Assertion (A) : The initial messages to students in the classroom by a teacher…
2018
Assertion (A) : The initial messages to students in the classroom by a teacher need not be critical to establish interactions later.
Reason (R) : More control over the communication process means more control over what the students are learning.
Code :
Answer: D. (A) is false, but (R) is true. — Concept: The earliest messages a teacher sends in a classroom do relational work: they set the emotional climate, establish who may speak and when, and create…
- A.
Both (A) and (R) are true, and (R) is the correct explanation of (A) .
- B.
Both (A) and (R) are true, but (R) is not the correct explanation of (A) .
- C.
(A) is true, but (R) is false.
- D.
(A) is false, but (R) is true.
Show answer & explanation
Correct answer: D
Concept: The earliest messages a teacher sends in a classroom do relational work: they set the emotional climate, establish who may speak and when, and create the expectations against which every later message is read. Because first impressions form quickly and then resist revision, opening messages are treated in classroom-communication theory as decisive for the interaction that follows. A second and independent principle concerns control: the more a teacher controls the communication process — its channel, its topic, its turn-taking and its flow of feedback — the more that teacher determines which content actually reaches the learners.
Application: Judge the two statements separately, then combine the two judgements.
The Assertion claims that a teacher's initial messages to students need not be critical for establishing interaction later. Classroom-communication research states the opposite: those first messages build rapport and trust and fix the norms of participation, and the impressions they create are difficult to revise afterwards. The Assertion is therefore false.
The Reason claims that greater control over the communication process brings greater control over what students learn. Deciding the channel, the topic, the turn-taking and the flow of feedback decides which content is transmitted, rehearsed and reinforced in the classroom, so this proposition stands. The Reason is therefore true.
Combining the two judgements gives the accepted code: the Assertion is false, but the Reason is true.
Cross-check:
An explanation clause can be evaluated at all when both statements are true, and a true Reason cannot explain a false Assertion, so neither code that treats both statements as true survives here.
Treating the Reason as false would require what students learn to be independent of who controls the classroom talk, which contradicts the control principle stated above.
The Reason is a claim about control, not about good practice: heavy teacher control does raise control over content while reducing student participation, and that pedagogical trade-off leaves the truth of the Reason untouched.