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1. A choice made between two or more alternative is called Assumption B. Decision C. Reporting D. None Answer is = B 2. The cash boo in maintained b! DD" B. #D" C. D#" D. D!.D#" Answer is = A 3. Authoritarian model is more suitable $or Con%dence B. &mprovement C. Achievement D. Discipline Answer is = D 4. Teacher salaries and allowances collectivel! are written in Cash Register B. Ac'uaintance Roll C. Contingent Register Answer is = A 5. To motivate the other to achieve certain goals is (lanning B. )eading C. Controlling D. "rgani*ing Answer is =B 6. A programme o$ activities which is designed to attain educational ends is )earning B. Curriculum C. &nstruction D. +!llabi Answer is = B 7. +uperannuation retirement age in (aistan is ,- ears B. ,/ ears
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C. / ears D. 2- ears Answer is = A 8. (ension is given i$ the retirement is a$ter service o$ 0/ !ears B. 3- !ears C. 4/ !ears D. /- !ears Answer is = A 9. (erson who possesses 'ualities o$ leadership is )eader B. 5anager C. Administrator D. "6cer Answer is = A 10. The process o$ maing 7udgment is called cal led Budgeting B. #valuation C. Demonstration D. Documentation Answer is = B The characteristics o$ good planner are 11. "ptimistic B. 5otivator C. (roducer D. All o$ them Answer is = D 12. 8hat does # and D Rules mean #6cienc! and dut! rules B. #6cienc! and department rules C. #6cienc! and discipline rules D. #6cienc! and discipline rules Answer is = C 13. D.( is an abbreviation o$ A. Annual development programme B. Annual dut! programme C. Annual division o$ per$ormance D. Annual debating programme Answer is =A
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14. The power is concentrated in the hands o$ one or $ew people in Control B. Command C. Decentrali*ation D. Centrali*ation Answer is =D 8ht is central to administration 15. "rgani*ation B. Communication C. Decision maing D. Coordination Answer is =C 16. &n ("+D&R9 R stands $or Reporting B. Response repl! C. Representing D. Directing Answer is =A N.# is an abbreviation o$ 17. A. +chedule o$ new e:perience B. +chedule o$ new entr! C. +chedule o$ new e:penditure D. +!stem o$ new entr! Answer is =B 18. The level o$ school addminstration can best be 7udged through ;ead teacher B. Beauti$ul building C. )earning out comes D. Teachers students relations Answer is = C 19. Ac'uittance roll is used $or +alar! disbursemen disbursementt B. +toc C.
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20. The degree to which organi*ational resources contribute to productivit! is #ectiveness B. #6cienc! C. "ut put D. (roduction Answer is = B All transaction should be enterd in which register 21. >ee B. Cash C. >unds D. 8ith drawl Answer is = B 22. Coordinating 9 stimulating and directing the growth o$ teacher is the purpose o$ Administration B. &nspection C. +upervision D. 5anagement Answer is =B 23. The concept o$ inspection was %rst introduced in (aistan B. &ndia C. #ngland D. China Answer is = C Budgeting is an estimation o$ 24. &ncome and investment B. &nvestment C. &ncome and e:penditure D. All o$ the above Answer is = C 25. The authori*ed person o$ sta per$ormance is Teacher B. ;ead teacher C. +tudent D. Cler Answer is =B
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26. &n$ormal education is ? @ust schooling b. Tine bound c. )i$e long d. (replanned Answer is = c 27. 8hat is the most important element o$ non $ormal education ? Teacher b. +tudent c. 5edia d. +chool Answer is = c 28. 8hich one is not the source o$ $ormal education ? +chool b. 5useum c. )ibrar! d. ;ome Answer is = d &n$ormal education is ? 29. (lanned b. &ncidental c. +!stematic d. Arranged Answer is = b 30. >ormal education has well de%ned ? Curriculum b. +!stem c. 5ethod d. Approach Answer is = a 8hich is not the element o$ educational process? 31. Aims b. Curriculum c. #valuation d. 5otivation Answer is = d 32. The sum o$ curricular and cocurricular activities is? Aim
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b. Curriculum c. (edagog! d. +ummative evaluation Answer is = b (edagog! is concerned with ? 33. Aims b. Content c. Teaching 5ethods d. #valuation Answer is = c To determine the value or worth o$ an!thing is? a. Aim b. Content c. Teaching 5ethods d. #valuation Answer is = c 34. &n education process which one is evaluated ? Aim b. Content c. 5ethods d. All o$ the above Answer is = d 35. The literal meaning o$ philosoph! is ? )ove o$ nowledge b. )ove o$ truth c. )ove o$ values d. )ove o$ wisdom Answer is = d 36. A:iolog! in philosoph! deals with ? nowledge b. Realit! c. alues d. Culture Answer is = c #pistemolog! deals with ? 37. nowledge b. Realit! c. alues
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d. Culture Answer is = a "ntolog! deals with ? 38. nowledge b. Realit! c. alues d. Culture Answer is = b "ntolog! is also called as ? a. 5etaph!sics b. A:iolog! c. "ntolog! d. 5orpholog! Answer is = a 5etaph!sics deals with the nature o$ ? 39. alues b. nowledge c. niverse d. Realit! Answer is = d 40. #clecticism means borrowing belie$s $rom ? "ne philosoph! b. Two philosophies c. Three philosoph! d. Dierent philosophies Answer is = d E#verlasting realit!F is $ocused in ? 41. (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = a 42. se$ul culture and sill is emphasi*ed in ? (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = b
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43. )i$e is coutinuous changing process is the best ? (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = c ERe$orms are necessar! in all wals o$ li$eF is $ocused in ? a. (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = d +tud! o$ great boos is at the core o$ ? 44. (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = b 45. 8ho is not among ma7or e:ponent o$ perennialism ? Bentoc b. Adler c. ;utchins d. @ohn dewe! Answer is = d +chool should be run on democratic lines is held b! ? 46. (erennialism b. #ssentialism c. (rogressivism d. Reconstructionism Answer is = c 47. The number o$ domains in ta:onomies o$ educational ob7ective is GaH Tow GbH Three GcH >ive GdH +i: Answer is = b 48. The highest level o$ cognitive domain is GaH +!nthesis
