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CONTENTS Unit-I Teaching Aptitude ## ## ## ## ## ##

Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements. Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences. Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution. Methods of teaching in Institutions of higher learning: Teacher centered vs. Learner centered methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.). Teaching Support System: Traditional, Modern and ICT based. Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems.

Unit-II Research Aptitude ## ## ## ## ## ##

## ##

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Types of reasoning. Number series, Letter series, Codes and Relationships. Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.).

Unit-VI Logical Reasoning ##

iv-1-54

Communication: Meaning, types and characteristics of communication. Effective communication: Verbal and Non-verbal, Inter-cultural and group communications, Classroom communication. Barriers to effective communication. Mass-Media and Society.

Unit-V Mathematical Reasoning and Aptitude ## ## ##

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A passage of text to be given. Questions to be asked from the passage to be answered.

Unit-IV Communication ## ##

ii-1-80

Research: Meaning, Types, and Characteristics, Positivism and Post- positivistic approach to research. Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods. Steps of Research. Thesis and Article writing: Format and styles of referencing. Application of ICT in research. Research ethics.

Unit-III Comprehension ##

i-1-82

vi-1-58

Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Classical square of opposition.

## ## ## ## ## ##

Evaluating and distinguishing deductive and inductive reasoning. Analogies. Venn diagram: Simple and multiple use for establishing validity of arguments. Indian Logic: Means of knowledge. Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension). Structure and kinds of Anumana (inference), Vyapti (invariable relation),Hetvabhasas (fallacies of inference).

Unit-VII Data Interpretation ## ## ## ## ##

Sources, acquisition and classification of Data. Quantitative and Qualitative Data. Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data. Data Interpretation. Data and Governance.

Unit-VIII Information and Communication Technology (ICT) ## ## ## ##

## ## ## ##

ix-1-66

Development and environment: Millennium development and Sustainable development goals. Human and environment interaction: Anthropogenic activities and their impacts on environment. Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pollution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its SocioEconomic and Political dimensions. Impacts of pollutants on human health. Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal,Biomass, Nuclear and Forests. Natural hazards and disasters: Mitigation strategies. Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements /efforts -Montreal Protocol, Rio Summit,Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance.

Unit-X Higher Education System ## ## ## ## ## ##

viii-1-58

ICT: General abbreviations and terminology. Basics of Internet, Intranet, E-mail, Audio and Video-conferencing. Digital initiatives in higher education. ICT and Governance.

Unit-IX People, Development and Environment ## ## ##

vii-1-34

Institutions of higher learning and education in ancient India. Evolution of higher learning and research in Post Independence India. Oriental, Conventional and Non-conventional learning programmes in India. Professional, Technical and Skill Based education. Value education and environmental education. Policies, Governance, and Administration.

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Unit I

Teaching Aptitude TEACHING

SOME DEFINITIONS OF TEACHING G. Wells

Teaching is cluster of activities that are noted about teachers such as explaining, deducing, questioning, motivating, taking attendance, keeping record of works, students ‘progress and students ‘background information.

N.L. Gage

Shri Aurobindo

Teaching is a form of interpersonal influence aimed at changing the behaviour potential of another person Teaching is a transactional activity between the teacher and taught, teaching behavior by its very nature exists in the context of social interaction. The acts of teaching leads to reciprocal contacts between the teacher and the learners and the interchange itself called teaching. Teaching is a system of actions involving an agent, an end in view, and a situation including two sets of factors—those over which the agent has no control (class size, size of classroom, physical characteristics of pupils, etc.) and those that he can modify (way of asking questions about instruction and ways of structuring information or ideas gleaned) Teaching is defined as an interactive process, primarily involving classroom talk which takes place between teachers and pupils and occurs during certain definable activities. The first principle of true teaching is that nothing can be taught.

B. F. Skinner

Teaching is 'the arrangement of contingencies of reinforcement'.

Thomas F. Green

Teaching is the task of a teacher which is performed for the development of a child.

Morse and Wingo

The teaching is "understanding and guiding of children as individual and as groups. It means the providing of learning experiences that will enable each learner to grow continuously and sequentially towards his delt role in society"

H.C. Morrison

Teaching is an intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter.

John Brubacher

Teaching is an arrangement and manipulation of a situation in which there are gaps and obstructions which an individual will seek to overcome and from which he will learn in the course of doing so. Teaching is a process by which teacher and students create a shared environment including sets of values and beliefs which in turn colour their view of reality.

Flanders

B.O. Smith

Edmund Amidon

Joyce and Weil Clarke

Teaching refers to activities that are designed and performed to produce change in student behavior.

I-2

Teaching Aptitude

Haugh and Duncan Teaching is a complex process which includes four phases - (i) curriculum planning phase, (ii) an instructing phase, (iii) a measuring phase, and (iv) an evaluative phase. For curriculum planning phase teacher should know the goals of education and the specific objectives to achieve those goals should be formulated. Second phase "instructing" involves the creating, using and modifying instructional strategies, which help the students to learn. Measuring, the third phase of the teaching process deals with the ability to develop measuring devices, organize and analyze the results. Evaluation of teaching outcome requires the help of data obtained from measuring devices. This evaluation is very much in terms of judgment about instructional objectives and subject matter. Lawrence Teaching is a complex process to be studied entirely in a "live" situation. In other words teaching is a series of events where teacher attempts to change the behavior of the students along the intended direction. In the process of teaching teacher and student act as two poles interacting with each other through the path of curriculum to achieve the predetermined objectives i.e. to promote the learning of students Flanders Teaching is a "reciprocal contact" between student and teacher. Ronald T. Hyman

Teaching involves a triad of elements (the teacher, the learner, the subject matter) and this triad is dynamic in quality. He rightly asserts that the nature of teaching cannot understand properly by looking at only one or two of the elements of the teaching relationships or by thinking of teaching as dyadic. Thus all the three elements must be considered together in order to understand the interaction recurring during teaching. In this frame of reference, a teacher needs not only to be aware of his aim of teaching but also of his relationship with his learners and the subject matter and the learner’s relationship with the subject matter. Also it prevents the teacher from trying to teach the 'syllabus' as handed out by department as it constitutes a static and not a dynamic relationship between teacher and subject matter.

CONCEPT OF TEACHING Teaching learning is a communication between two or more persons who influence each other by their ideas and learn something in the process of interaction. It is a process in which the learner, teacher, curriculum and other related variables are organized in a systematic way to attain some pre-determined goal. The general objectives of teaching are as follows: Teaching Specifically refers to the actions of someone trying to assist others to reach their fullest potential in all aspects of development. So, we can say that teaching is an activity that facilitates learning. Teacher is a facilitator who tries to satisfy the educational needs of the learners in such a manner that they play important and positive role for the upliftment of society. Thus, a great responsibility lies on the shoulders of teachers—the future of any society. They have to justify their profession. The role of a teacher is full of diversity. The learners look up to them as their ideal, model, guide, mentor, supervisor and much more. The overall personality development – physical, mental, emotional, social, moral, etc.– of a learner depends on the teaching of a teacher. Teaching can be analysed in terms of teacher behaviour at at three levels, namely, cowporent teaching skills, general teaching behaviours and specific teaching behaviours. i. Component teaching skills

•• At 'the first level, teaching can be defined as a set of component teaching skills for the realization of a specified set of instructional objectives. •• It means teaching itself is a complex skill comprising of a set of teaching skills.

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Teaching Aptitude

ii. Speeitic teaching behaviours

iii. General teaching behaviours

•• Teaching can be defined as a set of interrelated specific teaching behaviours for the realization of specific instructional objectives. •• The set of instructional objectives to be realized by a particular teaching skill will be limited in number as compared to the totality of instructional objectives. •• General teaching behaviours, can be defined as the complete set of interrelated specific teaching behaviours contributing to the realization of overall instructional objectives.

