J. Reflects on instruction and makes adjustments as student learning occurs
Student Characteristics
A. Recognizes what proficient work looks like and determines steps necessary for
improving his/her work
B. Monitors progress toward reaching learning targets
C. Develops and/or uses scoring guides periodically to assess his/her own work or
that of peers
D. Uses teacher and peer feedback to improve his/her work
E. Reflects on work and makes adjustments as learning occurs
Section Three: Instructional Rigor and Student Engagement
A teacher supports and encourages a student’s commitment to initiate and complete complex,
inquiry-based learning requiring creative and critical thinking with attention to problem
solving.
Teacher Characteristics
A. Teacher instructs the complex processes, concepts and principles contained in
state and national standards using differentiated strategies that make instruction
accessible to all students.
B. Teacher scaffolds instruction to help students reason and develop problem-
solving strategies.
C. Teacher orchestrates effective classroom discussions, questioning, and learning
tasks that promote higher-order thinking skills.
D. Teacher provides meaningful learning opportunities for students.

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E. Teacher challenges students to think deeply about problems and
encourages/models a variety of approaches to a solution.
F. Teacher integrates a variety of learning resources with classroom instruction to
increase learning options.
G. Teacher structures and facilitates ongoing formal and informal discussions based
on a shared understanding of rules and discourse.
H. Teacher integrates the application of inquiry skills into learning experiences.
I. Teacher clarifies and shares with students learning intentions/targets and criteria
for success.
Student Characteristics
A. Student articulates and understands learning intentions/targets and criteria for
success.
B. Student reads with understanding a variety of texts.
C. Student applies and refines inquiry skills.
Section Four: Instructional Relevance
A teacher’s ability to facilitate learning experiences that are meaningful to students and
prepare them for their futures.
Teacher Characteristics
A. Teacher designs learning opportunities that allow students to participate in
empowering activities in which they understand that learning is a process and
mistakes are a natural part of the learning.
B. Teacher links concepts and key ideas to students’ prior experiences and
understandings, uses multiple representations, examples and explanations.
C. Teacher incorporates student experiences, interests and real-life situations in
instruction.
D. Teacher selects and utilizes a variety of technology that support student learning.
E. Teacher effectively incorporates 21st Century Learning Skills that prepare
students to meet future challenges.
F. Teacher works with other teachers to make connections between and among
disciplines.
G. Teacher makes lesson connections to community, society, and current events.
Student Characteristics
A. Student poses and responds to meaningful questions.
B. Student uses appropriate tools and techniques to gather, analyze and
interpret information from quantitative and qualitative evidence.
C. Student develops descriptions, explanation, predictions, and models using
evidence.
D. Student works collaboratively to address complex, authentic problems which
require innovative approaches to solve.
E. Student communicates knowledge and understanding in a variety of real-
world forms.

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F. Student communicates knowledge and understanding for a variety of
purposes.
Section Five: Knowledge of Content
A teacher’s understanding and application of the current theories, principles, concepts and
skills of a discipline.
Teacher Characteristics
A. Teacher demonstrates an understanding and in-depth knowledge of content and
maintains an ability to convey this content to students.
B. Teacher maintains on-going knowledge and awareness of current content
developments.
C. Teacher designs and implements standards-based courses/lessons/units using
state and national standards.
D. Teacher uses and promotes the understanding of appropriate content vocabulary.
E. Teacher provides essential supports for students who are struggling with the
content.
F. Teacher accesses a rich repertoire of instructional practices, strategies, resources
and applies them appropriately.
Student Characteristics
A. Student demonstrates growth in content knowledge.
B. Student uses and seeks to expand appropriate content vocabulary.
C. Student connects ideas across content areas.
D. Student uses ideas in realistic problem solving situations.
Goals of Teaching
The aims of teaching concept with respect to its various modes are as follows-
 Teaching – To bring changes in the behaviour of students.
 Conditioning – To improve the learning skills of students.
 Training – Shaping behaviour and conduct.
 Instruction – Acquisition of knowledge.
 Indoctrination – Formation of belief.

LEARNERS CHARACTERISTICS
A Learner is someone who is consistently learning. We all are the learner at some or the other
time in our daily life. To be precise, a learner at a particular time is that person who is learning
about a particular subject.
For a decision maker, it is important to know the learner’s characteristics. It is essential to
know what factors affect their learning. Learning can be described that the process of
acquiring new or modifying existing knowledge, skill values, behaviour and preferences.
Learning is strongly based on the intellectual level, cognitive ability, perception, personality
and attitude of a learner. As individual many factors affect the learning of a person. They are
bound to get influenced by the social arena, cultural habits, and willingness of a person to
adopt change.

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No successful outcome strategy can be expected without analyzing learner characteristics.
Learner characteristics can be identified by collecting the information based on their cognitive,
physiological, affective and social characteristics. Different methods are used to collect
information about learners such as surveys, interviews, observation, current knowledge/ skill
levels and performance result.
Learning is a key concept in human behaviour. It is the axiom of all teaching and learning. It
includes everything the learner does and thinks. It influences the acquisition of information,
attitudes and beliefs, goals, achievements and failures, behaviour, both adaptive and
maladaptive, and even personality traits.
Learner’s characteristics are many such as personal, academic, social/emotional and/or
cognitive in nature.
Personal characteristics can be defined as demographic information about the learner such as
age, gender, cultural background, maturation, language, social economic status and specific
needs of a learner group such as particular skills and disabilities for and/or impairments to
learning.
Academics characteristics of respondents including the education type, education level, and
knowledge. The learner has social/emotional characteristics.
Cognitive characteristics of learner can be described such as memory, mental pressure, solve
problems, intellectual skill, remembers, organizes and store information in the brain.
Definitions of Learning
 Gardener Murphy: “The term learning covers every modification in behaviour to
meet environmental requirements.”
 Henry P. Smith: “Learning is the acquisition of new behaviour or the strengthening or
weakening of old behaviour as the result of experience.”
Learning means a permanent change in the behaviour of the learner through experience,
instructions, and study. It is very difficult to measure the learning but the result of learning can
be measured.
Learner characteristics can be described as measuring the characteristics of learners such as
behavioural nature, attitudes and psychological towards everything related to learning.
In learner characteristics aptitude is defined according to Cronbach and Snow as “any
characteristic of a person that forecasts his probability of success under a given treatment” or
“whatever makes a person ready to learn rapidly in a particular situation (or, more generally,
to make effective use of a particular environment)” Various components were described in
learner characteristics such as gender, attitude, motivation, learner style and cultural
background.
Learning has been defined as a relatively permanent change in behaviour that occurs as a
result of experience and practice. Any good definition of learning should have three elements:
1. Learning is a change in behaviour;
2. This change takes place through experience or practice. Changes due to growth,
maturation and inquiry cannot be considered as learning
3. The occurred change must be relatively permanent, i.e. the learned response must
last for a fairly long time.
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Learners Characteristics-
During a learning phase, a learner faces different issues such as doubts, fear of exam, exam
pattern, study material and syllabus etc. These problems can be tackled through hard work,
consistent efforts and more practice.
There are the few characteristics of learners given below-
 Good learners are curious
A learner is never satisfied. They are always hungry for information, love the discovery and try
to find out the solution to problems. Learner collects the information about best study
material and latest information which was provided by UGC.
 Carefully understanding
A good learner possesses the attribute of careful understanding. Most of the knowledge can
be gained with the hard work and efforts. A learner should try to understand the subject
matter carefully. An effective learner always tries to interpret the stimulus, combine and
differentiate them and give them some meaning.
Learner’s characteristics are divided into following categories which are explained as follows:
 Social and Personal quality-
A learner who has personal quality understands subject matter easily and solves the problems
very fast. Different learners have different personal and social cognitive power. A Learner who
belongs to the different social structure may face the problem during the study at other place
but a good leaner easily adapts and adjust environment of the class.
 Growth and development-
Learner’s characteristics are subject to his mental & intellectual growth and development.
Education and training are helpful to positive growth and development. A good educationist
takes the responsibility to himself of identifying the characteristics of the learner and
developing skills into him/her.
 Willingness to learn-
A Learner is always willing to learn and open for information. He has a broad mental space and
accepts the changes consistently. Inquisitive nature of learner develops an urge in them for
acquiring more and more knowledge from their parents, siblings, neighbours, relatives,
teachers, society and many more.
 Interests and attitude of learner
There is a difference between the interest and the attitude of leaner. A teacher always plays
an important role to assess the learners for their interest and aptitude so that they can guide
according to their aptitude.
 Easily Adjustment to Change-
Although, it is not possible to every learner to adjust in every situation as a different learner
has different characteristics of adjustment. Some learner easily adapts classroom environment
and some feel uncomfortable in the class environment. So, a good learner should adjust
according to the situation.
 Internal Motivation-

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Motivation is an important factor for a learner to achieve their goals. Learners differ in their
capacity of motivation. Some learners are easily motivated while some feel hesitation for a
long time before they get motivated by their instructors.
 Social-cultural background
Learners come from different culture, area and family background. These learners perform in a
homogenous group. Learner takes some time to understand the class environment and adapt.
It is very difficult for leaner to adapt, understand and merge the different disciplines in the
beginning.
 Learning power
Some learners very quickly understand the questions and solve the problems. If the learners
solve the problems easily, it means the understanding level of a learner is high as compared to
another person who takes the more time to understand and solve the problems.
 Nervousness
Nervousness is the natural attribute an of learners. If the learner feels nervousness, it means
that they have lack of knowledge about the things. It can be removed with the help of
teaching-learning process.
 Application of mind & Creativity
All Learners have the different approach to their lives. Most of the learners accept what is
taught to them but there are have many creative abilities. They have the ability to explore the
things and think innovations.
Moreover, application of mind is necessary to remain ahead. In society different person have
the different profession such as doctor, scientist, innovators and discovers are from the
categories of learner who are creative.
A few other important outcomes of learning are also-
 Learning is a blend of new or old learner
 It is helpful to develop learner as well as society.
 It enhances the purposeful ability of learners.
 It helps the learner in adjusting to his environment.
 It results in a change in behavior of the learner.
 Learning is a product of heredity and environment.
Types of Learning
We can classify learning in a dozen ways from general to the specific. Making general
distinctions, psychologists have divided learning categories:
A. Conditioning: Generally speaking, the individual has to learn about the stimulus or the
response/group of responses. If we learn something about a stimulus, it is perceptual learning.
But when we learn to make a particular response or a group of responses, it is called response
learning. Response learning could be single or multiple-response learning.
When an individual learns a single response associated with a specific stimulus or a stimulus
situation, it is conditioning. Conditioning, where; using the sequence of pairing a conditional
stimulus (CS) with an unconditioned stimulus (US), a conditioned response (CR) is learned. In
this way, a number of conditional responses can be learned.

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This type of conditioning occurs in human as well as animal subject, single-response learning
can be subdivided into classical conditioning, operant learning, and aversive conditioning.
B. Motor Learning: It is also labelled as psychomotor learning or skill learning. This includes all
kinds of things, people learn to do, such as eating with a spoon or fork, swimming, typewriting,
drives a car etc. Learning of such skills depends upon maturity, sensory-motor coordination
and integration of the responses related to the intended skill learned at initial preliminary
stages.
C. Discrimination Learning: We see that animal and human beings discriminate between a
number of things in daily life. The general feature of this type of learning is that the subject
has to differentiate between the two stimuli which occur to him simultaneously or in close
succession and one or the other is frequently rewarded or punished. Differentiation between
mother and a stranger, a dog and a doll, a taste of learning. Three important situations of
discrimination learning are probability learning, incidental learning and reversal learning.
D. Verbal learning: It is the most important kind of learning for human beings because it
involves words and formal education situations, and even the most informal learning in older
children and adults occur by the verbal route. It also provides an important link between
elementary nonverbal learning processes on one hand and learning of language and thought
on the other.
E. Concept Learning: It is more specifically meant for human subjects. Learning a concept is
learning to react to some common property/properties in a group of objects. In children,
concept learning starts at a very young age. At a very early stage, they try to learn about
various stimuli of the environment and attach verbal labels for them, such as a house, wood,
fruit, man, girl etc.
Once the concepts are learned, they are manipulated in language and thinking. At a higher
stage of learning, power of thinking and judgment is developed, and the individual becomes
capable of solving the problem in his own way.
F. Problem –Solving: This is the highest level of learning. In problem-solving learning, a
problem is given to the organism, which discovers some of its relationship with its
environment by some sort of manipulation. In fact, problem-solving in human beings and
higher animals like chimpanzees is certainly more than operant conditioning.
Human beings very occasionally in solving their problems by more trial and error method.
They make use of prior verbal learning; they evaluate the whole situation, employ verbal
reasoning, and sometimes also use trial and error activity, and ultimately some solution to the
problem is found out. Gestalt Psychologists have made a series of experiments in this
direction.
Learners Characteristics
The concept of learners characteristics is used in the sciences of learning and cognition to
designate a target group of learners and define those aspects of their persona, academic,
social or cognitive self that may influence how and what they learn.
Learners characteristics are important for an instructional designer as they allow them to
design and create tailored instruction for a target group. It is expected by taking account of

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characteristics of earners, more efficient, effective, and/or motivating instructional materials
can be designed and developed.
Learners characteristics can be
 Personal,
 Academic,
 Social and emotional, and
 Cognitive
Personal characteristics often relate to demographic information such as age, gender,
maturation, language, social-economic cultural background and specific needs of a leader
group such a particular skills and disabilities for and/or impairments to learning.
Academic characteristics are more education and/or learning-related such as learning goals of
an individual or a group, prior knowledge, educational type, and educational level.
Social and emotional characteristics related to the group or individual with respect to the
group. Ex. of social/emotional characteristics are group structure, place of the individual
within group, sociability, self-image, feelings of self-efficiency and mode etc.
Cognitive characteristics relate 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 in her/his brain.
Characteristics of Adolescent Learners
The characteristics of Adolescent learners can be explained in the following factors:
Physical Development
 Restlessness and fatigue due to hormonal changes.
 A need for physical activity because of increased energy.
 Developing sexual awareness, and often touching and bumping into others.
 A concern with changes in body size and shape.
 Physical vulnerability resulting from poor health/dietary habits or engaging in risky
behaviours.
 Bodily changes that may cause awkward, uncoordinated movements.
Intellectual (Academic) Development:
 Moving from concrete to abstract thinking.
 An intense curiosity and a wide range of intellectual pursuit, few of which are
sustained over the long term.
 High achievement when challenged and engaged.
 Prefers active over passive learning experiences.
 Interest in interacting with peers during learning activities.
 An ability to be self-reflective.
 Demand the relevance in learning and what is being taught.
 Developing the capacity to understand higher levels of humour, some of which may
be misunderstood by adults to be sarcastic or even aggressive
Social Development:

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 Experimenting with ways of talking and acting as part of searching for a social
position with peers.
 Exploring questions of racial and ethnic identity and seeking peers who share the
same background.
 Exploring questions of sexual identity in visible or invisible ways.
 Feeling intimidated or frightened by the initial middle school experience.
 Liking fads and being interested in popular culture.
 Overreacting to ridicule, embarrassment, and rejection.
 Seeking approval of peers and others with attention-getting behaviours.
 As interpersonal skills are being developed, fluctuates between demand for
independence and a desire for guidance and direction.
Emotional and Psychological Development:
 Mood swings marked by peaks of intensity and by unpredictability.
 Needing to release energy, with sudden outbursts of activity.
 A desire to become independent and to search for adult identity and acceptance.
 Self-consciousness and being sensitive to personal criticism.
 Concern about physical growth and maturity.
 A belief that their personal problems, feelings, and experiences are unique to
themselves.
 Overreacting to ridicule, embarrassment, and rejection.
 Seeking approval of peers and others with attention-getting behaviours.
Moral Development:
 An understanding of the complexity of moral issues (question values, cultural
expressions, and religious teachings).
 Being capable of and interested in participating in democracy.
 Impatience with the pace of change and underestimating how difficult it is to make
social changes.
 Needing and being influenced by adult role models who will listen and be
trustworthy.
 Relying on parents and important adults for advice but wanting to make their own
decisions.
 Judging others quickly but acknowledging one’s own faults slowly.
 Show compassion and are vocal for those who are downtrodden or suffering and
have a special concern for animals and environmental issues.
Characteristics of Adult Learners
 Problem-cantered; seek educational solutions.
 Results-oriented; have specific results in mind for education.
 Self-directed; typically, not dependent on others for direction.
 Often sceptical about new information; prefer to try it out before accepting it.
 Seek education that relates or applies directly to their perceived needs, that is timely
and appropriate for their current lives.

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 Accept responsibility for their own learning if learning is perceived as timely and
appropriate.
Individual Differences
Individual differences are found in all psychological characteristics physical mental abilities,
knowledge, habit, personality and character traits.
The psychology of individual differences is largely the study of group differences. This study
classifies individuals by age, traits, sex, race, social class and so on, and observes the
differences within and between those groups. Physical, mental, social and cultural differences
etc. are being studied, under individual differences.” – John P.De Ceeceo
According to Skinner, “Today we think of individual differences as including any measurable
aspect of the total personality.” It is clear from this definition of individual differences that it
comprehends every aspect of human personality which is in some manner measurable.
With respect to learner characteristics, there are often large differences between the
characteristics of different learner and groups of learners such as children, students,
professionals, adult, older people and disabled persons. This group differ in their motivation,
prior knowledge, expertise level, study time, and physical abilities, etc.
Individual differences can be categorized on the following factors:
1. Physical Appearance
2. Intelligence
3. Attitudes
4. Achievement: It has been found through achievement tests that individuals differ in
their achievement abilities. These differences are very much visible in reading,
writing and learning mathematics.
5. Motor ability
6. Sex
7. Racial differences
8. Economic status
9. Interests
10. Emotion
11. Personality
FACTORS AFFECTING TEACHING RELATED TO: TEACHER, LEARNER, SUPPORT MATERIAL,
INSTRUCTIONAL FACILITIES, LEARNING ENVIRONMENT AND INSTITUTION
The awareness about the factors affecting teaching would help the teacher to make teaching
and learning more effective.
Its well-known fact and based on various study to examine the direct and indirect effects of
factors affecting the learning process or teaching significant evidence was provided that the
learning process and teaching is affected both by direct and indirect variable. Not only this
teaching process also gets impacted based on ‘individual’s characteristics’ of learner and
teacher along with the environmental factors that influence their integration in the class
room.

