Understanding Teaching — Quiz

Q1. A class 7 science teacher in Rampur, instead of listing the four whorls of a flower in the traditional way, brings a real hibiscus to class and shows each part one by one through its colour and shape. According to Eisner's view, this best illustrates teaching as

• A. a science, because objectives are fixed beforehand
• B. an art, because both teacher and learners experience the process aesthetically
• C. instruction, because it is delivered inside the classroom
• D. critical pedagogy, because it questions traditional methods

Q2. Teaching observes a dual role — artistic and scientific. How should a teacher of ages 11-14 handle this duality?

• A. Pick one approach — either purely artistic or purely scientific — and stick to it
• B. Use the artistic approach for arts subjects and the scientific approach for science subjects
• C. Balance both, interchanging the role of art and science whenever and wherever required
• D. Always start with the scientific approach and end with the artistic approach

Q3. A school is a 'miniature representation of our society or community'. The pedagogical implication for an upper-primary teacher is best stated as

• A. schools should restrict themselves only to academic content and leave social norms to families
• B. through teaching, the norms, ethics and expectations of society can be inculcated in adolescent learners
• C. schools should mirror the marketplace and prepare learners for competition
• D. social norms can be taught only after academic targets are completed

Q4. Aarti, a class 8 student, asks her teacher a difficult question about substance abuse she has seen at home. What should the teacher's response be?

• A. Refuse to answer and report her to the principal
• B. Treat such inquisitiveness as a moral teaching opportunity — the teacher should not avoid queries about sex, attraction, drugs, stress, abuse, etc.
• C. Tell her these matters are outside the school syllabus and to ask her parents
• D. Direct her to a life-skills textbook and move on

Q5. The definition 'Learning is a process of progressive behaviour adaption' is attributed to

• A. Thorndike
• B. Guilford
• C. Garret
• D. Skinner

Q6. The key difference between teaching and instruction is that

• A. teaching begins much before classroom action; instruction begins only when the teacher enters the classroom
• B. teaching is only oral; instruction is only written
• C. teaching is done by senior teachers; instruction by trainee teachers
• D. teaching is for higher classes; instruction is for primary classes

Q7. Herbart suggested five elements of pedagogy. In correct order, they are

• A. Preparation, Presentation, Association, Generalization, Application
• B. Aim, Content, Method, Evaluation, Feedback
• C. Reception, Application, Extension, Creation, Challenge
• D. Pre-active, Interactive, Post-active, Feedback, Revision

Q8. A class 7 teacher in rural Bihar begins a lesson on cells by showing a short, surprising video of an amoeba moving under a microscope. In Gagne's nine instructional events (Figure 8.1), this opening BEST corresponds to

• A. Eliciting performance
• B. Providing feedback
• C. Gaining attention
• D. Assessing performance

Q9. In a class 7 social studies period, a teacher in Rampur poses the question 'Should children below 14 work in factories?' and lets students argue both sides while she only ensures relevance and logic. In Thornton's classification, she is using the

• A. directing style
• B. discussing style
• C. delegating style
• D. programmed style

Q10. A class 8 science teacher uses the jigsaw method — splitting the chapter on the human body into parts, assigning each group one organ system, and then re-grouping students so each group has one expert per system. In Bruce Joyce's classification, this best fits the

• A. Behaviour Altering family — direct model
• B. Social Interaction family — group investigation model
• C. Personal Basis family — non-directive model
• D. Information Development family — Gagne model

Q11. Within the Personal Basis family of teaching models, the non-directive model is associated with which thinker, who believed in 'human relations' as the basis of instruction?

• A. Carl Rogers
• B. Fritz Pauls
• C. William Gordon
• D. Jerome Bruner

Q12. A class 7 maths teacher gives several examples — 2+3=3+2, 5+8=8+5, 11+4=4+11 — and then asks the students to state a general rule. Which method is she using?

• A. Inductive method (specific to general)
• B. Deductive method (general to specific)
• C. Analytic method (unknown to known)
• D. Synthetic method (known to unknown)

Q13. The analytic and synthetic methods are best summed up with which contrast?

• A. Analysis is teacher-centred; synthesis is learner-centred
• B. Analysis insists on discovery; synthesis depends on memory
• C. Analysis is for science; synthesis is for arts
• D. Analysis is inductive; synthesis is deductive

Q14. Before her class 8 period on electricity, a teacher in Rampur lists the learning objectives, breaks the content into small simple pieces in a logical sequence, and decides she will use a lecture-cum-demonstration with a torch and battery. In Philip Jackson's phases, this work happens in the

• A. Interactive phase
• B. Post-active phase
• C. Pre-active phase
• D. Application phase

Q15. A class 6 maths teacher introduces the concept of fractions by first cutting a real chapati into halves and quarters, and only then writing 1/2 and 1/4 on the board. Which maxim of teaching is she following?

• A. Particular to general
• B. Whole to part
• C. Empirical to rational
• D. Concrete to abstract