Q.1 Reflect some common qualities of primary teachers? Why are these qualities required for effective classroom learning?
Answer:
We believe that personality traits are a combination of characteristics
that are innate to us as individuals as well as characteristics that
develop out of specific life experiences. We are firm believers that the
personality trait makeup of a person goes a long way in determining how
successful they are.
There are certain personality traits that help teachers and students
succeed. Success may mean different things for different people.
Teachers and students who hold the majority of the following
characteristics are almost always successful no matter how success is
defined.
Adaptability
The ability to handle a sudden change without making it a distraction.
How Does this Trait Benefit Students? Students who have this trait can handle sudden adversity without letting academics suffer.
How Does this Trait Benefit Teachers? Teachers who have this trait are
quickly able to make adjustments that minimize distractions when things
do not go according to plan.
Conscientious
The ability to complete a task meticulously with efficiency and of the highest quality.
Students: Students who have this trait can produce high-quality work on a consistent and regular basis.
Teachers: Teachers who have this trait are extremely organized,
efficient, and provide their students with quality lessons or activities
on a daily basis.
Creativeness
The ability to think outside the box to solve a problem.
Students: Students who have this trait can think critically and are adept problem solvers.
Teachers: Teachers who have this trait are able to use their
creativeness to build a classroom that is inviting to students, to
create lessons that are engaging, and they figure out how to incorporate
strategies to individualize lessons for every student.
Determination
The ability to fight through adversity without giving up to accomplish a goal.
Students: Students who have this trait are goal orientated, and they do
not let anything get in the way of accomplishing those goals.
Teachers: Teachers who have this trait figure out a way to get their job
done. They do not make excuses. They find ways to reach even the most
difficult student through trial and error without giving up.
Empathy
The ability to relate to another person even though you may not share similar life experiences or problems.
Students: Students who have this trait can relate to their
classmates. They are not judgmental or condescending. Instead, they are
supportive and understanding.
Teachers: Teachers who have this trait can look beyond the walls
of their classroom to assess and meet their students’ needs. They
recognize that some students live a difficult life outside of school and
try to figure out solutions for helping those students.
Forgiving
The ability to move beyond a situation in which you were wronged without feeling resentment or holding a grudge.
Students: Students who have this trait will be able to let things go
that could potentially serve as a distraction when they have been
wronged by someone else.
Teachers: Teachers who have this trait can work closely with
administrators, parents, students, or other teachers who may have
created an issue or controversy that was potentially detrimental to the
teacher.
Genuineness
The ability to demonstrate sincerity through actions and words without hypocrisy.
Students: Students who have this trait are well-liked and
trusted. They have many friends and are often looked upon as leaders in
their classroom.
Teachers: Teachers who have this trait are viewed as highly
professional. Students and parents buy into what they are selling, and
they are often highly regarded by their peers.
Graciousness
The ability to be kind, courteous, and thankful when dealing with any situation.
Students: Students who have this trait are popular among their
peers and well-liked by their teachers. People are drawn to their
personality. They often go out of their way to help others any time an
opportunity arises.
Teachers: Teachers who have this trait are well respected. They
are invested in their school beyond the four walls of their classroom.
They volunteer for assignments, help other teachers when needed, and
even find ways to assist needy families in the community.
*********************************************************************************
Q.2 (i) Write down the five merits of lesson planning for teachers.
Answer:
Every teacher needs a carefully drawn lesson plan, irrespective of the
training, experience or competency. A lesson plan is required to assist
the students in achieving the learning objectives, on the short term and
long term as well. Having a lesson is exactly like having a complete
and clear picture of how a learning process is going to take place and
how students are able to grasp and retain what is being taught to them.
Various researches have proven that pre-visualization success in
athletic competitions and business projects is a solid step in the way
of actually achieving it. The same concept applies to a classroom
engagement too.
Without having a lesson plan, this visualization process will not work
and the outcomes of the learning process wouldn’t remotely be like what
you have expected. These educators need to plan their daily lessons in
advance and adopt the most suitable teaching techniques into a
comprehensive lesson plan. Because going to classroom without lesson
plan is harmful to both the teachers and their students. Unprepared
teacher will be considered as the second rate at the job and will be
viewed as unprofessional by their colleagues, superiors, school
administration and students.