OBJECTIVES OF TEACHING 1. To develop all round personality of the learner through the curriculum. 2. To shape the behavioar of the learher in a desired direction. 3. To help the student to adjust t and live harmoniously in the new situation environament. 4. To encourage the student to learn and think for themselves to solve the problems. 5. To acquaint the student with the content of the subject to be taught. The specific objectives of teaching are as follows: To Develop Critical and Logical •• •• Thinking •• •• •• •• ••

Identify the problems Analyze the problems Establish relationships Select relevant facts, principles etc. Advance arguments in support of or against an issue Draw inferences and conclusions Verify the inferences

To Creat Interest in the Study

•• •• •• ••

Play active roles in activities Read historical documents, maps, charts, etc. Stady Case Study and Presentation of related topic Write articles on related topics.

To Develop Understanding

•• •• •• •• •• •• •• ••

Classify facts, events, terms, concepts etc. Compare and contrast the events, trends, concepts etc. Discriminate between the significant and the silly matters Arrange facts etc. in a particular known order Detect errors in the statement and rectify, Identify relationship between causes and effects etc. illustrated events, principles by citing examples Interpret the maps, charts etc. from the source of history.

To Develop of Knowledge

•• •• •• ••

Show information on maps, charts, diagrams etc Read information presented in different forms Recognize facts, events, concepts, years etc. Recollection facts, events, years and terms etc.

Teaching and Instruction •• As compared to teaching, instruction is a much broader concept. Instruction subsumes both teaching and classroom management. •• They are so well integrated that it is difficult to differentiate one from the other. •• A question that the teacher puts across the class, for example, is an act of teaching, while restricting its answer to a single student and avoiding confusion in the class is part of management.

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Teaching Aptitude

•• Similarly, recognizing pupil attention behaviour, gaining maximum pupil involvement, managing deviant behaviour, recognizing pupil needs, displaying enthusiasm, etc that occur along with the teaching, are all part of classroom management. •• Quality instruction involves efficient and effective use of both management techniques and teaching methods.So teaching and classroom management go so hand – in – hand, that it is difficult to separate one from the other. Role of a Teacher •• Facilitating students in their efforts to learn without directly instructing them on any new concepts. •• Being sensitive to the previous experiences of each and every student in the class. •• Providing authentic (real-world and contextual) tasks. •• Providing as many materials and experiences from the immediate environment as possible. Manipulating materials and events so that the students can gather more experience. •• Providing real-world, context-based learning environments rather than predetermined instructional sequences for making learning more realistic, relevant and contextual. •• Focussing on realistic approaches to solve real-world problems. •• Providing or/and encouraging the students to come out with multiple representations or alternative solutions when engaged in solving a problem. •• Allowing students to ask questions and encouraging them to raise intelligent questions. •• Fostering reflective practice. By encouraging raising intelligent questions, indirectly put pressure to think reflectively. •• Supporting cooperative and collaborative learning in the classroom. •• Connecting the activities in the school with those outside the school. •• Encouraging self-analysis and self-assessment of students’ learning progress.

LEVELS OF TEACHING There are three identifiable levels of teaching and learning activities: Memory level, understanding level and Reflective level. Memory Level

•• Memory level of teaching means committing factual information to memory. •• Memory level teaching or learning is the least thoughtful. •• Recall, recognition and retention are specially emphasized in this form of teaching or learning. •• This is one of the most familiar types which we witness in our day to day classrooms. •• The teacher gives factual material which students memorize without understanding it. •• The instructional arrangement is such that the learner is helped in cramming or parroting the content presented to him. •• This type of teaching seems to be based on the S-R conditioning theory of learning in which bondage is formed between the stimuli (S) and response (R) without involving any purpose. •• Cognitive field psychologists point out that learning involves insight, but memory learning requires on insight the material being studied. •• The memory level teaching and learning is marked by teacher's arrangement of the material to help or aid the process of quick recall, recognition and retention. •• The material learned is patterned by the learner, wthout thoughtful assimilation or understanding of the elements or items of knowledge. •• It may be noted that teaching students at the primary stage is mostly carried out at memory level to teach fundamental skills such as spellings and rules of arithmetic etc.

