Q1. A teacher asks pupils to suggest rules, then guides the class to agree on five final rules. Why is the teacher’s guiding role still necessary?

• (A) Because pupils cannot think of any sensible rules alone
• (B) Because suggestions must be checked for clarity, safety and alignment with school policy before adoption
• (C) Because the teacher must have the final vote in every decision
• (D) Because parents will only accept rules written by the teacher

Q2. Which wording best turns the value of honesty into a classroom rule pupils can follow?

• (A) Be an honest person at all times
• (B) Value truth in everything you do
• (C) Never be dishonest with anyone
• (D) Do your own work and say if you do not understand, rather than copying

Q3. A rule reads: “Listen when others are speaking.” What additional detail makes it most usable?

• (A) The date the rule was agreed with the class
• (B) A reminder that the rule applies in every lesson
• (C) Examples such as facing the speaker, not interrupting and waiting for a pause before replying
• (D) A consequence for breaking the rule, agreed with the class

Q4. Why should rules be few rather than many?

• (A) Because pupils enjoy breaking long lists
• (B) Because the wall has limited space
• (C) Because a short list is easier to remember, teach and enforce consistently
• (D) Because inspectors prefer short displays

Q5. A teacher notices that a rule about mobile phones is ignored because it was never explained. What is the best remedy?

• (A) Increasing the punishment for phone use
• (B) Banning phones from the school site entirely
• (C) Confiscating phones without explanation
• (D) Teaching the rule again with its reason, the expected action and the consequence, then practising it

Q6. Which rule best covers safe movement around the classroom?

• (A) Walk, do not run, inside the classroom and keep aisles clear
• (B) Be careful in the classroom
• (C) Stay in your seat all day
• (D) Move only when the teacher calls your name

Q7. A class rule conflicts with a school rule about corridor behaviour. What should the teacher do?

• (A) Follow the class rule, since the class agreed it
• (B) Let pupils choose which rule to follow
• (C) Ignore both rules in that situation
• (D) Change the class rule to match the school rule and explain the change to pupils

Q8. What is the main advantage of writing rules in the first person plural, such as “We listen to each other”?

• (A) It makes the rules longer and more formal
• (B) It allows the teacher to avoid enforcing them
• (C) It removes the need for consequences
• (D) It frames the rules as shared class commitments rather than teacher orders

Q9. A teacher displays rules at the back of the room behind a cupboard. What is the main problem?

• (A) The display uses too much colour
• (B) The rules are written in the wrong order
• (C) Pupils and the teacher cannot easily see and refer to the rules during lessons
• (D) Visitors cannot read the rules on entry

Q10. Which question best checks whether pupils have understood a new rule?

• (A) “Can you repeat the rule word for word?”
• (B) “Do you all agree with the rule?”
• (C) “Is this rule easy or difficult?”
• (D) “Show me what you would do when the teacher is speaking and you have a question”

Q11. What is a graduated consequence ladder?

• (A) A list of punishments in order of severity for the whole school
• (B) A chart showing pupils’ marks from lowest to highest
• (C) A sequence of proportionate responses, from a reminder to a more serious step, applied as behaviour repeats or escalates
• (D) A seating plan arranged by behaviour record

Q12. Why should consequences be explained before they are needed, not invented during an incident?

• (A) So the teacher can apply them calmly and fairly without appearing to act in anger
• (B) So parents can approve each consequence
• (C) So pupils can prepare excuses in advance
• (D) So the head teacher can record them first

Q13. A pupil keeps calling out despite two reminders. What is the most appropriate next step on a graduated ladder?

• (A) Ignoring the pupil for the rest of the week
• (B) Sending the pupil home at once
• (C) Applying the next agreed step, such as a brief private talk and a short loss of a privilege, and recording it
• (D) Cancelling the lesson for the whole class

Q14. Which praise is most likely to strengthen rule-following?

• (A) “Good class, as always”
• (B) “You are the best pupil in this school”
• (C) “You waited for your turn and listened carefully before answering – well done”
• (D) “I am pleased with you today”

Q15. A teacher wants to reinforce good lining-up behaviour without using marks. What works best?

• (A) Noting the improvement aloud and letting the class be first to the next activity as a planned privilege
• (B) Giving the line leader a permanent title
• (C) Reducing the syllabus for that class
• (D) Exempting the class from homework for a month

Q16. When should a teacher involve parents about a rule breach?

