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Pedagogy MCQs Preparation for NTS Entry Tests and Educator 2014 Test
1. Which one of the foo!ing state"ents is not suita#e for teachers$
%a& They reay ta'e interest in students
%#& They are capa#e of guiding students and "aintaining discipine
%c& They are not interested in "oding the"se(es according to the ne!situation
%d& They are (ery "uch enthusiastic a#out such tas's as are done #y
teachers
)ns. %c&
2. The ai" of a teacher is
%a& to hep students get through in the e*a"ination
%#& to "a'e students discipined
%c& to de(eop the a#iities of students
%d& to de(eop the socia #eha(iors a"ong students
)ns. %c&
+. Why !i you as' ,uestions fro" students during the course of a
ecture$
%a& )re the students carefuy istening to your ecture$
%#& To earn !hich one of the students is the #rightest one
%c& To earn !hether students are understanding %the ecture& or not
%d& to assists the students
)ns. %a&
4. ) teacher !ith so#er thoughts- in accordance !ith the rues
%a& ao!s students to- "a'e "ista'es #ut instructs the" to reduce the
nu"#er of such
"ista'es
%#& instructs his students not to co""it any "ista'e at any point of ti"e
%c& ta'es so "any. Precautions so that students ne(er "a'e "ista'es
%d& gi(e right punish"ent to those students !ho "a'e "ista'es
)ns. %c&
. /f a teacher has to pro(e his credi#iity in the e(auation of ans!er
#oo'ets- then he
shoud #e
%a& dutifu
%#& (ery "uch reguar
%c& i"partia
%d& highhanded
)ns. %c&
. The ecture !i #e co""unicated "ore eecti(ey if teachers
%a& read the prepared notes
%#& prepares good notes in ad(ance and use the" as their guides
%c& engage students in i""ediate discussions
%d& ,uote e*a"pes fro" other teaching sessions3ectures and engage
students in
i""ediate discussions
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)ns. %#&
. )s a teacher- !hat !i you do if students do not attend your cass$
%a& 5a"e students for their a#sence fro" the cass
%#& Ponder o(er the present attitude of students in a ca" "anner
%c& Thin' a#out using so"e interesting techni,ues of teaching%d& Try to understand the reasons %for this #eha(ior& and try to ei"inate
the"
)ns. %d&
6. Those students- !ho fre,uenty as' ,uestions in the cass
%a& shoud #e ad(ised to "eet the teacher outside the cassroo"
%#& shoud #e encouraged to ta'e part in de#ates in the cass
%c& shoud #e encouraged to 7nd out the ans!ers on their o!n
%d& shoud #e encouraged to as' ,uestions on a continuous #asis
)ns. %#&
8. Teachers shoud not ha(e such e*pectations fro" their students as are
#eyond the
de(eop"ent stage of the atter. /f the for"er do so they
%a& generate inferiority
%#& generate inferiority- high e(es of tension and perpe*ity a"ong
students
%c& generate "oti(ation a"ong students to earn "ore
%d& None of these
)ns. %#&
10. The o#9ecti(e of education is to i"pe"ent a the a#iities o1chidren
to the
"a*i"u" possi#e e*tent. This indicates that
%a& the teacher and parents shoud 'no! ho! a#e the chidren are- or ho!
"uch capa#e
they are
%#& they shoud #e gi(en good opportunities and a conduci(e en(iron"ent-
!hich are
hepfu in their de(eop"ent to the "a*i"u" e*tent.
%c& /t is i"portant that their character is hepfu- persuasi(e and
sy"pathetic
%d& ) of these
)ns. %#&
11. :ne !i ha(e "ore chances of #eing successfu as a teacher- if
%a& ;e #eongs to the fa"iy of teachers
%#& ;e is trained in teaching
%c& ;e has ethica (aues and a good character
%d& ;e can organi
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%a& Cear and precise co""unication
%#& Perfect cassroo" discipine
%c& =eguar teaching
%d& Students sefearning
)ns. %a&1+. Which of the foo!ing is "ost desira#e for a teacher$
%a& To #e punctua in the cass
%#& Cear- precise- and syste"atic presentation of the su#9ect"atter.
