Teaching Aptitude

To develop thinking power of students.

Seminar and Project

Making teaching within understanding level of students

Effectiveness of teaching depends on subject understanding of teacher

Subjectivity is not characteristic of a good question paper.

Teachers making students learn and understand.

All the above

Maxims of teaching

Ability to break a problem into its constituent parts

All the above

All the above

Teaching and instruction are the same concepts.

Describe a specific topic

Psychomotor domain

Affective domain

Cognitive domain

A-III, B-I, C-II, D-IV

Teacher-centred

Evaluation

Application

Benjamin S. Bloom

Organized whole of learning and other experiences provided by educational institutions to realize set goals.

Reflective level

Teacher is an independent variable and student is a dependent variable.

All the above

Andragogical learning

Learner-centred

(i), (ii) and (iii)

It is an art as well as science.

A-I, B-II, C-III

Analytical-synthetic

Teacher

Memory level-Understanding level-Reflective level

A-I, B-II, C-III

Make the students understand what the teacher says.

All the above

Subject knowledge

Both (a) and (b)

All the above

Teacher is active and students are active

Changes in the behaviour of students in desirable direction

All the above

A good communicator cannot be a good teacher

Knows his subject thoroughly well

Write books

All the above

Involving students actively in co-curricular activities

He helps students get meaning out of what he teaches

Helping students to learn

Starts from what students know already

Is objective in her evaluation

Increase in the level of independent thinking of students

The content is illustrative

Meaningful questions asked by students

To develop inquiring mind

Can clear their difficulties regarding subject matter

To develop the thinking capability of students

(i), (iii), and (iv)

Competition or cooperation as the situation demands

Establish rapport with the students

One who has no interest in teaching

Playing the role of a guide who desires to help them

By the quality of interaction of students in the class

The development of insight to overcome the pitfalls and obstacles

Help the students to solve their personal problems

(ii), (iii), (i) and (iv)

A teacher finds fault in his students

It cannot be generalized

Evaluate his teaching method and improve it

To stimulate and guide student’s learning

Aloof and focused on routine tasks

All the above

Cooperate with the fellow teacher despite the differences

Knowledge of the teacher

Aurobindo

Doing research

Personality and ability to adjust to classroom

Purpose, educational experiences, effective organization of experiences, verification of goal

They can equip themselves with brief outline as they gain specialization in it through experience

Is a friend, philosopher and guide

Problems are not amenable to rigorous scientific investigation

Attention

To guide students

Differentiation level

Thoughts

Sri Aurobindo

Appointing good teachers

II, III, and IV

Help in all-round development of students

Content mastery and sociable

The teacher himself

Syllabus is an annexure to the curriculum

Compassionate and disciplinarian

Sound knowledge of subject matter

Teaching plus curricular activities

Both (a) and (b)

To find out the reasons for the undesirable behaviour and provide remedies

Encouraged to continue asking questions

Always encouraged to consult other books on the subject

Attract student’s attention

All the above

Go to meet him yourself if possible

Answer the question after the class

Many meaningful questions in a fixed time

Giving them an opportunity for introspection and improve their behaviour

Extend reasonable help and boost his morale

Himself practices them

Tell them about him in brief

All of these

Poor recall

Voice line

The definition provided by the Oxford dictionary states that teaching involves imparting knowledge or skill to others.

The passage mentions two fundamentally different ways of understanding teaching, and knowledge transmission is associated with an instructor-centered approach.

The passage states that in learner-centered teaching, the instructor supports and encourages learners in their active and independent creation of new knowledge.

EPsiten suggests that great teachers share a love of their subject and can inspire their students with this passion.

Gage defines teaching as a process of relationship that should be dealt with cooperation.

Brubacher suggests that teaching should revolve around the central role of the learner, with the teacher playing a supporting role.

Smith defines teaching as a tri-polar process involving the agent/source of learning, a goal/target, and the intervening variables of learning or teaching situations.

Am Idon views teaching as a process of interaction between teacher and student, emphasizing cooperation and a two-way traffic of knowledge.

The passage states that teaching is aimed at bringing about meaningful learning through a method that respects learners' cognitive integrity and freedom of choice.

The passage mentions that in learner-centered teaching, the instructor supports, guides, and encourages learners in their active and independent creation of new knowledge.
This indicates that the role of the teacher is to guide and support learners in their learning process.

The purpose of training is to build a person's skills, knowledge, and attitudes to meet the accepted standards of a specific industry.
Training helps individuals master specific skills through direct, hands-on interaction.

Coaching is usually task and performance-based.
It involves private instruction or coaching in a particular subject or skill to help individuals learn more efficiently based on their abilities.

Teaching provides formal education to students in educational institutions like schools, universities, and colleges to increase their capability in a general suite of skills through direct interactions with the teacher.

