Category III - Paper III - Kerala

1 Category III - Paper III. (For classes VIII to X). K-TET 2012 Category - III. Kerala TEACHER ELIGIBILITY TEST (K-TET) 2012. SAMPLE QUESTIONS. 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678.

2 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. Category III - Paper III (For classes VIII to X). 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678.

3 1234567890123456789012345678901212345678 9012345678901234567890121234567890123456 7890123456789012123456789012345678901234 5678901212345678901234567890123456789012 123456789012345678. I. A DOLESCENT P SYCHOLOGY , T HEORIES OF L EARNING &. TEACHING APTITUDE. 1. An effective teacher should be able to handle 1. GXp-Xcw ]T-\-{]-h -\- \ In- the classroom situation by providing activities: bmWv {]mK yap Hc-[ym-]-I mkv A. suitable to the intellectual level of the ssIImcyw sNt - Xv? learners. A. ]Tn-Xm- -fpsS _u n-I-\n-e-hm-c- n- B. intended for the talented students only \-\p-k-cn v C. to students to learn at their own will B. anSp- -cmb ]Tn-Xm- sf Dt -in- p- D.}}

4 Considering the special abilities of am{Xw students only. C. ]Tn-Xm- sf Ah-cpsS CjvSm-\p-k- cWw ]Tn- m A\p-h-Zn v D. ]Tn-Xm- -fpsS {]tXyI Ign-hp-I . ]cn-K-Wn- p-sIm v am{Xw 2. Which of the following is a true statement 2. _p n-am- ys kw_- n v Xmsg ]d- about Mental Retardation? bp {]kvXm-h-\-bn GXmWv ]q - A. Most Mentally retarded people are ambpw icn? unable to live normal lives due to their A. am\-kn-I-amb Ignhv Ipd-hp-I . mental deficiencies. ImcWw an _p n-am- y-ap- - B. With special tutoring, a mentally h pw km[m-cW PohnXw \bn- retarded person can attain average m {]bm-k-amWv intelligence. B. {]tXy-I-]-cn-io-e\w sIm v _p n- C. The majority of mentally retarded am- y-ap- -h v icm-icn _p n-\n- people are mildly retarded.}}}}}}

5 E-hm-c- n F m Ign-bpw. D. Diagnosis of mental retardation is based C. _p n-am yw D -h-cn `qcn-`m-Khpw exclusively on IQ scores t\cnb _p n-am- y-ap- -h-cm-Wv. D. _p n-am- y-ap- -hsc Xncn- -dn-bp- Xv kvtIm ASn- m-\- am n am{X-amWv - 3/2 - K-TET 2012. Category -III. 3. According to the theory of Bruner, which of 3. {_qW-dpsS kn m- -{]-Imcw Xmsg ]d- the following statement is correct? bp GXp {]kvXmh-\-bmWv IqSpX . icn A. Learning takes place gradually. A. ]T-\w {Ia-ambn \S- p Hcp B. Each leaner should pass through {]{InbbmWv 789. 789 different stages of intellectual B. Hmtcm ]Tn-Xmhpw Hmtcm \n nX. 789. 789. 789. 789. 789. 789 development _u nI L - fn- e qsS IS p C.}}}}}}}

6 The type of representation used by the t]mIp- p. learner depends on the type of thinking C. ]T\ hkvXp-X-bpsS {]Xn-\n-[m\w required. ]Tn-Xm-hns Nn m coXnbv \p-k- D. Intellectual development takes place in cWamWv the same pattern in all individuals. D. F m hy n-I-fnepw _u n-I-hn- Imkw \S- p- Xv Htc coXn-bn- emWv. 4. After repeated pairing of a tone with meat 4. ]mhvtemhv Xs ]co- -W- n s_ . powder, Pavlov found that a dog will salivate i_v Z hpw Cd n ]uUdpw ]e- X - h W. when the tone is presented. Salivation to the tPmUn tN v \ In-b-tijw s_ . tone is a/an: i_vZw am{Xw \ In-b-t m ] n Da-n\o . {khn p. CXv: A. Unconditioned Stimulus A. kzm`m-hnI tNmZIw B.}}}