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GbH Anal!sis GcH Comprehension GdH #valuation Answer is = d The process o$ determing the value or worth o$ an!thing is 49. GaH Test GbH 5easurement GcH Assessment GdH #valuation Answer is = d 50. #ducational ob7ectives have been divide into GaH Two domains GbH Three domains GcH >our domains GdH >ive domains Answer is = b 51. Ta:onom! o$ educational ob7ectives was presented in GaH 1I4, GbH 1I/, GcH 1I,, GdH 1I, Answer is = b 52. The classi%cation o$ cognitive domain was presented b! GaH Ben7amin +. Bloom GbH +inner GcH rathwhol GdH +impson Answer is = a 53. Cognitive domain have GaH Three subgroups GbH >our subgroups GcH >ive subgroups GdH +i: subgroups Answer is = d The lowest level o$ learning in cognitive domain is 54. GaH Comprehension GbH Application GcH nowledge
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GdH +!nthesis Answer is = c The highest level o$ learning in cognitive domain is 55. GaH #valuation GbH +!nthesis GcH anal!sis GdH Application Answer is = a 56. The right se'uence o$ subgroups cognitive domain is GaH nowledge9 Comprehension9 Application9 +!nthesis9 anal!sis9 #valuation GbH nowledge9 Comprehension9 application9 #valuation9 anal!sis9 +!nthesis GcH nowledge9 Comprehension9 #valuation9 application9 Anal!sis9 +!ntesis GdH nowledge9 Comprehension9 application9 anal!sis9 +!nthesis #valuation Answer is = d 57. nowingJ memori*ing and recalling is concerned with GaH Cpmprehension GbH Application GcH nowledge GdH #valuation Answer is = c To grasp the meaning o$ the material is 58. GaH Comprehension GbH Applicatin GcH nowledge GdH +!nth!sis Answer is = a 59. To use previous learned material in new situation is GaH Comprehension GbH Application GcH nowledge GdH anal!sis Answer is = b To brea down material into component parts to now its 60. organi*ational structure is GaH Comprehension
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GbH application GcH Anal!sis GdH +!nthesis Answer is = c To put ideas together to $orm a new whole is 61. GaH #valuation GbH +!nthesis GcH Anal!sis GdH Application Answer is = b 62. To now the worth or value o$ material is GaH Anal!sis GbH Application GcH nowledge GdH #valuation Answer is = d 63. The intellectual sills are reKected b! GaH Cognitive Domain GbH aective domain GcH (s!chomotor GdH None o$ above Answer is = a 64. Attitudes9 values and interests are reKected b! GaH Cognitive Domain GbH Aective Domain GcH (s!chomotor Domain GdH None o$ above Answer is = b 65. 8hich domain is concerned with ph!sical and motor sills? GaH Cognitive Domain GbH Aective Domain GcH (s!chomotor domain GdH None o$ above Answer is = c The $ocus o$ cognitive domain is 66. GaH (h!sical and 5otor sills GbH &ntellectual +ills GcH Attitudes and &nterests
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GdH None o$ above Answer is = b The aective domain was classi%ed b! 67. GaH Ben7amin +. Bloom GbH +impson GcH rathwhol GdH Burner Answer is =c 68. Aective domain is divided into GaH $our subgroups GbH >ive subgroups GcH +i: subgroups GdH seven subgroups Answer is = b The lowest level o$ learning in aective domain is 69. GaH Responding GbH aluing GcH Attending GdH "rgani*ation Answer is = c 70. 8hich is placed at the highest level o$ learning in aective domain GaH Attending GbH Responding GcH "rgani*ation GdH Characteri*ation Answer is = d 71. Right order o$ sub groups o$ aective domain is GaH Attending9 Responding9 aluing9 characteri*ation9 "rgani*ation GbH attending9 Responding9 Characteri*ation9 aluing9 "rgani*ation GcH Attending9 aluing9 Responding9 "rgani*ation9 Characteri*ation GdH Attending9 Responding9 aluing9 "rgani*ation9 Characteri*ation Answer is = d 72. 8illingness to attend to particular phenomenon is GaH AttendingJ Receiving
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GbH Responding GcH aluing GdH "rgani*ation Answer is = a 8hich sub group o$ aective domain $ocuses on active 73. participation in GaHAttendingJ Receiving GbH Responding GcH aluing GdH "rgani*ation Answer is = b 74. Bringing together dierent values into a comsistent value s!stem is GaH AttendingJ Receiving GbH Responding GcH aluing GdH "rgani*ation Answer is = d 75. Aective domain $ocuses on adoption o$ a value s!stem as a part o$ li$e st!le in GaH Responding GbH aluing GcH "rgani*ation GdH Characteri*ation Answer is = d 76. (s!chomotor domain was classi%ed b! +impson in GaH 1I,0 GbH 1I0 GcH 1I20 GdH 1II0 Answer is = b Aective domain was divided into subgroups b! rathwhol 77. in GaH 1I/4 GbH 1I,4 GcH 1I4 GdH 1I24 Answer is = b
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78. (s!chomotor domain was divided b! +impson in GaH >our subgroups GbH >ive subgroups GcH +i: subgroups GdH +even subgroups Answer is = d 79. The Characteristic o$ behavioral ob7ective is GaH "bservable and &mmeasurable GbH Non observable GcH "bservable and measurable GdH None o$ above Answer is = c The right se'uence o$ subgroups o$ ps!chomotor domain is 80. GaH (erception9 +et9
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GdH Teaching 5ethod Answer is = c +tudents %ndJe:plore the in $ormations themselves in 84. GaH lecture method GbH Discover! method GcH Both GdH none Answer is = b 85. Teacher per$orms practicall! and e:plains in GaH )ecture method GbH discover! method GcH demonstration method GdH (roblem solving method Answer is = c Role o$ student is active in 86. GaH Discover method GbH (roblem solved method GcH &n'uir! method GdH All above Answer is = d 87. 5icro teacher is a GaH Teacher method GbH Teaching training techni'ue GcH 5otivational techni'ue GdH none o$ above Answer is = b 8hat is the tie o$ presentation in 5icro teaching? 88. GaH 1/ min GbH /1- min GcH 1-1/ min GdH 1/0- min Answer is = b 89. 8hat is the No o$ students in micro teaching? GaH 1/ GbH /1GcH 1-1/ GdH 1/0Answer is = b
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90. 5icro teaching started in GaH 1I/GbH 1I,GcH 1IGdH 1I2Answer is = b 91. I1 5icro teaching $ocuses on the competenc! over GaH 5ethod GbH +ills GcH Contents GdH None o$ above Answer is = b 8hich is more suitable in teaching o$ science? 92. GaH )ecture method GbH demonstration method GcH Discussion method GdH (ro7ect method Answer is = d 93. 8hich one is e:ception? GaH Boos GbH 5aga*ine GcH Diagrams GdH T. Answer is = d 8hich is not included in print media? 94. GaH Boos GbH 5aga*ine GcH Diagrams GdH T. Answer is = d 95. ;ow man! senses a person uses while observing %lm? GaH 1 GbH 0 GcH 3 GdH 4 Answer is = b ;ow much nowledge is gained through the sense o$ 96. seeing? GaH /L
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GbH 13L GcH ,L GdH 3L Answer is = a ;ow much 97. listening? GaH/L GbH 13L GcH ,L GdH 3L Answer is = b 98. ;ow much GaH/L GbH 13L GcH ,L GdH 3L Answer is = c 99. ;ow much GaH /L GbH 13L GcH,L GdH 3L Answer is = d 100. ;ow much GaH/L GbH 13L GcH ,L GdH 3L Answer is = d
nowledge is gained through the sense o$
nowledge is gained through the sense o$ touch?