The role of a mentor is to build capability and encourage self-reliance in learners by helping them discover their own wisdom and work towards their career goals or personal development over longer-term interactions.

Interventions commonly used in teaching include questioning, listening, giving information, explaining phenomena, demonstrating skills or processes, testing understanding and capacity, and facilitating learning activities such as note-taking, discussion, simulations, and practice.

Coaching is usually task and performance-based, while mentoring is focused on building capability and encouraging self-reliance in learners over longer-term interactions.

The main goal of training is to build a person's skills, knowledge, and attitudes to meet the accepted standards of a specific industry.

Teaching involves the communication of information and knowledge to students through direct interactions with the teacher.
The teacher imparts information in an interesting way to ensure that students can easily understand and grasp the concepts being taught.

Training is focused on building a person's skills, knowledge, and attitudes to meet industry standards, whereas coaching is task and performance-based, aiming to help individuals learn more efficiently depending on their abilities.
Training is more comprehensive and encompasses a wider range of skills and knowledge, while coaching is specific to improving performance in a particular subject or skill.

The role of a mentor is to build capability and encourage self-reliance in learners.
Mentors work with learners to help them discover their own wisdom, work towards their career goals, and develop self-reliance.
They fill in blind spots, clarify motivations, and remove mental obstacles to success through longer-term interactions.

According to the given information, the primary objective of teaching is to develop the ability of critical and logical thinking in students.
This involves identifying problems, analyzing them, selecting relevant facts and principles, establishing relationships, advancing arguments, drawing inferences and conclusions, and verifying the inferences.
Developing critical thinking skills is essential for students to become effective problem-solvers, decision-makers, and independent learners.
It helps them to understand complex concepts, analyze information, and make informed judgments.
Therefore, option A is the correct answer.

According to the given information, the objective of developing practical skills in students is to help them draw historical maps, charts, diagrams, prepare models, and tools which are helpful in the study and understanding of historical events.
Practical skills are important in enhancing students' learning experiences, helping them to apply theoretical knowledge in practical situations.
Therefore, option C is the correct answer.

According to the given information, one of the objectives of teaching is to develop favorable attitudes in students.
This includes showing respect towards other peoples, knowing about other religions and faiths, establishing friendship with other peoples, practicing noble religions and their principles, cooperating with others in social and historical activities, appreciating cultural differences, and believing in equality for man irrespective of caste, class, creed, color, and religion.
Discriminating between significant and silly matters is not a way to develop favorable attitudes.
Therefore, option C is the correct answer.

According to the given information, one of the objectives of teaching is to create interests in the study of students with activities relating to historical drama and occasions, visiting places of historical interests, archaeological sites, museums, and archives, reading historical documents, maps, charts, etc., playing active roles in activities of the historical organizations and associations, writing articles on related topics, and teaching case study and presentation of related topics.
Writing articles on related topics is an effective way to enhance students' interests in the study and encourage them to explore more about the subject.
Therefore, option C is the correct answer.

According to the given information, one of the objectives of teaching is to develop understanding of terms, facts, events, years, principles, etc.
related to the study.
This includes classifying facts, events, terms, concepts, comparing and contrasting events, trends, concepts, identifying relationships between causes and effects, and arranging facts in a particular known order.
Arranging facts in a specific order helps students to organize and structure their knowledge, enabling them to see the connections and relationships between different pieces of information.
It promotes a deeper level of understanding and comprehension of the subject matter.
Therefore, option D is the correct answer.

According to the given information, one of the objectives of teaching is to develop the ability of critical and logical thinking.
This involves identifying problems, analyzing problems, selecting relevant facts and principles, establishing relationships, advancing arguments, drawing inferences and conclusions, and verifying the inferences.
Recalling facts and events, although important for acquiring knowledge, is not directly related to the development of critical and logical thinking.
Therefore, option B is the correct answer.

According to the given information, one of the objectives of teaching is to develop understanding of terms, facts, events, years, principles, etc.
related to the study.
This objective includes classifying facts, events, terms, concepts, comparing and contrasting events, trends, concepts, identifying relationships between causes and effects, and interpreting maps, charts, etc.
Developing understanding helps students grasp the meaning and significance of the subject matter, facilitating deeper comprehension and critical thinking.
Therefore, option D is the correct answer.

According to the given information, one of the objectives of teaching is the development of practical skills, achievement of values, and creation of a friendly environment.
However, the promotion of competition among students is not mentioned as an objective.
The focus is more on cooperation, respect, and equality rather than fostering competition.
Therefore, option D is the correct answer.

According to the given information, one of the objectives of teaching is the achievement of values.
This involves fostering certain basic values such as respect for others, responsibility, solidarity, creativity, and integrity.
Educating qualities like cooperation, good will, forgiveness, and tolerance contribute to the development of moral, cultural, and spiritual values in students.
It helps them become responsible and compassionate individuals, promoting universal brotherhood and preparing them to be worthy citizens of the country.
Therefore, option C is the correct answer.

