| 601 |
Waiting a few seconds after asking a question before calling on a student mainly: |
Teaching Aptitude
Questioning and feedback |
Medium |
| 602 |
“Why do you think the character lied?” is an example of: |
Teaching Aptitude
Questioning and feedback |
Easy |
| 603 |
Which feedback is most useful to a student? |
Teaching Aptitude
Questioning and feedback |
Easy |
| 604 |
“What is the capital of Kerala?” is a: |
Teaching Aptitude
Questioning and feedback |
Easy |
| 605 |
Feedback is most effective when it is given: |
Teaching Aptitude
Questioning and feedback |
Easy |
| 606 |
Physical punishment and mental harassment of children are prohibited under which law? |
Teaching Aptitude
Classroom behaviour and positive discipline |
Easy |
| 607 |
A student keeps talking during a lesson. The best first response is: |
Teaching Aptitude
Classroom behaviour and positive discipline |
Medium |
| 608 |
Positive discipline is based on: |
Teaching Aptitude
Classroom behaviour and positive discipline |
Easy |
| 609 |
Rules are most likely to be followed when they are: |
Teaching Aptitude
Classroom behaviour and positive discipline |
Easy |
| 610 |
Kounin’s idea of “withitness” means that the teacher: |
Teaching Aptitude
Classroom behaviour and positive discipline |
Medium |
| 611 |
In the jigsaw technique, each group member: |
Teaching Aptitude
Cooperative and collaborative learning |
Medium |
| 612 |
The jigsaw technique was developed by: |
Teaching Aptitude
Cooperative and collaborative learning |
Hard |
| 613 |
“Think-pair-share” begins with students: |
Teaching Aptitude
Cooperative and collaborative learning |
Easy |
| 614 |
“Individual accountability” in cooperative learning means: |
Teaching Aptitude
Cooperative and collaborative learning |
Medium |
| 615 |
A major benefit of cooperative learning is that it: |
Teaching Aptitude
Cooperative and collaborative learning |
Easy |
| 616 |
Which is the clearest sign of an engaged classroom? |
Teaching Aptitude
Active and engaged classrooms |
Easy |
| 617 |
To keep attention in a long period, a teacher should: |
Teaching Aptitude
Active and engaged classrooms |
Easy |
| 618 |
Linking a percentages lesson to discounts in a local market makes learning: |
Teaching Aptitude
Active and engaged classrooms |
Easy |
| 619 |
In an active classroom, most of the thinking is done by: |
Teaching Aptitude
Active and engaged classrooms |
Medium |
| 620 |
Giving students a choice of how to present a project mainly increases: |
Teaching Aptitude
Active and engaged classrooms |
Medium |
| 621 |
A classroom with a ramp, adjustable seating and accessible materials is mainly promoting: |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 622 |
In an inclusive classroom, group roles should be: |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 623 |
A student is teased because of his accent. The teacher should: |
Teaching Aptitude
Inclusive classrooms |
Medium |
| 624 |
Holding high expectations for every learner tends to: |
Teaching Aptitude
Inclusive classrooms |
Medium |
| 625 |
Which practice is NOT inclusive? |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 626 |
A good lesson plan allots time for introduction, development, practice and: |
Teaching Aptitude
Time management |
Easy |
| 627 |
Routines for regular tasks such as distributing notebooks mainly: |
Teaching Aptitude
Time management |
Easy |
| 628 |
Giving unclear instructions for an activity usually leads to: |
Teaching Aptitude
Time management |
Easy |
| 629 |
The time students spend actively engaged in learning is often called: |
Teaching Aptitude
Time management |
Medium |
| 630 |
Which practice best supports effective time management in class? |
Teaching Aptitude
Time management |
Easy |
| 631 |
The first step in handling persistent disruptive behaviour is to: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 632 |
Standing near a student who is distracting others is an example of: |
Teaching Aptitude
Handling disruptive behaviour |
Easy |
| 633 |
A child disrupts class because the work is too hard for him. The best response is to: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 634 |
Which response is inappropriate for disruptive behaviour? |
Teaching Aptitude
Handling disruptive behaviour |
Easy |
| 635 |
Persistent behaviour problems that may be linked to home difficulties are best handled by: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 636 |
A teacher who regularly reviews her own lessons to improve them is practising: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 637 |
NEP 2020 recommends that each teacher take part in how many hours of continuous professional development ever… |
Teaching Aptitude
Personal and professional qualities |
Medium |
| 638 |
Which is the most important quality for a teacher working with young children? |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 639 |
Treating all students equally regardless of caste, religion or gender reflects a teacher’s: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 640 |
A teacher’s subject mastery is mainly important because it: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 641 |
“Satyam vada, dharmam chara” (speak the truth, practise righteousness) is advice given to students in the: |
Teaching Aptitude
Values and the guru-shishya parampara |
Hard |
| 642 |
The guru-shishya relationship was mainly based on: |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 643 |
Which value is “ahimsa”? |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 644 |
A modern teacher keeps the spirit of the guru tradition by: |
Teaching Aptitude
Values and the guru-shishya parampara |
Medium |
| 645 |
NEP 2020 wants the teaching profession to be: |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 646 |
Under the RTE Act, 2009, school teachers are prohibited from: |
Teaching Aptitude
Professional ethics |
Medium |
| 647 |
Changing a student’s marks because of a parent’s request is a violation of: |
Teaching Aptitude
Professional ethics |
Easy |
| 648 |
Sharing a student’s personal problems with other students breaks: |
Teaching Aptitude
Professional ethics |
Easy |
| 649 |
An ethical teacher deals with students: |
Teaching Aptitude
Professional ethics |
Easy |
| 650 |
A teacher accepts expensive gifts from a student’s family before exams. This raises a concern of: |
Teaching Aptitude
Professional ethics |
Medium |