Ctet Previous Paper 2

(SET-2)
Q1: In the context of education, socialization means
(a) creating one's own social norms
(b) respecting elders in society
(c) adapting and adjusting to social environment
(d) always following social norms

Q2: A school gives preference to girls while preparing students for a State level solo-song competition. This reflects
(a) Global trends
(b) Pragmatic approach
(c) Progressive thinking
(d) Gender bias

Q3: Vygotsky emphasized the significance of the role played by which of the following factors in the learning of children ?
(a) Hereditary
(b) Moral
(c) Physical
(d) Social

Q4: A teacher makes use of a variety of tasks to cater to the different learning styles of her learners. She is influenced by
(a) Kohlberg's moral development theory
(b) Gardner's multiple intelligence theory
(c) Vygotsky's socio-cultural theory
(d) Piaget's cognitive development theory

Q5: A teacher never gives answers to questions herself. She encourages her students to suggest answers, have group discussions and adopt collaborative learning. This approach is based on the principle of
(a) proper organization of instructional material
(b) setting a good example and being a role-model
(c) readiness to learn
(d) active participation

Q6: Which of the following is a teacher-related factor affecting learning?
(a) Proper seating arrangement
(b) Availability of teaching -learning resources
(c) Nature of the content or learning experiences
(d) Mastery over the subject-matter

Q7: According to Kohlberg, a teacher can instill moral values in children by
(a) giving importance to religious teachings
(b) laying clear rules of' behaviour
(c) involving them in discussions on moral issues
(d) giving strict instructions on 'how to behave'

Q8: Young learners should be encouraged to interact with peers in the classroom so that
(a) they can learn answers to questions from each other
(b) the syllabus can be covered quickly
(c) they learn social skills in the course of study
(d) the teacher can control the classroom better

Q9: When a child with a disability first comes to school, the teacher should
(a) refer the child to a special school according to the disability
(b) seclude him from other students
(c) discuss with the child's parents to evolve collaborative plans
(d) conduct an admission test

Q10: According to Piaget's stages of Cognitive Development, the sensori-motor stage is associated with
(a) imitation, memory and mental representation
(b) ability to solve problems in logical fashion
(c) ability to interpret and analyse options
(d) concerns about social issues

Q11: Human personality is the result of
(a) upbringing and education
(b) interaction between heredity and environment
(c) only environment
(d) only heredity

Q12: Individual attention is important in the teaching - learning process because
(a) learners always learn better in groups
(b) teacher training programmes prescribe it
(c) it offers better opportunities to teachers to discipline each learner
(d) children develop at different rates and learn 'differently

Q13: Which of the following is the first step in the scientific method of problem-solving?
(a) Verification of hypothesis
(b) Problem awareness
(c) Collection of relevant information
(d) Formation of hypothesis

Q14: Which of the following is a domain of learning?
(a) Experiential
(b) Affective
(c) Spiritual
(d) Professional

Q15: When a child gets bored while doing a task, it is a sign that
(a) the task may have become mechanically repetitive
(b) the child is not intelligent
(c) the child is not capable of learning
(d) the child needs to be disciplined

Q16: Errors of learners often indicate
(a) how they learn
(b) the need for mechanical drill
(c) absence of learning
(d) socio-economic status of the learners

Ctet Practice Paper

SET 1

Q1: When a child 'fails', it means
(a) the child has not memorized the answers properly
(b) the child should have taken private tuition
(c) the system has failed
(d) the child is not fit for studies

Q2: Navodaya Schools have been established to
(a) increase number of school in rural areas
(b) provide good education in rural areas
(c) complete ‘Sarva Shiksha Abhiyan’
(d) check wastage of education in rural areas

Q3: The emphasis from teaching to learning can be shifted by
(a) adopting child-centred pedagogy
(b) encouraging rote learning
(c) adopting frontal teaching
(d) focusing on examination results

Q4: Inclusive Education
(a) celebrates diversity in the classroom
(b) encourages strict admission procedures
(c) includes indoctrination of facts
(d) includes teachers from marginalized groups

Q5:  Which of the following is an objective question ?
(a) Short answer question
(b) Open ended question
(c) True or False
(d) Essay type question

