Test: Education & Leadership (Classroom Environment) - Software Development MCQ

Teaching method is a way to put theory into practice with the help of principles, pedagogy, and management strategies. It helps the teachers to plan and present the lesson in a coherent way.

• There are various kinds of teaching methods in fashion to facilitate learning and 'Problem Solving Method' is one of them. 

Key Points 

• Problem-solving is a learner-centered approach that emphasizes the learner's active involvement in the learning process.
• In this method, teachers create a problematic situation for students and they try to achieve the objective by solving the problem.
• Teacher creates a fear-free classroom environment and they go through various difficulties and needs that come in the way of achieving the objective.
• Teacher assists them in perceiving, defining, and stating the problems but not in getting proper solution. 
• Students reach a satisfactory solution to the problem and achieve the objective. It boosts students' understanding of the concept.

Hence, it is clear that helping students to get proper solutions to the problem is not seen as the role of a teacher in teaching through problem-solving.

Learning curve is a graphic representation of how learning takes place in a particular situation. In all types of learning situations, the course of learning can be depicted and described graphically by drawing learning curves against the x and y-axis.

Key Points Stages of Learning Curve:

• Stage 1: In this stage, the learner slowly increasing the speed to understanding the concept of learning. This is the beginning stage of learning, in which learner is motivated to gain new information. 
• Stage 2: In this stage, the learner steeps accelerating in learning the concepts. After some time the learner gains a total understanding of the concept and reaches the boom stage of learning.
• Stage 3: In this stage, learning plateau occurs, after gaining the mastery on the concept, the learner feels bore and want to learn new thing. So the teacher should always introduce the same concept with innovative methods, this will overcome the boredom.

Important Points

When students are given an opportunity to discuss a problem in groups, their learning curve becomes better as discussion is a teaching methodology which facilitates meaningful learning by emphasizing upon:

• sharing ideas and experiences with peers and teachers.

• learning through meaningful interaction in group settings.

• looking at any issues from different angles and points of view.

• developing a democratic way of thinking and the spirit of tolerance.

• increasing the maximum participation of students in the learning process.

Hence, it could be concluded that when students are given an opportunity to discuss a problem in groups, their learning curve becomes better. 

If a teacher does not meet or exceed their goals for instruction but are willing to review and reconsider their instructional approach and delivery, then they are unsuccessful. If they just accept the outcomes or results as they are or make excuses for them, then they face a teaching failure.

Key Points A good teacher should have-

• Ability to develop trusting, productive relationships. The most frequent response is that a great teacher develops relationships with students.
• Patient, caring, kind of the student's needs.
• Knowledge of learners, and their individual qualities.
• Dedication to teaching and readiness to learn new things.
• Subject matter knowledge, knowledge of pedagogy.

Hint

• A teacher usually has knowledge of the subject they are teaching, a knowledge of lesson planning in a constructive way, and knowledge of educational psychology. But these skills will only be successful if the teacher knows how to deliver this knowledge further to the students.

Therefore, the main cause of teacher failure in discipline is the competence in teaching methods, the way they plan to deliver their lesson.

Learning-centred education focuses on the learning process. Although its primary concern is on the learning of the students, all those involved in the education of students such as teachers are also co-learners with the students in the learning-centred education. It is basically learner-centred but includes teachers in the process of learning in a classroom situation. Learner-related factors affecting learning are:

• Attention: As mentioned by Bandura, when a child urges to learn something, he pays attention to the model to observe or to imitate.
• Motivation: If the action succeeds, the child is motivated to do the action again.
• Target: When a child achieves the target, it motivates him to do further, if not, it demotivates him.

Hence, we conclude that communication is not a learner-related factor affecting learning.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skills as a result of practice and experience.

Key Points

• Meaningful learning takes place only when learners involve actively in the learning process. 
• Active involvement activates learners thinking power and boosts their understanding of the concept.
•  By involving in hands-on activities a child gains quality experience which makes learning meaningful.

Important Points

Active learning helps students in:

• retaining information and concepts for a longer period.
• nurturing their curiosity and interest in the learning process.
• enhancing different skills and better understanding of the concept.
• gaining concrete experience by actively engaging with the contents.
• assimilating practical knowledge by applying theoretical knowledge.

