Test: Teaching Aptitude (Factors Affecting Teaching) - Software Development MCQ

Being a good teacher is extremely important, and a good teacher is someone who a student will remember and cherish for the rest of their lives. Teachers must solve the problems of the students for their better learning.

The Right Of Children To Free And Compulsory Education Act (RCFCE Act - 2009) is briefly known as the Right To Education Act (RTE - 2009). 

• Its main aim is to provide quality elementary education to all children.
• It enforces Education as a Fundamental Right (Article 21).

​Key Points

• RTE act aims to provide primary education to all children aged 6 to 14 years from class 1st to class 8th.
• Non enrolled/drop-out children be admitted to an age-appropriate class after a period of Special Training.
• No child shall be failed or expelled from school up to class VIII (corresponds to the age group 6-14) under the no-detention policy.
• It emphasized banning corporal punishment, continuous and comprehensive evaluation, making schools and classrooms truly inclusive, and so on. 
• The role of a teacher to conduct the teaching-learning activities in such a way that it helps the child to be free of fear, trauma, and anxiety and helping the child to express views freely.
• The teacher should demonstrate gender equality in the classroom to remove the gender stereotypes among children and to provide equal opportunities to all irrespective of their gender.
  • The teacher shouldn't follow gender biases like Girls can perform well in dance, music, and arts while boys are generally good in science and mathematics.
• The teacher should follow a child-centred approach to meet the needs and learning goals of learners.
• When the child-centred approach is used in the teaching-learning process, then the child participation will automatically increase as they will take interest in learning.

So, one of the important roles of the teacher according to the RTE is to demonstrate Gender Equality.

If a teacher believes that each child is unique and a special individual, and therefore actively involves them in their own education and development.

The teacher is adopting a child-centric education. In this approach, the ‘learner’ or ‘child’ is the main focus of the educational programme. It emphasizes ‘learning’ rather than ‘teaching’.

Child-centric education advocates that-

• accommodate the individual difference and unique character of each individual learner
• each individual’s growth presents a different range of problems and requirements,
• at every stage from the womb to tomb” implying that the child’s individuality and dignity should be respected and his/her needs, interests, aptitude. So that two individual provided opportunities to grow and realise their potentials in the same class.
• Teacher adopts a variety of teaching-learning strategies to address the needs of all children at the same time.
• Varieties of activities/opportunities are available in the classroom, which enables each child to learn at her/his own pace and in tune with her/his own learning style. 

Here it is clear that if a teacher believes that each child is unique and a special individual, and therefore actively involves them in their own education and development. The teacher is adopting a child-centric approach to learning. 

Additional Information

In a child-centred classroom-

• The child is not a passive but an active participant in the classroom process.
• Reflects planning of teaching-learning and its monitoring jointly by teacher and children
• Evaluation of the child’s attainment is done to ensure the child’s progress and not as a means of passing judgement on the child’s abilities and achievement. it is diagnostic as well as remedial.

Creative Learner:

• Creative children are those who exhibit creativity. Creativity is the ability to adopt an innovative approach to solving a problem, to cope with ideas that are both relevant and unusual, to go beyond the immediate situation to redefine the problem. 
• The creative children are those who show high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.

Key Points

Characteristics of Creative learner:

• A creative learner can make unusual associations or connections between seemingly unrelated or remote ideas They can rearrange elements of thought to create new ideas or products.
• Also, they pose many ideas or solutions to problems.
• They display intellectual playfulness, fantasize, imagine, and daydream. Also, a creative learner doesn't need to have a high IQ. 
• They are good at lateral thinking and problem-solving. Creativity is associated with lateral thinking for the generation of new ideas.
• These children have divergent thinking and are very curious in nature that's why sometimes the classroom seems monotonous to them because they grab things fastly than their age-peers.
• Divergent thinking in creativity leads to a broadening of the definition and criteria of the problem to generate a wide variety of possible solutions. 
• The creative learner has personality traits such as sensitivity to problems, fluency, flexibility, originality, ability to transform meaning, and ability to elaborate.

Hence, we can conclude that a creative learner refers to one who is good at lateral thinking and problem-solving.

Learning is defined as a process of behavior modification through experiences, exercise, and efforts. Learning occupies a very important place in our life. It provides a key to the structure of our personality and behavior. Experience, direct or indirect, plays a very important and dominating role in molding and shaping the behavior of the individual from the very beginning.

Aarav's behavior suggests that he may be experiencing difficulty with his vision, such as nearsightedness or myopia, which can cause him to need to sit closer to the blackboard and hold the book closer to his eyes in order to see clearly.

