Q1. A teacher gives homework that only asks pupils to copy notes from the board. Which weakness of this assignment is most serious?

• (A) It takes too little class time to set
• (B) It practises copying rather than thinking or applying the lesson
• (C) It can be checked quickly by the teacher
• (D) It uses the textbook as a source

Q2. A class has pupils of very different reading levels. The teacher gives the same long written task to all of them for homework. What is the best improvement?

• (A) Give no homework at all for the rest of the term
• (B) Make the task longer so able pupils are kept busy
• (C) Mark only the work of the fastest pupils
• (D) Vary the task by level while keeping the same learning goal

Q3. Which purpose of homework is best served by asking pupils to collect examples of acids and bases from their kitchen at home?

• (A) Linking school learning with everyday life and observation
• (B) Practising the concept at home
• (C) Preparing pupils for the next lesson
• (D) Revising what was taught in class

Q4. A teacher returns homework a month late, with no comments. Which principle of good assignment work has been broken?

• (A) Assignments should always be very short
• (B) Assignments should never be marked
• (C) Feedback should be prompt and helpful enough to guide improvement
• (D) Assignments should be set only before examinations

Q5. For a lesson on fractions, the teacher sets a short task: solve five problems, then write one problem of your own. This assignment is strongest because it:

• (A) Keeps pupils busy for a fixed number of minutes
• (B) Uses only questions from the textbook
• (C) Combines practice with a small creative and thinking demand
• (D) Allows the teacher to avoid marking

Q6. A pupil says she could not do the homework because she did not understand the lesson. The teacher’s best first response is to:

• (A) Re-teach the unclear point briefly and adjust the next assignment
• (B) Give the same homework again without any change
• (C) Punish the pupil for incomplete work
• (D) Excuse the whole class from all future homework

Q7. Which homework task best develops independent study habits in senior pupils?

• (A) Copying a solved example exactly as given
• (B) Answering only yes-or-no questions
• (C) Memorising a paragraph word for word
• (D) Reading a short passage and summarising its main points in their own words

Q8. A teacher checks homework by asking three pupils to explain their answers to the class. This practice is valuable mainly because it:

• (A) Saves the teacher from reading the books
• (B) Reveals misunderstandings and lets pupils learn from each other’s reasoning
• (C) Proves that homework was done at home
• (D) Keeps the lesson silent and orderly

Q9. An assignment that is too long and too difficult for the age group is most likely to result in:

• (A) Copying, frustration and loss of interest in the subject
• (B) Faster learning for every pupil
• (C) Better classroom discipline
• (D) Less work for parents and teachers

Q10. When setting an assignment, a teacher should state clearly the purpose, the task and the date for submission. The main reason is that:

• (A) Pupils enjoy long instructions
• (B) Parents can do the work instead
• (C) The teacher can blame pupils more easily
• (D) Clear expectations help pupils plan their work and take responsibility for it

Q11. A teacher notices that homework is regularly done by elder siblings rather than pupils. The most suitable change is to:

• (A) Set tasks that require class discussion the next day
• (B) Set tasks pupils can complete and explain by themselves at their own level
• (C) Stop checking homework entirely
• (D) Give much harder tasks to discourage help

Q12. Which of the following is a good criterion for judging the quality of an assignment?

• (A) How much paper it uses
• (B) How difficult it is for parents to understand
• (C) Whether it matches the lesson objectives and pupils’ level
• (D) Whether every pupil finishes it in the same time

Q13. In Flanders’ system, when a teacher praises a pupil’s answer and then asks a follow-up question, the teacher’s behaviour mainly shows:

• (A) Direct influence through criticism
• (B) Silence and confusion in the class
• (C) Pupil-initiated talk only
• (D) Indirect influence, because praise and questioning encourage pupil participation

Q14. A teacher spends most of the lesson lecturing, giving directions and criticising wrong answers. In Flanders’ terms, this pattern shows:

• (A) Mainly pupil talk
• (B) Mainly silence
• (C) Mainly direct teacher influence
• (D) Mainly indirect teacher influence

Q15. Which classroom event is best described as pupil talk in Flanders’ analysis?