Students, who learn under the inadequately prepared teacher, usually
enjoy less than optimum knowledge received from the teacher. Such
students have low quality learning and they appreciate the lesson
concept too, hems compared with students who are highly knowledgeable
and learning under prepared educators. It is total waste of time and
money and effort when all the resources which are combined for a
learning session goes into vain due to the unprofessional management of
the class. Above all, teachers and students under this scenario
generally have very low motivation to improve.
The 10 Advantages of having a Lesson Plan Before Going to Classroom
1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan
further. You can make it better for the purpose of achieving the lesson
plan in a better way.
2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare
it with set objectives. This evaluation will help you in achieving the
set targets in a better way .
3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to work towards definite goal.
4. Previous Knowledge of the Students
A teacher can take a proper care by considering the level and previous knowledge of the students in your class.
5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time
frame. This will help him or her to make the students learn a better and
precise manner.
6. Ask Questions
A teacher will be able to ask proper and important questions to the
students in the classroom. This will engage the students in
communication and help them in retaining the lesson.
7. Guidance
A lesson plan works as a guide for the teacher in the classroom. It
tells you what to teach so that they can cover the entire lesson within a
limited time frame.
8. Interest
A lesson plan creates the interest of the students in the lesson and makes them learn with curiosity in subject matter.
9. Stimulation
A lesson plan stimulates the teacher to think in an organized way. This
helps you to match the ideal standard of teaching more quickly than
ever.
10. Understand the Objectives
Through a lesson plan, a teacher is able to understand the objectives of
the lesson properly and make his students to understand them too, with
ease.
*********************************************************************************
Q.2 (ii) Highlight the steps of planning “Development of instruction”.
Answer:
In the fourth step of the Development phase, you elaborate and build the
products called for in the Design phase blueprint. The finished product
is often called courseware, content,
instruction, learning activities, or learning platform. Developing
different forms of courseware, such as activities, media, and concepts
require a certain amount of art and science. It is science as there is
plenty of research that shows how people learn best and art because you
are designing for the human element?
However, you should always concentrate on building learning activities
that will give the learners real experience with the skills they need to
perform, rather than simply telling and showing them information.
Activities are participative learning experiences, such as exercises,
role-plays, games, simulations, and reflective surveys that allow the
learners to practice and reflect in order to master a skill.
Story telling (war stories) and group discussions are also great
learning activities as they promote social learning. Note that learning
activities that promote experience should greatly outnumber content that
is meant to be read or listened to.
Transforming Content into Experiences
Content that requires reading and listening should be limited so that
the learners can spend time with more valuable activities that provide
experiences, however, this type of content can be transformed into
active learning, rather than passive learning.
Designing Experiences
Rather than repeating other content on this site, please read these
sections as they provide a lot of good information for designing and
developing real learning experiences. Note that they are pretty much
independent, so you can read them in just about any order; however, you
should start with Introduction to Instructional Design (ID).
*********************************************************************************
Q.3 Write a brief note on the theories of motivation?
Answer:
From the very beginning, when the human organisations were established,
various thinkers have tried to find out the answer to what motivates
people to work. Different approaches applied by them have resulted in a
number of theories concerning motivation.
These are discussed in brief in that order.
1. Maslow’s Need Hierarchy Theory:
It is probably safe to say that the most well-known theory of motivation
is Maslow’s need hierarchy theory Maslow’s theory is based on the human
needs. Drawing chiefly on his clinical experience, he classified all
human needs into a hierarchical manner from the lower to the higher
order.
In essence, he believed that once a given level of need is satisfied, it
no longer serves to motivate man. Then, the next higher level of need
has to be activated in order to motivate the man. Maslow identified five
levels in his need hierarchy as shown below
- Self Actualisation
- Esteem Needs
- Social Needs
- Safety Needs
- Physiological Needs.
2. Herzberg’s Motivation Hygiene Theory:
The psychologist Frederick Herzberg extended the work of Maslow and
propsed a new motivation theory popularly known as Herzberg’s Motivation
Hygiene (Two-Factor) Theory. Herzberg conducted a widely reported
motivational study on 200 accountants and engineers employed by firms in
and around Western Pennsylvania.
He asked these people to describe two important incidents at their jobs:
- When did you feel particularly good about your job, and
- When did you feel exceptionally bad about your job? He used the critical incident method of obtaining data.