Key Points

• The teacher should consult with school administrators and/or parents to explore the possibility of Aarav having an undiagnosed vision problem.
• Seeking professional support from an optometrist or ophthalmologist can help determine if Aarav needs corrective lenses or other interventions to improve his vision.
• If Aarav is diagnosed with a vision problem, appropriate accommodations can be made in the classroom, such as providing him with a seat closer to the blackboard or providing him with a larger print version of the reading material.

Thus, it is concluded that seeking professional support to check for low vision is the correct answer.

The child with Special Need: Also known as a specially-abled child, a child with special needs is the one who needs special attention and requires necessities that other children do not. There are many types of special needs one of which is for visually impaired children.

• A visually challenged child is the one who has a problem seeing with the naked eyes or is not able to see completely.

Important Points

Instruction adaptations that a teacher can follow while working with students who are ‘visually challenged’ are:

• Should speak clearly and audibly to help them learn through listening or auditory learning
• Use a lot of touches and feel materials.
  • Make use of material adaptations according to the individual needs, the actual degree of functional vision, presence of any other disabilities
  • Using a variety of tactile materials like rough or smooth, cold or hot, wet or dry, vibrate or stationary helps the students to touch, feel, and understand the differences between the materials
• Break the entire learning process into smaller units
• Provide ample time for the challenged learner to learn in his/her own way
• Provide support and independence wherever necessary
• Braille, tactile symbols, large prints, recorded materials, etc. can be used as teaching aids for visually challenged learners
• A touch and feel tool for the visually challenged person

Hence, we can conclude that a teacher should speak clearly and use a lot of touches and feel materials while working with students who are ‘Visually Challenged’.

Key PointsPromoting self-assessment allows students to reflect on their own learning, set goals, and monitor their progress. To create a conducive learning environment, it is important to:

• Give chances for self-assessment: Self-assessment allows students to reflect on their own learning and to identify areas where they need to improve. This can help students to become more motivated and to take more ownership of their learning.
• Promote collaboration among students: Collaboration allows students to share their ideas and to learn from each other. This can help students to develop critical thinking skills and to become more creative problem solvers.
• Create a positive and supportive environment: A positive and supportive environment allows students to feel safe and comfortable taking risks. This can help students to learn more effectively.
• Provide opportunities for feedback: Feedback helps students to identify areas where they need to improve. This can help students to become more effective learners.

Hence, it can be concluded that to create a conducive learning environment, it is important to give chances for self-assessment.

Classroom management: Classroom management refers to the actions and strategies teachers use to solve the problems of order in classrooms.

It involves activities such as:

• stating a set of ground rules for the classroom and organizing instruction
• taking charge of the classroom activities
• creating a productive learning environment
• planning strategies to deal with potential problems

NOTE:

Resource plays a vital role in the teaching-learning process. In education, the meaning of resource is any device, object, or machine used by a teacher to clarify or enliven a subject. It can also be viewed as material and equipment used in the teaching-learning process.

Key Points Improvised resources:

• Improvised resources are very important and every teacher should be equipped with them. Often, language teachers complain, what they can use in the classroom as resources.
• There is a very limited scope of using the resource in classroom teaching. In such conditions, they can use improvised resources during their class.
• The meaning of improvisation is the ability to take existing pieces and put them together in a new combination for a purpose. Improvisation is an element of creativity and resourcefulness.
• In improvisation, we use local resources in our immediate environment to build, construct, mold or make instructional teaching-learning materials that can assist in the smooth dissemination and transfer of knowledge from teachers to learners. 
• In the present scenario, improvisation has become crucial in the teaching-learning process because the economic situation makes the cost of facilities and equipment very high amidst decreasing or near lack of purchasing power.
• Improvisation reveals that there are possibilities for alternatives to teaching and learning aids. It should therefore meet specific teaching and learning situations. 

Hence, it is clear that Improvised Resources ensures the use of alternative resources to facilitate instructions for teaching wherever there is a lack or specific firsthand teaching aids.

Additional Information

• Multimedia is defined as digital resources or technology of communication, constituted by the sum of Hardware and Software. The use of multimedia in the educational field impacts positively the development of instruction and also the methods by which teachers give information to students.
• Visual resources are designed to influence the eyes of learners to enable them to understand what is being shown. In language learning, visual aids are helpful in developing language skills such as speaking and writing as they stimulate learners’ sense of sight.
• Community resources provide first-hand experiences to the child and s/he is able to develop proper concepts about various aspects of processes of community life.