DSSSB PRT Mock Test - 1 - DSSSB TGT/PGT/PRT MCQ

The total distance = 15 + 20 + 30 + 15 = 80m

Hence, the correct answer is 80m.

The pattern follows here is :

Hence, the correct answer is "Option (3)".

• Sterile means barren-unable to produce any child or offspring; unproductive that means barren.
  Another meaning of it is not imaginative or creative.
• Barren means (used about land or soil) not good enough for plants to grow on
• Arid means (used about land or climate) very dry; with little or no rain
• Fertile means (used about land or soil) that plants grow well in
• Dry means without liquid in it or on it; not wet

Hence Correct Answer is Option A

We can say that ,
The above given sentence is given in Passive Voice :-
Use structure “subject + auxiliary + past participle + by + object”
I have been promised a bicycle by my father.
Therefore , option C will be correct answer .

• Dreamy: Having a magical or pleasantly unreal quality; dreamlike.
•  Stupefied: Make (someone) unable to think or feel properly.
• Unsteady: Liable to fall or shake; not steady in position.
• Drunken: Drunk or intoxicated.
• Inebriate: Drunk or intoxicated.

So the synonym of Inebriate is Drunken.

• 'निष्पाप' शब्द का सही संधि-विच्छेद - निः + पाप l
• 'निः + पाप' शब्द में विसर्ग संधि है, जिसकी संधि 'निष्पाप' है l
• विसर्ग संधि में यदि विसर्ग से पहले इ, उ और बाद में क, ख, ट, ठ, प, फ में से कोई वर्ण हो तो विसर्ग का ष हो जाता है।

अन्य विकल्पों का विश्लेषण:-

• गिरीश - गिरि + ईश - गिरीश शब्द में दीर्घ संधि है। दीर्घ अ, आ, इ, ई, उ, ऊ और ऋ के बाद ह्रस्व या दीर्घ अ, आ, इ, ई, उ, ऊ और ऋ स्वर आ जाएँ तो दोनों मिलकर दीर्घ आ, ई, ऊ और ऋ हो जाते हैं। इस मेल से बनने वाली संधि को दीर्घ स्वर संधि कहते हैं।
  • रमेन्द्र - राम + इन्द्र, सर्वोदय - सर्व + उदय - गुण संधि l
• जब संधि करते समय (अ, आ) के साथ (इ, ई) हो तो 'ए' बनता है, जब (अ, आ) के साथ (उ, ऊ) हो तो 'ओ' बनता है, जब (अ, आ) के साथ (ऋ) हो तो 'अर' बनता है तो यह गुण संधि कहलाती है।

Additional Information

• पास-पास स्थित पदों के समीप विद्यमान वर्णों के मेल से होने वाले विकार को संधि कहते हैं।
• संधि के तीन भेद होते हैं -
  • स्वर संधि,
  • व्यंजन संधि
  • विसर्ग संधि।
• विसर्ग संधि के उदाहरण :-
  • निः + कलंक = निष्कलंक
  • चतुः + पाद = चतुष्पाद
  • निः + ठुर = निष्ठुर
  • धनुः + टंकार = धनुष्टंकार

सही उत्तर है - ‘ह’।

• ‘ह’ व्यंजन ‘उष्म व्यंजन’ है।

Key Pointsव्यंजन:-

• जो वर्ण स्वरों की सहायता से बोले जाते हैं उन्हें व्यञ्जन कहते हैं। हर व्यंजन के उच्चारण में अ स्वर लगा होता है।
  अ के बिना व्यंजन का उच्चारण नहीं हो सकता।

वर्णमाला में कुल 39 व्यंजन होते हैं।

• क वर्ग : क , ख , ग , घ , ङ
• च वर्ग : च , छ , ज , झ , ञ
• ट वर्ग : ट , ठ , ड , ढ , ण
• त वर्ग : त , थ , द , ध , न
• प वर्ग : प , फ , ब , भ , म
• अन्तस्थ : य , र , ल , व
• उष्म : श , ष , स , ह
• संयुक्त व्यंजन : क्ष , त्र , ज्ञ , श्र
• उक्षिप्त व्यंजन- ड़, ढ़

