This is Set 22 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part III: Factors affecting teaching. This set covers Classroom management, discipline and Flanders' interaction analysis.
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Set 22: Classroom Management and Interaction Analysis
1. Flanders' Interaction Analysis Category System (FIACS) has
(a) 10 categories
(b) 5 categories
(c) 12 categories
(d) 7 categories
Ans. (a) 10 categories — Explanation: FIACS has seven categories of teacher talk, two of student talk and one of silence or confusion. [Ref: Flanders, FIACS]
2. In FIACS, how many categories relate to teacher talk?
(a) Seven
(b) Two
(c) Four
(d) Ten
Ans. (a) Seven — Explanation: Categories one to seven describe teacher talk; eight and nine describe student talk; ten is silence or confusion. [Ref: Flanders, FIACS]
3. In FIACS, teacher talk is divided into
(a) positive and negative talk
(b) indirect influence and direct influence
(c) written and oral talk
(d) formal and informal talk
Ans. (b) indirect influence and direct influence — Explanation: Accepting feelings, praise, accepting ideas and asking questions are indirect; lecturing, giving directions and criticising are direct. [Ref: Flanders, FIACS]
4. Which of the following is an "indirect influence" category in FIACS?
(a) Lecturing
(b) Giving directions
(c) Accepts or uses ideas of students
(d) Criticising or justifying authority
Ans. (c) Accepts or uses ideas of students — Explanation: Accepting feelings, praising, accepting ideas and asking questions are the four indirect categories. [Ref: Flanders, FIACS]
5. Which of these is a "direct influence" category in FIACS?
(a) Giving directions
(b) Praises or encourages
(c) Accepts feelings
(d) Asks questions
Ans. (a) Giving directions — Explanation: Lecturing, giving directions and criticising or justifying authority are direct influence categories. [Ref: Flanders, FIACS]
6. In FIACS, the observer records the category of classroom behaviour every
(a) five minutes
(b) one minute
(c) three seconds
(d) thirty seconds
Ans. (c) three seconds — Explanation: A trained observer writes down the category number approximately every three seconds. [Ref: Flanders, FIACS]
7. In FIACS, the category "silence or confusion" is numbered
(a) 8
(b) 7
(c) 10
(d) 1
Ans. (c) 10 — Explanation: Category ten covers pauses, short periods of silence and confusion in which communication cannot be understood. [Ref: Flanders, FIACS]
8. The two categories of student talk in FIACS are
(a) student reading and student writing
(b) student questioning and student silence
(c) student talk – response and student talk – initiation
(d) student praise and student criticism
Ans. (c) student talk – response and student talk – initiation — Explanation: Category eight is student response to the teacher; category nine is student-initiated talk. [Ref: Flanders, FIACS]
9. Classroom management refers to
(a) managing the school's finances
(b) actions taken by teachers to create an orderly environment that supports learning
(c) cleaning the classroom
(d) preparing the school timetable
Ans. (b) actions taken by teachers to create an orderly environment that supports learning — Explanation: It includes organising space, time, routines, rules and student behaviour. [Ref: Classroom management]
10. The term "withitness", meaning the teacher's awareness of what is happening in all parts of the classroom, was introduced by
(a) B.F. Skinner
(b) Ned Flanders
(c) Kurt Lewin
(d) Jacob Kounin
Ans. (d) Jacob Kounin — Explanation: Kounin found that effective classroom managers show withitness and the ability to handle overlapping events. [Ref: Kounin (1970)]
11. "Overlapping" in Kounin's terms means
(a) two teachers teaching together
(b) repeating the same lesson twice
(c) overlapping periods in the timetable
(d) attending to two or more events at the same time
Ans. (d) attending to two or more events at the same time — Explanation: An effective teacher can handle a disruption while continuing the lesson. [Ref: Kounin (1970)]
12. The best way to prevent discipline problems is to
(a) ignore all misbehaviour
(b) plan engaging lessons and establish clear routines
(c) shout at the class
(d) punish students frequently
Ans. (b) plan engaging lessons and establish clear routines — Explanation: Prevention through engaging teaching and clear expectations is more effective than punishment. [Ref: Classroom management]
13. Corporal punishment of children in schools in India is prohibited under
(a) Article 45 of the Constitution
(b) Section 12 of the RTE Act, 2009
(c) Section 17 of the RTE Act, 2009
(d) the NCTE Act, 1993
