TET/CTET COACHING IN MOHALI

CTET Coaching Institute with Exam Details 

The Teacher Eligibility Test, it is an Indian entrance examination for teachers. First time It was held  by the apex body for schools i.e. CBSE with support of central govt. Since then it is conducted twice a year. CTET / STATE TET are basically conducted to extract the best teachers.
This a new way opted by Govt. to raise the standard of education system as well to achieve goals of “right to education”. It will bring national standards and bench mark of teacher quality.

The following persons are eligible for appearing in the CTET.
2.1 Minimum Qualifications for becoming Teacher for Classes I-V: Primary Stage
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known)
OR
Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor of Elementary Education (B.El.Ed).
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Education (Special Education)*.
OR
Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known).
2.2 Minimum Qualifications for becoming Teacher for Classes VI-VIII:
Elementary Stage
Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).
OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed).
OR
Graduation with at least 45% marks and passed or appearing in 1- year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor in Elementary Education (B.El.Ed).
OR
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.
OR
Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education)*.
STRUCTURE AND CONTENT OF CTET
Paper I (for classes I to V) Primary Stage : Duration of examination-Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix 1)

(i) Child Development and Pedagogy 30 MCQs 30 Marks

(ii) Language I 30 MCQs 30 Marks

(iii) Language II 30 MCQs 30 Marks

(iv) Mathematics 30 MCQs 30 Marks

(v) Environmental Studies 30 MCQs 30 Marks

Total 150 Marks

MCQs 150 Marks
Paper II (for classes VI to VIII) Elementary Stage : Duration of examination – Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix 1)

(i) Child Development & Pedagogy(compulsory) 30 MCQs 30 Marks
(ii) Language I (compulsory) 30 MCQs 30 Marks
(iii) Language II (compulsory) 30 MCQs 30 Marks
(iv) (a) For Mathematics and Science teacher : 60 MCQs 60 Marks Mathematics and Science
(b) For Social Studies/Social Science teacher: 60 MCQs 60 Marks Social Science
(c) For any other teacher – either (a) or (b)

Total 150 MCQs 150 Marks
LANGUAGE OF THE QUESTION PAPER: The medium of question paper shall be either English or Hindi.

The candidates appearing in CTET will be issued Marks Statement. The Candidates securing 60% and above marks will be issued Eligibility Certificate.
APPLICABILITY i. The CTET shall apply to schools of the Central Government (KVS, NVS, Central Tibetan Schools, etc.) and schools under the administrative control of UT’s of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Andaman & Nicobar Islands and NCT of Delhi.
ii. CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
iii. Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.

(Paper I and Paper II)
Paper I (for classes I to V) Primary Stage:
I. Child Development and Pedagogy 30 Questions
a) Child Development (Primary School Child) 15 Questions
· Concept of development and its relationship with learning
· Principles of the development of children
· Influence of Heredity & Environment
· Socialization processes: Social world & children (Teacher, Parents, Peers)
· Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
· Concepts of child-centered and progressive education
· Critical perspective of the construct of Intelligence
· Multi Dimensional Intelligence
· Language & Thought
· Gender as a social construct; gender roles, gender-bias and educational practice
· Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
· Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
· Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs 5 Questions
· Addressing learners from diverse backgrounds including disadvantaged and deprived
· Addressing the needs of children with learning difficulties, ‘impairment’ etc.
· Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy 10 Questions
· How children think and learn; how and why children ‘fail’ to achieve success in school performance. · Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
· Child as a problem solver and a ‘scientific investigator’
· Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
· Cognition & Emotions
· Motivation and learning
· Factors contributing to learning – personal & environmental
II. Language I. 30 Questions
a) Language Comprehension 15 Questions

Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development 15 Questions
· Learning and acquisition
· Principles of language Teaching
· Role of listening and speaking; function of language and how children use it as a tool
· Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
· Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
· Language Skills
· Evaluating language comprehension and proficiency: speaking, listening, reading and writing
· Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
· Remedial Teaching
III. Language – II 30 Questions
a) Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15 Questions

· Learning and acquisition
· Principles of language Teaching
· Role of listening and speaking; function of language and how children use it as a tool
· Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
· Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
· Language Skills · Evaluating language comprehension and proficiency: speaking, listening, reading and writing
· Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
· Remedial Teaching
IV. Mathematics 30 Questions
a) Content 15 Questions

· Geometry
· Shapes & Spatial Understanding
· Solids around Us
· Numbers
· Addition and Subtraction
· Multiplication
· Division
· Measurement
· Weight
· Time
· Volume
· Data Handling
· Patterns
· Money
b) Pedagogical issues 15 Questions
· Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
· Place of Mathematics in Curriculum
· Language of Mathematics
· Community Mathematics
· Evaluation through formal and informal methods
· Problems of Teaching
· Error analysis and related aspects of learning and teaching
· Diagnostic and Remedial Teaching
V. Environmental Studies 30 Questions
a) Content 15 Questions

I. Family and Friends:
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 Plants
II. Food
III. Shelter
IV. Water
V. Travel
VI. Things We Make and Do
b) Pedagogical Issues 15 Questions
· Concept and scope of EVS
· Significance of EVS, integrated EVS
· Environmental Studies & Environmental Education
· Learning Principles
· Scope & relation to Science & Social Science
· Approaches of presenting concepts
· Activities
· Experimentation/Practical Work
· Discussion
· CCE
· Teaching material/Aids