'वह ग्रंथ हिंदी लिपि में है।' वाक्य ग़लत है।

• अशुद्ध वाक्य - वह ग्रंथ हिंदी लिपि में है।
• शुद्ध वाक्य - वह ग्रंथ देवनागरी लिपि में है।
• हिंदी कोई लिपि नहीं है वह एक भाषा है।
• हिंदी भाषा की लिपि देवनागरी है।

Key Pointsअन्य विकल्पों में कोई त्रुटि नहीं है -

• अध्यक्ष महोदय मुस्कुराने लगे।
• ईश्वर आपका भला करें।
• ओह! तुम कल जाओगे।

Additional Informationदेवनागरी लिपि की विशेषताएँ -

• देवनागरी लिपि के उच्चारण और प्रयोग में समानता होती है।
• देवनागरी लिपि पूर्णतया वैज्ञानिक है।
• देवनागरी में निश्चित मात्राएँ हैं।
• इसमें प्रत्येक ध्वनि के लिए अलग लिपि चिह्न है।
• इसमें वर्ण का कोई भ्रम नहीं है।
• प्रत्येक वर्ग में अघोष फिर सघोष वर्ण हैं।
• यह लिपि लिखाई और छपाई दोनों में समान है।

Psycho-social approaches are a branch of psychology that emerged from the psychoanalytical approach.

Key Points

• Psycho-social approaches recognize the complex interplay between psychological and social factors in shaping human behavior and development.
• These approaches emphasize the importance of understanding an individual's social context and cultural background in order to provide effective support and treatment.
• These approaches believe that an individual's social environment, such as family, community, and culture, plays a significant role in shaping their personality, behavior, and mental health. Therefore, psycho-social approaches emphasize understanding an individual's unique social context and cultural background to provide effective support and treatment.

Thus, it is concluded that Only II is true.

Hint Psycho-social approaches have emerged from the psychoanalytical approach, and they share some of the same concepts and theories.

Human aggression is any behavior directed toward another individual that is carried out with the proximate (immediate) intent to cause harm.

Key Points Instrumental Aggression

• Instrumental aggression produces some positive reward or advantage (impact) on the aggressor unrelated to the victim’s discomfort.
• In instrumental aggression, the act of aggression is meant to obtain a certain goal or object.
• For example, a bully slaps a new student in school so that s/he can snatch the newcomer’s chocolate.

Thus, it is concluded that Both I and II statements are correct.

Gender Stereotyping refers to the relatively fixed and overgeneralized attitudes and behaviors that are considered normal and appropriate for a person in a particular culture based on his or her biological sex. For example,

• Presenting women doing make-up.
• Being dropped by her husband.
• Doing some household chores given that when a woman is capable of doing much more.

Key Points

• It should be noted that stereotypes can be broken by showing 'girl playing football in an advertisement for a sports shoe.'

​Hence, we conclude that 'girl playing football in an advertisement for a sports shoe' does not show gender stereotypes.

Additional Information

• Gender stereotyping can limit the development of the natural talents and abilities of girls and boys, women and men, as well as their educational and professional experiences and life opportunities in general.
• Stereotypes about women result from deeply ingrained attitudes, values, norms, and prejudices against women.
• To avoid the situation of gender stereotype, a family should start involving boys in household chores that were mainly concerned with girls traditionally which gave rise to gender biasing and stereotyping.
• Therefore, "to bridge the gap of gender stereotypes, girls should be asked to help in works outside the home too as well as boys to help inside the home".

Role identification refers to the adaptation of values, attitudes, and actions of other people. For example, a boy pretends like his father and imitates his words and actions instead of fighting with him.

• Erik Erikson has given a theory of psychosocial development that focuses on how the social experience impacts a person's lifespan. He has given 8 stages to explain the impact of social interaction and how development occurs at each stage.

