| 101 |
Using a child’s home language to explain a new concept is an example of: |
Teaching Aptitude Inclusive pedagogy |
Easy |
| 102 |
Universal Design for Learning (UDL) recommends: |
Teaching Aptitude Inclusive pedagogy |
Medium |
| 103 |
A teacher uses examples only from city life in a class with many rural students. This: |
Teaching Aptitude Inclusive pedagogy |
Medium |
| 104 |
Which practice works AGAINST inclusive pedagogy? |
Teaching Aptitude Inclusive pedagogy |
Easy |
| 105 |
The aim of inclusive pedagogy is that: |
Teaching Aptitude Inclusive pedagogy |
Easy |
| 106 |
Which is the most effective form of classroom communication? |
Teaching Aptitude Classroom communication |
Easy |
| 107 |
Fear of the teacher in the classroom acts as a: |
Teaching Aptitude Classroom communication |
Easy |
| 108 |
A teacher speaking in a monotonous voice for the whole period is likely to: |
Teaching Aptitude Classroom communication |
Easy |
| 109 |
The best way for a teacher to check whether students understood an explanation is to: |
Teaching Aptitude Classroom communication |
Easy |
| 110 |
Non-verbal communication by a teacher includes: |
Teaching Aptitude Classroom communication |
Easy |
| 111 |
Teaching that helps students fill specific gaps found through a diagnostic test is called: |
Teaching Aptitude Problems in teaching and learning |
Easy |
| 112 |
The NIPUN Bharat mission focuses on: |
Teaching Aptitude Problems in teaching and learning |
Medium |
| 113 |
A major cause of rote learning is: |
Teaching Aptitude Problems in teaching and learning |
Easy |
| 114 |
A practical strategy in a large class is: |
Teaching Aptitude Problems in teaching and learning |
Medium |
| 115 |
A child who speaks only a tribal language at home struggles in a Hindi-medium school. The best first step is … |
Teaching Aptitude Problems in teaching and learning |
Medium |
| 116 |
A test that measures exactly what it claims to measure is: |
Teaching Aptitude Importance and types of assessment |
Easy |
| 117 |
Ranking a student’s score against the rest of the class is: |
Teaching Aptitude Importance and types of assessment |
Medium |
| 118 |
A driving test that checks whether you can park safely, regardless of how others do, is: |
Teaching Aptitude Importance and types of assessment |
Medium |
| 119 |
The national assessment centre set up under NEP 2020 is called: |
Teaching Aptitude Importance and types of assessment |
Medium |
| 120 |
When two different examiners give the same marks to an answer script, the test has high: |
Teaching Aptitude Importance and types of assessment |
Medium |
| 121 |
A student checks her own essay against a rubric and decides what to improve. This is: |
Teaching Aptitude Assessment of, for and as learning |
Easy |
| 122 |
A teacher uses an exit slip to see which part of today’s lesson students found difficult and plans tomorrow’s… |
Teaching Aptitude Assessment of, for and as learning |
Medium |
| 123 |
A final term examination used to award grades is mainly: |
Teaching Aptitude Assessment of, for and as learning |
Easy |
| 124 |
Assessment as learning mainly develops learners’: |
Teaching Aptitude Assessment of, for and as learning |
Medium |
| 125 |
Which is the best example of assessment FOR learning? |
Teaching Aptitude Assessment of, for and as learning |
Medium |
| 126 |
Allowing a student with dysgraphia to answer orally is an example of: |
Teaching Aptitude Inclusive evaluation |
Easy |
| 127 |
Providing a scribe in an exam is mainly meant for students who: |
Teaching Aptitude Inclusive evaluation |
Easy |
| 128 |
Inclusive evaluation aims to: |
Teaching Aptitude Inclusive evaluation |
Medium |
| 129 |
Which is an appropriate accommodation for a student with a visual impairment? |
Teaching Aptitude Inclusive evaluation |
Easy |
| 130 |
Comparing a child’s current performance with her own earlier performance is called: |
Teaching Aptitude Inclusive evaluation |
Medium |
| 131 |
Waiting a few seconds after asking a question before calling on a student mainly: |
Teaching Aptitude Questioning and feedback |
Medium |
| 132 |
“Why do you think the character lied?” is an example of: |
Teaching Aptitude Questioning and feedback |
Easy |
| 133 |
Which feedback is most useful to a student? |
Teaching Aptitude Questioning and feedback |
Easy |
| 134 |
“What is the capital of Kerala?” is a: |
Teaching Aptitude Questioning and feedback |
Easy |
| 135 |
Feedback is most effective when it is given: |
Teaching Aptitude Questioning and feedback |
Easy |
| 136 |
Physical punishment and mental harassment of children are prohibited under which law? |
Teaching Aptitude Classroom behaviour and positive discipline |
Easy |
| 137 |
A student keeps talking during a lesson. The best first response is: |
Teaching Aptitude Classroom behaviour and positive discipline |
Medium |
| 138 |
Positive discipline is based on: |
Teaching Aptitude Classroom behaviour and positive discipline |
Easy |
| 139 |
Rules are most likely to be followed when they are: |
Teaching Aptitude Classroom behaviour and positive discipline |
Easy |
| 140 |
Kounin’s idea of “withitness” means that the teacher: |
Teaching Aptitude Classroom behaviour and positive discipline |
Medium |
| 141 |
In the jigsaw technique, each group member: |
Teaching Aptitude Cooperative and collaborative learning |
Medium |
| 142 |
The jigsaw technique was developed by: |
Teaching Aptitude Cooperative and collaborative learning |
Hard |
| 143 |
“Think-pair-share” begins with students: |
Teaching Aptitude Cooperative and collaborative learning |
Easy |
| 144 |
“Individual accountability” in cooperative learning means: |
Teaching Aptitude Cooperative and collaborative learning |
Medium |
| 145 |
A major benefit of cooperative learning is that it: |
Teaching Aptitude Cooperative and collaborative learning |
Easy |
| 146 |
Which is the clearest sign of an engaged classroom? |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 147 |
To keep attention in a long period, a teacher should: |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 148 |
Linking a percentages lesson to discounts in a local market makes learning: |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 149 |
In an active classroom, most of the thinking is done by: |
Teaching Aptitude Active and engaged classrooms |
Medium |
| 150 |
Giving students a choice of how to present a project mainly increases: |
Teaching Aptitude Active and engaged classrooms |
Medium |