NIOS D.El.Ed -10 Most Important Long Question Answers of Course 507 Block 2 & 3
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NIOS D.El.Ed Question Answer 506 & 507- Hello D.El.Ed friends, We have prepared important long questions from course 506 and 507 in PDF format with free of cost. All important long questions from Curse 507 Block 2 & 3 is given in this PDF file.
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meal programme helps to boost enrolment and is effective in promoting attendance.
It is an incentive not only for the children (who enjoy the meal) but also for
parents (it is an implicit subsidy). The MDM scheme serves as an attraction for
children who are otherwise reluctant to attend school. The RTE Act 2009 has
special provisions for drinking water and sanitation facilities in schools. As
a school teacher you should be aware of the existence of such facilities in the
school premises as per mandates of the RTE Act 2009. Most schools except some
rural schools are covered under SSA, for provision of toilets, urinals and
drinking water supply. The rural schools outside the purview of SSA, are
catered to by the Department of Drinking Water Supply in the Ministry of Rural
Development.
areas so that they send their children to school. A proactive role by teacher
will build faith in parents so that they will come forward and enroll their
children in schools. Teacher should with the help from SMC ensure fulfill
enrolment in the schools. Teacher in turn develops and exercises social,
leadership, and managerial skills as part of professional development.
Downloading link is given below:
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1 Question: What kind of facilities should be made
available in school? Discuss in the light f RTE, Act provision 2009.
available in school? Discuss in the light f RTE, Act provision 2009.
Answer:
FACILITIES FOR CHILDREN’S SAFETY, SITTING SPACE
FACILITIES FOR CHILDREN’S SAFETY, SITTING SPACE
As per the RTE Act 2009 quality of school
infrastructure is a major determinant of school access. The Act envisions an
attractive, motivating and healthy environment of the school, so as to attract,
enroll and retain students. For this, the RTE Act lays down some norms and
standards for all aspects of school infrastructure. These are – Schools will
have a composite building, with specific features. It must have requisite number
of rooms, toilets and drinking water facilities, MDM scheme, Kitchen shed,
fence / boundary walls, playground, sport equipment, TLM, library and
laboratory. Barrier free access – This implies that design of the school
building should enable all children including children with disability to move
around freely and use all its facilities right from school entrance, classroom,
playgrounds, toilets, libraries, laboratories. If existing school buildings do
not have such facilities the RTE Act has provisions for them to modify them. Schools
must incorporate safety features for resistance against hazards. These hazards
may be natural like earthquakes, floods or human made like fires or construction
related. Safety features should be incorporated in the building design itself.
infrastructure is a major determinant of school access. The Act envisions an
attractive, motivating and healthy environment of the school, so as to attract,
enroll and retain students. For this, the RTE Act lays down some norms and
standards for all aspects of school infrastructure. These are – Schools will
have a composite building, with specific features. It must have requisite number
of rooms, toilets and drinking water facilities, MDM scheme, Kitchen shed,
fence / boundary walls, playground, sport equipment, TLM, library and
laboratory. Barrier free access – This implies that design of the school
building should enable all children including children with disability to move
around freely and use all its facilities right from school entrance, classroom,
playgrounds, toilets, libraries, laboratories. If existing school buildings do
not have such facilities the RTE Act has provisions for them to modify them. Schools
must incorporate safety features for resistance against hazards. These hazards
may be natural like earthquakes, floods or human made like fires or construction
related. Safety features should be incorporated in the building design itself.
FACILITIES FOR MID-DAY MEAL
We are aware that the mid
day meals (MDM) scheme is one of the world’s largest school nutrition programme
that extends to nearly 12 crore children across 12.65 lakh schools and EGS
centres across the country. The scheme
meal programme helps to boost enrolment and is effective in promoting attendance.