• The fifth stage of Erikson's theory explains identity vs role confusion which occurs at the age of 12-18 years during adolescence.
• This stage was based on the Epigenetic principle that states the development of personality takes place in a predetermined order.
• This stage talks about how social and occupational identities develop. Society plays a vital role to make a child understand what behavior and responses are expected from him from society.
• Thus, it helps him in setting his role identity which enhances his social relationships by establishing his social identity.
• The success of this stage leads to fidelity. The virtue of fidelity means the ability to relate with other people that helps in forming relationships.

Hence it is concluded that role identification helps a learner to establish his social identity.

Additional InformationAll the stages of Erik Erikson's theory are given below:

Adolescence marks an important time in the process of human development, the passage between childhood and adulthood. Adolescence is characterised by rapid physical, social, mental, and emotional change. It is also a time of opportunity and risk. Adolescent, the age is between 10 to 19 years and divides adolescence into three psychosocial developmental phases:

• Early adolescence: age 10-13 years
• Middle adolescence: age 14-16 years
• Late adolescence: age 17-19 years

Key Points

This social transformation from dependent child to independent person occurs differently in different cultures. Between the age of 7-14 years, the child manages the maximum social adjustment in this changeable and variable social world. The social characteristics of this period are-

• Struggle with a sense of identity
• Feel awkward about one’s self and one’s body; worry about being normal
• Realize that parents are not perfect; increased conflict with parents
• Increased influence of peer group
• Desire for independence
• The tendency to return to “childish” behaviour, particularly when stressed
• Moodiness
• Rule- and limit-testing
• Greater interest in privacy

Thus from above-mentioned points, it is clear that between the age of 7-14 years the child manages the maximum social adjustment in this changeable and variable social world.

Anxiety disorders are characterized by fear, worry, or dread that greatly impairs the ability to function normally and that is disproportionate to the circumstances at hand.

Key Points

• Separation anxiety is one of the most common types of anxiety disorder.
• In this disorder, children worry constantly, when they are away from their parents and when at home they shadow one or both of their parents.
• Although school refusal is the most common symptom of children with a separation anxiety disorder (75%), only one-third of all children who refuse to attend school do so because they have a separation anxiety disorder.
• Since the start of school is usually the first circumstance that requires lengthy and frequent separation of children from their parents, separation anxiety is often the main cause of school phobia.

Additional Information

• Anxiety may also result in physical symptoms.
• One study found that 75 percent of children who have school refusal caused by separation anxiety have mothers who also avoided school during childhood.

Thus, it is concluded that some children experience excessive anxiety at being away from home, even after a long period of time. They might be suffering from separation anxiety.

Autism, also known as Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder characterized by deficits in social communication and interaction, and restricted and repetitive behaviours, interests, or activities.

Key Points

• While social withdrawal or avoidance behaviour can be a part of autism, it is not sufficient to diagnose autism spectrum disorder.
• Other symptoms, such as difficulty with nonverbal communication, lack of interest in peer relationships, delayed or absent language development, and restricted or repetitive patterns of behaviour, interests, or activities, must also be present.
• Therefore, it's essential to consult with a qualified healthcare professional or a mental health specialist who can assess the child's behaviour and provide an accurate diagnosis, if necessary.
• Social communication and interaction deficits can manifest in a variety of ways, such as:
  • Difficulty with nonverbal communication, including gestures, facial expressions, and tone of voice
  • Delayed or absent language development or difficulty initiating or maintaining conversations
  • Difficulty understanding and responding to social cues, such as facial expressions or body language
  • Lack of interest in making friends or socializing with peers
  • Lack of empathy or difficulty understanding the feelings of others

Hence, it can be concluded that "Master Krishna aged 8 years dislikes communication with others and avoids playing with his peers". This type of tendency is called ​Childhood Autism.

The form of communication before children learn to speak is nonverbal communication.

