NIOS D.El.Ed Most Important Long Question Answers of Course 506 Block 2
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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 506 Block 2 is given in this PDF file. Downloading link is given below:
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1 Question: What is Personality? What are its Characteristics?
Explain Carl Jung’s type theory.
Explain Carl Jung’s type theory.
Answer: The term
“personality” is derived from the Latin word “Persona” which means the mask
worn by the Roman actors? In this sense, personality means the individual as
seen by others. Personality is the totality of everything about a person
his/her physical, emotional, mental, social, ethical and spiritual make-up. In
simple terms, personality consists of the following
“personality” is derived from the Latin word “Persona” which means the mask
worn by the Roman actors? In this sense, personality means the individual as
seen by others. Personality is the totality of everything about a person
his/her physical, emotional, mental, social, ethical and spiritual make-up. In
simple terms, personality consists of the following
1. The way you look.
2. The way you dress.
3. The way you talk.
4. The way you walk.
5. The way you act.
The Main Characteristics of Personality are mentioned below:
1. Personality is what one is: This means that personality traits are developed in
each individual upto a stage in life, after that they get stabilished on the other
hands one cannot borrow any others persons; whatever is visible is what is
inside a person.
each individual upto a stage in life, after that they get stabilished on the other
hands one cannot borrow any others persons; whatever is visible is what is
inside a person.
2. Personality of each individual is unique: Each individual’s characteristics are different
from other individuals. Even twins are not the same in personality characteristics.
from other individuals. Even twins are not the same in personality characteristics.
3. Personality is dynamic and not static: Personality traits, though selective present in
each individual (due to the interplay of heredity and environment), get brushed
up from time to time. Though there cannot be new addition to personality traits,
however each trait can be brushed up as per changing times.
each individual (due to the interplay of heredity and environment), get brushed
up from time to time. Though there cannot be new addition to personality traits,
however each trait can be brushed up as per changing times.
4. Personality functions as a unified whole: each person’s personality expression is the sum
total of what one has- one cannot hide one’s traits in totality while
interacting with others
total of what one has- one cannot hide one’s traits in totality while
interacting with others
5. Personality is the product of both heredity and
environment: An individual inherits
personality traits by birth, and simultaneously those traits are nourished
through upbringing. Further, the socio-cultural and economic environment also
contributes to development of certain personality traits.
environment: An individual inherits
personality traits by birth, and simultaneously those traits are nourished
through upbringing. Further, the socio-cultural and economic environment also
contributes to development of certain personality traits.
6. Personality is through and through social: The personality traits of an individual get
nourished and brushed up (and some get reduced) due to social forces and
interactions.
nourished and brushed up (and some get reduced) due to social forces and
interactions.
7. Personality is continually adjusting itself to
environment: Though personality traits of
an individual are generally inherited at birth, those traits get influenced by
environment, and get adjusted to changing environment from time to time.
environment: Though personality traits of
an individual are generally inherited at birth, those traits get influenced by
environment, and get adjusted to changing environment from time to time.
8. In rare cases personality influences the environment: Largely, one gets influenced by the environmental
factors/forces, but sometimes dominating personalities, to an extent, influence
the environment surrounding then.
factors/forces, but sometimes dominating personalities, to an extent, influence
the environment surrounding then.
9. Personality is self-consciousness: We do not attribute personality to animals. Human
beings have mind to things- so human personality is a thinking process. Though
animals do not have such things, even individuals need to be made aware of
their traits and abilities, and act accordingly.
beings have mind to things- so human personality is a thinking process. Though
animals do not have such things, even individuals need to be made aware of
their traits and abilities, and act accordingly.
Carl Jung’s Type Theory:
Jung considered personality in
terms of introversion and extroversion concepts which have become part of our
everyday speech. According to Jung, mental activity takes four dominant forms:
sensation, thinking, intuition and feeling. Thinking and feeling are polar
opposite and both tendencies are always present in the individual at the same
time. If his or her dominant mental activity is thinking, the individual’s
unconscious tends towards feeling. Similarly, sensing and intuition are
opposite. Both are operative in the individual at the same time.
terms of introversion and extroversion concepts which have become part of our
everyday speech. According to Jung, mental activity takes four dominant forms:
sensation, thinking, intuition and feeling. Thinking and feeling are polar
opposite and both tendencies are always present in the individual at the same
time. If his or her dominant mental activity is thinking, the individual’s
unconscious tends towards feeling. Similarly, sensing and intuition are
opposite. Both are operative in the individual at the same time.
General Characteristics of Extrovert and Introvert
|
Extrovert
|
Introvert
|
|
1.
Fluent in speech.
2.
2. Free from worries.
3.
3. Likes to work with others.
4.
4. Friendly.
5.
5. Not easily embarrassed.
6.
6. Interested in athletics.
7.
7. Governed by objective data.
8.
8. Flexible and adaptable
9.
9. Neglectful of ailments and personal belongings.
10.
10. Aggressive. |
1.
Better at writing than at speech.
2.
2. Inclined to worry.
3.
3. Likes to work alone.
4.
4. Rather reserved
5.
5. Easily embarrassed.
6.
6. Found of books and magazines.
7.
7. More influenced by subjective feeling.
8.
8. Lacking in flexibility.
9.
9. Careful of these.
10.
10. Submissive. |
The majorities of individuals
demonstrate characteristics of both the introvert
demonstrate characteristics of both the introvert
and extrovert and are
accordingly classi-fied as ambiverts.
accordingly classi-fied as ambiverts.