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Learning is the one of most important factor that brings changes in the behavior of the
learner, but there is some factor which influences the acquisition of knowledge provided by
teachers.
The Factors can be Categorised on the following basis:
 Factors affecting teaching related to Teacher.
 Factors affecting teaching related to Learner.
 Factors affecting teaching related to Support Material.
 Factors affecting teaching related to Instructional Facilities.
 Factors affecting teaching related to Learning Environment.
 Factors affecting teaching related to Institution.
Factors Affecting Teaching related to Teacher
If the learner stands on one end of the ongoing teaching-learning process as one of the poles
then the teacher act as the other pole for the desired one of the teaching-learning activities in
the classroom. Hence, factors related to teacher play a significant role in the process of
teaching.
The following are the factors affecting teaching related to the teacher in the teaching-learning
process:
 Subject Knowledge: There is a saying that a teacher is only as good as what they know.
If a teacher lacks knowledge in a subject, that dearth of understanding is passed along
to the students. A teacher who knows his subjects well can only play a decisive role in
leading the journey of the teaching-learning process.
 Knowledge of learners: This is a broad category that incorporates knowledge of the
cognitive, social and emotional development of learners. It includes an understanding of
how students learn at a given developmental level; how learning in a specific subject
area typically progresses like learning progressions or trajectories; the awareness that
learners have individual needs and abilities; and an understanding that instruction
should be tailored to meet each learner’s needs.
 Teaching Skills: A teacher may know his subject well but for sharing, communicating
and interacting various experience related to the learning of the subject, he needs
specific teaching skills. The proficiency and deficiency possessed by a teacher in this
regard are quite responsible for turning the teacher learning process a big success or
failure.
 Friendliness and Approachability: Because it’s the teacher’s job to help students learn,
they must be easy to approach. Students will have questions that can’t be answered if
the teacher isn’t friendly and easy to talk to. The unapproachable, mean, arrogant, rude,
teacher can’t last long. If the students think of their teacher as their enemy, they
certainly won’t learn much. The best teachers are the most open, welcoming, and easy
to approach. A good teacher possesses good listening skills and takes time out of their
busy schedule to solve all kinds of problems for their students.
 Personality and behaviour: A teacher as a leader has to lead his students in the
teaching-learning process through the magnetic influence and incredible impression left
on the minds of the students on the basis of his personality traits and behaviour. He is a

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role model for his students. His actions, behaviour pattern and personality traits carry
great meaning to his students for being imitated and brought into practice.
 Level of Adjustment and Mental health: How adjusted a teacher feels in his personal
and professional life and the state and level of mental health maintained by the teacher
carry much weight in influencing his teacher behaviour and teacher effectiveness
needed for the effective control and management of the teaching, learning process.
While a teacher possessing poor mental health and lack of adjustment in his personal
and professional life may prove totally failure in the realization of teaching-learning
objective, a teacher possessing good mental health and adjustment may prove an ideal
image to his students and boon to the effectiveness of the teaching-learning process.
 Discipline: In a classroom, a teacher uses discipline to ensure routine is maintained,
school rules are enforced, and the students are in a safe learning environment. A great
teacher has effective discipline skills and can promote positive behaviours and change in
the classroom. Without discipline, learning cannot be accomplished.
Factors Affecting Teaching related to the Learner
Both physiological and psychological factors of the learner affect learning outcomes. These can
discuss as follow:
 Maturation: – Maturation is the process of development of bodily systems and co-
ordination in the functioning of bodily organs and It is the physical readiness of the
individual for learning. Maturation governs not only certain specific motor behaviour
such as walking and talking etc., it also plays an essential role in acquiring other skills
such as reading and writing. This readiness or potentially within the individual
determines “what to learn” and ‘how to learn’.
 Age: – Mental abilities and potentialities develop with age, so learning efficiency
increases with age up to a certain level, and after that, it tends to decrease. As children
are in growing and developing age, their capacity to learn and acquire new things is
greater as compared to that of the older individuals. Grown-up children have greater
potential to learn than very young children.
 Motivation: – Motivation is the core of learning. It is of pivotal importance in affecting
an individual’s persistence to learn. Motivation is important in at least three ways; (i) It
is a condition for eliciting behaviour. In other words, it brings out appropriate behaviour
to be learned, (ii) Motivation is necessary for reinforcement, which, in turn, is an
essential condition for learning, i.e. motivation permits reinforcement to occur, and (iii)
It increases the variability of behaviour and thus raising the probability of occurrence of
correct responses. For example, curiosity and exploratory drive bring the individual into
wider contact with the environment which increases the possibility of performing
correct behaviour/response. Thus, motivation provides a powerful incentive for the
learner to perform.
 Previous learning: –Rate of learning is partially determined by the learner’s previous
learning experiences with similar or somewhat similar material. In the same or
somewhat similar learned previous situation, the individual might have “learned how to
learn,” it at least prepares the ground to learn and provides ease in learning in the new
set-up. So, the factor or relevant previous learning is of great
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 Intelligence: – Intelligence, innate mental ability is basic to the cognitive development
of an individual. There is individual difference in the intellectual ability of learners.
Intelligence, in terms of I.Q. score obtained on intelligence tests, is positively related to
learning. Generally, children with higher I.Q. learn new material more rapidly as
compared to the average I.Q. children. However, learning is not always linearly related
to I.Q. One point of caution is that intelligence cannot be defined solely in terms of
learning ability or the learned material by the learner.
 Mental health: – Good mental health in terms of the absence of anxiety, conflict, worry,
and frustration, etc. provides the learner with a good ground to learn better. All
learning, especially for the beginners, entails a certain amount of anxiety, but anxiety
above certain limits hampers learning and the outcomes in terms of the learned
material decreases. Thus, the teacher should take care that children must not be put in
such an emotional state as may prove a hindrance in learning.
 Physical handicaps and dysfunctioning: –Malformation and malfunctioning of physical
organs or some system cause great hindrance in children’s proper learning. Defects in
vision, hearing, and other diseases such as epilepsy, paralysis, cardiac problems,
etc. affect learning. Needless to say that poor vision, hearing defects, and physical
handicaps have far-reaching psychological consequences in learning.
 Diet and nutrition: – Good diet and other nutrients are an essential part of good
physical health. These are essential for developing children and for better learning. For
example, 90% of the glucose taken by a person is consumed by brain cells, so naturally,
poor diet lacking adequate nutrients has an adverse effect on learning.
 Attention and interest: –Both are interrelated to each other and are also a part of the
motivation. Interest originates attention, and attention creates interest in the
material/subject to be learned. If a child has an interest in some subject, he will pay
more attention to that; and if he pays more attention, he may develop an interest in the
learning of that subject.
 Goal-setting and level of aspiration: – Goal-setting and level of aspiration both related
to the psychodynamics of behaviour. Goal set, high or low, by the individual, goes with
the expectation of the individual to achieve. Teachers should take care that learners
make a realistic view of their abilities, set the goal accordingly, and go on increasing it
on its achievement.
Factors Affecting Teaching related to the Subject-Matters
Educationists and psychologists set the syllabi according to the physical and mental
development of children; even then, the important material related factors influencing
learning can be discussed as follows:
 The difficulty of the task: the material to be learned should be of appropriate difficulty
level. Whereas a very easy task fails to challenge children, a very difficult task
disappoints them and results in a slow rate of acquisition. The same task varies in
difficulty for children of different developmental levels or capacity and previous
experiences.

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 Length of the task: A lengthy material poses a big problem for young learners. The
longer a material the more difficult it would be to learn. The difficulty task should also
be presented in small parts.
 Meaningfulness of the task: – Learning outcomes are associated with the
meaningfulness of the learning material. Rapid learning occurs when children have to
learn something. So, the kind of material to be learned makes a considerable difference
in the rate of learning. Some tasks are hard, others are easy. The tasks that have some
meaning make learning easier.
 The similarity of the task: – Tasks which have some elements similar to the previously
learned material make learning quick and comfortable. As in life, it is equally applicable
in teaching-learning situations.
 Organised Material: – The subject-matter should be logically organized so that we have
better outcomes. The organization of learning material should be from simple to
difficult, from concrete to abstract and from direct to indirect keeping in view the
physical and mental development of learners, otherwise much of teacher’s efforts and
learner’s energy will be wasted.
 Life learning: The task to be learned must be presented in an interrelated manner. No
subject-matter should be taught in an isolated way. Most of the material from different
subjects can be taught keeping in view their interrelationship. If some part of the
subject- matter is related to life while teaching, its effectiveness increases, and
forgetting, in that case, is minimized.
Factors Related to Methods of Teaching (Instructional Facilities) and Environment
Knowledge of methods of teaching is very essential for effective learning. For better
outcomes, teachers should use the appropriate methods of teaching considering chronological
age and mental development of children. However, a summary of the generally used methods
is presented below:
 Distribution of practice: – It is also called a method of masses V/s spaced practice.
Learning depends upon the rate at which the individual practices with the task. Short
periods of practice inters read with a period of rest permit more efficient learning than
does continuous or masses practice.
 Whole V/s part learning: – One important question is whether the material should be
learned as a whole or in One may go over the whole learning material several times or
take one part at a time and learn it in the piecemeal method.
 Recitation: – One way to secure the active participation of the learners in teaching-
learning is to use the recitation method. After learning certain material once, the
learner recites and tries to recall it loudly.
 Knowledge of result: – the learner goes on improving his performance if he is given
information about the correctness of his responses or his progress in learning at each
stage of mastery. The learner can sustain his efforts, if, during the course of learning, he
may periodically know how well he has done or how far he is away from the target.
Knowledge of result aids learning by being an incentive. Some information about his
accomplishment helps in maintaining his interest and motivation in learning.

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 Learning by doing: –Participation of the learner is of central significance. So, the
students should be encouraged to learn things by doing. It will bring more of their
involvement in the task. They would take more interest in learning that task and pay
more attention to it. Therefore, the teacher should devise means and ways to ensure
active participation of the students.
 Suitability of Method: – Methods of teaching adopted by the teacher and
environmental factors affecting learning are many and varied. These can be elaborated
to any extent. Learning is affected by the suitability of methods of teaching like;
Discussion method, Demonstration method, Lecture method, Project method, Heuristic
method, Programmed learning method, Plat-way method, Story-telling method, Field-
work, excursion and trips.
 Teacher and Environments related Factors: – These factors also play an important role
in the effectiveness of teaching-learning outcomes. Physical environment, social
environment, classroom culture, curricula, time table; and fatigue and rest very
important for providing a conducive environment to learn.
Factors affecting Teaching related to Institution
The teaching-learning process depends on many factors and they are interdependent to each
other. Institutions is one of the factors that directly affect teaching.
The following factors can be summarised as Factors affecting Teaching related to Institution:
 Teacher -Student ratio
 Quality of Teachers and Their Commitments
 Infrastructure
 Adopted teaching Methods
 Management
 Institutional Achievements
 Stability
 Environment
 Physical and Material Resources
TEACHING METHODS IN INSTITUTIONS OF HIGHER LEARNING
Teaching Methods: Teaching is both, art and science. It requires mastermind creativity that the
students of different nature and community should be handled carefully. Therefore, it is an
art. On the other hand, it calls for the exercise of talent and creativity making it and involving
repertoire of techniques, procedures, and skills that can be studied systematically, described,
and improved, making it science.
Methods of Teaching in Institutions of Higher Learning
The teaching profession has successfully faced many challenges and transformations and
adopted recent sophistication and technological innovations suitably. All these developments
have helped the teaching community to regain a high status in academic campuses worldwide.
The principles of learning and teaching are the tools available to a teacher to teach in a
classroom or through TV. Successful teaching needs systematic planning and careful execution.
Teaching is done in sequential steps. These steps are called the phases.
The teaching act follows in three stages:
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 Pre-active phase. It is the planning phase.
 Inter-Active Phase. It concerns the implementation and carrying out what has been
planned. Therefore, it is a stage of actual teaching.
 Post-Active Phase. This phase concerns the evaluation activities, which serve as
feedback for improvement.
There are different types of teaching methods which can be categorized into four broad
types.
1. Teacher-centred methods,
2. Learner-centred methods,
3. Content-focused methods; and
4. Interactive/participative methods.
1. Instructor/Teacher Centred Methods
Here the teacher casts himself/herself in the role of being a master of the subject matter. The
teacher is looked upon by the learners as an expert or an authority. Learners, on the other
hand, are presumed to be passive and copious recipients of knowledge from the teacher.
Examples of such methods are expository or lecture methods – which require little or no
involvement of learners in the teaching process. It is also for this lack of involvement of the
learners in what they are taught, that such methods are called “closed-ended”.
2. Learner-Centred Methods
In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same
time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well
“so that in his classroom extends rather than constricts his intellectual horizons”.
The teacher also learns new things every day which he/she didn’t know in the process of
teaching. The teacher “becomes a resource rather than an authority”. Examples of learner-
centred methods are discussion method, discovery or inquiry-based approach and the Hill’s
model of learning through discussion (LTD).
3. Content-Focused Methods
In this category of methods, both the teacher and the learners have to fit into the content that
is taught. Generally, this means the information and skills to be taught are regarded as
sacrosanct or very important.
A lot of emphases is laid on the clarity and careful analyses of content. Both the teacher and
the learners cannot alter or become critical of anything to do with the content. An example of
a method which subordinates the interests of the teacher and learners to the content is the
programmed learning approach.
4. Interactive/Participative Methods
This fourth category borrows a bit from the three other methods without necessarily laying
emphasis unduly on either the learner, content or teacher. These methods are driven by the
situational analysis of what is the most appropriate thing for us to learn/do now given the
situation of learners and the teacher.
They require a participatory understanding of varied domains and factors.
 It creates new ideas.

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 It is good for a large class.
 The teacher is experienced and has mastery on the subject, explain all points and can
answer all questions raised by students.
 Students can ask if they need any clarification.
 Learn through listening
 The teacher explains all the points.
 Students give their input
 Teacher discusses the whole topic in the class in easy language students can easily
understand the topic.\
 It is good for a large class.
 The teacher provides all knowledge related to the topic.
 Time-saving as a teacher is supposed to finish the lecture on time.
 Students give their views at the end of the lecture.
 Students can ask the question if they have any problem to understand the lecture.
 Students attentively listen to a lecture and take notes as the teacher ask questions at
the end of the lecture.
 Students know and understand basic concepts.
 The teacher knows all the students so he/she can use suitable strategies for the class
to make them understand.
 The teacher is experienced and has mastery on a subject and can answer all
questions by students.
 Teacher share information with students so it creates interest in students.
 Students are more involved and participate when teacher ask the question.
 The teacher provides notes.
 Students easily understand every point.
 Students share knowledge with the teacher.
 The teacher is a role model for students.
Teaching Methods According to different Schools of Philosophy
Methods by idealism
Buttler is right when he says, “Idealists consider themselves creators and determiners of
methods, not devotees of someone method.” They speak of the general nature of teaching
methods only. They do not specify any method to be adopted in the centres of learning.
Therefore, the method is the weakest aspect of the philosophy of idealism. Different idealists
have adopted different methods.
Socrates laid adopted the question method. Plato, his disciple, changed the question method
into the conversational method and made it logical. His disciple, Aristotle followed inductive
and deductive methods. Hegel adopted a logical method. Pestalozzi adopted the self-activity
method.
Herbart on methods says, “I have no conception of education without instruction and do not
acknowledge any instruction which does not educate.” He also takes the help of the discussion
method and at times suggests debate as a technique of teaching.

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For classroom practice, idealists would encourage the use of the discussion and the lecture
methods. The discussion method of learning which is popularly known as the Socratic method
involves questioning and discussion. It was the method of learning in the Upanishadic period
of Indian education. It is also known as the ‘Informal dialectic’ method. Idealists value the use
of well-prepared and presented lectures. The lecture should not be a phonographic recitation
on facts but a scholarly exposition. It should also not be delivered in an autocratic way. It
should be participatory.
Methods by Naturalism
Rousseau considers education as a process of living. Being a process, it lasts throughout life or
at least from birth to adult life. It finds its meaning for any particular stage, not on a future
state. It is not artificial, harsh, unsympathetic, repressive of all-natural inclinations, by which
“the child as a “little man” is made into a “big man” through the hands of the teacher.
Development of the child through the natural process is an enjoyable, rational, harmoniously
balanced, ^ useful and hence natural life. The aim of education is achieved not in adult life, but
in each succeeding day, whenever life has its natural activities, its appropriate duties, and its
corresponding satisfaction. Thus stress is given on direct experience of things. Rousseau,
therefore says, “Give your scholar no verbal lessons: he should be taught by experience alone.
Pragmatic Methods
The focus of pragmatic methods of teaching is on the ‘child-in-society’ and his activities
therein rather than the book, the teacher, the subject or exclusively the child-of-nature.
Learning always occurs as a result of an activity. The teacher has to capitalize upon the
activities of children to direct the teaching-learning process. Activity is the basis of all teaching.
The child should be enabled to find out information by himself instead of pouring information
on him. Children should be encouraged to discover and investigate the facts of life. Education
must develop a laboratory habit of mind. The method of teaching should be experimental.
Existentialist Methods
The method of teaching advocated by existentialism is of asking questions, refining answers,
asking more questions and pushing the issue until some acceptable conclusion was reached.
Existentialists favored the Socratic approach to teaching, as it was inductive, proceeding from
the immediate and particular to the abstract and universal. In this method, knowledge and
wisdom are gained through personal relationships between the teacher and the pupil.
They give emphasis on individual attention. Since the emphasis is given on individual
attention, they prefer home education to school education.
In an existentialist system, the teacher cannot impose upon children his own ideas, ideals,
ideologies, and values. Religious education may be imparted, provided there is no scope for
indoctrinations. They advocate a method of teaching which can develop creativity among the
pupils.
Teaching Methods as recommended by Secondary Education Commission (1952-53)
 The commission suggested that methods of teaching should provide ample
opportunities for students to develop clear thinking and clear expression.
 Individual-centred methods and opportunities for practical application of knowledge
should be adopted.

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 Activity method and project method should be used in school practice.
 Establishing Experimental and Demonstration schools and training in activities such
as as scout movement, N.C.C., first aid should be encouraged.
Some Specific Teaching Methods
Inferential Problem-Solving Technique
Inductive and deductive are two important procedures of systematic approaches to problem-
solving.
Steps in Inductive Method
 Recognition of the problem
 Searching for data
 Organisation of data
 Framing tentative solutions
 Elimination
 Verification
Steps in Deductive Method
 Recognition of problem
 Searching for data
 Reviewing
 Formulation of inferences
 Verification
Team-Teaching
Team-teaching is also called co-operative teaching. This is a recent idea in the field of
education. M.B. Naik said, “In a team-teaching method, two or more teachers make a plan of
the subjects cooperatively, carry it out, and always evaluate its effects on the students
periodically.” In team teaching, subject teachers give lectures to a big class. On every working,
all the members of the team have a common assembly. Here they discuss the methods used
by the fellow-teachers.
Micro-Teaching
Micro-teaching is an innovative teaching technique. It is a new development in the field of
teaching. The term micro-teaching was first coined by Dwight Allen of Stanford University in
1963.
Features of micro-teaching
 It is a teacher training technique
 It focuses on developing teaching skills.
 It reduces the class size in five to ten students.
 The size of the topic is also reduced.
 Micro-teaching is a highly individualized training skill.
 It provides feedback for trainee’s performance.
 It is an effective device to prepare competent teachers.
 In this technique, learners are provided with immediate knowledge of the
correctness of the response.

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Steps in Micro-teaching
 Defining the skill
 Demonstrating the skill
 Planning the lesson
 Teaching the lesson
 Discussion
 Replanning
 Re-teaching
 Rediscussion
 Repeating the cycle until the desired level of skill is achieved.
Question-Answer technique in teaching
No teacher of elementary or secondary subjects can succeed in his instruction, which has not a
fair mastery of the art of questioning.
Purposes of questioning:
 To test the knowledge
 To locate the difficulty
 To arouse motivation
 To secure active participation of students.
 To apply knowledge
 To recapitulate the lesson learnt.
 To promote thinking and originality
 To increase self-confidence
 To maintain discipline
 To promote intellectual and social development.
Underlying the need for questioning Parkar Said. “Questioning is the key to all educative
activities.”
Teaching Methods for Different Focused Groups

Teaching
Methods for Different Focused Groups
OFFLINE VS ONLINE METHODS

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In the pre-technology education context, the teacher is the sender or the source, the
educational material is the information or message, and the student is the receiver of the
information. In terms of the delivery medium, the educator can deliver the message via the
“chalk-and-talk” method and overhead projector (OHP) transparencies.
This directed instruction model has its foundations embedded in the behavioural learning
perspective and it is a popular technique, which has been used for decades as an educational
strategy in all institutions of learning. To get more in-depth about offline vs online methods of
learning, read further below.
Offline Vs Online Methods
Some limitations of Offline method
 Teaching in the classroom using chalk and talk is “one-way flow” of information.
 Teachers often continuously talk for an hour without knowing the student’s response
and feedback.
 The material presented is only based on lecturer notes and textbooks.
 Teaching and learning are concentrated on “plug and play” method rather than
practical aspects.
 The handwriting of the lecturer decides the fate of the subject.
 There is insufficient interaction with students in the classroom.
 More emphasis has been given on theory without any practical and real-life
situations.
 Learning through memorization but not understanding.
 Marks oriented rather than result-oriented.
Online Methods
E-Learning: E-Learning is an abbreviation of the term electronic learning. It is the use of
electronic media, educational technology and ICT in education. In includes numerous types of
media that deliver text, audio images, animation and streaming video. It also includes
technology applications and processes such as audio or videotape, satellite, TV, CD-ROM and
computer-based learning information and communication system. E-Learning can occur in or
out of the classroom. It suited to distance learning and flexible learning but can also be used in
conjunction with face-to-face teaching, in which case, in which case, the term ‘Blended
Learning’ is commonly used.
Online Learning
There is no single definition for online learning. It includes learning with the assistance of the
Internet and a personal computer. The term e-learning or electronic learning often is used
interchangeably with online learning.
There are many terms for online education. Some of them are virtual education, interest-
based education, web-based education and education via computer-mediated
communication.
Characteristics of Online Teaching-Learning Methods
1. The separation of teachers and learner, which distinguish it from face to face education.
2. The influence of an educational organization, which distinguishes it from self-study and
private tutoring.
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3. The use of a computer network to present distributes educational content.
4. The provision of two-way communication via a computer network, so that students may
benefit from communication with each other, teacher and staff.
Advantages of Online Methods
Extendibility, Accessibility and Suitability: Users can proceed through a training programme
at their own pace and at their own places. They can also access the training at any time
receiving only as much as they need.
Easy to content Update: The changes you make to any of your content are immediately
available to your learning audience across the world.
Travel Cost and Time Savings: Learning is delivered directly to the learner instead of the other
way around.
Internet Connections are Widely Available: Most computer users have access to a browser
and are connected to a company’s internet and have access to the internet.
Vast Untapped Market for Training: If you are looking for commercial markets, the internet
also offers a huge audience hungry for material via the net.
Inexpensive Worldwide Distribution: No separate or distinct distribution mechanism is
needed.
Direct Access to Many Other Training Resources: The internet gives access to the largest
library in the world. Capitalize on the offering that has already been created and use them to
enhance the learning you are distributing.
Disadvantages of Online Learning Methods
 Student assessment and feedback is limited.
 Cannot design and develop robust multi-media courses.
 The net is not right for all types of training.
 It is a highly costly method of learning.
 Limited bandwidth means slower performance.
 Bandwidth/browser limitation may restrict instructional methodologies.
 Little formatting of content in current browsers.
 There is a lack of personal community and connections.
In all according to Steve Lohr (2009), “On average, students in online learning conditions
performed better than those receiving face-to-face instruction.”
Differences Between Online Learning and Offline Learning
 The main difference between online and offline learning is location. With offline
learning, participants are required to travel to the training location, typically a lecture
hall, college or classroom. With online learning, on the other hand, the training can
be conducted from practically anywhere in the world. Participants simply need to log
on to the internet from their home, work or even their local coffee shop.
 Another difference is the flexibility offered. Online learning usually has a more
flexible timescale. As a trainer, you can offer your support via email or through an
online chat system. With offline learning, it is typically carried out between office
hours and doesn’t offer as much flexibility to the learner or the trainer.