Key Points

• Non-verbal communication includes facial expressions, body language, gestures, and vocalizations such as crying, cooing, and babbling.
• Before children learn to speak, they rely on nonverbal cues to communicate their needs, feelings, and desires to their caregivers.
• It is the primary way that infants and young children express their needs, emotions, and desires before they develop the ability to use words and sentences to communicate.
• For example, when a baby cries, it may be signaling that it is hungry, tired, or in pain.
• When a parent responds to the crying by providing food or comfort, the baby learns that its cries are effective in communicating its needs to others. As infants grow older, they begin to use gestures such as pointing, waving, and reaching to communicate with others.
• Nonverbal communication is the primary form of communication for infants and young children before they learn to speak. It includes a wide range of behaviours, such as facial expressions, gestures, and vocalizations, and it is an essential aspect of social and emotional development.

Hence, it can be concluded that The form of communication before children learn to speak is gestures, babbling and crying.

Erik Erikson was a German-American developmental psychologist and psychoanalyst who proposed a theory of psychosocial development while Jean Piaget was a Swiss psychologist who proposed a cognitive developmental theory.

Key Points

• According to Erikson, the first stage of development is Trust vs. Mistrust, which occurs from birth to 18 months. The second stage is Autonomy vs. Shame and Doubt, which occurs from 18 months to three years. The third stage is Initiative vs. Guilt, which occurs from three to six years. In this stage, children learn to take initiative and explore their environment.
• The fourth stage is Industry vs. Inferiority, which occurs from six to twelve years. In this stage, children learn to develop a sense of competence and mastery in academic and social domains. The fifth stage is Identity vs. Role Confusion, which occurs from twelve to eighteen years.
• The sixth stage is Intimacy vs. Isolation, which occurs from eighteen to thirty-five years. The seventh stage is Generativity vs. Stagnation, which occurs from thirty-five to fifty-five years.
• The final stage is Ego Integrity vs. Despair, which occurs from fifty-five years and older. In this stage, older adults reflect on their life experiences and develop a sense of satisfaction or regret.
• Piaget's theory describes how children actively construct knowledge and understanding of the world around them through their experiences.
• Piaget's theory includes four stages: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational.

Hence, it can be concluded that neither of the statement is correct.​

India is a multilingual country with numerous languages and dialects. There are approximately 1652 languages and dialects that belong to different language families.

Key Points

• Languages that have a long history, whose grammar has been the subject of many studies and in which much literature has been written are referred to as classical languages.
• The classical languages are considered dead languages as they lose their importance in the modern world and their speakers shift to another language. A language becomes dead when the language has no more native speakers.
• As per the requirements set by the Government of India in 2004, a language is accorded the status of "Classical Language of India" if it fulfills the following criteria:
  • It should have a recorded history of existing for over a period of 1500-2000 years.
  • It would have an original literature tradition and would not borrow anything from any other language family.
  • It should have some ancient literature or epics in it.
  • The language should be different from its modern/later forms.
• Currently, there are six languages mentioned in the 8th schedule of the Indian constitution that enjoy the "Classical" status in India that are Tamil (declared in 2004), Sanskrit (2005), Kannada (2008), Telugu (2008), Malayalam (2013), and Odia (2014).

Thus, it is concluded that Bengali is NOT a classical language.

Bengali, also known as Bangla, is the official language of Bangladesh and is widely spoken in the Indian state of West Bengal and the Indian union territory of Andaman and Nicobar Islands. It is one of the most widely spoken languages in the world, with over 250 million native speakers.Key Points

• The Bengali language belongs to the Indo-Aryan language family, which is a branch of the larger Indo-European language family.
• The Indo-Aryan family includes numerous languages spoken primarily in the Indian subcontinent, including languages like Hindi, Punjabi, Gujarati, Marathi, and Nepali.

Important Points Indian languages, languages spoken in the state of India, generally classified as belonging to the following families:

​Hence, we conclude that Bengali belongs to the Indo-Aryan language family.

Jean Piaget's theory of cognitive development is a comprehensive theory about the nature and development of a child. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.

