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Which of the following intellectual characteristics in a teacher need nurturing in order to accomplish subjective well-being leading to effectiveness in motivating and inspiring students of college level education?
  • a)
    Cognitive intelligence related
  • b)
    Emotional intelligence related
  • c)
    Social intelligence related
  • d)
    Spiritual intelligence related
Correct answer is option 'B'. Can you explain this answer?
Most Upvoted Answer
Which of the following intellectual characteristics in a teacher need ...
Research indicates that in addition to the personal qualities that encourage effective teaching, there are three other teacher characteristics namely: knowledge, organisation and clarity, and cordiality and enthusiasm that influence teaching.
Emotional Intelligence (E.I.):
  • E.I. You have the ability to understand your own feelings and those of the people around you.
  • The concept of emotional intelligence means that you must have a self-awareness that enables you to recognize emotions and manage your emotions.
  • It became popular after the immense success of Daniel Goleman's book, Emotional Intelligence, Why It Can Matter More Than IQ in 1995.
  • Developing emotional intelligence is an intentional, active, and engaging process.
  • When focusing on learning emotional intelligence skills, teachers and students are creating human development behaviors that are intimately related to positive outcomes of achievement, goal achievement, and personal well-being.
  • Emotionally intelligent teachers are proactive in their orientation of students to work and life. They encourage and inspire students beyond the walls of the classroom.
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Which of the following intellectual characteristics in a teacher need ...
Emotional intelligence related

Emotional intelligence refers to the ability to understand and manage one's own emotions, as well as to recognize and empathize with the emotions of others. Nurturing emotional intelligence in teachers is crucial for achieving subjective well-being and effectively motivating and inspiring college-level students. Here's why:

1. Self-awareness: Teachers with high emotional intelligence are aware of their own emotions, strengths, and weaknesses. This self-awareness helps them understand how their emotions may impact their teaching and interactions with students. By recognizing their emotions, they can better manage and regulate them, ensuring they respond to students in a calm and balanced manner.

2. Empathy: Teachers with high emotional intelligence are able to empathize with their students, understanding their perspectives and feelings. This empathy allows them to connect with students on a deeper level, creating a supportive and inclusive learning environment. When students feel understood and cared for, they are more likely to be motivated and inspired to learn.

3. Effective communication: Emotional intelligence enables teachers to communicate effectively with their students. They can express their thoughts and ideas clearly, while also actively listening to students' concerns and needs. This open and respectful communication fosters trust and builds positive relationships, enhancing student engagement and motivation.

4. Conflict resolution: College-level education often involves diverse perspectives and opinions, which can lead to conflicts among students. Teachers with high emotional intelligence are skilled at resolving conflicts in a constructive manner. They can mediate disagreements, encourage dialogue, and promote mutual understanding, creating a harmonious learning environment where students feel valued and supported.

5. Stress management: Teaching can be a demanding profession, and emotional intelligence helps teachers effectively manage stress and prevent burnout. Teachers with high emotional intelligence are aware of their own stress triggers and can take proactive steps to maintain their well-being. By managing their own stress, they can provide a positive role model for students and create a calm and conducive learning atmosphere.

In summary, nurturing emotional intelligence in teachers is essential for their subjective well-being and effectiveness in motivating and inspiring college-level students. By developing self-awareness, empathy, effective communication, conflict resolution skills, and stress management abilities, teachers can create a positive and supportive learning environment, leading to enhanced student engagement and success.
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Directions: Read the following passage carefully and answer the following question.All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct, the history of art and science both claim a certain autonomy, partly just because they require specialised technical skills. Both can also be seen as part of a wider intellectual history, as is evident when one considers. For example, the common stock of knowledge about cosmological beliefs or moral ideals of a period.Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding.It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years, the mirror-image of this philistinism has been more common in the claim that ideas of any one systematic expression or sophistication do not matter, as if they were only held by a minority.Q.What is philistinism?

Directions: Read the following passage carefully and answer the following question.All historians are interpreters of text if they be private letters, Government records or parish birthlists or whatever. For most kinds of historians, these are only the necessary means to understanding something other than the texts themselves, such as a political action or a historical trend, whereas for the intellectual historian, a full understanding of his chosen texts is itself the aim of his enquiries. Of course, the intellectual history is particularly prone to draw on the focus of other disciplines that are habitually interpreting texts for purposes of their own, probing the reasoning that ostensibly connects premises and conclusions. Furthermore, the boundaries with adjacent subdisciplines are shifting and indistinct, the history of art and science both claim a certain autonomy, partly just because they require specialised technical skills. Both can also be seen as part of a wider intellectual history, as is evident when one considers. For example, the common stock of knowledge about cosmological beliefs or moral ideals of a period.Like all historians, the intellectual historian is a consumer rather than a producer of ‘methods’. His distinctiveness lies in which aspect of the past he is trying to illuminate, not in having exclusive possession of either a corpus of evidence or a body of techniques. That being said, it does seem that the label ‘intellectual history’ attracts a disproportionate share of misunderstanding.It is alleged that intellectual history is the history of something that never really mattered. The long dominance of the historical profession by political historians bred a kind of philistinism, an unspoken belief that power and its exercise was ‘what mattered’. The prejudice was reinforced by the assertion that political action was never really the outcome of principles or ideas that were ‘more flapdoodle’. The legacy of this precept is still discernible in the tendency to require ideas to have ‘licensed’ the political class before they can be deemed worthy of intellectual attention, as if there were some reasons why the history of art or science, of philosophy or literature, were somehow of interest and significance than the history of Parties or Parliaments. Perhaps in recent years, the mirror-image of this philistinism has been more common in the claim that ideas of any one systematic expression or sophistication do not matter, as if they were only held by a minority.Q.Intellectual historians do not claim exclusive possession of

Which of the following intellectual characteristics in a teacher need nurturing in order to accomplish subjective well-being leading to effectiveness in motivating and inspiring students of college level education?a)Cognitive intelligence relatedb)Emotional intelligence relatedc)Social intelligence relatedd)Spiritual intelligence relatedCorrect answer is option 'B'. Can you explain this answer?
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Which of the following intellectual characteristics in a teacher need nurturing in order to accomplish subjective well-being leading to effectiveness in motivating and inspiring students of college level education?a)Cognitive intelligence relatedb)Emotional intelligence relatedc)Social intelligence relatedd)Spiritual intelligence relatedCorrect answer is option 'B'. Can you explain this answer? for UGC NET 2024 is part of UGC NET preparation. The Question and answers have been prepared according to the UGC NET exam syllabus. Information about Which of the following intellectual characteristics in a teacher need nurturing in order to accomplish subjective well-being leading to effectiveness in motivating and inspiring students of college level education?a)Cognitive intelligence relatedb)Emotional intelligence relatedc)Social intelligence relatedd)Spiritual intelligence relatedCorrect answer is option 'B'. Can you explain this answer? covers all topics & solutions for UGC NET 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Which of the following intellectual characteristics in a teacher need nurturing in order to accomplish subjective well-being leading to effectiveness in motivating and inspiring students of college level education?a)Cognitive intelligence relatedb)Emotional intelligence relatedc)Social intelligence relatedd)Spiritual intelligence relatedCorrect answer is option 'B'. Can you explain this answer?.
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