UGC NET Questions (Paper – 1)

The post-active phase of teaching is concerned with evaluating the extent to which instructional objectives have been achieved and with reflecting on the effectiveness of teaching. It includes activities such as scoring tests, analysing students’ errors, reviewing classroom events and planning improvements for future lessons. Because the stem specifically mentions checking outcomes and reflecting on teaching, it clearly refers to the post-active phase.

Option A:
The planning phase corresponds to the pre-active stage, where the teacher prepares objectives, content and methods before instruction. It does not involve reviewing outcomes after teaching.

Option B:
The execution phase is a general term for implementing plans but does not specify evaluation and reflection; in the teaching phases model, this would align more with the interactive phase.

Option C:
The interaction phase refers to real-time teaching in the classroom when teacher and students are engaged in learning activities. It is not the evaluation-and-reflection stage described in the stem.

Option D:
The post-active phase closes the teaching cycle by generating feedback for both teacher and students, thereby improving future instruction. This clearly matches the functions mentioned in the question, making post-active phase the correct answer.

Statement A correctly states that the pre active phase deals with planning objectives, content and strategies before teaching begins. Statement B is also correct as the interactive phase focuses on live interaction between teacher and learners in the classroom. Statement C accurately explains that the post active phase is associated with evaluation, reflection and follow up. Statement D is wrong because evaluation of learner performance belongs mainly to the post active phase, not the pre active planning phase. Therefore the correct set of statements is A, B and C only.

Option A:
Option A includes A and B but omits C, even though C provides a correct description of the post active phase. Excluding a true statement about evaluation and reflection makes the combination incomplete. Hence A and B only cannot be accepted as the correct answer.

Option B:
Option B uses B and C and leaves out A, but A accurately explains the planning focus of the pre active phase. Since all three statements A, B and C are true, any correct combination must include them together. Thus B and C only is not the right answer.

Option C:
Option C selects A and D, but D incorrectly claims that the pre active phase is only about evaluation of learner performance. Mixing one true statement with one false one does not produce a valid set of correct statements. Consequently A and D only cannot be chosen as correct.

Option D:
Option D lists A, B and C, all of which correctly represent the three phases of teaching. It properly excludes D, which misplaces evaluation in the pre active phase instead of the post active phase. Because it contains all and only the true statements, A, B and C only is the correct combination.

The post-active phase of teaching comes after the completion of classroom instruction. It includes evaluating student performance, reflecting on what worked well and deciding how to improve future lessons. Analysing test results and reviewing the effectiveness of a lesson are typical post-active activities. Therefore, the phase described in the stem is the post-active phase.

Option A:
The interactive phase involves simultaneous teaching and learning activity in the classroom, such as explaining and asking questions. It does not usually include detailed analysis of test results after the lesson has ended. Hence, interactive is not the right label for the activities mentioned.

Option B:
Diagnostic work can occur before, during or after teaching to identify specific learning difficulties. Although analysis may have a diagnostic component, the question highlights a broader review of lesson effectiveness. Therefore, “diagnostic” alone does not match the established terminology of teaching phases.

Option C:
Post-active phase is concerned with evaluation, reflection and decision-making after teaching. Teachers examine student outcomes, review their strategies and adjust future plans. Because the stem explicitly refers to analysing performance and reflecting on a completed lesson, “post-active” is the correct choice.

Option D:
The pre-active phase is confined to planning before entering the classroom. It does not encompass examining results after teaching. Consequently, it cannot correctly represent the phase described in the question.

Post-active phase is after instruction, involving evaluation and reflection to improve future teaching. Analysing test results after teaching fits this phase.

Option A:
Pre-active is planning before teaching, not reflection after teaching.

Option B:
Interactive is in-class teaching activity, not post-lesson analysis.

Option C:
Post-active includes evaluating outcomes and reflecting on lesson effectiveness, matching the stem.

Option D:
Informal is not a standard named phase and doesn’t specifically mean evaluation/reflection.

Statements A, B, C and F correctly describe the phases of teaching. A is true because pre-active work involves setting objectives, selecting content and planning strategies. B is true as interactive phase is the live classroom interaction. C is true since post-active work includes evaluating outcomes and reflecting on teaching, and F is true because documentation and record keeping follow evaluation. D is false because anticipating learner difficulties is a key part of planning, and E is false because questioning and responding feature mainly in the interactive phase; therefore A, B, C and F only is the correct set.

Option A:
Option A recognises A and B as true but omits C and F, ignoring the evaluative and record-keeping aspects of the post-active phase. This omission makes A and B only incomplete.

Option B:
Option B adds C to A and B but still leaves out F, so it does not acknowledge documentation as part of post-active work. Hence A, B and C only is not fully correct.

Option C:
Option C assembles A, B, C and F, which together describe planning, interaction, evaluation and documentation across phases. It excludes D and E, which misrepresent planning and the location of questioning, so this is the correct option.

Option D:
Option D includes D and E along with some correct statements, but D discourages anticipating difficulties and E misplaces classroom questioning. Because it accepts false ideas, A, B, D, E and F only is invalid.