Answer questions by referring to the following 3 passages.
Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET. Some choices may be required more than once.
A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher
In which passage ...

is it likely to say that students share the similar approach taken by experts in tackling their tasks?	21. ______
can we learn that students wish to confront and resolve difficulties rather than gloss over them in the learning environment?	22. ______
is it possible for the teacher to shift his role when students are busy making up their own minds?	23. ______
can we get the view that the act of teaching is looked upon as a flow of knowledge from a higher source to an empty container?	24. ______
does a teacher's task include that he must be carefully tailored to suit both that which is to be learnt and those who are to learn it?	25. ______
is it most possible for a teacher to teaching mini-lessons for individuals and groups who need a particular skill?	26. ______
do readers learn that tasks of a teacher are complicated and not easy to achieve?	27. ______
are we told that teaching need not be the province of a special group of people nor need it be looked upon as a technical skill?	28. ______
is it probably for a teacher to guide on the side while students are conducting their investigations?	29. ______
can we learn that each member of our cultures should come to realize our potential as teachers?	30. ______

The Role of a Teacher
Teaching is supposed to be a professional activity requiring long and complicated training as well as official certification. The act of teaching is looked upon as a flow of knowledge from a higher source to an empty container. The students' role is one of receiving information; the teacher's role is one of sending it. There is a clear distinction assumed between one who is supposed to know (and therefore not capable of being wrong) and another, usually younger person who is supposed not to know. However, teaching need not be the province of a special group of people nor need it be looked upon as a technical skill. Teaching can be more like guiding and assisting than forcing information into a supposedly empty head. If you have a certain skill you should be able to share it with someone. You do not have to get certified to convey what you know to someone else or to help them in their attempt to teach themselves. All of us, from the very youngest children to the oldest members of our cultures should come to realize our own potential as teachers. We can share what we know, however little it might be, with someone who is in need of that knowledge or skill.
The Task of a Teacher
The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constantly monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students' learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be tim!
These are not easy tasks, and there is no simple way to achieve them. Still less are there any prescriptions that will hold good in all disciplines and for all students. How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it another way — and to add another ingredient — our teaching methods should be the outcome of our aims (that is, what we want the students to know, to understand, to be able to do, and to value), our informed conceptions of how students learn, and the institutional context — with all of its constraints and possibilities — within which the learning is to take place.
A Good Teacher
"A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. Because student — centered learning can be time — consuming and messy, efficiency will sometimes argue for the Sage. When students are busy making up their own minds, the role of the teacher shifts. When questioning, problem-solving and investigation become the priority classroom activities, the teacher becomes a Guide on the Side."
Jamie McKenzie's article The WIRED Classroom provides a list of descriptors of the role of a teacher who is a Guide on the Side while students are conducting their investigations. "... the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying."
The teacher is on the move, checking over shoulders, asking questions and teaching mini-lessons for individuals and groups who need a particular skill. Support is customized and individualized. The Guide on the Side sets clear expectations, provides explicit directions, and keeps the learning well structured and productive.
In a thinking curriculum, students develop an in-depth understanding of the essential concepts and processes for dealing with those concepts, similar to the approach taken by experts in tackling their tasks. For example, students use original sources to construct historical accounts; they design experiments to answer their questions about natural phenomena; they use mathematics to model real-world events and systems; and they write for real audiences.