SEQ Module-I : Teaching and the Teacher

Q1. What is concept of teaching, write down the 7 R’s in concepts of teaching?
Answer: page no. 364 topic concepts of teaching
Teaching refers to impart knowledge to or instruct someone in how to do something especially in
school or college or as a part of a recognized programme. Teaching is an art and science. It is art
in sense of being an activity, which is practiced with skill and it is a science in the same sense
that the activity can be based on a body of systematically derived knowledge, converted to
principles with which to guide its practice.
Teaching is distinctively human activity, which is an essential part of education. Its special
function is to impart knowledge, develop understanding and skills.
It is usually associated with 7 R’s
1. Reading
2. Writing
3. Arithmetic
4. Rights
5. Responsibilities
6. Relationships
7. Recreation
The first 3 R’s reading, writing, arithmetic denoting the subjects and later 4 R’s are the the
requirement and ideals of a modern domestic status.
Q2. On the basis of explanations of the nature of teaching, teaching has several functions
enlist the functions.
Answer: page no. 366, Topic: nature of teaching
1. Creating learning situation
2. Motivating the child to learn
3. Arranging for conditions which assist in the growth of the child’s mind and body.
4. Utilizing the initiative and play urges of the children of facilitate learning.
5. Turning the children into creative beings.
6. Inspiring the children with nobility of thoughts, feelings and actions.
7. Giving information and explaining it.
8. Diagnosing learning problems.
9. Making curricular material.
10. Evaluating, recording and refreshing.
Q3. Write down the general functions of teaching
Answer: page no. 369, topic: General functions of teaching
1. Explaining, informing
 2. Initiating, directing and administering
3. Unifying the group
4. Giving the security
5. Clarifying attitude, believes and learning problems
6. Diagnosing learning problems
7. Making curricular material
8. Evaluating, reporting and recording
9. Enriching community activity
10. Arranging and organizing classroom
11. Participating in school activities
12. Participating in professional activities

Q 3. What do you understand by communication process in teaching?

