Teaching and Pedagogy MCQs

Extrinsic motivation depends on outcomes outside the activity itself.
Grades, prizes, approval, or avoidance of penalties are examples.

Intelligence tests sample reasoning and related abilities.
Scores must be interpreted cautiously and within cultural and contextual limits.

The teacher monitors multiple areas and intervenes without losing lesson flow.
Students recognize that the classroom is being observed.

Language first functions socially and later guides inner thought.
Private speech helps children plan and control behavior.

Choice, relevance, competence, and autonomy can strengthen internal motivation.
Tasks should be challenging but achievable.

Learners differ across cognitive, emotional, social, linguistic, and physical dimensions.
Effective teaching recognizes these variations.

Overlapping involves attending to one learner while keeping another activity moving.
It prevents unnecessary loss of instructional time.

Pavlov demonstrated learning through association between stimuli.
A neutral stimulus can acquire the ability to produce a response.

Achievement motivation influences goal selection, effort, and persistence.
Learners differ in their orientation toward success and failure.

Readiness depends on prior knowledge, development, motivation, and experience.
Teaching should connect with the learner's current capabilities.

Eye contact, proximity, or a gesture can redirect behavior quietly.
The least intrusive effective response preserves lesson flow.

After repeated pairing with an unconditioned stimulus, the neutral stimulus gains meaning.
It then elicits a conditioned response.