Hence it could be concluded that meaningful learning takes place only when learners involve actively.

Hint

• Using TLMs and addressing learner's need also helps in the learning process but these are not the key ingredients that make learning meaningful.

Learning-centered education focuses on the learning process. Although its primary concern is on the learning of the students, all those involved in the education of students such as teachers are also co-learners with the students in the learning-centered education. It is basically learner-centered but includes teachers in the process of learning in a classroom situation.

• Learning-centered education places the student at the center of education.
• It begins with understanding the educational contexts from which a student comes.
• It continues with the teacher evaluating the student’s progress towards learning objectives.
• By helping the student to acquire the basic skills to learn, ultimately provides a basis for learning throughout life.
• It, therefore, places the responsibility for learning on the student, while the teacher assumes the responsibility for facilitating the student’s education.
• This approach strives to be individualistic, flexible, competency-based, varied in methodology, and not always constrained by time or place.
• In other words, learning-centered education advocates a student-focused teaching and learning environment facilitating the exploration of meaning and content knowledge through personal and interpersonal inquiry.
• The teachers attempt to maximize student productivity, knowledge acquisition, and increasing skills and development of personal and professional abilities.
• The teachers may hence use a variety of instructional tools and methods, as well as flexible arrangements of time and place.
• Learners assume primary responsibility for their choices and have opportunities to exercise control over their learning.
• As a result, there are collaborative partnerships among all those who are the stakeholders of children’s learning.

Hence, we conclude that both points are correct.

Children with learning disabilities experience difficulty in learning and using certain skills namely reading, writing, listening, reasoning and mathematics. Learning disability is an invisible disability. The child usually appears normal in every aspect except that his learning difficulties limit his progress in school. There is some teaching material that helps the disabled to learn things effectively and overcome learning obstacles.

Key Points

Teaching material for disabled children

Reading material in braille: It is a reading material mainly designed for visually impaired children so that they can read the engraved alphabets on paper by sensing them with their hands. Brailler is a device that is used to engrave letters or to type the braille script.

3D Model: The major focus of the 3D model is to create an environment within the classroom in which students show caring to those classmates often alienated and separated from the group.

• A primary outcome is the successful inclusion of students with disabilities who may be alienated or separated because of their differences or lack of abilities.
• Other outcomes include the improvement of the relationship among all students as well as the realization that regardless of ability status or personal characteristics students can contribute to the health and welfare of one another.

ICT audio material: Information and communications technology and assistive technology offer new opportunities for everyone, but these opportunities are specifically more significant for PwDs, who use assistive technology for their daily activities to a higher extent than people in general.

• Today’s assistive technology, which is adapted to everyone’s abilities, means that disabled end-users can participate in all aspects of social life on more equal terms than ever before.
• People must be able to benefit on an equal basis from the rapid development of ICT, to enable them to partake in an inclusive and barrier‐free information society.

Hence, we can conclude that all of the above materials would be suitable for the adjustment of a disabled student.

Learning is a continuous life-long process that is not inherited but can begin right from birth by providing constant interaction and stimulation received from the physical, social, and cultural environment and it does not stop till the end.

Key Points There are some following ways that should be followed by teachers to encourage students:

• The classroom environment should be flexible.
• No rigidity in the rules and instructions of the teachers.
• Teachers should not mediate in the learning of the students.
• Rules and instructions should be designed as per the needs of the students and which can help the students.
• Facilitating collaborative learning.
• Teachers should ensure that the rules and instructions are not confusing and discourage the students.
• Provide equal opportunities to all the students so that they can feel as if they all are treated equally by the teacher.

Thus by all these references, we can say that rigidity in rules and instruction can discourage the students so teachers should have to make rules and regulations flexible.
Hint

• Scaffolding : It is a help given by teacher to the students for effectiveness of task and teaching them how to learn and do that particular task on their own.
• Transfer of learning: It refers to the influence of learning one task on the learning of another. 

Additional Information  The teacher should not design the instruction that confuse or discourage the students that will lead students to: 

• Demotivation
• Confusion
• Not liking the teacher
• Says no to school

The concept of micro-teaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers.

