Managing Classroom Teaching-Learning — Hard

Q1. Consider the following two statements about a Class 7 teacher's response to undesirable behaviour: I. She reacts differently to the same offence on different days depending on her mood. II. She accepts a learner's alternative solution method when it is mathematically correct. Which principle(s) is/are being violated?

• A. Only I — Principle of Self-control
• B. Only II — Principle of Flexibility
• C. Both I and II — Self-control violated by I, Flexibility violated by II
• D. Neither — both responses are acceptable

Q2. Democratic and authoritarian classroom teachers can be compared. Which of the following is NOT a correct conclusion from that comparison?

• A. Authoritarian teachers also achieve the lesson goal, but their learners often develop tense, negative attitudes.
• B. Democratic teachers solicit opinion and try to achieve group consensus about classroom tasks.
• C. Democratic behaviour means learners decide the syllabus and the teacher follows their wishes without restriction.
• D. Democratic behaviour gives learners some choice in working arrangements within the lesson.

Q3. Assertion (A): For effective classroom management at the upper-primary stage, the teacher must attend to both academic and personal needs of learners. Reason (R): Unmet personal needs (anxiety, fear of discrimination, low self-image) directly affect a Class 7 learner's ability to engage with academic tasks. Choose the correct option.

• A. Both A and R are true, and R is the correct explanation of A.
• B. Both A and R are true, but R is NOT the correct explanation of A.
• C. A is true, R is false.
• D. A is false, R is true.

Q4. Geeta, a Class 7 learner in a rural school, is repeatedly addressed by her caste name by some classmates. The teacher's most appropriate response is to

• A. Tell Geeta to ignore them and concentrate on her work.
• B. Immediately mark all the classmates absent.
• C. Address the discrimination as a violation of the learner's right to a non-discriminatory classroom, set classroom rules against caste/colour/sex-based remarks, and reinforce respectful language.
• D. Move Geeta to a separate row so she is not heard.

Q5. Doyle (1986), holds that effective instruction prevents behavioural problems mainly because

• A. Learners fear a strict teacher and therefore do not misbehave.
• B. When instruction is clear, well-paced and engaging, learners stay actively involved and have little reason or time for misbehaviour.
• C. Bright learners take over the class and discipline the others.
• D. It eliminates the need for any classroom rules.

Q6. A Class 7 teacher praises every learner loudly for every small action — opening the textbook, sitting upright, raising a hand. This practice would be considered

• A. Ideal, because constant praise is always reinforcing.
• B. Ineffective, because feedback on appropriate behaviour must be judicious and specific — indiscriminate praise loses its reinforcing value.
• C. A form of corrective measure.
• D. An example of behaviour modification through punishment.

Q7. An upper-primary teacher arranges her Class 8 learners into mixed-ability groups of five, gives each group a shared task and a group reward for successful completion. The management value of this arrangement is that

• A. Group work eliminates the need for any rules.
• B. Group activity uses peer influence to maintain on-task behaviour and the shared reward reinforces cooperative engagement.
• C. The brightest learner does all the work and the others copy.
• D. It allows the teacher to leave the classroom.

Q8. Read the two statements about inclusive education and choose the correct option: I. The narrow definition of inclusion refers only to children with special needs (CWSN). II. The broad definition includes every learner — including girls, first-generation learners, children of migrant workers and minorities — because all of them face barriers to learning.

• A. Only I is correct; the broad definition is not endorsed by the unit.
• B. Only II is correct; there is no narrow definition.
• C. Both I and II are correct, and endorses the broad definition for the inclusive classroom.
• D. Both I and II are incorrect.

Q9. Which of the following is NOT a correct inclusive-classroom strategy?

• A. Use a variety of teaching methods so that learners with different learning styles can access the content.
• B. Use only the lecture method throughout the period because it is the most efficient.
• C. Use collaborative/cooperative learning so that peers support each other.
• D. Adapt the curriculum's pace and difficulty for learners who need it.

Q10. Aarti, a Class 7 learner, repeatedly fails the test on fractions and disrupts the class out of frustration. Using the supportive measures, the teacher's best diagnosis-driven response is to

• A. Send Aarti to the principal for caning.
• B. Use curricular adaptation — adjust the pace and difficulty of the fraction tasks, provide academic support, and teach replacement skills so she can succeed and re-engage.
• C. Ignore Aarti's outbursts permanently (extinction).
• D. Move her permanently to a 'slow' section.

Q11. 'Time-out, detention, restitution' fall under corrective measures. Which of the following is the correct stand on these measures?

• A. They are the first response a teacher should use for any misbehaviour.
• B. They are equivalent to corporal punishment and must be applied frequently.
• C. They are last-resort measures used only after preventive and supportive measures have failed, and they should be free of physical/emotional harm and aligned with RTE.
• D. They include public humiliation and physical punishment.

Q12. A Class 7 Maths teacher gets 45 minutes per period (allotted time 40 minutes after roll-call). She finds that on most days her learners spend only 18 minutes on tasks at which they succeed with relevant academic learning. These 18 minutes are her learners'

• A. Available time
• B. Allotted time
• C. Academic Learning Time (ALT) — relevant tasks, high success
• D. Transition time

Q13. Assertion (A): For learner achievement at the upper-primary stage, the quality of classroom time is more important than the quantity. Reason (R): Doubling the allotted time of a content area does not necessarily double the engaged time or the academic learning time of any learner. Choose the correct option.

• A. Both A and R are true, and R is the correct explanation of A.
• B. Both A and R are true, but R is NOT the correct explanation of A.
• C. A is true, R is false.
• D. A is false, R is true.

Q14. A Class 8 teacher loses 5–7 minutes every period because learners chat loudly while she fishes out the next worksheet, distributes it, and finds the chalk. Using sound transition management, the best corrective step is to

• A. Punish the chatting learners every time they speak during the wait.
• B. Plan transitions in advance — keep next-activity materials ready in order, signal the change clearly and move learners through it quickly and smoothly to prevent loss of momentum.
• C. Cut the period short to avoid the chat.
• D. Allow learners to talk freely as it builds peer bonds.

Q15. A Class 7 teacher notices two learners whispering during her explanation. Without breaking her flow, she walks closer to them and makes eye contact; the whispering stops. This is an example of

• A. Corrective measure — restitution
• B. Preventive measure — use of non-verbal communication (proximity, eye contact, body language) to halt minor misbehaviour before it grows
• C. Extinction — ignoring the behaviour entirely
• D. Behaviour modification — providing a tangible reward