Q6: Which of the following is a feature of progressive education ?
(a) Instruction based solely on prescribed text-books
(b) Emphasis on scoring good marks in examinations
(c) Frequent tests and examinations
(d) Flexible time-table and  seating arrangement

Q7: A child has been admitted to your school who belongs to a back ward family/background from the cultural viewpoint. You will
(a) Keep him in a class in which, there are many more students of backward background from the cultural viewpoint
(b) Send a teacher to know more about the backward cultural background of the child
(c) Keep him in a normal class but will make special arrangements for teaching him, keeping his
special needs in view
(d) Advise him to take up vocational education

Q8: Critical pedagogy firmly believes that
(a) the learners need not reason independently
(b) what children learn out of school is irrelevant
(c) the experiences and perceptions of learners are important
(d) the teacher should always lead the classroom instruction

Q9: A teacher, after preparing a question paper, checks whether the questions test specific testing objectives. He is concerned primarily about the question paper's
(a) content coverage
(b) typology of questions
(c ) reliability
(d) validity

Q10: School-based assessment is primarily based on the principle that
(a) teachers know their learners' capabilities better than external examiners
(b) students should at all costs get high grades
(c) schools are more efficient than external bodies of examination
(d) assessment should be very economical

Q11: Learners display individual differences. So a teacher should
(a) provide a variety of learning experiences
(b) enforce strict discipline
(c) increase number of tests
(d) insist on uniform pace of learning

Q12: Which of the following is a principle of development?
(a) It does not proceed at the same pace for all
(b) Development is always linear
(c) It is a discontinuous process
(d) All processes of development are not inter-connected

Q13: Human development is divided into domains such as
(a) physical, cognitive, emotional and social
(b) emotional, cognitive, spiritual and social-psychological
(c) psychological, cognitive, emotional and physical
(d) physical, spiritual, cognitive and social

Q14: A teacher uses a text and some pictures of fruits and vegetables and holds a discussion
with her students. The students link the details with their previous knowledge and learn the concept of nutrition. This approach is based on
(a) Classical conditioning of learning
(b) Theory of reinforcement
(c) Operant conditioning of learning
(d) Construction of knowledge

Q15: A child starts to cry when his grandmother takes him from his mother's lap. The child
cries due to
(a) Social anxiety
(b) Emotional anxiety
(c) Stranger anxiety
(d) Separation anxiety

Answers:
1: (c) the system has failed
2: (b) provide good education in rural areas
3: (a) adopting child-centred pedagogy
4: (a) celebrates diversity in the classroom
[Note: Inclusive education brings all students together in

=> मनोविज्ञान के जनक = विलियम जेम्स
=> आधुनिक मनोविज्ञान के जनक = विलियम जेम्स
=> प्रकार्यवाद साम्प्रदाय के जनक = विलियम जेम्स
=> आत्म सम्प्रत्यय की अवधारणा = विलियम जेम्स
=> शिक्षा मनोविज्ञान के जनक = थार्नडाइक
=> प्रयास एवं त्रुटि सिद्धांत = थार्नडाइक
=> प्रयत्न एवं भूल का सिद्धांत = थार्नडाइक
=> संयोजनवाद का सिद्धांत = थार्नडाइक
=> उद्दीपन-अनुक्रिया का सिद्धांत = थार्नडाइक
=> S-R थ्योरी के जन्मदाता = थार्नडाइक
=> अधिगम का बन्ध सिद्धांत = थार्नडाइक
=> संबंधवाद का सिद्धांत = थार्नडाइक
=> प्रशिक्षण अंतरण का सर्वसम अवयव का सिद्धांत = थार्नडाइक
=> बहु खंड बुद्धि का सिद्धांत = थार्नडाइक
=> बिने-साइमन बुद्धि परीक्षण के प्रतिपादक = बिने एवं साइमन
=> बुद्धि परीक्षणों के जन्मदाता = बिने
=> एक खंड बुद्धि का सिद्धांत = बिने
=> दो खंड बुद्धि का सिद्धांत = स्पीयरमैन
=> तीन खंड बुद्धि का सिद्धांत = स्पीयरमैन
=> सामान्य व विशिष्ट तत्वों के सिद्धांत के प्रतिपादक = स्पीयरमैन
=> बुद्धि का द्वय शक्ति का सिद्धांत = स्पीयरमैन
=> त्रि-आयाम बुद्धि का सिद्धांत = गिलफोर्ड
=> बुद्धि संरचना का सिद्धांत = गिलफोर्ड
=> समूह खंड बुद्धि का सिद्धांत = थर्स्टन
=> युग्म तुलनात्मक निर्णय विधि के प्रतिपादक = थर्स्टन
=> क्रमबद्ध अंतराल विधि के प्रतिपादक = थर्स्टन
=> समदृष्टि अन्तर विधि के प्रतिपादक = थर्स्टन व चेव
=> न्यादर्श या प्रतिदर्श(वर्ग घटक) बुद्धि का सिद्धांत = थॉमसन
=> पदानुक्रमिक(क्रमिक महत्व) बुद्धि का सिद्धांत = बर्ट एवं वर्नन
=> तरल-ठोस बुद्धि का सिद्धांत = आर. बी. केटल
=> प्रतिकारक (विशेषक) सिद्धांत के प्रतिपादक = आर. बी. केटल
=> बुद्धि 'क' और बुद्धि 'ख' का सिद्धांत = हैब
=> बुद्धि इकाई का सिद्धांत = स्टर्न एवं जॉनसन
=> बुद्धि लब्धि ज्ञात करने के सुत्र के प्रतिपादक = विलियम स्टर्न
=> संरचनावाद साम्प्रदाय के जनक = विलियम वुण्ट
=> प्रयोगात्मक मनोविज्ञान के जनक = विलियम वुण्ट
=> विकासात्मक मनोविज्ञान के प्रतिपादक = जीन पियाजे
=> संज्ञानात्मक विकास का सिद्धांत = जीन पियाजे
=> मूलप्रवृत्तियों के सिद्धांत के जन्मदाता = विलियम मैक्डूगल
=> हार्मिक का सिध्दान्त = विलियम मैक्डूगल
=> मनोविज्ञान को मन मस्तिष्क का विज्ञान = पोंपोलॉजी
=> क्रिया प्रसूत अनुबंधन का सिध्दान्त = स्किनर
=> सक्रिय अनुबंधन का सिध्दान्त = स्किनर
=> अनुकूलित अनुक्रिया का सिद्धांत = इवान पेट्रोविच पावलव
=> संबंध प्रत्यावर्तन का सिद्धांत = इवान पेट्रोविच पावलव
=> शास्त्रीय अनुबंधन का सिद्धांत = इवान पेट्रोविच पावलव
=> प्रतिस्थापक का सिद्धांत
= इवान पेट्रोविच पावलव
=> प्रबलन(पुनर्बलन) का सिद्धांत = सी. एल. हल
=> व्यवस्थित व्यवहार का सिद्धांत = सी. एल. हल
=> सबलीकरण का सिद्धांत = सी. एल. हल
=> संपोषक का सिद्धांत = सी. एल. हल
=> चालक / अंतर्नोद(प्रणोद) का सिद्धांत = सी. एल. हल
=> अधिगम का सूक्ष्म सिद्धान्त = कोहलर
=> सूझ या अन्तर्दृष्टि का सिद्धांत = कोहलर, वर्दीमर, कोफ्का
=> गेस्टाल्टवाद सम्प्रदाय के जनक = कोहलर, वर्दीमर, कोफ्का
=> क्षेत्रीय सिद्धांत = लेविन
=> तलरूप का सिद्धांत = लेविन
=> समूह गतिशीलता सम्प्रत्यय के प्रतिपादक = लेविन
=> सामीप्य संबंधवाद का सिद्धांत = गुथरी
=> साईन(चिह्न) का सिद्धांत = टॉलमैन
=> सम्भावना सिद्धांत के प्रतिपादक = टॉलमैन
=> अग्रिम संगठक प्रतिमान के प्रतिपादक = डेविड आसुबेल
=> भाषायी सापेक्षता प्राक्कल्पना के प्रतिपादक = व्हार्फ
=> मनोविज्ञान के व्यवहारवादी सम्प्रदाय के जनक = जोहन बी. वाटसन
=> अधिगम या व्यव्हार सिद्धांत के प्रतिपादक = क्लार्क
=> सामाजिक अधिगम सिद्धांत के प्रतिपादक = अल्बर्ट बाण्डूरा
=> पुनरावृत्ति का सिद्धांत = स्टेनले हॉल
=> अधिगम सोपानकी के प्रतिपादक = गेने
=> विकास के सामाजिक प्रवर्तक = एरिक्सन
=> प्रोजेक्ट प्रणाली से करके सीखना का सिद्धांत = जान ड्यूवी
=> अधिगम मनोविज्ञान का जनक = एविग हास
=> अधिगम अवस्थाओं के प्रतिपादक = जेरोम ब्रूनर
=> संरचनात्मक अधिगम का सिद्धांत = जेरोम ब्रूनर
=> सामान्यीकरण का सिद्धांत = सी. एच. जड
=> शक्ति मनोविज्ञान का जनक = वॉल्फ
=> अधिगम अंतरण का मूल्यों के अभिज्ञान का सिद्धांत = बगले
=> भाषा विकास का सिद्धांत = चोमस्की
=> माँग-पूर्ति(आवश्यकता पदानुक्रम) का सिद्धांत = मैस्लो (मास्लो)
=> स्व-यथार्थीकरण अभिप्रेरणा का सिद्धांत = मैस्लो (मास्लो)
=> आत्मज्ञान का सिद्धांत = मैस्लो (मास्लो)
=> उपलब्धि अभिप्रेरणा का सिद्धांत = डेविड सी.मेक्लिएंड
=> प्रोत्साहन का सिद्धांत = बोल्स व काफमैन
=> शील गुण(विशेषक) सिद्धांत के प्रतिपादक = आलपोर्ट
=> व्यक्तित्व मापन का माँग का सिद्धांत = हेनरी मुरे
=> कथानक बोध परीक्षण विधि के प्रतिपादक = मोर्गन व मुरे
=> प्रासंगिक अन्तर्बोध परीक्षण (T.A.T.) विधि के प्रतिपादक = मोर्गन व मुरे
=> बाल -अन्तर्बोध परीक्षण (C.A.T.) विधि के प्रतिपादक = लियोपोल्ड बैलक
=> रोर्शा स्याही ध्ब्बा परीक्षण (I.B.T.) विधि के प्रतिपादक = हरमन रोर्शा
=> वाक्य पूर्ति परीक्षण (S.C.T.) विधि के प्रतिपादक = पाईन व टेंडलर
=> व्यवहार परीक्षण विधि के प्रतिपादक = मे एवं हार्टशार्न
=> किंडरगार्टन(बालोद्यान ) विधि के प्रतिपादक = फ्रोबेल
=> खेल प्रणाली के जन्मदाता = फ्रोबेल
=> मनोविश्लेषण विधि के जन्मदाता = सिगमंड फ्रायड
=> स्वप्न विश्लेषण विधि के प्रतिपादक = सिगमंड फ्रायड
=> प्रोजेक्ट विधि के प्रतिपादक = विलियम हेनरी क्लिपेट्रिक
=> मापनी भेदक विधि के प्रतिपादक = एडवर्ड्स व क्लिपेट्रिक
=> डाल्टन विधि की प्रतिपादक = मिस हेलेन पार्कहर्स्ट
=> मांटेसरी विधि की प्रतिपादक = मेडम मारिया मांटेसरी
=> डेक्रोली विधि के प्रतिपादक = ओविड डेक्रोली
=> विनेटिका(इकाई) विधि के प्रतिपादक = कार्लटन वाशबर्न
=> ह्यूरिस्टिक विधि के प्रतिपादक = एच. ई. आर्मस्ट्रांग
=> समाजमिति विधि के प्रतिपादक = जे. एल. मोरेनो
=> योग निर्धारण विधि के प्रतिपादक = लिकर्ट
=> स्केलोग्राम विधि के प्रतिपादक = गटमैन
=> विभेद शाब्दिक विधि के प्रतिपादक = आसगुड
=> स्वतंत्र शब्द साहचर्य परीक्षण विधि के प्रतिपादक = फ़्रांसिस गाल्टन
=> स्टेनफोर्ड- बिने स्केल परीक्षण के प्रतिपादक = टरमन
=> पोरटियस भूल-भुलैया परीक्षण के प्रतिपादक = एस.डी. पोरटियस
=> वेश्लर-वेल्यूब बुद्धि परीक्षण के प्रतिपादक = डी.वेश्लवर
=> आर्मी अल्फा परीक्षण के प्रतिपादक = आर्थर एस. ओटिस
=> आर्मी बिटा परीक्षण के प्रतिपादक = आर्थर एस. ओटिस
=> हिन्दुस्तानी बिने क्रिया परीक्षण के प्रतिपादक = सी.एच.राइस
=> प्राथमिक वर्गीकरण परीक्षण के प्रतिपादक = जे. मनरो
=> बाल अपराध विज्ञान का जनक = सीजर लोम्ब्रसो
=> वंश सुत्र के नियम के प्रतिपादक = मैंडल
=> ब्रेल लिपि के प्रतिपादक = लुई ब्रेल
=> साहचर्य सिद्धांत के प्रतिपादक = एलेक्जेंडर बैन
=> "सीखने के लिए सीखना" सिद्धांत के प्रतिपादक = हर्लो
=> शरीर रचना का सिद्धांत = शैल्डन
=> व्यक्तित्व मापन के जीव सिद्धांत के प्रतिपादक = गोल्डस्टीन

Jean Piaget's Moral Development Theory

Piaget's Theory Of Moral Development

Way Of Research: Observing,Interviewing,quizzing

Age Group:- 4 to 12 Years

Stages:- Two Stages
1. Heteronomous Morality
2. Autonomous Morality

Stage 1. Heteronomous Morality
Age Group:- 4 to 10 years
Features:-  From 4 to 7 years of age, children display heteronomous morality. Children think of justice and rules as unchangeable properties of the world, remove from the control of people.
• From 7 to 10 years of age, children are in transition
showing some features of the first stage of moral
reasoning and some features of the second stage,
autonomous morality.
• Because young children are heteronomous moralist, they judge the rightness or goodness of behaviour by considering its consequences, not the
intensions of the actor.
• For examples : Killing 10 birds accidentally is worse than killing 1 bird intentionally.

Stage 2 - Autonomous Morality
Age Group:- 10 years and above
Features:- From about 10 years of age and older, children show
autonomous morality. They became aware that rules and laws are created by people, and in judging an action. They
consider the actor’s intensions as well as the consequences.
• The older children, moral autonomist, accept change in
rules example accept change in new rules of playing marbles
suggested by Piaget, contrast with younger children, they
resist change because they believes that rules are unchangeable.
• So older children accept change in rules and recognize
that rules are merely convenient conventions, subjects to
change.

children between the ages of 5 and 10 years see the world through the lens of a "heteronomous" (other-directed) morality. In this moral understanding, rules handed down by authority figures (such as parents, teachers and government leaders) are seen as absolute and unbreakable. Basically, children accept that authority figures have godlike powers, and are able to make rules that last forever, do not change, and must be followed. Children's reasoning regarding why these rules should be followed is generally based squarely upon their appreciation of consequences associated with breaking the rules. As breaking the rules tends to lead to negative personal consequences, most children follow the rules as a way to avoid being punished.

Children's appreciation of morality changes towards the end of middle childhood as a result of their recently developed ability to view situations from other people's perspectives. As children develop the ability to put themselves into someone else's shoes, their appreciation of morality becomes more autonomous (self-directed) and less black and white and absolutist in nature. Piaget called this expanded appreciation a "morality of cooperation". Starting at about age 10 or 11 and continuing through adolescence, children will have generally begun to view moral rules as socially-agreed upon guidelines designed to benefit the group. Children using this frame of reference still feel that it is important to follow rules, but these rules are viewed as complex, somewhat negotiable guidelines that are meant to improve everyone's lives. Children realize that making choices about following the rules should be based on something more than fear of negative personal consequences or desire for individual gain. Decisions affect everyone; and can benefit and/or hurt everyone.

Learning Disabilities

Learning Disabilities

Some students are facing problem to write , to read, spelling of words,pronunciation,to understand the function of mathematics and coordination of sensory motor. These problems are called learning disabilities.

Types of learning disabilities

* Orally learning disabilities and linguistics disabilities— Aphasia

*Reading learning disabilities— dyslexia , Alexia

*Writing learning disabilities–Agraphia,Apraxia, dyspraxia

*Para jumbling related disabilities

*Math related disabilities— Dyscalculia

Some learning disabilities

1. Aphasia– Communicative and linguistics learning disabilities is called aphasia.The child affected from this learning disabilities , is faced difficulty to learn orally and to express its thoughts. Generally this learning disabilities is to due brain injury.

2.Dysphasia— due to brain injury , partially or complete disabilities in speaking ( conversation) is called dysphasia.

3.Alexia–due to brain injury ,disabilities in reading is called Alexia. It is also called acquired dyslexia.

4.Dyslexia— This is related with reading . In this learning disabilities child faces difficulty in reading words .

5.Apraxia— Apraxia is a physical disability with execution of muscles. Muscles coordinate fine motor skill such as writing,walking, speaking etc. .When the function of muscle execution can not perform properly , so that child faces to walking, writing, speaking.The reason behind this disabilities is damage in cerebrum of brain.

6.Dyspraxia— This is a type of Apraxia . Due to brain injury , symptoms of dyspraxia are found in children They faced difficulty in coordination and balance between hands and eyes.

7.Disgraphia–Disgraphia is related with writing. In this disabilities child can not write properly or handwriting is not good.

8.Discalculia–In this type of disabilities , children faced difficulty in mathematics and arithmetic such as calculation , reading symbols and terms, to understand mathematics operations. This is also called numlexia.

Types of Discalculia—

Verbal dyscalculia –which refers to problems in naming the amount of things.

Practognostic dyscalculia — which refers to problems in manipulating things mathematically — for example, comparing objects to determine which is larger.

Lexical dyscalculia — which refers to problems in reading mathematical symbols, including operation signs (+, – ) and numerals.

Graphical dyscalculia –which refers to problems in writing mathematical symbols and numerals.

Ideognostical dyscalculia — which refers to problems in understanding mathematical concepts and relationships.

Operational dyscalculia –which refers to problems in performing arithmetic operations.

Principle of Jean Piaget's Stages of Develoment

Principle of jean piaget's stages of development
Jean Piaget was a psychologist from Switzerland. To know about development of intelligence in children, he extensively observed his children. He studied mental development activities of his children. On the basis of study and research , he derived his principle. These principles known as principle of jean Piaget’s stages of development.
                  Piaget proposed four stages of cognitive development. These are sensorymotor stage, preoperational stage , concrete stage and formal operational stage. Piaget believed that all people pass through the stages the same order . It is important to note that the age ranges associated with the stage may not apply to every child . Some children may reach particular stage earlier or later than the others.

1.Sensory motor stage(Birth to 2 years) --- In this stage, motor activities perform as sensory motor activities. In initial part of this stage, children focus on what they are doing and seeing at the moment. For them objects are out of sight are out of mind. Later in this stage,babies develop object permanence. Beginning of this stage, babies represent objects in symbols. These symbols take the form of words and simple sentences. Children also start imitation and observing others.

2.Preoperational Stage(2 years to 7 years)--- In this stage, children can recognize objects and differentiate them. During this is stage, children start use of language. They collect new information and experience. Children’s increasing vocabularies help them to represent and think about people ,objects, events and feelings. They also gain the ability to represent objects mentally that are not present. They can count and deal with numbers.

Limitations -

i)Egocentrism- children of this stage experience egocentrism. They see the world only in terms of their own selves and are not able to appreciate others’ point of view.

ii) Animism- Children attribute life like qualities to inanimate objects.

iii)Lack ofconservation- Some characteristics o an object stay the same even though the object changes in appearance.

iv) Irreversibility-Irreversibility refer to failure to understand that certain processes can be undone or reverse.

3.Concrete operational stage(7 years to 11 years)— During this stage, children develop the ability to think in a more logical manner. They are less egocentric. They focus on different characteristics and not focus on one aspect of object. Thinking become more flexible. They can think multiple solution or problem. Logical thinking, spatial thinking are develop in this stage. They able to categorize objects in different class.They understand conservation and reversibility. They adapt themselves into environment.

4)Formal operational stage(12 years to adulthood)-This stage begins when children develop the capacity of thinking that is abstract, systematic, and hypothetical. These capabilities allow students to make abstract reasoning ,sophisticated moral judgements and plan more realistically for the future .They can understand historical time , learn algebra and calculus,imgine possibilities, form and test hypotheses and can use deductive reasoning.