Important Points 

• Micro-teaching is defined as teaching in miniature where it is scaled down in size of the class time and task with focus on a specific teaching skill.
• Microteaching sessions involve one student teacher, the class instructor (or school supervisor who provides feedback to the student-teacher), and a small group of peers.
• These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment before putting them into practice with students.

Key PointsThere are six steps of micro-teaching which are as follows -

• Planning: In this step, the teachers plan the length of the lesson (a single concept is chosen), the scope of the lesson, class time, usually 5 to 10 minutes. 
• Teaching: Student-teacher observes the demo lesson given by the teacher educator.
• Feedback: The teacher educator give constructive feedback to the student-teacher for more improvement which leads to the re-planning.
• Re-Planning: As per the feedback, the student-teacher re-plan the lesson with modifications and make the lesson more interesting and effective.
• Re-Teaching: Again teach the students with a new modified lesson in an effective way.
• Re-Feedback: Again the teacher educator gives constructive feedback for polishing the skills of the student-teacher. This process is going on until the student-teacher gain perfection in each skill of teaching.

Hence, it could be concluded that the teacher gives constructive feedback to the student-teacher for more improvement which leads to re-planning.

Play way method is first originated by 'H.Caldwell Cook' and later popularized by 'Friedrich Froebel' in the world. It ensures the understanding of the subject to make learning more effective.

Key Points

• It is based on psychological principles of development and growth because the growth (physical changes) and development (overall changes, structure, and shape) of an individual can take place while learning through play.
• The play-way method is a complete package that enables the overall development of the child by developing in terms of feelings, intellect, and skills parameters.
• It not only focuses on subjective development but the emotional development of the child as well.
• In this method, playing acts as the driving force as the entire learning method revolves around activity-based learning. It encourages expression and creative skills among children.

Important Points

Play way method is a method of teaching for lower classes that emphasizes upon:

• enabling the overall development of the child.
• providing children with rich, meaningful and balanced learning.

• removing the monotonous classroom environment by incorporating appropriate games.

• promoting the psychological principle of development and growth to keep the child fit and fight diseases.

Hence, it could be concluded that in lower classes, the play-way method of teaching is based on 'Psychological principles of development and growth'.

Classroom management does not mean a strict order but shaping of a positive environment in the classroom. The teacher's behavior is the main contributing factor. A skillful and efficient teacher manages the class in such a manner that he never faces discipline problems.

Key Points

• A good teacher should :
  • give ample opportunities to children for self-reflection.
  • be flexible in classrooms do not have rigid behavior for students.
  •  create an emotionally pleasant and stimulating environment
  • set meaningful goals.
  •  make the subject matter meaningful.
  • make unity among the student in diversity.
  • try to avoid punishments for the students.
  • give all the students the same and equal opportunities.

So for all the above reasons, option (4) is the correct answer.

Additional Information 

•  Rigid or fearful behavior of the teacher demotivates the students, also increasing the fear of learning in the soul of students. 
  • So that the behavior of teachers should be flexible and learning in the classroom should be child-centered instead of teacher-centered.
• ​The rigid rules should not be made by the teachers for the students to follow, without question, this type of behavior impacts students learning as well as increases the chance to make them rigid.

Questioning skills are the ability to ask questions for accessing the students during the learning process. 

Key Points

•  Questioning skills are essential to good teaching.
• Teachers often use questions to ensure that students are attentive and engaged and to assess students’ understanding. But it is equally important for the students to generate questioning skills amongst themselves.
• These skills help in enhancing the higher-order thinking skills among the students and encourage critical thinking.

Important Points

• ​ Appreciate questions that are appropriate to the development level- This is good as it encourages the students to ask more and more questions, as the teachers appreciate the questions. The students will get to ask more questions that relate to their development level of the students.
• Do not stop the discussion with the right answer- A teachers should always encourage discussion among the students as it leads to collaborative learning. The more the children communicate with each other, the better are the skills encouraged among them.
• Never respond in an encouraging way- This is a negative thing to do with respect to questioning skills. If the teacher does not encourage all the questions that are asked by the students- they will never be able to ask the correct question. The students will feel that since the teacher might not like the questions asked or may get angry if the question is irrelevant.
• Develop sensitive listening techniques- The direct impact that questioning skills have on the students is the development of listening techniques. It is said that more the students listen, the more will they be able to learn.