nowledge is gained through the sense o$ smell?
nowledge is gained through the sense o$ taste?
1. In the teaching of grammar, Inductive learning is:
A. Grammatical explanations or rules are presented and then applied through practice in exercises. B. Grammatical rules are less stressed in the first stage but later given more importance. C. The no!ledge !hich is deducted from the alread" no!n language and then the grammatical rules are applied. D. Learners are presented with examples. They then discover or apply language rules and principles on their own.
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#. #mphasis on rules and grammatical paradigms proved as off$putting as behaviorist rote drilling.
%. Corporal punishment means: A. Isolation of the student B. Physical punishment C. Temporar" termination from school &. 'colding the student #. (umiliation of the students in front of other students ). In a lecture a teacher should present the students !ith examples of:
A. B. C. &. #.
foreign cultures familiar daily life experiences imaginar" scenarios unfamiliar ob*ects and ideas remote areas
+. In Testing, -eedbac to 'tudents refers to: A. B. C. &. E.
(elp students in studies (elp students in preparing for examination /et students no! about test$pattern &o not let students no! about test$result Let students know about testresults
+cience And Arts #ducators #ntr! Test9 (edagog! 9 Teaching 5c's $or the (reparation o$ #ducator #+#9 +#+#9 ++# All (ost
1. Emotional Adjustment of students is effective in-
(A) Personality formation (B) Class-teaching (C) Disciline (D) All of the a!ove
Ans"er.D #. Blac$-!oard can !e included in "hich grou%category of teaching-aids &
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(A) Audio-aids (B) 'isualaids (C) Audio-visual aids (D) one of the a!ove
Ans"er.B *. +hich of the follo"ing is related "ith teaching s$ill & (A) Blac$-!oard "riting (B) ,olving uestions (C) As$ing uestions (D) All the a!ove
Ans"er.D . ,tudents "ho as$ uestions in the class should !e-
(A) Advised to meet the teacher after the class (B) Encouraged to articiate in the discussion in the class (C) Encouraged to continue as$ing uestions (D) Encouraged to search ans"ers indeendently
Ans"er.C /. At authoritarian level teaching 1,
(A) 0eacher centered (B) Childcentered (C) 2eadmaster centered (D) E3erience !ased
Ans"er.A 4. +ho develoed the interaction analysis category system in
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education for increasing the teacher effectiveness
(A) 5lander (B) 6ayon (C) Amidon and ,imon (D) 6ichard 7ver
Ans"er.A 8. 7ne of the imortant theory of moral develoment has !een roosed !y
(A) 9aurence :ohl!erg (B) Eri$ 5romm (C) Daniel Coleman (D) Benjamin Bloom
Ans"er.A
;. Character is develoed !y-
(A) +ill-o"er (B) Conduct and !ehavior (C)
Ans"er.D =. +hich of the follo"ing is not a level of teaching learning &
(A) Differentiation level (B)
nderstanding level
Ans"er.A 1?. >EPA is mainly concerned "ith-
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(A) Educational ,uervision (B) Educational >nity (C) Educational Planning (D) Educational Evaluation
Ans"er.C 11. 0he name of @ashal Committee 6eort (1==*) is-
(A) l.C.0. in 0eacher education (B) 9earning "ithout Burden (C) 9earning through Broadcasting (D) one of the a!ove
Ans"er.B 1#. 0he 5ather of Psychoanalysis is-
(A) Eri$ 2. Eri$son (B) ean Piaget (C) erorne ,. Bruner (D) ,igmund 5reud
Ans"er.D
1*. ln edagogy comuter is used-
(A) 0o motivate the learner (B) 0o rovide feed!ac$ (C) 0o interact "ith the learner (D) 5or all the a!ove
Ans"er.D 1. +hich of the follo"ing is die !rain of the comuter &
(A) Prograrnme (B) Central rocessing unit
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(C)
Ans"er.B 1/. ,are the rod - soil the child. 0his assumtion is related to that tye of disciline "hich has !een advocated-
(A) By naturalist hilosohy (B) By ragmatist hilosohy (C) n 'ictorian Era (D) ln Democratic Era
Ans"er.C 14. 0he concet of school comle3 "as first e3ecuted in-
(A) >ttar Pradesh (B)
Ans"er.D 18. 0he roonent of the Cognitive 0heory of teaching is-
(A) . 9. age (B) ,hiv :umar
Ans"er.A 1; nstruction medium affects the a!sence and escae from class teaching-
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(A) Agreed (B) ndefinite (C) Disagreed (D) one of the a!ove
Ans"er.A 1= 0he determinant of teaching s$ill training is-
(A) Comonents (B) Puil-teacher (C) ,uervisor (D) 2eadmaster
Ans"er.A #?. 5or a good communication ..FF is reuried.
(A) Clarity of thought (B) Dramatic Presentation (C) ,ea$ing in a mild tone (D) ,ea$ing "ithout ause
Ans"er.D #1. +hich of the follo"ing is an aroach to educational lanning & .
