Life Skills Education for Adolescents — Quiz

Q1. Life skills are called 'psycho-social and interpersonal competencies that consist of bundles of habits'. The phrase 'bundles of habits' best implies that life skills are

• A. single isolated actions that show up once in a while
• B. natural talents a child is born with and cannot change
• C. subjects examined only at the secondary stage
• D. groups of repeated behaviours that have become part of how a person acts

Q2. The two pubertal markers that adolescents experience are

• A. growth spurt in boys and growth spurt in girls
• B. school readiness in boys and school readiness in girls
• C. voice change in boys and weight gain in girls
• D. menarche in girls and spermarche in boys

Q3. Class 5 pupil Priya's older friends in the neighbourhood pressure her to try a cigarette. The life-skill cue she should use here is to learn

• A. the importance of saying 'no' especially at times of negative peer pressure
• B. to obey older friends without asking why
• C. to avoid all friendships during adolescence
• D. to never speak to peers outside school

Q4. Critical thinking and creative thinking are called 'higher order skills' because, with them, a student is able to

• A. memorise textbook chapters faster than others
• B. win every school competition without effort
• C. make predictions, make inferences, formulate hypotheses, draw conclusions and identify assumptions
• D. obey every teacher without question

Q5. A primary teacher in Rampur asks her Class 4 pupils to write three lines each morning on what they are feeling, what mood they woke up in, and what they value. This activity most directly builds

• A. assertiveness
• B. conflict resolution
• C. creative thinking
• D. self-awareness

Q6. A classmate asks Ravi to let him copy the maths assignment. Ravi politely refuses, saying every student is expected to do it on his own. This best illustrates

• A. Ravi practising the life skill of assertiveness
• B. Ravi being aggressive towards his classmate
• C. Ravi avoiding all communication
• D. Ravi failing the empathy skill

Q7. Several ways to cope with stress are listed. Which of the following is NOT one of the named ways?

• A. getting organised and avoiding procrastination
• B. developing a good sense of humour
• C. striking a balance between study and leisure
• D. skipping meals and sleeping less to finish work

Q8. When we are under the grip of a strong feeling, the advice is to

• A. suppress the feeling totally so that it never returns
• B. act on the feeling immediately without thinking
• C. know precisely what we are feeling, name those feelings and trace their sources
• D. ignore the feeling and continue with other work

Q9. Which of the following habits will make a teacher's communication more effective?

• A. speaking before thinking so the message sounds fresh
• B. speaking very fast so that more content is covered
• C. using as many generalisations as possible to sound knowledgeable
• D. thinking before speaking, repeating major points and avoiding hurtful expressions

Q10. While a teacher is talking to her Class 5 group, she notices Aman fidgeting, glancing at the door and looking at his watch. These body signals best indicate that

• A. Aman is bored and his attention has wandered
• B. Aman is fully attentive and absorbed
• C. Aman is angry with the teacher
• D. Aman is very pleased with the lesson

Q11. The steps of collaborative conflict resolution are set out. Which of the following is the correct order?

• A. Define the problem; confront the conflict; understand each other's position; generate alternatives; take action and evaluate
• B. Take action; confront the conflict; generate alternatives; define the problem; understand each other's position
• C. Confront the conflict; understand each other's position; define the problem; generate alternatives; take action and evaluate
• D. Generate alternatives; take action; understand each other's position; confront the conflict; define the problem

Q12. Ways to develop critical thinking are described. A primary teacher who, before accepting a story she heard at the staffroom, checks two more sources for evidence is using which of these ways?

• A. focusing on 'how' and 'why' in addition to what happened
• B. evaluating and questioning what others say
• C. asking questions of herself to create new ideas
• D. searching for evidence before accepting anything she reads or listens to

Q13. Brainstorming is described as a technique for fostering creativity in which

• A. ideas are generated without stopping to evaluate them, and judged only at the end
• B. only the teacher gives ideas while students listen quietly
• C. every idea is judged immediately before the next idea is given
• D. students copy ideas from the textbook in a fixed order

Q14. It is advised that the problem chosen at Step 1 of problem-solving should be neither too broad nor too narrow. The reason given is

• A. if it is too broad you will not be able to complete it within the stipulated time, and if it is too narrow you will not be able to gather enough material to support your point of view
• B. broad and narrow problems waste paper
• C. broad problems are always wrong
• D. narrow problems are always wrong

Q15. When CBSE introduced Continuous and Comprehensive Evaluation (CCE) in 2010, it included life skills under three captions. These three captions are

• A. physical skills, cultural skills and language skills
• B. knowledge skills, examination skills and memory skills
• C. thinking skills, social skills and emotional skills
• D. personal skills, financial skills and vocational skills