Notre Dame University

The Teaching Profession

Assignment
July 22, 2019

Submitted By:
Abubakar, Norhana
Ali, Ferdaus
Chio, Arlene
Mari, Shylla
Samama, Fahad
Tenorio, Yle Ross

Submitted to:
Dr. Edgard R. Cabales
Dean College of Education
91. Among teaching styles, how do you classify teachers who are indifferent and
undemanding of students’ involvement?
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer: C. Detached or Uninvolved teaching styles are just the same. The detached or
uninvolved teacher tends to be neither warm nor demanding to his learners. A teacher under this
category does not have a genuine concern for students’ learning. She does not address their needs
and interests and she does not know her students that well. This is the worst kind of teaching styles.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.

92. How will you describe effective classroom managers?

A. demanding but does not have to be warm
B. warm but does not have to be demanding
C. neither demanding nor warm
D. demanding yet warm
Answer: D. The phrase “demanding yet warm” refers to the authoritative teacher. Because of
these qualities, authoritative teachers are effective classroom managers. Being warm means caring
and emotional support for students. Being demanding in the good sense means expecting
something from your kids, both in terms of academic work and behaviour.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’
behaviours become out of control. Permissive teachers may focus on effort while de-emphasizing
the quality of students’ productions. Disruptive behaviour may be ignored or handled with weak,
soft-spoken “reprimands’ or pleading.
Option C. The detached or uninvolved teacher tends to be neither warm nor demanding to his
learners. A teacher under this category does not have a genuine concern for students’ learning. She
does not address their needs and interests and she does not know her students that well. This is the
worst kind of teaching styles.
93. Among teaching styles, how do you classify teachers who lack confidence in enforcing
and in demanding compliance to rules?
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer: B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option C. Detached or Uninvolved teaching styles are just the same. The detached or uninvolved
teacher tends to be neither warm nor demanding to his learners. A teacher under this category does
not have a genuine concern for students’ learning. She does not address their needs and interests
and she does not know her students that well. This is the worst kind of teaching styles.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
94. Teacher Ben is a detached kind of teacher and fails to address important “warning signs”
from students who are having trouble, academically of behaviourally. With this, the teaching
style of Teacher Ben is classified as ________.
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer C. Detached or Uninvolved teaching styles are just the same. The detached or uninvolved
teacher tends to be neither warm nor demanding to his learners. A teacher under this category does
not have a genuine concern for students’ learning. She does not address their needs and interests
and she does not know her students that well. This is the worst kind of teaching styles.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
95. In this kind of teaching style, the classroom atmosphere is fearful and punitive, as
teachers in this category exercise rigorous control but shows little interest in involvement.
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option C. Detached or Uninvolved teaching styles are just the same. The detached or uninvolved
teacher tends to be neither warm nor demanding to his learners. A teacher under this category does
not have a genuine concern for students’ learning. She does not address their needs and interests
and she does not know her students that well. This is the worst kind of teaching styles.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
96. In this teaching style, students’ efforts are well-recognized but learners’ behaviours are
out of control. Constructive learning does not flow well.
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option C. Detached or Uninvolved teaching styles are just the same. The detached or uninvolved
teacher tends to be neither warm nor demanding to his learners. A teacher under this category does
not have a genuine concern for students’ learning. She does not address their needs and interests
and she does not know her students that well. This is the worst kind of teaching styles.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
97. A teacher who belongs in this category may sit at her desk when students are working or
grade papers when “supervising” the playground. Students who need extra emotional
support do not get it from her, and students who need firm behavioural limits do not get that
either.
A. Authoritarian C. Detached
B. Permissive D. Authoritative
Answer: C. Detached or Uninvolved teaching styles are just the same. The detached or