(A)
Ans"er.C ##. nstitutional lanning should !e !ased on-
(A) Aim and needs (B) 0imeta!le
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(C) Administration (D) eed
Ans"er.A #*. 0eacher !ehaviour ought to !e-
(A) Administrative (B) nstructive (C) dealistic (D) Directive
Ans"er.C
#. nformation high"ay or net is-
(A) Comuter (B) ntemet (C) ntranet (D) :ey-!oard
Ans"er.B #/. ,A01(B) has !een launched in-
(A) *? Aril 1=;* (B) *? August 1=;* (C) *? Decem!er 1=;* (D) *? anuary 1=;
Ans"er.B #4. 0he num!er of reresentatives of Central overnment in >C is-
(A) ?= (B) ?# (C) ?4 (D) 7*
Ans"er.B
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#8. Comuter language is !ased on- (A) um!er system (B) ,ym!ol system (C) ,eries system (D) one of the a!ove
Ans"er.A #;. 0he main tas$ of educational comuter is-
(A) ,coring the ans"ers (B) Preserve the information (C) Analysis of data (D) All of the a!ove
Ans"er.D
#=. >E,C7 satellite directed television rogram "as used first
(A) 1=#4 (B) 1=/= (C) 1=41 (D) 1=4/
Ans"er.D *?. n "hich of the follo"ing instructional rocedure is the main comonent &
(A) ,ynectics teaching model (B) Basic teaching model (C) nductive model (D) ,ocial-stimulation
Ans"er.B *1. 0he comuter !ased teaching model has !een develoed !y-
(A) il!ert (1=4#) (B) ,toluro" and Davis (1=4/)
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(C) 6o!ert agne (1=4/) (D)
Ans"er.B *#. +hich of the follo"ing e3ectation students have from grou learning &
(A) 0o get areciation from the grou (B) 0o distri!ute the "or$ eually (C) 0o ignore individual vie" oint (D) 0o attract isolated student to"ards the grou
Ans"er.D **. n order to modify the u ndesira!le !ehavior of a student the most effective method is-
(A) 0o unish the student (B) 0o !ring it to the notice of arents (C) 0o find out the reasons for the undesira!le !ehaviour and rovide remedies (D) 0o ignore it
Ans"er.C *. n "hich university the microteaching system started in 1=41 &
(A) ,tanford >niversity (B) 73ford >niversity (C) Delhi >niversity (D) <. ,. >niversity Baroda (ndia)
Ans"er.A
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*/. 0he correct meaning of C.A.. is-
(A) Characteristics of Assistant nstructor (B) Comuter Assisted nstruction (C) Community Assisted nstruction (D) one of the a!ove
Ans"er.B *4. G
(A) A!raham
Ans"er.B *8. +ritten communication strategy includes-
(A) Algorithms (B) Decision 0a!le (C) Both (A) and (B) (D) one of the a!ove
Ans"er.C *;.
(A) Princial (B) 0eachers (C)
Ans"er.A
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*=
(A) 0o ensure safety of staff and students (B) 0o create an environment conducive for teaching (C) Both (A) and (B) (D) one of the a!ove
Ans"er.C ?. At rimary level teacher-taught ratio "as 1 I *=-
(A) According to si3th educational survey of all ndia (B) According to fifth educational survey of all ndia (C) According to fourth educational survey of all ndia (D) According to second educational survey of all ndia
Ans"er.A 1. A fault in a comuter rogramme "hich revents it from "or$ing correctly is $no"n as-
(A) Bug (B) Error (C) BooJBoo (D) 'irus
Ans"er.A # Practical $no"ledge of language is learnt at
(A) ,chool (B) 9anguage la!oratory (C) 9anguage teaching (D) 9anguage instruction
Ans"er.B
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*. Droing out from school means-
(A) 0o come to school casually (B) 0o leave the school forever (C) 0o lay truant from class (D) one of the a!ove
Ans"er.B . +hich one of the follo"ing is not a rincile of a good time ta!le &
(A) 5le3i!ility (B) 6uthless master (C) 'ariety (D) Coordination of efforts
Ans"er.B /. 0he reason of a!sence and escae from school is
(A) 9ac$ of interest in sylla!us (B) Poor method of teaching (C) neffective teacher (D) All the a!ove
Ans"er.D 4.
(A) 7ct. #4 1=;/ (B) ,et. 14 1=;/ (C) ,et. #4 1=;/ (D) ,et. 1? 1=;4
Ans"er.C
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8. 0he scoe of Decision-
(A)
Ans"er.C
;. 5actor of ersonality is
(A) Ductless glands (B) 5amily !ac$ground (C) ,chool (D) All the a!ove
Ans"er.D /? +hich of the follo"ing asects is discussed in a 0eacherHs Diary &
(A) Class 0ime 0a!le (B) 0eaching Content (C) Both (A) and (B) (D) one of the a!ove
Ans"er.C
#ducators #ntr! Test9 (edagog! 9 Teaching 5c's $or the (reparation o$ #ducator Recruitment 0-13
1. Which one of the following statements is n ot suitable for teachers. a! "he# reall# ta$e interest in stu%ents b! "he# are ca&able of gui%ing stu%ents an% maintaining %isci&line c! "he# are not intereste% in moul%ing themsel'es accor%ing to the new situation %! "he# are 'er# much enthusiastic about such tas$s as are %one b# teachers (ns. c! 2. "he aim of a teacher is a! to hel& stu%ents get through in the e)amination
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b! to ma$e stu%ents %isci&line% c! to %e'elo& the abilities of stu%ents %! to %e'elo& the social beha'iours among stu%ents (ns. c! 3. Wh# will #ou as$ *uestions from stu%ents %uring the course of a lecture+ a! (re the stu%ents carefull# listening to #our lecture+ b! "o learn which one of the stu%ents is the brightest one c! "o learn whether stu%ents are un%erstan%ing the lecture! or not %! "o assists the stu%ents (ns. a! 4. ( teacher with sober thoughts, in accor%ance with the rules a! allows stu%ents to, ma$e mista$es but instructs them to re%uce the number of such mista$es b! instructs his stu%ents not to commit an# mista$e at an# &oint of time c! ta$es so man#. &recautions so that stu%ents ne'er ma$e mista$es %! gi'e right &unishment to those stu%ents who ma$e mista$es (ns. c! 5. -f a teacher has to &ro'e his cre%ibilit# in the e'aluation of answer boo$lets, then he shoul% be a! %utiful b! 'er# much regular c! im&artial %! highhan%e% (ns. c! 6. "he lecture will be communicate% more e/ecti'el# if teachers a! rea% the &re&are% notes b! &re&ares goo% notes in a%'ance an% use them as their gui%es c! engage stu%ents in imme%iate %iscussions %! *uote e)am&les from other teaching sessionslectures an% engage stu%ents in imme%iate %iscussions (ns. b! 7. (s a teacher, what will #ou %o if stu%ents %o not atten% #our class+
a! lame stu%ents for their absence from the class b! Pon%er o'er the &resent attitu%e of stu%ents in a calm manner c! "hin$ about using some interesting techni*ues of teaching %! "r# to un%erstan% the reasons for this beha'iour! an% tr# to eliminate them (ns. %! 8. "hose stu%ents, who fre*uentl# as$ *uestions in the class
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a! shoul% be a%'ise% to meet the teacher outsi%e the classroom b! shoul% be encourage% to ta$e &art in %ebates in the class c! shoul% be encourage% to n% out the answers on their own %! shoul% be encourage% to as$ *uestions on a continuous basis (ns. b! 9. "eachers shoul% not ha'e such e)&ectations from their stu%ents as are be#on% the %e'elo&ment stage of the latter. -f the former %o so the# a! generate inferiorit# b! generate inferiorit#, high le'els of tension an% &er&le)it# among stu%ents c! generate moti'ation among stu%ents to learn more %! one of these (ns. b! 10. "he obecti'e of e%ucation is to im&lement all the abilities o1chil%ren to the ma)imum &ossible e)tent. "his in%icates that a! the teacher an% &arents shoul% $now how able the chil%ren are, or how much ca&able the# are b! the# shoul% be gi'en goo% o&&ortunities an% a con%uci'e en'ironment, which are hel&ful in their %e'elo&ment to the ma)imum e)tent. c! it is im&ortant that their character is hel&ful, &ersuasi'e an% s#m&athetic %! (ll of these (ns. b! 11. ne will ha'e more chances of being successful as a teacher, if a! e belongs to the famil# of teachers b! e is traine% in teaching c! e has ethical 'alues an% a goo% character %! e can organie his teaching material s#stematicall# an% con'e#s the same e/ecti'el#. (ns. %! 12. /ecti'e teaching is a function of a! lear an% &recise communication b! Perfect classroom %isci&line c! :egular teaching %! ;tu%ents selflearning
(ns. a! 13. Which of the following is most %esirable for a teacher+ a! "o be &unctual in the class b! lear, &recise, an% s#stematic &resentation of the subectmatter.
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c! "o be strict %isci&linarian %! "o be &ermissi'e in the class (ns. b! 14. ( goo% teacher is one who a! is highl# intelligent b! li'es sim&le life c! has master# o'er his teaching subect %! has genuine interest in his stu%ents (ns. %! 15. "he teacher shoul% a! $ee& %istance with his stu%ents b! hel& the stu%ents to get goo% mar$s c! %o whate'er is nee%e% to &romote the welfare of his stu%ents %! teach well an% thin$ that his ob is o'er (ns. c! 16. Which of the following is most im&ortant for a teacher+ a! lassroom %isci&line b! ;ubect he is teaching c! ;tu%ents of the class %! "ime a'ailable for teaching (ns. c! 17. What - li$e about teaching is that it is the a!
b! Publishes lots of research ga&er c!. "eaches well %! oo&erates well with the &rinci&al (ns. c! 20. - will a&&reciate the teacher who
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a! has strict control o'er his stu%ents b! $nows the &roblems of stu%ents an% hel&s them c! is frien%l# with the stu%ents %! has a charming &ersonalit# (ns. b! 21. =our chil%ren are abuse% b# a fth one, (ll these four chil%ren react %i/erentl# to the abuse an% the wa#s in which the# react are liste% below. Which one of the reactions shows the ma)imum emotional maturit#+ a! :etorts with another abuse b! :uns awa# from the scene c! >ee&s silent %! ?i'es turn to the situation with humour (ns. c! 22. ommunication will be e/ecti'e a! if it is %eli'ere% slowl# an% clearl# b! if it is %eli'ere% in a calm situation c! if it reaches the recei'er com&letel# %! if it reaches the recei'er as inten%e% b# the sen%er (ns. %! 23. ommunication in the classroom often fails because a! the stu%ents are inattenti'e b! the teacher is monotonous in %eli'ering the message c! the stu%ents ha'e no interest in the lesson being taught %! there is 'er# much noise in an% aroun% the classroom (ns. b! 24. Which of the following will ma$e communication more e/ecti'e+ a! utting o$es in between b! @sing multisensor# a&&eal c! ;&ea$ing with high authorit# %! "elling what is useful to the listeners (ns. %! 25. "eaching will be e/ecti'e if the teacher a! is a master of the subect b! has much e)&erience in teaching the subect c! starts from what stu%ents $now alrea%# %! uses man# instructional ai%s
(ns. c! 26. ne can be a goo% teacher, if he
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a! has genuine interest in teaching b! $nows how to control stu%ents c! $nows his subect %! has goo% e)&ression (ns. a! 27. ( college teacher will reall# hel& the stu%ents when she a! %ictates notes in the class b! is obecti'e in her e'aluation c! encourages stu%ents to as$ *uestions %! co'ers the s#llabus com&letel# in the class (ns. b! 28. Which is the more %esirable outcome of teaching in higher e%ucation+ a! -ncrease stu%entAs achie'ement b! -ncrease in the le'el of in%e&en%ent thin$ing of s tu%ents c! igher &ercentage of result %! -ncrease in the number of stu%ents who o&t for the subect (ns. b! 29. Which of the following statements has the high &robabilit# of being correct as a&&lie% to higher e%ucation+ a! (ll stu%ents cannot learn an% so all %o not learn b! (ll stu%ents can learn but all %o not learn c! (ll stu%ents can learn an% so all learn %! (ll stu%ents cannot learn but all want to learn (ns. b! 30. ( teacher has to be a! a strict %isci&linarian b! well 'erse% in the subect c! a continuous learner in the subect %! s#m&athetic towar%s slow learners (ns. %! 31. -n higher e%ucation, research an% teaching are two %i/erent acti'ities that a! cannot go together b! can go, if at all, onl# in se*uential or%er c! can go together %! can go together onl# at the, e)&ense of each other (ns. c!
32. "he facial e)&ressions of stu%ents relate to which element of the communication &rocess+
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a!
(ns. %! 38. /ecti'e teaching, b# an% large, is a function of a! "eacherAs scholarshi& b! "eacherAs honest# c! "eacherAs ma$ing stu%ents learn an% un%erstan%
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%! "eacherAs li$ing for the ob of teaching (ns. c! 39. <# reaction to the statement E( goo% teacher is essentiall# a goo% researcherF is that this is a! <# rm belief b! ;omething - n% %iBcult to agree to c! ;omething which - acce&t onl# as an o&inion %! nl# a h#&othesis (ns. a! 40. "he &s#chological as&ects of the classroom are best manage% b# a! the class teacher b! the subect teacher c! the &rinci&al %! the stu%ents themsel'es (ns. a! 41. Which is Efee%bac$F in the news&a&erAs communication+ a! (rticles b! %itorials c! Cetters to the %itor %! ews (ns. ! 42. Which of the following ste&s woul% #ou consi%er rst for an e/ecti'e communication+ a! ;elect the channel of communication b! Plan the e'aluation &roce%ure c! ;&ecif# the obecti'es of communication %! -%entif# 'arious me%ia for communication (ns. (! 43. oo$s can be &owerful source of communication, &ro'i%e% a! content is abstract b! content is illustrati'e c!