• (A) After every single minor reminder
• (B) Only at the end of the school year
• (C) When the behaviour repeats despite classroom steps, or when it is serious enough to need home-school cooperation
• (D) Only if the pupil asks for a parent meeting

Q17. A pupil apologises and corrects his behaviour after a reminder. What should the teacher do?

• (A) Continue with the planned punishment anyway to be safe
• (B) Remind the class of the incident all week
• (C) Record the incident as a serious offence
• (D) Accept the correction, acknowledge the improvement and move on without holding a grudge

Q18. Which consequence is most appropriate for a pupil who damages a shared book?

• (A) Banning the pupil from all reading for the term
• (B) Giving the pupil a lower grade in every subject
• (C) Making the pupil stand outside during reading time
• (D) A consequence linked to the act, such as helping to repair the book or replace it under school policy

Q19. Why should a teacher avoid public shaming as a consequence?

• (A) Because pupils enjoy being shamed
• (B) Because shaming takes too long
• (C) Because it damages the pupil-teacher relationship and often increases resentment rather than learning
• (D) Because other pupils cannot hear the shame clearly

Q20. A teacher reviews her consequence records and finds one pupil receives most warnings. What should she consider first?

• (A) Whether the routine, seating or task is setting that pupil up to fail, before assuming wilful defiance
• (B) Whether to double the warnings for that pupil
• (C) Whether to move the pupil to another school
• (D) Whether to stop recording warnings

Q21. What is the best entry routine for the start of a lesson?

• (A) Pupils enter, sit in their places, take out the needed materials and begin a short starter task displayed on the board
• (B) Pupils enter and wait for the teacher to settle them individually
• (C) Pupils enter and chat until the register is called
• (D) Pupils enter only after the teacher has written the full lesson on the board

Q22. Which routine best manages pupils asking to leave the room for water or the washroom?

• (A) Refusing all requests during lessons
• (B) A clear system, such as one pupil at a time with a pass, used consistently except in emergencies
• (C) Letting any number of pupils leave whenever they wish
• (D) Allowing leaving only in the last five minutes

Q23. A teacher sets homework on Monday, due on Wednesday. What routine prevents the commonest confusion?

• (A) Announcing it only once at the end of a noisy lesson
• (B) Writing it on the board, having pupils record it in their diaries and stating the hand-in point and time
• (C) Telling only the class monitor to pass the message on
• (D) Posting it on the classroom wall after pupils leave

Q24. What should a teacher do when several pupils regularly fail to bring homework?

• (A) Check whether the task, instructions, time allowed and home circumstances are realistic, then re-teach the routine
• (B) Increase the amount of homework at once
• (C) Stop setting homework for the class
• (D) Punish the whole class for missing work

Q25. Which procedure best handles the return of marked work?

• (A) Leaving books in a pile for pupils to search through
• (B) Reading out every mark to the class
• (C) Keeping marked work until the end of term
• (D) Returning books by a fixed routine, giving pupils time to read feedback before questions

Q26. A lesson moves from mathematics to Urdu. Which transition routine helps most?

• (A) A brief closing of the first subject, a clear materials change and a starter for the next subject
• (B) Starting the second subject while pupils are still packing the first
• (C) Giving a long break between every subject change
• (D) Leaving the first subject’s materials on desks all day

Q27. Why is a routine for asking questions during teacher explanation valuable?

• (A) It gives every pupil a turn to speak in each explanation
• (B) It lets the teacher check understanding at the end of the explanation
• (C) Because it lets pupils signal a question without interrupting the flow, for example by raising a hand and waiting
• (D) It helps pupils remember the key points of the explanation

Q28. A teacher distributes science equipment while also explaining safety rules. What is the likely result?

• (A) Pupils learn safety faster because they hold the equipment
• (B) Pupils remember the equipment names better
• (C) The lesson finishes earlier
• (D) Many pupils miss the safety instructions while handling equipment, increasing risk

Q29. Which end-of-lesson routine best prepares pupils for the next class?

• (A) Ending abruptly when the bell rings
• (B) Letting pupils leave as soon as they finish writing
• (C) Giving homework verbally while pupils pack
• (D) A short summary, clear homework instructions, tidy pack-up and orderly dismissal by rows

Q30. What is the main benefit of practising a routine until it becomes automatic?

• (A) Routine actions take little attention, leaving more time and focus for learning
• (B) The teacher can skip lesson planning
• (C) Pupils never make mistakes
• (D) Pupils no longer need the teacher

Q31. What is meant by lesson momentum in classroom management?