Teaching Aptitude

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Understanding •• The understanding level is characterized by seeing of relationship and tool use of Level a fact. •• Teaching at the understanding level emphasizes the comprehension of the meaning of something when it is taken out of that particular context. •• This level of teaching is that teaching which seeks to acquaint students with the relationship between generalization and particulars and between principles and solitary facts, which show the uses for which the principles may be applied. •• It is reached when thorough understanding of the subject matter is gained through planned learning. •• It involves exploration, presentation, assimilation, organization and recitation through oral presentation or in the form of a written paper. •• The ‘explanatory understanding’ as a form of teaching is supported by the Theory of Apperception of Herbart. •• According to this theory, three stages of learning are implied. First is the stage primarily of ‘sense activity’. This is followed by the stage of ‘memory’ which is characterized by exact reproductions of previously formed ideas. The third and highest level is that of ‘conceptual thinking’ or ‘understanding’. •• Teaching becomes a highly systematic and ordered set of activities in the ‘understanding level’ presentations. •• Preparation, presentation, comparison, generalization and application are five Herbartian steps indicated here to equip the students to generalize insights which can be employed in problematic situations both in and outside the school. Reflective level •• This level is indicative of the highest level of thoughtfulness on the part of the teacher as well as the learner. •• It seeks to know how knowledge changes, grows and is interpreted. •• This level basically involves the use of scientific method to the understanding of the problems with which a person is confronted. •• Students, at this level, develop curiosity, interest, inquiry and persistence which culminate in a scientifically determined conclusion or solution of a problem. •• It consists of two phases: 1. Problem raising and 2. Problem solving. •• Teaching-learning at reflective level involves careful and critical examination of an idea or problem through the ‘problem solving approach’. •• The personal involvement of the learner and his intensity of feeling for obtaining a solution are the indicators of the success of reflective level of teaching and learning. •• It is only possible at the high school and college level because older learners (students) have usually developed certain habits and abilities that were not strong in earlier years. •• The 'cognitive field theory' provides a support to the reflective level of teaching and learning. The method of teaching in this frame of reference becomes an inquiry into the problems and their solutions. •• It assumes spontaneous interchange between the teacher and student. The awareness and skill of the concept of teaching and learning relationship and the levels of teaching and learning is more important for the teachers.

CHARACTERISTICS OF TEACHING Teaching is a process that involves a series of actions leading to certain outcomes.It has the followoing characteristics:

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Teaching Aptitude

Teaching is both Science •• Teaching, as a process, has characteristics of both art and science. It and Art is a practical art and not a fine art aimed at creating beauty for its own sake. •• It requires improvisation, spontaneity, handling of hosts of considerations of form, style, pace, rhythm, and appropriateness that even computers fall behind. •• Effective teachers have natural instincts for teaching. It is these instincts that make their teaching unique. •• Good teaching, apart from being a creative art, is also a science that requires a good understanding of principles of teaching and a deep knowledge of the subject matter. •• It also offers specific methods and skills that are attainable. •• As a result, good teachers are able to transform knowledge into learning activities that motivate students to learn. Teaching is Complex •• Teaching uses all sorts of techniques, methods, and media. Teaching makes use of various techniques or skills such as questioning, probing, exemplifying, etc. •• It also makes use of various methods or models of teaching depending upon the nature of the content being taught, objectives to be accomplished, and readiness of the learners to learn. •• Teaching also makes use of such media as audio-visual media, human interaction media, print media, realia, electronic media, etc. •• Success in teaching, to a great extent, depends upon selection and use of appropriate techniques, methods, and media. Teaching Visualizes Change •• As teachers when we teach, we have some expectations as to what in Behaviour changes would happen in the behaviour of the learners. •• These changes can be in the cognitive (knowledge) , psycho-motor (skills), and affective (attitudes) values of the learners. •• The changes that take place in the behaviour of learners as a result of learning should be tentatively permanent. •• The changes that occur in learners need not be performative but be potential ability of the learners. Teaching can be Direct or •• While teaching, teachers may resort to either direct or indirect ways Indirect of teaching. •• As the teachers use such methods as lecture, demonstration, etc and engages students in face – to – face interaction, they are teaching them directly. •• Conversely, when they use active methods like role-play, project, assignment, inquiry or other such activities, they are teaching them indirectly. •• As teachers, we ought to know that teaching them indirectly is a better way of teaching as compared to teaching them directly. •• In indirect ways of teaching, students are at the centre. •• As a result, they are actively involved in the process of learning. This gives them chances for better understanding which leads to greater retention.

Teaching Aptitude

I-7

Teaching can be Vertical or •• Depending on the objectives of teaching, teachers may lead students Horizontal deep into the topic. •• They not only help students know and understand the topic but teach them higher order thinking skills like analysis, synthesis, evaluation and creating. •• This type of teaching is known as vertical teaching. •• Conversely, if the teachers teach one topic and then move on to more and more topics, they are resorting to horizontal teaching. •• In that case, their teaching covers more areas spreading over several topics instead of going deeper into one topic. Teaching may be Planned or •• Traditionally, teachers plan for instruction before they go to the Unplanned classroom for teaching. •• In the beginning of the academic year, they resort to yearly planning in which different units in the textbook are distributed judiciously throughout the year. •• Thereafter, they take up each unit, subject it to content analysis, task analysis, decide the techniques and methods to be used for teaching. •• Then they decide the ways of evaluation. •• However, with the coming of active leaning methods, no strict planning is possible as one is not clear in advance what could be the possible way of organizing teaching learning activities.

BASIC REQUIREMENTS OF TEACHING •• Teaching is a system of activities. In other words, it is a number of logically contrived set of activities having a specific structure, form and orientation. •• Teaching aims at changing others or causing learning in others. Without a suitable goal or objective, no worthwhile teaching can be arranged. •• The core of teaching act is interaction between teacher, learners, and subject matter. Thus it is by its very nature a social enterprise involving dynamic interaction among a triad. •• Teaching involves an influence orientation where the direction of focus of control is from the teacher to the learner. •• Teaching does not just occur; rather it is a planned and an implemented set of activities in an interactional setting in terms of the prior thought about the learning goals, instructional strategies and the subject matter configuration. •• As it is practiced, teaching implies an ‘intentional’ rather than ‘success’ act. In other

words, when teacher engages in the act of teaching, his intention is to cause learning but he may or may not succeed in the achievement of this goal. It is for this reason that we often debate the ‘effectiveness’ of teaching from one situation to the other. •• The verbal action and use of language at various levels constitutes the predominant feature of teaching act in any context. The analysis of teaching act is therefore, quite frequently conducted with the help of data collected from the verbal behaviour of teachers. It may, however, be useful to remember that both verbal and non verbal parts of teaching behaviour occur simultaneously and function in close juxtaposition to each other in order to accomplish the necessary effect. Components of Teaching Teaching is tri-polar process (Teacher, Students and Curriculum) which purports to develop all round personality of the learner through the curriculum trausacted by the teacher. All these components have their own roles.

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Teacher

Teacher plays a vital and important role of planning, organizing leading and controlling the teaching in order to provide full learning facilities to the students. Students Students are dependent upon the teachers for the learning strategies and the content chosen by the teacher. Pupils are there to act according to the planning and organization of teacher to maximize learning. The Curriculum The curriculum is a medium of interaction between the students and teachers. So it is a intervening variable to facilitate learning. There are methods, teaching strategies or techniques of teaching through which various interactions between students and teachers take place.

TEACHER-STUDENT RELATIONSHIPS •• It is important to remember that a student’s relationship with the teacher can influence its his or her academic success. •• The important dynamics to consider are whether or not there is a real communicative difficulty between the students and their teachers, and how to intervene to resolve those difficulties. •• As children learn and grow, expectations also grow. However, some children actually find themselves in vulnerable and sometimes even unfair positions since sometimes teachers actually do have personality issues with their students. •• Leaving aside the relationship at the school level, one of the most satisfying relationships may be found in the college level where teachers develop with their students. •• A good student-teacher relationship is a sharing relationship of something unique that no one else may experience in quite the same way. •• The student experiences an acceptance of ideas and contributions that may be unequalled in previous life experience. •• A unique aspect of this a relationship is that the student is, at the same time, both student and colleague.

Teaching Aptitude

•• In a healthy student-teacher relationship, the student is encouraged and expected to be candid in responding to the teacher‘s ideas, methods, or words. •• The teacher maintains certain evaluative responsibilities and the student continues to be dependent on the mentor‘s guidance and approval. •• As a mentor the teacher enhances the student‘s skills and intellectual development. •• As a guide, the teacher welcomes the student into a new occupational and social world and acquaints them with its values, customs, resources and cast of characters. •• As an exemplar, the teacher serves as one whom the student can emulate. •• As a counselor, the teacher offers help in times of stress. •• And finally, he is hopefully a believer in the student‘s dream for professional development. •• The teacher-eveluatar’s relationship with etadents is reflected in relatively immediate functions, such as grading, or in more temporally indefinite functions such as the writing of letters of recommendation for advanced training, licensure, or career opportunities. •• A teacher will not like all of his students and it is unrealistic to believe that all of the students will like every teacher Hew ever, it is necessary for the students to respect the teacher for him/har to be effevtive in teaching. •• Students do not respect teachers who allow relationships to become mixed. They are too young and immature to know when a relationship as a friend ends and a teacher-student relationship begins again.

DISCIPLINE IN ACADEMIC SITUATION It can be said that good teachers are always effective disciplinarians, but that good disciplinarians are not always effective teachers. Discipline for its own sake is of no value. Discipline for the sake of allowing the students to learn should always be maintained. The best possible method of disciplining is to be such a good teacher that the students get too busy learning to be interested in anything elso.

Teaching Aptitude

I-9

Techniques for Better Classroom Discipline 1. Focusing

•• Be sure you have the attention of everyone in your classroom before you start your lesson. •• Don’t attempt to teach over the chatter of students who are not paying attention. •• The focusing technique means that you will demand their attention before you begin. •• It means that you will wait and not start until everyone has settled down. •• Experienced teachers know that silence on their part is very effective. •• Then they begin their lesson using a quieter voice than normal. •• A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. Her students sit still in order to hear what she says. 2. Direct •• Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be Instruction happening. •• The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks. •• An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing. •• The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives. •• The students soon realize that the more time the teacher waits for their attention, the less free time they have at the end of the hour. 3.Monitoring •• The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress. •• An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment. •• The teacher does not interrupt the class or try to make general announcements unless she notices that several students have difficulty with the same thing. •• The teacher uses a quiet voice and her students appreciate her personal and positive attention. 4. Modeling •• Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. •• If you want students to use quiet voices in your classroom while they work, you too will use a quiet voice as you move through the room helping youngsters. 5. Non-Verbal •• Teachers have shown a lot of ingenuity over the years in making use of non-verbal Cuing cues in the classroom. •• Non-verbal cues can also be facial expressions, body posture and hand signals. Care should be given in choosing the types of cues you use in your classroom. Take time to explain what you want the students to do when you use your cues. 6. Environmen- •• A classroom can be a warm cheery place. Students enjoy an environment that tal Control changes periodically. •• Study centers with pictures and color invite enthusiasm for your subject. •• Young people like to know about you and your interests. Include personal items in your classroom.

