UGCNET Questions

Planning in teaching involves deciding in advance what to teach, how to teach and how to evaluate learning. It requires formulating instructional objectives, organising content logically and choosing suitable methods and resources. This work is done before actual classroom interaction begins. Hence, the activity of deciding objectives, sequence and methods clearly represents the planning function.

Option A:
This option describes conducting the final examination, which belongs to the evaluation and summative assessment functions. It is performed after most teaching is completed and is not a planning action.

Option B:
This option is correct because it directly describes preparatory activities carried out by the teacher. Such planning helps ensure coherence in the learning experience and sensible use of time. It sets a clear roadmap for both teacher and students, contributing to effective teaching.

Option C:
This option concerns attendance record keeping, an administrative and classroom management task. While important, it does not reflect the core planning of learning activities and objectives.

Option D:
This option refers to invigilation duties during examinations, which are supervisory responsibilities ensuring fairness and discipline, not planning instructional processes.

Lesson planning is an essential component of professional teaching. A good plan clarifies objectives, content sequence, methods and evaluation strategies. However, teaching is a dynamic process where unexpected learner responses and situations arise. Therefore, the plan should guide rather than rigidly control the teacher, allowing adjustments to meet learners’ needs.

Option A:
This option portrays the lesson plan as an inflexible script. Such rigidity can prevent the teacher from seizing teachable moments, addressing doubts or modifying pace, which may reduce effectiveness.

Option B:
This option accurately balances structure with flexibility. It recognizes that planning helps teachers organize time and resources while acknowledging that real classrooms require adaptation. This understanding is important for reflective and responsive teaching at the higher education level.

Option C:
This option assumes that experienced teachers do not need planning, which undermines professional standards. Even experienced teachers benefit from planning to align objectives and activities, especially when curricula or learner profiles change.

Option D:
This option ignores learner activities and focuses only on content delivery. Modern pedagogy stresses active engagement and assessment strategies, so a purely content centred plan is incomplete.