18th Morning Dec 2018 Session

  1. Match the following.
    1. Given below are two sets, set-I embodies the type of communication while set-II provides their exemplification. Select your answer from the code given:
    1. Set-I (types of communication) – Set-II (exemplification)
      Linear communication      A teacher in the classroom presents a structured content
  Interactive communication  –                                  The principal of a college holds the staff meeting
for understanding their problems
Transactional Communication Members are given themes on which      they
are     required to hold discussion.
  The teachers and students in a college go on rampage
Communication model
  1. Linear communication – Eg.Newspaper
  2. Transactional communication – Eg. Presentation
  3. Interactive communication – Eg. Classroom Interaction

2. When students place themselves close to certain communication sources, it will lead to:

Options:-

1. Selective exposure

2. Source domination

3. Negative choices

4. Impersonal behaviour

  1. On listening attentively to and favorably interpreting messages which boost self-image, and reject or misinterpret messages which threaten that image. This is called Communication selectivity .

3. Identify the correct sequence of decoding process of communication in the classroom Options:-

  1. Feedback, Sensory involvement, Interpretation, Evaluation
    1. Evaluation , Interpretation, Sensory involvement, Feedback
    1. Interpretation, Evaluation , Feedback, Sensory involvement
    1. Sensory involvement, Interpretation, Evaluation, Feedback

4. Assertion (A) : Classroom communication involves the clear decoding of messages by the students.

Reason (R) : By increasing redundancy, we can improve the fidelity of communication Options:-

1. Both (A) and (R) are true, but (R) is not the correct explanation of (A). 2. (A) is false, but (R) is true. 3. (A) is true, but (R) is false. 4.  Both (A) and (R) are true.

Dynamics of good classroom communication involves Motivation, Being organized, Participation

5. Fleeting changes that occur in facial expressions of teachers in a classroom are described as:

Options:-

1. Informational-momentary movements 2. Macro-momentary movements 3. Micro-momentary movements 4. Significant-momentary movements

New forms of facial expressions of teachers in a classroom are described significant part of non-verbal communication.

18th December Afternoon Session:

  1. In communicating in a classroom situation which one of the following approaches will be considered most appropriate?
    1. Options:
      1. Empathetic and pragmatic
      2. Assertive and conformist
      3. Personal and emulative
      4. Technical and domineering
        1. The sequential order of elements in classroom communication is awareness, interest, evaluation, knowledge.
  2. A teacher decides to form six groups of students and assigns a sub-theme to each group for discussion and reporting. Which kind of communication model will best describe his/her strategy in this regard?
    1. Options:
      1. Transactional model
      2. Interactional model
      3. Horizontal model
      4. Linear model
        1. Communication leads to social interaction, which in combination with other factors contribute to a sense of community.
        2. Thereby supporting peer group interaction in classroom environment.
  3. Which of the following is a powerful determinant for effective assertive communication whether written or spoken?
    1. Options:
      1. ‘They’ messages
      2. ‘We’ messages
      3. ‘You’ messages
      4. ‘I’ messages
        1. Classroom communication involves the clear decoding of messages by the students.
        2. linear communication model between teacher and students renders direct deliveryy of message
        3. sequence correctly depicts as Encode > Symbols > Message > Channel
        4. to improve the quality aspect of the reception of the message technological aids comes handy for teachers and students.
  4. In conveying the same meanings, which of the following is incongruous?
    1. (A) Prosper
    2. (B) Excite
    3. (C) Flourish
    4. (D) Thrive
  5. Which of the following constitute the paralanguage in communication? Select from the code to indicate your answer?
    1. Code:
      1. (a) Pitch of the voice
      2. (b) Internal noise
      3. (c) External noise
      4. (d) Use of pause
      5. (e) Rate and volume of speech
    2. Options
      1. (a), (b) and (c)
      2. (b), (c) and (d)
      3. (a), (d) and (e)
      4. (a), (c) and (e)
        1. the components of paralanguage communication includes Voice, Emphasis, and Impression.
  6. Which of the following would influence the effectiveness of communication in classroom instruction in a critical way?
    1. Teaching aids used by the teacher while making a presentation
    2. Teaching style preferred by the teacher while transacting
    3. Academic intelligence and personality characteristics of the teacher.
    4. Subject knowledge of the teacher.
      1. In classroom the instructional communication is structured and interactive.
      2. So teaching aids helps in effective delivery of messages to learners.

19th Morning Dec 2018 Session:

