Question no 1:

(i)The personal and professional qualities of

teachers.
Ans: A good teacher can make a world of difference in a student's life, impacting
everything from their classroom learning to their long-term success. If there is
anyone considering a career in education or looking to boost it with a Master of
Education It's important to explore the qualities of a good teacher.

Good teachers are the single most important factor that contributes to student
achievement in the classroom, more important than facilities, school resources and
even school leadership.
There is a huge difference between becoming a teacher, and becoming a good
teacher. Good teachers have a huge impact on learners and help them engage in
lifelong learning. Good teachers can make a world of difference on a child from any
age. Think about your schooling, do you remember a particular teacher who
believed in you, inspired you, helped you, and made you confident that you could
succeed? These good teachers are vitally important. Conversely you probably
remember a teacher who didn’t seem to care about the students, didn’t make an
effort to help you learn, or told you you weren’t good enough. These are not the
kind of teachers that children and youth need today.

Traits of a good teacher are:

Teaching is such an important and noble profession, but there are
some characteristics that can really help you ben an even more
effective teacher. Every teacher is different, and that’s a good thing.
Different teachers can reach different students in unique ways, which is
valuable for their success. However, there are some fairly consistent
traits among great teachers.
Patience:
Every student will have their own unique struggles. Some will have a difficult
time reading. For others, math will not come easily. For others, being
able to sit still during school is the struggle! Patience in a teacher is key
to helping students overcome their struggles. With large classrooms
and many students who are all different, patience is a must for a good
teacher. And, demonstrating patience as a teacher is a great way to be
a role model to students. Patience is an important characteristic for
effective teachers in both practice and as a model.

Empathy:
Empathy is an important quality for teachers. Children and youth have
big feelings and are often dealing with more than we know outside the
classroom. As a teacher, it’s important to be able to empathize with
what they are feeling, even if it may not seem like a big deal. Children
and youth need to have their emotions validated in order to
understand and process them well. This is crucial in helping them
become emotionally mature. Teachers who aren’t empathetic can’t help
students overcome real difficulties, trivial or severe. As a teacher it’s
vital to be able to put yourself in a student’s shoes and help them feel
understood. When you teach, it's important to be sensitive and
thoughtful to make sure the learners feel they're in a safe environment.

Drive for self-improvement:

A great teacher should be able to look at themselves objectively and
see where they can improve. That can be in teaching methods, subject
matter, or people-skills. When teachers can review themselves and
know where to focus their attention, they can become even better.
Teachers should also be willing to engage in lifelong learning, whether
that be going back to school for a master’s degree, attending
conferences to help them learn more about education, or reading
books and articles about their field. Anything that teachers can do to
increase their understanding is vital to their success. Educators who are
willing to learn as well as teach are important to the future of learning.
Adaptable:
When working with other people, students or other teachers alike,
certain expectations may not always be met. Your teaching methods
may not work in a certain way with a certain class, schedules may
change, adjustments may need to be made with little or no notice. A
great teacher can adjust their teaching methods and expectations so
they can still find success. They are willing to always evaluate what is
working for their students, and adjust where needed. This trait is vital
for teachers who want to help each unique individual find success in
their classroom. It's an important characteristic when teaching to
always move your lessons around in the way that promotes learning in
the best possible way.

Skills of a good teacher.

When it comes to teaching, there are also many interpersonal skills that
teachers need in order to reach the next level of success.

Suspension of bias:
A teacher won’t be able to accurately assess the needs of students if they can’t see
past bias. They need to be able to objectively look at each student to help them in
whatever way they need. Additionally, bias could prevent teachers from presenting
material correctly and accurately. So teachers need to be able to suspend their
personal bias in order to do the best for their students. Learning needs to be done
in a safe environment, so when you teach you need to remove anything that can
make you see students in a less favorable light.

