UGCNET Questions

In a teacher centred classroom, the teacher generally controls the flow of information and takes most of the speaking time. Messages predominantly move from teacher to students in the form of lectures, explanations and instructions. Feedback from students is often minimal or limited to short responses. This pattern represents a downward, largely one way communication structure.

Option A:
Option A corresponds to downward communication from teacher to students with restricted feedback. It mirrors the hierarchical nature of teacher centred settings where learners play a relatively passive role. Because the teacher initiates and regulates most of the discourse, this pattern fits common classroom observations.

Option B:
Option B describes upward communication from students to administrator, which relates more to institutional feedback channels than to the everyday communication pattern inside a single classroom.

Option C:
Option C refers to horizontal communication between non teaching staff, which is communication among colleagues at the same level rather than between teacher and students. It describes organizational interaction, not classroom interaction patterns.

Option D:
Option D, mass communication through television programmes, involves messages sent to large, anonymous audiences via media. It is not characteristic of a typical face to face, teacher centred classroom setting.

One-way communication occurs when messages flow primarily from sender to receiver with little or no feedback. In a lecture where the teacher speaks and students only listen and take notes, interaction is largely unidirectional and students are passive recipients.

Option A:
Option A is correct because the lecture described involves the teacher speaking continuously while students only listen and write, giving almost no feedback. This is the classic pattern of one-way, teacher-centred communication.

Option B:
Option B (seminar with student presentations and discussion) includes multiple speakers and active participation, making it two-way or multi-way communication rather than one-way.

Option C:
Option C uses questioning techniques, which invite answers and feedback from students, turning the session into interactive two-way communication.

Option D:
Option D, group discussions led by students, is strongly interactive and multi-directional, not one-way; many participants send and receive messages.

Two way communication includes both message delivery and response from receivers. In the classroom, when students can ask questions, express views and receive clarifications, they become active participants rather than passive recipients. Feedback helps the teacher to sense confusion and address it immediately. This mutual exchange leads to deeper understanding and greater engagement compared to purely one way lecturing.

Option A:
Option A suggests avoiding questions to save time, but this undermines comprehension and motivation. If students never have the chance to seek clarification, misconceptions remain and the apparent time saving is lost later.

Option B:
Option B emphasizes learner participation and feedback, which are widely cited as key benefits of interactive teaching methods. It captures how two way communication supports clarification and collaborative construction of knowledge, making it superior to purely one way communication in most learning contexts.

Option C:
Option C describes a situation where the teacher speaks continuously without interruption, which is characteristic of one way lecturing. This reduces interaction and does not represent an advantage of two way communication.

Option D:
Option D assumes that interaction removes the need for planning, but effective two way teaching often requires even more thoughtful planning to allow time for questions, activities and discussion.