Teacher-Centered Teaching Methods MCQ Quiz - Objective Question with Answer for Teacher-Centered Teaching Methods - Download Free PDF

The demonstration method is an instructional strategy widely used in both teaching and training environments.

• It involves showing learners how to perform a task or apply a technique, typically through a live demonstration or a visual presentation.

Key Points

All of the above are the importance of the demonstration method. It provides several key advantages:

• Improved Practice: By observing a demonstration, learners can understand the process clearly, leading to better practice and skill development.
• Shows the Technique: It effectively illustrates the technique or skill being taught, which is essential for understanding and application.
• Arouses Interest: Demonstrations engage learners and arouse their interest by offering a visual and practical learning experience, which can be more engaging than theoretical explanations.

Hence, the correct answer is all of the above.

The correct answer is - Teacher's sense of efficacy.

Key Points

• Teacher's sense of efficacy refers to a teacher's belief in their ability to positively affect student learning and manage classroom challenges, including reaching out to and engaging difficult students.
• It involves the confidence and conviction that they have the skills and strategies to facilitate learning and overcome obstacles in student education.
• This concept is pivotal in educational psychology as it significantly influences teaching behaviors, strategies, and ultimately, student outcomes.

Additional Information

• Teacher's knowledge: While important, this refers more to the content knowledge and understanding of pedagogical strategies a teacher possesses.
• It does not directly address the belief in one's ability to impact student learning, especially for those students who are considered difficult.
• Teacher's understanding: This option is too vague and could encompass many aspects of teaching, including understanding of content, pedagogy, or student needs.
• However, it does not specifically capture the concept of a teacher's belief in their effectiveness and ability to make a difference in all students' learning, regardless of the challenges.
• Teacher's self-perception: Although related, this is broader than the sense of efficacy.
• Self-perception could include how a teacher views their overall abilities, personality, and role within the educational system but does not specifically focus on the belief in their capability to impact student learning positively.

The correct answer is: (A), (D) and (E) Only.

Key Points 

Positive teacher-student relationships are essential for creating a supportive and conducive learning environment. Let's analyze each option:

(A) A teacher who punishes students for asking questions - This is not an example of a positive teacher-student relationship. Punishing students for asking questions can discourage them from actively participating in class, inhibit their curiosity, and create a negative learning atmosphere.

(D) A teacher who humiliates his/her students - This is not an example of a positive teacher-student relationship. Humiliating students can damage their self-esteem, erode trust, and hinder their academic and personal development.

(E) A teacher who ignores the needs and concerns of his/her students - This is not an example of a positive teacher-student relationship. Ignoring the needs and concerns of students can make them feel undervalued, unimportant, and disconnected from the learning process.

Additional Information

• Positive teacher-student relationships have been linked to various positive outcomes, including improved academic performance, increased student engagement, enhanced motivation, and better socio-emotional development.
• Teachers play a critical role in fostering these relationships by creating a supportive, inclusive, and respectful learning environment where students feel valued, heard, and empowered to succeed.
• By prioritizing communication, respect, empathy, and encouragement, teachers can cultivate positive relationships that benefit both students and the overall learning community.
•  

The correct answer is: 4) Statement I is incorrect but Statement II is correct.

Key Points

• Statement I - Incorrect:

In learner-centered learning, the teacher does shift from a traditional knowledge transmitter to a facilitator, but the focus isn't solely on students' feelings. While creating a positive and supportive environment is important, the primary focus is on guiding students to explore, construct, and apply knowledge independently.

• Statement II - Correct:

Learner-centered learning emphasizes the importance of understanding the world from the students' perspective. This involves empathy, actively listening to students' experiences and viewpoints, and creating a safe space for them to express themselves freely.

Additional Information 

• Teacher-centered learning traditionally involves the teacher as the main source of knowledge and authority. Students are expected to passively receive information and demonstrate their understanding through assessments.
• While both approaches have their merits and drawbacks, learner-centered methods are increasingly embraced as they foster critical thinking, self-directed learning, and deeper understanding in students.

Demonstration Method involves showcasing a specific procedure or approach through action, allowing learners to observe and understand the process visually.

