UGC NET Questions (Paper – 1)

Option B – wait time Wait time is the deliberate period of silence a teacher maintains after posing a question, giving students an opportunity to think and formulate responses. Research shows that increasing wait time often leads to more thoughtful answers, greater participation and improved quality of discussion. It signals that the teacher values reflection rather than instant guessing. Therefore, the practice described in the stem is called providing wait time.

Option A:
Reinforcement consists of verbal or non-verbal responses such as praise, nodding or rewarding that strengthen desired behaviours. It occurs after a student responds rather than immediately after the teacher’s question, so it is not the same as pausing to allow thinking time.

Option B:
Wait time directly refers to the purposeful silence following a question, during which the teacher resists the urge to talk or call on someone instantly. This pause encourages more students to attempt an answer and supports deeper cognitive processing. As the stem highlights allowing a brief pause for thought, this option correctly names the practice.

Option C:
Stimulus variation is the teacher’s use of varied voice, movement, media and activities to maintain attention. While it can keep students alert, it does not specifically denote the pause between a question and an answer. Consequently, it is not the best label for the behaviour described.

Option D:
Closure is the skill of bringing a lesson or segment to an orderly end by summarizing key points or linking to future learning. It occurs at the end of a teaching episode, not immediately after individual questions, so it does not fit the description given in the question.

Statements A and B correctly distinguish lower-order and higher-order questions in terms of recall and complex thinking. Statement C is true because combining both types allows teachers to build from basic understanding to deeper learning. Statement E is also true since group discussions and project work are suitable contexts for encouraging higher-order questioning. Statement D is false because large classes can still benefit from higher-order questions, and F is false because simply asking such questions does not guarantee critical thinking without appropriate support. Therefore, the correct set of statements is A, B, C and E only, making option C the right answer.

Option A:
Option A includes A and B, both true, but omits C and E, which further explain the value of mixing question types and using higher-order questions in interactive activities. The absence of these true statements means the set is incomplete. Hence A and B only cannot be the correct answer.

Option B:
Option B extends A and B to include C, which is correct, but still leaves out E, a true statement about contexts for higher-order questioning. Because a complete set of correct statements must also include E, A, B and C only is not adequate. Therefore option B is not correct.

Option C:
Option C contains A, B, C and E, all of which accurately describe the roles and uses of different levels of questioning. It rightly excludes D and F, which either unduly limit higher-order questions or assume they automatically produce critical thinking. Since it includes all and only the true statements, A, B, C and E only is the correct answer.

Option D:
Option D includes B, C, D and E but introduces D, which asserts that only lower-order questions should be used in large classes, a claim that underestimates students' capacity and the teacher's skill in managing time. The presence of D, a false statement, makes this option invalid. Thus B, C, D and E only cannot be accepted.

Option E collects A, D, E and F but contains D and F, both of which misrepresent higher-order questioning in terms of when it should be used and what it guarantees. Even though A and E are true, the inclusion of these two false statements undermines the set. Therefore A, D, E and F only is not the right answer.

Option F groups C, E and F and mistakenly treats F as correct, suggesting that merely asking higher-order questions always yields critical thinking. This ignores factors such as scaffolding, classroom climate and learner readiness. As a result, C, E and F only is not a valid combination.

Statements A, B and D describe effective strategies, while C and E are wrong. A is true because connecting content with learners’ daily life enhances relevance and comprehension. B is true as thoughtful questioning encourages engagement and formative assessment of understanding. D is true since asking students to summarise key points consolidates learning. C is false because a monotonous pace and tone usually reduce, rather than increase, attention, and E is false because student feedback is an integral part of effective communication. Thus, the wrong statements are C and E only.

Option A:
Option A, which selects C only, correctly identifies one problematic strategy but fails to recognise that excluding student feedback, as claimed in E, is also wrong. Because both C and E misrepresent effective practice, naming only one of them is incomplete. This makes C only an incorrect choice.

Option B:
Option B chooses E only and overlooks C, even though rigid sameness in pace and tone is also a poor strategy for maintaining attention. Since the question asks for all wrong statements, identifying only E does not satisfy the requirement. Therefore, E only cannot be considered the correct answer.

Option C:
Option C combines B, C and E, but B is actually a correct statement about the value of questioning techniques. By treating B as wrong, this option conflicts with established principles of effective teaching. Consequently, B, C and E only is logically inconsistent and not acceptable.

Option D:
Option D groups C and E, the two statements that contradict effective classroom communication strategies. It keeps A, B and D outside the set of wrong statements, recognising their positive role in making learning meaningful, interactive and memorable. Because it captures exactly the incorrect statements, C and E only is the correct option.

Statements A, B, D and E are correct, whereas C and F are incorrect. Open questions encourage analysis and synthesis, and giving wait-time helps more students participate thoughtfully. Redirecting questions to peers supports collaborative dialogue, and a balanced mix of question types serves learners at different levels. However, relying only on recall questions does not develop deep understanding, and rhetorical questions do not necessarily increase participation because they often do not expect an answer. Therefore A, B, D and E form the correct set of statements.

Option A:
Option A is incomplete because it omits E, disregarding the importance of mixing lower- and higher-order questions. Although A, B and D are right about thinking, wait-time and peer interaction, lacking E means the strategy set is not fully described. Thus A, B and D only cannot be accepted.

Option B:
Option B is correct as it includes the four statements that align with good questioning practice and excludes the two that oversimplify or misrepresent. It acknowledges higher-order thinking, participation, peer interaction and differentiation through varied questions. This combination matches the intended set of correct statements.

Option C:
Option C is wrong since it treats C as correct, claiming that recall-only questioning promotes deep understanding, which contradicts Bloom’s taxonomy. It also inflates the set by including E along with C, making the option internally inconsistent. Hence A, B, C, D and E only cannot be chosen.

Option D:
Option D is incorrect because it omits A and adds F. Without A, the option loses the link between open questions and higher-order thinking, and F wrongly suggests that rhetorical questions automatically raise participation. Consequently B, D, E and F only is not a valid answer.