It is an incentive not only for the children (who enjoy the meal) but also for
parents (it is an implicit subsidy). The MDM scheme serves as an attraction for
children who are otherwise reluctant to attend school. The RTE Act 2009 has
special provisions for drinking water and sanitation facilities in schools. As
a school teacher you should be aware of the existence of such facilities in the
school premises as per mandates of the RTE Act 2009. Most schools except some
rural schools are covered under SSA, for provision of toilets, urinals and
drinking water supply. The rural schools outside the purview of SSA, are
catered to by the Department of Drinking Water Supply in the Ministry of Rural
Development.
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2 Question: Explain the
concept of child-centered approach. What kind of role a teacher should play in
this approach? Explain.
concept of child-centered approach. What kind of role a teacher should play in
this approach? Explain.
Answer: In the traditional methods the
teacher controlled the classroom processes and the learners were passive
recipients. The underlying philosophy in child centered approaches is
‘costructivism’, according to which learners construct new knowledge based on
their previous experiences. Learners devise their own learning strategies. The
teacher’s role is that of a facilitator, who designs the learning tasks and
guides the learner during the process. Child centered approach can be adopted
through strategies like experiential learning. Here the process of learning begins
with action and promotes reflective thinking by the learner. Another approach
is problem solving where the students formulate hypothesis, suggest solutions,
conduct experiments, generalize, arrive at solutions and compare their results.
These approaches facilitate development of thinking, observation and enquiry
skills.
teacher controlled the classroom processes and the learners were passive
recipients. The underlying philosophy in child centered approaches is
‘costructivism’, according to which learners construct new knowledge based on
their previous experiences. Learners devise their own learning strategies. The
teacher’s role is that of a facilitator, who designs the learning tasks and
guides the learner during the process. Child centered approach can be adopted
through strategies like experiential learning. Here the process of learning begins
with action and promotes reflective thinking by the learner. Another approach
is problem solving where the students formulate hypothesis, suggest solutions,
conduct experiments, generalize, arrive at solutions and compare their results.
These approaches facilitate development of thinking, observation and enquiry
skills.
Role of a Teacher
in child-centered approach:
in child-centered approach:
RTE Act recognizes the importance of adopting child
friendly, child centered pedagogy for holistic development of child’s
personality. The role of the teacher is visualized as a facilitator who
motivates children to relate learning with their daily life and construct
knowledge. Various aspects of the learner which the teacher should be
knowledgeable about are:
friendly, child centered pedagogy for holistic development of child’s
personality. The role of the teacher is visualized as a facilitator who
motivates children to relate learning with their daily life and construct
knowledge. Various aspects of the learner which the teacher should be
knowledgeable about are:
- Physical development and health of the learner. Learning
experiences specific to the learner’s development stage can then be provided. - Mental abilities and potential of the learner.
Learners differ in their linguistic, spatial, mathematical, musical,
kinesthetical abilities. Suitable learning experiences can then be provided to
build upon the existing levels. - Culture. Learning is greatly influenced by cultural
experiences of the learner, i.e., experiences gained at home, in the community,
in school and with peers. Teacher needs to understand the cultural context and
provide learning experiences accordingly.
As
a teacher we thus have a crucial role to play as a capable facilitator in the holistic
development of the child by imparting quality education through the school. You
should be aware of the child’s entitlements and be prepared to understand the
child’s world.
a teacher we thus have a crucial role to play as a capable facilitator in the holistic
development of the child by imparting quality education through the school. You
should be aware of the child’s entitlements and be prepared to understand the
child’s world.
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3 Question: Discuss the
multifarious role of a teacher in educational system.
multifarious role of a teacher in educational system.
Answer: A teacher has multifarious
role in educational system. He/she acts as a manager to the whole educational
transaction especially at the school and local level. The various roles are:-
role in educational system. He/she acts as a manager to the whole educational
transaction especially at the school and local level. The various roles are:-
• Teacher as instructor and as a facilitator of
learning in the classroom. NCF 2005 talks that a teacher should be co-constructor
of knowledge in the classroom.
learning in the classroom. NCF 2005 talks that a teacher should be co-constructor
of knowledge in the classroom.