7 Unconditioned Response B. kzm`m-hnI {]Xn-I-cWw C. Conditioned Stimulus C. A\p-_- \ tNmZIw D. Conditioned Response D. A\p-_- \ {]Xn-I-cWw 5. An adolescent who is striving for better 5. Hcp Iuam-c-{]m-b- m-c Xs e yw performance to achieve his goal is said to be: t\Sm i -ambpw Du -kz-e-ambpw {]h n- p- p. Ahs\ hnti-jn- n- m- hp- Xv: A. Intrinsically motivated learner. A. B -cnI A`n-t{]-c-W-bp ]Tn- B. Extrinsically motivated learner Xmhv C. Reward oriented learner B. _mly A`n-t{]-c-W-bp ]Tn- D. Self directed learner Xmhv C. {]Xn-^ew {]Xo- n- p ]Tn-Xmhv D. kzbw \n t -inX ]Tn-Xm-hv. 6. Freud believed that most personality 6. t{^mbn- U ns A`n- { ]m- b - n an.}}}}}}}}}}

8 Disturbances are due to: hy n-Xz-{]-iv\- pw ASn- m-\-Im- cWw : A. The failure of parents to reinforce A. Btcm-Ky-]-c-amb ioe- c n-Xm- healthy behaviour Du n-bp-d- n- m- -Xv. B. A poor self-concept resulting from B. c n-Xm- -fpsS AXn-k- w excessive parental demands. ImcWw Ip n-bn D mb Xmgv . C. Unconscious and unresolved sexual Alw-t_m[w conflicts rooted in childhood C. At_m[a-\- n ASn- -a -s . experiences ]q n-I-cn- -s -Sm ssewKn-I-Xr- D. The exposure of children to unhealthy jvW-Ifpw Ip n- me A\p-`-h- fpw. role models. D. Ip n- I v CS- ] - g - t I n h . A\m-tcmKyamXr-I-I . - 3/3 - K-TET 2012 Category - III. 7. What consideration on priority basis do you 7.}

9 \n N m-coXn D]-tbm-Kn- p-t m . keep in mind about discussion method? Xmsg ]d-bp- -h-bn GXp Imcy- v A. Adequate class environment facilitating ap K-W\ \ Ipw. discussion among the students. A. Ip n-I v N bv v A\p-tbm-Py- B. A turn of debates to the normal amb mkvdqw A -co w krjvSn- discussion pI. C. Leave aside the unexpressive students B. hmZ-{]-Xn-hm-Z- km[m-cW N - in class bn-te v \bn- pI. D. Keep the discussion at the level of the C. N -bn kPoh ] m-fn- -an- m- - student's mental level hsc am n \n pI. D. N Ip n-I-fpsS _u n-I-\n-e-hm-c- a-\p-k-cn v am{Xw XpS-cpI. 8. Children with special needs can be handled 8. Xmsg ]d-bp- -h-bn {]tXyI Bh-iy- by using: -fp Ip n-Isf ssIImcyw sN m.}}}

10 A. Simple learning strategies A\p-tbm-Py-am-b-Xv: B. Differential learning strategies A. efnX ]T\ X{ - . C. Activity oriented learning B. sshhn- y-am ]T\ X{ - . D. Group learning strategies C. {]h -\m-[n-jvTnX ]T\ coXn D. kwL-]-T\ coXn. 9. According to Piaget's theory of learning, 9. ]nbm-sj-bpsS kn m- -a-\p-k-cn v Iuam- which of the following strategies is the most c- { ]m- b - m v \ tI- p ]T- \ - { ]- appropriate one while dealing with h -\- -fpsS apJy-k-hn-ti-jX: adolescents. A. F m- cw Ip n-I-fp-sSbpw Bh-iy- A. Catering to the needs of all children as ]cn-K-Wn- p ]T\ {]h - a common group \-coXn B. Providing activity based strategies B. {]h \m-[n-jvTnX X{.}}}}}}}}