Question bank
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| # | Question | Subject and topic | Difficulty |
|---|---|---|---|
| 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 |