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MCQ

adjustment-and-teacher-role MCQ - Practice Questions with Answers

Solve 100 adjustment-and-teacher-role questions for RAS/RPSC preparation.

Practice questions

Q1A Class VII learner completes work correctly but asks the teacher to approve every small step before moving ahead. When the teacher is busy, the learner stops working. What is the most suitable plan?

A Praise the learner only when every answer is checked by the teacher.
B Give a short self-check list and gradually ask the learner to try one step independently.
C Ignore the learner until the habit disappears by itself.
D Tell classmates that the learner lacks confidence so they can watch him.
Explanation

The self-check list gives structure while gradual independent steps build confidence. The other options either increase dependence, ignore the need, or publicly label the learner.

Q2Which teacher practice is least supportive of adjustment?

A Using short notes to track repeated behaviour over time
B Discussing expectations before group work begins
C Applying the same punishment to every difficulty without observing causes
D Helping learners reflect on agreed classroom norms
Explanation

Using the same punishment without observing causes ignores context and can damage adjustment. Observation notes, clear expectations and reflection on norms are supportive teacher practices.

Q3Which pairing of learner cue and teacher response is most appropriate for adjustment support?

A Sudden withdrawal - public questioning in front of peers
B Repeated peer conflict - permanent removal from group tasks
C New school language discomfort - supportive peer pairing and short first responses
D Test anxiety from stress - scolding for low confidence
Explanation

A learner who feels language discomfort after a school change can be supported through a peer partner and gradual participation. The other pairings rely on shaming, exclusion or scolding.

Q4Which action is NOT suitable for helping a learner adjust after a classroom mistake?

A Make the learner stand and describe the mistake repeatedly to the whole class.
B Give one private suggestion for correcting the work.
C Allow a short retry after explaining the expected response.
D Use the mistake as a general example without naming the learner.
Explanation

Public repeated confession shames the learner and can increase fear of participation. Option B is better because it gives private, specific support.

Q5Consider these statements about teacher support for adjustment. 1. Support should help the learner participate with dignity. 2. Support should make the learner depend permanently on the teacher. 3. Support may be reduced gradually when the learner manages the demand. Which statements are correct?

A 1 and 3 only
B 1 and 2 only
C 2 and 3 only
D 1, 2 and 3
Explanation

Teacher support should protect dignity and then be reduced as the learner becomes more able to manage. Statement 2 is wrong because permanent dependence is not adjustment.

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More questions

6During a team game, a learner loses a round, throws the marker, and blames teammates. He later calms down and can explain the rule when spoken to privately. The teacher wants to support adjustment to disappointment and group participation. What is the best plan?

ARemove the learner from every game for the rest of the term.
BIgnore the behaviour because games are only for fun.
CTell the class that the learner is weak at self-control.
DHelp the learner name the feeling, practise a calm response, and return to the task with a clear role.

7Assertion: Emotional safety is part of the teacher's role in adjustment. Reason: Fear of ridicule can reduce attention and participation in learning tasks. Choose the correct option.

ABoth the assertion and the reason are true, but the reason does not explain the assertion.
BThe assertion is true, but the reason is false.
CBoth the assertion and the reason are true, and the reason explains the assertion.
DThe assertion is false, but the reason is true.

8Which statement best captures healthy adjustment in school life?

AThe learner can meet classroom demands while expressing needs appropriately.
BThe learner agrees with every demand without question.
CThe learner avoids all disagreement even when something is unfair.
DThe learner changes behaviour only to please the teacher.

9A Class VIII learner has recently become careless with written work but answers orally and says privately that home responsibilities have increased. Which response best fits the teacher's role in adjustment?

AAnnounce the learner's home issue to the class so classmates become sympathetic.
BIgnore the oral participation because only written work shows adjustment.
CPunish the learner each day until the earlier written-work pattern returns.
DDiscuss privately, set a manageable written target, monitor progress, and coordinate with family if needed.

10A Class VIII learner receives corrective feedback on a chart, pushes the chart aside, and then sits quietly. What should the teacher do first to support adjustment?

AAnnounce that the learner is not ready for group work today.
BSpeak briefly and privately, name one useful correction, and help the learner restart with a small step.
CRemove the chart task and give only written work for the rest of the period.
DAsk another learner to finish the chart so the group can move faster.

11In a mixed group activity, one learner refuses to sit with two classmates after earlier teasing. The learner says, "They will laugh again," but still wants to finish the task. What should the teacher do?

AAddress the teasing norm, give a safe role, and monitor the group interaction.
BForce the learner to sit there immediately to prove adjustment.
CRemove the learner from all group tasks for the week.
DTell the learner that teasing must be ignored by mature students.

12A learner takes over every group task, rejects peers' suggestions, and later says privately that mistakes by the group make him anxious. Which teacher response best supports adjustment?

ASet rotating roles, teach how to accept one suggestion, and monitor group interaction.
BMake the learner the permanent group leader because he is serious.
CRemove the learner from group work whenever anxiety appears.
DTell peers to ignore the learner until he stops controlling.

13Match the learner cue with the most suitable teacher support. 1. Learner avoids joining a newly formed group. 2. Learner becomes tense after small corrections. 3. Learner forgets the class routine after a room change. a. Give calm, specific feedback. b. Pair with a supportive peer for the first task. c. Use a simple visual reminder for the routine. Which matching is correct?

A1-a, 2-b, 3-c
B1-c, 2-a, 3-b
C1-b, 2-c, 3-a
D1-b, 2-a, 3-c

14Which classroom response best helps a learner adjust to a new timetable after the lunch period?

AChange the timetable daily to make learners flexible.
BExplain it only once and expect full adjustment.
CLet the learner copy from a friend without guidance.
DUse a visible routine chart and short reminders until the pattern becomes familiar.

15Consider these signs in a learner: 1. sudden fall in participation, 2. repeated quarrels during shared work, 3. asking one clarifying question after a new instruction. Which signs most strongly call for closer teacher observation of adjustment needs?

AOnly 1
BOnly 2 and 3
COnly 1 and 2
D1, 2 and 3

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