Key Points

• This aligns with the core idea of learning by doing, where knowledge and skills are acquired through active engagement and hands-on experience.
• Learning by doing best captures the essence of method demonstration, where active observation and engagement with the displayed action lead to knowledge acquisition.
• Method demonstration can be combined with other approaches to create a more comprehensive and effective learning experience.

Hint

• Seeing by doing is partially relevant, as demonstration is indeed visual, but it doesn't emphasize the active participation aspect of learning by doing.
• Doing by hearing and doing by touching seem counterintuitive to the concept of a method demonstration. While instructions might be provided verbally, the central point lies in observing and understanding the action itself, not through auditory or tactile experiences alone.

Hence, Method demonstration applies principle of learning by doing.

Demonstration

• The most effective way to teach an occupational skill is to demonstrate it. one of the two most essential teaching skills is the ability to demonstrate; the other is the ability to explain. Both are vital to the success of either an operation lesson or an information lesson.
• The demonstration is defined as a method of teaching by exhibition and explanation. It implies the presence of an organized series of events or equipment to a group of students for their observation.
• It is a combination of lecture and laboratory work. The teacher makes the use of classroom and demonstration table area in the classroom to teach and demonstrate.
• Some part of the teaching is done before the demonstration, some during the demonstration, and some after demonstration to explain the purposes, articles used, underlying principles, and termination of the procedure, etc. 
• Advantages
  • Activates several senses and provides better learning opportunities.
  • Provides opportunities for developing observational skills.
  • Clarifies the underlying principles by demonstrating the "Why" of a step1 procedure.
  • Commands interest by use of concrete illustration.
  • Helps to correlate theory with practice.
  • In the teaching of nursing, allows the teacher to evaluate the students' knowledge of a procedure skill and to determine if reteaching is necessary. Serves as a strong motivational force.
  • The student has the opportunity to gain knowledge and apply it immediately. 
• Limitations
  • Not useful if students are inattentive.
  • The teacher may be tempted to waste time in exploration.
  • Students may blindly follow the laboratory manual or the procedure sheets.
  • Discussion may not be encouraged. 

Hence, we conclude that the most effective way to teach an occupational skill is to ​Demonstration method.

To achieve the educational objectives, there should be a healthy and cordial relationship between teacher and student. Every teacher should have love and affection towards his/her students. The caring nature of the teacher motivates the learner to do some productive work and show continuous remarkable performance in the class. it is the responsibility of the teacher to keep relationships with students focused on pedagogical goals and academic requirements.Key Points

• Many qualities define a positive relationship and pave ways on how to create powerful student teacher relationships. These can be seen to include good communication, a safe learning environment and mutual respect, a positive and patient attitude, student equality and timely praise.
• The ability to forge a positive, powerful relationship between a student and teacher may seem like a difficult task first but can be easily accomplished by creating a strong learning environment.
• The learning is not a one way process alone; an effective learning environment is where all individuals involved learn from each other. While students learn a particular subject from a teacher, the teacher learns how to improve her teaching skills and make the lessons more interesting by gaining insights from the students. Thus, both parties learn from each other.
• Mutual respect and trust are at the foundation of any lasting relationship. Student-teacher interaction that is based merely on academic progress or behavior management creates inhibitions within a student and stifles true relationship-building.
• Those teachers that show respect towards their students and a keenness to help them through their difficulties become the object of respect themselves and trigger a drive among students to learn and make their teachers proud.

Hence, we conclude that a teacher and a student relationship should be cordial and respectful.

The correct answer is Scaffolding.

Key Points Scaffolding:

• Scaffolding is a teaching approach where the teacher provides temporary support to help the learner acquire new skills or knowledge.
• This support is gradually reduced as the learner gains competence and independence.
• Scaffolding involves breaking down complex tasks into smaller, more manageable steps, and providing guidance and support to the learner as they work through each step.
• The teacher may use prompts, cues, feedback, and modeling to help the learner understand the task and develop their skills.
• As the learner becomes more competent, the teacher gradually reduces the level of support until the learner can complete the task independently.

Additional Information Assistance- Assisting students is a key responsibility of teachers, and there are many ways in which teachers can support their students' learning. 