Key Points

Statement I: As per Piaget's stages of cognitive development, the child learns a language and begins to use symbols to represent objects during the pre-operational stage.

• This statement is true. The preoperational stage, which occurs from about 2 to 7 years old, is characterized by the child's development of symbolic thought.
• Children begin to use language and other symbols to represent objects, ideas, and events. They also become more capable of thinking about the past and the future.

Statement II: As per Piaget's stages of cognitive development, the child learns through reflexes, senses, and movement-actions on the environment during the formal operational stage.

• This statement is false. The formal operational stage, which occurs from about 11 or 12 years old to adulthood, is characterized by the development of abstract thought.
• Children can now think about hypothetical situations, consider multiple perspectives, and solve problems in a logical and systematic way. They are also no longer egocentric and can understand the thoughts and feelings of others.

Therefore, the correct answer is Statement I is true but Statement II is false.

Evaporation cause cold during the process of evaporation the water changes into vapour form, this vapour helps in cooling by absorbing the energy of the surface.

Key Points

• To prove that evaporation causes cooling in the primary class, It is better to show the student by the demonstration method
• Where children will see the changing of the form of water and the changes caused by the evaporation
• This statement is related to the teaching and learning of Environmental studies in the primary class.

​Hence, we can conclude that the given statement is related to the teaching-learning of Environmental studies subject.

Additional Information

• In the primary class, there is no distinction between social science and science they are together taught as the Environmental Science

• It helps the learners to achieve two types of goals, i.e. learning goals and interpersonal goals. This implies that cooperative learning is conducive to the improvement of students' learning achievement as well as for the development of interpersonal skills.
• The members hold common aims or ideals, which to some extent bind them together. The achievement of aims is presumably one of the rewards.
• Cooperative learning takes place in structured groups, that is, the groups which are formed in a planned and systematic manner.
• The members influence and respond to each other in the process of communicating, whether they are face-to-face or otherwise deployed. The sense of "group" exists even when members are not collected in the same place.

  Members also have healthy competition with each other where they actively participate in the process of learning and acquisition of knowledge.

Hence, C & D are the correct answers.

National Curriculum Framework, 2005, published by NCERT is a complete document to rejuvenate Indian schools as well as Teacher Education. The guiding principles of NCF, 2005, focus on connecting knowledge to life outside the school, ensuring that learning shifted away from rote methods, enriching the curriculum so that it goes beyond textbooks, and making examinations more flexible and integrating them with classroom life.

Key Poits

The major features of NCF, 2005 have been articulated in the following five different areas of the School Curriculum -

1. ‘Perspectives of Education’
2. ‘Learning and Knowledge’
3. ‘Curricular Areas, School Stages and Assessment’
4. ‘School and Classroom Environment’
5. ‘Systemic Reforms’

Important Points‘Curricular Areas, School Stages and Assessment’

• Language - Skills of language such as speaking and listening, reading and writing across the school subjects and disciplines need to be practiced.
• Mathematics - Provide scope to students about Mathematics as a discipline, because at the secondary stage, students begin to perceive the structure of Mathematics as a discipline.
• Science - The language of Science teaching along with the content and process needs to be commensurate with the age and cognitive abilities of the learners
• Social Science - To focus on an interdisciplinary approach to learning History, Geography, Economics, Sociology, and Political Science and dealing with the key national concerns such as gender, justice, human rights, and sensitivity towards the marginalized groups and minorities.
• Work School curricula - from the pre-primary stage to the senior secondary stage need to be reconstructed to realize the pedagogic potential of work as a pedagogic medium in knowledge acquisition, developing values, and multiple skill formation.
• Art Education - Folk and classical forms of Music and Dance, Visual Arts, Puppetry, Clay Work, Theatre Art and Heritage Crafts should be recognized as integral components of the school curriculum.
• Peace Education - Peace-oriented values should be promoted in all subjects throughout the school years with the help of relevant activities. Peace education should form a component of teacher education.
• Yoga, Health, and Physical Education - It is very important for the overall development of learners. Through health and physical education programs (including yoga), it may be possible to handle successfully the issues of enrolment, retention, and completion of school.