The responses when analysed were found quite interesting and fairly
consistent. The replies respondents gave when they felt good about their
jobs were significantly different from the replies given when they felt
bad. Reported good feelings were generally associated with job
satisfaction, whereas bad feeling with job dissatisfaction. Herzberg
labelled the job satisfiers motivators, and he called job dissatisfies
hygiene or maintenance factors. Taken together, the motivators and
hygiene factors have become known as Herzberg’s two-factor theory of
motivation
3. McClelland’s Need Theory:
Another well-known need-based theory of motivation, as opposed to
hierarchy of needs of satisfaction-dissatisfaction, is the theory
developed by McClelland and his associates’. McClelland developed his
theory based on Henry Murray’s developed long list of motives and
manifest needs used in his early studies of personality. McClelland’s
need-theory is closely associated with learning theory, because he
believed that needs are learned or acquired by the kinds of events
people experienced in their environment and culture.
He found that people who acquire a particular need behave differently
from those who do not have. His theory focuses on Murray’s three needs;
achievement, power and affiliation. In the literature, these three needs
are abbreviated “n Ach”, “n Pow”, and “n Aff” respectively’.
4. McGregor’s Participation Theory:
Douglas McGregor formulated two distinct views of human being based on
participation of workers. The first basically negative, labeled Theory
X, and the other basically positive, labled Theory Y.
Theory X is based on the following assumptions:
- People are by nature indolent. That is, they like to work as little as possible.
- People lack ambition, dislike responsibility, and prefer to be directed by others.
- People are inherently self-centered and indifferent to organisational needs and goals.
- People are generally gullible and not very sharp and bright.
- Urwick’s Theory Z:
Much after the propositions of theories X and Y by McGregor, the three
theorists Urwick, Rangnekar, and Ouchi-propounded the third theory
lebeled as Z theory.
The two propositions in Urwicks’s theory are that:
- Each individual should know the organisational goals precisely and the amount of contribution through his efforts towards these goals.
- Each individual should also know that the relation of organisational goals is going to satisfy his/her needs positively.
In Urwick’s view, the above two make people ready to behave positively to accomplish both organisational and individual goals.
However, Ouchi’s Theory Z has attracted the lot of attention of
management practitioners as well as researchers. It must be noted that Z
does not stand for anything, is merely the last alphabet in the English
Language.
6. Argyris’s Theory:
Argyris has developed his motivation theory based on proposition how
management practices affect the individual behaviour and growth In his
view, the seven changes taking place in an individual personality make
him/her a mature one. In other words, personality of individual develops
Immaturity
- Passivity
- Dependence
- Capable of behaving in a few ways
- Shallow interest
- Short-term perspective
- Subordinate position
- Lack of self-esteem
Maturity
- Activity
- Independence
- Capable of behaving in many ways
- Deep interest
- Long term perspective
- Super-ordinate position
- Self-awareness and control
Argyris views that immaturity exists in individuals mainly because of
organisational setting and management practices such as task
specialisation, chain of command, unity of direction, and span of
management. In order to make individuals grow mature, he proposes
gradual
shift from the existing pyramidal organisation structure to humanistic
system; from existing management system to the more flexible and
participative management.
*********************************************************************************
Q.4 Discuss merits and demerits of scientific method?
Answer:
Merits and Demerits of Scientific Method of Teaching Science as are follows:
Merits of Scientific Method:
By making use of this method, various specific kinds of merits are being
obtained by teacher as well as students, mention of which are as
follows:
- An ability to propose and structure various kinds of problems get developed among the students.
- They become self-dependent as role of teacher got reduced only as a guide.
- As students have to collect various kinds of information from different sources, they learn to explore different sources independently.
- Students become able to formulate hypothesis on their own. Not only this, they learn to test the hypothesis by collecting and evaluating data on their own by which hypothesis can be accepted or rejected.
- As students learn to do different functions independently, they become able to solve various kinds of problems getting arise in their life on their own.
- Level of self confidence gets developed among the students as a result of which they become able to perform efficiently in different spheres of the life.
- As students have to perform the complex functions of identifying the problem, conducting the experiment, recording observations and drawing conclusions, thus various kinds of skills get developed among them as a result of which they become more confident and mature in their perspective.
Demerits of Scientific Method:
Although number of merits gets pursued by making use of scientific
method, but still it is not free from demerits, some of which are as
follows:
- This method can only be used by the teacher when he has enough time for teaching purpose. However, this is not the case in most of the schools, because of which extent to which this method is used is limited.
