CTET Paper 2 Mock Test - 6 (Social Science) - CTET & State TET MCQ

Kohlberg divided six stages into three separate levels. The three levels of moral development include pre-conventional, conventional and post-conventional. Those at post-conventional level base their decisions on more abstract principles that may not be defined by their particular society's laws. Thus, the subject in question is at this level.

While handling students with special needs, use simple commands with as few words as possible, having the child then carry out that instruction.

Part of the importance of emotion in education is that it is tied to cognition. Demetriou and Wilson (2008) tell us that "emotional development is inextricably intertwined with our acquisition of knowledge".

Student-centred learning, also known as learner-centred education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. Question-answer method is based on teacher's own discretion and does not put learner first.

Humans seek to reduce anxiety through defence mechanisms. Defence mechanisms can be psychologically healthy or maladaptive, but tension reduction is the overall goal.

The RTE Act provides for The Right of Children to Free and Compulsory Education till completion of elementary education in a neighbourhood school. It clarifies that 'compulsory education' means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. 'Free' means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. It makes provisions for a non-admitted child to be admitted to an age appropriate class.

Growth is the expansion of some object, institution or population which is measurable and is always quantitative whereas development is related to qualitative improvement. Qualitative differences focus on changes in the way children think, behave, and perceive the world differently as they mature. Hence statement 4 is not true.

Focussing too much on the result will actually have an adverse effect and will add to the anxiety quotient. Focussing on process rather than outcome is a much better strategy.

A common mnemonic for remembering lists is to create an easily remembered acronym, or, taking each of the initial letters of the list members, create a memorable phrase in which the words with the same acronym act as the material. The technique mentioned in the question is one example of mnemonics.

Private speech is speech spoken to oneself for communication, self-guidance, and self-regulation of behaviour. Children from two to about seven years old can be observed engaging in private speech. Although it is audible, it is neither intended for nor directed at others.

Creative thinking aims at novelty in the first instance rather than truth. Creative thinking is always 'constructive' as it aims at novelty. It necessarily has to be different from the conventional modes of thinking.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skills as a result of practice and experience.

A teaching approach refers to the ideologies that are followed during the teaching-learning process in the classroom. The different aspects of a classroom include the students, teacher, and subject matter so the teaching approaches are based upon these different aspects of the classroom.

Constructivism is centered on the idea that human knowledge and learning are actively constructed by the teacher, not passively received from the environment. It is based on the theory of constructivism which holds that learning always builds upon the knowledge that a student already has.

A congenial classroom is one where all pupils are accepted, where they are all acknowledged as important, and where they are recognized. The instructors try to consider their students as more than just academic tools. A congenial classroom atmosphere promotes a positive learning experience for students

Thinking is a higher cognitive process. In the literature, it has been defined primarily in two ways; one category of definition considers thinking as a problem-solving activity. While the other class of definition considers it as a mechanism of an internal representation of the external world.

Questions are an aid in the learning process and hence questioning skill is one of the important teaching skills required to be developed to conduct a successful classroom session by the teacher. Effective teachers use productive questions to help students advance in their thinking and to construct their own understandings.

Motivation refers to those factors which increase or decrease an individual's vigor for some activity. Motivation is something that energizes and directs behavior.

Creativity involves thinking originally, recombining ideas in new ways and breaking away from set ways of thinking and behavior.

• When children are being creative, they will produce something. But their goal is not the finished product. Evaluation of the end product is more appropriate when working with older children and adults.
• Be open to children's suggestions about doing something different and venture with them as they explore their play material. Such an attitude will tell them that it is all right to try out something new.to experiment. Sometimes you may need to encourage children to explore and think for themselves if they seem hesitant to do so. 
• Schedule some activities each day that allows self-expression and make these activities as creative as possible to foster independence in them.
• Do not reward children for an activity that they like to do in the first place, in the absence of the reward so that it enhances the positive effect.

​Hence it is clear that all the above points encourage creativity.

Failure is the state or conditioning of not meeting desirable goals and may be viewed as the opposite of success.
Cause of failure of students is:

• Lack of adequate practice.
• Student is unable to related or assimilate the information.
• Teaching through incorrect teaching methods.
• Not being compatible with the school environment.
• Students fail because teaching is done in a way that is meaningful to them.
• Because the school system does not take care of the needs and interests of the students.

​Hence, we can conclude that cause of failure of students is not to strive for assimilation.

Classroom Discussions play a vital role in shaping or constructing the overall personality of a child. The discussions help the child to not only presents his or her point of view but to get an idea of other's perception as well and this helps in shaping the all-round thinking of a child.
Gender Bias:

• It refers to the belief that someone prioritizes one gender more than another. 
• It is a form of unconscious bias, or implicit bias, which occurs when one individual attributes certain attitudes and stereotypes to another person or group of people.
• It is a preference or prejudice toward one gender over the other for example preferring boys over girls during an activity. Bias can be conscious or unconscious and may manifest in many ways, both subtle and obvious.

Examples of Gender Bias in Teaching and at school:

• Stereotypical expressions of male and female characters in textbook content.
• Assigning work differentially to boys and girls.
• Girls being given lesser opportunities to participate in school and classroom events.