Stress management. Teachers are faced with stressful situations every day. They
need to be able to keep their cool in order to be good role models for their
students. Outbursts could be discouraging or even frightening for students, leading
them to lose trust and interest in education. It could also lead to a loss of respect
from students, which can create chaos in a classroom. Stress management is key to
being a great teacher. As you teach, it's important to be prepared for all kinds of
situations that can arise. Make sure you can create a great learning environment no

matter what comes .

Communication:
Teachers need to be good communicators in able to meet the needs of their
students. They can’t effectively assess the needs of students if they can’t
communicate openly with them. Teachers also need to be able to communicate
with other teachers and parents well. Communication is key for teachers to be
successful in their profession. Learning and teaching are connected through good
communication.

Teaching rather than instructing:

A good teacher should be focused on making sure their students truly understand
the material, rather than just lecturing and hoping it will compute. Great teachers
are concerned with the retention of their students, making sure they really know
and can do the work, not just checking off the boxes for the lesson plan. Great
learning comes from teachers who are focused on that comprehension.

(ii) What is a case method?

Ans: The case method is a teaching approach that uses decision-forcing
cases to put students in the role of people who were faced with difficult
decisions at some point in the past. It developed during the course of the
twentieth-century from its origins in the casebook method of teaching law
pioneered by Harvard legal scholar Christopher C. Langdell. In sharp
contrast to many other teaching methods, the case method requires that
instructors refrain from providing their own opinions about the decisions in
question. Rather, the chief task of instructors who use the case method is
asking students to devise, describe, and defend solutions to the problems
presented by each case.

Prospective case study methods are those in which an individual or

group of people is observed in order to determine outcomes. For
example, a group of individuals might be watched over an extended
period of time to observe the progression of a particular disease.
Benefits and Limitations:
A case study can have both strengths and weaknesses. Researchers
must consider these pros and cons before deciding if this type of study
is appropriate for their needs.

One of the greatest advantages of a case study is that it allows

researchers to investigate things that are often difficult to impossible to
replicate in a lab. Some other benefits of a case study.Allows
researchers to collect a great deal of information Give researchers the
chance to collect information on rare or unusual cases Allows
researchers to develop hypotheses that can be explored in
experimental research

On the negative side, a case study:

Cannot necessarily be generalized to the larger population.

Cannot demonstrate cause and effect.

May not be scientifically rigorous .

Can lead to bias

Researchers may choose to perform a case study if they are

interested in exploring a unique or recently discovered
phenomenon. The insights gained from such research can then
help the researchers develop additional ideas and study questions
that might then be explored in future studies.
Types:
There are a few different types of case studies that psychologists
and other researchers might utilize:
Collective case studies:
These involve studying a group of individuals. Researchers might
study a group of people in a certain setting or look at an entire
community of people.

Descriptive case studies:

These involve starting with a descriptive theory. The subjects are
then observed and the information gathered is compared to the
pre-existing theory.

Explanatory case studies:

These are often used to do causal investigations. In other words,
researchers are interested in looking at factors that may have
actually caused certain things to occur.

Exploratory case studies:

These are sometimes used as a prelude to further, more in-depth
research. This allows researchers to gather more information
before developing their research questions and hypotheses.

Instrumental case studies:

These occur when the individual or group allows researchers to
understand more than what is initially obvious to observers.

Intrinsic case studies:

This type of case study is when the researcher has a personal
interest in the case. Jean Piaget's observations of his own children
are good examples of how an intrinsic cast study can contribute to
the development of a psychological theory.
Advantages:

•The case method is realistic.

•By capturing and analyzing real problems , the student is able to
bridge the gap
between school and real-life experiences.

•Case analysis treats feelings as facts

•By treating human emotion and feelings, the case approach

captures the interest and imagination of the learner.

•Dısadvantages
•Although the case method is realistic it is not actual reality

•The case method tends to collapse time and space dimensions

•If used extensively, it will definitely limit the content material

which can be

covered.

•Use of already prepared , fictional cases may limit the realism of

case sitiatio.