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2 Question: Describe various techniques of classroom
motivation with suitable examples.
motivation with suitable examples.
Answer: If a
child wants to achieve something, he should have a clear purpose of doing it.
He should have interest in his work. Interest is the most important factor to
it. This means that a child should be properly motivated to learn something. The word ‘Motivation’ has been derived from
the latin word ‘motun’ Literally it means “doing something and for which there
is an external stimuli”. In the field of education, it is believed that an
individual’s action and behavior is determined by some internal stimuli. Thus,
it can be said that motivation is that force which impels or incites. In the
word of Crow and Crow, “Motivation is considered with the arousal of the
interest in learning and t that extent is basic to learning.” The aim of
education is to achieve maximum learning in a minimum period of time. It is
therefore, very important that the children that should be properly motivated.
A teacher can adapt certain techniques in teaching-learning situation to
motivate a child. Some of them are given below:
child wants to achieve something, he should have a clear purpose of doing it.
He should have interest in his work. Interest is the most important factor to
it. This means that a child should be properly motivated to learn something. The word ‘Motivation’ has been derived from
the latin word ‘motun’ Literally it means “doing something and for which there
is an external stimuli”. In the field of education, it is believed that an
individual’s action and behavior is determined by some internal stimuli. Thus,
it can be said that motivation is that force which impels or incites. In the
word of Crow and Crow, “Motivation is considered with the arousal of the
interest in learning and t that extent is basic to learning.” The aim of
education is to achieve maximum learning in a minimum period of time. It is
therefore, very important that the children that should be properly motivated.
A teacher can adapt certain techniques in teaching-learning situation to
motivate a child. Some of them are given below:
1. Attractive Physical and Environmental Conditions : First of all the teacher should attend to the
physical conditions of the classroom. There should be no distracting factors in
and around the classroom. Noise, strong light and some undesirable scenes often
distract the attention and do away with the interest. Abnormal temperature is
also a disturbing element. Monotony creates boredom. The rooms should be
ventilated and tastefully decorated. There must be flowery plants in the school
compound. Cleanliness should be stressed adequately.
physical conditions of the classroom. There should be no distracting factors in
and around the classroom. Noise, strong light and some undesirable scenes often
distract the attention and do away with the interest. Abnormal temperature is
also a disturbing element. Monotony creates boredom. The rooms should be
ventilated and tastefully decorated. There must be flowery plants in the school
compound. Cleanliness should be stressed adequately.
2. Sublimation of Innate Impulses : Most of the behaviour of small children is directed
by their innate impulses. Children are very curious by nature. They like to do
many things. Every new and strange things attract them. An efficient teacher
will stimulate the impulse of curiosity. He will always start the lesson be
exhibiting some very new and strange aspect of the same. Similarly, children
like to construct things. The teacher should encourage the children to learn by
constructing and creating things.
by their innate impulses. Children are very curious by nature. They like to do
many things. Every new and strange things attract them. An efficient teacher
will stimulate the impulse of curiosity. He will always start the lesson be
exhibiting some very new and strange aspect of the same. Similarly, children
like to construct things. The teacher should encourage the children to learn by
constructing and creating things.
3. Stimulus Variation by the Teacher : It has teen generally observed that children are not
able to attend to one thing for a very long period. The effectiveness of the
teaching-learning process depends to a great extent on the stimulus variations
used by the teacher behaviour. Some of the common teacher behaviours in the
classroom which fall under variation are:
able to attend to one thing for a very long period. The effectiveness of the
teaching-learning process depends to a great extent on the stimulus variations
used by the teacher behaviour. Some of the common teacher behaviours in the
classroom which fall under variation are:
(i) Teacher movement
(ii) Teacher gestures
(iii) Changes in speech pattern
(iv) Changes in sensory focus
(v) Changes in postures.
4. Extrinsic Learning Rewards and Punishment : The process of giving rewards and punishment is
known as reinforcement. Rewards, whether material or symbolic and
psychological, enhance and satisfy child’s safety, belonging and esteem needs,
and as such are capable of acting as incentives. Material rewards seem to work
better for poor children and symbolic rewards seem to work better for children
from rich homes.
known as reinforcement. Rewards, whether material or symbolic and
psychological, enhance and satisfy child’s safety, belonging and esteem needs,
and as such are capable of acting as incentives. Material rewards seem to work
better for poor children and symbolic rewards seem to work better for children
from rich homes.
5. Pleasure and Pain : According to the oldest theory of behaviour,
pleasant experience which give satisfaction are sought after and painful
experiences are avoided by an individual. This theory has direct implication in
classroom teaching-warning. The teacher must provide pleasant and satisfying
experiences to the students so that they are motivated for further learning.
pleasant experience which give satisfaction are sought after and painful
experiences are avoided by an individual. This theory has direct implication in
classroom teaching-warning. The teacher must provide pleasant and satisfying
experiences to the students so that they are motivated for further learning.
Thus, Students in the classroom
learning need constant motivation from the teacher so that optimum use of their
talents may be made for their development of motivation. Since individual
children differ in regard to their specific needs according to their
personality patterns and socio-economic back-ground, the teachers will have to
vary their motivational techniques and employ them judiciously.
learning need constant motivation from the teacher so that optimum use of their
talents may be made for their development of motivation. Since individual
children differ in regard to their specific needs according to their
personality patterns and socio-economic back-ground, the teachers will have to
vary their motivational techniques and employ them judiciously.
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