Hence, " Never respond in an encouraging way" does not enhance questioning skills among the students.

The classroom environment is one of the important factors which is responsible for meaningful learning and also learning for mastery. The classroom environment decides the interest and curiosity of the student towards learning and concept. 

Key Points  
The classroom environment should be:

• focusing on high student engagement and involvement.
• cooperative and collaborative.
• The learners also know that they are valued as individual if the environment of the classroom is positive.
• providing enough freedom for the students to explore and learn.
• The value is given to all individuals as per their needs not as per their appearances, personalities, and achievements.
• giving more importance to the whole process than only to the product.
• facilitating and free.

Thus by all these references, we can consider that if the classroom climate is positive then the value to all the learners is given on an individual basis.

Additional Information 
Characteristics of the effective classroom:

• Student Engagement:
  • A well-managed classroom will keep the students engaged at all times in the learning process.
  • Students are involved in the learning process, which helps foster higher-level thinking skills in students.
  • Teaching creatively, i.e interesting lessons, and activities can be a major factor in student engagement.
• Clear Expectations: 
  • Expectations such as class objectives are clear in a well-managed classroom.
  • Students know the material they will be tested on, as well as the teacher's expectations for the various assignments they will be graded on.
  • A good way to ensure that students are clear on what the class objectives are is to write the daily tasks on the board at the beginning of each lesson, as well as write any exam dates in a place that students can see regularly.
• Effective Time Management:
  • The students know which areas in the classroom are accessible to them, as well as where items are placed in the classroom.
• Positive Environment:
  • A positive classroom environment is one of the main characteristics of a well-managed classroom.
  • Students are comfortable asking the teacher questions, and a lively student-teacher interaction is found.
  • The classroom environment is also stress-free to ensure a good workflow and positive environment. 
  • Collaborative and cooperative environments encourage students' mixed abilities.
• Firm Discipline:
  • Students have clear and firm guidelines on which behaviors are allowed in the classroom to remain disciplined and encourage an efficient workflow.
  • Students should also be given positive reinforcement and praise for appropriate behavior and good work to help encourage them and others in the classroom

Teaching-learning process- It is an interactive process primarily involving classroom activities, which takes place between teacher and pupil, and occurs during certain definable activities during learning in the classroom.

Key Points Activities in teaching-learning activity-

• The teaching-learning process is child-centred learning. The main focus is on the holistic development of the students where the students take part actively.
• The activities in the teaching-learning process are 
• Assessment of the students learning. to get the feedback.
• In the teaching-learning process, the teacher sets the expected learning outcomes of the students so that they can be achieved during the process of learning.
• Classroom transactions involved the all the activity which is required in the learning are taken care such as the infrastructure,

Hence we can conclude that the teacher assessment is not the classroom process.

Additional Information

•  The evaluation of the teacher is not the major component of the classroom process because the evaluation of the teacher is done by the school authority.

Boredom is a state of being weary and restless through lack of interest. Sometimes, in the teaching-learning process, the students get bored if the class activities are not challenging enough. In this stage the learning plateau occurs, after gaining mastery over the concept, the learner feels bored and wants to learn new things.

Key Points

• Students are likely to feel boredom when activity is not valued. So the teacher should always introduce the same concept with innovative methods to overcome boredom.
• Whatever activity the teacher is taking to teach students, that activity must be entertaining, interesting, or appealing for the students.
• They get the most interest in it and learn that concept or topic effectively.

Thus, it is concluded that students are likely to feel boredom when activity is not valued. 

The multilingual approach to education refers to the approach in which learners can interact in their own language and can be a mix of words from more than one language.

Key Points 

• A multilingual class is a class where different languages of culturally different learners are respected. It connects various communities together. 
• It helps learners to know about the different cultures. It creates a democratic environment for the learners to learn freely without hesitation.
• Learners are allowed to communicate in a language that they are comfortable speaking.
• It is mainly helpful in countering the ill-effect of losing one's own language as the multilingual approach aims at making use of the languages of learners for teaching-learning.
• Communicating in own language increases the better innate understanding of how language works. It enhances creativity, divergent thinking, and appreciation of local languages.

