Life Skills Education — Quiz

Q1. WHY life skills education is especially important during adolescence. The MAIN reason it gives is that adolescents

• A. Already master abstract reasoning and need no support from teachers.
• B. Experience menarche, spermarche and rapid hormonal change that affect self-esteem and body image.
• C. Are too young for any kind of psychosocial intervention.
• D. Outgrow risky behaviour automatically by class 8.

Q2. An upper-primary teacher in Rampur notices a class 7 boy being pushed by older peers to try tobacco. The SINGLE most useful life skill she should help him build first is

• A. Vocational tailoring skills.
• B. The ability to say 'no' especially to negative peer pressure.
• C. Speed reading.
• D. Cricket coaching.

Q3. Why are life skills said to be 'yet to find their way into our classroom teaching'?

• A. Because cognitive/knowledge skills are taught but life skills have not been given equal importance.
• B. Because life skills are illegal in Indian schools.
• C. Because adolescents are too mature to be taught any skill.
• D. Because WHO has not recommended them.

Q4. Several causes of LOW self-esteem. Which of the following is named in the unit?

• A. Setting moderately challenging realistic goals.
• B. Listening to constructive feedback from peers.
• C. Procrastination, self-pity and comparing oneself with others.
• D. Practising assertiveness regularly.

Q5. A point about stress that surprises many students is that

• A. All stress is harmful and must be eliminated completely.
• B. A slight or mild amount of stress can act as an impetus and useful source of creative energy.
• C. Only adults experience stress; adolescents do not.
• D. Stress is identical to anxiety and has no positive role.

Q6. What is the consequence of NOT being assertive?

• A. You will become highly creative.
• B. Your marks will automatically improve.
• C. People might use you like doormats and you will live as per others' whims.
• D. You will become an aggressive classroom bully.

Q7. The symptoms of DEFICIENCY in emotional management. They include

• A. Improved sports performance and better handwriting.
• B. Better mathematical reasoning.
• C. Smoother peer friendships and high academic ranks.
• D. Incidents of violence, juvenile arrest for violent crimes, suicide rate of teenagers, rapes and mental illnesses.

Q8. Which habit should a person cultivate for BETTER communication?

• A. Speaking before you think so words flow freely.
• B. Thinking before you speak, keeping talk at the audience's perception level, avoiding expressions that hurt.
• C. Using as much sarcasm and irony as possible.
• D. Repeating only what your teacher told you, never your own words.

Q9. You can tell that your listener is BORED if you observe certain body-language signals. The unit names them as

• A. Fidgeting, distracted, unfocused, glancing at the watch or door, casting eyes upwards and appearing angry.
• B. Smiling, leaning forward and nodding repeatedly.
• C. Maintaining steady eye contact and asking questions.
• D. Writing notes and underlining key points.

Q10. The SOURCES of conflict between people include

• A. Equal access to resources and shared values.
• B. Value differences, misperceptions, questions of control over resources, competition for positions, and unscientific ways of thinking.
• C. Identical opinions on every issue.
• D. Lack of any communication at all.

Q11. Why learning to live with others is so important for India. The unit's own phrase is that India is a 'pluralist country' and learning to live together is

• A. Optional, since modern citizens can live in isolation.
• B. Only the duty of religious institutions.
• C. The foundation stone of democratic living.
• D. A skill needed only by adults, not adolescents.

Q12. DIVERGENT thinking differs from convergent thinking in that divergent thinking

• A. Produces one correct answer to a question.
• B. Can produce many answers to the same question.
• C. Is identical to memorisation.
• D. Always uses an algorithm.

Q13. The three common strategies used in Step 2 of problem-solving (developing a good problem-solving strategy). They are

• A. Memorisation, dictation and copying.
• B. Setting sub-goals, using algorithms, and relying on heuristics.
• C. Lecturing, testing and grading.
• D. Singing, dancing and drawing.

Q14. Value education is introduced in most Indian schools because it is one of the requirements of

• A. The National Curriculum Framework (NCF, 2005).
• B. The Right to Information Act, 2005.
• C. The Indian Penal Code, 1860.
• D. The POCSO Act, 2012.

Q15. Anjali, a class 8 girl, must soon decide which stream to take after class 10 — her parents push commerce, she likes science. Applying the technical-area decision-making model, the best way her teacher can help her is to first

• A. Tell her to obey her parents without question.
• B. Tell her to choose science because she likes it.
• C. Take her through Step 1 (Problem finding) — help her locate and analytically study what the actual decision is and what it involves.
• D. Skip Steps 1 and 2 and jump straight to picking an option.