Journal of Teacher Education and Research
Year : 2014, Volume : 9, Issue : 1
First page : ( 14) Last page : ( 18)
Print ISSN : 0974-8210.

A study of deductive & inductive thinking of teachers in relation to their classroom behaviours at secondary level

Tyagi Neelam*, Dr. Bala Sindhu**

*Lecturer, Department of Education Advance, Institute of Management, Ghaziabad (UP)

**Associate Professor & Head, Department of Education, V.M.L.G. College, Ghaziabad, (UP)

Online published on 12 May, 2015.

Abstract

Thinking and classroom behavior of the teachers are two areas that are getting attention. This interest has been fed by the new knowledge that thinking skills and classroom behavior of the teachers are two most important aspects that enhance the quality of teaching. Thinking of teachers plays a significant role to make the teaching effective. During teaching the teacher uses different teaching methods and strategies, thinking skills and do certain classroom behavior and all these actions affect their teaching behavior. Thinking determines how a teacher will behave in the classroom. Deductive & inductive thinking are the two forms of thinking that help the teachers to present the content in a unique way. This unique way of content presentation affects the classroom behavior of teachers and enhance the teaching effectiveness. The present study finds the relationship between deductive and inductive thinking of teachers and their classroom behaviors. The result showed that the teachers whose classroom behavior is effective are using deductive & inductive thinking skills in the class.

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