Hence, it is clear that 'teachers should respect all languages and encourage students to communicate in a language which they are comfortable speaking' will be the most appropriate statement for a multicultural/multilingual classroom.

Hint

• Segregation occurs when students with disabilities are educated in separate environments designed for students with impairments or with a particular impairment.
• Labeling is a cognitive distortion in which we generalize by taking one characteristic of a person and applying it to the whole person.
  • Example: Because I failed a test, I am a failure.
• A stereotype is a simplified and/or standardized conception or image with specific meaning, often held in common by people about another group. A stereotype can be a conventional and oversimplified conception, opinion, or image, based on the assumption that there are attributes that members of the other group hold in common.

Classroom management- These are the activities which teacher needs to follow while teaching in the class. 

Key Points

• Classroom Management consists of the teacher’s thoughts, plans and actions that create an orderly environment and promote learning.
• Classroom management stands for management of resources, pupils’ learning activities and behaviour in the classroom. It is essentially a human relations skill.
• After completion of the class teaching, the teacher should clear the blackboard while leaving the classroom, because if the blackboard is not clear the student may not able to focus on the class if the next teacher takes the class because they will keep distracting themselves. Cleaning the blackboard is a good practice for the teacher to follow.

Hence we can conclude that the teacher should clean the blackboard after completing the class.

A general classroom process refers to the regular classroom environment that includes the teaching-learning process and the involvement of the two counterparts of the process.

Key PointsA classroom consists of three major components-

• Teacher - A teacher is one that facilitates learning among students and gives directions to the student's experiences. He/She forms an essential component of the classroom process without whom the teaching process is not possible.
• Students - The learner or the child that comes to the classroom for learning is the student. Students with the assistance of a teacher make meaningful lifelong learning experiences in the classroom.
• Teaching-learning Process/Content - It is the process through which a child learns new things and gains new experiences. It consists of a range of experiences from informal learning to the acquisition of processes, facts, and information about the world.

Hence we conclude that there are three major components in a general classroom process.

Multilingualism is the ability to use more than two languages. Multilingualism is constitutive of the identity of a child and a typical feature of the Indian linguistic landscape must be used as a resource, classroom strategy, and a goal by a creative language teacher.

Key Points

•  Multilingualism is not a problem in India, both at an individual and a societal level. In fact, it is a resource for us and an expression of our cultural richness.
• Multilinguality is also a resource because people who know more than one language are not just proficient users of the languages but their views on society are also more sensitive and tolerant.
• Multilinguality has a very close relationship with language proficiency, scholastic achievement, cognitive flexibility, and social tolerance.
• It is natural for the Indian person and community to accept many languages and also allows for a free give and take policy with various national and international languages.

Thus by all these references, we can conclude that multilingualism is to be considered as a resource by the teacher for the students.Important Points  Multilingualism as a source aims at:

• using languages of all children for teaching-learning.

• increasing the better innate understanding of how language works.

• enhancing creativity, divergent thinking and appreciation of local languages.

• ensuring the inclusion of all students irrespective of their linguistic background.

• connecting the classroom with real-life to make learners familiar with the content.

Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. Art is an expression of ideas created by human imagination, skill, and invention.

• It is a very important aspect of school education as it helps in developing the overall personality of a child.
• It helps the students to perform better in academics and to develop their thinking potential.

Key Points

• Art is a valuable tool for children because it allows them to communicate their thoughts and emotions even before they can read a write.
• Real-life examples are natural and are capable of engaging them for a long since they are often relevant and related to students' lives directly or indirectly.
• So, to teach art, the teacher should provide various activities and games that are related to them and their real-life experiences.
• For example, the teacher can ask the children to make such objects that they use or see in their real life-like water jug, butterfly, kites, etc.
• They should be encouraged to draw or to use their innovativeness to create things like a hut from waste materials.

Hint

• ​Providing art forms that they can imitate, giving examples of different art forms, and showing videos of performing arts will not be much effective as children learn more when they are engaged in doing an activity by themselves.

Hence we conclude that we can teach art by providing various activities and games that are related to them and their real-life experiences.