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7. Low-Profile Intervention

8. Assertive Discipline

9. Consistenely

10. Rule alridance

Teaching Aptitude

•• An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention. •• She monitors the activity in her classroom, moving around the room. She anticipates problems before they occur. Her approach to a misbehaving student is inconspicuous. Others in the class are not distracted. •• While lecturing to her class this teacher makes effective use of name-dropping. If she sees a student talking or off task, she simply drops the youngster’s name into her dialogue in a natural way. •• This is traditional limit setting authoritarianism. •• it will include a good mix of praise. This is high profile discipline. •• The teacher is the boss and no child has the right to interfere with the learning of any student. •• Clear rules are laid out and consistently enforced. •• Be consistent in the treatment of the students. Demand the same behavior from all the students. Be careful to treat the best students the same as all other students in the classroom. Appropriate, even stern discipline is accepted by all students if it is consistently applied to everybody. •• Handle each discipline problem as it arises. Do not allow small problems to continue until they become so large that they cannot be handled by the classroom teacher. •• Do not make threats, and particularly, do not make threats in anger that you will be unwilling or unable to back up later. •• If it is necessary to punish students for their misbehavior, make the punishment fit the infraction. Do not demand punishments that are contrary to the policies of the school. Check with the administration regarding the holding of students after school hours and other such detentions. •• Make only those rules that are necessary to your effective teaching. Have a reason for the rules in your classroom and explain those reasons to the students. •• Administer whatever rules the administration has made. Do not administer only those rules with which you agree. When rules exist that you believe are poor, work to have those rules changed or eliminated. However, until the rule is altered it is your responsibility to administer it. In order for a educational institution to function effectively, each teacher cannot make personal decisions as to which rules they will enforce and which ones they will ignore.

QUALITIES OF EFFECTIVE TEACHERS Much of the recent research on teacher effectiveness focuses on relating teacher behaviours to student achievement. Role of Caring

•• Effective teachers care about their students and demonstrate that they care in such a way that their students are aware of it. •• Several studies exploring what makes a good teacher show the importance of caring in the eyes of teachers and students. •• Also, supervisors who rate teachers place priority on how teachers show students that they are caring and supportive. •• Caring is a broad term, maybe as broad as effectiveness itself. •• Caring is an act of bringing out the best in students through affirmation and encouragement. •• The characteristics of caring go well beyond knowing the students to include qualities such as patience, trust, honesty, and courage. •• Specific teacher attributes that show caring include listening, gentleness, and understanding, knowledge of students as individuals, warmth and encouragement.

Teaching Aptitude

Listening

I-11

•• Effective teachers practice focused and sympathetic listening to show students they care not only about what happens in the classroom, but about students’ lives in general. •• These teachers initiate two-way communication that exudes trust, tact, honesty, humility, and care. In the act of listening, these teachers actually pay attention to and understand what the students say. •• They are dedicated to bettering student lives and demonstrate their understanding through tenderness, patience, and gentleness. •• Moreover, research indicates that children want to be nurtured, and they value teachers who are kind, gentle, and encouraging. Understanding •• Students highly value teachers’ understanding of their concerns and questions. •• Interviews with students consistently reveal that students want teachers who listen to their arguments and assist them in working out their problems. •• They want teachers who hold them in mutual respect and who are willing to talk about their own personal lives and experiences. •• Through appropriate self-disclosure, teachers become human in the eyes of students. •• Being available to students, and the depth of the teacher’s understanding of students, legitimizes the teacher as a person when demonstrating genuine concern and empathy toward students. Knowing •• Effective, caring teachers know students both formally and informally. Students •• Many educational stakeholders emphasize that effective teachers know their students individually, not only understanding each student’s learning style and needs, but also understanding the student’s personality, likes and dislikes, and personal situations that may affect behavior and performance in classroom. •• Effective teachers care for the student first as a person, and second as a student. Role of Fairness •• An effective teacher establishes rapport and credibility with students by and Respect emphasizing, modeling, and practicing fairness and respect. •• Respect and equity are identified as the prerequisites of effective teaching in the eyes of students. •• Effective teachers continually demonstrate respect and understanding, along with fairness regarding race, caste, cultural background, and gender. •• Students’ perceptions of teacher effectiveness emphasize racial impartiality with equitable treatment of all students. •• The students expect teachers not to allow ethnicity to affect their treatment or expectations of students. •• Students perceive effective teachers as those who avoid using ridicule and who prevent situations in which students lose respect in front of their peers. •• Students associate fairness and respect with a teacher being consistent and providing opportunities for students to have input into the classroom. •• Effective teachers offer all students opportunities to participate and to succeed. Social •• Teachers and students spend much of their day interacting academically. However, Interactions social interactions and those that give the teacher opportunities to demonstrate with Students caring, fairness, and respect have been shown to be an important element of teacher effectiveness. •• A teacher’s ability to relate to students and to make positive, caring connections with them plays a significant role in cultivating a positive learning environment and promoting student achievement.