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Directions: Read the following passage and answer the question.
I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! I've said it. It's true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.
There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.
Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldn't escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.
But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasn't art; it was geography. I don't remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.
I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.
What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.
[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Reader's Digest]
Q. Why did the author think that becoming a teacher would grant them extraordinary abilities?
  • a)
    Because the author's mother, who is a teacher herself, conveyed this belief.
  • b)
    Because the author observed that teachers in their school possessed similar capabilities.
  • c)
    Because the school principal advised the author to pursue a teaching career.
  • d)
    Because the author aspired to a profession that would bestow fame upon them.
Correct answer is option 'B'. Can you explain this answer?
Most Upvoted Answer
Directions: Read the following passage and answer the question.I decid...
Understanding the Author's Perspective
The author’s aspiration to become a teacher stems from their observation of the extraordinary abilities exhibited by teachers during their school years. This realization shapes their belief about the profession.
Key Observations by the Author
- The author identifies that some teachers possess unique "superpowers" that allow them to create significant impacts on their students.
- For instance, the English-language teacher could transport students to different worlds through stories, which was a powerful and engaging experience for the class.
- The school principal had an incredible ability to know every child deeply, making them feel seen and understood, regardless of how invisible they felt.
- Most notably, the fourth-grade teacher had the ability to recognize and address the emotional needs of students who were quiet and reserved, like the author.
Conclusion: The Inspiration to Teach
- The author reflects that these teachers provided more than just academic knowledge; they created a nurturing environment that fostered emotional and intellectual growth.
- The lasting impact of these educators led the author to desire a similar role in their future, hoping to replicate the "magic" that those teachers brought into the classroom.
Thus, option 'B' is correct because the author’s desire to be a teacher is directly influenced by witnessing the extraordinary capabilities of the teachers in their school, inspiring them to aspire to that same level of influence and care.
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Community Answer
Directions: Read the following passage and answer the question.I decid...
The answer can be derived from these lines: "I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! I've said it. It's true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers."
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Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q. What aspect of extraordinary teachers does the author consider remarkable?

Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q. What, according to the author, was scary about the founder-principal?

Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.What is the meaning of the expression expanding our horizons as employed in the passage?

Read the given passage and answer the question that follows.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.Q.Why did the author believe that by becoming a teacher the author would receive superpowers?

Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! I've said it. It's true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldn't escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasn't art; it was geography. I don't remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.Q. Why did the author believe that by becoming a teacher the author would receive superpowers?

Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer?
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Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? for CLAT 2025 is part of CLAT preparation. The Question and answers have been prepared according to the CLAT exam syllabus. Information about Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for CLAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer?.
Solutions for Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? in English & in Hindi are available as part of our courses for CLAT. Download more important topics, notes, lectures and mock test series for CLAT Exam by signing up for free.
Here you can find the meaning of Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer?, a detailed solution for Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? has been provided alongside types of Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Directions: Read the following passage and answer the question.I decided at 10 years of age that I was going to be a teacher, because I wanted superpowers. There! Ive said it. Its true. When I was in primary school I could clearly see that some of my teachers had extraordinary powers. My classmates went about their day with joyful abandon. Not me. I was the quietly observant one, noticing things.There was our English-language teacher in fifth grade who could magically transport us to different worlds every day, simply by telling us stories and reading to us from books we would otherwise never pick up. This was our secret, because fifth graders were considered too old to have stories read out to them.Then there was the founder–principal of the school, a teacher as well, who knew everything about every child, knew not just their parents but even their grandparents. You couldnt escape her superpowered laser-like eyes that could see right into you—through flesh, bones and all. That was a scary superpower. Her hawk-eyed scrutiny often left us feeling like there was no escape.But, our class teacher in fourth standard could see the invisible. I was one of those who remained invisible, being rather quiet and shy as a child. Yet my teacher would notice me, even when I was unnoticeable. The unspoken message in her superpowered eyes told me: "I see you, I know you, I understand you." She knew, without needing to be told, the days I felt sad and lost and needed that extra pat. Being a dreamer, I found school a bit trying at times. She clearly had a superpower if, after four decades, I can still vividly remember her lessons about the great masters of art, expanding our horizons and kindling, at least in me, a lifelong interest in the subject. She did this even though her area of specialization wasnt art; it was geography. I dont remember much of the geography now, but I do remember how she made me feel. The lessons went beyond the textbook. As I learnt from her, the role of a primary school educator is to teach children, not subjects.I knew I wanted to be such a teacher, one of those all-seeing ones with superpowers that made children feel safe and valued.What seems amazing to me is that all those extraordinary men and women went about their business, calmly creating daily magic in their ordinary classrooms. No one noticed, no one gave them medals for bravery or Nobel prizes for creativity, although they were being the most creative anyone could be, in shaping and moulding young human beings.[Extracted with edits and revisions, from: Urmila Chowdhary, "Why I Became A Teacher", Readers Digest]Q.Why did the author think that becoming a teacher would grant them extraordinary abilities?a)Because the authors mother, who is a teacher herself, conveyed this belief.b)Because the author observed that teachers in their school possessed similar capabilities.c)Because the school principal advised the author to pursue a teaching career.d)Because the author aspired to a profession that would bestow fame upon them.Correct answer is option 'B'. Can you explain this answer? tests, examples and also practice CLAT tests.
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