• (A) The speed at which the teacher speaks
• (B) A steady, purposeful pace that keeps pupils moving forward without long stalls or sudden jumps
• (C) The number of topics covered in one lesson
• (D) The energy of the loudest pupils

Q32. While groups are working, a visitor knocks and asks the teacher a brief question. The teacher answers briefly, keeps an eye on the groups, and returns them to their task without stopping their work. Which applied skill is this mainly an example of?

• (A) Overlapping in action: handling a brief interruption while the main group activity continues
• (B) Group alerting: keeping every pupil ready to answer
• (C) Momentum: keeping the lesson moving at a brisk pace
• (D) Accountability: checking that groups complete their work

Q33. A teacher asks a question, pauses, then names a pupil to answer. What does this sequence mainly achieve?

• (A) It gives the teacher time to think
• (B) It rewards the fastest hand
• (C) It shortens the lesson
• (D) It keeps the whole class alert, since any pupil may be called on after thinking time

Q34. Which teacher action best shows smoothness during a lesson?

• (A) Stopping mid-task to deal with an unrelated administrative matter
• (B) Finishing one activity cleanly, giving the next instruction and moving on without a dead gap
• (C) Jumping between two topics to keep pupils guessing
• (D) Repeating the same instruction three times

Q35. A teacher holds pupils accountable for work during a lesson mainly by what means?

• (A) Threatening a test at the end of every lesson
• (B) Circulating, checking work in progress, asking questions and following up incomplete tasks
• (C) Collecting notebooks only at term end
• (D) Asking monitors to report unfinished work

Q36. Which seating choice best helps a teacher prevent low-level disruption?

• (A) Seating friends who chat together in the same group
• (B) Seating restless pupils where they cannot be seen
• (C) Seating pupils who distract each other apart, within the teacher’s easy view and reach
• (D) Seating pupils strictly by height

Q37. A teacher plans a lesson with a task that is far too easy for the class. What management problem is most likely?

• (A) Pupils will ask for more homework
• (B) Boredom and off-task behaviour as pupils finish quickly with nothing meaningful to do
• (C) Pupils will fail the next test
• (D) Parents will complain about the timetable

Q38. During a class discussion, one pupil dominates while others go quiet. What is the best preventive move for future discussions?

• (A) Banning that pupil from discussions
• (B) Using structured turns, talk partners or a talking routine so more pupils contribute
• (C) Ending discussions altogether
• (D) Giving the dominant pupil extra questions

Q39. What is the best first response when a pupil’s behaviour starts to escalate during a lesson?

• (A) A calm, low-key intervention, such as proximity, a quiet word or a change of task, before the behaviour grows
• (B) A loud public warning to the whole class
• (C) Removing the pupil from school immediately
• (D) Ignoring the escalation until it stops by itself

Q40. Which practice best prevents problems during the last ten minutes of a lesson?

• (A) Letting pupils pack whenever they wish
• (B) Planning a clear closing activity and pack-up routine so the ending is structured, not idle
• (C) Starting a new topic in the last minutes
• (D) Sending pupils out as soon as they finish

Q41. What should a teacher establish on the very first day, alongside rules?

• (A) The seating plan for the whole term
• (B) The homework timetable for the term
• (C) The topics to be covered in the first unit
• (D) A positive class tone: welcome, high expectations and a belief that every pupil can succeed

Q42. A teacher meets a new class for the first lesson. Which opening is most effective?

• (A) Silent work for the whole period
• (B) A brief introduction, clear expectations, an engaging short task and learning pupils’ names
• (C) A detailed lecture on the whole syllabus
• (D) A test covering the entire previous year

Q43. Why should a teacher check what routines a new class already knows in the first week?

• (A) To blame the previous teacher for gaps
• (B) To build on familiar routines and re-teach only what is missing or different, saving time and confusion
• (C) To keep pupils in their old groups permanently
• (D) To avoid teaching any new routines

Q44. Which early action best helps a shy new pupil settle into the class?

• (A) Giving the pupil a small, clear role in a routine, such as distributing materials with a partner, and warm, brief attention
• (B) Asking the pupil to speak in front of the class on day one
• (C) Leaving the pupil alone until she volunteers
• (D) Seating the pupil alone at the back

Q45. At the start of the year, a teacher shares her expectations for behaviour and work. What else should she share?

• (A) Her personal phone number for all pupils
• (B) How pupils can ask for help, what happens if they struggle and how success will be recognised
• (C) Other teachers’ opinions of the class
• (D) The punishments given to last year’s class

Q46. Why is it unwise to set a very strict rule in the first week that the teacher cannot enforce every day?