44. "o ma$e classroom teaching more e/ecti'e e'er# teacher shoul% a! %iscuss with colleagues b! anal#e res&onses of stu%ents c! $ee& himherself abreast of %e'elo&ment in th e area in hisher subect %! &ublish hisher writings
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(ns. ! 45.
b! to %e'elo& in*uiring min% c! to %e'elo& &ersonalit# of stu%ents
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%! to hel& stu%ents &ass e)aminations (ns. b!
-ntro%uction to %ucational :esearch 1.
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b. %e%ucti'e reasoning c. logic %. em&iricism 9. (ccor%ing to #our te)t, what are the 'e $e# obecti'es of science+ a. &re%iction, summar#, conclusion, e)&lanation, %escri&tion b. inGuence, &re%iction, *uestions, e)&loration, answers c. e)&loration, %escri&tion, e)&lanation, &re%iction, inGuence %. *uestions, answers, &re%iction, e)&lanation, summar# 10. ( researcher %esigns an e)&eriment to test how 'ariables interact to inGuence how well chil%ren learn s&elling wor%s. -n this case, the main &ur&ose of the stu%# wasI a. )&lanation b. Descri&tion c. -nGuence %. Pre%iction 11. "here is a set of churches in the @.;. where &art of the ser'ice in'ol'es sna$e han%ling. "he researcher wants to n% out wh# the &eo&le atten%ing these churches %o this an% how the# feel an% th in$ about it. -n this case, the &rimar# &ur&ose of the stu%# isI a. )&loration b. Descri&tion c. -nGuence %. Pre%iction 12. Which of the following is not a characteristic of a goo% theor# or e)&lanation+ a. -t is &arsimonious b. -t is testable c. -t is general enough to a&&l# to more than one &lace, situation, or &erson %. (ll of the abo'e are characteristics of goo% theories 13. Which of the following is not a basic assum&tion of science+ a. ;cience cannot &ro'i%e answers to all *uestions b. -t is &ossible to %istinguish between more an% less &lausible claims c. :esearchers shoul% follow certain agree% u&on norms an% &ractices %. ;cience is best at sol'ing 'alue conGicts, such as whether abortion is immoral 14. What general t#&e of research is focuse% on collecting information to hel& a researcher a%'ance an i%eological or &olitical &osition+ a. 'aluation research b. asic research c. (ction research %. rientational research 15. Which Escientic metho%F follows these ste&sI 1! obser'ation%ata, 2! &atterns, 3! theor#+ a. -n%ucti'e b. De%ucti'e c. -m%ucti'e %. "o& %own 16. :ene Descartes is associate% with which of the following a&&roache% to $nowle%ge generation+ a. m&iricism b. :ationalism c. )&ert o&inion %. one of the abo'e
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17. Which scientic metho% is a to&%own or conrmator# a&&roach+ a. De%ucti'e metho% b. -n%ucti'e metho% c. #&othesis metho% %. Pattern metho% 18. Which scientic metho% is a bottomu& or generati'e a&&roach to research+ a. De%ucti'e metho% b. -n%ucti'e metho% c. #&othesis metho% %. Pattern metho% 19. Which scientic metho% focuses on testing h#&otheses %e'elo&e% from theories+ a. De%ucti'e metho% b. -n%ucti'e metho% c. #&othesis metho% %. Pattern metho% 20. Which scientic metho% often focuses on generating new h #&otheses an% theories+ a. De%ucti'e metho% b. -n%ucti'e metho% c. #&othesis metho% %. Pattern metho% 21. Which of the following statements is true of a theor#+ a. it most sim&l# means Ee)&lanationF b. it answers the EhowF an% Ewh#F *uestions c. it can be a well %e'elo&e% e)&lanator# s#stem %. all of the abo'e are correct Ans"ersI 1. ! #. a *. ! . a /. ! 4. d 8. c ;. d =. c 1?. a 11. a 1#. d 1*. d 1. d 1/. a 14. ! 18. a 1;. ! 1=. a #?. ! #1. d
101.
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0, Educator BP, = Current Affiar Pedagogy
Bps I GAH NT+ test solved paper. NT+ paper pattern $or educators test in December 0-1,.Nts sample papers $or #+# science. NT+ +olved papers $or #+# bps I.Ith +cale 7ob teacher paper o$ (adagog!. (reparation $or nts $or educator
NTSEduc at orSol v edPedagogyMCQS Sampl epaper2016 1Teachers should not have such e:pectations $rom their students as are be!ond the Development stage o$ the latter. &$ the $ormer do so the! 1. ?enerate moti'ation among stu%ents to learn more 2.
?enerate inferiorit#
3. 4.
0A good teacher is one who 1. is highl# intelligent 2.
as master# o'er his teaching subect
3.
Ci'es sim&le life
4. ;as genuine interest in his students 3A college teacher will reall! help the students when she 1. Covers the s!llabus completel! in the class &s ob7ective in her evaluation? 2. 3. #ncourages students to as 'uestions Dictates notes in the class 4. 4Communication will be eective &$ it is delivered in a calm situation 1. 2. &$ it is delivered slowl! and clearl! &$ it reaches the receiver completel! 3. 4. &$ it reaches the receiver as intended b! the sender /#ective teaching is a $unction o$ 1. (er$ect classroom discipline +tudents sel$learning 2.