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What are the benefits of online vs offline learning?
Although online learning has become the preferred method for the majority of learners, it’s
important not to dismiss the benefits of offline training too.
 With online training courses, you and the course attendees benefit from a more
casual, flexible approach. Being unrestricted in regard to location and times means
every learner can benefit from the courses.
 With offline learning, it’s easier to ensure attendees are paying attention to the
training. Some learners also find it easier to retain the knowledge and skills they’ve
learnt through offline training than they do with online training.
 As there are benefits to both learning options, it makes sense to offer a combined
online and offline learning approach as a trainer.

SWAYAM, SWAYAMPRABHA, MOOCS ETC.

SWAYAM is an indigenous (Made in India) IT Massive Open Online Courses (MOOCs) Platform
for providing best quality education that can be accessed by anyone, anytime and anywhere
using the IT system.
The Concept of Massive Open Online Courses (MOOCs) involves online delivery of interactive
learning content to large number of people simultaneously. It allows sharing of best quality
education with everyone, thereby bringing in equity as far as the quality of education is
concerned.
SWAYAM platform is developed by Ministry of Human Resource Development (MHRD) and All
India Council for Technical Education (AICTE) with the help of Microsoft .
Its ultimately capable of hosting 2000 courses and 80000 hours of learning: covering school,
under-graduate, post-graduate, engineering, law and other professional courses.
All the courses on this platform are interactive, prepared by the best teachers in the country
and are available, free of cost to the students in India.
More than 1,000 specially chosen faculty and teachers from across the Country have
participated in preparing these courses.
There are 4 quadrants in the MOOC pedagogy:
 Video tutorials covering a whole course – normally having about 20 hours of
instruction in series of lectures, each lecture not exceeding 30 minutes.
 E-Content: reading material that could add to the learning imparted through the
video tutorials.
 Self-Assessment: Quizzes/assignments that intersperse the course
 Discussion forum for posting queries
All the courses delivered through SWAYAM are available free of cost to the learners, however
students wanting certifications shall be registered, shall be offered a certificate on successful
completion of the course, with a little fee.
SWAYAM Prabha: the 32 Educational DTH Channels
The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of high-quality
educational programmes on 24X7 basis using the GSAT-15 satellite. Every day, there will be

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new content for at least (4) hours which would be repeated 5 more times in a day, allowing
the students to choose the time of their convenience. The channels are uplinked from BISAG,
Gandhinagar.
The contents are provided by NPTEL, IITs, UGC, CEC, IGNOU, NCERT and NIOS. The INFLIBNET
Centre maintains the web portal.
The DTH Channels cover: –
 Curriculum based course contents covering diverse disciplines such as arts, science,
commerce, performing arts, social sciences and humanities subjects, engineering,
technology, law, medicine, agriculture etc. in higher education domain (all courses
would be certification-ready in their detailed offering).
 School education (9-12 levels) modules; for teacher training as well as teaching and
learning aids to children of India to help them understand the subjects better and
also help them in better preparedness for competitive examinations for admissions
to professional degree programmes.
 Curricula and courses that can meet the needs of life-long learners or Indian citizens
in India and abroad.
 IIT-PAL – to assist the students in the Classes 11 and 12 aspiring to join IITs by
encouraging scientific thinking and conceptual understanding critical to answer the
‘tough’ questions of JEE Advanced, so that good quality students enter the portals of
IITs. The four channels under this would be on Mathematics, Physics, Chemistry and
Biology.
MHRD, is responsible for the overall development of the basic infrastructure of Higher
Education sector, both in terms of policy and planning.

TEACHING SUPPORT SYSTEM

Meaning of Teaching Support System

A teaching Support System (also called Teaching Aids) is something teachers use in their class
to help students improve reading and other skills, reinforce an ability, or to make learning fun.
 In the realm of the teaching-learning process, there is a system that teaches, trains,
coaches, guides and instructs teachers on how to maximize academic achievement of
students.
 This system of tools and resources is called a teaching support system. A teaching
support system caters to the teachers with an ultimate goal to improve students’
achievement.
 In other words, teaching support system is the capacity building of teachers using
resources and guides on ‘how to teach’.
 A good teaching support system provides teachers with a set of instructional
strategies for the standards and skills that students are not proficient in. Along with
that, it helps teachers acquire the knowledge and skills to deliver those strategies in
the classroom.

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Teaching Support System (Teaching Aids) are instructional aids (book, chalk & board, picture),
objects (such as a globe, or map, or a specimen) or devices (such as a DVD or Computer) used
by a teacher to enhance or enliven classroom instruction. Teaching Aids are instructional
materials and devices that help the teacher in carrying out the teaching-learning process.
 Teaching aids are aids available to the teacher. They cannot replace the teacher by
any means.
Teaching aids can be used in any of the core classes. There are several types of teaching aids to
be utilized in a classroom.

Need of the Teaching Support System

 In present times, life skills are more important than memorizing concepts and
theories. This makes it very challenging for the teacher to approach his or her subject
merely using traditional methods.
 Given this scenario, it is important for the teacher to go beyond traditional teaching
styles and be more creative and engaging in terms of enhancing students’
participation.
 Secondly, information is abundantly available over the internet which is accessible to
teachers and learners alike. This somewhat reduces the role of teachers as the
ultimate source of information, more so in case of middle and higher education.
Now, the goal of teachers should also be to keep themselves updated with the
trends of technology and information.
 Every individual has a tendency to forget. Proper use of teaching aids helps to retain
more concepts
 Students can learn better when they are motivated properly through different
teaching
 Teaching aids develop the proper image when the students see, hear, taste, and
smell
 Teaching aids provide a complete example of conceptual
 The teaching aids create an environment of interest for the
 Teaching aids helps to increase the vocabulary of the
 Teaching aids helps the teacher to get some time and make learning permanent.
 Teaching aids provide direct experience to the
Importance of Teaching Aids
Teaching aids play a very important role in the Teaching-Learning process.
 Motivation- teaching aids motivate the students so that they can learn better.
 Clarification – Through teaching aids, the teacher clarifies the subject matter more
easily.
 Discouragement of Cramming – teaching aids can facilitate the proper understanding
of the students, which discourages the act of cramming.
 Increase the Vocabulary – Teaching aids help to increase the vocabulary of the
students more effectively. Saves Time and Money – When the uses teaching aids, it
saves him from the long explanations that may take time for students to understand.
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 Classroom Live and active – Teaching aids make the classroom live and active.
 Avoids Dullness – This means the class becomes more active, lively and participatory.
 Direct Experience – Teaching aids provide direct experience to the students which
make them learn easily.
(I) Traditional teaching methods
Traditional teaching approach is ‘back to the basics’ methodology in teaching. It includes all
the conventional methods of teaching that are used in the classroom for knowledge
generation. In the field of education and epistemology, this can also be called as ‘chalk and
talk’ method. Some of the features of traditional teaching methods are:
 It is a teacher-centred approach, which means that this method sees the teacher as
having an indisputable authority over knowledge.
 It concentrates more on memorization and reinforcing techniques.
 This sees learners as passive recipients of the learning activity.
 The focus remains on syllabus completion and evaluation of learners through the
traditional examination system.
 The teachers evaluate the learners but there is no benchmark for evaluating
teachers.
 Usage of textbooks and blackboard is the norm.
 Class management is all about maintaining discipline.
 There is no emphasis on team-building, collaboration, and so on.
 This is usually lecture-based.
(i) Merits of traditional teaching methods:
 Lecture remains one of the most effective teaching methods when the group of
learners is exceptionally huge.
 Traditional teaching methods are easy to use given any group of learners.
 They are economic in terms of money as well as time.
 The teacher has a lot of authority over how the content is delivered and the amount
of creativity involved.
(ii) Demerits of traditional teaching methods:
 There is less involvement of learners.
 There is less emphasis on the understanding of concepts.
 Weak learners suffer the most as they don’t feel motivated.
 Evaluation of learners based on traditional teaching methods can sometimes be
faulty.
 There is less incentive among teachers for reflection.
(II) Modern teaching methods
Modern teaching methods are more learner-centred methods used in the classroom (such as
peer-assisted learning, brainstorming, group discussion etc.). Modern teaching methods also
include ICT enabled learning techniques through the use of computers, overhead projectors,
videos, documentaries, whiteboards, etc. ICT enabled learning also incorporates mobile and
internet-based learning methods. Some of the features of modern teaching methods are:

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 Modern teaching methods are student-friendly as they require their active
participation.
 Modern teaching methods require good execution and definite goals.
 Modern teaching methods highly depend on information and communication
technologies.
 They are collaborative and require initiative.
 Knowledge is constructed rather than delivered.
 Modern teaching methods have more scope for creativity, flexibility, and reliability.
(i) Merits of modern teaching methods:
 They are learner-centred techniques.
 More content can be covered in lesser time.
 Modern teaching methods are fun and interactive way of learning.
 There is more scope for using audio-video teaching aids such as documentaries,
YouTube videos, online lectures, MOOCs, educational games, educational mobile
applications etc.
 It is not a mechanical way of teaching as students, as well as teachers, participate in
knowledge construction.
 Modern teaching methods also help in self-evaluation.
(ii) Demerits of modern teaching methods
 Since teaching becomes more dynamic, teachers need to learn and relearn new skills.
 There is too much reliance on technology which reduces the authority of teachers.
 It requires huge investment of money, time and effort.
 Some modern teaching methods are exclusionary in nature.
 The teacher-student relationship suffers as there is less time to develop bonding with
the students.
Which teaching methods are better- Traditional or Modern?
 With digital advancement, it rather appears that traditional teaching methods would
become a passé. However, this is not entirely true. A teaching support system helps
teachers to build their capacity where both the methods can be used in combination.
 While mobile learning and e-learning are the buzzwords, there is no doubt that they
can completely replace traditional ways of teaching. For developing critical thinking,
the attitude of reflection and inquiry, lecture and dialogue methods play a significant
role. At the same time, to keep pace with the ever-changing world and knowledge
about the world, ICTs have played a significant role.
 Teaching support system assists and guides teachers to use the best possible
combination of methods to teach topics of relevance.
 With all the resources at hand, teachers should become learners sometimes.
Likewise, learners should become the teachers sometimes by engaging in self-
learning.
ICT Based Teaching Support System
Information and Communication Technology (ICT) is an electronic means of capturing,
processing, storing, communicating information. ICT has proven to be a vital form of teaching
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in today’s scenario since it provides ease for the teacher and the student to store, retrieve,
and manipulate the information. Therefore, this has been encouraging active learning and
self-responsibility of learning with the use of ICT teaching aids. It has made it possible to reach
the student in any part of the world. Teaching can thus take the shape of Computer-assisted
learning (distance learning), videoconferencing, projectors, and even mobiles. This
technology has the ability to not only engaging the students in subjective activities but also
enhance their cognitive skills.
ICT includes computers, internet, telephone, radio, and other audio-visual equipment.
In recent years, it has been observed that ICT teaching aids are not merely another medium
for the transmission of knowledge but have changed the relationship between teacher or
trainer and learner. It requires new skills, competencies, and attitudes amongst those
planners, managers, teachers, and trainers who are going to design and develop materials and
support learners using these aids. In short, the development of innovative practices and the
generation of new competencies in ICT are fast becoming key issues for teacher and trainer
training.
Tools used in Modern & ICT based Support system
 ICT Based Devices – Laptop / Pad / Electronic notebooks, E-reader etc.
 Educational games/ Online Puzzles and quiz’s
 Audio Visual Teaching aids
 Flash educational games
 CD/DVD, Projectors
 Interactive white boards
 Various electronic devices to support Games, VR , and LMS
Types of Teaching Aids based on some other Factors
A. Based on Time-period of use of Teaching Aids
 Conventional or Traditional Teaching Aids
 Non-conventional and Modern Teaching Aids
B. Based on the Sense Organs Involved
Teaching Aids re also called as Audio-Visual Aids. Traditionally used teaching aids stimulated
only one sense organ that is either the eyes or ears. However, contemporary teaching aids
provide stimulation to ears and eyes together. The emerging teaching aids involve other sense
organs too.
1. Audio Aids
2. Visual Aids
3. Audio-Visual Aids
Visual Aids: The aids which use the sense of vision are called Visual aids.
For example – actual objects, models, pictures, charts, maps, flashcards, flannel board,
bulletin board, chalkboard, overhead projector, slides, etc. Out of these, blackboard and
chalk are the commonest ones.
Audio Aids: The aids that involve the sense of hearing are called Audio aids. For example –
radio, tape recorder, gramophone, etc.

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Audio-Visual Aids: The aids which involve the sense of vision as well as hearing are called
Audio-Visual aids. For example – television, film projector, film strips, etc.
C. Based on Projection or Show
Projected: Projected Aids include PowerPoint presentations, slides, film-strips, filmstrip
projector, films, transparencies, overhead projector, TV/VCR as they can be projected on the
screen or even against a white-washed wall to give an enlarged image of the material. They
can be used suitably for both large groups as well as small groups. The large, bright, and
colourful larger than life images make them more effective than a non-projected aid.
Non-Projected: Those aids which do not require projector electricity or projection screen.
Such materials can be simply shown, can be hung or touched, e.g., Chalkboard, Whiteboard,
Flannel board, Magnet board, Charts, Posters, Pictorial Materials, and Models, etc. They can
hence be used with good results, provide first-hand experiences, and also make the learners
actively participate. The non-projected aids add interest and involvement of the learner and
ensure better results and longer retention.

D. Based on the Experience Provided by an Aid

Some teaching aids are concrete in nature. While other teaching aids are more abstract. Prof.
Edgar Dale (1959) has given the Cone of Experience, wherein the type of experience provided
by various teaching aids has been arranged in a pictorial form.

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Dale’s Cone
of Experience
In moving toward the pinnacle of the Cone from direct, purposeful experiences to verbal
symbols, the degree of abstraction gradually increases. As a result, learners become spectators
rather than participants. The bottom of the Cone represented “purposeful experience that is
seen, handled, tasted, touched, felt, and smelled.” By contrast, at the top of the Cone, verbal
symbols (i.e., words) and messages are highly abstract. They do not have a physical
resemblance to the objects or ideas. As Dale (1969) wrote, “The word horse as we write it
does not look like a horse or sound like a horse or feel like a horse.”
Final Conclusion
There are a large number of teaching aids available to the teacher/facilitator. Teaching Aid is
the material used by a teacher to supplement classroom instruction and stimulate the interest
of learners. With technological progress and advancement, modern including ICT based and
non-conventional teaching aids are available to both the teachers and students.

EVALUATION SYSTEMS
Evaluation is a process through which we can get an exact idea of what students actually
achieve from their teaching-learning experiences.
Evaluation Systems
UGC defined as:
Evaluation is the process of making judgments based on evidences and interpretations
gathered through examination and assessment and on the basis of agreed upon criteria.
Assessment: It is the process of collecting, recording, scoring, describing, and interpreting
information about learning.

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Examination: it is a quantitative measure of learners’ performance and is usually held at the
end of the academic session or semester.
According to Tuckman: “Evaluation is a process wherein the parts, process or outcomes of the
programme are examined to see whether they are satisfactory, particularly with reference to
the programs stated objectives of our own standards of excellence.”
According to Moffatt: “Evaluation is a continuous process and is concerned with more than
the formal academic achievement of the students. It is interested in the development of the
individual in terms of the desirable behavioural changes in relation to his feelings and actions.”
Characteristics of Evaluation Systems in Education
 Continuous process: Evaluation is a continuous process. It leads together with
Teaching-learning process.
 Comprehensive: Evaluation is comprehensive as it includes everything can be
evaluated.
 Learners-Centered: Evaluation is a learner-centered process which gives importance
to the learning process, not to the teaching process.
 Remedial: Evaluation comments on the result which helps in remedial work it is not a
remedy Evaluation is remedial in nature.
 Cooperative process: Evaluation is a cooperative process involving students,
teachers, parents, and peer-groups.
 Teaching Methods: Effectiveness of teaching methods is evaluation.
 Common practice: Evaluation is a common practice among the proper growth of the
child mentally and physically.
 Multiple Aspects: it is concerned with the total personality of students.
Elements of Evaluation Systems
Five essential elements of evaluation systems:
(1) Audience,
(2) Purpose,
(3) Questions
(4) Scope, and
(5) Resources
To determine these elements, the following questions should be considered:
 For what audience is the evaluation being conducted?
 For what purpose is the evaluation being conducted?
 What questions will be asked in the evaluation?
 What is the scope of the evaluation?
 What resources are available to conduct the evaluation?
Process of Evaluation Systems
The process of evaluation for teaching-learning system comprises of four major steps. The
stages are the following:
1. Setting Objectives and Criteria
2. Development and Use of Measurement instruments

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3. Interpretation of Collected Data
4. Formulation of Judgments and taking of appropriate Action
Types of Evaluation Systems
In the various form of instruction, evaluation is integrated. There are four types of evaluation
systems are Placement, Formative, Diagnostic, and Summative.
Placement Evaluation: It determines the knowledge and skills the students possess, which are
necessary at the beginning of instruction in a given subject area. The purpose of placement
evaluation is to check the aptitude of a candidate for the course or subject, whether the
candidate has caliber or not. Various entrance exams can also be conducted for the same
purpose. This is also done to see the knowledge base of students, and a teacher can start
discussion keeping that in view.
Formative Evaluation: A formative evaluation (also referred to as internal evaluation) is a
method for judging the worth of a programme while the programme activities are in progress.
It focuses on the process. This evaluation provides the student with feedback regarding his or
her success or failure in attaining the instructional objectives. It also identifies the specific
learning error that needs to be corrected.
For instance, a student learns and scores high on the objective part of the test but fails in the
essay part; he is reinforced to exert more effort in answering essay questions in the
succeeding tests. For a teacher, formative evaluation provides information for making
instructions and remedies more effective. Quizzes, unit tests, and chapter tests are examples
of evaluative instruments used in this type of evaluation.
Diagnostic Evaluation: The formative evaluation determines the extent to which students
accomplish the learning targets; therefore, it focuses on the measurement of the intended
outcomes. The diagnostic evaluation goes a step further and tries to provide an explanation
for the possible causes for problems in learning. Diagnostic tests are, thus, more
comprehensive and detailed.
Summative evaluation (External Evaluation): Summative evaluation is a method of judging
the worth of a programme at the end of the programme activities (summation). The focus is
on the outcome. It determines the extent to which objectives of instruction have been
achieved and is used for assigning course grades. Summative evaluation generally includes oral
reports, projects, term papers, and teacher-made achievement tests, and it shows how good
or how satisfactory the student is in accomplishing the objectives of instruction.
CHOICE BASED CREDIT SYSTEM
The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill-based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system.
Therefore, it is necessary to introduce a uniform grading system in the entire higher education
in India. This will benefit the students to move across institutions within India, to begin with,
and across countries.
Choice Based Credit System

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The uniform grading system will also enable potential employers to assess the performance of
the candidates. In order to bring uniformity in the evaluation system and computation of the
Cumulative Grade Point Average (CGPA) based on student’s performance in examinations, the
UGC has formulated the guidelines to be followed.
Advantages of the Choice Based Credit System
The advantage of Choice Based Credit System (CBCS) are followings:
 Shift in focus from the teacher-centric to student-centric education.
 Student may undertake as many credits as they can cope with (without repeating all
courses in a given semester if they fail in one/more courses).
 CBCS allows students to choose inter-disciplinary, intra-disciplinary courses, skill-
oriented papers (even from other disciplines according to their learning needs,
interests and aptitude) and more flexibility for students).
 CBCS makes education broad-based and at par with global standards. One can take
credits by combining unique combinations. For example, Physics with Economics,
Microbiology with Chemistry or Environment Science etc.
 CBCS offers flexibility for students to study at different times and at different
institutions to complete one course (ease mobility of students). Credits earned at
one institution can be transferred.
Disadvantages:
 Difficult to estimate the exact marks
 Workload of teachers may fluctuate
 Demand good infrastructure for dissemination of education
Applicability of the Grading System
These guidelines shall apply to all undergraduate and postgraduate level degree, diploma and
certificate programmes under the credit system awarded by the Central, State and Deemed to
be universities in India.
The Indian Higher Education Institutions have been moving from the conventional annual
system to semester system. Currently, many of the institutions have already introduced the
choice based credit system. The semester system accelerates the teaching-learning process
and enables vertical and horizontal mobility in learning.
The credit based semester system provides flexibility in designing curriculum and assigning
credits based on the course content and hours of teaching. The choice based credit system
provides a ‘cafeteria’ type approach in which the students can take courses of their choice,
learn at their own pace, undergo additional courses and acquire more than the required
credits, and adopt an interdisciplinary approach to learning, It is desirable that the HEIs move
to CBCS and implement the grading system.
Types of Courses
Courses in a programme may be of three kinds: Core, Elective and Foundation.
1. Core Course: There may be a Core Course in every semester. This is the course which is to
be compulsorily studied by a student as a core requirement to complete the requirement of a
programme in a said discipline of study.