uninvolved teacher tends to be neither warm nor demanding to his learners. A teacher under this
category does not have a genuine concern for students’ learning. She does not address their needs
and interests and she does not know her students that well. This is the worst kind of teaching styles.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’ behaviours
become out of control. Permissive teachers may focus on effort while de-emphasizing the quality
of students’ productions. Disruptive behaviour may be ignored or handled with weak, soft-spoken
“reprimands’ or pleading.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
98. Which qualities best describe the permissive teachers?
A. demanding but NOT warm
B. warm but NOT demanding
C. NEITHER demanding NOR warm
D. demanding YET warm
Answer B. Permissive is a kind of teaching style where in teachers in this category are ‘often too
nice”. They are warm and supportive but not very good at setting limits. Thus, students’
behaviours become out of control. Permissive teachers may focus on effort while de-emphasizing
the quality of students’ productions. Disruptive behaviour may be ignored or handled with weak,
soft-spoken “reprimands’ or pleading.
Option A. Authoritarian is a kind of teaching style wherein the teacher is highly demanding but
not warm. The authoritarian teacher is the sole authority in the classroom and a dictator who
frequently lectures, encourages little interaction and establishes fervent competition among
students. This style is too teacher-centred and students’ ideas and efforts are not that welcomed
and recognized.
Option C. The detached or uninvolved teacher tends to be neither warm nor demanding to his
learners. A teacher under this category does not have a genuine concern for students’ learning. She
does not address their needs and interests and she does not know her students that well. This is the
worst kind of teaching styles.
Option D. Authoritative style characterized by behavioural principles, high expectations of
appropriate behaviour, clear statements about why certain behaviours are acceptable and others
not acceptable, and warm student-teacher relationships.
99. It is a field of study and an emerging discipline whose major aim is to create equal
educational opportunities from diverse racial, ethnic, social class and cultural group.
A. Differentiated Instruction C. Consensus
B. Multicultural Education D. Interaction
Answer: B. Multicultural Education envisions to transform the school so that male and female
students, exceptional students, and students from diverse cultural, social-class, racial and ethnic
group experience an equal opportunity to learn.
Option A. Differentiated Instruction may mean teaching the same material to all students using
a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels
of difficulty based on the ability of each student.
Option C. Consensus in the classroom works as both an instructional strategy and a classroom
management approach, and foster a lively learning community. It both requires and generates a
paradigm shift in a teacher’s relationship with students and students’ relationships with each other.
Option D. Classroom interaction is a relationship that occurs both as verbal and non-verbal
interaction involving teacher and students and between students themselves. Interaction in the
classroom in this context is in the process of teaching and learning.
100. The mastery of basic 3Rs (Reading, Writing, and Arithmetic) is anchored in what
philosophy?
A. Essentialism C. Existentialism
B. Behaviourism D. Pragmatism
Answer: A. Essentialism is a school of thought that stresses the traditional or back to the basic
approach in education. Such “basics” include reading, writing, arithmetic, and right conduct.
Option B. In line with the philosophy of behaviourism, teachers should teach to modify and shape
students’ behaviour by providing a favourable environment since our students are a product of
their environment.
Option C. Existentialism is the philosophy of subjectivity and proclaims man’s freedom in the
accomplishment of his destiny.
Option D. The term “pragmatism” is synonymous to applicability and practicality. The
philosophy of pragmatism puts emphasis on the functionality and applicability of the lesson.
Thought must therefore produce actions rather than remaining only in the mind and leading into
uncertainty.
References
Brown M. & Sartor, L. (2004). Consensus in the classroom: Fostering a lively learning community.
Retrieved from https://mollyyoungbrown.com/bookstore/consensus-classroom/
Cathy Weselby. (2014, October 1). What is differentiated instruction? Examples of how to
differentiate instruction in the classroom. Retrieved from
https://education.cuportland.edu/blog/classroom-resources/examples-of-differentiated-
instruction/
Chamundeswari, S. (2013). Teacher management style and their influence on performance and
leadership development among students at the secondary level, 2(1), 52, 2226-6348.
Muslim, M. R. (2017). Teachers’ questioning strategies during classroom interaction in speaking
classes. Retrieved from https://dspace.uii.ac.id/handle/123456789/10446