43 | P a g e Clear and precise communication 3. 4. Regular teaching ,8h! will !ou as 'uestions $rom students during the course o$ a lecture? 1. To learn which one o$ the students is the brightest one 2. Are the students care$ull! listening to !our lecture? 3. To learn whether students are understanding Gthe lectureH or not 4. to assists the students "ne will have more chances o$ being success$ul as a teacher9 i$ 1. ;e has ethical values and a good character 2. ;e belongs to the $amil! o$ teachers 3. ;e is trained in teaching 4. ;e can organi*e his teaching material s!stematicall! and conve!s the same eectivel!. 2The ob7ective o$ education is to implement all the abilities o1children to the 5a:imum possible e:tent. This indicates that 1. the! should be given good opportunities and a conducive environment9 which are help$ul in their development to the ma:imum e:tent. 2. it is important that their character is help$ul9 persuasive and s!mpathetic 3. the teacher and parents should now how able the children are9 or how much capable the! are 4. All o$ these I8hich is the most sensible idea about teaching and research? 1. The! cannot go together 2. The! are two sides o$ the same coin 3. The! inter$ere with each other 4. The! are two entirel! dierent inds o$ activities 1-Teaching will be eective i$ the teacher 1. +tarts $rom what students now alread! 2. &s a master o$ the sub7ect? ses man! instructional aids 3. 4. ;as much e:perience in teaching the sub7ect &n a lecture a teacher should present the students with e:amples o$M 5. 1. $oreign cultures $amiliar dail! li$e e:periences 2. 3. imaginar! scenarios un$amiliar ob7ects and ideas 4. 5. remote areas &n Testing9 >eedbac to +tudentsO re$ers toM 6. ;elp students in studies ;elp students in preparing $or e:amination 7. 8. )et students now about testpattern Do not let students now about testresult 9. 10. )et students now about testresults
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CURRENTAFFAI RS/GENERAL KNOWLEDGE 8hich o$ the $ollowing (aistani women was appointed as +AARC guided Ambassador $or ;& Aids on >ebruar! 01 0-13? 11. ;harmeen bai% hino# 12.
13.
;hereen
14.
ina :abbani >har
15.
=ir%ous (shi* (wan
Athens is the new name o$M 16. ?reece 17.
(thinai
18.
#&rus
19.
:ome
20.
?erman#
;.o ore (reas nowle%ge 15 ""(C <(:>; 100 ?C-; om&lete the sentences b# choosing the most a&&ro&riate o&tion, from the gi'en choices ( to ! below each. 1. "he training session has been change% from 8I30 HHHHH 9I00. (. at . to . in D. b# . an% =i'e o&tions ( to ! follow a relate% &air of wor%s gi'en in ca&itals. ;elect the o&tion that best e)&resses a relationshi& simil ar to that e)&resse% in the original &air. 2. DCP-I <(<<(CII
4/ | P a g e (. lar'aI insect . &enguinI bir% . sonnetI stana D. com&uterI $e#boar% . &eninsulaI islan% hoose the o&tion or &hrase that is most nearl# o&&osite in meaning to the wor% in ca&ital letters. 3. :N?I (. 'engeance . retribution . &ar%on D. &a#bac$ . re&risal hange the 'oice of the following. (cti'e M &assi'e 'oice! 4. ama is washing her clothes. (. er clothes are being washe% b# ama . er clothes were being washe% b# ama . er clothes has been washe% b# ama D. er clothes is being washe% b# ama . er clothes ha% been washe% b# ama hange the narration of the following Direct M in%irect s&eech! 5. ;alma sai%, E>nowle%ge is &owerF. (. ;alma sai% that $nowle%ge was &ower . ;alma sai% that $nowle%ge ha% &ower . ;alma sai% that $nowle%ge is &ower D. ;alma announce% about &ower of $nowle%ge . ;alam e)claime% that $nowle%ge was &ower hoose the wor% most similar in meaning to the ca&italie% ones. 6. N-":JI (. &rogress . success . %efeat D. fortune . o'ercome :ea% the &assage to answer *uestions 78 (mong the chief sources of e%ucation a'ailable to "ahir was a *uiet gar%en a%oining his famil# house. ere he use% to s&en% much of his time, absorbing the &eace an% beaut# of nature. -t was through this earl# c ontact with nature that he ac*uire% that serenit# of moo% that %istinguishe% him all his life. -t was in this gar%en too that he came to un%erstan% that the &rinci&le of harmon# was at wor$ throughout the @ni'erse. (t the same time, he forme% the habit of obser'ing an% reGecting on things. 7. ow %i% "ahir s&en% much of his time in the gar%en a%oining his famil# house+ (. rea%ing literar# boo$s . &luc$ing Gowers an% eno#ing their fragrance . eno#ing natural &eace an% beaut#
4, | P a g e D. slee&ing in natural air an% thin$ing in &oetr# . &la#ing with the neighborsA $i%s 8. ow %i% the gar%en near "ahirAs house ser'e him+ (. as a means of &eace . as a means of e%ucation . as a source of entertainment D. as a source of social acti'it# . a goo% &assing time to rela) in natural beaut# <(" 9. -f :s.160 is &ercent of the 'alue of a house, the worth of the house isI (. :s.25000 . :s.400 . :s.40,000 D. :s.4000 . :s.5500 10. -f ( an% are an# two sets then meansI (. ommon elements of set ( an% set . (ll elements of set ( an% set . lements of set ( onl# D. lements of set onl# . ull set -" ;>-CC; 11. Jou ha'e com&uterie% #our oBce. What ;oftware will #ou suggest to (ccount De&artment for alculating monthl# salar# an% other e)&en%itures+ (. racle . ;*l ;er'er .
4 | P a g e . Cet stu%ents $now about test&attern D. Do not let stu%ents $now about testresult . Cet stu%ents $now about testresults ;- 15. "he %roo&ing of lea'es an% green ten%er stem %ue to e)cessi'e e'a&oration is calle%I (. ?rafting . "rans&iration . Wilting D. Photos#nthesis . Pollination 16. "he collision among gas molecules is necessar# for theirI (. Di/usion . /usion . Ci*uefaction D. ;oli%ication . -%eal beha'iour ;-(C ;"@D-; -;C(<-J(" 17. Luai%e(am %ie% on HHHHHHHH. (. 11th ;e&tember 1948 . 9th ;e&tember 1948 . 7th ;e&tember 1948 D. 2n% ;e&tember 1948 . 1st ;e&tember 1948 18. ;i%%i*ue was the title ofI (. arat (bu a$ar :.(! . arat @mer :.(! . arat @sman :.(! D. arat (li :.(! . arat ama :.(! @::" (==(-:; ?:(C >WCD? 19. Which of the following Pa$istani women was a&&ointe% as ;((: gui%e% (mbassa%or for -N (i%s on =ebruar# 21 2013+ (. ;harmeen bai% hino# . har . =ir%ous (shi* (wan 20. (thens is the new name ofI (. ?reece . (thinai . #&rus D. :ome . ?erman# @:D@ 21. QRS T QUT VXY Z[\[]R QT ^ _` U dT Q\ dT jk dT
42 | P a g e pq pU k v 22. \[T x dyz{ dT [|} U| Z‚ ƒ„ x … U| V„ Z‚ ƒ„ x … T V„ Z‚ ƒ„ x … T V„ Z‚ ƒ„ U| V„ Z‚ ƒ„ x … U| V„ Z‚ ƒ„ x … V„ 23. QUT p†„ QT ‡„ˆ d‰Qˆ ‰Qˆ ‡[ˆ d‰[ˆ ‡[ˆ (;W: >J L Š. :ight hoice 1 2 3 4 ( 5 6 7 8 9 10 ( 11 12
z~• €\} •pq|
4I | P a g e 13 14 15 16 ( 17 ( 18 ( 19 ( 20 21 22 23
)atest Child Development (edagog! 5CPs
1. 5a7or strength o$ ecological theor! is its $ramewor $or e:plaining GaH #nvironmental inKuences on development. GbH Biological inKuences on development. GcH Cognitive development. GdH Aective processes in development. 2. All o$ the $ollowing advanced principles o$ child development that are closel! allied to the stimulus response learning theor!9 e:cept GaH (avilov GbH @ B 8aston GcH ;ull GdH
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4.