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2. Elective Course: Elective course is a course which can be chosen from a pool of papers. It
may be:
 Supportive to the discipline of study
 Providing an expanded scope
 Enabling an exposure to some other discipline/domain
 Nurturing student’s proficiency/skill.
An elective may be “Generic Elective” focusing on those courses which add generic proficiency
to the students. An elective may be “Discipline centric” or may be chosen from an unrelated
discipline. It may be called an “Open Elective.”
3. Foundation Course: The Foundation Courses may be of two kinds: Compulsory Foundation
and Elective foundation. “Compulsory Foundation” courses are the courses based upon the
content that leads to Knowledge enhancement. They are mandatory for all disciplines. Elective
Foundation courses are value-based and are aimed at man-making education.
Examination and Assessment
The Higher Educational Institutions (HEIs) are currently following various methods for
examination and assessment suitable for the courses and programmes as approved by their
respective statutory bodies. In assessing the performance of the students in examinations, the
usual approach is to award marks based on the examinations conducted at various stages
(sessional, mid-term, end-semester etc.,) in a semester.
Some of the HEIs convert these marks to letter grades based on absolute or relative grading
system and award the grades. There is a marked variation across the colleges and universities
in the number of grades, grade points, letter grades used, which creates difficulties in
comparing students across the institutions. The UGC recommends the following system to be
implemented in awarding the grades and CGPA under the credit based semester system.
Letter Grades and Grade Points
A. Two methods -relative grading or absolute grading– have been in vogue for awarding
grades in a course. The relative grading is based on the distribution (usually normal
distribution) of marks obtained by all the students of the course and the grades are awarded
based on a cut-off marks or percentile. Under the absolute grading, the marks are converted
to grades based on pre-determined class intervals. To implement the following grading
system, the colleges and universities can use any one of the above methods.
B. The UGC recommends a 10-point grading system with the following letter grades as given
below:
Grades and Grade Points
Letter Grade Grade Point
O (Outstanding) 10
A+(Excellent) 9
A (Very Good) 8
B+(Good) 7
B(Above Average) 6

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C(Average) 5
P (Pass) 4
F(Fail) 0
Ab (Absent) 0
C. A student obtaining Grade F shall be considered failed and will be required to reappear in
the examination.
D. For non-credit courses ‘Satisfactory’ or “Unsatisfactory’ shall be indicated instead of the
letter grade and this will not be counted for the computation of SGPA/CGPA.
E. The Universities can decide on the grade or percentage of marks required to pass in a
course and also the CGPA required to qualify for a degree taking into consideration the
recommendations of the statutory professional councils such as AICTE, MCI, BCI, NCTE etc.,
F. The statutory requirement for eligibility to enter as assistant professor in colleges and
universities in the disciplines of arts, science, commerce etc., is a minimum average mark of
50% and 55% in relevant postgraduate degree respectively for reserved and general category.
Hence, it is recommended that the cut-off marks for grade B shall not be less than 50% and for
grade B+, it should not be less than 55% under the absolute grading system. Similarly cut-off
marks shall be fixed for grade B and B+ based on the recommendation of the statutory bodies
(AICTE, NCTE etc.,) of the relevant disciplines.
Fairness in Assessment
Assessment is an integral part of system of education as it is instrumental in identifying and
certifying the academic standards accomplished by a student and projecting them far and
wide as an objective and impartial indicator of a student’s performance.
Thus, it becomes bounden duty of a University to ensure that it is carried out in fair manner. In
this regard, UGC recommends the following system of checks and balances which would
enable Universities effectively and fairly carry out the process of assessment and examination.
i. In case of at least 50% of core courses offered in different programmes across the
disciplines, the assessment of the theoretical component towards the end of the
semester should be undertaken by external examiners from outside the university
conducting examination, who may be appointed by the competent authority. In such
courses, the question papers will be set as well as assessed by external examiners.
ii. In case of the assessment of practical component of such core courses, the team of
examiners should be constituted on 50 – 50 % basis. i.e. half of the examiners in the
team should be invited from outside the university conducting examination.
iii. In case of the assessment of project reports / thesis / dissertation etc. the work should
be undertaken by internal as well as external examiners.
Key Words under CBCS:
Academic Year: Two consecutive (one odd + one even) semesters constitute one academic
year.
Choice Based Credit System (CBCS): The CBCS provides choice for students to select from the
prescribed courses (core, elective or minor or soft skill courses).

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Course: Usually referred to, as ‘papers’ is a component of a programme. All courses need not
carry the same weight. The courses should define learning objectives and learning outcomes.
A course may be designed to comprise lectures/ tutorials/laboratory work/ field work/
outreach activities/ project work/ vocational training/viva/ seminars/ term
papers/assignments/ presentations/ self-study etc. or a combination of some of these.
Credit Based Semester System (CBSS): Under the CBSS, the requirement for awarding a
degree or diploma or certificate is prescribed in terms of number of credits to be completed by
the students.
Credit Point: It is the product of grade point and number of credits for a course.
Credit: A unit by which the course work is measured. It determines the number of hours of
instructions required per week. One credit is equivalent to one hour of teaching (lecture or
tutorial) or two hours of practical work/field work per week.
Cumulative Grade Point Average (CGPA): It is a measure of overall cumulative performance of
a student over all semesters. The CGPA is the ratio of total credit points secured by a student
in various courses in all semesters and the sum of the total credits of all courses in all the
semesters. It is expressed up to two decimal places.
Grade Point: It is a numerical weight allotted to each letter grade on a 10-point scale.
Letter Grade: It is an index of the performance of students in a said course. Grades are
denoted by letters O, A+, A, B+, B, C, P and F.
Programme: An educational programme leading to award of a Degree, diploma or certificate.
Semester Grade Point Average (SGPA): It is a measure of performance of work done in a
semester. It is ratio of total credit points secured by a student in various courses registered in
a semester and the total course credits taken during that semester. It shall be expressed up to
two decimal places.
Semester: Each semester will consist of 15-18 weeks of academic work equivalent to 90 actual
teaching days. The odd semester may be scheduled from July to December and even semester
from January to June.
Transcript or Grade Card or Certificate: Based on the grades earned, a grade certificate shall
be issued to all the registered students after every semester. The grade certificate will display
the course details (code, title, number of credits, grade secured) along with SGPA of that
semester and CGPA earned till that semester.
Grade and Grade Points
Letter Grade Letter Grade
O (Outstanding) 10
A+ (Excellent) 9
A (Very Good) 8
B+ (Good) 7
B (Above Average) 6
C (Average) 5
P (Pass) 4

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F (Fail) 0
Ab (Absent) 0
 When there are large number of students CBCS system has to be implemented with
online system to meet the requirements effectively. It will help the students to choose
the subjects and teachers of their choice. But, there should also be restriction that if a
student fits into the eligibility criteria of the institution then only they can choose the
subjects of their choice.
 Through online system, the teachers would also be able to share their notes, discuss the
subjects with their students, take tests, etc.
 The online system should be user friendly and easy for the teachers. It should also be
able to print the mark sheets as per the institutions requirements.
 After the selection of the subjects by the students a time table could be generated
which would help the students and the teachers to be aware of their class and subjects.
 The online system also helps the teachers in taking attendance of their subjects for each
student. It will decrease the work load in maintaining the register and would be easy to
calculate the percentage for each student.
 The system should be able to generate report as and when required. It should be
programmed as per the institutions requirements like report for student’s performance,
subject wise report, attendance report, etc.
 The system should be able to store past records and data so that it could be easily
accessible as and when required. It would also help the institution to evaluate and
improve the effectiveness of its system in future.
Computation of SGPA and CGPA
UGC recommends Semester Grade Point Average (SGPA) and Cumulative Grade Point Average
(CGPA). We can calculate the SGPA in the following manner:
 It is the ratio of the sum of the product of the number of credits with the grade
points which a student scored and the sum of the number of credits of all the
courses which a student has undergone, ie
SGPA (Si) = (Ci x Gi) / Ci
 The CGPA is calculated taking into consideration of all the courses a student
undergoes of all the semesters of the programme, ie
CGPA (Ci) = (Ci x Si) / Ci
Abbreviations:
 Si-SGPA of the semester
 Ci-Total number of credits in that semester
 Gi-Grade point scored by the student in the course
 The SGPA and CGPA shall be rounded off to 2 decimal points which come out the
result of the student.
Find below is the illustrative Computation of SGPA and CGPA
Illustration of SGPA
Course Credit Grade Letter Grade Point Credit Point (Credit x

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Grade)
Course 1 3 A 8 3 x 8 = 24
Course 2 4 B+ 7 4 x 7 = 28
Course 3 3 B 6 3 x 6 = 18
Course 4 3 O 10 3 x 10 = 30
Course 5 3 C 5 3 x 5 = 15
Course 6 4 B 4 4 x 4 = 16
20 130
Thus, SGPA = 130/20 = 6.5
Illustration of CGPA
Semester1 Semester2 Semester3 Semester4 Semester5 Semester
6
Credit:20 Credit:22 Credit:25 Credit:26 Credit:26 Credit:25
SGPA:6.9 SGPA: 7.8 SGPA:5.6 SGPA:6.0 SGPA:6.3 SGPA:8.0
Thus CGPA = 20×6.9 + 22×7.8 + 25×5.6 + 26×6.0 + 26×6.3 + 25×8.0/144=6.73
COMPUTER BASED TEST (CBT)
Computer Based Test (CBT) simply refers to tests and assessments conducted through the use
of the organized systems on computers. Computer Based tests have the ability to automate a
very time-consuming task, marking, and monitoring progress. Computer Based test as a test
that can be used in a supervised or non-supervised environment and can allow students to
check their own progress through self-assessment. It can also be used for testing lower-order
skills (such as knowledge, understanding and application); it can also be used for testing
higher-order skills to improve the students’ analysis, synthesis and evaluation skills with more
complex application software.
Computer Based Test (CBT) in Higher Education
Computer Based test has a range of activities which include the delivery, marking, and analysis
of all or part of the student assessment process using computer technologies. Some key
reasons for using computer based test are to increase the frequency of assessment,
motivating students to learn and encouraging skills practice, to broaden the range of
knowledge assessed. It also increases feedback to students and lecturers and extends the
range of assessment methods. Increase in objectivity, consistency and reduction in marking
loads of script and other cases resulting in administrative efficiency.
The use of CBT for entrance examinations in education, military training, and certification
examinations by professional groups and promotional examinations in various stages and
categories of life cannot be overstressed in this century. Computer-based tests as a way to
increasingly provide a quick method of marking summative assessments for large groups of
students.
Advantages of Computer Based Test (CBT)
CBT system is not an alternative method for conducting examinations but represents an
important qualitative shift away from traditional methods of testing students through
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“objective” type as popularly called. Advantages available in computer based test does not
mean that CBTs are intrinsically better than other tests methods as a testing format does not
affect test scores of students and as such CBT can be considered a valid and acceptable testing
mode. Advantages of computer based test are numerous compared to its disadvantages.
They include, among others:
 Efficiency: It takes less time for teachers to prepare, distribute, and grade online tests
compared to paper tests. Also, it is easily scalable, whether you are assessing 20
students or 2,000.
 Convenience: Students can take the assessment at a convenient time and place they
choose, rather than having to take it at a fixed schedule.
 Automatic Scoring with Instant Feedback: A computer can automatically score the
assessment and provide students with immediate feedback on their performance.
 Analytics and Reports: The computer-based examination software enables you to make
data-driven decisions as it collects a large amount of data that can help you identify who
is having trouble and also improve the assessments over time.
 Security Configurations: Online assessment creators have a variety of features
to prevent cheating and unauthorized access.
 Less human error: Computer-based assessment removes a significant amount of human
error, such as grading errors.
 Re-usability: Create tests and even individual questions once and reuse them easily on
other assessments.
Disadvantages of CBT
Despite the numerous advantages that CBT has brought to the educational system. It still has
its own shortcomings. Its disadvantages include the following among others:
 CBT is often interpreted as simple multiple-choice tests, only suitable for the repetition
of factual knowledge but not to address higher cognitive levels like
understanding, synthesis, analysis or judgment.
 The quality of examinations constricted to closed, automatically evaluated questions are
often seen as a didactical step backward and as being not worthy for a higher level of
academics.
 Students with insufficient computer literacy or differences in computer performance
may be disadvantaged despite the expertise/understanding of such students in the
course content.
 There may be a higher risk of (e-) cheating, e.g., by hacking the database of the question
items, risk of a total loss of examination data, or lower security of sensitive personal
data.
 Some lecturers may be discouraged by the time consumption caused by the initial
development of numerous questions with well-tested scoring parameters, subject to
laborious quality assurance.
How Computer Based Testing (CBT) Works?

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Computer Based Test (CBT) in Higher Education

Types of Computer Based Test (CBT)
Offline assessments: These are the assessments that are created on a computer-based test
software and are available only on a single device.
These tests are offline, so a single set of tests cannot be taken on two devices simultaneously,
and the responses are stored in a database. The grades are assigned manually, and the reports
are prepared much later.
Online assessments: Online assessments or online computer-based tests are created
using online assessment software so they can be taken anytime, anywhere, and on any device.
Online assessment in education is vital since a single set of tests or assessments can be
attempted on many devices at the same time. The answers can be automatically graded, and
the responses are stored in auto-generated reports.
The reports can be visited anytime by instructors to review individual or group performances.
You can easily create reports using an online assessment tool.
Computer Based Test Vs Paper Based Test
Shortcomings Paper-Based Assessments Computer-Based Assessments
Creation It takes a longer time to Can be created in minutes with templates &
create. ready-to-use questions
Wastage Includes heaps of test There is no paperwork involved in the process
papers
Grading Can take hours to grade Grades automatically with automated grading
Feedback Individual feedback can take Feedback can be provided instantly.

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hours
Results Due to manual grading and Results are displayed instantly after
scoring of papers, results are completion.
often delayed by days. Results can also be personalized.
Reports The reports have to be The detailed reports & statistics are
generated after all the automatically generated for all the assesses.
assesses have completed
their tests.
Performance Difficult to compare With auto-generated reports & statistics,
Evaluation individual performances and it becomes easier to analyse overall student
analyse group performance and gauge the complexity of
performances. individual questions.
Risk of Always has to be invigilated With better security controls like time-limits
cheating physically to prevent on questions, question randomization, and
cheating. answer shuffling, there is no need for physical
invigilation.
Security Can be mishandled Can be prevented from unauthorized access
with password protection
Accessibility Confined to physical spaces Can be accessed on any device.

INNOVATIONS IN EVALUATION SYSTEMS

Innovations in Evaluation Systems: Traditionally, many teachers have evaluated their students’
knowledge by giving examinations and papers, often only at the middle and end of the
quarter. As a result, a professor lecturing to a large introductory class might not recognize until
final exams are finished that students consistently confused the essential and closely related
ideas.
Some Important Innovations in Evaluation Systems
Concept maps
Concept maps provide a visual representation of connections between concepts that students
have learned. These concepts are connected by directional, labeled links to show the
relationships between them. Concept maps are excellent tools that can provide instructors
with a formative assessment of students’ learning and misunderstandings after the students
were introduced to the new material. For example, the instructor can post an incomplete
concept map where students are asked to fill in the blanks to build a complete map, which is
then submitted to an instructor in class or via an online dropbox.
Concept Tests
Concept Tests are multiple-choice questions designed to test the understanding of a single
concept. They are effective at identifying common student misconceptions surrounding
traditionally difficult concepts in science and engineering and have been shown to enhance
student comprehension of fundamental concepts. The questions are posed during the lecture
immediately after the key concept has been described or discussed.

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Students work independently to arrive at an answer and then try to persuade their neighbors
in the lecture room that they are correct. Finally, all the students offer their answers. The
instructor confirms the correct answer, and the class can discuss why it is correct and how
some students were misled. This form of peer instruction is offering students and their
instructor insight into how well they understand the various key concept and allows them to
identify and address popular misconceptions.
ePortfolio
An ePortfolio is an online space where students can store and organize artifacts that they have
produced in the course, such as written assignments, images, videos, and so on. They then use
the ePortfolio to reflect on their learning experiences. An ePortfolio requires students to pause
and reflect on their learning, often by making explicit connections between different learning
experiences.
This process deepens their learning and has the added benefit of helping them to chronicle
their learning: they can look back on earlier work in their ePortfolio and readily see how much
they have learned and how far they have progressed in the course. An ePortfolio helps
students to “see” connections within various components of a course, or among their various
courses.
Podcasts and Vlog
A podcast of vlog project encourages students to take their identifications, analyses, reports,
diagrams, etc. to a real-world, digital level by creating a visual/verbal file for submission that
activates and authenticates their learning. This can be done individually or collaboratively.
Podcasts and vlogs are similar to poster presentations in terms of the content-based
orientations of them, yet they take it to a different level by creating and facilitating an
extension of the classroom for audiences beyond the students’ immediate classmates and
immediate teacher. This type of assignment encourages professional writing and presentation
processes (such as oral and visual communication skills), but it also fosters networking and the
building of connections for the students and their subject matter.
Talk Show Performance
A Talk Show Performance is an authentic version of the more traditional in-class presentation
as it directs students to take on and embody their learning for an interactive, live, or record
discussion. It can be character-based (i.e., students taking on and acting as an individual in
their discipline would, talking about the issues, analyses, diagrams, etc. and answering
questions as this person would) or it can be self-based (i.e. students perform as themselves,
presenting the materials and answering questions as they themselves would be based on their
developing knowledge).
Minute Paper
Pose one to two questions in which students identify the most significant things they have
learned from a given lecture, discussion, or assignment. Give students one to two minutes to
write a response on an index card or paper. Collect their responses and look them over
quickly. Their answers can help you to determine if they are successfully identifying what you
view as most important.
Artificial Intelligence

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In AI assessment, a software system infers problem-specific rules for automated scoring from
examples of instructor grading of student assignments. AI assessment is also considered one of
the innovations in evaluation Systems
Initially, AI techniques are applied to learn how an instructor grades a problem. The instructor
evaluates a sample set of student responses, and the system creates a computer model
incorporating rules it inferred about the instructor’s grading decisions. The model is then used
to grade other students’ work.
Such techniques are applied to student work in a number of disciplines, for example, to
mathematical problem-solving, to programming in computer science, and increasingly to
essays.
The strengths of AI assessment are efficiency, consistency in applying the same criteria across
students, and immediate and detailed feedback on performance.
Today, AI assessment is most useful as one part of an assessment process and for enhancing
learning, rather than making final, authoritative, high-stakes decisions about student
performance. Key considerations are sufficient transparency of the rules applied, human
scoring establishing the validity of machine-generated scores, and ongoing quality control.
Just-in-time Teaching
Just-in-time teaching actively engages students in learning new material and gives the
instructor information on students’ existing knowledge before teaching on the topic begins.
First, students respond to a Web-based set of questions, usually open-ended thought
questions or exercises, about new material before it is covered in class. After reviewing
student submissions, the instructor adjusts teaching activities to meaningfully address student
shortcomings and misconceptions – just in time in the learning process.
Through these warm-up questions and exercises, students and instructors are primed for a
more productive instructional experience. In-class and out-of-class learning activities become
more interwoven and pertinent, enhancing learning for students whatever their initial level,
motivating active learning, and improving classroom climate.
This interactive technique also provides baseline assessment of the state of students’ initial
understanding of the content to be learned, including misconceptions. Such baseline
information can be compared to similar information after instruction not only to assess
individual student learning, but especially the effectiveness of instruction.
Assessment Rubrics
A rubric for assessment, also called a scoring guide, is a tool used to interpret and grade
students on any kind of work against criteria and standards. An assessment rubric provides the
means to increase objectivity in assessment and reduce subjectivity; presents a clear
expectation on the assessments, and relates it to learning outcomes; ensures consistency,
transparency and fairness in the marking process across course instructors for the same
assessment type; efficiently grades or marks many assessments for a large group of students;
defines clear guidelines for moderation; and provides more objective data for analytics. So,
Assessment rubrics can be counted as one of the innovations in evaluation systems.
Usually in the form of a grid, a grading/ marking/ scoring rubric combines the elements of
performance, criteria and descriptors to create an assessment tool for the course instructor.