• (A) Because pupils prefer strict teachers
• (B) Because strict rules improve examination results
• (C) Because the rule will be popular with parents
• (D) Because an unenforced rule teaches pupils that rules are negotiable and weakens later enforcement

Q47. A teacher wants parents to support classroom routines at home. What is the best first-week step?

• (A) Sending home a list of punishments
• (B) Waiting until the first parent-teacher meeting months later
• (C) Sending a short welcome note explaining homework, reading and communication routines and inviting questions
• (D) Asking parents to supervise all classwork

Q48. After the first month, a teacher finds that pupils still forget the morning routine. What does this suggest?

• (A) The pupils are deliberately disobedient
• (B) The routine should be abandoned
• (C) Morning routines cannot be learned
• (D) The routine needs clearer steps, more practice and brief daily reminders until it is secure

Q49. Which first-week task best helps a teacher plan seating and grouping?

• (A) Observing how pupils work, listen and cooperate during short varied activities, and noting needs and friendships
• (B) Seating pupils by their first test score
• (C) Asking pupils to choose permanent seats on day one
• (D) Copying last year’s seating plan exactly

Q50. A new teacher is advised to “start as you mean to go on.” What does this advice mean in practice?

• (A) Teaching the hardest topic first
• (B) Being unfriendly for the first month
• (C) Establishing from day one the routines, standards and tone you intend to maintain all year
• (D) Giving the longest homework on the first day

Q51. A teacher gives extra time to a pupil with a recognised learning need while holding the same learning goal. Is this fair?

• (A) No, because every pupil must receive identical treatment
• (B) Yes, because fairness means equal opportunity to reach the same goal, which may require different support
• (C) No, because other pupils will complain
• (D) Yes, because that pupil should receive easier work

Q52. Which practice best ensures fairness when calling on pupils in class?

• (A) Calling only on pupils who raise their hands
• (B) Calling only on pupils who answered correctly before
• (C) Using a varied, planned system, such as name sticks or a rotation, so all pupils are invited to contribute over time
• (D) Calling on pupils in seating order every lesson

Q53. A teacher realises she has been stricter with boys than girls for the same talking behaviour. What should she do?

• (A) Continue, since boys are noisier by nature
• (B) Review her responses, apply the agreed consequence equally and monitor herself for bias
• (C) Stop enforcing the talking rule for girls
• (D) Enforce the rule more strictly for both groups

Q54. What group size is generally most workable for a short classroom discussion task?

• (A) Three to four pupils, small enough for everyone to speak and large enough for varied ideas
• (B) Ten to twelve pupils, so the teacher has fewer groups to monitor
• (C) One pupil working alone, labelled as a group
• (D) The whole class of forty as a single group

Q55. Why are mixed-ability groups often preferred for classroom discussion tasks?

• (A) They let stronger pupils explain ideas, give weaker pupils models and keep the task accessible to all
• (B) They allow the teacher to set the same task for every group without adjustment
• (C) They make it easier for the teacher to mark discussion work
• (D) They reduce the need for the teacher to monitor groups

Q56. Which routine best supports pupils working independently on a reading task?

• (A) The teacher reading aloud for the whole task
• (B) Pupils reading in pairs throughout
• (C) Pupils copying the text instead of reading it
• (D) A clear task sheet, a time limit, a quiet signal for help and a finishing activity for early finishers

Q57. During independent work, a pupil finishes and starts distracting neighbours. What routine should already have been in place?

• (A) A rule against finishing early
• (B) A punishment for early finishers
• (C) A known next step for finishers, such as an extension task or quiet reading, practised in advance
• (D) A requirement to wait silently with hands folded

Q58. How can a teacher check independent work without interrupting every pupil?

• (A) By marking all work after school only
• (B) By circulating quietly, glancing at work, asking brief questions and noting who needs follow-up
• (C) By asking pupils to shout out their answers
• (D) By checking only the first row

Q59. A group finishes its task but its report is unclear. What feedback routine helps most?

• (A) Asking the group to present again with guidance on what a clear report includes: task, findings and reasons
• (B) Giving the group the lowest mark at once
• (C) Asking another group to present instead
• (D) Ignoring the unclear report and moving on

Q60. Two pupils break the same rule, but one incident is minor and accidental while the other is repeated and disruptive. What does a proportionate consequence mean in this case?

• (A) Both pupils receive exactly the same consequence, whatever the circumstances
• (B) The consequence depends on each pupil’s marks in the subject
• (C) Each consequence is matched to the seriousness and circumstances of the behaviour
• (D) Consequences are postponed until the end of term for both pupils