UGC NET Paper 1 December (Pack of 7) - UGC NET Paper 1 6th December 2019 Morning Shift

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Read the passage and answer the questions.

Anyone who has ever been in a classroom where the teacher’s presentation was lifeless, static and without vocal variety ran appreciate the commonsense value of the affective side of teaching. However, unlike the other behaviors, the effect cannot be captured in transcripts of teaching or by classroom interaction instruments.

Narrowly focused research instruments often miss a teacher’s affective nature, which emerges from a more holistic view of the classroom. This effective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher’s actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement thus communicating respect and caring for the learner are more likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviors. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly.

Enthusiasm is an important aspect of a teacher’s effect. Enthusiasm is the teacher’s vigor, power, involvement excitement, and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind

46. The active nature of teaching is rejected in

  • Option : A
  • Explanation :
    The passage mentions that neither research instruments measuring classroom interaction nor transcripts of classroom teaching can capture the affective nature of teaching. It needs a much deeper understanding and holistic view of the classroom environment to perceive how the teacher's enthusiasm, emotions and intentions translated into their non-verbal communication cues induce positive behaviour into the learners and motivate them to higher levels of achievement.
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Read the passage and answer the question.

Anyone who has ever been in a classroom where the teacher’s presentation was lifeless, static and without vocal variety ran appreciate the commonsense value of the affective side of teaching. However, unlike the other behaviors, the effect cannot be captured in transcripts of teaching or by classroom interaction instruments.

Narrowly focused research instruments often miss a teacher’s affective nature, which emerges from a more holistic view of the classroom. This effective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher’s actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement thus communicating respect and caring for the learner are more likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviors. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly.

Enthusiasm is an important aspect of a teacher’s effect. Enthusiasm is the teacher’s vigor, power, involvement excitement, and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind

47. The affective signs will provide students

  • Option : D
  • Explanation :
    The affective signs originating from the teacher will provide students a basis which triggers further enthusiasm in them, thereby improving the learning environment. These affective signs do not provide the basis or cues for understanding contents, exhibitional behaviours, or hold attention.
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Read the passage and answer the question.

Anyone who has ever been in a classroom where the teacher’s presentation was lifeless, static and without vocal variety ran appreciate the commonsense value of the affective side of teaching. However, unlike the other behaviors, the effect cannot be captured in transcripts of teaching or by classroom interaction instruments.

Narrowly focused research instruments often miss a teacher’s affective nature, which emerges from a more holistic view of the classroom. This effective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher’s actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement thus communicating respect and caring for the learner are more likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviors. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly.

Enthusiasm is an important aspect of a teacher’s effect. Enthusiasm is the teacher’s vigor, power, involvement excitement, and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind

48. The passage focuses attention on

  • Option : B
  • Explanation :
    The passage focuses attention on the affective factors of teaching, (which relate to moods, feelings/emotions and attitudes), which play a big role in holding student's attention, enthusing them and creating a lively classroom environment all for enhanced learning.
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Read the passage and answer the question.

Anyone who has ever been in a classroom where the teacher’s presentation was lifeless, static and without vocal variety ran appreciate the commonsense value of the affective side of teaching. However, unlike the other behaviors, the effect cannot be captured in transcripts of teaching or by classroom interaction instruments.

Narrowly focused research instruments often miss a teacher’s affective nature, which emerges from a more holistic view of the classroom. This effective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher’s actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement thus communicating respect and caring for the learner are more likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviors. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly.

Enthusiasm is an important aspect of a teacher’s effect. Enthusiasm is the teacher’s vigor, power, involvement excitement, and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind

49. When does one feel the need for the value of affective aspects of teaching?

  • Option : C
  • Explanation :
    The passage clearly describes that affective aspects of teaching include teacher's vocal variety, positive gestures, dynamism and enthusiasm in presenting the lesson, all of which take the teacher's lecture beyond expectation and motivate students to higher levels of achievement.
    Hence, when a teacher's presentation is monotonous one feels the need for and understands the value of affective aspects of teaching.
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50. Students respect a teacher who

  • Option : B
  • Explanation :
    Refer to the sentences, 'Students are good perceivers of the emotions and intentions ... thus communicating respect and caring for the learner- is more likely to hold the attention of students..' It implies that respect and concern for the students earns the teacher their respect, too.
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