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The assessment criteria define the characteristics or traits to be judged which should be
derived from the course learning outcomes and indicate what is expected to be demonstrated.
Level of performance is the rating or measure on the degree of achievement on a particular
criterion as specified by the rubric, i.e. excellent/good/satisfactory/poor etc.
Descriptors identify the qualities required to demonstrate achievement of each level of
performance for each criterion. Listed in the form of short explanations, they provide guidance
on the actual judgement on the assessment to match students’ performance.
An illustration below provides a few criteria, levels of performance and descriptors

Use of Technological Interventions

With the proliferation of different types of access devices, especially mobile access devices,
technology has the potential to augment traditional classroom practices and revolutionize
learning and evaluation methods. Technology, in fact can be an important driver to enable
lifelong learning. Learning and engagement of students is facilitated by use of technology
through several modes such as synchronous learning, semi-synchronous learning, blended
learning, collaborative learning, flipped classroom etc.
MOOC’s, especially provided through SWAYAM, are a window of opportunity for lifelong
learning and are offered through technology-based platforms. Learning management systems
(LMS) are used by institutions to integrate the entire teaching, learning and evaluation
process.
The Learning Management System may be used by higher educational institutions to deliver
academic content in blended form and to assess learning through thesis, assignments etc.
Open source learning management systems such as Moodle, Edmodo may be used for posting
content in the form of videos, audios, e-learning modules, live class sessions etc. Use of
plagiarism detection software is highly recommended in order to check originality of content.
In the conduct of examinations, universities face tremendous challenges such as need for
trained manpower, distribution of question paper without delays and errors, delays in
evaluation of answer scripts, lack of infrastructure to conduct examinations at a large scale,

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non-availability of faculty members for assessment, security issues faced during paper setting
and paper distribution, tampering of certificates and answer scripts etc.
For a typical examination department of an institution, automation is required right from
registration of student to convocation through an integrated system. In fact, steps must be
taken to implement a complete examination management system that considers the complete
life cycle of examination process. The use of technology will reduce dependency on human
intervention and be error free.
The following functions have to be automated:
 Registration of students and generating unique PRN,
 Filling up of examination form,
 Generation of seat numbers and admit cards/hall tickets,
 Preparation of a list of paper setter,
 Use of question bank system to draw question sets, question paper generation,
 Online distribution of question papers on the day of examination with a system of
encryption,
 Barcode system for answer books (this will eliminate issues related to errors, avoid
malpractices, etc.),
 Digitization of answer scripts and onscreen evaluation of answer sheets,
 Tracking of students’ performance,
 Marks submission through online software,
 Viewing of results through an online system,
 Online verification and revaluation system,
The methods and techniques mentioned above can be considered as Important Innovations in
evaluation systems. There are some other innovative way to evaluate the learners. Please go
through internet and search or refer some other e-contents, and books.

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 As Per Updated Syllabus
UNIT-I TEACHING APTITUDE MCQS

UNIT-I TEACHING APTITUDE MCQS

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 UNIT-I TEACHING APTITUDE MCQS
1. What are the characteristics of Answer: 1
Continuous and Comprehensive Evaluation? 4. What are required for good teaching?
(a) It increases the workload on students (a) Diagnosis
by taking multiple tests. (b) Remedy
(b) It replaces marks with grades. (c) Direction
(c) It evaluates every aspect of the (d) Feedback
student. Select the correct answer from the codes
(d) It helps in reducing examination given below:
phobia. (1) (a), (b), (c) and (d)
Select the correct answer from the codes (2) (a) and (b)
given below: (3) (b), (c) and (d)
(1) (a), (b), (c) and (d) (4) (c) and (d)
(2) (b) and (d) Answer: 1
(3) (a), (b) and (c) 5. The main objectives of student
(4) (b), (c) and (d) evaluation of teachers are:
Answer: 4 (a) To gather information about student
2. Which of the following attributes denote weaknesses.
great strengths of a teacher? (b) To make teachers take teaching
(a) Full-time active involvement in the seriously.
institutional management (c) To help teachers adopt innovative
(b) Setting examples methods of teaching.
(c) Willingness to put assumptions to the (d) To identify the areas of further
test improvement in teacher traits.
(d) Acknowledging mistakes Identify the correct answer from the codes
Select the correct answer from the codes given below:
given below: (1) (a) and (b) only
(1) (a), (b) and (d) (2) (b), (c) and (d) only
(2) (b), (c) and (d) (3) (a), (b) and (c) only
(3) (a), (c) and (d) (4) (a) only
(4) (a), (b), (c) and (d) Answer: 2
Answer: 2 6. Identify the important element a teacher
3. Which one of the following statements is has to take cognizance of while addressing
correct in the context of multiple - choice students in a classroom.
type questions? (1) Avoidance of proximity
(1) They are more objective than true- (2) Voice modulation
false type questions. (3) Repetitive pause
(2) They are less objective than essay (4) Fixed posture
type questions. Answer: 2
(3) They are more subjective than short- 7. As a teacher, select the best option to
answer type questions. ensure your effective presence in the
(4) They are more subjective than true- classroom.
false type questions.
(1) Use of peer command
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 UNIT-I TEACHING APTITUDE MCQS
(2) Making aggressive statements (b) Teacher’s socio-economic
(3) Adoption of well-established posture background.
(4) Being authoritarian (c) Communication skill of the teacher.
Answer: 3 (d) Teacher’s ability to please the
8. Which set of learner characteristics may students.
be considered helpful in designing effective (e) Teacher’s personal contact with
teaching-learning systems? Select the students.
correct alternative from the codes given (f) Teacher’s competence in managing
below: and monitoring the classroom
(i) Prior experience of learners in transactions.
respect of the subject. Codes:
(ii) Interpersonal relationships of (1) (b), (c) and (d)
learner’s family friends. (2) (c), (d) and (f)
(iii) Ability of the learners in respect of (3) (b), (d) and (e)
the subject. (4) (a), (c) and (f)
(iv) Student’s language background. Answer: 4
(v) Interest of students in following 11. Which of the following set of
the prescribed dress code. statements represents acceptable
(vi) Motivational-orientation of the propositions in respect of teaching-learning
students. relationships?
Codes: Choose the correct code to indicate your
(1) (i), (ii), (iii) and (iv) answer.
(2) (i), (iii), (iv) and (vi) (i) When students fail in a test, it is
(3) (ii), (iii), (iv) and (v) the teacher who fails.
(4) (iii), (iv), (v) and (vi) (ii) Every teaching must aim at
Answer: 2 ensuring learning.
9. The use of teaching aids is justified on the (iii) There can be teaching without
grounds of: learning taking place.
(1) attracting students’ attention in the (iv) There can be no learning without
class room. teaching.
(2) minimising indiscipline problems in (v) A teacher teaches but learns also.
the classroom. (vi) Real learning implies rote learning.
(3) optimising learning outcomes of Codes:
students. (1) (ii), (iii), (iv) and (v)
(4) effective engagement of students in (2) (i), (ii), (iii) and (v)
learning tasks. (3) (iii), (iv), (v) and (vi)
Answer: 3 (4) (i), (ii), (v) and (vi)
10. Select the alternative which consists of Answer: 2
positive factors contributing to 12. Effectiveness of teaching has to be
effectiveness of teaching: judged in terms of
List of factors: (1) Course coverage
(a) Teacher’s knowledge of the subject. (2) Students’ interest

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(3) Learning outcomes of students (d) Teaching is a kind of delivery of
(4) Use of teaching aids in the classroom knowledge while learning is like
Answer: 3 receiving it.
13. In which teaching method learner’s (e) Teaching is an interaction and is
participation is made optimal and triadic in nature whereas learning is
proactive? an active engagement in a subject
(1) Discussion method domain.
(2) Buzz session method Code:
(3) Brainstorming session method (1) (a), (d) and (e)
(4) Project method (2) (b), (c) and (e)
Answer: 4 (3) (a), (b) and (c)
14. One of the most powerful factors (4) (a), (b) and (d)
affecting teaching effectiveness is related to Answer: 2
the 17. From the list given below identify the
(1) Social system of the country learner characteristics which would
(2) Economic status of the society facilitate teaching learning system to
(3) Prevailing political system become effective. Choose the correct code
(4) Educational system to indicate your answer.
Answer: 4 (a) Prior experience of learner
15. Assertion (A): Formative evaluation (b) Learner’s family lineage
tends to accelerate the pace of learning. (c) Aptitude of the learner
(d) Learner’s stage of development
Reason (R): As against summative
(e) Learner’s food habits and hobbies
evaluation, formative evaluation is highly
(f) Learner’s religious affiliation
reliable.
Code:
Choose the correct answer from the
following code: (1) (a), (c) and (d)
(2) (d), (e) and (f)
(1) Both (A) and (R) are true and (R) is
(3) (a), (d) and (e)
the correct explanation of (A).
(4) (b), (c) and (f)
(2) Both (A) and (R) are true, but (R) is
not the correct explanation of (A). Answer: 1
(3) (A) is true, but (R) is false. 18. Assertion (A): All teaching implies
(4) (A) is false, but (R) is true. learning.
Answer: 3 Reason (R): Learning to be useful must be
16. Which of the following set of derived from teaching.
statements best represents the nature and Choose the correct answer from the
objective of teaching and learning? following:
(a) Teaching is like selling and learning is (1) Both (A) and (R) are true and
like buying. (R) is the correct explanation of
(b) Teaching is a social act while learning (A).
is a personal act. (2) Both (A) and (R) are true but
(c) Teaching implies learning whereas (R) is not the correct
learning does not imply teaching. explanation of (A).

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(3) (A) is true, but (R) is false. (4) (d), (e) and (f)
(4) (A) is false, but (R) is true. Answer: 3
Answer: 3 22. Which of the following learner
19. On the basis of summative tests, a characteristics is highly related to
teacher is interpreting his/her students, effectiveness of teaching?
performance in terms of their wellness life (1) Prior experience of the learner
style evident in behaviour. This will be (2) Educational status of the parents of
called: the learner
(1) Formative testing (3) Peer groups of the learner
(2) Continuous and comprehensive (4) Family size from which the learner
evaluation comes.
(3) Norm - referenced testing Answer: 1
(4) Criterion - referenced testing 23. In the two sets given below Set - I
Answer: 4 indicates methods of teaching while Set - II
20. Which one of the following is a key provides the basic requirements for
behaviour in effective teaching? success/effectiveness. Match the two sets
(1) Using student ideas and and indicate your answer by choosing from
contribution the code:
(2) Structuring Set - I Set - II
(3) Instructional variety (Method of (Basic requirements
(4) Questioning teaching) for
Answer: 3 success/effectiveness)
21. Which of the following set of (a) Lecturing (i) Small step
statements best describes the nature and (b) Discussion presentation with
objectives of teaching? in groups feedback provided
Indicate your answer by selecting from the (c) (ii) Production of large
code. Brainstorming number of ideas
(a) Teaching and learning are integrally (d) (iii) Content delivery
related. Programmed in a lucid language
(b) There is no difference between Instructional (iv) Use of teaching-
teaching and training. aids procedure
(c) Concern of all teaching is to ensure
(v) Theme based
some kind of transformation in
interaction among
students.
participants
(d) All good teaching is formal in nature.
(e) A teacher is a senior person.
(f) Teaching is a social act whereas Code:
learning is a personal act. (a) (b) (c) (d)
Code: (1) (i) (ii) (iii) (iv)
(1) (a), (b) and (d) (2) (ii) (iii) (iv) (v)
(2) (b), (c) and (e) (3) (iii) (v) (ii) (i)
(3) (a), (c) and (f) (4) (iv) (ii) (i) (iii)
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Answer: 3 (1) lecture method
24. From the list of evaluation procedures (2) Discovery metho
given below identify those which will be (3) Both
called ‘formative evaluation’. Indicate your (4) none
answer by choosing from the code: Answer: 2
(a) A teacher awards grades to students 27. Language of word is not necessary for
after having transacted the course (1) Imaginative Thinking
work. (2) Conceptual Thinking
(b) During interaction with students in (3) Associative Thinking
the classroom, the teacher provides (4) Perceptual Thinking
corrective feedback. Answer: 1
(c) The teacher gives marks to students 28. Toy age refers to
on a unit test.
(1) Early Childhood
(d) The teacher clarifies the doubts of
(2) Late Childhood
students in the class itself.
(3) Babyhood
(e) The overall performance of a
(4) All of these
students is reported to parents at
every three months interval. Answer: a
(f) The learner’s motivation is raised by 29. The cardinal principles of learner
the teacher through a question- centered education are ________
answer session. (1) Learning by doing
Code: (2) Learning by living
(3) Both
(1) (a), (b) and (c)
(2) (b), (c) and (d) (4) None of these
(3) (a), (c) and (e) Answer: c
(4) (b), (d) and (f) 30. As people grow older, the __________
Answer: 4 of learning declines.
25. Assertion (A): All teaching should aim at (1) speed
ensuring learning. (2) power
(3) quality
Reason (R): All learning results from
(4) quantity
teaching.
Choose the correct answer from the Answer:
following code: 31. What is central to administration
(1) Both (A) and (R) are true, and (R) is (1) Organization
the correct explanation of (A). (2) Communication
(2) Both (A) and (R) are true, but (R) is (3) Decision making
not the correct explanation of (A). (4) Coordination
(3) (A) is true, but (R) is false. Answer: 3
(4) (A) is false, but (R) is true. 32. Informal education is?
Answer: 3
26. Students find/explore the in formations (1) Just schooling
themselves in (2) Tine bound

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(3) Life long (1) Class-room
(4) Preplanned (2) School
Answer: 3 (3) Society
33. Students find/explore the in formations (4) Home
themselves in Answer: a
(1) lecture method 39. How a “Teacher” should behave with
(2) Discovery method the students?
(3) Both (1) Father Like
(4) none (2) Friend Like
Answer: b (3) General
34. Responses that produce a discomforting (4) Elder Like
effect become __________ to occur again Answer: b
in that situation. 40. The cash book in maintained by
(1) not likely (1) DDO
(2) equally likely (2) EDO
(3) less likely (3) DEO
(4) more likely (4) Dy.DEO
Answer: c Answer: a
35. Who is the father of “Theory of Multiple 41. The number of domains in taxonomies
Intelligence”? of educational objective is
(1) Gardner (1) Tow
(2) Vygotsky (2) Three
(3) Bruner (3) Five
(4) Piaget (4) Six
Answer: a Answer: b
36. The book Emile or “On Education” on 42. Smallest unit of meaning in a language
the nature of education and man is written is
by (1) Syntax
(1) Aristotle (2) Morpheme
(2) Plato (3) Pragmatics
(3) John Dewey (4) Phoneme
(4) Rousseau Answer: b
Answer: d 43. What will you do to develop the quality
37. What is the unit of Heredity? of discipline among the students?
(1) Chromosome (1) Allow them to take responsibilities
(2) Gene (2) Get rules of conduct
(3) fertilized cell (3) Get the rules obeyed
(4) Zygote (4) Banish them
Answer: b Answer: a. Allow them to take
38. Teaching-Learning process responsibilities
fundamentally completed in

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44. For good learning, it is a must for the (3) Democratic citizenship
school to have - (4) Reform the administration
(1) Vast open areas Answer: b. Centralized education
(2) A good library 50. If you see that some people are beating
(3) Big Playground your colleague with whom you do not share
(4) Good students' room a good relation. What would you do?
Answer: b. A good library (1) Make the antisocial people run away,
45. What would you do to inculcate the with the help of others
feeling of cooperation in students? (2) Will observe from a distance
(1) Give them good reading material on (3) Attempt to stop the fight
cooperation (4) Move without paying attention
(2) Show pictures and movies on Answer: c. Attempt to stop the fight
cooperation 51. How would you get your demands
(3) Organize a class on cooperation materialized as representative of teacher's
(4) Put them to group work group?
Answer: d. Put them to group work (1) Meet seniors and try to work out
46. Based on which of the following solutions
question types, can you evaluate the (2) Non-cooperation movement
students? (3) Go on unannounced leave
(1) Short answer type (4) Strike
(2) Objective type Answer: a. Meet seniors and try to work out
(3) Essay type solutions
(4) All of the above 52. You are authorized to grade the
(5) None of the above students in their practicals, you will -
Answer: d. All of the above (1) Encourage them to come to you for
47. NLM stands for - private learning
(1) National Liberty Mission (2) Grade the students only on the basis
(2) National Literacy Mission of their performance without being
(3) National Labour Mission partial
(4) None of the above (3) Grade the students on the basis of
Answer: b. National Literacy Mission their behavior with support staff,
48. Quality of ____________ in a teacher other students and yourself.
helps in overall growth of a student. (4) None of the above.
(1) Being a strict disciplinarian Answer: b. Grade the students only on the
(2) Being a sportsperson basis of their performance without being
(3) Being a merciful mother partial
(4) Being a psychologist 53. What's the best way to inculcate human
Answer: c. Being a merciful mother values in students?
49. Which of the following can we develop (1) Impart knowledge about society
to solve aimlessness in education? (2) Impart strict discipline
(3) Impart knowledge of ethical values
(1) Straightforward aims
(4) Impart knowledge of history
(2) Centralized education
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Answer: c. Impart knowledge of ethical 58. As a teacher, if you want to bring
values improvement in teaching, what would you
54. How can we make teaching more do
effective in the class? (1) Criticize previous teacher
(1) Give same type of practice questions, (2) Punish student's for mistakes
after teaching a concept (3) Correct my own mistakes
(2) Finish home work at school and solve (4) Act against the policies of school
practice questions at home Answer: c. Correct my own mistakes
(3) Give same type of questions to solve 59. What is the use of examinations without
after school. notice?
(4) Regular home work should be given (1) They create fear in the mind of
Answer: a. Give same type of practice students and keep them regular at
questions, after teaching a concept studies
55. If you want to be success as a teacher, (2) They can be taken when the teacher
you should - has not prepared a lesson
(1) Work hard with honesty (3) They help in correct evaluation of
(2) Please management authorities student's knowledge
(3) Keep students happy (4) All the above
(4) Maintain the sanctity of the Answer: c. They help in correct evaluation
occupation of student's knowledge
Answer: d. Maintain the sanctity of the 60. Effective teaching depends on which of
occupation the following qualities of a teacher?
56. Choose the correct statement. (1) Physical built
(1) Face-to-face teaching is less effective (2) Behaviour
than Online teaching (3) Physical appearance
(2) Computer aided education can (4) Knowledge
replace a teacher Answer: d. Knowledge
(3) Online teaching and face-to-face 61. Our examination system is -
teaching are both effective (1) Defective
(4) Computer aided education can assist (2) Outdated
a teacher (3) Well-planned
Answer: c. Online teaching and face-to-face (4) Without any defect
teaching are both effective Answer: c. Well-planned
57. __________ is the right attitude of a 62. What should be the attitude of teacher
teacher towards students. towards tuitions?
(1) Supremacy (1) He should always give
(2) Being sympathetic (2) He should do it as charity
(3) Strict Disciplinarian (3) He should never give
(4) Being tolerant (4) He should be sensitive that he does
Answer: d. Being tolerant not harm the principles of the school
Answer: d. He should be sensitive that he
does not harm the principles of the school
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63. ______ claimed that Psychology is a Answer: d. Try to find out the reason for his
definitive knowledge of behavior. absenceb
(1) Rodgerberg 68. Article _____ in the commission deals
(2) Goldsworth with Elementary education?
(3) Skinner 1. 226
(4) Jonson 2. 45
Answer: c. Skinner 3. 370
64. If a student is detained in a class, how 4. 19
can he be motivated to study again in the Answer: c. 370
same class? 69. Suppose you punished a student by
(1) Teacher's counselling mistake. His parents call another senior
(2) Psychological counselling teacher to discuss about the wrong
(3) Student's counselling punishment. What will you do in such case?
(4) Parent's counselling (1) You will wait for the senior teacher's
Answer: b. Psychological counselling reply.
65. How should a person select his (2) You will inform the Principal
profession? (3) You will feel insulted and stop paying
(1) As per his qualification and interest attention to the student.
(2) As per present time. (4) You will call the parents personally to
(3) As per the advice of others discuss
(4) As per his interest, qualification, Answer: b. You will inform the Principal
social and economic status 70. What should a teacher do, if a student
Answer: d. As per his interest, qualification, misbehaves with other students in the
social and economic status class?
66. What is the objective of class tests? (1) Report to counsellor
(1) To judge how much did the students (2) Show sympathetic understanding to
understand deal with him
(2) Revision (3) Send a note to parents in diary
(3) Training for exams (4) Punish him
(4) None of the above Answer: b. Show sympathetic
Answer: a. To judge how much did the understanding to deal with him
students understand 71. _______ is/ are a teacher's most
67. If a student is absent from the class for a precious asset.
long time, what will you do as teacher? (1) Being impartial
(1) Complain to the school (2) School
administration (3) Books
(2) Try to find out the reason for his (4) Student's faith
absence Answer: d. Student's faith
(3) No action required. It's a personal 72. Atmosphere for learning should be
matter. ___________
(4) Send him a warning letter (1) Quiet
(2) Social
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(3) Adverse (4) Improve coordination between all -
(4) Congenial Principal, teachers, staff and students
Answer: a. Quiet Answer: d. Improve coordination between
73. For physically challenged children of the all - Principal, teachers, staff and students
school, the school should arrange for - 78. _________ asserted that Psychology is
(1) Proper facility to enter the class-room directly concerned with human behavior.
and toilet (1) Goldsworth
(2) Food and Lodging (2) Reddington
(3) Required equipments (3) Harrison
(4) Free education (4) Maslow
Answer: a. Proper facility to enter the class- Answer: c. Harrison
room and toilet 79. If a student does not respond to all the
74. If a student asks you a question which efforts for improvement. How should he be
you are unable to answer, what'll you do? treated?
(1) Ask him to find the answer (1) Consult psychologists and social work
(2) Find out the answer later and tell experts
him. (2) Counsel parents
(3) Assert that the question is illogical (3) Ask him to leave the school
(4) Confuse him (4) Arrange for special education
Answer: b. Find out the answer later and Answer: a. Consult psychologists and social
tell him. work expert
75. For the students with weak eye sight, 80. Quality of research depends upon-
what arrangement should school make (1) Topic
regarding the black-boards? (2) Technique used in research
(1) They should be given front-seat (3) Researcher
(2) Give them a laptop (4) Outcome
(3) No need to take any action Answer: b. Technique used in research
(4) Provided them with spectacles 81. How will you make the students realize
Answer: a. They should be given front-seat the importance of co-operation?
76. Which of the following factors help in (1) By letting them play during the
raising the status of a teacher? interval time
(1) Strict discipline (2) By telling them the importance of
(2) Participation in Social service sports
(3) Love for school (3) By making them play team games.
(4) Good income (4) None of the above
Answer: b. Participation in Social service Answer: c. By making them play team
77. If irregularities increase in your school. games.
What would you do as an administrator? 82. If the exams are near and course is
(1) Solve teacher's problems incomplete, teacher should -
(2) Impose severe punishments (1) Solve few selected questions
(3) Solve student problems (2) Complete the course at home

