Which of the following is an autocratic teaching strategy of teaching mathematics?
Lecture strategy
Teaching strategies are broadly classified as autocratic (teacher-centred, one-way transmission of knowledge with minimal student participation) or democratic/learner-centred (encouraging student participation, discovery, and interaction).
The Lecture strategy is teacher-dominated: the teacher delivers content while students remain largely passive listeners, with the teacher making all decisions about pace and content, which is the defining feature of an autocratic strategy.
In contrast, Problem solving, Heuristic (discovery-based), and Group Discussion strategies actively involve students in constructing knowledge and are democratic/learner-centred in nature.
Hence, the Lecture strategy is the autocratic teaching strategy of teaching mathematics among the given options.
A child is weak in studies but good at drawing. What should the teacher do?
As a teacher how you can make teaching learning activities more meaningful by situating them in an authentic context?
I. Before starting the lesson "our environment" you can take your class out on a walk near the school and on returning ask each child to list the living and non-living things they observed.
II. You can invite local artists/artisians to demonstrate their works before students or allow students to visit their workshops.
What features need to be included if a teacher wants to use drama as a linguistic activity?
I. Freedom
II. Pleasure
To encourage creativity in children, which of the following instructional materials are used?
I. Solving puzzles
II. Solve riddle
III. Poetry writing
Which of the following statements regarding the lesson plan developed by a teacher is/are correct?
I. It reflects interests and heads of students.
II. It correlates with the teacher’s philosophy of education.
Which of the following are commonly identified skills in the teaching-learning process?
I. Skill in putting question
II. Skill in introducing the topic
III. Skill in non-verbal cues
IV. Skill in explanation