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Q1. Two class 7 teachers plan the same lesson on photosynthesis. Mr Verma reads out the identical notes word for word to every class group, never changing a sentence. Ms Khan keeps her core plan but reshapes her examples and pace live, depending on how each class responds. Which statement BEST captures the artistic nature of teaching?
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Q2. Consider two statements about treating teaching as a science:
I. Objectives are stated in advance and the lesson is systematically and logically planned to reach them.
II. Because it is scientific, the teacher must never use voice, gesture or spontaneity, as these belong only to art.
Which is/are correct?
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Q3. A class 8 teacher notices a withdrawn student, sets aside her planned worksheet for ten minutes, and lets the class talk about a recent flood that affected the area, attending to their feelings. A colleague insists she should have stuck strictly to the measurable objectives. This tension BEST illustrates the distinction between
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Q4. During a class 6 lesson, a teacher realises mid-way that her chosen example confuses the children, so she instantly invents a new one drawn from a cricket match they all watched. A school inspector marks her down for 'deviating from the lesson plan'. Which evaluation is MOST defensible?
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Q5. While teaching a class 7 history lesson, a teacher pauses to discuss why a fair leader kept his promise, encouraging students to reflect on honesty in their own lives. A parent objects that she should 'only teach the syllabus'. The teacher's act BEST illustrates that
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Q6. A class 8 science teacher wants her lesson on 'conservation of water' to do three things: build understanding of the water cycle, develop a caring attitude toward saving water, and let learners construct a simple drip-irrigation model. These three intentions map respectively onto which aspects of teaching?
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Q7. After repeated teasing of a stammering boy in class 7, the teacher designs a week of activities: a role-play on empathy, a class charter of respect, and short reflections on 'how words can hurt'. This is BEST described as the teacher's use of
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Q8. Assertion (A): When a class 8 teacher discusses with students why cheating in an exam is wrong, she is using moral language and exercising the moral dimension of teaching.
Reason (R): Teaching content and shaping moral judgement are wholly separate activities that should never occur in the same lesson.
Which is correct?
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Q9. Several class 8 students seem anxious about board-style assessments and peer pressure. Following the teacher's morally laden role, the MOST appropriate response is to
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Q10. A teacher notices that after a lesson series on road safety, her class 7 students consistently begin looking both ways before crossing, a habit they did not show before. Which definition of learning BEST fits what has occurred?
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Q11. At the end of a class 8 lesson sequence on percentages, a teacher asks students to calculate the discount on items in a local shop's sale flyer and to teach the trick to a younger sibling. In Gagne's nine instructional events, this MOST closely matches
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Q12. A teacher is explaining how learning unfolds as a connected process — a motive arising, an obstacle being met, a goal being set, attempts being made, and a satisfying outcome being reached. This view of learning as a sequence of definite steps is most associated with the work of
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Q13. The idea that pedagogy can be studied as a science — informed by how children think, construct knowledge and learn with support — draws strongly on the work of which group of thinkers?
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Q14. Match each term with its BEST description, as used for an ages 11-14 classroom:
(a) Teaching (i) the relatively permanent change in the learner that is the intended outcome
(b) Learning (ii) the broad, planned activity that begins well before the classroom
(c) Instruction (iii) the delivery that begins when the teacher enters the classroom
(d) Pedagogy (iv) the organic relation of curriculum and teaching, the 'science and art' of educating
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Q15. A class 8 chemistry teacher stands at the front, explains the steps of a titration, demonstrates it once, and has students copy the exact procedure with little open discussion. In Thornton's classification this is the directing style. Which is the MOST accurate critique for ages 11-14?
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Q16. A mentor advises a new teacher that an effective teaching style should follow the 'three Cs'. These three Cs are
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Q17. Two teachers of the same class 7 adopt different teaching styles. Which set of factors BEST explains why a teacher's choice of style differs?
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Q18. A class 8 teacher presents organised information about types of soil, helps learners process and structure it through concept maps, and guides them to form conclusions about which soil suits which crop. In Bruce Joyce's families, this BEST fits the
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Q19. While choosing a teaching model for her class 7, a teacher lists what a good teaching model should be. Which of the following is NOT a feature of a good teaching model?
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Q20. Consider two statements:
I. An approach is the broad set of assumptions and beliefs about how learning happens, while a method is the systematic, organised way of putting an approach into classroom practice.
II. Approach and method mean exactly the same thing and can be used interchangeably.
Which is/are correct?
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Q21. A class 7 science teacher wants learners to grasp how a periscope works. She holds up a real periscope, slowly turns it, and shows the path of light with mirrors while explaining aloud, so learners watch and listen closely. The method that BEST relies on the senses of sight and hearing here is the
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Q22. To prove a class 8 geometry rider, a teacher starts from what must be proved (the unknown) and works backward, asking 'what would I need to know to reach this?', step by step, until she lands on facts already given. This way of moving from the unknown to the known is the
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Q23. Assertion (A): When a class 7 teacher gives learners several leaves and lets them sort, compare and arrive at the concept of 'venation' themselves, she is using a discovery route to concept formation.
Reason (R): In discovery-oriented learning, learners construct concepts by actively organising material rather than being handed the finished definition first.
Which is correct?
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Q24. In a class 8 geometry class, a teacher begins from the facts already given in the problem and joins them step by step, building up a chain of statements until she finally reaches the result to be proved. Moving from the known toward the unknown in this way is characteristic of the
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Q25. Before teaching 'simple machines' to class 7, a teacher arranges the sub-topics so that the lever comes before the pulley and the inclined plane comes before the screw, each built logically on the previous one. This careful sequencing of content is part of which phase, and serves which purpose?
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Q26. After a class 8 test, a teacher finds most learners failed the questions on 'balancing chemical equations'. The MOST appropriate post-active phase action is to
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Q27. A class 6 language teacher first reads out a whole short story so children grasp its overall meaning and mood, and only afterwards breaks it into paragraphs and individual sentences for close study. Which maxim of teaching, grounded in insight, is she following?
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Q28. A class 8 teacher first has students measure the angles of many triangles they cut out and record that each set sums to about 180°, and only then leads them to the reasoned proof of why this must always be true. Which maxim of teaching is she applying?
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Q29. In a class 7 class, after explaining the idea of fractions, a teacher asks students to use it to share 12 sweets equally among 4 friends and to answer her follow-up questions. According to Hokanson and Hooper's five levels, the class has moved from Reception to which level, and what marks the shift?
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Q30. A class 8 teacher links a lesson on rivers to history, geography and a local pollution survey, steps back to let groups investigate, and guides rather than dictates. Which statement BEST captures the role she is enacting?