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(3) Take extra classes in school to 87. If you are irritated and show rashness
complete the course because of the inadequate behavior of
(4) Should skip questions from that another teachers, what do you think about
portion in exam paper your own behavior?
Answer: c. Take extra classes in school to (1) It is justified because behaviors are
complete the course echo lim.
83. If a student tells you about any family (2) Your behavior is not good because
problem, what will you do? elders have the right to behave you in
(1) Advise him not to discuss family this way.
problems at school (3) Your behavior is also a sign of
(2) Ask him to disucuss only study maladjustment and so try to control
related things yourself when you are maltreated.
(3) Send him to counsellor (4) All of these
(4) Listen to his problem and give him Answer - (c)
moral support 88. Teacher's professionalism means:
Answer: d. Listen to his problem and give (1) The Extent To Which A Teacher
him moral support Subscribes To A Professional Code
84. An effective teacher - (2) A Teacher Has To Teach For The Sake
(1) Imparts knowledge Of Getting Salaries
(2) Passes information (3) A Teacher Must Have Completed
(3) Is able to retain data Professional Teachers Training Course
(4) None of the above Before His Appointment
Answer: a. Imparts knowledge (4) (d)All Of These
85. Some students in your school are below Answer - (a)
average. As a Principal, what would be your 89. Which one of the most fundamental of
behavior towards them. the guidance activities should be executed
(1) Detain them in same class first?
(2) A little more generous attitude (1) Determination Of Objectives
towards them (2) Selection Of Learning Activities
(3) Same as all other students (3) Determination Of Learning Process
(4) Nothing special for them (4) Selection Of Curriculum
Answer: b. A little more generous attitude Answer - (d)
towards them 90. A teacher should keep his voice in the
86. The most important challenge before a class
teacher is: (1) High Enough To Be Heard By Every
(1) To maintain discipline in the Student Clearly
classroom (2) (n) Loud, So That Every One Can Hear
(2) To make students do their homework Clearly
(3) To prepare question paper (3) Moderate
(4) To make teaching learning process (4) Sometime Low And Some Time High
enjoyable Answer - (d)
Answer - (d)
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91. Which of the following is/are true about 95. The professional requirement of a
teaching? teacher as explained in the UNESCO
(1) The Analysis And Assessment Of publication is/are
Teaching Provide Feedback For (1) mastery over the subject and
Further Improvement In Teaching competency for teaching
Method. (2) innovativeness in approach and
(2) It Is Highly Dominated By teaching strategies
Communication Skill. (3) justice to the profession
(3) It Is A Process Not An Act. (4) All of the above
(4) (d)All Of These Answer - (d)
Answer - (d) 96. Kindergarten (KG)system of education is
92. Which of the following is/are true about indebted to
teacher/teaching? (1) Dewey
(1) (a)Teacher Should Have Control Over (2) Froebel
The Students To Maintain Peace And (3) Plato
Order In The Class. (4) Spencer
(2) Teaching Should Be Pupil Centered Answer - (b)
Rather Than Subject Centered. 97. Which of the following must be the
(3) Teacher Should Arouse Interest qualities of teacher except?
Among Students About The Subject (1) Patience and tolerance
(4) (d)All Of These (2) Sweet, polite and clear voice
Answer - (d) (3) Superstitions
93. If a girl student requests you to collect (4) Good communication skill
her posts at your address what would you Answer - (c)
like to do in this case? 98. If majority of students in your class are
(1) You would not give permission as it is weak you should
against your own principles (1) Not care about the intelligent
(2) You will never allow her suspecting a students
foul game (2) Keep your speed of teaching fast so
(3) As a teacher you will allow her that students comprehension level
(4) You will permit her because you may may increase
get in touch with her. (3) Keep your teaching slow
Answer - (c) (4) Keep your teaching slow along with
94. If a student is constantly rubbing his some extra guidance to bright pupils
eyes and is unattentive during blackboard Answer - (d)
work, he is having 99. If back-benchers are always talking in
(1) adjustment problem the classroom a teacher should
(2) hearing problem (1) Let them do what they are doing
(3) visual problem (2) Punish them
(4) All of the above (3) Ask them to sit on the front benches
Answer - (c) (4) None of the above
Answer - (c)
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100. Of the following essentials of learning 103. Which of the following learner
the one that takes procedure over the other characteristics is highly related to the
is: effectiveness of teaching?
(1) average intelligence (1) Prior experience of the learner
(2) ability to read (2) Educational status of the parents of
(3) an intact home the learner
(4) desire to learn (3) Peer groups of the learner
Answer - (d) (4) Family size from which the learner
101. What are required for good teaching? comes.
(1) Diagnosis Answer: 1
(2) Remedy 104. In the two sets given below Set - I
(3) Direction indicates methods of teaching while Set - II
(4) Feedback provides the basic requirements for
Select the correct answer from the codes success/effectiveness. Match the two sets
given below: and indicate your answer by choosing from
(1) (b), (c) and (d) the code:
(2) (c) and (d) Set - I Set - II
(3) (a), (b), (c) and (d) (Method of (Basic requirements
(4) (a) and (b) teaching) for
Answer: 3 success/effectiveness)
102. Which of the following set of (a) Lecturing (i) Small step
statements best describes the nature and presentation with
(b) Discussion
objectives of teaching? in groups feedback provided
Indicate your answer by selecting from the (c) (ii) Production of
code. Brainstorming large number of ideas
(1) Teaching and learning are integrally (iii) Content delivery
(d)
related. Programmed in a lucid language
(2) There is no difference between
Instructional (iv) Use of teaching-
teaching and training.
aids procedure
(3) Concern of all teaching is to ensure
(v) Theme based
some kind of transformation in
interaction among
students.
participants
(4) All good teaching is formal in nature.
(5) A teacher is a senior person. Code:
(6) Teaching is a social act whereas (a) (b) (c) (d)
learning is a personal act. (1) (i) (ii) (iii) (iv)
Code: (2) (ii) (iii) (iv) (v)
(1) (a), (b) and (d) (3) (iii) (v) (ii) (i)
(2) (b), (c) and (e) (4) (iv) (ii) (i) (iii)
(3) (a), (c) and (f) Answer: 3
(4) (d), (e) and (f) 105. Which of the following set of
Answer: 3 statements best describes the nature and
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 UNIT-I TEACHING APTITUDE MCQS
objectives of teaching ? presentation with feedback provided
Indicate your answer by selecting from the (b) Discussion in groups (ii) Production of
code. large number of ideas
(a) Teaching and learning are (c) Brainstorming (iii) Content delivery in a
integrally related. lucid language
(b) There is no difference between (d) Programmed Instructional
teaching and training. (iv) Use of teaching-aids
(c) Concern of all teaching is to procedure
ensure some kind of (v) Theme based
transformation in students. interaction among participants
(d) All good teaching is formal in Code:
nature. (a) (b) (c) (d)
(e) A teacher is a senior person. (1) (i) (ii) (iii) (iv)
(f) Teaching is a social act whereas (2) (ii) (iii) (iv) (v)
learning is a personal act. (3) (iii) (v) (ii) (i)
Code: (4) (iv) (ii) (i) (iii)
(1) (a), (b) and (d) Answer: (3)
(2) (b), (c) and (e) 108. From the list of evaluation procedures
(3) (a), (c) and (f) given below identify those which will be
(4) (d), (e) and (f) called ‘formative
Answer: (3) evaluation’. Indicate your answer by
106. Which of the following learner choosing from the code :
characteristics is highly related to (a) A teacher awards grades to students
effectiveness of teaching ? after having transacted the course
(1) Prior experience of the learner work.
(2) Educational status of the (b) During interaction with students in
parents of the learner the classroom, the teacher provides
(3) Peer groups of the learner corrective feedback.
(4) Family size from which the (c) The teacher gives marks to students
learner comes. on a unit test.
Answer: (1) (d) The teacher clarifies the doubts of
107. In the two sets given below Set – I students in the class itself.
indicates methods of teaching while Set – II (e) The overall performance of a
provides the students is reported to parents at
basic requirements for every three months
success/effectiveness. interval.
Match the two sets and indicate your (f) The learner’s motivation is raised by
answer by choosing from the code : the teacher through a question-
Set – I Set – II answer session.
(Method of teaching) (Basic Code :
requirements for success/effectiveness) (1) (a), (b) and (c)
(a) Lecturing (i) Small step (2) (b), (c) and (d)

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 UNIT-I TEACHING APTITUDE MCQS
(3) (a), (c) and (e) system to become effective. Choose the
(4) (b), (d) and (f) correct code to indicate your answer.
Answer: (4) (a) Prior experience of learner
109. Assertion (A): All teaching should aim (b) Learner’s family lineage
at ensuring learning. (c) Aptitude of the learner
Reason (R): All learning results from (d) Learner’s stage of development
teaching. (e) Learner’s food habits and hobbies
Choose the correct answer from the (f) Learner’s religious affiliation
following code: Code :
(1) Both (A) and (R) are true, and (R) is (1) (a), (c) and (d)
the correct explanation of (A). (2) (d), (e) and (f)
(2) Both (A) and (R) are true, but (R) is (3) (a), (d) and (e)
not the correct explanation of (A). (4) (b), (c) and (f)
(3) (A) is true, but (R) is false. Answer: (1)
(4) (A) is false, but (R) is true. 112. Assertion (A) : All teaching implies
Answer: (3) learning.
110. Which of the following set of Reason (R) : Learning to be useful must be
statements best represents the nature and derived from teaching.
objective of teaching Choose the correct answer from the
and learning? following:
a) Teaching is like selling and learning is (1) Both (A) and (R) are true and (R) is the
like buying. correct explanation of (A).
b) Teaching is a social act while learning (2) Both (A) and (R) are true but (R) is not
is a personal act. the correct explanation of (A).
c) Teaching implies learning whereas (3) (A) is true, but (R) is false.
learning does not imply teaching. (4) (A) is false, but (R) is true.
d) Teaching is a kind of delivery of Answer: (1)
knowledge while learning is like 113. On the basis of summative tests, a
receiving it. teacher is interpreting his/her students,
e) Teaching is an interaction and is performance in
triadic in nature whereas learning is terms of their wellness life style evident in
an active engagement in a subject behaviour. This will be called :
domain. (1) Formative testing
Code: (2) Continuous and comprehensive
(1) (a), (d) and (e) evaluation
(2) (b), (c) and (e) (3) Norm – referenced testing
(3) (a), (b) and (c) (4) Criterion – referenced testing
(4) (a), (b) and (d) Answer: (4)
Answer: (1) 114. Which one of the following is a key
111. From the list given below identify the behaviour in effective teaching?
learner characteristics which would (1) Using student ideas and contribution
facilitate teachinglearning
(2) Structuring
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(3) Instructional variety (3) Learning outcomes of students
(4) Questioning (4) Use of teaching aids in the classroom
Answer: (3) Answer: (3)
115. Which of the following set of 118. In which teaching method learner’s
statements represents acceptable participation is made optimal and proactive
propositions in respect of ?
teaching-learning relationships? (1) Discussion method
Choose the correct code to indicate your (2) Buzz session method
answer. (3) Brainstorming session method
(i) When students fail in a test, it is the (4) Project method
teacher who fails. Answer: (1)
(ii) Every teaching must aim at ensuring 119. One of the most powerful factors
learning. affecting teaching effectiveness is related to
(iii) There can be teaching without learning the
taking place. (1) Social system of the country
(iv) There can be no learning without (2) Economic status of the society
teaching. (3) Prevailing political system
(v) A teacher teaches but learns also. (4) Educational system
(vi) Real learning implies rote learning. Answer: (4)
Codes: 120. Assertion (A) : Formative evaluation
(1) (ii), (iii), (iv) and (v) tends to accelerate the pace of learning.
(2) (i), (ii), (iii) and (v) Reason (R) : As against summative
(3) (iii), (iv), (v) and (vi) evaluation, formative evaluation is highly
(4) (i), (ii), (v) and (vi) reliable.
Answer: (2) Choose the correct answer from the
116. Assertion (A): Learning is a lifelong following code :
process. (1) Both (A) and (R) are true and (R) is the
Reason (R): Learning to be useful must be correct explanation of (A).
linked with life processes. (2) Both (A) and (R) are true, but (R) is not
Choose the correct answer from the the correct explanation of (A).
following code : (3) (A) is true, but (R) is false.
(4) (A) is false, but (R) is true.
(1) Both (A) and (R) are true and (R) is the
correct explanation of (A). Answer: (3)
(2) Both (A) and (R) are true, but (R) is not 121. The best way for providing value
the correct explanation of (A). education is through
(3) (A) is true, but (R) is false. (A) discussions on scriptural texts
(4) (A) is false, but (R) is true. (B) lecture/discourses on values
Answer: (2) (C) seminars/symposia on values
117. Effectiveness of teaching has to be (D) mentoring/reflective sessions on values
judged in terms of Answer: (B)
(1) Course coverage 122. Which set of learner characteristics
(2) Students’ interest may be considered helpful in designing
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effective teaching-learning systems? Select iv. Critically analyzing the
the correct alternative from the codes given points to be made and
below: discussed.
(i) Prior experience of learners in respect of Codes:
the subject. a b c
(ii) Interpersonal relationships of learner’s (A) ii iv i
family friends. (B) iii iv ii
(iii) Ability of the learners in respect of the (C) ii i iv
subject. (D) i ii iii
(iv) Student’s language background.
Answer: (C)
(v) Interest of students in following the
124. Match the items of the first set with
prescribed dress code.
that of the second set in respect of
(vi) Motivational-orientation of the
evaluation system. Choose the correct
students.
code:
Codes:
(A) (i), (ii), (iii) and (iv)
Set – I Set – II
(B) (i), (iii), (iv) and (vi)
a. Formative evaluation i. Evaluating
(C) (ii), (iii), (iv) and (v)
cognitive and co-cognitive aspects
(D) (iii), (iv), (v) and (vi)
with regularity
Answer: (B)
b. Summative evaluation ii. Tests and
123. A college level assistant professor has their interpretations based on a
planned his/her lectures with an intent to group and certain yardsticks
develop cognitive dimensions of students c. Continuous and comprehensive
centered on skills of analysis and synthesis. iii. Grading the
Below, given are two sets of items Set – I final learning outcomes
consisting of levels of cognitive interchange evaluation
and Set – II comprising basic requirements d. Norm and criterion referenced
for promoting them. Match the two sets iv. Quizzes and
and indicate your answer by choosing the discussions
correct alternative from the code: tests
Set – I Set – II Codes:
(Levels of Cognitive (Basic
abcd
requirements for promoting Interchange)
(A) iv iii i ii
cognitive interchange)
(B) i ii iii iv
a. Memory level i. Giving opportunity for
(C) iii iv ii i
discriminating examples and non-examples
(D) i iii iv ii
of a point.
b. Understanding level ii. Recording the Answer: (A)
important points made during the 125. Select the alternative which consists of
presentations. positive factors contributing to
c. Reflective level iii. Asking the students to effectiveness of teaching:
discuss various items of information. List of factors:

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(a) Teacher’s knowledge of the (D) (A) is false and (R) is true.
subject. Answer: (C)
(b) Teacher’s socio-economic 128. As a teacher, select the best option to
background. ensure your effective presence in the
(c) Communication skill of the classroom.
teacher. (A) Use of peer command
(d) Teacher’s ability to please the (B) Making aggressive statements
students. (C) Adoption of well-established posture
(e) Teacher’s personal contact (D) Being authoritarian
with students.
Answer: (C)
(f) Teacher’s competence in
129. Imagine you are working in an
managing and monitoring the
educational institution where people are of
classroom transactions.
equal status. Which method of
Codes:
communication is best suited and normally
(A) (b), (c) and (d) employed in such a context?
(B) (c), (d) and (f) (A) Horizontal communication
(C) (b), (d) and (e) (B) Vertical communication
(D) (a), (c) and (f) (C) Corporate communication
Answer: (D) (D) Cross communication
126. The use of teaching aids is justified on Answer: (A)
the grounds of 130. Identify the important element a
(A) Attracting student’s attention in the teacher has to take cognizance of while
class room. addressing students in a classroom.
(B) Minimizing indiscipline problems in the (A) Avoidance of proximity
classroom. (B) Voice modulation
(C) Optimizing learning outcomes of (C) Repetitive pause
students. (D) Fixed posture
(D) Effective engagement of students in Answer: (B)
learning tasks. 131. Greater the handicap of the students
Answer: (D) coming to the educational institutions,
127. Assertion (A): The purpose of higher greater the demand on the:
education is to promote critical and creative (A) Family
thinking abilities among students. (B) Society
Reason (R): These abilities ensure job (C) Teacher
placements. (D) State
Choose the correct answer from the Answer: (C)
following code: 132. What are the characteristics of
(A) Both (A) and (R) are true and (R) is the Continuous and Comprehensive Evaluation?
correct explanation of (A). (a) It increases the workload on students by
(B) Both (A) and (R) are true but (R) is not taking multiple tests.
the correct explanation of (A). (b) It replaces marks with grades.
(C) (A) is true and (R) is false.
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 UNIT-I TEACHING APTITUDE MCQS
(c) It evaluates every aspect of the student. (C) Learning : The Treasure Within
(d) It helps in reducing examination phobia. (D) World Declaration on Education for All
Select the correct answer from the codes Answer: (C)
given below: 136. What are required for good teaching?
(A) (a), (b), (c) and (d) (a) Diagnosis
(B) (b) and (d) (b) Remedy
(C) (a), (b) and (c) (c) Direction
(D) (b), (c) and (d) (d) Feedback
Answer: (D) Select the correct answer from the codes
133. Which of the following attributes given below:
denote great strengths of a teacher? (A) (a), (b), (c) and (d)
(a) Full-time active involvement in the (B) (a) and (b)
institutional management (C) (b), (c) and (d)
(b) Setting examples (D) (c) and (d)
(c) Willingness to put assumptions to the Answer: (A)
test 137. The main objectives of student
(d) Acknowledging mistakes evaluation of teachers are:
Select the correct answer from the codes (a) To gather information about student
given below: weaknesses.
(A) (a), (b) and (d) (b) To make teachers take teaching
(B) (b), (c) and (d) seriously.
(C) (a), (c) and (d) (c) To help teachers adopt innovative
(D) (a), (b), (c) and (d) methods of teaching.
Answer: (B) (d) To identify the areas of further
134. Which one of the following statements improvement in teacher traits.
is correct in the context of multiple – choice Identify the correct answer from the codes
type questions? given below:
(A) They are more objective than true-false (A) (a) and (b) only
type questions. (B) (b), (c) and (d) only
(B) They are less objective than essay type (C) (a), (b) and (c) only
questions. (D) (a) only
(C) They are more subjective than short- Answer: (B)
answer type questions. 138. Using the central point of the
(D) They are more subjective than true-false classroom communication as the beginning
type questions. of a dynamic pattern of ideas is referred to
Answer: (A) as:
135. As Chairman of an independent (A) Systemisation
commission on education, Jacques Delors (B) Problem – orientation
report to UNESCO was titled (C) Idea protocol
(A) International Commission on Education (D) Mind mapping
Report Answer: (D)
(B) Millennium Development Report