Accommodation- Accommodation in teaching and learning refers to a teaching strategy that involves making adjustments to the way instruction is delivered, the materials used, or the way assessments are administered to better meet the individual learning needs of students. 

Schemas- Schemas in teaching and learning refer to the mental frameworks or structures that individuals use to organize and interpret information. Schemas are developed through experience and can influence how individuals perceive, remember, and process new information.

Hence, the correct answer is Scaffolding.

Teacher Centred Approach: In this, the teacher is the dominant factor in all classroom activities. Everything that is done in the class, beginning from the sitting arrangements, fixing what and when to teach, maintaining discipline, asking questions, and the time and type of student evaluation is to be determined by the teacher. Limitation of Teacher Centred Approach:

• Since the teaching is very often imposing facts and ideas by the teacher, children do not like and tend to lose interest.
• If the knowledge of the teacher is limited, then he/she cannot meet the needs of individual children.
• There is no scope for debate and discussion among the students.
• Individual attention is hardly taken into account in large-sized classes and in multigrade situations.
• The teacher never gives room for developing the thinking skill of the students. Thus, it retards the creativity of the children.
• Evaluation is mostly summative in nature. There is no scope for continuous and comprehensive evaluation which is the call of the present times.
• The teacher is confined to completion of the course. It matters little if the children do not understand the concepts.

Hence, all the above points are limitations of teacher-centred approach.

Demonstration Method: The word demonstration means to give demos or to perform a particular activity or concept. In the demonstration method, the teaching-learning process is carried in a systematic way. Demonstration often occurs when students have a hard time connecting theories to actual practice or when students are unable to understand the applications of theories. 

Demonstration means 'to show'. In the lecture method, the teacher just talks but in the demonstration method, he shows or illustrates certain phenomena, concepts, or principles. The demonstration provides concrete experiences for students. Thus, it helps to understand abstract ideas to students. 

Advantages

• There is a possibility of using a more sophisticated apparatus, which generally students cannot handle in the Laboratory.
• More difficult experiments may be undertaken.
• More hazardous experiments may be attempted.
• Expenses may be minimized compared to the laboratory methods.
• There is a possibility of demonstrating manipulative and allied practical skills.
• There is a possibility to draw the attention of all the students in the class simultaneously.
• It takes less time compared to laboratory and other innovative methods like the enquiry approach, problem-solving approach, scientific method, and project method. 
• This method is more efficient in a way compared to the laboratory method as a teacher is more competent than students to handle apparatus.
• The teacher is in a position to explain each and every step and to ensure that all students see and interpret all the work in the same manner. 

Disadvantages

• All students do not do the experiment with their own hands. It is a substitute for laboratory work.
• When the demonstration is complex or there are too many demonstrations in one lesson, students feel difficulty in understanding the basic concepts, principles, and skills.
• Various details of the apparatus, significant reactions, and other essential steps undertaken by the teacher in drawing conclusions are not necessarily visible to all the students of the class equally well.
• It deprives students of many of the advantages of laboratory methods such as handling the apparatus and other materials as well as making their own interpretations.  

So, helping students to retain information through a visual and memorable stimulus is done by Demonstration Method.

The teaching method allows for the application of theory to real-world situations.

Key Points

• In the border category, there are three different approaches to the method of Instruction: Teacher-centred method, Mixed method, and Individualized method. 
• There are various Teacher-centred methods that can be utilized by teachers to effectively impart knowledge and skills to students in a classroom setting. 
  • Lectures
  • Team teaching 
  • TV or Video Presentation 
  • Dialogic or Direct method 
  • Demonstration

Thus, the Demonstration method is the teacher-centred method. 

Additional Information

• Problem-solving: Students learn about a subject by working in groups to find a solution to an open-ended problem.
• Discussion method: It describes a teaching strategy that gives students the chance to verbally express their views or opinions on various subjects. 
• Inquiry approach: Student-centered learning strategy that centres on the idea of students actively participating in the teaching and learning process while being observed and guided by teachers.

Confusion PointsThere is a misprint in the official question paper correct option is blank.

The teaching method is a way to put theory into practice. It generally describes the pedagogy of children, general principles, and management strategies that are to be used through the whole teaching-learning process.

