Pedagogy MCQs (page 81 of 100)
Learning theories, child development, motivation, philosophy of education, teaching methods, curriculum and assessment, measurement and evaluation, classroom management, guidance and counselling, inclusive education, research, planning and school leadership, and Pakistan's education system. Includes applied, scenario-based questions in the style of recent FPSC SST (General) papers. For educator, SST, ESE, lecturer and other teaching posts.
1,997 questions. Select an option to check your answer, or open "Show answer". Showing 1601–1620.
- 1601.
A class takes eight minutes to move from whole-class to group work. Which strategy would most help?
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Answer: C. Teach a transition routine with a signal and a time limit, and practise it
Explicit, rehearsed routines reduce transition time.
- 1602.
Which rule is stated in the most positive way?
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Answer: C. "Walk in the corridor."
Positive rules tell learners what to do.
- 1603.
After a fight between two learners, the teacher brings them together to discuss the harm caused and agree how to repair it. This approach is:
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Answer: A. Restorative practice
Restorative practice focuses on repairing harm and relationships.
- 1604.
Which seating arrangement best supports frequent group discussion?
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Answer: C. Desks in clusters
Clustered seating lets learners face each other and collaborate.
- 1605.
For an individual test, the most suitable seating arrangement is:
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Answer: C. Rows with space between desks
Rows with space reduce copying and distraction.
- 1606.
A teacher keeps learners on track by moving smoothly from one activity to the next without unnecessary delays. This is maintaining:
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Answer: B. Momentum
Momentum keeps the lesson flowing and limits downtime.
- 1607.
In a large class of 70, which strategy best increases the number of learners who respond to each question?
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Answer: D. All learners write answers on mini-boards and show them together
All-response techniques engage everyone and give the teacher quick evidence of understanding.
- 1608.
A teacher asks a question, waits a few seconds, then asks learners to discuss with a partner before calling on anyone. This mainly:
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Answer: B. Increases participation and quality of answers
Think–pair–share gives every learner time to think and rehearse an answer.
- 1609.
Which is the best response when a learner gives a partly correct answer?
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Answer: D. Acknowledge the correct part and prompt for the rest
Building on what is correct keeps the learner engaged and develops the answer.
- 1610.
Calling on learners at random, using name sticks, mainly helps to:
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Answer: C. Keep all learners alert and accountable
Random selection signals that anyone may be asked, so everyone stays ready.
- 1611.
A teacher ignores minor attention-seeking behaviour while praising nearby learners who are working. This combination is:
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Answer: C. Planned ignoring with positive reinforcement of others
Removing attention from the misbehaviour while reinforcing desired behaviour reduces attention-seeking.
- 1612.
When the teacher first starts ignoring a learner's attention-seeking behaviour, the behaviour briefly gets worse. This is called:
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Answer: B. An extinction burst
Behaviour often increases briefly before it decreases when reinforcement stops.
- 1613.
A teacher excuses a learner from weekend homework after five days of complete classwork, and complete classwork becomes more frequent. This is:
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Answer: D. Negative reinforcement
Removing something unpleasant to increase a behaviour is negative reinforcement.
- 1614.
A learner loses five minutes of break time for repeatedly disturbing others. This is:
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Answer: A. Negative punishment (response cost)
Taking away something valued to reduce a behaviour is negative punishment.
- 1615.
A token economy is best described as:
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Answer: D. Learners earn tokens for desired behaviours and exchange them for rewards
Tokens are secondary reinforcers exchanged for back-up rewards.
- 1616.
A teacher rewards a shy learner first for looking up, then for raising a hand, then for answering aloud. This technique is:
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Answer: D. Shaping
Shaping reinforces successive approximations of the target behaviour.
- 1617.
A teacher reminds the class, "In the last lesson, Bilal's group finished first because they shared roles." The teacher is using:
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Answer: C. Modelling through a peer example
Pointing to a peer's success shows others what to do.
- 1618.
A teacher gives clear instructions, then checks understanding by asking two learners to repeat the steps. The main purpose is to:
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Answer: B. Make sure the task is understood before learners begin
Checking for understanding prevents confusion and off-task behaviour.
- 1619.
Which teacher behaviour is most likely to prevent misbehaviour?
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Answer: A. Well-planned, engaging lessons with clear expectations
Prevention through good planning and clear expectations is more effective than reaction.
- 1620.
A teacher uses a calm, private conversation with a learner who refuses to work, rather than a public confrontation. This mainly:
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Answer: A. Allows the learner to save face and reduces escalation
Private redirection lowers the risk of a power struggle.