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139. Attitudes, actions and appearances in b) They help students learn better
the context of classroom communication c) They make teaching learning process
are considered as: interesting
(A) Verbal d) They enhance rote learning
(B) Non-verbal (A) (a), (b), (c) and (d)
(C) Impersonal (B) (a), (b) and (c)
(D) Irrational (C) (b), (c) and (d)
Answer: (B) (D) (a), (b) and (d)
140. Most often, the teacher – student Answer: (B)
communication is: 145. Techniques used by a teacher to teach
(A) Spurious include
(B) Critical a) Lecture
(C) Utilitarian b) Interactive lecture
(D) Confrontational c) Group work
Answer: (C) d) Self study
141. In a classroom, a communicator’s trust (A) (a), (b) and (c)
level is determined by: (B) (a), (b), (c) and (d)
(A) the use of hyperbole (C) (b), (c) and (d)
(B) the change of voice level (D) (a), (b) and (d)
(C) the use of abstract concepts Answer: (B)
(D) eye contact 146. Achievement tests are commonly used
Answer: (D) for the purpose of
142. Which of the following is the highest (A) Making selections for a specific job
level of cognitive ability (B) Selecting candidates for a course
(A) Knowing (C) Identifying strengths and weaknesses of
(B) Understanding learners
(C) Analysing (D) Assessing the amount of learning after
(D) Evaluating teaching
Answer: (D) Answer: (D)
143. Which of the following factors does 147. A good teacher is one who
not impact teaching (A) gives useful information
(A) Class room activities that encourage (B) explains concepts and principles
learning (C) gives printed notes to students
(B) Socio-economic background of teachers (D) inspires students to learn
and students Answer: (D)
(C) Learning through experience 148. Maximum participation of students
(D) Teacher’s knowledge during teaching is possible through
Answer: (B) (A) Lecture method
144. Which of the following statements (B) Demonstration method
about teaching aids are correct (C) Inductive method
a) They help in retaining concepts for longer (D) Textbook method
duration Answer: (C)

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149. Diagnostic evaluation ascertains (B) Decoders
(A) Students performance at the beginning (C) Agitators
of instructions. (D) Propagators
(B) Learning progress and failures during Answer: (B)
instructions. 155. A smart classroom is a teaching space
(C) Degree of achievements of instructions which has
at the end. (i) Smart portion with a touch panel control
(D) Causes and remedies of persistent system.
learning problems during instructions. (ii) PC/Laptop connection and DVD/VCR
Answer: (D) player.
150. Instructional aides are used by the (iii) Document camera and specialized
teacher to software
(A) Glorify the class (iv) Projector and screen
(B) Attract the students Select the correct answer from the codes
(C) Clarify the concepts given below:
(D) Ensure discipline (A) (i) and (ii) only
Answer: (C) (B) (ii) and (iv) only
151. Attitude of the teacher that affects (C) (i), (ii) and (iii) only
teaching pertains to (D) (i), (ii), (iii) and (iv)
(A) Affective domain Answer: (D)
(B) Cognitive domain 156. Which one of the following is
(C) Connative domain considered a sign of motivated teaching?
(D) Psychomotor domain (A) Students asking questions
Answer: (A) (B) Maximum attendance of the students
152. “Education is the manifestation of (C) Pin drop silence in the classroom
perfection already in man” was stated by (D) Students taking notes
(A) M. K. Gandhi Answer: (A)
(B) R. N. Tagore 157. Which one of the following is the best
(C) Swami Vivekanand method of teaching?
(D) Sri Aurobindo (A) Lecture
Answer: (C) (B) Discussion
153. Which of the following is not a (C) Demonstration
prescribed level of teaching? (D) Narration
(A) Memory Answer: (C)
(B) Understanding 158. Dyslexia is associated with
(C) Reflective (A) mental disorder
(D) Differentiation (B) behavioural disorder
Answer: (D) (C) reading disorder
154. In the classroom, the teacher sends (D) writing disorder
the message either as words or images. The Answer: (C)
students are really 160. The e-content generation for
(A) Encoders undergraduate courses has been assigned

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 UNIT-I TEACHING APTITUDE MCQS
by the Ministry of Human Resource 165. The most appropriate meaning of
Development to learning is
(A) INFLIBNET (A) Acquisition of skills
(B) Consortium for Educational (B) Modification of behaviour
Communication (C) Personal adjustment
(C) National Knowledge Commission (D) Inculcation of knowledge
(D) Indira Gandhi National Open University Answer: (B)
Answer: (B) 166. Arrange the following teaching process
161. Classroom communication is normally in order:
considered as (i) Relate the Present knowledge with
(A) effective Previous one
(B) cognitive (ii) Evaluation
(C) affective (iii) Reteaching
(D) selective (iv) Formulating instructional objectives
Answer: (C) (v) Presentation of instructional materials
162. Who among the following propounded (A) (i), (ii), (iii), (iv), (v)
the concept of paradigm? (B) (ii), (i), (iii), (iv), (v)
(A) Peter Haggett (C) (v), (iv), (iii), (i), (ii)
(B) Von Thunen (D) (iv), (i), (v), (ii), (iii)
(C) Thomas Kuhn Answer: (D)
(D) John K. Wright 167. CIET stands for
Answer: (C) (A) Centre for Integrated Education and
163. While delivering lecture if there is Technology
some disturbance in the class, a teacher (B) Central Institute for Engineering and
should Technology
(A) keep quiet for a while and then (C) Central Institute for Education
continue. Technology
(B) punish those causing disturbance (D) Centre for Integrated Evaluation
(C) motivate to teach those causing Techniques.
disturbance Answer: (C)
(D) not bother of what is happening in the 168. Teacher’s role at higher education
class (A) provide information to students.
Answer: (C) (B) promote self learning in students.
164. Effective teaching is a function of (C) encourage healthy competition among
(A) Teacher’s satisfaction. students.
(B) Teacher’s honesty and commitment (D) help students to solve their problems.
(C) Teacher’s making students learn and Answer: (B)
understand 169. The Verstehen School of
(D) Teacher’s liking for professional Understanding was popularised by
excellence. (A) German Social scientists
Answer: (C) (B) American philosophers

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 UNIT-I TEACHING APTITUDE MCQS
(C) British Academicians (B) Computer Literates and Students in
(D) Italian political Analysts Schools
Answer: (A) (C) Computer Literacy and Studies in
170. A good teacher must be Schools
(A) resourceful and autocratic (D) Centre for Literacy and Studies in
(B) resourceful and participative Schools
(C) resourceful and authoritative Answer: (C)
(D) resourceful and dominant 176. The black-board can be utilized best by
Answer: (B) a teacher for
171. Which one of the following is the best (A) Putting the matter of teaching in black
method of teaching ? and white
(A) Lecture method (B) Making the students attentive
(B) Discussion method (C) Writing the important and notable
(C) Demonstration method points
(D) Question-Answer method (D) Highlighting the teacher himself.
Answer: (C) Answer: (C)
172. Successful Communication in 177. Nowadays the most effective mode of
classroom teaching is learning is
(A) Circular (A) Self study
(B) Reciprocal (B) Face-to-face learning
(C) Directional (C) e-learning
(D) Influential (D) Blended learning
Answer: (B) Answer: (C)
173. Which one of the following types of 178. At the primary school stage, most of
evaluation assesses the learning progress to the teachers should be women because
provide continuous feedback to both they
teachers and students during instruction ? (A) can teach children better than men.
(A) Placement evaluation (B) know basic content better than men.
(B) Formative evaluation (C) are available on lower salaries.
(C) Diagnostic evaluation (D) can deal with children with love and
(D) Summative affection.
Answer: (B) Answer: (D)
174. Which one of the following is a scaled 179. Which one is the highest order of
down teaching situation? learning?
(A) Macro teaching (A) Chain learning
(B) Team teaching (B) Problem-solving learning
(C) Cooperative teaching (C) Stimulus-response learning
(D) Micro teaching (D) Conditioned-reflex learning
Answer: (D) Answer: (D)
175. CLASS stands for 180. A person can enjoy teaching as a
(A) Complete Literacy and Studies in profession when he
Schools (A) has control over students.

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(B) commands respect from students. (B) corporal punishment is not acceptable.
(C) is more qualified than his colleagues. (C) undesirable behaviour must be
(D) is very close to higher authorities. punished.
Answer: (B) (D) children should be beaten with rods.
181. “A diagram speaks more than 1000 Answer: (C)
words.” The statement means that the 187. The type of communication that the
teacher should teacher has in the classroom, is termed as
(A) use diagrams in teaching. (A) Interpersonal
(B) speak more and more in the class. (B) Mass communication
(C) use teaching aids in the class. (C) Group communication
(D) not speak too much in the class. (D) Face-to-face communication
Answer: (C) 188. If you get an opportunity to teach a
182. For an efficient and durable learning, visually challenged student along with
learner should have normal students, what type of treatment
(A) ability to learn only would you like to give him in the class?
(B) requisite level of motivation only (A) Not giving extra attention because
(C) opportunities to learn only majority may suffer.
(D) desired level of ability and motivation (B) Take care of him sympathetically in the
Answer: (D) class- room.
183. Classroom communication must be (C) You will think that blindness is his
(A) Teacher centric destiny and hence you cannot do anything.
(B) Student centric (D) Arrange a seat in the front row and try
(C) General centric to teach at a pace convenient to him.
(D) Textbook centric Answer: (D)
Answer: (B) 189. Which of the following is not a
184. The best method of teaching is to characteristic of a good achievement test ?
(A) impart information (A) Reliability
(B) ask students to read books (B) Objectivity
(C) suggest good reference material (C) Ambiguity
(D) initiate a discussion and participate in it (D) Validity
Answer: (D) Answer: (C)
185. Interaction inside the classroom should 190. Which of the following does not
generate belong to a projected aid ?
(A) Argument (A) Overhead projector
(B) Information (B) Blackboard
(C) Ideas (C) Epidiascope
(D) Controversy (D) Slide projector
Answer: (C) Answer: (B)
186. “Spare the rod and spoil the child”, 191. For a teacher, which of the following
gives the message that methods would be correct for writing on
(A) punishment in the class should be the blackboard ?
banned. (A) Writing fast and as clearly as possible.

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 UNIT-I TEACHING APTITUDE MCQS
(B) Writing the matter first and then asking solve the problem.
students to read it. (D) extend reasonable help and boost his
(C) Asking a question to students and then morale.
writing the answer as stated by them. Answer: (D)
(D) Writing the important points as clearly 196. When some students are deliberately
as possible. attempting to disturb the discipline of the
Answer: (D) class by making mischief, what will be your
192. A teacher can be successful if he/she role as a teacher?
(A) helps students in becoming better (A) Expelling those students.
citizens (B) Isolate those students.
(B) imparts subject knowledge to students (C) Reform the group with your authority.
(C) prepares students to pass the (D) Giving them an opportunity for
examination introspection and improve their behaviour.
(D) presents the subject matter in a well Answer: (D)
organized manner 197. Which of the following belongs to a
Answer: (C) projected aid?
193. Dynamic approach to teaching means (A) Blackboard
(A) Teaching should be forceful and (B) Diorama
effective (C) Epidiascope
(B) Teachers should be energetic and (D) Globe
dynamic Answer: (C)
(C) The topics of teaching should not be 198. A teacher is said to be fluent in asking
static, but dynamic questions, if he can ask
(D) The students should be required to (A) meaningful questions
learn through activities (B) as many questions as possible
Answer: (C) (C) maximum number of questions in a
194. By which of the following methods the fixed time
true evaluation of the students is possible? (D) many meaningful questions in a fixed
(A) Evaluation at the end of the course. time
(B) Evaluation twice in a year. Answer: (A)
(C) Continuous evaluation. 199. Which of the following qualities is
(D) Formative evaluation. most essential for a teacher?
Answer: (C) (A) He should be a learned person.
195. Suppose a student wants to share his (B) He should be a well dressed person.
problems with his teacher and he visits the (C) He should have patience.
teacher’s house for the purpose, the (D) He should be an expert in his subject.
teacher should Answer: (C)
(A) contact the student’s parents and solve 200. For maintaining an effective discipline
his problem. in the class, the teacher should
(B) suggest him that he should never visit (A) Allow students to do what they like.
his house. (B) Deal with the students strictly.
(C) suggest him to meet the principal and (C) Give the students some problem to

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 UNIT-I TEACHING APTITUDE MCQS
solve. such children
(D) Deal with them politely and firmly. (A) Are gifted
Answer: (D) (B) Come from rich families
201. An effective teaching aid is one which (C) Show artificial behaviour
(A) is colourful and good looking (D) Create indiscipline in the class
(B) activates all faculties Answer: (A)
(C) is visible to all students 207. The most important quality of a good
(D) easy to prepare and use teacher is
Answer: (B) (A) Sound knowledge of subject matter
202. Those teachers are popular among (B) Good communication skills
students who (C) Concern for students’ welfare
(A) develop intimacy with them (D) Effective leadership qualities
(B) help them solve their problems Answer: (A)
(C) award good grades 208. Which one of the following is
(D) take classes on extra tuition fee appropriate in respect of teacher student
Answer: (B) relationship?
203. The essence of an effective classroom (A) Very informal and intimate
environment is (B) Limited to classroom only
(A) a variety of teaching aids (C) Cordial and respectful
(B) lively student-teacher interaction (D) Indifferent
(C) pin-drop silence Answer: (C)
(D) strict discipline 209. The academic performance of students
Answer: (B) can be improved if parents are encouraged
204. On the first day of his class, if a teacher to
is asked by the students to introduce (A) supervise the work of their wards
himself, he should (B) arrange for extra tuition
(A) ask them to meet after the class (C) remain unconcerned about it
(B) tell them about himself in brief (D) interact with teachers frequently
(C) ignore the demand and start teaching Answer: (A)
(D) scold the student for this unwanted 210. In a lively classroom situation, there is
demand likely to be
Answer: (B) (A) occasional roars of laughter
205. Moral values can be effectively (B) complete silence
inculcated among the students when the (C) frequent teacher-student dialogue
teacher (D) loud discussion among students
(A) frequently talks about values Answer: (C)
(B) himself practices them 211. If a parent approaches the teacher to
(C) tells stories of great persons do some favour to his/her ward in the
(D) talks of Gods and Goddesses examination, the teacher should
Answer: (B) (A) try to help him
206. Some students in a class exhibit great (B) ask him not to talk in those terms
curiosity for learning. It may be because

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 UNIT-I TEACHING APTITUDE MCQS
(C) refuse politely and firmly (D) Curriculum does not include methods of
(D) ask him rudely to go away evaluation.
Answer: (C) Answer: (C)
212. Which one of the following is the most 217. A successful teacher is one who is
important quality of a good teacher ? (A) Compassionate and disciplinarian
(A) Punctuality and sincerity (B) Quite and reactive
(B) Content mastery (C) Tolerant and dominating
(C) Content mastery and reactive (D) Passive and active
(D) Content mastery and sociable Answer: (A)
Answer: (C) 218. The University which telecasts
213. The primary responsibility for the interaction educational programmes
teacher’s adjustment lies with through its own channel is
(A) The children (A) Osmania University
(B) The principal (B) University of Pune
(C) The teacher himself (C) Annamalai University
(D) The community (D) Indira Gandhi National Open University
Answer: (B) (IGNOU)
214. As per the NCTE norms, what should Answer: (D)
be the staff strength for a unit of 100 219. Which of the following skills are
students at B.Ed. level? needed for present day teacher to adjust
(A) 1 + 7 effectively with the classroom teaching?
(B) 1 + 9 1. Knowledge of technology
(C) 1 + 10 2. Use of technology in teaching learning
(D) 1 + 5 3. Knowledge of students’ needs
Answer: (C) 4. Content mastery
215. Research has shown that the most (A) 1 & 3
frequent symptom of nervous instability (B) 2 & 3
among teachers is (C) 2, 3 & 4
(A) Digestive upsets (D) 2 & 4
(B) Explosive behaviour Answer: (C)
(C) Fatigue 220. The primary duty of the teacher is to
(D) Worry (A) raise the intellectual standard of the
Answer: (B) students
216. Which one of the following statements (B) improve the physical standard of the
is correct? students
(A) Syllabus is an annexure to the (C) help all round development of the
curriculum. students
(B) Curriculum is the same in all educational (D) imbibe value system in the students
institutions. Answer: (C)
(C) Curriculum includes both formal, and 221. Micro teaching is more effective
informal education. (A) during the preparation for teaching-
practice

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(B) during the teaching-practice (C) For students’ attention
(C) after the teaching-practice (D) To make students attentive
(D) always Answer: (B)
Answer: (B) 227. Attitudes, concepts, skills and
222. What quality the students like the knowledge are products of:
most in a teacher? (A) Learning
(A) Idealist philosophy (B) Research
(B) Compassion (C) Heredity
(C) Discipline (D) Explanation
(D) Entertaining Answer: (A)
Answer: (C) 228. Which among the following gives more
223. Which of the following is more freedom to the learner to interact?
interactive and student centric? (A) Use of film
(A) Seminar (B) Small group discussion
(B) Workshop (C) Lectures by experts
(C) Lecture (D) Viewing country-wide classroom
(D) Group Discussion programme on TV
Answer: (D) Answer: (B)
224. Assertion (A): For an effective 229. Which of the following is not a product
classroom communication at times it is of learning?
desirable to use the projection technology. (A) Attitudes
Reason (R): Using the projection technology (B) Concepts
facilitates extensive coverage of course (C) Knowledge
contents. (D) Maturation
(A) Both (A) and (R) are true, and (R) is the Answer: (D)
correct explanation. 230. According to Swami Vivekananda,
(B) Both (A) and (R) are true, but (R) is not teacher’s success depends on:
the correct explanation. (A) His renunciation of personal gain and
(C) (A) is true, but (R) is false. service to others
(D) (A) is false, but (R) is true. (B) His professional training and creativity
Answer: (B) (C) His concentration on his work and duties
225. Good evaluation of written material with a spirit of obedience to God
should not be based on: (D) His mastery on the subject and capacity
(A) Linguistic expression in controlling the students
(B) Logical presentation Answer: (A)
(C) Ability to reproduce whatever is read 231. Which of the following teacher, will be
(D) Comprehension of subject liked most?
Answer: (D) (A) A teacher of high idealistic attitude
226. Why do teachers use teaching aid? (B) A loving teacher
(A) To make teaching fun-filled (C) A teacher who is disciplined
(B) To teach within understanding level of (D) A teacher who often amuses his
students students

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Answer: (B) (A) becoming a figure of authority
232. A teacher’s most important challenge (B) impressing students with knowledge and
is: skill
(A) To make students do their home work (C) playing the role of a guide
(B) To make teaching-learning process (D) becoming a friend to the students
enjoyable Answer: (B)
(C) To maintain discipline in the class room 238. Education is a powerful instrument of:
(D) To prepare the question paper (A) Social transformation
Answer: (B) (B) Personal transformation
233. Value-education stands for: (C) Cultural transformation
(A) making a student healthy (D) All the above
(B) making a student to get a job Answer: (D)
(C) inculcation of virtues 239. A teacher’s major contribution towards
(D) all-round development of personality the maximum self-realization of the student
Answer: (C) is affected through:
234. When a normal student behaves in an (A) Constant fulfilment of the students’
erratic manner in the class, you would: needs
(A) pull up the student then and there (B) Strict control of class-room activities
(B) talk to the student after the class (C) Sensitivity to students’ needs, goals and
(C) ask the student to leave the class purposes
(D) ignore the student (D) Strict reinforcement of academic
Answer: (B) standards
235. The teacher has been glorified by the Answer: (C)
phrase “Friend, philosopher and guide” 240. Verbal guidance is least effective in the
because: learning of:
(A) He has to play all vital roles in the (A) Aptitudes
context of society (B) Skills
(B) He transmits the high value of humanity (C) Attitudes
to students (D) Relationship
(C) He is the great reformer of the society Answer: (B)
(D) He is a great patriot 241. Which is the most important aspect of
Answer: (B) the teacher’s role in learning?
236. The most important cause of failure for (A) The development of insight into what
teacher lies in the area of: constitutes an adequate performance
(A) inter personal relationship (B) The development of insight into what
(B) lack of command over the knowledge of constitutes the pitfalls and dangers to be
the subject avoided
(C) verbal ability (C) The provision of encouragement and
(D) strict handling of the students moral support
Answer: (B) (D) The provision of continuous diagnostic
237. A teacher can establish rapport with and remedial help
his students by: Answer: (A)

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242. The most appropriate purpose of (C) encourage healthy competition among
learning is: students
(A) personal adjustment (D) help students to solve their personal
(B) modification of behaviour problems
(C) social and political awareness Answer: (B)
(D) preparing oneself for employment 248. Which one of the following teachers
Answer: (B) would you like the most:
243. The students who keep on asking (A) punctual
questions in the class should be: (B) having research aptitude
(A) encouraged to find answer (C) loving and having high idealistic
independently philosophy
(B) advised to meet the teacher after the (D) who often amuses his students
class Answer: (B)
(C) encouraged to continue questioning 249. Micro teaching is most effective for the
(D) advised not to disturb during the lecture student-teacher:
Answer: (A) (A) during the practice-teaching
244. Maximum participation of students is (B) after the practice-teaching
possible in teaching through: (C) before the practice-teaching
(A) discussion method (D) none of the above
(B) lecture method Answer: (A)
(C) audio-visual aids 250. Which is the least important factor in
(D) text book method teaching?
Answer: (A) (A) punishing the students
245. Use of radio for higher education is (B) maintaining discipline in the class
based on the presumption of: (C) lecturing in impressive way
(A) Enriching curriculum based instruction (D) drawing sketches and diagrams on the
(B) Replacing teacher in the long run black-board
(C) Everybody having access to a radio set Answer: (A)
(D) Other means of instruction getting 251. Which of the following is not
outdated instructional material?
Answer: (C) (A) Over Head Projector
246. Teacher uses visual-aids to make (B) Audio Casset
learning: (C) Printed Material
(A) simple (D) Transparency
(B) more knowledgeable Answer: (D)
(C) quicker 252. Which of the following statement is
(D) interesting not correct?
Answer: (D) (A) Lecture Method can develop reasoning
247. The teacher’s role at the higher (B) Lecture Method can develop knowledge
educational level is to: (C) Lecture Method is one way process
(A) provide information to students (D) During Lecture Method students are
(B) promote self-learning in students passive