Key Points

Analytic method: 

• The word analysis here means "breaking up".  In the method of analysis, we go from the unknown to the known.
• We break down the unknown problem into simpler parts and see how they can be recombined to obtain the solution.
• After breaking down the problem we will start with what is to be found out. Then think of the further steps which may connect the unknown with the known and find out the desired result.
• In the method of analysis, the process involves breaking down a complex problem or situation into its constituent parts or elements to understand and explain how they function. 

Synthesis method:

• ​The word synthesis means to "combine". In the synthesis method, we move from known to unknown.
• We will start with something that we know already and connect it with the unknown part of the statements. Hence it proceeds from known to unknown and it is opposite to the analytic method. 
• In the synthesis method, we combine or integrate different elements or pieces of information to create something new or to understand the unknown.

Hence, we can conclude that both the given statements are true.

It requires various techniques and methods by which students can be taught effectively. Such techniques help to make the learning more effective, enjoyable and help to sustain interest in the subject matter. The Important Techniques for Teaching are as follows:

• Narration: It is an art which aims at presenting to the pupils, through the medium of speech, clear, vivid, interesting, ordered sequence of events, in such a way that their minds reconstruct these happenings and they live in the imagination through the experiences recounted either as spectators or as participatory. It is a speech in which the teacher delivers a lecture on an incident or content.
• Discussion: Discussion has been described as a thoughtful consideration of the relationships involved in a topic or problem under study. It encourages the students to direct their thinking process towards the solution of a problem and to use their experiences for further clarification and consolidation of learning material.
• Illustration: This method involves the theory and examples related to it. It also includes a comparison for a given statement. Generally, this method is used to teach mathematics and science. 
• Explanation: The word explain comes from Latin 'ex' (out) 'planus' (flat) so the root meaning is ‘‘to make plain,’’. By saying it plain means that the teacher explains the statement written in the textbook. This method is still commonly used in school.

Hence, we conclude that the above statement is related to the narration.

Demonstration Method: The word demonstration means to give demos or to perform a particular activity or concept. In demonstration method, the teaching-learning process is carried in a systematic way. Demonstration often occurs when students have a hard time connecting theories to actual practice or when students are unable to understand applications of theories. There are six steps of the demonstration process:

• Planning and preparation: Proper planning is required for a good demonstration. For this following points should be kept in mind.
  • lesson planning
  • collection of material related to the demonstration.
  • rehearsal of demonstration.

In order to ensure the success of the demonstration, the teacher should prepare lesson minutely and very seriously.

• Introducing the lesson: The teacher should motivate students and prepare them mentally for the demonstration. The teacher should introduce the lesson to students keeping in mind the following things.
  • Individual differences
  • Environment
  • Experiences

The lesson can also be started with some simple and interesting experiments, very common event or some internal story. The experiment should be able to hold the attention of students.

• Presentation of subject matter:
  • In demonstration presentation of subject matter is very important.
  • The principle of reflecting thinking should be kept in mind.
  • The teacher should teach the student in such a way that their previous knowledge can be attached to their new knowledge.
• Demonstration:
  • The performance in the demonstration table should be ideal for the student.
  • The demonstration should be neat and clean.
• Teaching Aids: The teacher can use various teaching aids like models, blackboard, graphs etc.during demonstration.
• Evaluation: In this last step, the evaluation of the whole demonstration should be done, so that it can be made more effective.

Hence, we conclude that evaluation is the last stage of demonstration method.

Teacher-centered classroom management puts the teacher at the center of the classroom as the primary authority figure.

Key PointsExplanation:

• Discipline coming from self is a characteristic of student-centered classroom management, not teacher-centered.
• The teacher is the sole leader in a teacher-centered classroom, which means that they are in charge of setting the rules and expectations for the class.
• In teacher-centered classroom management, students are not facilitators for the operations of the classroom. Instead, the teacher is responsible for all aspects of classroom management.
• Students are allowed limited responsibilities in a teacher-centered classroom. This means that they have less autonomy and decision-making power than they would in a student-centered classroom.
• Therefore, the characteristics of teacher-centered classroom management include the teacher being the sole leader and students having limited responsibilities.

Conclusion: The most appropriate answer is B and D.