Gender Constancy: The concept of gender constancy refers to a cognitive stage of development of children at which they come to understand that their gender (meaning their biological sex) is fixed and cannot change over time.
Gender Relevance: It is an important consideration in development. It is a way of looking at how social norms and power structures impact on the lives and opportunities available to different groups of men and women.
Gender Identity: It is a personal conception of oneself as male or female. This concept is intimately related to the concept of gender role, which is defined as the outward manifestations of personality that reflect gender identity.
So, during a classroom discussion if a teacher pays more attention to boys than girls then it will be regarded as an example of Gender Bias.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education' which emphasizes that learning takes place only through 'hands-on' approach so the students must interact with their environment to adapt and learn.
Belief in the capability and potential of every child is central to the concept of progressive education as it promotes: 

• emphasizes to enhance skills and understanding of the learners by engaging with the contents and experiences.
• promotes 'learning by doing' to make children self-reliant and productive to use their knowledge and talents effectively.
• ensures the active participation of students by working in a group and applying practical knowledge to complete an activity.

So, it could be concluded that belief in the capability and potential of every child is central to the concept of progressive education.

Continuous and Comprehensive Evaluation, commonly known as 'CCE', was introduced as a school-based evaluation system by the CBSE in 2009 with the enactment of the Right to Education Act.

• Continuous and comprehensive Evaluation mainly aims at promoting Inclusive education. 
• CCE can be incorporated in the inclusive classroom while engaging in teaching through a variety of activities.
• Incorporating strategies for attending to diverse needs in classrooms would be particularly useful in developing CCE processes for the classroom.

Aims of CCE:

• Emphasizing continuity and regularity of assessment.
• Assessing both scholastic and co-scholastic aspects of a child's growth.
• Emphasize the thought process and de-emphasize memorization as CCE includes all aspects of students' development.
• Recording the methods of learning to make the required improvements.
• Making evaluation an integral part of learning through diagnostic and remedial teaching.
• Evaluating children comprehensively rather than focus only on cognitive or intellectual functioning. 
• Ensuring all-around development of students including cognitive, psychomotor, and affective domains.
• Evaluate every aspect of the child during their presence at the school.
• Developing a student's cognitive, psychomotor, and affective domains.
• Assessing both scholastic and co-scholastic aspects of a child's growth.
• Evaluation of the interest of the child during their presence at the school.
• Observing and recording the methods of learning to make improvements.

So, we can conclude that Continuous and Comprehensive Evaluation mainly aims at promoting Inclusive education.

Error: When a learner can’t master a topic, he/she is vulnerable to make errors. Errors are nothing but incorrectness made by a child during learning. 
Misconceptions: It takes place due to the mismatch in previously assimilated and newly accommodated knowledge. 
Children’s errors and misconceptions:

• are significant steps in the teaching-learning process.
• are necessary in the learning process to give insight into children's thinking.
• help the teacher to be aware of learners' learning styles, to cater them according to their needs.
• are considered as a part of the teaching-learning process as it helps to understand the child.

So, it could be concluded that children’s errors and misconceptions are a significant step in the teaching-learning process.

The  'Theory of Multiple Intelligence' or 'Multidimensional Intelligence Theory'  was propounded by an American psychologist 'Howard Gardner' in his book 'Frames of Mind'. 
This theory describes eight different kinds of intelligence and emphasizes that:

• intelligence is of several kinds.
• intelligence can't be tied to a single domain.
• each individual has his/her own unique abilities.
• intelligence is not dominated by a general factor.

So, it could be concluded that the Theory of multiple intelligence emphasize that there are several forms of intelligence.

- Assertion is true as Child-centered Learning is indeed emphasized in NCF 2023.

- Reason is false as Child-centered Learning doesn't specifically entail tailoring the curriculum; it's more about designing learning experiences around the child's needs and interests.

- The Reason is not the correct explanation of the Assertion since it misinterprets the essence of Child-centered Learning.

- Assertion is correct. The detailed descriptions of numerous traits have indeed made studying personality traits complex.

- Reason is correct. The unwieldy nature of trait descriptions does hamper effective trait study, making the reason a correct explanation for the assertion.

• Assertion: The statement is valid. Exploring diverse gender identities can indeed contribute to reducing bias in educational settings.
• Reason: While promoting respect for gender identities is crucial, it may not directly explain how exploring diverse identities reduces gender bias.
• Explanation: Although the Reason is correct, it does not serve as a direct explanation for why encouraging exploration of diverse gender identities can reduce bias.

- The assertion is correct as a teacher's personality indeed plays a crucial role in student comprehension and motivation.
- The reason is also correct since teachers serve as models influencing students' behaviors and attitudes.
- However, the reason provided does not directly explain why the teacher's personality impacts student learning outcomes, hence making Option B the correct choice.

• Assertion is correct as children from well-to-do families often do exhibit better cognitive and social development due to their access to various resources.
• Reason is also correct as children from affluent families do have better access to educational opportunities and experiences.
• The Reason statement provides a logical explanation for why children from affluent families exhibit better cognitive and social development.