Q1. A teacher sets homework that asks pupils to interview a family member about how prices have changed over ten years. This task is best described as:

• (A) An assignment that links classroom learning with home and community experience
• (B) A task that tests only handwriting
• (C) A punishment for poor classwork
• (D) A replacement for classroom teaching

Q2. Which homework habit most helps pupils develop responsibility?

• (A) Doing homework only when reminded by parents
• (B) Copying answers from a friend before school
• (C) Recording the task, planning when to do it and submitting it on time
• (D) Leaving all work until the morning of submission

Q3. A teacher gives a short reading task before the next lesson so pupils arrive with questions. This kind of assignment is mainly meant to:

• (A) Revising the previous lesson at home
• (B) Practising skills learned in class
• (C) Checking what pupils already know
• (D) Prepare pupils for the next lesson and spark curiosity

Q4. Homework that is never checked or discussed in class is likely to:

• (A) Motivate pupils to work harder
• (B) Lose value, because pupils see that it does not matter
• (C) Improve examination scores automatically
• (D) Teach pupils to work independently

Q5. A pupil with no quiet study space at home struggles with long written homework. The fairest teacher response is to:

• (A) Give even longer written work
• (B) Ignore the pupil’s difficulty
• (C) Blame the parents for the situation
• (D) Offer shorter tasks, class time for starting the work, or alternative ways to show learning

Q6. A teacher marks homework by writing only a tick or a cross, with no explanation. This marking is weak mainly because it:

• (A) Takes too much time
• (B) Gives pupils no guidance on how to improve
• (C) Uses too much ink
• (D) Is too encouraging

Q7. Which assignment best checks whether pupils can apply a grammar rule rather than just recall it?

• (A) Writing five new sentences that use the rule correctly in context
• (B) Copying ten solved examples
• (C) Listing the names of grammar terms
• (D) Writing the rule from memory

Q8. A teacher sets the same assignment for revision before a test and for introducing a brand-new topic. The main problem with using one task for both purposes is that:

• (A) Pupils enjoy variety too much
• (B) The teacher will have less marking
• (C) Revision and introduction need different kinds of tasks and support
• (D) Parents prefer a single type of task

Q9. When pupils return homework with the same error repeated, the teacher should first:

• (A) Increase the amount of homework
• (B) Punish the whole class
• (C) Re-teach the point and give targeted practice on that error
• (D) Move on to the next chapter at once

Q10. The best time to explain a homework task is:

• (A) In class, before pupils leave, with a chance to ask questions
• (B) After pupils have already tried it at home
• (C) Only in a note to parents
• (D) During the next examination

Q11. In Flanders’ system, teacher talk is divided broadly into:

• (A) Silence and confusion only
• (B) Indirect influence and direct influence
• (C) Pupil response and pupil initiation only
• (D) Written work and homework only

Q12. A teacher says, “Open your books to page 42, read silently and answer question 3.” This is an example of:

• (A) Accepting pupils’ feelings
• (B) Praising pupils
• (C) Using pupils’ ideas
• (D) Giving directions, a direct influence behaviour

Q13. A teacher repeats a pupil’s answer in a clearer form so the whole class can hear it. In Flanders’ terms this is closest to:

• (A) Criticising the pupil
• (B) Using the pupil’s idea
• (C) Lecturing on a new topic
• (D) Giving homework directions

Q14. During observation, an observer records a code every few seconds to capture the flow of talk. This method is useful because it:

• (A) Judges the teacher’s personality
• (B) Replaces all other forms of assessment
• (C) Measures pupils’ handwriting
• (D) Shows the pattern of interaction over time, not just a single moment

Q15. Which behaviour belongs to indirect influence rather than direct influence?