• Teacher as a manager of all the activities of
teaching and learning. A teacher has to act as manager who organizes the
educational activities of the classroom as well as the school. Have you ever
organised any function or activity in classroom. How many things you need? Yes
a long list of resources and you go about arranging for that. If it is too long
and time is limited? You depute someone to get it i.e. manage to get the
activity organised. So as a teacher you have to have to manage, coordinate and
provide leadership to students and other persons for successful completion of
the task at hand
teaching and learning. A teacher has to act as manager who organizes the
educational activities of the classroom as well as the school. Have you ever
organised any function or activity in classroom. How many things you need? Yes
a long list of resources and you go about arranging for that. If it is too long
and time is limited? You depute someone to get it i.e. manage to get the
activity organised. So as a teacher you have to have to manage, coordinate and
provide leadership to students and other persons for successful completion of
the task at hand
• Teacher
as a Counselor helps the students to reach their maximum potential in life.
He/she helps the child to make right choices with respect to courses career.
He/she also works on building capacity in the children to find solutions to their problems both academic as well
personal. Thus, the teacher guides the child to solve his/her own problem and
not give readymade answers. A teacher has to be sensitive, observant,
empathetic and objective besides being loving and caring to win the trust of
the students to come up with their problems. The journey from unknown to known
is lead by him/ her.
as a Counselor helps the students to reach their maximum potential in life.
He/she helps the child to make right choices with respect to courses career.
He/she also works on building capacity in the children to find solutions to their problems both academic as well
personal. Thus, the teacher guides the child to solve his/her own problem and
not give readymade answers. A teacher has to be sensitive, observant,
empathetic and objective besides being loving and caring to win the trust of
the students to come up with their problems. The journey from unknown to known
is lead by him/ her.
• Teacher as producer of Knowledge when he does
research at the school level in the form of action research and the particular
problem when solved leads to introduction of new methods.
research at the school level in the form of action research and the particular
problem when solved leads to introduction of new methods.
• Teacher acts as a School-community bridge. School is
a subsystem of community in which it is located. It cannot be isolated from the
community. RTE has given special mention to this special linkage between the
community and the school. The teacher should explore the symbiotic relationship
between the community and the school for the benefit of both. School will depend
on the community for its resources and the community will be benefited by the
school for its development and the vibrancy.
a subsystem of community in which it is located. It cannot be isolated from the
community. RTE has given special mention to this special linkage between the
community and the school. The teacher should explore the symbiotic relationship
between the community and the school for the benefit of both. School will depend
on the community for its resources and the community will be benefited by the
school for its development and the vibrancy.
• Teacher also acts as an agent of Social change. This
is the role which begins from school to community and society at large. When
Nehru had emphasized on scientific temper it was for a teacher to inculcate it
in children.
is the role which begins from school to community and society at large. When
Nehru had emphasized on scientific temper it was for a teacher to inculcate it
in children.
• Teacher as a leader
who guides the class, school and community as well. He/she should have
leadership skills to lead the way towards development. Leadership skills like decision
making, management of available resources, finding solutions to unforeseen
problems. It is also an important role of a effective teacher.
who guides the class, school and community as well. He/she should have
leadership skills to lead the way towards development. Leadership skills like decision
making, management of available resources, finding solutions to unforeseen
problems. It is also an important role of a effective teacher.
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4 Question: Discuss the
role of the teacher in the context of community development.
role of the teacher in the context of community development.
Answer: In the context of the
community, a teacher has a very dynamic role. He works with the various aspects
of community and in turns develops his/her own professional skills. These
include:
community, a teacher has a very dynamic role. He works with the various aspects
of community and in turns develops his/her own professional skills. These
include:
(i) Many children in the
government sector are first generation learners; one of the major challenges
for a teacher is to promote the importance of
areas so that they send their children to school. A proactive role by teacher
will build faith in parents so that they will come forward and enroll their
children in schools. Teacher should with the help from SMC ensure fulfill
enrolment in the schools. Teacher in turn develops and exercises social,
leadership, and managerial skills as part of professional development.
