Select the alternative which consists of positive factors contributing to…
2016
Select the alternative which consists of positive factors contributing to effectiveness of teaching : List of factors : (a) Teacher’s knowledge of the subject. (b) Teacher’s socio-economic background. (c) Communication skill of the teacher. (d) Teacher’s ability to please the students. (e) Teacher’s personal contact with students. (f) Teacher’s competence in managing and monitoring the classroom transactions. Codes :
Answer: D. (a), (c) and (f) — Concept: Teaching effectiveness is judged by how far a teacher's attributes actually raise the intended learning outcomes. An attribute counts as a positive…
- A.
(b), (c) and (d)
- B.
(c), (d) and (f)
- C.
(b), (d) and (e)
- D.
(a), (c) and (f)
Attempted by 4 students.
Show answer & explanation
Correct answer: D
Concept: Teaching effectiveness is judged by how far a teacher's attributes actually raise the intended learning outcomes. An attribute counts as a positive factor only when it acts on the teaching-learning transaction itself — the substance that is taught, the means by which that substance reaches the learner, and the control of the classroom process in which it happens. Attributes lying outside that transaction, such as a teacher's own personal circumstances, and attributes that substitute learner approval for learner achievement, do not qualify.
Application: classify each factor in the given list against that test.
Factor | What it is | Bears on teaching effectiveness? |
|---|---|---|
(a) Knowledge of the subject | Command of the content being taught | Yes — it supplies the substance of instruction |
(b) Socio-economic background | A personal circumstance of the teacher, outside the classroom transaction | No — it does not act on the teaching-learning transaction |
(c) Communication skill | The means by which content is carried to the learner | Yes — it governs transmission of the content |
(d) Ability to please the students | An orientation towards learner approval rather than learner achievement | No — approval is not evidence of learning |
(e) Personal contact with students | Rapport and pastoral contact alongside instruction | Supportive, but not one of the instructional determinants isolated here |
(f) Competence in managing and monitoring classroom transactions | Control and continuous monitoring of the classroom process | Yes — it sustains the conditions in which instruction works |
Cross-check: test each alternative in the code list against that classification.
(b), (c) and (d) carries both the personal-circumstance factor and the approval-seeking factor, so it mixes in two attributes that do not act on the transaction.
(c), (d) and (f) carries the approval-seeking factor, so it still admits one attribute that is not evidence of learning.
(b), (d) and (e) carries the personal-circumstance factor and the approval-seeking factor, and adds a merely supportive one.
(a), (c) and (f) is the only alternative built entirely from content mastery, transmission and process control.
Hence the alternative consisting only of positive factors contributing to effectiveness of teaching is (a), (c) and (f).