• (A) Giving a strict command
• (B) Criticising a wrong answer harshly
• (C) Asking an open question that invites pupils to think and respond
• (D) Lecturing without pause for twenty minutes

Q16. A pupil says, “I feel nervous when I answer in front of everyone.” The teacher replies, “That is understandable; we will practise in pairs first.” This response shows:

• (A) Accepting the pupil’s feeling and reducing fear, an indirect behaviour
• (B) Criticising the pupil for nervousness
• (C) Giving a direction about seating only
• (D) Lecturing on the topic

Q17. In Flanders’ analysis, the category of “silence or confusion” would best fit a moment when:

• (A) Several pupils speak at once and no clear speaker can be identified
• (B) One pupil answers clearly
• (C) The teacher explains a diagram step by step
• (D) The teacher praises a good answer

Q18. A teacher who wants more pupil-initiated talk should most likely:

• (A) Lecture for the whole lesson
• (B) Answer every question herself immediately
• (C) Forbid pupils from raising new points
• (D) Welcome pupil questions, allow discussion time and value new ideas

Q19. An observer finds high direct influence and almost no pupil initiation. A fair interpretation is that the classroom is probably:

• (A) Full of pupil-led discussion
• (B) Teacher-controlled, with limited pupil choice in the talk
• (C) Silent for the whole lesson
• (D) Without any teacher present

Q20. Which sequence shows a healthy shift from teacher talk to pupil talk?

• (A) Lecture, then more lecture, then homework directions
• (B) Criticism, then more criticism, then silence
• (C) Brief explanation, open question, pupil discussion, teacher summary of pupils’ ideas
• (D) Directions, then directions, then directions

Q21. Flanders’ system is called an interaction analysis system because it studies:

• (A) Only examination marks
• (B) Only the textbook used
• (C) The back-and-forth verbal exchange between teacher and pupils
• (D) Only the seating plan

Q22. A teacher criticises a pupil in front of the class for a wrong answer, and other pupils then stop volunteering. This illustrates that direct criticism can:

• (A) Always improve learning
• (B) Reduce willingness to participate
• (C) Increase pupil-initiated talk
• (D) Replace the need for praise

Q23. The main value of Flanders’ analysis for a teacher is that it:

• (A) Gives a final grade to the teacher
• (B) Proves one method is best for all topics
• (C) Removes the need for lesson planning
• (D) Gives evidence about talk patterns that the teacher can reflect on and change

Q24. Which of these is an example of pupil talk in response to the teacher?

• (A) A pupil answers the teacher’s question about the lesson
• (B) The teacher explains a new rule
• (C) The teacher writes on the board in silence
• (D) Pupils sit quietly doing written work

Q25. A teacher asks a question, waits, and then asks a quiet pupil by name. This move combines:

• (A) Only direct criticism
• (B) Only silence
• (C) Only lecturing
• (D) Questioning with wait time and fair distribution of talk

Q26. In Flanders’ terms, praising a pupil is classified under:

• (A) Indirect influence, because it encourages and accepts pupil effort
• (B) Direct criticism
• (C) Pupil-initiated talk
• (D) Silence or confusion

Q27. A teacher shows pupils several examples of regular and irregular verbs and asks them to work out the pattern. This is:

• (A) Deductive teaching from a stated rule
• (B) Pure lecturing
• (C) Inductive teaching, from examples towards a rule
• (D) Dictation of notes

Q28. A class debates whether school uniforms should be compulsory. The main learning value of the debate is that pupils:

• (A) Memorise one correct answer
• (B) Practise reasoning, listening and defending a view with evidence
• (C) Copy notes silently
• (D) Avoid all disagreement

Q29. For teaching how to conduct a simple experiment safely, the most suitable method is:

• (A) Lecture only, with no demonstration
• (B) Demonstration followed by guided pupil practice
• (C) Silent reading only
• (D) Copying safety rules only

Q30. A teacher uses storytelling to introduce a history topic, then asks pupils to retell the key events in order. This approach works mainly because it:

• (A) Tests spelling
• (B) Keeps pupils silent
• (C) Links interest and memory through narrative and retelling
• (D) Replaces all written work permanently

Q31. In the heuristic method, pupils are expected to:

• (A) Discover answers through guided inquiry rather than being told at once
• (B) Memorise answers without understanding
• (C) Copy the teacher’s notes exactly
• (D) Listen passively to a long lecture

Q32. A teacher plans group work but gives no clear task, roles or time limit. The groups become noisy and unproductive. The main fault is:

• (A) Group work itself is useless
• (B) Pupils are naturally noisy
• (C) The topic is too interesting
• (D) Poor structuring of group work, with unclear purpose and roles

Q33. The lecture method becomes least effective when:

• (A) It runs for a long time with no questions, examples or checks of understanding
• (B) It presents an organised overview briefly
• (C) It uses a clear diagram
• (D) It ends with a short summary

Q34. A teacher gives pupils a real community problem, such as litter around the school, and guides them to investigate and propose solutions. This is closest to:

• (A) Rote learning
• (B) Problem-solving and project-based learning
• (C) Dictation
• (D) Silent reading

Q35. Which teaching method gives the most scope for pupils to learn at their own pace from prepared materials?

• (A) Lecture to the whole class
• (B) Whole-class discussion
• (C) Teacher demonstration
• (D) Programmed or individualised learning using prepared materials step by step

Q36. A teacher asks pupils to compare two poems and justify which one creates a stronger image. This task mainly targets:

• (A) Simple recall of the poems’ titles
• (B) Copying lines from the poems
• (C) Analysis and evaluation of literary effect
• (D) Handwriting speed

Q37. A lesson objective says pupils will “understand photosynthesis”. A supervisor advises rewriting it. The best reason is that:

• (A) Photosynthesis is too difficult
• (B) Pupils dislike science topics
• (C) The lesson is too short
• (D) “Understand” is vague and hard to observe or measure in the lesson

Q38. At the start of a lesson, a teacher shows a puzzling photo and asks what pupils notice. This opening is an example of:

• (A) Evaluation of the previous lesson only
• (B) Marking homework
• (C) Set induction to arouse interest and focus attention
• (D) Giving the final summary

Q39. A teacher asks only questions that need one-word answers. Pupils rarely explain their thinking. The best change is to:

• (A) Ask even more one-word questions
• (B) Add open questions that ask pupils to explain, compare and give reasons
• (C) Stop questioning and lecture instead
• (D) Ask questions only at the end of term

Q40. Which question best tests application of knowledge?

• (A) How would you use the rule for area to find the floor area of your classroom?
• (B) What is the definition of area?
• (C) Who first used the word area?
• (D) Copy the formula for area from the board.

Q41. A pupil answers incorrectly. The teacher says, “That is not quite right; what happens if we try the first step again?” This response is best described as:

• (A) Praising the pupil and then explaining the correct answer
• (B) Giving the pupil the correct answer at once
• (C) Redirecting and probing to help the pupil correct the thinking
• (D) Asking the class for the correct answer

Q42. A lesson plan lists objectives, materials, activities and evaluation, but the activities do not match the objectives. The plan’s main weakness is:

• (A) It is too short
• (B) It uses too many materials
• (C) It is written neatly
• (D) Lack of alignment between what is taught and what is meant to be learned

Q43. During a lesson, the teacher checks understanding by asking pupils to solve one problem on mini-boards and hold them up. This is valuable because it:

• (A) Gives a quick whole-class picture of who understands and who does not
• (B) Replaces all examinations
• (C) Keeps pupils quiet for a long time
• (D) Tests handwriting only

Q44. A teacher’s questions move from recall, to explanation, to judging a solution. This progression mainly follows:

• (A) Random order
• (B) A move from lower-order to higher-order thinking
• (C) A move from hard to easy only
• (D) A focus on spelling only

Q45. A lesson ends with pupils stating in their own words what they learned and one question they still have. This closing activity mainly supports:

• (A) Faster dismissal
• (B) Consolidation of learning and identification of remaining gaps
• (C) More homework for the teacher
• (D) Silent copying of notes

Q46. A teacher varies her voice, moves around the room and switches between a chart and a short example. This is an example of:

• (A) Stimulus variation to sustain attention
• (B) Punishment for inattention
• (C) Giving homework
• (D) Taking attendance

Q47. A trainee teacher wants to improve only her skill of explaining. In microteaching she should:

• (A) Teach a full syllabus in one lesson
• (B) Teach a large class for two hours
• (C) Teach a short lesson focused on explaining, then get feedback and re-teach
• (D) Avoid all feedback from observers

Q48. Which statement about teaching aids is most accurate?

