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Study the argument given below followed by the given assumptions and decide which of the assumptions follows from the argument. Argument: Students are expected to remain neutral while reporting their feedback on the teacher. Assumptions: 1. Students may feel hesitant to provide feedback reports if they are not alerted. 2. Each feedback report helps the teacher to improve.

Study the argument given below followed by the given assumptions and decide which of the assumptions follows from the argument. Argument: Students are expected to remain neutral while reporting their feedback on the teacher. Assumptions: 1. Students may feel hesitant to provide feedback reports if they are not alerted. 2. Each feedback report helps the teacher to improve. Correct Answer Both assumptions 1 and 2 follow.

The argument suggests that students should remain unbiased i.e. they should not be partial or judgemental while reporting the feedback on their teacher. At the same time, it also means that they should not be afraid of reporting the feedback. Being neutral means stating the facts without bias.

  • Assumption I suggests that students may be reluctant or unwilling to give a proper feedback if they are not asked for it, or not made aware of it. Since the argument is advising students to be neutral, assumption I logically agrees with it. So, argument I follows.
  • Feedback reports from students will make the teacher understand how well s/he can reach the students, thus it will help them improve if there seems to be a need. So, assumption II also follows with the argument.

Hence the correct answer is option 1.

Related Questions

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With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
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R: But here again, it is the special manner of the pedagogic enterprise which distinguishes a university.
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The Proper sequence should be:
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Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
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Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?