• (A) A pupil asks a question about the lesson
• (B) The teacher writes notes on the board
• (C) The teacher reads a passage aloud
• (D) The teacher gives instructions for group work

Q16. Flanders’ interaction analysis is mainly used to:

• (A) Test pupils’ memory of facts
• (B) Observe and describe patterns of verbal interaction between teacher and pupils
• (C) Measure the size of the classroom
• (D) Rank schools by examination results

Q17. A teacher says, “I can see this problem is confusing you; let us work through it together.” In Flanders’ categories this is closest to:

• (A) Lecturing on the topic
• (B) Giving a direct command
• (C) Accepting and clarifying pupils’ feelings
• (D) Criticising a pupil’s effort

Q18. During a lesson, long pauses and moments when neither teacher nor pupil is speaking are coded in Flanders’ system as:

• (A) Indirect influence
• (B) Silence or confusion
• (C) Pupil-initiated talk
• (D) Direct criticism

Q19. A teacher who mostly accepts pupils’ ideas, asks open questions and praises good efforts is most likely to encourage:

• (A) Fear of answering in class
• (B) Copying from neighbours
• (C) Dependence on the teacher for every answer
• (D) Active pupil participation and willingness to speak

Q20. Which pair correctly contrasts the two broad kinds of teacher influence in Flanders’ system?

• (A) Indirect influence frees pupil response; direct influence restricts it
• (B) Indirect influence means the teacher is absent
• (C) Direct influence means pupils lead the lesson
• (D) Indirect influence is used only for discipline

Q21. In a classroom discussion, a pupil starts a new topic without being asked. In Flanders’ terms this is best coded as:

• (A) Teacher lecturing
• (B) Pupil talk initiated by the pupil
• (C) Teacher giving directions
• (D) Silence

Q22. A teacher uses pupils’ own answers to build the next explanation. This practice mainly reflects:

• (A) Using pupils’ ideas, an indirect influence behaviour
• (B) Criticising incorrect answers
• (C) Lecturing without interruption
• (D) Giving directions for homework

Q23. An observer notes that teacher talk fills 85 percent of a lesson and pupil talk only 5 percent. The most reasonable conclusion is that:

• (A) Pupils have mastered the topic already
• (B) The lesson is certainly well planned
• (C) Pupils have had little chance to speak, practise or ask questions
• (D) The teacher must be using Flanders’ system wrongly

Q24. Which teacher action is an example of direct influence?

• (A) Praising a thoughtful answer
• (B) Asking pupils how they feel about a problem
• (C) Repeating a pupil’s idea for the class
• (D) Telling pupils exactly what to write and how to sit

Q25. A teacher wants to shift a lecture-heavy class towards more interaction. The best first step is to:

• (A) Lecture for a longer time
• (B) Ban all pupil questions
• (C) Set more written tests
• (D) Add short paired discussion and targeted questions after each main point

Q26. Flanders’ system focuses mainly on verbal behaviour. Its main limitation is therefore that it:

• (A) Gives little direct information about gestures, materials or written work quality
• (B) Cannot be used in any real classroom
• (C) Always favours lecturing
• (D) Requires no trained observer

Q27. When a pupil answers in response to the teacher’s question, Flanders would code this as:

• (A) Teacher lecturing
• (B) Pupil talk in response to the teacher
• (C) Silence or confusion
• (D) Teacher criticism

Q28. A balanced classroom interaction pattern would most likely show:

• (A) Only teacher lecturing from start to finish
• (B) Only pupil talk with no teacher guidance
• (C) A mix of teacher explanation, questions, pupil responses and pupil-initiated talk
• (D) Long periods of silence in every lesson

Q29. A science teacher lets pupils test which paper towel absorbs most water, then guides them to state a conclusion. This is mainly:

• (A) Learning by discovery and inquiry through guided investigation
• (B) Learning by rote memorisation
• (C) Learning by listening to a lecture only
• (D) Learning by copying notes

Q30. In a discussion, pupils keep repeating the same point and the discussion stops moving forward. The teacher’s best move is to:

• (A) Repeat the opening question unchanged
• (B) Ask the same pupil to restate the point again
• (C) Summarise the points made so far and pose a new question that moves the discussion forward
• (D) Move straight to homework without summing up

Q31. A teacher demonstrates how to use a microscope, then pupils practise in pairs while she circulates and corrects handling. This sequence best illustrates:

• (A) Lecture method alone
• (B) Discussion method alone
• (C) Assignment method alone
• (D) Demonstration followed by supervised practice

Q32. Which situation best suits the lecture method?

