Question

You reach school and see that a painting which you had made a few days back as part of a class activity has been displayed on the school notice board. How will yo react

Answer 1

Answer:

i fell very happy and some proud

Answer 2

Answer:

   To clarify all reasonable questions students might have relative to the course objectives, as well as your expectations for their performance in class. As students leave the first meeting, they should believe in your competence to teach the course, be able to predict the nature of your instruction, and know what you will require of them.

   To give you an understanding of who is taking your course and what their expectations are.

These two basic purposes expand into a set of eight concrete objectives:

   Orchestrate positive first impressions

   Introduce yourself effectively

   Clarify learning objectives and expectations

   Help students learn about each other

   Set the tone for the course

   Collect baseline data on students' knowledge and motivation

   Whet students' appetite for course content

   Inform students of course requirements

1. Orchestrate positive first impressions

First impressions can be long-lasting, and they are usually based on a thin slice of behavior. Before you even start teaching, your students will have already made some decisions about you, so it is important to understand what those impressions are based on and how to manage them.

   Your attire. Research shows that clothing affects several kinds of judgments people make, including but not limited to, credibility, likability, dominance, kindness, and empathy (Raiscot, 1986; Morris et al., 1996). More formal attire communicates expertise and confidence, less formal attire communicates approachability. Usually, it is easier to relax a more formal impression into a more relaxed one than the other way around. These considerations are likely to be particularly relevant for young instructors who are concerned about establishing themselves as authoritative.

   The physical environment. Students can make decisions about what kind of course yours will be by the way the chairs are arranged. Rows signify a more formal environment, while circles or u-shapes imply a more informal atmosphere, with more expectations of student participation. The words on the board also indicate how interesting the course is likely to be. In addition to the course information, consider having a thought-provoking question displayed as they arrive.

   Your use of the few minutes before class. Greeting the students as they enter the classroom communicates approachability. Franticly arriving right on time or even late communicates disorganization, and so on.

2. Introduce yourself effectively

Explanation: