UGC NET Questions (Paper – 1)

Statements A, B and D correctly represent key features of flipped classrooms, whereas statement C is incorrect. In the flipped model, students engage with content before class and then use class time for active learning supported by ICT tools. Collaborative work is often encouraged, rather than prohibited, so C misrepresents the pedagogy. Therefore, the combination A, B and D only is the correct set of statements.

Option A:
Option A is incomplete because it recognises pre-class content and active classroom use but omits the role of ICT platforms described in D. Without acknowledging video platforms and LMS, the picture of flipped classrooms is partial.

Option B:
Option B is incorrect because it includes C along with A and B as correct. Statement C conflicts with the collaborative and interactive nature of flipped classrooms; students frequently work together in class on higher-order tasks. Accepting this statement makes the combination invalid.

Option C:
Option C includes B and D only and omits A, even though A defines the fundamental idea of shifting content delivery to before class. Without A, the explanation of the flipped model is incomplete, so this option cannot be accepted.

Option D:
Option D is correct because it brings together A, B and D, which collectively capture pre-class engagement, in-class active learning and the supporting role of ICT. By excluding C, it avoids the misconception that flipped classrooms reject collaboration.

Interactive communication is characterised by ongoing feedback and adjustment between participants. In the stem,the teacher listens to students’ questions and changes explanations accordingly. This shows active two-way influence and adaptation. Therefore,the communication is best described as interactive.

Option A:
Ritualistic communication occurs when routines are followed without much concern for meaning,such as formal greetings; it does not describe responsive teaching.

Option B:
Mechanical communication would imply rigid,unthinking transmission of information,which is the opposite of adapting explanations based on student reactions.

Option C:
Interactive communication helps align teaching with learners’ needs,so option C correctly captures the nature of the classroom described.

Option D:
Unidirectional communication suggests one-sided flow without meaningful feedback,which conflicts with the teacher’s active use of student reactions in the stem.

In formal education,the central goal of communication is to bring about desirable changes in learners' knowledge,skills and attitudes. All classroom talk,questions,examples and explanations are organised to help learners construct understanding. Even discipline or announcements are ultimately justified in terms of how they support learning. Therefore learning is the most accurate description of the primary purpose of classroom communication.

Option A:
Learning is the outcome that justifies the existence of teaching as a profession and of classrooms as institutions. When teachers design objectives and choose strategies,they focus on what students should learn,not merely what should be said. Hence this option directly matches the core aim of educational communication.

Option B:
Entertainment can be used as a strategy to gain attention or reduce monotony,but it remains secondary to learning goals. If entertainment becomes the main purpose,the instructional value of communication is weakened. Therefore it is not the best completion for the stem.

Option C:
Control refers to managing behaviour and maintaining discipline so that learning can occur effectively. It is an instrumental function rather than the ultimate objective of communication in teaching. Thus it cannot be called the primary purpose.

Option D:
Advertising is associated with promoting products,services or institutions and is not the basic goal of regular classroom interaction. Even when institutions brand themselves,that communication is separate from everyday pedagogic talk. Hence this option is clearly inappropriate here.

Eye contact, posture and facial expressions are classic elements of body language, i.e., non-verbal communication used to regulate interaction and convey emotion.

Option A:
Written communication uses text/notes, not facial expressions and posture.

Option B:
Mass communication refers to media-to-large-audience communication, not face-to-face cues.

Option C:
Non-verbal communication includes gestures, posture, facial expressions and eye contact—exactly the examples given.

Option D:
Mechanical communication is not a standard category for body language cues.

Statements A, B, D and F correctly describe widely accepted models of communication, whereas C and E are incorrect. The linear model is one-way, interactive models incorporate feedback, and transactional models treat all participants as senders and receivers within a context. Statement F is also correct because later models explicitly emphasise feedback and context. Statement C is wrong as transactional views do pay attention to context, and E is wrong because linear models cannot account for complex two-way classroom interactions.

Option A:
Option A is correct because it includes exactly A, B, D and F, which are the true statements. It excludes C, which wrongly claims that transactional models ignore context, and E, which overstates the adequacy of linear models. Thus this combination matches the accepted understanding of communication models. By listing these four and only these four statements, it captures both feedback and contextual emphasis alongside linear and transactional features.

Option B:
Option B is incorrect because it treats E as correct by including A, B, D and E. Although A, B and D are accurate, E falsely claims that linear models explain all classroom communication. Including E makes the overall combination inconsistent with contemporary communication theory. Therefore this option cannot be accepted.

Option C:
Option C is incorrect as it selects B, D, E and F and leaves out A. While B, D and F are true, E is false and A is a correct description of linear models. Omitting A and adding E means this combination does not represent the full and accurate set of correct statements. Hence it is not the right answer.

Option D:
Option D is incorrect because it includes C, which misstates transactional models, and omits B, which correctly describes interactive models. By mixing one false statement and leaving out a crucial true one, this combination fails to capture the proper picture of communication models. Therefore it cannot be chosen as correct.

The transactional model describes communication as a dynamic and simultaneous process in which all participants act as both senders and receivers. In a classroom,teachers and students respond to each other's words,expressions and feedback. This mutual influence is exactly what transactional views emphasise.

Option A:
Linear models assume one directional flow from teacher to student and do not fully capture ongoing feedback. They are therefore less suitable for interactive classrooms.

Option B:
Transactional models stress co creation of meaning and adaptation moment by moment,making this option the best description for the situation in the stem.

Option C:
Hypodermic models suggest passive audiences that are injected with messages,which is contrary to active learner participation.

Option D:
Two step models focus on opinion leaders mediating media messages,not on teacher student exchanges.

Channel richness refers to the capacity of a communication medium to provide immediate feedback, multiple cues such as tone and gestures, and personal focus. Face to face discussion allows teachers and students to see facial expressions, hear vocal nuances and respond instantly to each other, so it is considered the richest channel for complex or sensitive topics.

Option A:
Option A (email) allows thoughtful, documented messages, but feedback is delayed and nonverbal cues are limited to writing style and emoticons, so the channel is less rich.

Option B:
Option B (printed handouts) is a one-way written channel that provides information but no built-in mechanism for immediate feedback or observation of nonverbal responses.

Option C:
Option C is correct because face to face classroom discussion offers immediate feedback and combines verbal and nonverbal cues, making it the richest channel among the options.

Option D:
Option D (notice on website) is also one-way, impersonal communication; students typically cannot respond in real time, so the channel has low richness.

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.

Communication is fundamentally understood as a process where a sender encodes a message and a receiver decodes it to arrive at shared meaning. It is not just about sending information but ensuring that understanding is created at the receiver’s end. Symbols such as language, gestures and images are used as carriers of meaning. In education, this shared meaning becomes the basis for effective teaching learning.

Option A:
Option A highlights all the essential elements of communication: sender, receiver, message, symbols and shared meaning. It captures the idea that communication aims at understanding rather than mere transmission. By emphasizing process and meaning, it aligns with standard definitions used in educational communication.

Option B:
Option B treats communication as one way transfer of facts, ignoring the receiver’s active role and understanding. Without feedback or concern for comprehension, this becomes information dumping rather than genuine communication.

Option C:
Option C describes a random exchange of words, which lacks the purposeful sharing of meaning required for true communication. Without intention and coherence, such exchanges do not support teaching learning processes.

Option D:
Option D focuses only on the physical transmission of sounds and ignores whether the sounds are understood as meaningful messages. Mere sound without shared meaning does not fulfil the educational purpose of communication.

Feedback is the response that travels from receiver back to sender. In the classroom, students’ questions, facial expressions and performance provide the teacher with evidence about how messages are being interpreted. When teachers attend to this feedback, they can clarify misconceptions, change examples, modify pace or revisit topics.

Option A:
Option A stresses that feedback informs the teacher about the effectiveness of communication and guides adaptive teaching, aligning with a responsive, learner-centred approach.

Option B:
Option B suggests increasing teacher talk, but feedback usually reduces monologue and encourages student voice instead of prolonging one-way delivery.

Option C:
Option C equates effectiveness with silence; in reality, silence may hide confusion, whereas active feedback reveals true levels of understanding.

Option D:
Option D assumes feedback removes the need for assessment; while feedback improves learning, formal evaluations are still required to measure achievement systematically.

Two way communication occurs when both parties have opportunities to send and receive messages,providing feedback and negotiation of meaning. In the described classroom,students question and challenge ideas while the teacher responds. This reciprocal flow of messages is a hallmark of two way communication.

Option A:
One way communication would involve only the teacher speaking with no active response from students,which is the opposite of the interactive environment in the stem.

Option B:
Two way communication supports clarification,deeper understanding and critical thinking,making it the most accurate term for such dialogic teaching.

Option C:
Mechanical communication is not a standard theoretical category and does not capture the relational aspects here.

Option D:
Mass communication involves mediated messages to large anonymous audiences,not a specific classroom dialogue.

Flanders interaction analysis focuses on categorising teacher and student talk during classroom lessons. It distinguishes between types of teacher talk,such as lecturing or questioning,and student talk,such as responses or initiation. By recording and analysing these verbal behaviours,researchers and teachers can understand interaction patterns and improve classroom communication. Therefore,the system is primarily concerned with verbal interaction.

Option A:
Verbal interaction analysis helps identify dominance of teacher talk,level of student participation and opportunities for higher-order questioning. This information can guide professional development for more interactive teaching. Because the stem refers to what the system is mainly used to study,verbal interaction is the correct completion.

Option B:
Furniture arrangement deals with physical layout such as seating patterns,and while it can influence interaction,it is not what Flanders’ categories measure.

Option C:
Building construction relates to architectural design of school premises and lies outside the focus of classroom verbal behaviour.

Option D:
Transport facility concerns how students travel to school and is unrelated to analysis of dialogue within lessons.

Transactional models portray communication as a dynamic process where all participants act as senders and receivers simultaneously. Meaning is co created through ongoing interaction and shared context. The stem describes classroom communication in exactly this way,with teacher and learners shaping each other's understanding at the same time. Therefore,it reflects the transactional model.

Option A:
Linear models see communication as one way transmission and cannot capture simultaneous co creation.

Option B:
Interactional models include feedback but still often treat sending and receiving as alternating steps,not truly simultaneous.

Option C:
The hypodermic model assumes one directional,powerful effects like a "magic bullet,"which contradicts the co creation idea.

Option D:
Transactional views recognise that participants mutually influence each other's messages and interpretations,making option D correct.

Statements A, B and C are correct because expectations can shape opportunities and feedback, reflection can address bias and low expectations can undermine confidence. D is false since expectations often influence the frequency and quality of feedback and interaction offered to students. E is false because high expectations in a professional sense involve high support and realistic challenge, not relentless pressure. Hence, A, B and C only is the correct combination.

Option A:
Option A includes A and B but omits C, ignoring the negative impact of low expectations on motivation and effort. As C is also true, A and B only is incomplete.

Option B:
Option B groups A, B and C, recognising effects on opportunities, the need for reflection and the role of expectations in student confidence. It excludes D and E, which misrepresent links between expectations, feedback and pressure, so A, B and C only is correct.

Option C:
Option C lists B, C and D but treats D as true, even though expectations clearly influence feedback and attention. This makes B, C and D only an invalid option.

Option D:
Option D groups A, C and E but includes E, which confuses high support with unrealistic demands. Therefore A, C and E only cannot be accepted.

In this situation, students first communicate in small groups, negotiating meaning and constructing ideas collectively, which is small group communication. When they present to the whole class, they engage in a form of public or group communication directed to a larger audience. This combination promotes active learning and develops both interpersonal and presentation skills.

Option A:
Option A, one way communication, would describe a pure lecture or monologue without student participation. Here, learners are actively discussing and presenting, so the pattern is not one way.

Option B:
Option B is correct because it captures both stages: interaction within small groups and subsequent sharing with the whole class, illustrating student-centred, participatory learning.

Option C:
Option C, only intrapersonal communication, would involve thinking inside one’s own mind, not open discussion among multiple students.

Option D:
Option D, only written communication, ignores the oral and interactive character of both the group discussion and the oral presentation.