CTET Practice Questions (Teaching) — All Questions
19 questions
According to constructivism, learning is best described as:
- a.Copying the teacher exactly
- b.Learners actively constructing knowledge from experience✓
- c.Only rote drill
- d.Passive memorization
Constructivism holds that learners build understanding through active experience.
Jean Piaget is best known for his theory of:
- a.Multiple intelligences
- b.Behaviourist conditioning
- c.The zone of proximal development
- d.Cognitive development stages✓
Piaget described stages of cognitive development in children.
Vygotsky's 'zone of proximal development' emphasizes:
- a.What a learner can do with guidance and support✓
- b.Fixed intelligence
- c.Punishment
- d.Learning alone always
The ZPD is the gap between independent ability and ability with support.
Inclusive education means:
- a.Educating children of all abilities together with appropriate support✓
- b.Separating children by ability permanently
- c.Teaching only gifted students
- d.Ignoring differences
Inclusive education supports all learners, including those with special needs, together.
Formative assessment is used mainly to:
- a.Replace teaching
- b.Give feedback and guide ongoing teaching and learning✓
- c.Punish poor performers
- d.Rank students at year end
Formative assessment informs teaching and gives feedback during learning.
Children generally acquire their first language:
- a.Only through formal grammar drills
- b.By memorizing dictionaries
- c.Naturally through exposure and interaction✓
- d.Only after age ten
First-language acquisition happens naturally through exposure and interaction.
A print-rich classroom environment supports:
- a.Nothing measurable
- b.Physical fitness
- c.Only mathematics
- d.Early literacy and reading development✓
Print-rich environments foster early literacy.
Reading comprehension is best developed by:
- a.Never asking questions
- b.Silent copying only
- c.Memorizing without understanding
- d.Engaging with meaning, questioning, and discussion✓
Comprehension grows through active engagement with meaning.
Correcting every small error while a child speaks may:
- a.Speed up learning only
- b.Always help fluency
- c.Discourage the child and hinder fluency✓
- d.Have no effect
Over-correction can reduce confidence and fluency.
Using concrete materials (like counters) to teach addition helps because it:
- a.Makes math only abstract
- b.Wastes time
- c.Builds conceptual understanding before abstraction✓
- d.Confuses children
Concrete materials build understanding before abstract symbols.
A child who says 2+3 = 6 most likely needs:
- a.No feedback
- b.Support to understand the concept✓
- c.To be scolded
- d.To skip the topic
Errors are a chance to support conceptual understanding.
Teaching math through real-life problems primarily makes it:
- a.Irrelevant
- b.Purely theoretical
- c.Meaningful and relatable✓
- d.Harder for no reason
Real-life contexts make mathematics meaningful.
The best first step when a class struggles with a concept is to:
- a.Give harder work
- b.Blame the students
- c.Move on quickly
- d.Re-teach using a different, concrete approach✓
Re-teaching differently addresses the difficulty.
Environmental Studies (EVS) at the primary level integrates:
- a.Only grammar
- b.Science and social studies around the child's environment✓
- c.Only history
- d.Only physics
EVS integrates natural and social environment learning.
Field trips and observation in EVS help children:
- a.Only memorize
- b.Avoid learning
- c.Learn by direct, first-hand experience✓
- d.Stay indoors
Direct experience deepens EVS learning.
Teaching children about saving water is an example of building:
- a.Environmental awareness and values✓
- b.Rote memorization
- c.Pure mathematics
- d.Punishment
It builds environmental awareness and responsible values.
A good EVS lesson connects new ideas to:
- a.Distant abstract theories
- b.The child's own experiences and surroundings✓
- c.Only textbook definitions
- d.Nothing familiar
Linking to children's experiences makes learning meaningful.
Individual differences among learners mean a teacher should:
- a.Only teach the fastest
- b.Use varied methods to reach different learners✓
- c.Ignore slow learners
- d.Teach everyone identically
Individual differences call for differentiated teaching.
Intrinsic motivation comes from:
- a.Within the learner (interest and satisfaction)✓
- b.Fear of punishment
- c.The teacher only
- d.Rewards and prizes only
Intrinsic motivation arises from internal interest and satisfaction.