Answer: page no. 371, topic: communication process in teaching introduction
Communication is a sharing process of ideas, concepts, information and knowledge
between or among two or more individuals.
1. The chief purpose of increasing and understanding of the communication process is to
strengthen communication skills in order to:
 Facilitating teaching-learning.
 Improving interpersonal relations.
 Increasing efficiency and effectiveness in managing the teaching learning system.
2. Communication is term with many interpretations. It can be defined in term of a process,
a product, and a system.
3. Communication as a process is also defined in different ways e.g.
 To transmit ideas, massages or feelings.
 To exchange, transact, or share ideas, messages or feeling.
 To create a common areas of understanding.
Q4. Write down the communication barriers faced during the teaching process, and these
barriers can lead which problems during teaching process.
Answer: page no. 372 topic: communication barriers
Communication barriers are classified as:
1. Language barriers
2. Sociocultural barriers
3. Environmental, mechanical, physical barriers
1. Language barriers:
 The language itself is not understood
 The level of language is too difficult for receiver, e.g. the vocabulary, the terms,
symbols used are unfamiliar.
 2. Sociocultural barriers
 Differences in status, power, prestige, authority my hinder free and open
communication
 Differences in cultural, economic background, social class, educational background,
age can create barriers or gap in communication.
 Interpersonal barriers.
3. Environmental, mechanical, physical barriers
 Noise
 Hearing impairment
 Speech defect
 Poor acoustics
Q 5: write down the four stages of writing skills
Answer: page no. 373 topic: last paragraph writing skills in topic effective communication in
teaching-learning
During writing remember four stages of writing given as below:
1. Planning
2. Preparing
3. Pruning
4. Polishing
Planning:
Involves thinking, selecting, shifting and outlining content.
Preparing:
Writing a draft paper in an organized way:
 Introduction, main body, conclusion.
 Heading, sub-headings, key points
Pruning:
Revising, editing and cutting out non-essential material
Polishing:
Shape up rough draft and make format attractive.
Q6: Describe the levels of Teaching
Answer: page no. 374 topic: levels of teaching
There are following levels of teaching-learning given below:
1. Autonomous level of teaching-learning
 2. Memory level of teaching -learning
3. Understanding level of teaching -learning
Autonomous level of teaching-learning
Autonomous level of teaching-learning is based on the educational philosophy which believes
that human beings are inherently active. They generate ideas from within themselves. Education
should not impose by outside agent but on the other hand it should be child centered. The teacher
should promote each students heightened intuitive awareness of himself by creating an
appropriate human awareness which are
I. Choosing agent
II. Free agent
III. Responsible agent
Memory level of teaching -learning:
Memory level of teaching-learning means committing factual information to memory and
noting else. If we examine our traditional teaching as it is carried out we find that in majority of
the cases it operates at memory level. The teacher gives factual material which the students
memorized without understanding it.
Understanding level of teaching -learning
The verb “ to understand” conveys different meanings as for example, to perceive the
meaning of, grasp the ideas, to comprehend, to be thoroughly familiar with, to apprehend the
character or nature of, to comprehend the meanings of words as a language, to grasp clearly as a
fact or realize.
There following three categories of verb “ understanding” as:
1. Understanding as seeing relationship
2. Understanding the use of a fact
3. Understanding as Noun
Q7: according to “Morrison” in teaching procedure each unit is developed according to
sequence of five steps enlist these five steps.
Answer: page no. 376 topic: Morrison’s teaching procedure
According to “Morrison” in teaching procedure each unit is developed according to sequence of
five steps given below:
1. Exploration
2. Presentation
3. Assimilation
4. Organization
5. Recitation
Q8: Enlist the teaching skills of Discussion Method
Answer: page no. 377 topic: teaching skills
The following are the teaching skills used in discussion method:
1. Analyzing the student group
2. Brainstorming
3. Class control
4. Communicating
5. Dealing with difficult participants
6. Discussion leading
7. Listening
8. Mannerism
9. Questioning skills
10. Sensitivity and tactfulness
11. Socratic discussion
12. Teaching tempo
13. Unity language
Q9: Enlist the teacher’s Role and activities in teaching-learning process
Answer: page no. 383 topic: teacher’s Roles and activities
Roles of Teacher
1. Director Role
2. Liaison Role
3. Mediator Role
4. Community link Role
5. Program building Role
6. Member of profession role
Activities of Teacher
1. Identifying the expected outcomes of the process
2. Making analysis of the students
3. Selecting information and materials
4. Involving the students in the learning activities
5. Directing and guides the learning activities
6. Providing stimulations for using the learning involved
7. Evaluating the outcomes of the process
Q10: Enlist the subdimensions of emotional dimension of teaching behavior
Answer: page no. 389 topic: dimensions of teaching behavior
1. Appreciation warmth affection versus contempt-coolness aversion.
2. Civility versus incivility
3. Optimism versus pessimism
 4. Patience versus impatience
5. Encourage versus discourage
6. Social reversibility versus social irreversibility
7. Understanding versus lack of understanding
8. Kindness versus unkindness
Q11: Enlist the main devices which are commonly used for modification of teacher’s
behavior.
Answer: page no. 392 topic: modification of teacher behavior through feedback devices
There are following feedback devices are commonly used for modification of teacher’s
behavior:
1. Simulated social skill training (SSST)
2. Microteaching
3. Programmed Instruction
4. Interaction analysis
5. T-group training
Q12: Karl Openshaw and others of Ohio state university developed a taxonomy of teacher
behavior describe the dimensions of this taxonomy.
Answer: page no. 393 topic: taxonomy of teacher-behavior
Karl Openshaw and others of Ohio state university have tried to develop a taxonomy of teacher-
behavior where they feel that a comprehensive view of teacher behavior includes four major
dimensions:
1. A source dimension
2. A direction dimension
3. A function dimension
4. A sign dimension
1. The source dimension of teaching provide interaction of the relationship of student and
teacher at a basic level.
2. The identification and classification of nature of receptor entities provide the direction
dimension of teaching the study conducted by k Openshaw and others.
3. The teacher has to perform certain tasks, these tasks constitute the function dimension of
teaching. These tasks (presentation of subject matter) should be deal with beliefs, attitudes,
skills and process of instruction.
Second task is to establish and maintain interpersonal relationship among students in
classroom.
Third task is to facilitate the learning process.
4. In order to observe a behavior, it should be communicated in some way. The communication
may require more than one mode of expression in fulfilling a given function. The mode of
behavior makes the sign dimension.
Q13: Clift and other (1976) have given three phases of microteaching procedure for
modification of teacher behavior, describe theses three phases.
Answer: page no. 397 Topic: Microteaching Procedure
Clift and others (1976) have given three phases of micro-teaching procedure for modification of
teacher behavior
i. Knowledge acquisition phase: It involves two major activities:
a. To observe demonstration skill.
b. To arnalyze and discuss demonstration.
ii. Skill acquistion phase: Three activities are performed
under this phase in the following sequence:
a. To prepare microlesson
b. To practice teaching skill
c. To evaluate the performance
The evaluation activity provides the basis to replan
the lesson for reteaching the some topic to practise the
same skill.
ii. Transfer phase: After acquiring skills in the second
phase, the trainees are given an opportunity to use the
skill in normal classroom teaching situation.