UPTET Mock Test 2019 (with Answers): Undertake the given practice questions and answers of the Teachers Eligibility Test papers such as UPTET 2019, PSTET 2019, CTET, MAHATET, Assam High School Tet 2019, KTET, and HP TET 2019. The UPTET/PSTET Mock Test contains important questions of the Child Development and Pedagogy section that are highly expected to come in the upcoming exams. By practising the given Mock Tests, candidates can aim to score high in the TET examinations like UPTET 2019. After attempting the given mock test, candidates can evaluate their performance with the help of the answers mentioned at the end of each Mock Test.
UPTET and PSTET exams are approaching soon along with other TET Exams. It is the perfect time for the candidates to start preparations for the Teacher eligibility tests. Cracking any competitive exam like CTET/UPTET/ PSTET 2019/Other TET requires aspirants to build up a smart preparation strategy involving a lot of practice, deep studies and revision through Mock Test and Practice Papers.
The given mock test contains important questions that have high chances to be asked in the upcoming TET exams. In every TET Exam, 30 multiple choice questions are asked from the Child Development and Pedagogy section, 30 are from Language I & Language II each, and 60 are from the subject chosen by the candidates such as Mathematics, EVS, Social Studies and Science. Have a look at the details of all TET Exams and the mock test below:
The Uttar Pradesh Exam Regulatory Authority will be conducting the UPTET 2019 Exam on 22nd December. Candidates will be asked 150 multiple choice questions from sections like - Child Development and Pedagogy; Language 1, Language 2, EVS and Mathematics/Social Studies/Science sections.
UPTET 2019: Registration, Eligibility, Dates, Admit Card, Exam & Syllabus - Download Notification PDF
Punjab School Education Board (PSEB) will be conducting the PSTET 2018 Exam on 15 December 2019. The Punjab State Teacher Eligibility Test 2018 exam will be for Paper-I & Paper-II. The Paper-I is for the Class I-V Teachers and the Paper-II is for Class VI-VIII teachers.
PSTET 2019 @pstet.net: Punjab TET Registration, Eligibility Criteria, Exam Dates, Syllabus & Cutoff Marks
The CBSE will be conducting the CTET Exam on 8th December 2019 for both Paper I & Paper II. The exam will be conducted in written Pen & Paper Mode. Candidates need to mark their answers on the OMR Sheet. The 150 multiple-choice questions will be asked from sections like - Child Development and Pedagogy; Language 1, Language 2, EVS and Mathematics/Social Studies/Science sections.
CTET 2019: Admit Card; Exam Date, Syllabus, Cut off, Answer Key, Result, Scorecard
Bihar STET 2019
Bihar STET 2019 exam has been postponed as of now. The Bihar School Examination Board (BSEB) will soon notify the exam dates and schedule. The exam will be conducted on the lines of the CTET exam. A total of 150 multiple choice questions will be asked from sections like - Child Development and Pedagogy; Language 1, Language 2, EVS and Mathematics/Social Studies/Science sections.
Bihar STET 2019 Exam Postponed: Check here revised dates; Upper Age Limit to be increased
Bihar STET 2019 @bsebstet2019.in: Important Dates, Admit card, Exam Pattern, Syllabus, Cut off
The Maha TET Application process 2019 is currently underway for the Maharashtra Teachers Eligibility Test 2019 which will be conducted on 19th January 2020. In MAHATET 2019 exam, candidates will be asked 150 multiple choice questions from sections like - Child Development and Pedagogy; Language 1, Language 2, EVS and Mathematics/Social Studies/Science sections.
Maharashtra TET 2019 @mahatet.in: Application Form, Eligibility, Exam Date & Pattern, Syllabus, Cutoff
UPTET Mock Test/CTET Mock Test/MAHATET Mock Test/PSTET Mock Test (with Answers)
Child Development & Pedagogy: 30 Questions
1. Of the following reasons for using charts as a teaching device in the classroom, the most desirable one is the
(A) The ease with which large numbers of charts can be stored
(B) Ability to use colour for both functional and decorative effect
(C) Ability to include many details about a topic on one chart
(D) The ease with which, they can be followed in a class discussion
(E) Availability of free charts from commercial sources
2. The motivation for a lesson is best when it
(A) Makes a sharp transition from the previous lesson
(B) is dramatic
(C) Raises a question that poses a problem for the class
(D) is succinct
(E) is contemporaneous and relevant
3. In general, a teacher should elicit answers to his questions according to which one of the following plans?
(A) Call on pupils in alphabetical order.
(B) Call on volunteers first.
(C) Call only on pupils who are inattentive.
(D) Try to reach most of the pupils in the class.
(E) Call on those pupils who scored lowest in the most recent test.
4. Of the following, the one which would stress an educational program based on classical behaviourism is
(D) Volitional activity
5. Of the following traits, the one that is usually characteristic of the slow learner in our schools is that he
(A) Has a relatively long attention span
(B) Has manipulative skills
(C) Is emotionally advanced for his age
(D) Likes quantitative thinking
(E) Likes routines he understands
6. Which one of the following is probably the best means, of preventing poor classroom discipline?
(A) Establish and enforce firm classroom routines.
(B) Motivate the children to try very hard.
(C) Teach the class works so that pupils are made to feel that they are successful in making progress.
(D) Establish a policy that good behaviour will give good grades.
(E) Introduce pupil self- government.
7. Programmed learning materials may best be used for which one of the following?
(A) To replace the classroom teacher when he is occupied with other essential work
(B) To help an average or bright pupil who has missed a unit of work because of illness
(C) To help the very poor pupils in the class with reinforcement material instead of a textbook
(D) To teach the students to be more self-sufficient
8. All of the following are true of team teaching in the elementary school except that this approach. Usually
(A) Involves direct use of the interrelationship of all curriculum areas
(B) Affords flexibility in the grouping of pupils
(C) Utilizes the individual talents of the teachers
(D) stresses joint planning and cooperative evaluation
(E) Results in more interesting lessons
9. A curriculum committee recommends that children in the primary grades begin their CLASS program with the consideration of relatively simple topics. In later classes, they would advance to the study of a complex culture. Which of the following statements most correctly evaluates this suggested program?
(A) The proposal is good because it conforms the basic tenet that learning proceeds from the simple to the complex.
(B) The proposal is good because it provides for intercultural education at the child's level.
(C) The proposal is poor because the so-called "simple" cultures are foreign to the child in our society and actually present many complexities.
(D) The proposal is good because it shares many of our common cultural features.
(E) The proposal is poor because most primary grade teachers have - little background in anthropology and tend to overstress the odd or "quaint" factors in such studies.
10. When pupils are doing research in connection with committee assignments, the teacher should encourage them to
(A) Read rapidly with a skimming technique
(B) Read carefully, rereading some important headings and topic sentences
(C) Outline major points while reading
(D) Concentrate on using the Standard reference books
(E) Vary methods of reading for different kinds of material
11. Of the following, the best stimulus, educationally, for a child who is not working up to his capacity is to
(A) Give him a low report card mark to shock him into a sense of reality
(B) Give him a good report card mark so that he will gain a feeling of success and achievement
(C) Confer frequently with his mother
(D) Keep him daily after school so that he can see that you are interested in him
(E) Discover his interests and build on them, although they do not at first seem closely related to the work at hand
12. The modern elementary school includes many activities in which children work with their hands at building things. The primary reason for including such activities is that
(A) They provide a change of pace from formal instruction
(B) They develop manual skills
(C) They develop desirable attitudes with respect to real activities
(D) Concrete experience is a necessary basis for conceptual thinking
(E) Children have an abundance of motor energy which must be channelled
13. For most learning situations, the optimum emotional climate is one in which there is
(A) No emotional involvement
(B) Strong positive emotional involvement
(C) Positive but moderate emotional involvement
(D) Mildly negative emotional involvement, to serve as a goad to achievement
(E) The equal emotional involvement of teacher and pupil
14. High school students who have studied a foreign language rate slightly higher in intelligence than those who have not. A probable reason for this is that
(A) Average students cannot master a foreign language
(B) Study of a language develops the mental ability as measured by intelligence tests
(C) Bright students are usually encouraged to study a foreign language
(D) Study of a foreign language gives a better mental training than other subjects
(E) A foreign language student develops a more extensive English vocabulary
15. A basic mistake made by persons who hold firmly to traditional methods of education is their assumption that
(A) Learning is basically a simple process
(B) The teaching-learning process is quite complex
(C) It is as important to understand the learner as it is to understand the subject you are trying to teach him
(D) Students are eager to learn
(E) The traditional methods reduce the number of disciplinary problems
16. One of the chief shortcomings of class discussion is
(A) The ambiguous role of the teacher
(B) The tendency for a few students to monopolize the discussion
(C) The unwillingness of traditionally-oriented pupils to give it their support.
(D) Its dependence on traditional and unscientific theories of learning
(E) The fact that it does not result in enough substantial learning
17. The effects of a culturally-deprived environment include
(A) Poor perceptual discrimination skills
(B) Inability to use adults as sources of information, correction, and reality testing
(C) An impoverished language-symbolic system
(D) A paucity of information, concepts, and relational propositions
(E) ALL OF THE ABOVE
18. Automated learning
(A) Does not improve the motivation for learning
(B) Can provide for the full range of individual differences in learning ability
(C) is not limited to what can be taught verb-ally
(D) Has been used successfully to teach specific facts, but not processes
(E) Offers no new opportunities to the educationally underprivileged
19. The major characteristics of pupils who are superior in the language arts include
(A) A patient application to routine assignments and drills related to accuracy in grammar, mechanics and research
(B) An interest in the intricacies and complexities of linguistic structures
(C) A desire to work cooperatively in planning, selecting, and developing language activities of all sorts
(D) A predictable weakness in science and mathematics
(E) An ability to memorize material quickly. but also a lesser ability to retain material
20. Which of the following statements about the Experienced Curriculum is not true?
(A) Equal emphasis is placed on attitudes and interests, as well as on knowledge and skills.
(B) It is controlled and directed cooperatively by learners in the learning situation.
(C) Emphasis is upon building habits and skills as integral parts of larger experiences.
(D) Education conforms to the patterns set by the curriculum and its various associated instruments.
(E) Emphasis is upon meanings which will function immediately in improving living.
21. New, or unlearned, material should never be included in a test unless
(A) The testing time has been extended
(B) The test results are not to be included in the students' records
(C) The test is being administered to superior students only
(D) The credit values are weighted in some valid way
(E) The teacher wishes to keep the class marks down.
22. Those who argue for more discipline and harder school subjects should be prepared to accept such consequences as
(A) The elimination of a large number of children who simply cannot do the work
(B) The creation of intellectual elite
(C) The conversion of subjects into testing devices to screen out those who can't do them well
(D) None of the above
(E) all of the above
23. Grouping of pupils in ability categories
(A) Obviates feelings of failure
(B) Results in social stigma
(C) is undemocratic
(D) makes teaching somewhat easier by reducing the range of differences
(E) Meets individual-difference needs
24. A practice which may tend to prevent the integration of knowledge is to
(A) Relate past! earnings to present events
(B) Emphasize the learning of specific details
(C) Apply theory to current problems
(D) Encourage the pupil to identify himself with the purposes of instruction
(E) Revise hypotheses, opinions, and belief s
25. Which of these statements is not true?
(A) Drill periods should he uniform so as to mechanize routines.
(B) Drill periods should be brief.
(C) The drill should be meaningful.
(D) The amount of drill should be varied according to the ability of the student.
(E) Drill periods should be spaced over a period of time.
26. If a student memorizes a poem on Monday. The best retention is likely to follow on
(C) The following Monday
(D) two weeks later
(E) three weeks later
27. Which assumption is incorrect in an adequate program for teaching students how to study?
(A) Success in study depends upon the individual's background of interests and basic skills.
(B) For the study to be effective, the student must see the purpose of the work he is doing.
(C) Incidental learning alone is a good way of acquiring proper study habits.
(D) Study skills should be developed in a functional setting.
Study techniques must be established as habits.
28. The constant use of threats and promises by a teacher
(A) Solves any kind of discipline problem
(B) Will disturb the sensitive students
(C) Will cause the teacher to be fired
(D) Will have virtually no effect on any of students
(E) Will enhance the teacher's authority
29. The role of the teacher in a group discussion should be as
(A) An active, but equal, participant
(B) A guide who should help only when asked
(C) The discussion leader
(D) A keen observer with little participation
(E) Indifferent as an outsider should be
30. At a faculty meeting on adolescent problems, one of the teachers remarked that although it was undoubtedly interesting to discuss the students' psychological problems, there was little the teacher can or need do about them. He said that he was too busy teaching to have any time left for trying to guess why boys and girls behaved as they did. Moreover, he'd rather resign from teaching than condone insolence or inattention in class simply because a student had unsympathetic parents. The teacher was
(A) Right, because the function of a teacher is to teach and not to dabble in abnormal psychology
(B) Wrong, because most parents are too ignorant to understand their adolescent children
(C) Right, because insolence and inattention are normal aspects of adolescent behaviour
(D) Wrong, because truly productive teaching cannot take place unless the teacher makes an effort to understand why and how adolescents behave as they do
(E) Right, because most adolescent psychological problems are very deep-rooted
ANSWERS & EXPLANATIONS
Explanation: The most indispensable visual aid in the classroom is the chalkboard. A skilful & artistically talented teacher can make unlimited use of the chalkboard because of its visibility from almost any part of the classroom. However, where the teacher's artistic talents are limited, clearly drawn or printed charts, can very well fill the void. Like the chalkboard, charts are large, clear, attractive and highly visible.
Explanation: Long before John Dewey, the problem-solving approach was considered as the key-stone to real learning. The lesson, therefore, that begins with a problem posed by the teacher for the solution by the class can motivate discussion and thinking far beyond any attractive "gimmick" that the teacher may be tempted to use.
Explanation: A teacher may reach most of the students in the class by varying the types of questions asked to accommodate the varying degrees of ability, interest and incentive in the class. Such a variety of questions would include long and short ones, easy and hard ones, factual, thought-provoking, etc.
Explanation: From Watson to Pressey to Skinner, the concept of conditioning is basic to an educational program centred on classical behaviourism. The difference, however, between Watson's interpretation of conditioning and that of Pressey-Skinner is that the latter insist on reinforcement (instant reward) accompanying the desired response. If this reward reinforcement can be made impersonal or automatic, then the principal of conditioning can be applied to teaching machines and programmed instruction
Explanation: The slow learner is not inclined to flights of fancy or to trips into the abstract. He is, on the contrary, earthy and inclined to a narrow kind of regularity. He does not dislike the unexpected, nor can he cope with it. He prefers routine because routines are easily recognizable and identifiable
Explanation: Observe a frustrated child or adult and observe the tantrum that is led by frustration. Now, if we were to equate an infraction of classroom discipline with a mild or modified tantrum, we could see how heavily success in classroom work controls the quality of the discipline in the classroom. When discipline begins to lapse, look to the lesson; look to the material of the lesson; look to the methodology employed: look to the attitude of the teacher. The teacher who wishes her children to succeed will (a) employ the most attractive and effective methodology, (b) examine the interest value of the lesson content, (c) check the organization of the lesson itself and (d) finally decide whether poor classroom discipline is really evidence of a moral lapse on the part of the children.
Explanation: The most desirable feature of programmed instruction is that it permits the students to proceed at his own pace. Hence, those who might have been doing poorly because of their inability to keep up with the average class pace can be accommodated through programmed instruction.
Explanation: Unlike the core curriculum and similar programs, which usually employ versatile but not necessarily expert teachers, Team Teaching needs expertise in one or more areas such as subject matter, methodology and administration.
Explanation: The proposal is good because anthropologists tell us that even the most sophisticated culture today had its beginnings in a very simple & uncomplicated society. This does not imply that every primitive society was naive and uncomplicated. But it does imply that the basic structures for survival and improvement are present in every society, simple or complex. The basic family unit, the governing unit, the defence unit, the production unit, the spiritual unity, the arts and leisure unit they are all there.
Explanation: Children must learn to be fast readers in a society that puts more and more printed material. However, they should also be taught to adjust their rate of reading in accordance with what it is that is being read such as The Origins of the Moon, an encyclopedia article on moon geology more slowly than Life's account of man's first step on the moon.
Explanation: Laziness is almost an adult attribute. The young child is yet to learn the advantage of laziness as a means of avoiding work. Therefore, the child who is not working up to his capacity is not lazy or sinful or bad. The teacher must seek out what it is keeping him against working properly. If there is no emotional problem, then the teacher must look to the child's needs, interests, and attitudes.
Explanation: This is basically the approach recommended by Pestalozzi in his "object method" and by Comenius in his theory of sense-realism. It also incorporates the theory of the multi-sensory approach in education.
Explanation: The attempts of teachers to arouse ego-involvement among students must be cautious and tentative because the effects could be uncontrollable. Stress can be beneficial when dominant habits are correct and can lead to greater productivity. Stress assists in development, but it also supports inadequate and less-consistent behaviour.
Explanation: Most bright students expect to go on to college. Most colleges today still require a foreign language for admission. Therefore, the bright students get into the study of foreign languages. However, the new methods may be developed resulting in a study of new languages by more of the average students.
Explanation: Traditionally, the need to learn was set up as an adult goal. This was considered motivational enough. The desire to learn helped considerably. But when the ability to learn is there and the learning does not take place, as in the case of the underachiever, one must look further to see what is restraining the child's sense of need and desire to learn. Learning today is basically a more complex process because we are living in a more complex world.