(iii)Define and compare active learning and

cooperative learning?
Ans;
Active Learning :
Meyers and Jones (1993) define active learning as learning
environments that allow

“students to talk and listen, read, write, and reflect as they approach
course content through problem-solving exercises, informal small
groups, simulations, case studies, role playing, and other activities -- all
of which require students to apply what they are learning” (p. xi). Many
studies show that learning is enhanced when students become actively
involved in the learning process. Instructional strategies that engage
students in the learning process stimulate critical thinking and a greater
awareness of other perspectives. Assessing or grading students'
contributions in active learning environments is problematic. It is
extremely important that the course syllabus clearly outlines the
evaluation criteria for each assignment whether individual or group.
Students need and want to know what is expected of them.
Active learning is any teaching method that gets students actively
involved; cooperative learning is one variety of active learning which
structures students into groups with defined roles for each student and
a task for the group to accomplish. Lecture-based library instruction is
often unsuccessful for many reasons, including poor student attention,
simplified examples, and too much material presented at one time.
Active and/or cooperative teaching techniques involve the students in
the class and increase retention of information following the class
period. Active learning techniques are easier to apply and take less
class time, while cooperative learning techniques require more advance
planning and may take an entire class period. Choosing a teaching
technique must be done carefully, with an understanding of the goals
of the class session. Several possible goals are detailed, along with
suggested techniques for meeting each one.

Cooperative Learning :
Cooperative Learning is a systematic pedagogical strategy that
encourages small groups of students to work together for the
achievement of a common goal. The term 'Collaborative Learning' is
often used as a synonym for cooperative learning when, in fact, it is a
separate strategy that encompasses a broader range of group
interactions such as developing learning communities, stimulating
student/faculty discussions, and encouraging electronic exchanges
(Bruffee, 1993). Both approaches stress the importance of faculty and
student involvement in the learning process.
Careful planning and preparation are essential, when integrating
cooperative or collaborative learning strategies into a course.
Understanding how to form groups, ensure positive interdependence,
maintain individual accountability, resolve group conflict, develop
appropriate assignments and grading criteria, and manage active
learning environments are critical to the achievement of a successful
cooperative learning.

(iv)What is lesson planning ?Write down the

five merits of lesson planning for the teachers.
Ans:
LESSON PLANNING:
A lesson plan is a road map of the instructions.A lesson plan is a teacher’s detailed
description of the course of instruction or “learning trajectory” for a lesson . It
shows what will be taught and how how it will be done effectively during the class
time.Teacher require lesson plan to describe their cause of instruction for one class
.The lesson plan is necessary to guide the instruction.A lesson plan is required to
describe the preferences of the subject being covered ,activities being held in the
class and to ensure the progress of the students about the lesson being taught to
them.A lesson plan is developed by a teacher to guide class learning .Details will
vary depending upon preference of the teacher ,subject being covered and the
needs of the students.
FIVE MERITS OF LESSON PLANNING:
Every teacher needs a carefully drawn lesson plan,irrespective of the training .A
lesson plan is required to assist the students in achieving the learning objective
.Having a lesson plan is like having complete and clear picture of how learning
process is going to take place .Here are five following merits of the lesson plan;
(1)Inspiration:
A thorough lesson plan inspired the teacher to improve lesson plan further .You
can make it better in all achieving way.
(2)Evaluation:
A lesson plan helps teacher to evaluate his teaching and to compare it with set
 .
objectives
(3)Self Confidence:
These lesson plan develops self- confidence in the teacher and make them to
towards definite goal with all his/her efforts.
(4)Previous knowledge of Students :
A teacher can take a proper care by considering the level and previous level 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 in a better and precise manner.
Question no 2 :
Explain the factors of effective teaching .
Ans:
Role of Teacher In Effective Teaching:
(1)Teaching Knowledge:
The most common role of the teacher in the classroom is to teach knowledge to
children. Teachers are given a curriculum they must follow that meets state
guidelines. This curriculum is followed by the teacher so that complete knowledge
is conveyed to the students in the given time (academic year). Teachers teach in
many ways, such as lectures, small group activities and hands-on learning
activities.
(2) Creating Classroom Environment:
Teachers play an important role in making the classroom environment either
positive or negative. Students often imitate a teacher's actions. If the teacher
prepares a warm, happy environment, then students will also be happy. The
teachers are responsible for the social behavior in their classrooms. This behavior
is primarily a reflection of the teacher's actions and the environment she/he sets.
(3) Role Modeling:
Students spend a great deal of time with their teacher and their teacher becomes a
role model to them. This can be a positive or negative effect depending on the
teacher. Teachers not only teach the children, but also love and take care for them.
Therefore teachers are respected by the community and become a role model to
students and parents.

(4) Mentoring:
Mentoring is a natural role played by the teachers. Mentoring is a way by which a
teacher encourages students to do the best they can. This also includes encouraging
students to enjoy learning. Listening to students carefully is the part of mentoring.
By taking time to listen to what students say, teachers impart to students a sense of
ownership in the classroom. This helps build their confidence and helps them want
to be successful.

(5)Signs of Trouble:
As a protector, teacher looks for signs of trouble in the students. When students'

behaviors change and any sign of physical abuse are noticed, teachers.
Conducive Classroom Environment:
The best classroom environment is one that results in efficient learning .The
classroom atmosphere becomes conducive (favorable) to learning when teacher
before planning teaching analyzes the behavior of each student of the class. In such
environment students become self directive when encouraged through proper
guidance and teaching techniques of the teacher.
According to Arif (2003) in order to create conducive classroom environment, the
teachers must establish and maintain it through following teaching principles and
managing practices. They must utilize time in a productive manner in order to
reduce the disruptive behaviour. The students should remain involved in learning
oriented actions and activities.
Following are the means to make the class
room more effective:
Keep students motivated by keeping the students motivated in learning. The
teachers set the stage for creating positive class environment. Motivating students
is the first step toward preventing discipline problems in classrooms because a
student involved in learning has no time to be involved in clash with others.

Meet basic needs. Teachers must try to meet students’ basic as well as age related
needs. Make students feel physically comfortable, safe, welcome, socially accepted
and valued. Otherwise, they more likely to face learning difficulties . Exercise
moderate degree of control.
The degree of class control must be moderate. Student learning is great in
classroom where teachers exercise neither too much nortoo less control. Too much
control may be effective on memory tasks but it is harmful for learning involving
critical and creative thinking.

Empower the students. Make them responsible for their own learning through
group and individual learning activities so that they ultimately become independent
learners. This is one of the purposes of good classroom management.

Keep instruction at the student level. Keep instruction at the students’

development level so that they neither experience discouragement nor boredom.
Otherwise, they might behave disruptively.

Develop healthy and professionally sound relationship with all the students by
being friendly with them. Learn their names and some positive information about
each to greet them.

Communicate interest in all the students and show concern for each of them. The
interest and concern is communicated through brief eye contact with all and
through supporting gestures and facial expressions while teaching.
While instructing, ensure physical closeness with all the students by roaming
around the class.

Avoid labeling the students with negative adjectives, which are likely to lower
their self-esteem. Labeling influences teachers’ quality of interaction with the
students, which further influences students’ expectations and actions negatively.

Describe the behaviour of the misbehaving student, not characterize the student.
Instead of saying, “you are rude” say “your comment was rude”. By criticizing the
personality of the students, he is less likely to change his behaviour.
 Increase the “engaged time” by keeping the students involved in the learning tasks
through, wittiness, overlapping, smooth transitions and group focus.

Teach role and routines to the younger students in academic fashion with a lot of
explanation, examples and practices during initial classes.
Develop a set of few general classroom rules applicable to variety of situations.

Rules that should be displayed in the class:

Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the
rule forcefully fairly, consistently and calmly.
Create business like climate in the classroom, where students understand that they
and the teacher have a commonly shared goal of accomplishing such activities that
promote learning.

In order to handle misbehaving student, the following suggestions may prove

helpful:

Deal with the present, current problem immediately, not with the past instances of
the student misbehaviour. Talk to the student directly, instead of talking about him
with others.
Don’t be harsh and provoked. Stay calm and address firmly. Anger, empty threats
and physical handling must be avoided. If the student is hostile, the teacher can
diffuse his hostility by responding with softly, calm, and soothing tone. The feeling
of the students must be acknowledged in order to calm him down.

Question no 3:
what is Gagne’s framework for instructional development?
Ans:
Gagne’s framework focus on the acquisition of intellectual skills during
instructions.The following events of instructions are;
(1)GAINING ATTENTION:
Students attention is gained towards the lesson.Many ways to gain students
attention ,such as teacher links the lesson with the students previous knowledge .
(2)INFORMING LEARNERS OF THE OBJECTIVE:
State the objectives of the lesson .Make the student aware of what they are going
to learn.
(3)PRESENTING CONTENT:
Teacher presents the new concept ,define and describe the details of concept
before the students .
(4)PROVIDING LEARNING GUIDANCE :
Teacher use audio and visual aids in order to create a best learning environment .
(5)OPPORTUNITIES TO PRACTICE:
Teachers use examples from daily life and provide opportunities to revise new
lesson and gives classwork for improvement in learning .
(6)PROVIDING FEEDBACK:
The work assignments of the students are checked by the teacher and comments
are given .Students are asked to correct the work.
(7)ASSESSING PERFORMANCE:
Evaluation mrthods (exams,tests,papers) are used to check the student’s
performance on the learned concepts.
Question no 4:
How are the objectives stated in behavioral
terms?
Ans:
A behavioral objective is a learning outcome stated in
measurable terms, which gives direction to the learner’s
experience and becomes the basis for student evaluation.
Objectives may vary in several respects. They may be general or
specific, concrete or abstract, cognitive, affective, or
psychomotor. Cognitive objectives emphasize intellectual
outcomes, such as knowledge, understanding, and thinking
skills. Affective objectives emphasize feeling and emotion, such
as interests, values, attitudes, appreciation, and methods of
adjustment. Psychomotor objectives emphasize motor skills,
such as physical assessment skills and administration of
chemotherapy.

Key Points in writing behavioral objectives:

Begin each behavioral objective with a verb. The critical aspect
of any behavioral objective is the verb selected to indicate
expected behavior from learning activities.
State each objective in terms of learner performance. A
behavioral objective is one that is considered to be observable
and measurable. Behavior is generally construed to be an
action of an individual that can be seen, felt, or heard by
another person.
State each objective so that it includes only one general
learning outcome.

Examples of objectives:

