| 151 |
A classroom with a ramp, adjustable seating and accessible materials is mainly promoting: |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 152 |
In an inclusive classroom, group roles should be: |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 153 |
A student is teased because of his accent. The teacher should: |
Teaching Aptitude
Inclusive classrooms |
Medium |
| 154 |
Holding high expectations for every learner tends to: |
Teaching Aptitude
Inclusive classrooms |
Medium |
| 155 |
Which practice is NOT inclusive? |
Teaching Aptitude
Inclusive classrooms |
Easy |
| 156 |
A good lesson plan allots time for introduction, development, practice and: |
Teaching Aptitude
Time management |
Easy |
| 157 |
Routines for regular tasks such as distributing notebooks mainly: |
Teaching Aptitude
Time management |
Easy |
| 158 |
Giving unclear instructions for an activity usually leads to: |
Teaching Aptitude
Time management |
Easy |
| 159 |
The time students spend actively engaged in learning is often called: |
Teaching Aptitude
Time management |
Medium |
| 160 |
Which practice best supports effective time management in class? |
Teaching Aptitude
Time management |
Easy |
| 161 |
The first step in handling persistent disruptive behaviour is to: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 162 |
Standing near a student who is distracting others is an example of: |
Teaching Aptitude
Handling disruptive behaviour |
Easy |
| 163 |
A child disrupts class because the work is too hard for him. The best response is to: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 164 |
Which response is inappropriate for disruptive behaviour? |
Teaching Aptitude
Handling disruptive behaviour |
Easy |
| 165 |
Persistent behaviour problems that may be linked to home difficulties are best handled by: |
Teaching Aptitude
Handling disruptive behaviour |
Medium |
| 166 |
A teacher who regularly reviews her own lessons to improve them is practising: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 167 |
NEP 2020 recommends that each teacher take part in how many hours of continuous professional development ever… |
Teaching Aptitude
Personal and professional qualities |
Medium |
| 168 |
Which is the most important quality for a teacher working with young children? |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 169 |
Treating all students equally regardless of caste, religion or gender reflects a teacher’s: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 170 |
A teacher’s subject mastery is mainly important because it: |
Teaching Aptitude
Personal and professional qualities |
Easy |
| 171 |
“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 |
| 172 |
The guru-shishya relationship was mainly based on: |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 173 |
Which value is “ahimsa”? |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 174 |
A modern teacher keeps the spirit of the guru tradition by: |
Teaching Aptitude
Values and the guru-shishya parampara |
Medium |
| 175 |
NEP 2020 wants the teaching profession to be: |
Teaching Aptitude
Values and the guru-shishya parampara |
Easy |
| 176 |
Under the RTE Act, 2009, school teachers are prohibited from: |
Teaching Aptitude
Professional ethics |
Medium |
| 177 |
Changing a student’s marks because of a parent’s request is a violation of: |
Teaching Aptitude
Professional ethics |
Easy |
| 178 |
Sharing a student’s personal problems with other students breaks: |
Teaching Aptitude
Professional ethics |
Easy |
| 179 |
An ethical teacher deals with students: |
Teaching Aptitude
Professional ethics |
Easy |
| 180 |
A teacher accepts expensive gifts from a student’s family before exams. This raises a concern of: |
Teaching Aptitude
Professional ethics |
Medium |
| 181 |
A teacher who says “I am not sure; let’s find out together” is acting as a: |
Teaching Aptitude
Teacher as facilitator and co-learner |
Easy |
| 182 |
The facilitator role of a teacher mainly involves: |
Teaching Aptitude
Teacher as facilitator and co-learner |
Easy |
| 183 |
In a constructivist classroom, knowledge is: |
Teaching Aptitude
Teacher as facilitator and co-learner |
Medium |
| 184 |
Modelling lifelong learning means the teacher: |
Teaching Aptitude
Teacher as facilitator and co-learner |
Easy |
| 185 |
Which classroom practice best reflects the teacher as facilitator? |
Teaching Aptitude
Teacher as facilitator and co-learner |
Medium |
| 186 |
NEP 2020 replaces the 10+2 structure with: |
Teaching Aptitude
National Education Policy 2020 |
Easy |
| 187 |
The Foundational Stage under NEP 2020 covers ages: |
Teaching Aptitude
National Education Policy 2020 |
Medium |
| 188 |
NEP 2020 sets a gross enrolment ratio target in higher education of: |
Teaching Aptitude
National Education Policy 2020 |
Medium |
| 189 |
According to NEP 2020, the medium of instruction should preferably be the mother tongue or local language at … |
Teaching Aptitude
National Education Policy 2020 |
Medium |
| 190 |
The four-year integrated B.Ed. programme proposed by NEP 2020 is called: |
Teaching Aptitude
National Education Policy 2020 |
Easy |
| 191 |
NCF for the Foundational Stage (2022) mainly recommends: |
Teaching Aptitude
National curriculum frameworks |
Easy |
| 192 |
The Indian concept of five layers of development used in NCF-FS is: |
Teaching Aptitude
National curriculum frameworks |
Hard |
| 193 |
The NCF for School Education was released in: |
Teaching Aptitude
National curriculum frameworks |
Medium |
| 194 |
NCF-SE 2023 recommends that board examinations should mainly test: |
Teaching Aptitude
National curriculum frameworks |
Medium |
| 195 |
Before 2022, the national curriculum framework in use for schools was: |
Teaching Aptitude
National curriculum frameworks |
Medium |
| 196 |
The RTE Act, 2009 came into force on: |
Teaching Aptitude
RTE Act 2009 and RPwD Act 2016 |
Medium |
| 197 |
Under the RTE Act, what share of entry-level seats must private unaided schools reserve for disadvantaged chi… |
Teaching Aptitude
RTE Act 2009 and RPwD Act 2016 |
Easy |
| 198 |
The pupil-teacher ratio prescribed by the RTE Act for primary classes is: |
Teaching Aptitude
RTE Act 2009 and RPwD Act 2016 |
Medium |
| 199 |
Under the RPwD Act, 2016, children with benchmark disabilities have a right to free education between the age… |
Teaching Aptitude
RTE Act 2009 and RPwD Act 2016 |
Medium |
| 200 |
The RPwD Act, 2016 replaced the: |
Teaching Aptitude
RTE Act 2009 and RPwD Act 2016 |
Medium |