Teaching Aptitude
Teaching Aptitude
Teaching Aptitude
PAPER I
3. Development of Adjustment The manner of teaching should be such that it makes the pupils feel at home in his class room. The teacher has to ensure that the learner is well adjusted to the environment which includes his classmates, school mates and other members of his society at large. 4. Learner's Mental Ability The teacher should take into account the mental ability of the pupils while teaching. This will enable the teacher to make himself more communicative with his students and in turn the students will have a better understanding of what is being taught to them. S. Transmission of Knowledge The process of teaching should ensure that the knowledge is transmitted from the teacher to the pupil. For achieving this objective, the teaching need to be very communicative and the process of teaching should ensure the pupil participation in it. The more the pupil are encouraged to interact with the teacher, the more the chances of transmission of knowledge. 6. Assimilation of Lessons Teaching does not stop at delivering lectures and giving home tasks to the students. It has to be responsible for the assimilation of what is taught to the students. The manner of teaching should be pleasant enough to make the students grasp whatever they are taught. 7. Friendly Environment One of the primary objectives of teaching is to make the environment of the place of teaching more friendly and conducive to learning. His all attention should remain focused to the teaching and he, should not get irritated with the non-conducive atmosphere of the class room. BASIC REQUIREMENTS of Teaching Basic requirements of teaching include, I. The Teacher: The teacher is an innovator of information and knowledge. He is the creater and transmitter of knowledge, values and ethos to our youngsters for latters physical, mental, emotional and social development. In the process of teaching-learning, the teacher is the main vehicle, and he knows what is right and what is wrong in the society. The teacher masters over his subject and uses an effective language for the communication in order to bring a positive change in the behaviour of the learner. Since, it is the age of science and technology, the teacher ought to have a sound knowledge of science and technology. He should therefore use the latest means of media communication in the process of teaching. II. The Learner: The learner is a dependent one and immature. He has to cooperate in the teaching-learning process with the teacher and try to get as much information and knowledge as possible from him. He must follow the teacher for understanding and getting knowledge. The learners may be categorised as the students of primary schools, elementary schools, secondary schools, senior secondary schools, colleges or universities. III. The Subject (Topic): The subject is the main concern in the whole endeavour of teaching and learning process. The topic is generauy decided by the teacher but the learner can also contribute in deciding a topic, so that, a balanced and harmonious development takes place. It is for the teacher to prepare necessary charts, maps, tables and models that pertain to the decided topic. Media based technological and scientific aids may also be made available by the teacher to make the teaching more interesting and understandable. IV. The Environment: The leamer's growth and all round development are the main objectives of teaching. This is possible only when there is a suitable environment for the teaching-learning process. The teacher as such creates such environment and nurtures the' learner in that environment. Learners are not passive objects. For long, the child or the learner was viewed as a natural or given category. This undermined the importance of the fact that the development of the learner is intimately linked to changes in the sociocultural and historical conditions in a given society. Steps of Teaching In order to make teaching an effective process one needs to follow certain steps. These steps are so important that these cannot be removed from the process of teaching. If a teacher deviates from these steps, the outcome of the teaching may be biased. 1. Planning Without a plan one can not proceed in a resolution. In the teaching-learning process also a teacher has to make a plan according to the strength of the students, the locality of the school the environmental conditions of the school and the contents and the subjects he is going to teach. He has to take into consideration the language that he finds suitable for teaching. The planning includes the gradation of students, as to how many are present in the class, how many are absent, how many are high achieving and how many mediocres. The teacher has to plan for the arrangement of teaching aids like maps, charts, models, overhead projector etc. 2. Preparation During the preparation stage, the teacher has to follow the subject or topic systematically. As the present times are times of science and technology, the presentation mustl also be scientific in nature for which the teacher may need overhead projectors, slides TV and video tapes etc. for making his presentation more effective and understandable. 3. Presentation: After preparation, the teacher is prepared to present the topic in the class to the fuu satisfaction of students and the observer who is there to watch his presentation. 4. Comparison Comparison is an important characteristic of teaching. It allows a second chance, to all the three participants, the teacher, the learner and the observer to arrange one more programme of teaching-learning in order to remove, any shortcomings found in the first attempt.
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In the plasma membrane some proteins serve as structural links that connect the membrane to the cytoskeleton and/or to either the extracellular matrix or an adjacent cell, while others serve as receptors to detect and transduce chemical signals in the cell's environment. All cell membranes are asymmetrical structures (not symmetric or same), i.e. the lipid and protein compositions of the outside and inside differ from one another.
% of Total Lipid By Weight Myelin Mitochondrion RBC Plasma (inner & membrane outer membranes)
23 18 7 17 18 8 13 22 15 9 10 8 28 8 3 35 2 39 0 Trace 21
ER
E. Coli
Cholesterol Phosphatidyl ethanolamine Phospotidyl serine Phospotidyl Choline Sphingomyelin Glycolipids Others
6 17 5 40 5 Trace 27
0 70 Trace 0 0 0 30
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Answers
A Answers 1 c 2c 3c 4d 5b 6c 7d 8b 9b 10c 11c 12a 13a 14b 15c 16c 17a 18c 19a 20c 21a 22d 23b 24d 25c 26c 27a 28b 29c 30c B Answers 1 c 2b 3b 4b 5b 6a 7c 8a 9b 10c 11a 12c 13a 14d 15c 16c 17b 18c 19c 20d 21a 22d 23a 24d 25a 26b 27c 28a 29b 30a 31a 32b 33b 34d 35a 36b 37c C Answers 1 a 2d 3b 4b 5b 6c 7d 8a 9d 10a 11a 12b 13b 14b 15a 16b 17d 18b 19b 20b 21c 22a 23a 24c 25a 26c 27d 28c 29a 30c D Answers 1 d 2b 3b 4a 5a 6d 7a 8a 9b 10a 11a 12b 13a 14c 15a 16a 17c 18b 19a 20b 21a 22c 23a 24b 25b 26b 27d 28a 29b 30a 31a 32d E Answers 1 b 2c 3c 4a 5c 6c 7a 8a 9a 10b 11a 12d
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