According to the given information, one of the objectives of teaching is to create interests in the study of students.
Visiting places of historical interests, archaeological sites, museums, and archives is a way to achieve this objective.
By exposing students to tangible historical artifacts, locations, and resources, they are able to engage with history in a more immersive and experiential manner.
It helps to stimulate their curiosity, spark their interest, and make the study of history more meaningful and engaging.
Therefore, option D is the correct answer.

The first paragraph of the given passage clearly states that teaching can be divided into three sequential steps, which are the pre-active phase of teaching (Planning Stage), interactive phase of teaching (Implementation Stage), and post-active phase of teaching (Evaluation Stage).

The first step in the pre-active phase of teaching, as mentioned in the passage, is the establishment of objectives or goals related to the topic that has to be taught.
This is essential for planning a lesson and deciding on the learning experiences, teaching approach, time management, and evaluation tools.

The interactive phase of teaching involves the actual implementation of the plan prepared in the pre-active phase, which includes teaching in an interactive manner.
Both students and teachers are involved in this process, which improves the quality of teaching.
The activities that take place in this phase are perception, diagnosis, and reaction, but the main focus is on actual teaching and interactive classroom activities.

The purpose of diagnosis in the interactive phase of teaching is to assess students' abilities, interests, and aptitudes.
This can be done by questioning or by accessing their performance by providing opportunities to do so.
The teacher can then adjust the teaching approach and strategies to suit the needs of the pupils and the specific objectives to be realized.

The post-active phase of teaching, as mentioned in the passage, deals with the evaluation activities.
It attempts to measure the desirable change in behaviour in the pupils resulting in the realization of the specific instructional objectives.
This is done through various devices such as tests, quiz, oral questions, structured or unstructured situations, and behavioral situations.

The assessment of students' learning outcomes is a part of the post-active phase of teaching and not the pre-active phase.
The pre-active phase involves the establishment of objectives or goals, decision on learning experiences and teaching approach, perception of classroom atmosphere, planning of time and management of the classroom, and decision on evaluation tools.

The purpose of the interactive phase of teaching is to diagnose students' abilities.
During this phase, the teacher assesses the students' academic background, intelligence, interests, and aptitude.
By interacting with the students through questioning or providing opportunities for performance, the teacher gains insights into their abilities and characteristics.
This diagnostic process helps the teacher understand the individual needs and capabilities of the students, allowing for effective instructional planning and adaptation to meet their specific requirements.

The interactive phase of teaching involves continuous action-reaction between the teacher and pupils.
During this phase, the teacher engages in classroom activities, delivers instruction, and provides stimuli to elicit responses from the students.
The students, in turn, react to the teacher's actions, participate in learning activities, and respond to the teaching techniques employed.
This dynamic interaction between the teacher and students facilitates the teaching and learning process, leading to the achievement of instructional objectives.

The primary focus of the post-active phase of teaching is the evaluation of students' learning outcomes.
In this phase, the teacher assesses the extent to which the specific instructional objectives have been achieved by measuring the desirable changes in students' behavior and performance.
Various assessment devices such as tests, quizzes, oral questions, structured or unstructured situations, and behavioral situations are used to evaluate the students' learning outcomes and determine the effectiveness of the teaching process.

Assessment of students' abilities is not a step in the pre-active phase of teaching.
The pre-active phase primarily focuses on the planning and preparation of teaching, rather than assessing students' abilities.
The steps in the pre-active phase involve establishing objectives or goals, deciding on learning experiences and teaching approaches, planning teaching aids, determining the time taken to teach the particular topic, managing the classroom, and selecting evaluation tools.

A good teacher should never insult students, as it is important to maintain a respectful and supportive learning environment.

Microteaching is a technique used in teachers' pre-service education to train them systematically and help them gain experience by experimenting with different teaching skills in a controlled environment.

In cooperative teaching, the special educator's role is to facilitate the learning process for students, while the general educator is responsible for providing content instruction.

A good teacher should strive to motivate and encourage their students, fostering a positive and engaging learning environment.

Microteaching is a technique used to break down teaching skills into smaller parts, allowing teacher candidates to practice and experiment with each skill individually.

The general educator's responsibility in cooperative teaching is to provide specialized instruction based on the content being taught.

A good teacher should be flexible and adaptable to meet the diverse needs of their students and respond effectively to different teaching situations.

The main focus of microteaching is to assess and improve the teaching skills of teacher candidates, allowing them to experiment and learn in a controlled environment.

In cooperative teaching, the two teachers should work together by co-teaching and sharing responsibilities in the classroom.
It is a collaborative approach where both teachers actively participate in the teaching and learning process.