Hence, all the above three options Art, Physical, and Peace Education draw the attention of NCF 2005

Learning as Meaning Making: Perception of an individual can be understood from the way he/she acts. When it is raining, some people will run for the shelter while others will enjoy walking in it. Although, there is no disagreement on ‘It is raining’, their actions indicate differences in their perceptions, and the meanings they make of the incident.

• Thus different people perceive different things about the same situation. But more than that, we assign different meanings to what we perceive.
• What we perceive is largely a function of our previous experiences, our assumptions and our purposes (needs). We do not change our perceptions until and unless we are frustrated in our attempts to do something based on them.

To facilitate meaning-making learning, your role as a teacher is as follows:

• Before initiating any learning activity in the class you should have a clear knowledge of the previous experience of each student relating to the activity.
• Besides the previous knowledge, you should have intimate knowledge of the interests, attitudes and typical personality characteristics of the students which have bearing on their perception.
• You need to create a congenial environment in the classroom and school in which the students would feel free to express their viewpoints on the issues being discussed.
• You should record each student’s perceptions on the issue on the blackboard so that all the statements are visible to all students.
• You need to create an opportunity for each student to explain his/her viewpoints so that in the process everyone could understand the perception of others and would get chance to assess his/her own position on the issue and may like to modify or change the meaning so far held by him/her.

Hence, all the above points are important to make meaningful learning.

Howard Gardner proposed the theory of multiple intelligences. According to him, intelligence is not a single entity rather distinct types of intelligence exist. Each of these intelligence is independent of the other. Gardner also put forth that different types of intelligence interact and work together to find a solution to a problem.

Important Points

Interpersonal Intelligence-

• This intelligence is concerned with the capacity to understand the intentions, motivations, and desires of other people.
• It allows people to work effectively with others
• This area has to do with interaction with others.
• People who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others’ moods, feelings, temperaments, and motivations, and their ability to cooperate to work as part of a group which contributes to success in cooperative learning activities.
• These people have strong interpersonal intelligence are good at understanding and interacting with other people.
• A person with interpersonal intelligence can understand the various emotional states of other people.
• Interpersonal intelligence is the ability to respond appropriately to the moods and temperaments of others.

Hence, we can conclude that according to the Gardner's Theory of Multiple Intelligences, the dimension that would most contribute to success in cooperative learning activities would be interpersonal.

Additional Information

NOTE: The following table will provide a complete idea of Howard Gardener's 8 types of Intelligence.

The correct answer is Kerala.

Key Points

•  Koodiyattam also spelled as Kutiyattam, Sanskrit drama performed in Kerala, India.
• It has been recognized by UNESCO as a Human Heritage Art.
• It is the oldest existing classical theatre form in the entire world, having originated much before Kathakali and most other theatrical forms. It is considered to be at least 2000 years old.
• Kulasekhara Varma Cheraman Perumal, an ancient King of Kerala was known as the creator of Koodiyattam in the present form.
• Three prominent Koodiyattam artists are Indu G, Aparna Nangiar and Kalamandalam Sindhu.

​Additional Information

Educational philosophy allows new ideas and knowledge to enter Rabindranath Tagore's mind from all directions in order to fit them all into the Indian scheme of things and culture

• He believed in education that was deeply rooted in one’s immediate surroundings but connected to the cultures of the wider world, predicated upon pleasurable learning and individualized to the personality of the child.
• Tagore's own educational system had its implication in the field of natural education.
• For him, education should take the children nearer to nature, and being a spiritualist.
• His educational philosophy was based on three cardinals principal: Freedom and joy for the children in creative self-expression and active communion of man and nature.
• According to Tagore, education based on three sources i.e. nature, life, and teacher. Among them, nature can be considered as the generous donor but the sensitivity of the child and its respective power is to be enkindled by independent and creative thinking and this hard job belongs to the teacher.