5.
6.
7.
8.
GcH Dierentiation. GdH Range o$ reaction. &n order to develop the spirit o$ labour in students GaH The teacher himsel$ should indulge in labour GbH The teacher should deliver lectures on the importance o$ labour GcH +tudents should be given opportunities to do labour $rom time to time GdH +tudents should be given e:amples o$ laboring people A child has been admitted to !our school who belongs to a bac ward $amil!Jbacground $rom the cultural viewpoint. ou will GaH eep him in a class in which9 there are man! more students o$ bacward bacground $rom the cultural viewpoint GbH +end a teacher to now more about the bacward cultural bacground o$ the child GcH eep him in a normal class but will mae special arrangements $or teaching him9 eeping his special needs in view GdH Advise him to tae up vocational education All o$ the $ollowing can be signs that a child is gi$ted9 e:cept GaH #arl! development o$ a sense o$ time GbH &nterest in enc!clopaedias and dictionaries GcH neas! relationships with peers. GdH #as! retention o$ $acts &$ heredit! is an important determinant o$ a speci%c behaviour9 what prediction can we mae about e:pression o$ the behaviour in identical twins reared apart compared to its e:pression in $raternal twins reared apart? GaH >raternal twins will e:press the behaviour more similarl! than identical twins. GbH There will be little similarit! in the e:pression o$ the behaviour in either set o$ twins. GcH &dentical twins will e:press the behaviour more similarl! than $raternal twins. GdH The behaviour will be e:pressed as similarl! b! identical twins as it is b! $raternal twins. >robelOs most important contribution to education was his development o$ the GaH ocational school
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GbH (ublic high school GcH indergarten GdH )atin +chool 9. "$ the $ollowing9 the main purpose o$ state certi%cation o$ teachers is to GaH 5onitor the 'ualit! o$ teacher training institutions GbH (rovide $or a uni$orm standard o$ entr!level teacher competenc! throughout the state GcH #:clude $rom the pro$ession those not trained in pedagog! GdH #:clude $rom the pro$ession those who are mentall! unhealth! 10. The e! dierence between evolutionar! and cultural change is that evolutionar! change alters QQQQQQQQQQ whereas cultural change alters QQQQQQQQQQQQ. GaH Reproduction environment GbH ;eredit! environment GcH #nvironment behavior GdH Development learning 11. The current view o$ childhood assumes that GaH Children are similar to adults in most wa!s. GbH Children are best treated as !oung adults. GcH Childhood is basicall! a Ewaiting period.F GdH Childhood is a uni'ue period o$ growth and change. 12. &n preparing a %$th grade class to tae a standardi*ed reading test the teacher is best advised toM GaH Tell the children the test is ver! important and the! should do the best the! can GbH Ditto e! 'uestions $rom a previous test and allow the pupils to answer them GcH Coach the below grade level readers9 as the rest o$ the class will do well an!wa! GdH
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GbH "nl! those children who can spell and also9 can write cohesive sentences GcH "nl! those children who want to write $or the newspaper o$ the class GdH All children 15. "$ the $ollowing9 the most promising step $or a teacher to tae in order to improve class discipline is to GaH Note speci%c in$ractions o$ class rules in the maring boo GbH #valuate hisJher materials9 methods and approaches to children GcH Consult the class and agree upon a graduated series o$ punishments GdH Call a parent S teacher meeting to discuss the situation 16. The 'uestion E8ill the sh! child who never speas turn into a 'uiet9 sh! adult or wil) the child become a sociable9 talative person?F is concerned with which developmental issue? GaH 5aturation GbH Continuit! and discontinuit! GcH Cultural universals versus cultural relativism GdH Nature and nurture 17. A child $rom a disorgani*ed home will e:perience the greatest di6cult! withM GaH 8ell structured lessons GbH &ndependent stud! GcH (rogrammed instruction GdH 8orboos 5ost ps!chologists believe that development is due 18. GaH )argel! to nature. GbH )argel! to nurture. GcH To nature and nurture acting separatel!. GdH To an interaction o$ nature and nurture. The normal twelve S!ear Sold child is most liel! toM 19. GaH ;ave di6cult! with gross motor coordination GbH ;ave an:iet! $eelings about pleasing adults GcH Con%ne hisJher interests to the here and now GdH Be eager $or peer approval The reason wh! students run $rom school is 20. GaH )ac o$ interesting class teaching wor GbH )ac o$ interest in studies on the part o$ students
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GcH Not giving punishment to students GdH Callous attitude o$ teachers towards the problem ou %nd a student to be intelligent. ou will 21. GaH Remain pleased with him GbH Not give him additional homewor GcH 5otivate him so that he can mae more progress GdH &n$orm his parents about the $act that he is intelligent &$ some students are not in a mood to stud! in the class9 !ou 22. will GaH >orce them to stud! GbH Tell those students to leave the class and en7o! GcH 8arn them that the! must stud! else !ou will report the matter to the (rincipal GdH Tell them some interesting things related to their interests or !our own sub7ect 23. Child development is de%ned as a %eld o$ stud! that GaH #:amines change in human abilities. GbH +ees to e:plain behaviour across the li$e span. GcH Compares children to adults to senior citi*ens. GdH Accounts $or the gradual evolution o$ the childOs cognitive9 social9 and other capacities. The term identical elementsO is closel! associated withM 24. GaH
