6Dec19 morning Q49

Read the passage and answer the question.

Anyone who has ever been in a classroom where the teacher’s presentation was lifeless, static and without vocal variety ran appreciate the commonsense value of the affective side of teaching. However, unlike the other behaviors, the effect cannot be captured in transcripts of teaching or by classroom interaction instruments.

Narrowly focused research instruments often miss a teacher’s affective nature, which emerges from a more holistic view of the classroom. This effective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher’s actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement thus communicating respect and caring for the learner are more likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviors. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly.

Enthusiasm is an important aspect of a teacher’s effect. Enthusiasm is the teacher’s vigor, power, involvement excitement, and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind