KVS PRT Mock Test - 10 - KVS PGT/TGT/PRT MCQ

As we know that ,
Predilection means a special liking for someone. Antipathy means hate for someone or a strong dislike. Dissonance is difference of opinion.
Thus , Antipathy is opposite word of Predilection . 

'मुसीबत आ जाए तो भागना उचित नहीं। ' यह बात एक मिश्र वाक्य होगा, क्योंकि इसमें एक प्रधान वाक्य और दूसरा आश्रित वाक्य है। मिश्र वाक्य में दो या दो से अधिक वाक्य होते हैं, जिसमें एक प्रधान वाक्य होता है, शेष उसके आश्रित वाक्य होते हैं।

The term "curriculum" is derived from the Latin word "currere", which means "run". Thus curriculum means a course to be run for reaching a certain goal or "destination".

A curriculum is more than just a syllabus or a statement of content. A curriculum is about what should happen in a teaching program-about the intention of teachers and the way they make this happen.

 Important Point

Types of curriculum:

• Subject-Oriented Curriculum: In this type, the teaching-learning experiences and evaluations are subject-based.Fragmented learning, a piece-meal approach to learning are some of the problems with this type of curriculum. The system-based curriculum has been designed to rectify the same deficiencies mentioned above. Hence the teaching-learning experiences and evaluation are system-based.
• Competency-based Curriculum: This is also known as a task-oriented or activity-based curriculum "what should a learner be able to do and what She should learn during the course?" is the basic question that drives the making of such a curriculum plan. The tasks could be of cognitive problem-solving skills, definitive communication skills, or mixed type encompassing more than one domain.
• Experience-based Curriculum: In this type of curriculum learner is placed in the natural setting of the community. 
• Core Curriculum: A core curriculum is defined as an essential or key aspect of a subject or discipline covered in the curriculum for the study and mastery of all groups of students with the same level of learning. The core curriculum is about the competencies required of all students and here students study an area in-depth.

Hence, we conclude that all of the above are types of curriculum.

Every executive whether he deals with the people directly or indirectly is potentially in a position to lead people. He has the task of bringing them into an effective working harmony. To achieve this, there is a factor known as leadership. 

• Leadership is defined as the activity of influencing people to cooperate towards some goal that they come to find desirable.

Key PointsTeacher as a leader:

•  An important aspect of leadership is that of staff development. In this connection it is important to mention that a good leader is a good teacher
• Sharing decisions and developing leadership in other teachers to create collaborative learning communities has emerged as one of the significant roles of headteachers in recent times.
• A number of research studies have investigated the importance of building collaborative communities in school improvement and concluded that a focus on community building enhances the growth in teachers.
• The headteacher needs to demonstrate in practice, the notion of faculty as change agent otherwise s/he is likely to use her positional authority to sabotage attempts towards change. 
• In a situation when the leader encounters a certain! level of readiness in a team member, s/he will also need to develop the skill of distributing responsibilities so that the team members can effectively carry our their tasks. Collaborative team building is particularly useful in secondary schools because of the size of the staff. 

From the above-mentioned points, it is clear that both I and II are correct regarding participative functions of leadership.

Cook & Cook (1950) define community, ‘‘as a configuration of the land, people, culture, a structured pattern of human relations within a geographical area.” Thus, a community is a group of people sharing common social, economic, and cultural interests, purposes, practices, codes, understandings, and commitments. The partnership between school and community can lead to effective management of academic and administrative activities of the school as well as growth and development of the society. 

Key PointsBy interacting with the community, the students can develop an understanding and positive attitude towards community practices and the community too comes to know the school practices. Programs of the school can be related to the life and the work of the people among whom it exists and functions. This results in transmission, preservation, assimilation, and enrichment of culture. Social consciousness, socialized living, and social affairs can promote the use of community both as a laboratory and as an educational resource.

School-community relationships can be utilized to:

• Expose the student to actual work situations in the community.
• Help students develop positive attitudes and values in their relationship with the community.
• Correlating and supplementing theoretical learning with real-life experiences.
• Enabling students to develop skills of observation, investigation, learning by doing, etc.
• Developing communication skills among students.
• Develop qualities of cooperation, self-help, helping others, adjustment, tolerance, democratic values, etc. among the students. 

Hence, we can conclude that in the context of school and community partnership, the community and school partnership can be strengthened since the school is an agency of society.

The teaching-learning processes generally operate at three levels which include memory level, understanding level and reflective level. 

Key Points

Reflective Level of Teaching:

• In the reflective level of teaching, learning is at the highest in the hierarchical order of mental processes. It is also known as introspective teaching. Hunt is the main proponent of this level.
• It is not an isolated and unitary process of memorizing factual information for future recall but it seeks to know how knowledge changes, grows, and interprets.
• Students at this level, develop curiosity, interest, inquiry, and persistence which culminate in a scientifically determined conclusion or solution to a problem.
• It is problem-centered teaching and consists of two phases- problem raising and problem-solving. The students are assumed to adopt some sort of research approach to solve the problem.
• The pupils occupy the primary place and the teacher occupies the secondary place. It is only possible at the high school and college level because older children have usually developed certain habits and abilities that were not strong in earlier years.

Hence, we conclude that 'the teacher assumes the primary place and the pupil occupies the secondary place' is incorrect regarding “Reflective Level of Teaching' (RLT).

Teaching involves a practised activity, just like any other career. The teacher has the dual responsibility of imparting knowledge and eradicating any opposition to it through her instruction. Let's understand the three levels of teaching here in brief

Key Points 

Memory: At this stage, the objective of teaching is to impart information or knowledge to the learner. It is given by Professor Herbert

• This knowledge or information is factual in nature learned through memorization or rote learning.
• this stage aims at enabling the student to train memory faculty
• To retain the learning material in memory storage. 
• To reproduce and recognize the learned information, when required. 
• The teacher plays a very dominating, active and authoritarian role.
• The instructional material is delivered the teacher and the learner has to memorize it in a mechanical manner.

Understanding: It comes in between the memory level and reflective level. This stage teaching involves a moderate level thoughtful behaviour. It is a pre-requisite for the reflective level teaching-learning which requires the use of higher mental processes. It is given by Morrison.

• Here, the mental development of the learner is at higher level than that of memory level. 
• Classroom environment is more lively and encouraging as compared to that of the memory level teaching-learning.
• The learners are kindly to grasp and comprehend a wider range of contents, elements, facts, concepts as compared to their previous stage of learning.
• The new generalizations and principles are found and learned by using induction. The learner also tries to develop depth in between conceptual examples that are positive and those that are negative.
• Interest and attention of the learners is easily caught up as contents have their meaning and inter-relationships. 
• he teacher has to evaluate the ability to comprehend, grasp, analyze, synthesize, discriminate and generalize; and the insight to apply the generalized principle further.

Reflection: This level of teaching presents the highest level of teaching-learning activity. It is given by Hunt.

• It shows that reflective level teaching does not depend upon memorization, understanding of concepts and their application only.
• it demands the use of higher mental processes such as reasoning, thinking, imagination, analyzing concepts, ideas and thoughts; and other body of knowledge critically, and finding out the facts, revising and reviewing them to determine the reliability of facts.
• This could be done through retesting, revaluating the found out facts/results independently and to draw their own conclusions.
• Reflective level teaching provides opportunities of self-learning for the learner.
• All these activities involve the use of higher mental abilities.
• These abilities are there in the learner which he has acquired during the developmental stages of his personality.
• Instructional programmes make use of these abilities in teaching-learning situations and provide opportunities for their optimum development in the congenial environment of school. 

Therefore, it can be concluded that it is understanding level in which the student the chance to distinguish in depth between conceptual examples that are positive and those that are negative.

The classroom is an established organisation in the society. The instructional process that goes on in the classrooms serves the purpose of cultivating pupils' minds through significant practices accepted by the teachers. 

Key PointsThe aims of the classroom management can be achieved by the teacher as his role is pivotal factor in managing the class more than any other equipment and resources. The role and functions are as follows: -

• The teacher should bear in mind that the plan in handling classroom activities should be adapted to the classroom conditions. Also, it should be directed towards making the students ready for real life situations.
• The size of the class, the arrangement of the classroom equipment, and the materials in teaching must be well considered by the teacher.
• The teacher should bear in mind that regulations on absence and tardiness should be handled according to administrative requirements. 
• The teacher should bear in mind that the handling of the instructional material should be routinised to save time and avoid confusion. Routine has its place only when it contributes to this end. The teacher must decide what rules should be applied in his classroom to achieve this end.
• The nature and needs of the pupils should be borne in mind in making the seating arrangement. Seating should be adjusted to the needs of the pupils and should be arranged in an orderly and efficient way.
• Seats should be of the right size and type to give comfort to the pupils.
• Effective teaching and efficient learning are possible only when the classroom condition is normal. 
• The teacher has to bear in mind that a positive approach to classroom management and control really means looking for favourable constructive conduct and commending pupils on it, and on most occasions ignoring conduct that is not acceptable.
• A positive approach to classroom management and control is based on self-motivation and control. 

Therefore, it can eb said that the Implications of Aims for Classrooms Practices is a conscious effort for preparing children for action in real life would also be valuable

Formative assessment provides feedback, that is non‐evaluative, occurs before or during instruction, and guides teachers in planning and improving instruction.

Key Points

In education, the term assessment refers to the wide variety of methods that educators use to evaluate and measure and document the academic readiness, learning progress, and skill acquisition of students.

• Formative assessment occurs before or during instruction. The purposes of formative assessment are to guide the teacher in planning and improving instruction and to help students improve learning.
• A primary focus of formative assessment is to identify areas that may need improvement.
• Formative assessment helps in forming instruction and providing feedback that is non-evaluative, supportive, timely, and specific.
• Types of Formative Assessment :
  • Observations
  • Homework exercises
  • Reflections journals
  • Question and answer sessions
  • Conferences
  • In-class activities
  • Student feedback

Additional Information

• Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period, typically at the end of a project, unit, course, semester, program, or school year.
• A criterion-referenced test is designed to measure a student's academic performance against some standard or criteria. This standard or criteria is predetermined before students begin the test.
• A norm-referenced test is a type of assessment used in education that allows teachers to compare a student's results to someone else in their peer group.

Therefore formative assessment methods provide feedback, that is non‐evaluative, occurs before or during instruction, and guides teachers in planning and improving instruction.

Social capital is generally defined And measured at the entire personal community institutional or societal levels in terms of networks or bridging and norms of reciprocity and trust bonding within those networks. 

Societal-level examples of social capital include when someone opens a door for someone, returns a lost item to a stranger, gives someone directions, loans something without a contract, and on any other beneficial interest between people, even if they don't know each other.

Key Points

•  Social capital involves the effective functioning of social groups through interpersonal relationships, assured sense of identity, assured understanding, shared norms, shared values, trust, cooperation, and reciprocity.,
• Social capital is created by engagement in groups or associations. As a product of social involvement inside and outside of the family, people trust others more.
• Social commitment leads to activism while expanding social trust and cooperation for mutual benefit.

Additional Information

• Family is a basic unit of society and is a link between the individual the and community. The multifaceted functions performed by it make it a much-needed institution in society.
• Some of the important functions performed by the family include the reproduction of new members socializing, raising them, and provision of emotional and physical care for older persons and young.
• Socialization is influenced primarily by the family, through which children first learn and then explore.

Hence, the family and community resources that children can draw upon are collectively called "social capital". 

When the NCF was not proposed, learning was a source of burden and stress on children and their parents. It was evidence of a deep distortion in educational aims and quality. To correct this distortion, the NCF proposes five guiding principles for curriculum development:

1. connecting knowledge to life outside the school;
2. ensuring that learning shifts away from rote methods;
3. enriching the curriculum so that it goes beyond textbooks;
4. making examinations more flexible and integrating them with classroom life; and
5. nurturing an overriding identity informed by caring concerns within the democratic polity of the country

Hence, we can conclude that Creating a conducive atmosphere is NOT a guiding principle for curriculum development proposed by NCF.

Inclusive Education is an approach to educating all children who are at risk for neglect in the education system. It expects that all learners learn together through access to common educational provisions.

• The crucial people in the system are the parents, community, teachers, administrators, and policymakers. All these people have to be supportive of the diverse needs of children. It should be seen as an experience rather than a problem. These children should be provided assistance in order to have effective learning.

Key Points

Types of disabilities:

• Gifted: Options for educating gifted children include early admission to school, acceleration, and enrichment of the curriculum. Some gifted children may have trouble in social adjustment and may also show emotional disturbances. They may also feel boredom with the regular curriculum. Giving them easy questions is not the preferred solution to their problem.
• Autism: This is characterized by sustained impairment in comprehending and responding to social cues, aberrant language development, and usage, and restricted, stereotypical behavioral patterns. Individuals with Autism vary widely in symptom expression, cognitive level, and adaptive abilities. The sudden change in the classroom environment may cause various types of issues.
• Dysgraphia: It is a type of disorder that is neurological and is characterized by problems in writing. It makes students unable to draw or write anything specific. Students cannot draw fine diagrams, hence, this technique is inefficient for them.
• Speech impairment: Speech impairments are characterized by difficulty in producing normal speech patterns. These disorders include speed sound disorders/articulation disorders, voice disorders, fluency disorders, etc. Showing patience and giving ample time to students to respond will helps the students to receive and express the sounds.

Hence, Speech impairment: Show patience and give ample time to respond is a correctly matched pair of appropriate accommodation strategy for inclusion of students with the specified disability

Lev Vygotsky, a Russian psychologist and a contemporary of Jean Piaget proposed a theory of cognitive development known as the ‘Socio-Cultural Theory’.

Key Points

•  According to Vygotsky, social interaction is the primary cause of learners' development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.
•  The society and culture of the children play a vital role in the development of their cognition.
• The sign system or the language of society works as a tool for gaining knowledge.
• Inputs from others and especially from more knowledgeable people and adults have the capacity to affect the development of cognition.

Thus, it is concluded that according to Vygotsky, cognitive development depends on social interactions.

Additional Information There are three ways discussed in his theory that help a child in shaping his/her ideas: the zone of proximal development, scaffolding, and private speech. 

The curriculum is derived from the Latin word currere which means to run away.

• According to Crow and Crow, "The curriculum includes all the learners' experience in or outside school that is included in a program which has been devised to help him developmentally, emotionally, socially, spiritually and morally”.

Key Points Benefits of parents and community in the curriculum are:

• When parents and the community are involved in the development of the curriculum, the same curriculum becomes easy and interesting.
• When there is communication between parents and teachers, the rate of students absent in class decreases.
• The performance of students in academics is increasing.
• It helps to improve and regulate the behavior of children in the classroom.
• Community and parent involvement helps in creating curriculum and learning materials that reflect the daily lives of children in society.
• A good connection with the school lets parents understands the curriculum better.
• Parents' involvement leads to the success of the students.
• It helps to increase the confidence of students.
• Community participation in the curriculum helps to identify the problems and address them.
• Participation in the community leads to ensuring sustainability and helps to promote the education of girls.

Thus, it is concluded that both statements are correct.         

On the 26^th of August 2009, the Indian Parliament passed a historic Act regarding education, known as the ‘ Right to Education Act’ 2009 that Act provide free and compulsory education to children in the age group of 6-14 yrs.

Education plays an important role in reforming society and aids in its progress. Availability of quality basic education (Elementary education) is instrumental in promoting social justice and empowerment. Hence, the role of headteachers and teachers imparting education is critical in society. Therefore, the RTE lays great emphasis on teacher recruitment, qualification, training and motivation.

Key Points

The Act also clearly outlines the role and responsibilities of teachers, applicable both in schools and in communities:

• Encourage the participation of the society in managing the school activities and in improving the quality of education.
• Appraise the parents/community on the progress of the children/school.
• Engage parents and members of the society in increasing enrolment, retention of children in schools and minimize dropout rates, especially those belonging to the weaker and disadvantaged sections of the society.
• Promote gender equality and secularism in society and ensure the protection of Child Rights.
• Create awareness about acts and schemes run by the government and other agencies that may be useful to the members of society.
• Interact with the members of the society through participation in social activities, parent/community meetings to understand their concerns and give suggestions related to education, health, hygiene, safety and sanitation.
• Cooperate and coordinate activities with the society and local authorities to facilitate social harmony.

Thus from the above-mentioned points, it is clear that both (2) and (3) are true.

The correct answer is option 3.

Key Points

• The segment 'by time' contains a grammatical error.
• 'By time' should be replaced by 'in time'.
• In time: eventually; early enough.
  • Example: I want to be home in time for tea.
• The use of the preposition 'in' is the most appropriate here because 'in time' means that people were evacuated early enough so as to avoid any loss of lives because of any disaster.
• Hence, the segment that contains a grammatical error is 'by time'.
  

Correct sentence: The people living in coastal areas were evacuated in time.

The correct answer is 'No improvement'.

Key Points

• The given sentence is an example of Passive Voice.
• Here, 'was considered' is rightly used.
• Because the structure of it is:
  • Subject(Objective Case)+was/were+V3+Object(Subjective Case).

Therefore the correct sentence is: He was considered a genius by his school headmaster.
Hinglish

• दिया गया वाक्य पैसिव वॉइस का एक उदाहरण है।
• यहां, 'was considered' का सही इस्तेमाल किया गया है।
• क्योंकि इसकी संरचना है:
  • Subject(Objective Case)+was/were+V3+Object(Subjective Case).

इसलिए सही वाक्य है: He was considered a genius by his school headmaster.

सही उत्तर लोक-परलोक है।

Key Points

• लोक-परलोक शब्द- विशेषण का युग्म नहीं है।
• विशेषण - जो शब्द संज्ञा या सर्वनाम शब्दों की अच्छी या बुरी विशेषता बताते हैं, वे विशेषण कहलाते हैं। जैसे- सफ़ेद, सुन्दर, अत्याचारी आदि

अन्य विकल्प-

लोक-परलोक - विलोम शब्द युग्म है।

दिए गए विकल्पों में ‘त्र’ संयुक्त व्यंजन हैं। अत: विकल्प 3 ‘त्र’ इसका सही उत्तर होगा। अन्य सभी विकल्प गलत हैं।

स्पष्टीकरण:

विशेष:

सही उत्तर है - ‘अत्यंत’।

• ‘उर्वशी अत्यंत सुंदर है।’ इसमें ‘अत्यंत’ शब्द प्रविशेषण है।
• यहाँ ‘अत्यंत’ शब्द विशेषण शब्द की विशेषता बता रहा है।
• सुंदर शब्द विशेषण है।

Key Points

• प्रविशेषण : विशेषण की विशेषता बताने वाले शब्द को प्रविशेषण कहते हैं।

जैसे:-

• ​भोजन बड़ा स्वादिष्ट है।
• राम बहुत अच्छा लड़का है।

Additional Information

विशेषण की परिभाषा:

• विशेषण संज्ञा या सर्वनाम के रूप गुण, संख्या, मात्रा, परिमाण, आदि के विशेषता बताते हैं।

उदाहरण :

• सविता बहुत सुंदर लड़की है।
  शंकर बहुत मेहनती कार्यकर्ता है।

हिंदी में विशेषण 4 प्रकार के होते हैं :-

• गुणवाचक विशेषण
• परिमाणवाचक विशेषण
• संख्यावाचक विशेषण
• सार्वनामिक विशेषण

मैं (स्वयं) गाड़ी चला सकती हूँ। 'निजवाचक' सर्वनाम का उदाहरण है। Key Points

• निजवाचक सर्वनाम - जिनका प्रयोग वक्ता स्वयं के लिए करता है।
• उदाहरण -आप सभी हमारे अपने है।

Additional Information

सही उत्तर ग्राम्य है।

Key Points

• ग्राम्य शब्द का अर्थ - गाँव से संबंधित गाँव का (जैसे - ग्राम्य सुधार, ग्राम्य अर्थ व्यवस्था)।

Confusion Points

• खरा विशेषण से खरापन यह भाववाचक संज्ञा बनी है।
• तेजस्वी विशेषण से तेजस्विता यह भाववाचक संज्ञा रूप बना है।
• चिकना विशेषण से चिकनाई यह भाववाचक संज्ञा रूप बना है।

Additional Information

प्रसून, कुसुम, पल्लव विकल्प के सभी शब्द परस्पर पर्यायवाची नहीं हैं।Key Points

• पल्पलव का अर्थ नया एवं कोमल पत्ता है।
• पर्यायवाची शब्द - एक ही अर्थ का बोध कराने वाले भिन्न - भिन्न शब्दों को पर्यायवाची शब्द कहते है, अतः इनको समानार्थी शब्द भी कहते है।
• पल्लव के अन्य पर्याय -कोंपल, किसलय, पत्ता, पात आदि।
• प्रसून के अन्य पर्याय - पुष्प,फूल, सुमन, कुसुम,मंजरी आदि।

Additional Informationअन्य पर्याय -

Concept used:

a² – b² = (a + b) (a – b),

Calculation:

⇒ 38² – 22² = (38 – 22) (38 + 22) = 16 × 60

So,

Given:

The smallest number which when divided by 6, 8 and 10 leaves remainders 4, 6 and 8, respectively

Concept used:

LCM is the smallest common multiple of two or more numbers.

Calculation:

LCM (6, 8, 10) = 120

The smallest number divided by 6, 8, and 10 = 120

So we get,

⇒ 6 - 4 = 2

⇒ 8 - 6 = 2

⇒ 10 - 8 = 2

Now, the required number = 120 - 2 = 118

∴ 118 is the smallest number which when divided by 6, 8 and 10 leaves the remaining 4, 6 and 8, respectively.

Given:

Area of a square field = 484 m²

Radius = 14/22th of the side.

Circumference of circle = Perimeter of a square

a = side of the square

r = radius of the circle

Formula:

Area of square = a²

Perimeter of Square = 4a

Circumference = 2πr

Calculation:

a² = 484

a = √484

a = 22m

r = 14/22 × 22

r = 14m

Area of circle = πr²

⇒ πr² = 22/7 × 14 × 14

⇒ 22 × 2 × 14

⇒ 22 × 28

⇒ 616m².

The Correct answer is Option 2.

Concept:

• Animals have different senses.
• The animal world is full of examples of amazing senses.

Explanation:

Silkworm:

• The silkworm is the larva or caterpillar of the Bombyx mori moth.
• The moth is important because it makes silk.
• It is entirely dependent on humans, and it no longer lives in the wild.
• Silkworms eat mulberry leaves and are native to northern China.
• Some male insects can recognise their females by their smell.
• Silkworms can find their female worm from many kilometres away by their smell.

​Thus, a silkworm can find its female by its smell.

​Additional Information

Animals and their super senses:

Tiger:

• ​A tiger can see six times better at night than most of us.
• The tiger’s whiskers are very sensitive and can sense the movements or vibrations in the air.
• A tiger’s sense of hearing is so sharp that it can make out the difference between the rustling of leaves and the sound of an animal moving on the grass.
• The ears of the tiger can move in different directions and this helps to catch the sounds from all around.
• Tigers make different sounds for different purposes like when it is angry or to call out to a tigress. It can also roar or snarl.
• Tigers mark their area with their urine.
• A tiger can at once come to know if there is another tiger in its area by the smell of the urine.

Vulture:

• Vultures can see four times as far as we can.
• These birds can see things from a distance of eight metres what we can see from a distance of two metres.

​Hawk:

• Their eyes are forward-facing, which gives them excellent binocular vision.
• Their eyesight is one of the sharpest among all animals.
• Their eyes also allow them to focus quickly as they dive.