%c& To #e strict discipinarian
%d& to #e per"issi(e in the cass
)ns. %#&
14. ) good teacher is one !ho
%a& is highy inteigent
%#& i(es si"pe ife
%c& has "astery o(er his teaching su#9ect
%d& has genuine interest in his students
)ns. %d&
1. The teacher shoud
%a& 'eep distance !ith his students
%#& hep the students to get good "ar's
%c& do !hate(er is needed to pro"ote the !efare of his students
%d& teach !e and thin' that his 9o# is o(er
)ns. %c&
1. Which of the foo!ing is "ost i"portant for a teacher$
%a& Cassroo" discipine
%#& Su#9ect he is teaching
%c& Students of the cass
%d& Ti"e a(aia#e for teaching
)ns. %c&
1. What / i'e a#out teaching is that it is the
%a& Most peacefu 9o#
%#& =esort of e(en the east co"petent persons
%c& Most chaenging 9o#
%d& Most ucrati(e 9o# #ecause of the scope for pri(ate tuition
)ns. %c&
16. Which is the "ost sensi#e idea a#out teaching and research$
%a& They are t!o entirey dierent 'inds of acti(ities
%#& They cannot go together
%c& Thy are t!o sides of the sa"e coin
%d& They interfere !ith each other
)ns. %c&
18. ) good teacher is one !ho
%a& =eads a ot
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%#& Pu#ishes ots of research gaper
%c&. Teaches !e
%d& Cooperates !e !ith the principa
)ns. %c&
20. / !i appreciate the teacher !ho
%a& has strict contro o(er his students
%#& 'no!s the pro#e"s of students and heps the"
%c& is friendy !ith the students
%d& has a char"ing personaity
)ns. %#&
21. >our chidren are a#used #y a 7fth one- a these four chidren react
dierenty to the
a#use and the !ays in !hich they react are isted #eo!. Which one of the
reactions
sho!s the "a*i"u" e"otiona "aturity$
%a& =etorts !ith another a#use
%#& =uns a!ay fro" the scene
%c& ?eeps sient
%d& @i(es turn to the situation !ith hu"or
)ns. %c&
22. Co""unication !i #e eecti(e
%a& if it is dei(ered so!y and ceary
%#& if it is dei(ered in a ca" situation
%c& if it reaches the recei(er co"petey
%d& if it reaches the recei(er as intended #y the sender
)ns. %d&
2+. Co""unication in the cassroo" often fais #ecause
%a& the students are inattenti(e
%#& the teacher is "onotonous in dei(ering the "essage
%c& the students ha(e no interest in the esson #eing taught
%d& there is (ery "uch noise in and around the cassroo"
)ns. %#&
24. Which of the foo!ing !i "a'e co""unication "ore eecti(e$
%a& Cutting 9o'es in #et!een
%#& Asing "utisensory appea
%c& Spea'ing !ith high authority
%d& Teing !hat is usefu to the isteners
)ns. %d&
2. Teaching !i #e eecti(e if the teacher
%a& is a "aster of the su#9ect
%#& has "uch e*perience in teaching the su#9ect
%c& starts fro" !hat students 'no! aready
%d& uses "any instructiona aids
)ns. %c&
2. :ne can #e a good teacher- if he
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%a& has genuine interest in teaching
%#& 'no!s ho! to contro students
%c& 'no!s his su#9ect
%d& has good e*pression
)ns. %a&
2. ) coege teacher !i reay hep the students !hen she
%a& dictates notes in the cass
%#& is o#9ecti(e in her e(auation
%c& encourages students to as' ,uestions
%d& co(ers the sya#us co"petey in the cass
)ns. %#&
26. Which is the "ore desira#e outco"e of teaching in higher education$
%a& /ncrease studentBs achie(e"ent
%#& /ncrease in the e(e of independent thin'ing of students
%c& ;igher percentage of resut
%d& /ncrease in the nu"#er of students !ho opt for the su#9ect
)ns. %#&
28. Which of the foo!ing state"ents has the high pro#a#iity of #eing
correct as appied
to higher education$
%a& ) students cannot earn and so a do not earn
%#& ) students can earn #ut a do not earn
%c& ) students can earn and so a earn
%d& ) students cannot earn #ut a !ant to earn
)ns. %#&
+0. ) teacher has to #e
%a& a strict discipinarian
%#& !e (ersed in the su#9ect
%c& a continuous earner in the su#9ect
%d& sy"pathetic to!ards so! earners
)ns. %d&
+1. /n higher education- research and teaching are t!o dierent acti(ities
that
%a& cannot go together
%#& can go- if at a- ony in se,uentia order
%c& can go together
%d& can go together ony at the- e*pense of each other
)ns. %c&
+2. The facia e*pressions of students reate to !hich ee"ent of the
co""unication
process$
%a& Message
%#& =ecei(er
%c& Channe
%d& Sender
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)ns. %a&
++. Which- is "ost desira#e$
%a& The teacher shoud "a'e good use of the #ac'#oard
%#& The teacher shoud spea' ceary and oudy
%c& The teacher shoud not ao! students to "a'e noise in the cass
%d& The teacher shoude*p1ain as si"py as possi#e dicut aspects of
the su#9ect "atter
)ns. %d&
+4- !hich is the east i"portant in teaching$
%a& Punishing the students
%#& Maintaining discipine in the cass
%c& Decturing in i"pressi(e !ays
%d& ra!ing s'etches and diagra"s on the #ac'#oard if needed
)ns. %a&
+. )#senteeis" in the cass can #e "ini"i
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)ns. %a&
40. The psychoogica aspects of the cassroo" are #est "anaged #y
%a& the cass teacher
%#& the su#9ect teacher
%c& the principa
%d& the students the"se(es
)ns. %a&
41. Which is Ffeed#ac'G in the ne!spaperBs co""unication$
%a& )rtices
%#& Editorias
%c& Detters to the Editor
%d& Ne!s
)ns. %C&
42. Which of the foo!ing steps !oud you consider 7rst for an eecti(e
co""unication$
%a& Seect the channe of co""unication
%#& Pan the e(auation procedure
%c& Specify the o#9ecti(es of co""unication
%d& /dentify (arious "edia for co""unication
)ns. %)&
4+. 5oo's can #e po!erfu source of co""unication- pro(ided
%a& content is a#stract
%#& content is iustrati(e
%c& Mediu" is ;indi
%d& content is presented through good print
)ns. %#&
44. To "a'e cassroo" teaching "ore eecti(e e(ery teacher shoud
%a& discuss !ith coeagues
%#& anay
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4. Ma9ority of students in a arge cass are found do