Nature and characteristics of teaching MCQ Quiz in தமிழ் - Objective Question with Answer for Nature and characteristics of teaching - இலவச PDF ஐப் பதிவிறக்கவும்

Research indicates that apart from the personal qualities which encourage effective teaching, there are three other teacher characteristics namely: knowledge, organization and clarity, and warmth and enthusiasm which affect teaching.

Emotional intelligence (EI):

• EI is the ability to understand your own emotions and those of people around you.
• The concept of emotional intelligence means you must have a self-awareness that enables you to recognize feelings and manage your emotions.
• It has become popular after the immense success of Daniel Goleman's book in 1995, Emotional Intelligence, Why It Can Matter More Than IQ. 
• Teachers who are warm and friendly inspire and instill positive attitudes and a love for learning in their students. Such teachers are known to be more effective in terms of students' increased attention, achievement, willingness to learn, and favorable attitude towards the content.
• Positive traits of personality make an effective teacher. 
• The development of emotional intelligence is an intentional, active, and engaging process.
• When emotional intelligence skills are a focus of learning, teachers and students are building human development behaviors that are intricately related to the positive outcomes of achievement, goal achievement, and personal well-being.
• Emotionally intelligent teachers are active in their orientation to students' work and life. They inspire and motivate students beyond the walls of the classroom.

Thus, option 2 is the correct answer.

1. Cognitively Intelligent teacher departs the best of academic knowledge in the most desirable and suitable way to students.
2. A socially Intelligent teacher helps the students to develop skills for becoming 'street smarts'.
3. Spiritually Intelligent teacher influences students on a spiritual level and teaches them the application of spiritual knowledge in daily-life situations.

The process of adjustment starts right from the birth of the child and continues till death. Human beings have the highest capacity to adapt to new situations. They not only adapt to physical demands but also adjust to social pressures.

• Teachers have an important role in modifying and shaping the personality of students in accordance with the natural objectives of life.
• The greatest contribution of teachers will be to utilize the energy of students in the reconstruction of their social life. 

Key Points 

So, teachers' personalities and democratic attitudes are important factors that can promote adjustment in students.  

The main function of teachers in higher education are:

1. Teachers in higher education commonly aim to develop their students' ways of thinking, acting, and approaching a field of study and practice.
2. This view of teaching involves providing students with experiences that enable them to enter the field as practitioners.
3. Those experiences must be directed to developing students' understanding of the perspective that is relevant to the field and what the content of a course means within that perspective.
4. Every classroom is different. It is this complexity in which they operate that provides a compelling reason for teachers to look more closely into their own teaching practice. One way for them to do so is to conduct research, right in their own classroom.
5. Teacher research:
   • is reflective
   • is systematic
   • is conducted in the teacher’s own professional context
   • is driven, at least partly, by the teacher himself/herself
   • may be collaborative
   • may be qualitative or quantitative in nature, or both
   • aims to enhance the teacher’s understanding of some aspect of his/her practice.

Therefore, in a nutshell, we can conclude that the main function of teachers in higher education is teaching, research, and extension.

Act of teaching: Teaching is a process of providing opportunities for students to produce relatively permanent change through engagement in experiences provided by the teachers. In simpler words teaching is the purposeful direction and management of the learning process. 

Characteristics of Teaching are:

• It has different levels of teaching i.e memory level of teaching, understanding level of teaching, and reflective level of teaching.
• It takes place in a dynamic environment where the teaching-learning process is flexible and changes according to the needs of the learners. 
• It is closely related to education, learning, instruction and training.  
• It is essentially an intellectual activity.
• It is an art as well as science.
• It tends towards self-organization.
• It is a social service.
• It includes a lengthy period of study and training.
• It has a high degree of autonomy.
• It is triadic in nature.
• It is a continuous process.
• Teaching is a profession.

Conclusion: The goal of all teaching is to cause learning, Teaching is triadic rather than dyadic in nature, and teaching means reaching the mind of students are the three characteristics of teaching that ensure that the objectives of the teaching-learning process are fulfilled.

The beginning teacher is the one who is venturing into the teaching profession. There are a variety of factors that affects the success of beginning teachers which includes the personality of a teacher, positive attitudes, ability to relate to the students, creativity, emotional maturity, teacher-student interaction, the outcomes of the teacher-learning process, etc.

However, the two most important factors affect the success of any beginning teacher are:

• Firstly, a well-balanced personality that describes the totality of unique traits that form an individual's character. The personality affects how the teacher engages with the students.
• Secondly, the gregariousness of the teacher which means the ability to relate to other people. The teachers who have this trait have the ability to build sound and trusting connections with their students.

Key Points

Effective listening

• It is actively absorbing the information given to the listener by a speaker, showing that one is listening and interested, and providing feedback to the speaker so that he or she knows the message was received.