(ii) Teachers should also be part of the national
literacy campaigns and adult education programmes organized to educate adults
who have not had an opportunity to go to schools in their childhood. They can
motivate them by bringing forward the advantages of being educated in spite of
the fact that it seems difficult at times. This will help them to have a clear
picture of the educational status of the community and they will be able to
assess the support they will get in total enrolment and subsequent retention in
school.
literacy campaigns and adult education programmes organized to educate adults
who have not had an opportunity to go to schools in their childhood. They can
motivate them by bringing forward the advantages of being educated in spite of
the fact that it seems difficult at times. This will help them to have a clear
picture of the educational status of the community and they will be able to
assess the support they will get in total enrolment and subsequent retention in
school.
(iii) The community especially our rural folk need
awareness programmes regarding health and development issues like vaccination,
birth control measures, woman’ health during pregnancy and child birth,
cleanliness in and outside home, contagious diseases, personal hygiene.
Teacher, being an educated person with a wider perspective should either
directly inform people or lead them to proper sources of information like a
doctor. These awareness programmes are also applicable to school environment.
The health and hygiene of children needs to be taken care off.
awareness programmes regarding health and development issues like vaccination,
birth control measures, woman’ health during pregnancy and child birth,
cleanliness in and outside home, contagious diseases, personal hygiene.
Teacher, being an educated person with a wider perspective should either
directly inform people or lead them to proper sources of information like a
doctor. These awareness programmes are also applicable to school environment.
The health and hygiene of children needs to be taken care off.
(iv) Sometimes teacher is the highest qualified
person in the community. Therefore, community members especially, parents of
students expect a teacher to be a model for their children than they are
themselves. They want a teacher to be a role model for children to imitate and
follow. His/her personality develops to reach towards a humanistic behavior.
person in the community. Therefore, community members especially, parents of
students expect a teacher to be a model for their children than they are
themselves. They want a teacher to be a role model for children to imitate and
follow. His/her personality develops to reach towards a humanistic behavior.
(v) In rural community where a majority of the adult
population is likely to be illiterate or less educated, a teacher is looked
upon to play the role of a guide, philosopher and a counselor. The community
members when faced by any problem would approach a teacher for seeking solutions
to their problems. Teacher to begin with solves problems based on theoretical
knowledge he had and later experience makes him a competent counselor.
population is likely to be illiterate or less educated, a teacher is looked
upon to play the role of a guide, philosopher and a counselor. The community
members when faced by any problem would approach a teacher for seeking solutions
to their problems. Teacher to begin with solves problems based on theoretical
knowledge he had and later experience makes him a competent counselor.
(vi) In urban localities, the teacher can be a
binding force for the community which may be not be as cohesive as rural
community. Here his role as leader who motivates and brings everyone together
is very important.
binding force for the community which may be not be as cohesive as rural
community. Here his role as leader who motivates and brings everyone together
is very important.
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5 Question: Discuss the
different style of leadership.
different style of leadership.
Answer: Leadership style connotes the
manner and approach of providing direction, implementing plans and motivating
people. Simply stating leadership style refers to a leader’s behavior. There
are mainly four types of leadership styles: Autocratic style, Laissez Faire Style, Easygoing Style and Democratic Style.
manner and approach of providing direction, implementing plans and motivating
people. Simply stating leadership style refers to a leader’s behavior. There
are mainly four types of leadership styles: Autocratic style, Laissez Faire Style, Easygoing Style and Democratic Style.
AUTOCRATIC LEADERSHIP
Autocratic leadership style means all decision-making
powers are centralized in the leader, as with dictators. Leaders do not
entertain any suggestions or initiatives from subordinates. This type of leader
tells his/her subordinates what he/ she wants done and how he/she wants it done
and does not entertain any advice or suggestion. He/she is a rigid
disciplinarian and believes that praise and appreciation will spoil the
students. This style of leadership is indicative of a ‘tell and do’ manager.
Leadership here is usually a solo performance. The head of the institution runs
the show seeking little advice from the subordinates. He/she makes his/her own
decisions, delegating as little independent responsibility as possible.
