Ans 1.

The complex activity of teaching is divided into 22 components (and 76 smaller elements)
clustered into four domains of teaching responsibility: 1. 2. 3. 4. Ans 2: Planning and Preparation Classroom Environment Instruction Professional Responsibilities

Ans 3. True Ans 4: Ans 5: Ans 6: B. S. Bloom Ans 7: Microteaching is a training technique whereby the teacher reviews a videotape of the lesson after each session, in order to conduct a "post-mortem". Teachers find out what has worked, which aspects have fallen short, and what needs to be done to enhance their teaching technique. In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for a small group of learners who may not have been their own students. This was videotaped, using VHS. After the lesson, the teacher, teaching colleagues, a master teacher and the students together viewed the videotape and commented on what they saw happening, referencing the teacher's learning objectives. Seeing the video and getting comments from colleagues and students provided teachers with an often intense "under the microscope" view of their teaching. Micro lessons are great opportunities to present sample "snapshots" of what/how you teach and to get some feedback from colleagues about how it was received. It's a chance to try teaching strategies that the teacher may not use regularly. It's a good, safe time to experiment with something new and get feedback on technique Ans 8: Ans 9: Ans 10: Ans 11: True Ans 12: Vaccum Tubes Ans 13: Ans 14:

Ans 15: Behavioural objectives are those types of goals, which indicate the specific behaviours

that an individual, group of people or students must demonstrate to show that learning or behaviour change has occurred. Good behavioural objectives must describe outcomes and must be oriented and easy to understand. Ans 16: Ans 1: Guidance can be defined as a process, developmental in nature, by which an individual is assisted to understand, accept and use his/her abilities, aptitudes and interests and attitudinal patterns in relation to his/her aspirations. Guidance as an educational construct involves those experiences that assist each learner to understand him/herself, accept him/herself, and live effectively in his/her society. This is in addition to the learners experiences in the world of work and the people found there. Guidance can also be looked at as a programme or services to individuals based upon the need of each individual, an understanding of his/her immediate environment, the influence of environmental factors on the individual and the unique features of each school. Guidance is designed to help each individual adjust to his/her environment, develop the ability to set realistic goals for him/herself, and improve his/her education. As a process, guidance is not a simple matter, but involves a series of actions or progressive steps which move towards a goal. As a service, we can isolate four major services, those of educational, vocational, personal and social guidance. 1. Educational Guidance Educational guidance, in so far as it can be distinguished from any other form of guidance, is concerned with the provision of assistance to pupils in their choices in, and adjustment to, the curriculum and school life in general. Educational guidance is, therefore, essential in the counselling service. Guiding young people to pursue the right type of education is necessary, while ensuring that the right balance is kept in order to meet the human resource needs of a nation.

2. Vocational Guidance Vocational guidance is a process for helping individuals to choose an occupation, prepare for it, enter it and develop in it. Vocational happiness requires that a persons interests, aptitudes and personality, be suitable for his/her work. It plays its part by providing individuals with an understanding of the world of work and essential human needs, and familiarizing individuals with such terms as the dignity of labour and work value. 3. Personal and Social Guidance Personal and social guidance is the process of helping an individual to know how to behave with consideration towards other people. Primarily, personal and social guidance helps the individual to understand himself, know how to get on with others, learn manners and etiquette, pursue leisure time activities, practise social skills, develop family and family relationships, and understand social roles and responsibilities. Ans 2: Ans 3: Wikipedia

Ans 4: LEVELS OF TEACHING

Memory Level Teaching: The Memory Level Teaching (MLT) induces the habit of rote memorization of facts and bits of information. The MLT takes into consideration the simple fact that the teaching-learning process is the stimulus-response bond fromation. It is this S-R Bond which helps the learner to retain different parts of the content taught. The memory level of teaching enables the learner to retai different parts of the content taught. The memory level of teaching enables the learner to reproduce the learnt material when it is necessary to do so In most school situations, it is the memory level teaching which proves most useful to the student. In fact, our system of examination demands memory level teaching. Understanding Level Teaching. The Understand Level Teaching (ULT) takes the learner beyond just memorising of facts which may be of short-term retention. Bigge and HUnt (1967) define understanding level of teaching as the process that seeks to acquaint students with the relationships between the generalisations and the particulars, between principles and solitary facts. The following Criteria have been suggested by Bigge for teachign at understanding level : Clarity about objectives Understand the Judicious role of practice Practice Productive motivational techniques

Use lesson plans to give better results Recognise the significance of a special curriculum Reflective Level Teaching: The reflective level teaching is quite an advanced level of teaching-learning. It includes the characteristics of both the memory level and the understanding level of teaching. Reflective level teaching brings students face to face with problems which may be of puzzling nature. The students examine a particular try to remove them after mutual discussion in which the teacher is also involved. Levels of teaching in the study of relevant literature is another source of gaining insight into the problem. It may be added here that the reflective level teaching enhances the mental level of the learners and enriches their creative abilities.