• (A) Teaching young children to tie shoelaces
• (B) Giving a large senior class an organised overview of a new topic
• (C) Helping pupils practise a laboratory skill
• (D) Checking each pupil’s reading aloud

Q33. A teacher divides a class into groups, gives each group a different part of a problem, and later each group teaches the class its part. This approach mainly develops:

• (A) Silent individual memorisation only
• (B) Competition between groups only
• (C) Cooperation, responsibility and peer teaching
• (D) Dependence on the textbook only

Q34. The project method is most clearly seen when pupils:

• (A) Listen to a talk and take notes
• (B) Answer fifty short questions in silence
• (C) Copy a diagram from the board
• (D) Plan, carry out and present a small real task over several days

Q35. A teacher asks pupils to role-play a shopkeeper and a customer to practise polite bargaining language. This method is most valuable because it:

• (A) Keeps pupils perfectly quiet
• (B) Lets pupils practise language in a lifelike situation
• (C) Tests spelling only
• (D) Replaces all written work

Q36. Which method is best when the aim is for pupils to discover a rule themselves from examples?

• (A) Inductive method, moving from examples to a general rule
• (B) Deductive method, moving from a rule to examples
• (C) Lecture method with no examples
• (D) Dictation method

Q37. A teacher first states the rule for changing direct speech, then gives many sentences for practice. This is an example of:

• (A) Discovery learning only
• (B) Deductive teaching, applying a given rule to examples
• (C) Project work only
• (D) Free play only

Q38. Problem-solving as a teaching method is strongest when the problem is:

• (A) Impossible for pupils to solve
• (B) Unrelated to pupils’ lives
• (C) Real, clear and challenging but within pupils’ reach with guidance
• (D) Solved fully by the teacher at the start

Q39. A lesson plan states: “By the end of the lesson, pupils will be able to list three causes of water pollution.” This objective is good mainly because it is:

• (A) Specific, observable and measurable
• (B) Very general and open-ended
• (C) Focused on the teacher’s actions only
• (D) Impossible to assess in class

Q40. A teacher plans a lesson but includes no check of previous knowledge. The most likely result is that:

• (A) Every pupil will learn faster
• (B) The lesson will finish early
• (C) Parents will be pleased
• (D) The teacher may build on ideas pupils do not yet have, causing confusion

Q41. During a lesson, the teacher asks, “Why do you think the plant in the dark cupboard grew poorly?” This is best classified as:

• (A) A recall question
• (B) A question testing handwriting
• (C) A question with only one word as answer
• (D) A higher-order question asking for reasoning and explanation

Q42. A teacher asks a question and immediately names a pupil before others have time to think. The best improvement is to:

• (A) Ask harder questions
• (B) Pose the question to the whole class, pause, then name a pupil
• (C) Answer every question herself
• (D) Stop asking questions altogether

Q43. A teacher wants to check, in one quick question, whether the whole class has grasped the key idea of the lesson before moving on. The most suitable check is to:

• (A) Ask the same volunteer who always answers
• (B) Ask only pupils with their hands up
• (C) Pose a hinge question whose answers reveal whether the key idea is understood, and scan the whole class’s responses
• (D) Wait until the end-of-term test to check understanding

Q44. A pupil gives a partly correct answer. The most helpful teacher response is to:

• (A) Praise the correct part and prompt the pupil to complete the rest
• (B) Ignore the answer and move on
• (C) Scold the pupil for the error
• (D) Give the full answer at once without any prompt

Q45. A good lesson plan should include flexibility because:

• (A) Classroom learning rarely goes exactly as predicted and the teacher must adapt
• (B) Plans are never read by anyone
• (C) Flexibility removes the need for objectives
• (D) Pupils prefer lessons with no structure

Q46. When a teacher asks a series of small questions that lead pupils step by step to a conclusion, this technique is called:

• (A) Lecturing
• (B) Dictation
• (C) Copying notes
• (D) Probing and guided questioning

Q47. A lesson ends without any summary or check of learning. The main loss is that:

• (A) Pupils get extra free time
• (B) The teacher saves marking time
• (C) Pupils leave without consolidating the main points or revealing gaps
• (D) The next lesson becomes easier automatically

Q48. Which lesson-plan element links the lesson most directly to assessment?

• (A) The colour of the board markers
• (B) The evaluation step that checks whether objectives were achieved
• (C) The number of pupils in the room
• (D) The date written on the plan

Q49. A teacher explains a new idea using a simple diagram, a familiar example and a short summary. This best shows skill in:

• (A) Punishing late work
• (B) Setting homework only
• (C) Explaining clearly with aids and examples
• (D) Taking attendance quickly

Q50. The skill of stimulus variation is mainly about:

• (A) Changing voice, movement, gestures and materials to sustain attention
• (B) Giving the same worksheet every day
• (C) Speaking in one flat tone throughout
• (D) Keeping pupils seated in the same place always

Q51. A teacher shows a chart but stands in front of it, blocking pupils’ view. The teaching aid fails mainly because of:

• (A) The chart’s topic
• (B) Poor presentation and placement of the aid
• (C) The pupils’ eyesight
• (D) The size of the classroom

Q52. Which use of a teaching aid is most effective?

• (A) Showing many aids at once without explanation
• (B) Decorating the room with unused charts
• (C) Reading aloud exactly what is written on the aid
• (D) Using one relevant aid at the right moment, linked to the explanation

Q53. Before teaching a micro-lesson, a trainee writes a short plan naming the single skill to practise, the content to use, and how she will know it worked. This planning step matters mainly because it:

• (A) Covers the whole syllabus in one short lesson
• (B) Keeps the short lesson focused on one skill with a clear target to judge
• (C) Gives pupils marks for the lesson
• (D) Replaces the need for supervisor feedback

Q54. In a microteaching cycle, after teaching a short lesson and receiving feedback, the trainee teacher should next:

• (A) Forget the feedback and teach a new topic
• (B) Blame the pupils for errors
• (C) Avoid teaching again
• (D) Re-plan and re-teach the skill with the feedback applied

Q55. Team teaching is most successful when teachers:

• (A) Teach the same point at the same time without talking to each other
• (B) Compete for pupils’ attention
• (C) Plan together, share roles clearly and build on each other’s strengths
• (D) Work in separate rooms with no joint plan

Q56. In team teaching, one teacher explains while the other observes pupils and notes misunderstandings. This arrangement mainly helps because:

• (A) One teacher can watch learning closely while the other teaches
• (B) Pupils get double homework
• (C) The lesson takes twice as long
• (D) Teachers avoid planning

Q57. A trainee teacher practises only the skill of asking questions in a five-minute lesson to five pupils. This is a good microteaching exercise because it:

• (A) Covers the whole syllabus at once
• (B) Tests pupils for final marks
• (C) Replaces all school teaching practice
• (D) Isolates one skill so it can be practised and improved with feedback

Q58. Which classroom behaviour best shows the skill of reinforcement?

• (A) Ignoring all pupil answers
• (B) Punishing every mistake harshly
• (C) Using praise, nodding and encouraging words to strengthen good responses
• (D) Repeating the same sentence loudly

Q59. A teacher uses a short video clip to introduce a topic, then stops it to ask pupils what they noticed. This is good use of an aid because the aid:

• (A) Replaces the teacher completely
• (B) Sparks observation and discussion linked to the lesson goal
• (C) Fills time while the teacher rests
• (D) Is shown without any follow-up

Q60. The skill of set induction at the start of a lesson is mainly used to:

• (A) Gain attention and connect pupils to the new topic
• (B) Mark the previous homework
• (C) Finish the lesson quickly
• (D) Test pupils for promotion