At the graduate level of nursing education, it is expected that

learning objectives will be general, abstract, and cognitive or
affective. Examples of appropriate objectives are as follows:
Cognitive:
Create an assessment tool based on a nursing theory for
patients experiencing pain.
Cognitive:
Evaluate the usefulness of nursing research in clinical practice.
Affective:
Accept professional responsibility for change in problem clinical
situations.
Question no 5:
What are the different factors that influence
students’s motivation?
Ans:
The word motivation is derived from a latin word “movers”
which means to move .Thus ,motivation is external force which
accelerates a response or behavior.Motivation is a cause of an
organism’s behavior or the reason that an organism carries out
some activity .In a human being ,motivation involves both
conscious and unconscious drives .
Psychological theories must account for a “primary level” of
motivation to satisfy basic needs such as those for food,oxygen
and water and for “secondary level” of motivation to fulfill
social needs such as companionship and achievements. The
primary needs must be satisfied before an organism can attend
to secondary drives.
Motivation is described by different psycologists differently as discussed belows;
“The term motivation refers to the arousal of tendency to act to produce one or
more effect .” Allport(1935)
“Motivation is constant,never ending ,fluctuating and complex and it is an almost
universal characteristics or particularly every organismic state of affairs .”
Maslow(1960)
“The process of arousing ,sustaining ,and regulating activity.” Crow .L.D(1953)
“The central factor in the effective management of the process of learning .”
B.R.Annandi(1981).
“Motivation in school learning involves arousing ,persisting,sustaining and
directing desirable behaviour”. Lepper Mark R.(1998).
The word Motivation refers to getting someone moving .When we motivate
ourselves or someone else we develop incentives or we setup conditions that
start or stop behaviour .In education ,Motivation deals with the problem of
setting up conditions so that learners will perform to the best of their abilities in
academic settings .Motivation is concerned with the factors that stimulate or
inhibit the desire to engage in behavior .It involves the processes that energize
,direct and sustain behavior .It can be thought of as an internal process that
activates ,guides and maintains behaviour overtime.

Extrinsic Motivation :
Motivation is concerned with the factors that stimulate or inhibit the desire to
engage in behavior .Teachers use extrinsic motivation to stimulate learning or
encourage students to perform in a particular way.It is one of the most powerful
motivations .It is operative when an individual is motivated by an outcome that is
external or somehow related to the activity in which he /she engaged.In other
words, “Extrinsic motivation refers to rewards that are obtained not from the
activity but as a consequence of the activity .”(Morris & Maisto ,2002)
This motivation arises from the use of external rewards or bribes such as food,
praise, free time ,money or points toward an activity .These incentives are all
external ,in that they are separate from the individual and the task.

Intrinsic Motivation:
The motivation arises from the internal factors such as a child’s natural feeling of
curiosity ,exigent,confidence and satisfaction when performing a task.People who
are involved in a task because of intrinsic motivation appear to be engaged and
even consumed ,since they are motivated by the activity itself and not some goal
that is achieved at the end or as a result of the activity.Intrinsic motivation is the
ultimate goal in education at every level.

Motivation to learn:
Task students are asked to do:
The strength of our motivation in a particular situation is determined by our
expectation that we can get success and the value of that success. To understand
the Tasks can be interesting or boring for students. And tasks have different value
for students. The autonomy students are allowed in working.
Give students a range of options that set valuable tasks for them, but also allow
them to follow personal interest. The balance must be just right. Too much
autonomy is bewildering and too little is boring. How students are recognized for
their accomplishments. Students should be recognized for improving on their own
personal best, for tackling difficult tasks, for persistence, and for creativity.

Grouping Practices:
Motivation can greatly influenced by the ways we relate to the other people who
are also involved in accomplishing a particular goal. When the task involves
complex learning and problem skills, cooperation leads to higher achievement
than competition, especially for students with low abilities. The interaction with
peers that the students enjoy so much becomes a part of learning process. The
need for belonging described by Maslow is more likely to be met and motivation
is increased.

Evaluation Procedures:
The greater the emphasis on competitive evaluation and grading, the more
students will focus on performance goals rather than mastery. Low-achieving
students who have little hope of either performing well or mastery the task may
simply want to get it over with.
How can teachers prevent students from simply focusing on the grade or doing
the work “just to get finished”? The answer is to de-emphasize grades and
emphasize learning in the class. Students need to understand the value of the
work or how the information will be useful in solving problems they want to
solve. One way to emphasize learning rather than grades is to use self-evaluation.

Scheduling of time in the classroom.

Most teachers know that there is too much work and not enough time in the
school day.
Even if they become engrossed in a project, students must stop and turn their
attention to another subject when the bell rings or the schedules demands.
Furthermore, students must progress as a group. So, scheduling often interferes
with motivation by making students move faster or slower and interrupting their
involvement. Therefore, teacher should be able to give extended period when
everyone, even the teachers engage in activity or to.