Communication is usually one way: he/she talks and you listen. Autocratic leadership
is also more concerned with ends than means. What matters is result. The
process and people involved are less important. This type of leadership has a
distorting effect on the development of the employees or subordinates. Frequent
use of threats and punishment will reduce their effectiveness.
powers are centralized in the leader, as with dictators. Leaders do not
entertain any suggestions or initiatives from subordinates. This type of leader
tells his/her subordinates what he/ she wants done and how he/she wants it done
and does not entertain any advice or suggestion. He/she is a rigid
disciplinarian and believes that praise and appreciation will spoil the
students. This style of leadership is indicative of a ‘tell and do’ manager.
Leadership here is usually a solo performance. The head of the institution runs
the show seeking little advice from the subordinates. He/she makes his/her own
decisions, delegating as little independent responsibility as possible.
Communication is usually one way: he/she talks and you listen. Autocratic leadership
is also more concerned with ends than means. What matters is result. The
process and people involved are less important. This type of leadership has a
distorting effect on the development of the employees or subordinates. Frequent
use of threats and punishment will reduce their effectiveness.
LAISSEZ FAIRE LEADERSHIP
A Laissez faire leader allows the employees to make
their decisions. The leader often busies him/her in paper work so as to stay
away from group members. The leader feels the big part of his/her job is to
keep students and staff from creating turmoil in the school. Leadership is
pessimistic about people. Its message is: “You cannot change the way people
work, so why try?”The leader is not an initiator of change. Rather he/she
spends time looking after the maintenance of the department and protecting
himself/herself. The leader only conveys the decisions that are made by a
higher authority without providing initiative or personal direction. This type
of leadership postpones decisions whenever possible. He/ she feels putting
decisions off is safer than making them. The leadership favours traditional,
tried-and-true ways of doing things, because they are safer than the new or
experimental. The teacher leader dislikes taking risks, even calculated ones.
their decisions. The leader often busies him/her in paper work so as to stay
away from group members. The leader feels the big part of his/her job is to
keep students and staff from creating turmoil in the school. Leadership is
pessimistic about people. Its message is: “You cannot change the way people
work, so why try?”The leader is not an initiator of change. Rather he/she
spends time looking after the maintenance of the department and protecting
himself/herself. The leader only conveys the decisions that are made by a
higher authority without providing initiative or personal direction. This type
of leadership postpones decisions whenever possible. He/ she feels putting
decisions off is safer than making them. The leadership favours traditional,
tried-and-true ways of doing things, because they are safer than the new or
experimental. The teacher leader dislikes taking risks, even calculated ones.
EASYGOING LEADERSHIP
Easygoing leadership means it is loose and
unstructured. It has little use for procedures, rules, regulations and systems.
The philosophy adhered to is that the job concerned with the school and
community will get done even without a structure if the members are relaxed,
happy and pleased with their jobs. The leader thinks the most important job as
a leader is to be friendly, tolerant and compassionate. If a student or a
community member makes a mistake, the teacher leader is likely to overlook it.
The leadership is undemanding; it prefers to keep them happy and let them have their
own way whenever he/she can. This type of leadership hands out positive
reinforcements too easily and would rather not talk about unsatisfactory
performance. Easygoing leadership invests much energy in direct
person-to-person contact. It spends much time in chatting about things that
have nothing to do with the job. Gossips on politics, sports, entertainment, family
matters and other trivial issues occupy most of his/her time.
unstructured. It has little use for procedures, rules, regulations and systems.
The philosophy adhered to is that the job concerned with the school and
community will get done even without a structure if the members are relaxed,
happy and pleased with their jobs. The leader thinks the most important job as
a leader is to be friendly, tolerant and compassionate. If a student or a
community member makes a mistake, the teacher leader is likely to overlook it.
The leadership is undemanding; it prefers to keep them happy and let them have their
own way whenever he/she can. This type of leadership hands out positive
reinforcements too easily and would rather not talk about unsatisfactory
performance. Easygoing leadership invests much energy in direct
person-to-person contact. It spends much time in chatting about things that
have nothing to do with the job. Gossips on politics, sports, entertainment, family
matters and other trivial issues occupy most of his/her time.
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