UGC NET Questions (Paper – 1)

Effective teaching is characterised by a close match between what is intended (objectives),what is done (activities) and what is measured (assessment). When these three elements are aligned,students get coherent signals about what they should learn and how they will be evaluated. This alignment increases the chances that learning objectives will actually be achieved. Thus,the teacher is primarily strengthening the effectiveness of teaching.

Option A:
Popularity refers to how liked the teacher is,which may or may not reflect the quality of learning achieved. A popular teacher who does not align objectives,activities and assessment may still fail to produce strong learning outcomes. Therefore,this option does not represent the main effect of alignment.

Option B:
Strictness concerns discipline or enforcement of rules and is not the main feature of aligning instructional components. A strict teacher without alignment can still confuse students about expectations. Hence,this option is not appropriate here.

Option C:
Effectiveness focuses on how far teaching leads to intended learning outcomes,and alignment directly supports this,so option C correctly completes the stem.

Option D:
Punctuality is important for professional behaviour but relates to timely arrival and use of time,rather than alignment of objectives,activities and assessment. It alone cannot guarantee effective learning.

Statements A, C, D and F correctly describe important aspects of lesson planning, including specifying objectives, allowing flexibility, accounting for time and resources and using reflection for improvement. Statement B is wrong because planning does not inherently restrict creativity; rather, it provides a structure within which teachers can innovate. Statement E is also wrong since both novice and experienced teachers benefit from planning to maintain coherence and effectiveness. Thus, the wrong statements are B and E only, making option A the correct answer.

Option A:
Option A groups B and E together as the wrong statements, accurately identifying the misconceptions that planning should be avoided and that only novices need it. It recognises that effective planning supports, rather than limits, professional practice at all stages. Because it includes exactly the incorrect statements, B and E only is the correct combination.

Option B:
Option B selects only B as wrong and ignores E, even though E undermines the professional value of planning for all teachers. Leaving out E means that not all incorrect statements are captured. Therefore B only cannot be considered the correct answer.

Option C:
Option C singles out E but fails to recognise that B also misrepresents lesson planning as a barrier to creativity. Since both B and E are wrong, identifying only one of them is insufficient. Hence E only is not a valid response.

Option D:
Option D includes C along with B and E, but C is a true statement that emphasises the need for flexibility in responding to classroom realities. Misclassifying a correct statement as wrong makes this combination logically inconsistent. Thus B, C and E only cannot be the correct answer.

Option E adds A to B and E, yet A is an accurate statement about what a good lesson plan should contain. Labelling A as wrong undermines sound planning practice. Consequently A, B and E only is not acceptable.

Option F groups B, E and F and treats F as wrong even though F correctly points to reflection as a tool for improving future planning. By mislabelling F while omitting other true statements, this combination does not meet the requirement. Hence B, E and F only cannot be the correct answer.