- Only intelligent and brilliant students can solve out the problem on their own, but mental capacities of all the students getting education in the same class differ as a result of which this method cannot be used by teacher to impart education to different students.
- This method can only be used in schools or institutions where there is provision of well-equipped laboratories, however, majority of schools in our nation do not possess such kind of facilities.
- For this method, it is necessary to make provision of reference and other kind of materials, which is not very easy for the teachers especially in our nation where there is shortage of such sources.
When to Use:
From the above discussion it is clear that although this method is a
very reliable kind technique as under it students collect various kinds
of information and data before drawing any conclusion, but still this
method should be used by the teacher in condition when number of
students in the class are less and they are more or less of same mental
capacities.
Not only this, if there is proper provision of facilities like
laboratory and science library in the school, only then this method can
prove to be successful, otherwise, at the end, teachers will find
themselves in a helpless situation as they will fail to attain the set
objectives.
*********************************************************************************
Q.5 What is meant by inductive reasoning? Provide examples regarding application of his method in classroom setting?
Answer:
Inductive reasoning is a logical process in which multiple premises, all
believed true or found true most of the time, are combined to obtain a
specific conclusion. Inductive reasoning is often used in applications
that involve prediction, forecasting, or behavior. Here is an example:
- Every tornado I have ever seen in the United States rotated counterclockwise, and I have seen dozens of them.
- We see a tornado in the distance, and we are in the United States.
- I conclude that the tornado we see right now must be rotating counterclockwise.
A meteorologist will tell you that in the United States (which lies in
the northern hemisphere), most tornadoes rotate counterclockwise, but
not all of them do. Therefore, the conclusion is probably true, but not
necessarily true. Inductive reasoning is, unlike deductive reasoning,
not logically rigorous. Imperfection can exist and inaccurate
conclusions can occur, however rare; in deductive reasoning the
conclusions are mathematically certain. Inductive reasoning is sometimes
confused with mathematical induction, an entirely different process.
Mathematical induction is a form of deductive reasoning, in which
logical certainties are "daisy chained" to derive a general conclusion
about an infinite number of objects or situations.
What's inductive reasoning, and why is it important in the workplace?
Inductive reasoning is a type of logical thinking that involves forming
generalizations based on specific incidents you've experienced,
observations you've made, or facts you know to be true or false.
Inductive reasoning is different from deductive reasoning, in which you
start with a generalization or theory, and then test it by applying it
to specific incidents. Inductive reasoning is an important critical
thinking skill that many employers look for in their employees.
Therefore, it is a useful skill to highlight in your job applications
and in your job interviews.
Inductive Reasoning in the Workplace
Inductive reasoning is an example of a soft skill. Unlike hard skills,
which are specific to your job and generally involve acquired knowledge,
soft skills relate to how you interact with people, social situations,
and ideas.
Both hard and soft skills are essential for success in the workplace,
but soft skills are arguably harder to teach and to learn … which is why
many employers place such a premium on hiring candidates who possess
these skills and can demonstrate them during the interview process.
Employers value workers who can think logically as they solve problems
and carry out tasks, and who can discern patterns and develop
strategies, policies, or proposals based on those tendencies. These
employees are practicing inductive reasoning.
Examples of Inductive Reasoning
In practice, inductive reasoning often appears invisible. You might not
be aware that you’re taking in information, recognizing a potential
pattern, and then acting on your hypothesis – but if you’re a good
problem solver, chances are that these examples will feel familiar:
- A teacher notices that his students learned more when hands-on activities were incorporated into lessons, and then decides to regularly include a hands-on component in his future lessons.
- An architect discerns a pattern of cost overages for plumbing materials in jobs and opts to increase the estimate for plumbing costs in subsequent proposals.
- A stock broker observes that Intuit stock increased in value four years in a row during tax season and recommends a buy to clients in March.
- A recruiter conducts a study of recent hires who have achieved success and stayed on with the organization. She finds that they graduated from three local colleges, so she decides to focus recruiting efforts on those schools.
- A salesperson presents testimonials of current customers to suggest to prospective clients that her products are high quality and worth the purchase.
- A defense attorney reviews the strategy employed by lawyers in similar cases and finds an approach that has consistently led to acquittals. She then applies this approach to her own case.
Comments
Post a Comment