Ans. (c) Section 17 of the RTE Act, 2009 — Explanation: Section 17 of the RTE Act prohibits physical punishment and mental harassment of children. [Ref: RTE Act 2009, Section 17]
14. The best way for a teacher to deal with a student disturbing the class is to
(a) deal with it calmly, privately if possible, and find out the cause
(b) send the student out for the whole day
(c) punish the entire class
(d) humiliate the student publicly
Ans. (a) deal with it calmly, privately if possible, and find out the cause — Explanation: Calm handling preserves dignity, and understanding the cause helps prevent recurrence. [Ref: Classroom management]
15. Classroom rules are most effective when they are
(a) unknown to students
(b) numerous and complex
(c) few, clear, and developed with students' participation
(d) changed every day
Ans. (c) few, clear, and developed with students' participation — Explanation: Clear, simple rules that students help create are easier to follow. [Ref: Classroom management]
16. Assertive discipline, which emphasises clear rules and consistent consequences, was developed by
(a) Jacob Kounin
(b) Rudolf Dreikurs
(c) William Glasser
(d) Lee and Marlene Canter
Ans. (d) Lee and Marlene Canter — Explanation: The Canters' assertive discipline model asks teachers to state expectations clearly and follow through consistently. [Ref: Canter, assertive discipline]
17. The FIACS matrix helps to calculate
(a) the number of holidays
(b) the school's budget
(c) students' IQ
(d) ratios such as teacher talk and student talk in a lesson
Ans. (d) ratios such as teacher talk and student talk in a lesson — Explanation: Recorded category pairs are entered into a 10 × 10 matrix to analyse patterns of interaction. [Ref: Flanders, FIACS]
18. Which of the following is the most effective response to minor misbehaviour?
(a) Stopping the class for a long lecture
(b) Non-verbal cues such as eye contact or moving closer
(c) Calling the parents immediately
(d) Suspension
Ans. (b) Non-verbal cues such as eye contact or moving closer — Explanation: Low-key interventions correct behaviour without disrupting the lesson. [Ref: Classroom management]
19. A "smooth transition" between activities helps to
(a) minimise wasted time and disruptions
(b) confuse students
(c) increase noise in the classroom
(d) lengthen the lesson unnecessarily
Ans. (a) minimise wasted time and disruptions — Explanation: Kounin noted that smooth, brisk transitions maintain momentum. [Ref: Kounin (1970)]
20. Interaction analysis in classrooms is mainly used for
(a) grading students
(b) selecting students for admission
(c) preparing the syllabus
(d) improving teacher behaviour through feedback
Ans. (d) improving teacher behaviour through feedback — Explanation: Analysing classroom talk helps teachers understand and improve their interaction patterns. [Ref: Interaction analysis]
21. Positive discipline in schools means
(a) using fear as the main tool
(b) guiding behaviour through respect, encouragement and logical consequences
(c) punishing every mistake severely
(d) allowing all behaviour
Ans. (b) guiding behaviour through respect, encouragement and logical consequences — Explanation: Positive discipline builds self-discipline without physical or humiliating punishment. [Ref: Positive discipline]
22. Self-discipline in students is best developed by
(a) constant supervision and control
(b) severe punishment
(c) removing all freedom
(d) giving responsibilities and involving them in decisions
Ans. (d) giving responsibilities and involving them in decisions — Explanation: Responsibility and participation help students regulate their own behaviour. [Ref: Classroom discipline]
23. Ned Flanders developed his interaction analysis system in the
(a) 1990s
(b) 1880s
(c) 1960s
(d) 1920s
Ans. (c) 1960s — Explanation: Flanders' interaction analysis became well known in the 1960s and was published in "Analyzing Teaching Behavior" (1970). [Ref: Flanders (1970)]
24. Which of the following is NOT a component of classroom management?
(a) Managing student behaviour
(b) Setting the question paper for the board examination
(c) Arranging physical space
(d) Establishing routines
Ans. (b) Setting the question paper for the board examination — Explanation: Board examination papers are set by external authorities, not as part of classroom management. [Ref: Classroom management]
25. Reality therapy and choice theory, applied to classroom discipline, were developed by
(a) William Glasser
(b) Albert Bandura
(c) B.F. Skinner
(d) Jacob Kounin
Ans. (a) William Glasser — Explanation: Glasser emphasised that students make choices and should be helped to make responsible choices. [Ref: Glasser, choice theory]
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