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Answer: (A) developing thinking.
253. The main objective of teaching at (D) Teachers are born.
Higher Education Level is: Answer: (B)
(A) To prepare students to pass 258. The first Indian chronicler of Indian
examination history was:
(B) To develop the capacity to take (A) Megasthanese
decisions (B) Fahiyan
(C) To give new information (C) Huan Tsang
(D) To motivate students to ask questions (D) Kalhan
during lecture Answer: (D)
Answer: (B) 259. Which of the following statements is
254. Which of the following statement is correct?
correct? (A) Syllabus is a part of curriculum.
(A) Reliability ensures validity (B) Syllabus is an annexure to curriculum.
(B) Validity ensures reliability (C) Curriculum is the same in all educational
(C) Reliability and validity are independent institutions affiliated to a particular
of each other university.
(D) Reliability does not depend on (D) Syllabus is not the same in all
objectivity educational institutions affiliated to a
Answer: (C) particular university.
255. Which of the following indicates Answer: (A)
evaluation? 260. Which of the two given options is of
(A) Ram got 45 marks out of 200 the level of understanding?
(B) Mohan got 38 percent marks in English (I) Define noun.
(C) Shyam got First Division in final (II) Define noun in your own words.
examination (A) Only I
(D) All the above (B) Only II
Answer: (D) (C) Both I and II
256. Which of the following comprise (D) Neither I nor II
teaching skill? Answer: (B)
(A) Black Board writing 261. Emotional Adjustment of students is
(B) Questioning effective in-
(C) Explaining (A) Personality formation
(D) All the above (B) Class-teaching
Answer: (D) (C) Discipline
257. Which of the following statements is (D) All of the above
most appropriate? Answer: (D) All of the above
(A) Teachers can teach. 262. Black-board can be included in which
(B) Teachers help can create in a student a group/category of teaching-aids ?
desire to learn. (A) Audio-aids
(C) Lecture Method can be used for (B) Visual aids

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(C) Audio-visual aids (D) Benjamin Bloom
(D) None of the above Answer: (A) Laurence Kohlberg
Answer: (B) Visual aids 268. Character is developed by-
263. Which of the following is related with (A) Will-power
teaching skill ? (B) Conduct and behavior
(A) Black-board writing (C) Morality
(B) Solving questions (D) All of the above
(C) Asking questions Answer: (D) All of the above
(D) All the above 269. Which of the following is not a level of
Answer: (D) All the above teaching learning ?
264. Students who ask questions in the (A) Differentiation level
class should be- (B) Memory level
(A) Advised to meet the teacher after the (C) Reflective level
class (D) Understanding level
(B) Encouraged to participate in the Answer: (A) Differentiation level
discussion in the class 270. NUEPA is mainly concerned with-
(C) Encouraged to continue asking (A) Educational Supervision
questions (B) Educational Unity
(D) Encouraged to search answers (C) Educational Planning
independently (D) Educational Evaluation
Answer: (C) Encouraged to continue asking Answer: (C) Educational Planning
questions 271. The name of Yashpal Committee
265. At authoritarian level teaching is …… Report (1993) is-
(A) Teacher centered (A) I.C.T. in Teacher education
(B) Child—centered (B) Learning without Burden
(C) Headmaster centered (C) Learning through Broad- casting
(D) Experience based (D) None of the above
Answer: (A) Teacher centered Answer: (B) Learning without Burden
266. Who developed the interaction 272. The Father of Psychoanalysis is-
analysis category system in education for (A) Erik H. Erikson
increasing the teacher effectiveness (B) ]ean Piaget
(A) Flander (C) Jerorne S. Bruner
(B) Rayon (D) Sigmund Freud
(C) Amidon and Simon
Answer: (D) Sigmund Freud
(D) Richard Over
273. In pedagogy computer is used-
Answer: (A) Flander
(A) To motivate the learner
267. One of the important theory of moral
(B) To provide feedback
development has been proposed by——
(C) To interact with the learner
(A) Laurence Kohlberg (D) For all the above
(B) Erik Fromm
Answer: (D) For all the above
(C) Daniel Coleman
274. Which of the following is die brain of
the computer?
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(A) Programme 280. For a good communication ..,…… is
(B) Central processing unit requried.
(C) Memory (A) Clarity of thought
(D) Hard Disc (B) Dramatic Presentation
Answer: (B) Central processing unit (C) Speaking in a mild tone
275. Spare the rod —- spoil the child. (D) Speaking without pause
This assumption is related to that type of Answer: (A) Clarity of thought
discipline which has been advocated- 281. Which of the following is an approach
(A) By naturalist philosophy to educational planning?
(B) By pragmatist philosophy (A) Man-power approach
(C) In Victorian Era (B) Social Demand approach
(D) In Democratic Era (C) Both (A) and (B)
Answer: (C) In Victorian Era (D) None of the above
276. The concept of school complex was Answer: (C) Both (A) and (B)
first executed in- 282. Teacher behaviour ought to be-
(A) Uttar Pradesh (A) Administrative
(B) Madhya Pradesh (B) Instructive
(C) Bihar (C) Idealistic
(D) Rajasthan (D) Directive
Answer: (D) Rajasthan Answer: (C) Idealistic
277. The proponent of the Cognitive Theory 283. Information highway or net is-
of teaching is- (A) Computer
(A) N. L. Gage (B) Internet
(B) Shiv Kumar Mitra (C) Intranet
(C) B. F. Skiner (D) Key-board
(D) McDonald Answer: (B) Internet
Answer: (A) N. L. Gage 284. The number of representatives of
278. Instruction medium affects the Central Government in UGC is-
absence and escape from class teaching- (A) 09
(A) Agreed (B) 02
(B) Indefinite (C) 06
(C) Disagreed (D) O3
(D) None of the above Answer: (B) 02
Answer: (A) Agreed 285. In which of the following instructional
279. The determinant of teaching skill procedure is the main component ?
training is- (A) Synectics teaching model
(A) Components (B) Basic teaching model
(B) Pupil-teacher (C) Inductive model
(C) Supervisor (D) Social-stimulation
(D) Headmaster Answer: (B) Basic teaching model
Answer: (A) Components 286. The computer based teaching model
has been developed by-
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(A) Gilbert (1962) (A) Abraham Maslow
(B) Stolurow and Davis (1965) (B) Jean Jacques Rousseau
(C) Robert Gagne (1965) (C) John Dewey
(D) Mecner (1965) (D) W. I-I. Kilpatrick
Answer: (B) Stolurow and Davis (1965) Answer: (B) Jean Jacques Rousseau
287. Which of the following expectation 292. Written communication strategy
students have from group learning ? includes-
(A) To get appreciation from the group (A) Algorithms
(B) To distribute the work equally (B) Decision Table
(C) To ignore individual view point (C) Both (A) and (B)
(D) To attract isolated student towards the (D) None of the above
group Answer: (C) Both (A) and (B)
Answer: (D) To attract isolated student 293. Main responsibility of School
towards the group Management lies on-
288. In order to modify the undesirable (A) Principal
behaviour of a student the most effective (B) Teachers
method is- (C) Manager
(A) To punish the student (D) All of the above
(B) To bring it to the notice of parents Answer: (A) Principal
(C) To find out the reasons for the 294. Major objective of School Discipline is-
undesirable behaviour and provide (A) To ensure safety of staff and students
remedies (B) To create an environment conducive for
(D) To ignore it teaching
Answer: (C) To find out the reasons for the (C) Both (A) and (B)
undesirable behaviour and provide (D) None of the above
remedies Answer: (C) Both (A) and (B)
289. In which university the micro-teaching 295. At primary level teacher-taught ratio
system started in 1961? was 1 : 39-
(A) Stanford University (A) According to sixth educational survey of
(B) Oxford University all India
(C) Delhi University (B) According to fifth educational survey of
(D) M. S. University Baroda(India) all India
Answer: (A) Stanford University (C) According to fourth educational survey
290. The correct meaning of C.A.I. is- of all India
(A) Characteristics of Assistant Instructor (D) According to second educational survey
(B) Computer Assisted Instruction of all India
(C) Community Assisted Instruction Answer: (A) According to sixth educational
(D) None of the above survey of all India
Answer: (B) Computer Assisted Instruction 296. A fault in a computer programme
291. “Man is born free but every-where he which prevents it from working correctly is
is in chains/’ This statement has been given known as-
by- (A) Bug
(B) Error
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(C) Boo~Boo Answer: (C) Administration
(D) Virus 303. Factor of personality is—
Answer: (A) Bug (A) Ductless glands
297, Practical knowledge of language is (B) Family background
learnt at— (C) School
(A) School (D) All the above
(B) Language laboratory Answer: (D) All the above
(C) Language teaching 304. Which of the following aspects is
(D) Language instruction discussed in a Teacher’s Diary ?
Answer: (B) Language laboratory (A) Class Time Table
298. Dropping out from school means- (B) Teaching Content
(A) To come to school casually (C) Both (A) and (B)
(B) To leave the school forever (D) None of the above
(C) To play truant from class Answer: (C) Both (A) and (B)
(D) None of the above 305. 10 + 2 + 3 system of education was
Answer: (B) To leave the school forever recommended by—
299. Which one of the following is not a (A) Kothari Commission
principle of a good time table ? (B) Mudaliar Commission
(A) Flexibility (C) Radhakrishnan Commission
(B) Ruthless master (D) National Policy on Education (1986)
(C) Variety Answer: (A) Kothari Commission
(D) Coordination of efforts 306. ………. refers to states within a person
Answer: (B) Ruthless master or animal that drive behaviour towards
300. The reason of absence and escape some goal.
from school is— (A) Competence
(A) Lack of interest in syllabus (B) Affiliation
(B) Poor method of teaching (C) Motivation
(C) Ineffective teacher (D) Self-actualisation
(D) All the above Answer: (C) Motivation
Answer: (D) All the above 307. Psychologists who diagnose learning
301. Ministry of Human Resource problems and try to remedy them are called
Development was established on- …………… Psychologists.
(A) Oct. 26, 1985 (A) Social
(B) Sept. 16, 1985 (B) Community
(C) Sept. 26, 1985 (C) School
(D) Sept. 10, 1986 (D) Clinical
Answer: (C) Sept. 26, 1985 Answer: (C) School
302. The scope of Decision-Making is— 308. The concept of state of readiness in
(A) Management maturation is important in understanding
(B) Organization development of behaviour because it
(C) Administration teaches us that certain skills may be difficult
(D) Supervision or impossible to learn before a given—

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(A) Level of teaching (B) Belongs to his/her caste
(B) Intelligence level (C) Awards goods work liberally
(C) Socio-economic level (D) Has very good knowledge of his/her
(D) Age level subject
Answer: (D) Age level Answer: (D) Has very good knowledge of
309. A child with average potential his/her subject
intelligence but fertile environment will 315. With the development of technology,
achieve— the role of teacher in future will be—
(A) A better life (A) To provide information
(B) An average life (B) To develop new text-books
(C) Nothing in life (C) To guide students
(D) Everything in life (D) To use internet in teaching
Answer: (A) A better life Answer: (C) To guide students
310. Siblings, parents and teachers are 316. To prepare students as good citizen, a
important source of ………. for the children. teacher should—
(A) Motivation (A) Maintain strict discipline
(B) Information (B) Provide good leadership
(C) Opinions (C) Be good orator
(D) Attitudes (D) Have good general knowledge
Answer: (A) Motivation Answer: (B) Provide good leadership
311. A good understanding of ……….. makes 317. Students should be given home-work
us know about ourselves better. to—
(A) Education (A) Study at home
(B) Colours (B) Check their progress by teachers
(C) Social perception (C) Keep them busy
(D) None of the rest (D) develop habit of self-study
Answer : (A) Education Answer: (D) develop habit of self-study
312. Good tests of a psychological nature 318. It is necessary for the development of
bear the following features— school—
(A) Reliability (A) Principal and teacher
(B) Cheaper (B) Students
(C) Guessing Power (C) Good building
(D) Rote learning (D) Other facilities
Answer: (A) Reliability Answer: (B) Students
313. The best way to memorize is— 319. If a student comes late in class, then
(A) Study for long time you—
(B) To understand the concept (A) Will ignore him
(C) To read loudly (B) Will not allow him to sit in class
(D) To write the concept (C) Will punish him
Answer: (B) To understand the concept (D) Will allow him to sit silently
314. Students like that teacher who— Answer: (D) Will allow him to sit silently
(A) Has attractive personality

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320. The purpose of National Education (C) Ask them to pay attention
Policy is— (D) Change the teaching method
(A) Universalisation of primary education Answer: (D) Change the teaching method
(B) Vocationalisation of education 326. If some of the students in the class are
(C) To review the education found to be using intoxicants, the teacher
(D) To give equal opportunity of education should
to all (a)Inform police
Answer : (C) To review the education (b)Inform the headmaster
321. A teacher learns most by— (c)Advise them properly
(A) His students (d)Punish them
(B) His colleagues Answer: Advise them properly
(C) His Principal 327. The mental development of the child
(D) His experiences during training most closely parallels an increase in:
Answer : (D) His experiences during training (a)His ability to get along with others.
322. On first day in a class you will— (b)His ability to profit from experience
(A) Start teaching from first chapter (c)His stock of knowledge
(B) Take introduction of students and (d)His ability to memorize
introduce yourself Answer: His ability to profit from experience
(C) Explain the syllabus
328. Which of the following is not a
(D) Explain the rules of school and your
valuable feedback for a teacher?
teaching way
Answer: (B) Take introduction of students (a)Parents
and introduce yourself (b)Colleagues
323. The standard of education can be (c)Librarian
raised by— (d)Students
(A) Appointing good teachers Answer: Librarian
(B) Providing physical facilities in schools
329. Which of the following is true about
(C) Reforming examination system
modern evaluation system in secondary
(D) Providing computer in schools
school?
Answer :Ans.(A) Appointing good teachers
324. During teaching, a teacher gives (a)Encourages root learning
example— (b)Continuous evaluation system
(A) To attract student’s attention (c)Product oriented evaluation
(B) To make lesson interesting (d)Summative evaluation system
(C) To explain the lesson
Answer: Continuous evaluation system
(D) To continue the lesson for long time
330. The majority of the teachers in your
Answer: (C) To explain the lesson
school want you to be the staff secretary.
325. If students are not taking interest in You are not very confident. How will you
your teaching, then you will— react to the proposal?
(A) Ignore them
(B) Leave the class (a)Tell them curtly, that you wouldn’t take it
up

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(b)Tell them that you are not the apt person 335. What step will you take, if the noise
(c)Accept the challenge seeking their co- from the neighboring class disturbs your
operation in all matters. teaching?
(d)Suggest the name of somebody instead (a)Go to that class and openly tell the
Answer: Accept the challenge seeking their teacher that the noise is quite distressing
co-operation in all matters. (b)Make a complaint to the principal about
331. Who is the best motivator of a student the class.
at school? (c)Have a friendly talk with the teacher at
some convenient time and discuss a
(a)The teacher solution
(b)The headmaster (d)Go to the class immediately and scold
(c)The management the teacher
(d)Peer group Answer: Go to that class and openly tell the
Answer: The teacher teacher that the noise is quite distressing
332. Better schooling tends to raise 336. To help a student to select the course
intelligence: of study for higher education is:

(a)False (a)Vocational guidance

(b)Only to some extent (b)Personal guidance
(c)Don’t know (c)Educational guidance
(d)True (d)None of these
Answer: True Answer: Educational guidance
337. An effective teacher should:
333. In a PTA meeting, how would you
behave? (a)Induce the students to learn
(a)Answer very shortly for the questions (b)Increase pass percentage
asked by the parents (c)Help the students in preparing good
(b)Discuss the abilities and weaknesses of notes
the child (d)Finish the course in time
(c)Introduce them to the principal Answer: Induce the students to learn
(d)Try to avoid interaction with the parents 338. One of your colleagues requests you to
Answer: Discuss the abilities and do a favor while evaluating a student. What
weaknesses of the child would you do in this situation?
334. The quality of teaching is based on: (a)Advise him not to do undesirable things
(b)Pretend to oblige, but do not do
(a)Discipline in the classroom any favor
(b)Attainment of information (c)Evaluate the answer book objectively
(c)Development of rapport with students (d)Scold him and deny the request
(d)Overall development of students Answer: Evaluate the answer book
Answer: Overall development of students objectively

339. Why do you prefer teaching

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profession? (b)Involve the students in the teaching-
learning process
(a)Reasonably good salary (c)Often lack proficiency in the subjects
(b)It is a comfortable vacation (d)All of the above
(c)It is a noble profession
(d)It is a less responsible vocation Answer: Involve the students in
Answer: It is a noble profession the teaching-learning process
344. Which of the following teacher traits
340. “Stress should be laid on principle of are the reasons given by children for not
Co-operative activity, flowing accuracy, liking the teacher?
initiative and individual responsibility in (a)Ignorance of the subject matter
learning” has been stated by: (b)Unfairness and favoritism
(c)Unreasonable demands on the children
(a)Gandhiji (d)Irritable and bad temperament
(b)Tagore Answer: Irritable and bad temperament
(c)Aurobindo 345. Creativity in the classroom can be
(d)Nehru promoted by:
Answer: Gandhiji (a)Giving creativity exercises
341. A student raises questions in the (b)Giving rewards for new ideas
classroom. The teacher should: (c)Identifying creative children
(d)All the above
(a)Scold him for disturbing the whole class Answer: All the above
(b)Advise him to learn well 346. Educational psychology is oriented
(c)Appraise him and do answer to his towards:
question (a)The application of the principles and
(d)Pay no attention techniques of psychology to the solution of
Answer: Appraise him and do answer to his the problems of the classroom
question (b)The definition of goals for which the
342. A free democratic classroom will be teacher should strive
best suited for: (c)The identification of potentially
successful educational procedure
(a)Children who lack emotional security (d)The study of the peculiarities
(b)Children from authoritarian homes of individual children
(c)Children being trained to become free Answer: The application of the principles
citizen and techniques of psychology to the
(d)Children with strong need for guidance solution of the problems of the classroom
Answer: Children being trained to become 347. The capacity to think rationally and act
free citizen purposefully is:
343. Teachers who are enthusiastic in (a)Perception
the classroom teaching: (b)Intelligence
(c)Reasoning
(a)Simply dramatize to hold the student’s (d)Creativity
attention
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Answer: Intelligence institutions affiliated to a particular
348. If students do not understand what is university.
taught in the classroom, the teacher should D) Syllabus is not the same in all
feel, educational institutions affiliated to a
(a)Terribly bored particular university.
(b)To explain it in a different way Answer: 4
(c)That he is wasting time 354. Teacher uses visual-aids to make
(d)Pity for the students learning:
Answer: To explain it in a different way A) Simple
349. Which of the following provides more B) More knowledgeable
freedom to the learner to interact? C) Quicker
(a)Large group discussion D) Interesting
(b)Seminar Answer: 4
(c)Lecture by experts 355. A teacher’s major contribution towards
(d)Small group discussion the maximum self-realization of the student
Answer: Small group discussion is affected through:
350. The first important step in teaching is: A) Constant fulfilment of the students’
(a) Organizingg material to be taught needs
(b)Knowing the background of students B) Strict control of class-room activities
C) Sensitivity to students’ needs, goals and
(c)None of these
purposes
(d)Planning before hand D) Strict reinforcement of academic
Answer: Knowing the background of standards
students
Answer: 3
351. Which of the following comprise
356. Maximum participation of students is
teaching skill?
possible in teaching through:
A) Blank Board Writing
A) Discussion method
B) Questioning
B) Lecture method
C) Explaining
C) Audio-visual aids
D) All the above
D) Textbook method
Answer: 4
Answer: 1
352. Which of the following is not
357. Which of the following is not a product
instructional material?
of learning?
A) Over Head Projector
A) Attitudes
B) Audio Cassette
B) Concept
C) Printed Material
C) Knowledge
D) Transparency D) Maturity
Answer: 1
Answer: 4
353. Which of the following statements is
358. Value-education stands for:
correct?
A) Making a student healthy
A) Syllabus is a part of curriculum.
B) Making a student to get a job
B) Syllabus is an annexure to curriculum.
C) Curriculum is the same in all educational
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 UNIT-I TEACHING APTITUDE MCQS
C) Calculation of virtues
D) All-round development of personality
Answer: 3
359. Which of the following skills are
needed for present day teacher to adjust
effectively with the classroom teaching?
1. Knowledge of technology.
2. Use of technology in teaching learning.
3. Knowledge of students? needs.
4. Content mastery
A) 1 & 3
B) 2 & 3
C) 2, 3 & 4
D) 2 & 4
Answer: 3
360. Micro teaching is more effective:
A) During the preparation for teaching-
practice
B) During the teaching-practice
C) After the teaching-practice
D) Always
Answer: 2

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