Following are the finer points of effective listening

1. Pay attention to the speaker.
2. Undivided attention, and acknowledge the message.
3. Use your own body language and gestures to convey your attention
4. Provide feedback.
5. Defer judgment as Interrupting is a waste of time that frustrates the speaker and limits full understanding of the message. Allow the speaker to finish. Don't interrupt with counterarguments
6. Effective listening is based on empathy and emotional intelligence hence try to Stay indifferent
7. Respond Appropriately by Asking questions for clarity
8. Focusing attention on what is said

Therefore we can say that correct answer is C, D and E only

Teaching refers to the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development. It involves the physical, mental, emotional, social, moral, and spiritual development of learners. 

Good teaching is best reflected by meaningful questions asked by the students.

1. Good teaching is about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable.
2. Good teaching is about substance and treating students as consumers of knowledge. It’s about doing the best to keep on top of your field, reading sources, inside and outside the areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals.
3. Good teaching is also about bridging the gap between theory and practice. 
4. Good teaching is about listening, questioning, being responsive, and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel and at the same time, it’s about being human, respecting others, and being professional at all times.
5. In short, good teaching is all about influencing students at a personal level so that the outcome of learning is not achieved as a mere compulsion but due to personal interest and engagement. Meaningful questions asked by the students showcase their attentiveness and interest in learning as a process. 

Thus, option 1 is the correct answer.

Process Type Questions: Process questions require more thought and analysis and/or a sharing of opinions. Process questions are designed to test the depth of your knowledge about a subject and your ability to analyze various components. Examples include, ‘What skills can you bring to this organization that the other applicants cannot?’ or ‘What are the advantages and disadvantages of asking leading questions to children?’

Divergent Questions, Concept-Based Questions, and Higher-Order Questions are Process-Type Questions as they require students to go beyond conventional thinking and answering. Students have to analyze and deeply evaluate various components of these questions to answer them.

1. Divergent Questions: 

• These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios.
• Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination.
• These types of questions often require students to analyze, synthesize, or evaluate a knowledge base and then project or predict different outcomes.

2. Concept-Based Questions: 

• Conceptual questions are questions that require a student to create an answer rather than simply to recall something or activate an algorithm.
• Conceptual questions are higher-order questions. They fall into the third of the three broad categories used to assess student knowledge.

3. Higher-Order Questions: 

• Higher-order questions are those that the students cannot answer just by simple recollection or by reading the information “verbatim” from the text.
• Higher-order questions put advanced cognitive demands on students.
• They encourage students to think beyond literal questions. Higher-order questions promote critical thinking skills because these types of questions expect students to apply, analyze, synthesize, and evaluate information instead of simply recalling facts. 

Thus, option 3 is not the correct definition of Higher-order Questions.

Additional Information

Fact-Based Questions and Lower-Order Questions are Content-Type Questions as they are based on the conventional mode of learning, recalling, and answering without evaluating or analyzing the questions.

1. Fact-Based Questions:

• Factual questions require fact-based answers.
• There is only one correct answer, which can be verified by referring to the text or other questions earning materials.
• For example, a learner may be asked to look at a passage, then answer a series of factual questions based on what they just read. 

2. Lower-Order Questions: 

• Lower order questions are those that require "brief thought" and a basic amount of understanding of an already learned subject or area.
• These kinds of questions are meant to encourage students to recall or remember basic information.

Act of teaching: Teaching is a process of providing opportunities for students to produce relatively permanent change through engagement in experiences provided by the teachers. In simpler words teaching is the purposeful direction and management of the learning process. 

Teacher's first responsibility is towards students, hence, the subject of greatest satisfaction in teaching is a sense of contribution to the development of children.

Characteristics of Teaching are:

• It has different levels of teaching i.e memory level of teaching, understanding level of teaching, and reflective level of teaching.
• It takes place in a dynamic environment where the teaching-learning process is flexible and changes according to the needs of the learners. 
• It is closely related to education, learning, instruction and training.  
• It is essentially an intellectual activity.
• It is an art as well as science.
• It tends towards self-organization.
• It is a social service.
• It includes a lengthy period of study and training.
• It has a high degree of autonomy.
• It is triadic in nature, that is, it includes student, teacher and environment.
• It is a continuous process.
• Teaching is a profession.

Hence, the subject of greatest satisfaction in teaching is a sense of contribution to the development of children.

Teaching: Teaching is a skilful application of knowledge, experience, etc. to facilitate learning. A teacher always aims to facilitate learning bd bring positive change in the learner.

Characteristics of teaching:

1. Teaching tries to facilitate learning
2. Teaching is an intellectual activity
3. There is a high degree of autonomy
4. Teaching is a social service
5. Teaching is a continuous process
6. Teaching is self-organized
7. Teaching is a profession

Teachers role in society:

• Teaching help for the socialization and overall development of the children
• Teaching ensures the development of knowledge, skill, personality, cognitive and affective skills, etc.
• Teaching develop good moral characteristics and quality to value everything
• Education can eliminate social tension and conflicts
• Teaching cultivate humour, emotional stability, and good habit
• Teaching help for social efficiency and adjustability
• Enrich culture

So it can be said that those who are really passionate about and teaching and love this profession can serve the entire society.