Key Points​ The correct set of four fundamental principles of Rabindranath Tagore's educational philosophy:

Naturalism:

• It was developed in the 18th century. It is based on the assumption that nature represents the wholeness of reality.
• Nature, itself, is a total system that contains and explains all existence including human beings and human nature.
• According to naturalists the material and the physical world are governed by certain laws, and man, who is the creator of the material world, must submit to it.
• It denies the existence of anything beyond nature, behind nature and other than nature such as supernaturalism.
• The naturalistic philosophy of education is as old as the idealistic philosophy of education as it lays emphasis upon nature in every field of education.
• The naturalistic philosophers of education derive the aims and ideals, the means the methods of teaching, and the principles of curriculum and school management from nature.

​
Idealism:

• The idealists believe that the soul is immortal, the world of ideas is the real world and this world of ideas is not the world of senses. The mind possesses the important power of thought.
• This school of thought gives importance to ‘Ideas’ and ‘Ideologies’ and accordingly, imposes a strict discipline in curriculum development and uses teacher-centered methods in the implementation of the curriculum.

Humanism

• It is another important school of thought.
• It emphasized nature and the basic goodness of human beings, understanding through the senses and education as a gradual and leisurely procedure in which the progress of human character follows the unfolding of nature.

Internationalism:

• An ardent lover of humanity must realize the spiritual unity of mankind and work for the realization of international collaboration.
• Bonds of love must result in international unity. Tagore wrote that “mankind must realize a unity, wider in a range, deeper in sentiment, stronger in power than ever before”. He refuted the idea that “East is East, West is West; never the twain shall meet”; and in fact, he changed these words of Kipling into this.

Socialism is not among the four fundamental principles of Rabindranath Tagore's educational philosophy.

Leadership style is the pattern of behavior that a leader exhibits, in influencing his/her subordinates toward the goals of an organization. Leadership styles change from group to group and also from situation to situation.

Key Points

• The leadership style in the leader avoids making decisions and delegates responsibilities to the team members known as "Laissez-faire" leadership or "hands-off" leadership.
• In this style, the leader avoids making decisions and delegates responsibilities to the team members.
• The leader is usually not involved in day-to-day operations and leaves the team to handle tasks and problems on their own.
• This type of leadership can be effective when the team members are highly skilled and motivated, but it can lead to a lack of direction and accountability if the team members are not able to function independently.

Hence, we can conclude that option 3rd is correct.

There are several related terms used in the context of integrated learning and teaching like ‘integrated curriculum’, ‘interdisciplinary teaching’, ‘multidisciplinary teaching’, ‘thematic teaching’, and ‘synergistic teaching’. Process and types of integration:

• Integration within subject areas: Integration within one subject area or Intra-disciplinary Integration is a process of integration where the knowledge and skills of same subject are connected together during the teaching learning process. In other words, it is a process of combining different concepts of several topics within the same subject during the process of classroom transaction. For example: - In language teaching, we can combine reading, writing and oral communication skills through story telling.
• Integration between subject areas:
  • ​Multidisciplinary Integration: In multidisciplinary integration the subject area outcomes remain distinct, but due to some meaningful linkages they are connected together during the process of transaction. For example, Water can be studied in History (Water Disputes), Geography (Resource), Science (Element) etc.
  • Interdisciplinary Integration: Interdisciplinary integration is a process of integrating the interdependent or common knowledge and skills from more than one subject areas during transaction process. For example, concepts of mathematics and science are acquired by integrating to singing, sculpting, and painting and dancing.
• Integration beyond subject areas: Integration beyond Subject Areas or Trans-disciplinary integration is a process where the students’ day to day experiences are connected to the different subject areas to acquire knowledge and skills. In other words interdisciplinary and disciplinary skills in a real life context are focused in Trans-disciplinary integration. For example, Project based learning and teaching. In a project based learning students tackle a local problem and learn the concepts and skills through the process of exploring and solving projects.