Explanation: Some children articulate sooner than others and some never become articulate. There are some people who enjoy speaking in a group. The teacher must take positive steps to confront the students who do not dominate a discussion. This can be done by directing several questions to the less articulate from time to time.
Explanation: Cognitive development occurs as a response to a variable range of stimulation requiring incorporation, accommodation, adjustment and reconciliation with one's own environment. It is in the area of language development, and particularly with respect to the abstract dimension of verbal functioning, that the culturally-deprived child manifests the greatest degree of intellectual retardation.
Explanation: Individual differences in interest and achievement suggest some of the special features of programmed instructional materials. For instance, in a good program, there is enough behaviour in each frame to require an active response; the material is arranged in very small bits in a logical sequence so that the learning is a dynamic process that builds up gradually from elementary level to highly complex behaviour. Each student proceeds at his own pace, according to one's own ability.
Explanation: Some people have a language sense; they are very comfortable with verbal symbols. Others are more comfortable with numerical symbols such as in math and science. A highly gifted child is comfortable with both types of symbols.
Explanation: The word curriculum literally means "a course for runners." The advocates of Curriculum had this definition in mind when they proposed a curriculum that was fluid, flexible, changeable and reactive to the needs of the children.
Explanation: The unannounced introduction of new material into a test usually brings forth the student’s complaint of "We didn't learn that yet." True; but the purpose in including some new or unlearned material in a test is twofold - to establish to what extent students can apply learned principles to a new similar kind of situation and to push the students towards new directions in order to ascertain the degree of readiness they have for a new situation.
Explanation: "Perhaps the greatest idea that mankind has given the world is the idea of education for all. The world is entitled to know whether this idea means that everybody can be educated, or only that everybody must go to school. If education is to be nothing but a housing project, then we can understand why the hopes the nineteenth century had of it have not been fulfilled: the nineteenth century was afflicted with a delusion; it was off in pursuit of an impractical ideal. If the education of the whole population is impossible, the sooner we abandon the ideal the better."
Explanation: This is obviously true, as any teacher of a homogeneous group can testify. But currently, there is a great deal of criticism of ability grouping because it is unrealistic in a heterogeneous society. It is also objected to, especially by minority groups, because it segregates the poorer pupils into an educational ghetto, and segregates the brighter pupils into the intellectual elite. Educators will have to weigh the educational values of ability grouping against the social values providing most of the dynamics in our society today.
Explanation: "Teachers may teach specifics, but the interaction of these specifics with total behaviour is highly variable. Complete rejection of the new item II, the learner may have disruptive consequences, while full acceptance will integrate the item into the general development pattern... Teachers try to aid in learning set and changes of the set through providing experience with a variety of tasks, but they should expect un-evenness in development, particularly until each new technique is integrated into the total behaviour."
Explanation: Drill for what purpose? In what subject? What kind of drill? How much time is available? Where will this drill take place? How many drills should be given? An enlightened view of drill or practice must provide answers to all of the above questions. Since there are so many variables from such a point of view, drill periods cannot be so uniform as to become empty rituals.
Explanation: The pupil is likely to begin forgetting the poem a few days after having learned it. Therefore, the first review of the poem should take place within forty-eight hours after the first memorization. Thereafter, the reviews can be spaced wider and wider apart in time, and retention will still occur.
Explanation: Students should have a fixed time and place to study. The study program should be definite and purposeful. Stealing study time from a lunch period or from the trip to school in the morning is rarely effective. Study techniques must be established as habits. Students must have so much practice in applying the principles of effective study that they use them regularly and habitually. This need for habituation indicates one of the weaknesses of some special units on how to study, for these units ordinarily are not long enough to establish lasting habits.
Explanation: One can only think of the story of the boy who cried "Wolf!" A threat or a promise (sometimes called a bribe) should rarely if ever be made. However, once the threat has been made in extremism, the teacher should and must carry it out.
Explanation: The teacher cannot completely abdicate his role as guide and authority. Even if one can assume that the teacher has carefully trained the pupils in group discussion procedures and has cooperated with the discus-ants in the preparation of the topic, he must always be ready to serve as arbiter, some-time participant on a level with the pupils, and as "traffic manager" to see that the discussion follows the lines originally laid down.'
Explanation: A prominent educational authority has suggested, "Let it be understood: the emphasis of the school must be on education; that is its prime business — education, not therapy. But there is no reason to avoid the re-education provided by therapy if we have the necessary time, understanding, and skill. As the teacher acquires the ability to see the world from the pupil's viewpoint, the individual struggle for self-development, the struggle to learn, becomes a joint effort."