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Teaching aptitude
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Goalfinder Classes Teaching Aptitude
Teaching Aptitude
Goalfinder Classes: CBSE NET 2016 - Paper 1
Table of Content
Introduction
Definitions
The Nature of Teaching
Teaching as a Profession
The Aim of Teaching
Qualities of a Teacher
Psychological, Physical, Communication, Class Control Etc.
Characteristics of Teaching
Objectives of Teaching
Planning And Preparing For Teaching
Effective Lectures, Tutorials
Tutorials
Classroom Management
Managing Disruption in the Class
From The Perspective of Students
Four Modern Concepts of Teaching
Basic Requirements of Teaching
Learner's Characteristics
Factors Affecting Teaching
Methods of Teaching
Methods of Instruction
Duties of A Teacher
Towards Students, Pr ofession, Parents, Community, Higher Authorities, Etc.
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Teaching Aptitude
Introduction
Teaching aptitude means probability of success in teaching.
Teaching is a part of teaching-learning process. Teaching is both art and science. It is an activity involving
teacher and student with a view to the development of student.
Definitions
1. According to Morrison, teaching is a disciplined social process in which teacher influences the
behaviour of the less experienced pupil and helps him develop according to the needs and ideas of the
society. Thus teaching is reduced to what the teacher teaches.
2. Smith states that teaching is an organized system of specific activities aimed to help the learner learn
something. Teaching may be carried out in the absence of the teacher. Smith further elaborated the
definition. He considered teaching as a tri-polar process involving-
(iii) The intervening variables consisting of learning or teaching situation involving human or
physical conditions and instructional methods.
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However, although the inductive approach is generally accepted to be more beneficial to students it can
sometimes take a little longer. Many more traditional classrooms rely heavily on the deductive approach and
so bringing in a more radical inductive approach can sometimes be difficult both in terms of getting the
students to think for themselves and work out the rules as well as persuading the management that this is the
best approach in the long run.
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Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on
learning taxonomies (such as Bloom's Taxonomy- Blooms classificiation). The idea is that some types of
learning require more cognitive processing than others, but also have more generalized benefits.
In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new
knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the
learning of facts and concepts. Higher order thinking involves the learning of complex judgemental skills such as
critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but also more
valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in
which the skill was learned).
The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas (attitude or self)
Psychomotor: manual or physical skills (skills)
Cognitive domain
The cognitive domain relates to the capacity to think or ones mental skills. As originally
defined by Bloom, the cognitive domain has six levels ranging from remembering to creating.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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However, it is important that the teacher is aware of student reading levels to make sure that they don't fall
behind. Another method some teachers use is to have students read a portion of a chapter in their text and
answer questions quietly in class.
This gives students the opportunity to ask their teacher questions if necessary while completing their work.
However, this should not be used as an everyday method of teaching as students can quickly lose interest.
H. Case Studies
Description-An actual account of a particular incident and/or problem is presented to the class - including how
the matter was resolved.
When Used-When a specific example is the best means of illustrating a topic. This method is often used to
supplement traditional lectures. It can also be used to synthesize ideas and to apply theory to practical
problems.
Procedure-The facilitator documents a case study, altering actual names and places if required. The case study
is presented to the class, and is generally followed by discussion.
Limitations-Case studies require additional work by the facilitator to ensure that they are straightforward and
good examples of the issue being represented.
I. Brainstorming Sessions
Description-This is a creative thinking technique in which group members think about a problem or topic and
then share all the ideas they can come up with.
When Used-To get new ideas and foster individual students' ability to think of ideas.
Procedure-The facilitator and members of the planning group select suitable problems or questions related to
the topic selected by the entire group. The leader explains to the group the meaning of brainstorming and the
following rules:
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According to Gagn, the higher orders of learning in this hierarchy build upon the lower levels, requiring
progressively greater amounts of previous learning for their success.
The lowest four orders tend to focus on the more behavioral aspects of learning, while the highest four focus
on the more cognitive aspects.
This is the simplest form of learning, and consists essentially of the classical conditioning first described by the
behavioral psychologist Pavlov. In this type of learning the animal or individual acquires a conditioned response
to a given signal. Pavlov studied such learning in great detail. In it the responses are diffuse and emotional and
the learning is involuntary.
Examples are the withdrawal of the hand upon sight of a hot object, the salivation of a dog upon hearing food
poured into his metal feeding dish, and the tearing of the eyes upon sight of an onion . The signals are the sight
of the hot object, the sound of food being poured in the dish, and the sight of the onion. The conditioned
responses are withdrawal of the hand, salivation, and tearing of the eyes.
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Realias
2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example :- radio, tape recorder,
gramophone etc.
Visual aids
Pictures and Pictorial Representatives
Flash Cards: A flash card is part of a set of cards that has numbers, letters, pictures or words on it. They are
commonly used for drilling students on facts. Flash cards may also be used to enhance student memory.
Flash cards are useful for drilling new letters, words, and other information. They are normally used in a
classroom, but can also be used more informally.
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definitions
formulas
letters
multiplication tables
prefixes
words.
Blackboard / Whiteboard
A blackboard (UK English) or chalkboard (US English; also blackboard) is a reusable writing surface on which
text or drawings are made with sticks of calcium sulphate or calcium carbonate, known, when used for this
purpose, as chalk. Blackboards were originally made of smooth, thin sheets of black or dark grey slate stone.
Modern versions are often green because the colour is considered easier on the eyes.
Chalk requires no special care; whiteboard markers must be capped or else they dry out.
Is cheaper than whiteboard markers for a comparable amount of writing.
It is easier to draw lines of different weights and thicknesses with chalk than with whiteboard markers.
Dashed lines can be drawn very quickly using a technique involving the friction of the chalk and
blackboard.
Chalk has a mild smell, whereas whiteboard markers often have a pungent odour.
Chalk writing often provides better contrast than whiteboard markers.
Chalk can be easily erased; writing which has been left on a whiteboard for a prolonged period may
require a solvent to remove.
Chalk can be easily removed from most clothing; whiteboard markers often permanently stain fabric.
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It is clear from the diagram that all the three steps are interrelated. The extent to which the teaching-learning
activities result in experiences which lead to the realization of particular objective is determined by evaluation.
Testing: Testing is a ground for critical examination, a means of examining, standard or norm for comparison, a
trial for person's qualities, ground for selection/rejection, and a tool employed to reveal the presence or
absence of a desired quality. Testing has become an integral part of all educational programmes. Testing
procedures are useful sources to compare educational programmes with the state of students knowledge,
motivation, activities and their behaviour. By assessing the degree of success, testing helps in the modification
of teaching.
Measurement: It is mainly concerned with collection or gathering of data, for example, students' score in an
examination. The measurement involves assigning a score on a given task performed by the learner, for
example, 60/100. For many years, educationists concentrated on the measurement of human abilities.
Therefore, measurement, strictly as quantitative oriented operation was considered as a synonym to
evaluation.
Assessment: It covers activities included in grading, examining, certifying etc. For example, students
achievement on a particular course, an applicant's attitude for a particular job and a teacher's competency in
teaching may be assessed. It is concerned with ascertaining the extent to which the objectives of the
programmes have been met.
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