Which of the following attributes denote great strengths of a teacher ? (a)…
2015
Which of the following attributes denote great strengths of a teacher ?
(a) Full-time active involvement in the institutional management
(b) Setting examples
(c) Willingness to put assumptions to the test
(d) Acknowledging mistakes
Select the correct answer from the codes given below :
Answer: B. (b), (c) and (d) — Concept: In teaching aptitude, the strengths of a teacher are the professional and personal dispositions that directly shape the teaching–learning transaction…
- A.
(a), (b) and (d)
- B.
(b), (c) and (d)
- C.
(a), (c) and (d)
- D.
(a), (b), (c) and (d)
Attempted by 10 students.
Show answer & explanation
Correct answer: B
Concept: In teaching aptitude, the strengths of a teacher are the professional and personal dispositions that directly shape the teaching–learning transaction — how the teacher models conduct, examines their own practice, and relates to learners. Duties belonging to an institution's administrative or managerial function sit on a different axis: they describe an organisational role rather than an attribute of teaching competence, and carried full time they draw time away from preparation, classroom contact and feedback.
Application: Test each attribute listed in the question against that definition.
Setting examples — the teacher acts as a model. Learners absorb punctuality, fairness and intellectual rigour far more reliably by observing a teacher than by being told about them, so modelling is a core teaching disposition.
Willingness to put assumptions to the test — reflective practice. The teacher treats their own beliefs about a topic, a method or a learner as provisional and checks them against evidence, which keeps teaching self-correcting.
Acknowledging mistakes — intellectual honesty. Admitting an error models a growth mindset, makes the classroom psychologically safe for learners to risk being wrong, and strengthens rather than weakens the teacher's credibility.
Full-time active involvement in the institutional management — an administrative responsibility. It concerns running the organisation rather than the quality of the teaching–learning transaction, and taken up full time it competes directly with instructional time.
Cross-check: The dispositions that survive this test are setting examples, willingness to put assumptions to the test, and acknowledging mistakes. A code that also carries the managerial item mixes an organisational role into a list of teaching attributes, while a code that drops any one of the three loses a disposition that plainly shapes classroom practice.
Hence the correct code is (b), (c) and (d).