• (A) More aids always mean better learning
• (B) Aids can replace the teacher entirely
• (C) Aids should be shown without any explanation
• (D) Aids support learning only when they are relevant, clear and linked to the lesson

Q49. A teacher uses a model of the heart, points to each part and asks pupils to name its function. The model is effective here because it:

• (A) Decorates the classroom
• (B) Fills lesson time
• (C) Is expensive to buy
• (D) Makes an unseen structure concrete and supports active naming and recall

Q50. In team teaching, two teachers plan a lesson together but one does all the talking while the other only watches the clock. The main improvement needed is:

• (A) More teachers in the room
• (B) Clearer shared roles so both teachers contribute to learning
• (C) A longer lesson
• (D) Less planning time

Q51. The skill of closure at the end of a lesson involves:

• (A) Starting a new topic suddenly
• (B) Giving a long new homework task
• (C) Summarising key points and linking them to the lesson objectives
• (D) Ignoring pupils’ questions

Q52. A teacher gives specific praise: “You explained your steps clearly, which helped others follow.” This is better than general praise because it:

• (A) Tells the pupil exactly which behaviour to repeat
• (B) Takes less time
• (C) Is louder than general praise
• (D) Avoids all criticism

Q53. A chart prepared for a lesson has tiny writing that pupils at the back cannot read. The best fix is to:

• (A) Read the chart aloud very fast
• (B) Keep the chart but ignore the back rows
• (C) Remake the chart with large, clear lettering visible from the back
• (D) Remove all charts from lessons

Q54. Microteaching differs from ordinary classroom teaching mainly in that it is:

• (A) Scaled down in time, class size and content to focus on one skill
• (B) Always done without any pupils
• (C) Never followed by feedback
• (D) Only for experienced teachers

Q55. In team teaching, one teacher leads a discussion while the other works with a small group that needs extra help. This model is valuable because it:

• (A) One teacher teaching while the other observes
• (B) Allows whole-class teaching and targeted support at the same time
• (C) Pupils rotating through stations
• (D) Two teachers teaching the same content to halves of the class

Q56. A teacher introduces a new word, gives its meaning, uses it in a sentence and asks pupils to use it. This sequence best shows skill in:

• (A) Taking attendance
• (B) Setting homework
• (C) Punishing errors
• (D) Explaining and checking understanding through use

Q57. Which aid is most suitable for showing the steps of a process in order, such as the water cycle?

• (A) A single word list with no pictures
• (B) A labelled diagram or flowchart showing the sequence clearly
• (C) A blank board with no content
• (D) A long paragraph read aloud

Q58. A trainee teacher receives feedback that she speaks too fast and gives no wait time. In the re-teach lesson she should focus on:

• (A) Speaking even faster
• (B) Asking no questions at all
• (C) Teaching a completely different subject
• (D) Slowing down, pausing after questions and checking understanding

Q59. Team teaching fails most often when teachers:

• (A) Do not plan together, so their parts contradict or repeat each other
• (B) Share materials and strengths
• (C) Communicate openly about pupils’ progress
• (D) Plan together, agree roles and review the lesson afterwards

Q60. A teacher ends a lesson by asking pupils to link the new idea with something they learned last week. This closing move mainly:

• (A) Tests only memory of last week
• (B) Wastes the final minutes
• (C) Helps pupils connect new learning with prior knowledge
• (D) Replaces the need for homework