  1. For promoting competence and excellence in and through education, which of the needs of Maslow’s hierarchy has to be addressed?
    1. Options:-
      1. Need for love and belongingness
      2. Need for self-esteem
      3. Need for self – actualization
      4. Safety needs
        1. People have their own values and self –interest that filter Communicated message
        2. So knowing the needs of audience is imperative for an effective communicator.
  2. University teachers make a very effective expository presentation in his/her class without caring for its effect on the student. This is an example of a/an:
    1. Linear Communication Model
    2. authoritarian Communication Model
    3. interactive Communication Model
    4. Transactional Communication Model
      1. the following sequence correctly depicts the linear communication model between teacher and students  Encode > Symbols > Message > Channel
      2. In the linear model of communication, A teacher in the classroom presents a structured content.
      3. So, the expected result is  semantic accuracy. eg. newspaper
  3. In which model of communication ‘noises’ are introduced as an important variable?
    1. Transactional Model of Communication
    2. Participative Model of Communication
    3. Assertive Model of Communication
    4. Linear Model of Communication
      1. Members are given themes on which they are required to hold discussion.
      2. group discussions are organised by the teacher to help arrive at a solution to a problem. 
  4. Below are given two sets. Set-I specifies the sensory modes while Set-II offers an illustration of speech communication to go with them. Match the two sets and indicates your answer by selecting the appropriate code.
    1. Set-I (Sensory modes) Set-II (Illustrative speech)
      1. Sight mode- It leaves taste in my mouth.
      2. Hearing mode- I can’t put my finger on the problem.
      3. Touch mode- Something is fishy.
      4. Smell mode -That looks good to me.
      5. Taste mode – That sounds fine to me.
    2. Options:-
      1. (a)-(i), (b)-(ii), (c)-(iii), (d)-(iv), (e)-(v)
      2. (a)-(ii), (b)-(iii), (c)-(i), (d)-(iv), (e)-(v)
      3. (a)-(ii), (b)-(iii), (c)-(iv), (d)-(v), (e)-(i)
      4. (a)-(iv), (b)-(v), (c)-(ii), (d)-(iii), (e)-(i)
  5. In conveying, some meanings, which of the following is incongruous?
    1. Beautiful
    2. Unique
    3. Rare
    4. Exceptional
  6. Which of the following sequence correctly depicts the linear communication model between teacher and students.
    1. Options:-
      1. Symbols > Message > Encode > Channel
      2. Channel > Message > Symbols > Encode
      3. Message > Channel > Symbols > Encode
      4. Encode > Symbols > Message > Channel
        1. Expressive communication is driven by Encoder’s personality characteristics.
        2. So, encoder as a teacher in a classroom environment requires to be competent in managing the knowledge and be self efficient in rendering to learners.
  7. Which of the following is a powerful indicator of miscommunication in a classroom transaction?
    1. Options:-
    2. ‘Yawning’ by most of the students.
    3. Volley of questions relevant to the subject.
    4. Purposely non-participative moves of students.
    5. Volley of questions irrelevant to the subject.
      1. Feedback makes the classroom communication process Circular, Complete and Interactive
      2. So appropriate questions at the end of class helps to build an effective classroom environment.

19th Afternoon Dec 2018 Session

  1. Social media platforms have created a:
    1. Society of negativity
    2. Society of consumables
    3. Society of networking
    4. Society of reactionary opinions
      1. the usual sequence of communication is  Communication → Language →Society → Civilization
      2. Thus in modern times, the function of mass media is vital for any society.
      3. It enables to build community of group of people based on their own norms.
  2. Computer-assisted language learning is called:
    1. Electronic mediation
    2. Language logic
    3. Communicative call
    4. Aided learning
      1. In a modular learning process, the language is felicitated by computers in a pre-recorded form.
      2. It tends to build effective communication skills like reading, writing, listening and speaking.
  3. The word ‘haptics’ denotes:
    1. Tactile communication
    2. Spatial communication
    3. Staggered communication
    4. Timely communication
      1. the use of technology that stimulates the senses of touch and motion
      2. The perception of objects by touch.
  4. Assertion (A): Empathy is essential for effective communication between the communicator and the communication.
    1. Reason (R): Empathy links the teacher and students.
      1. Both (A) and (R) are true
      2. Both (A) and (R) true, but (R) is not the correct explanation of (A)
      3. (A) is false, but (R) is true.
      4. (A) is true, but (R) is false
        1. Communication has the power to inform, persuade and misinform
        2. So when it is done in an empathetic and pragmatic manner it will be most effective.
  5. In classroom communication, analogies are considered:
    1. 1. Unwanted information
      2. Attention-breakers
      3. Supporting evidence
      4. Control devices
      1. Other supporting techniques by the evoution of education technology are text book supplementation, programmed learning material, modular material and online methods.

20th Morning Dec 2018 Session

  1. In verbal communication, words act as:
    1. Options:-
      1. Symbols
      2. Fillers
      3. Decorative
      4. Passive barriers
        1. Most common form depicts the linear communication model between teacher and students  Encode > Symbols > Message > Channel
        2. Encoder – Teacher, Symbols -Words, Message – Knowledge and Channel – Direct Verbal communication
  2. The challenging behaviours of students as related to communication are:
    1. Purposive challenges
    2. Critical challenges
    3. Procedural challenges
    4. Evaluation challenges
    5. Practicality challenges
    6. Power challenges
      1. Options:-
      2. (d), (e), (f) and (a)
      3. (c), (d), (e) and (f)
      4. (a), (b), (c) and (d)
      5. (b), (c), (d) and (f)
        1. the correct sequence of communication in a learning environment exposure-information-persuasion-behavioral change.
        2. Learner communication has a relatively high potential of challenging attitudes then comes power, evaluation, procedures and practicality.
  3. Modern educational communication is described as:
    1. Options:-
      1. Non-distributive
      2. Un-approximate
      3. Teleologic
      4. Telescopic
        1. Teleologic is the explanation of phenomena in terms of the purpose they serve.
        2. It includes a professional working relationship, a participatory environment in the classroom, engage in out-of-classroom interaction.
  4. Classroom communication has a basis in:
    1. Options:-
      1. Audience fragmentation
      2. Non-informative cues
      3. Intensive listener focus
      4. Attention diversion
        1. An effective listener takes note of the academic content, communication distractions.
  5. Effective classroom communication would help students internalize:
    1. Knowledge
    2. Subject matter
    3. Articulation
    4. Language felicity
    5. Non-responsiveness
    6. Modalities of resistance
      1. Options:-
      2. (a), (d), (e) and (f)
      3. (c), (d), (e) and (f)
      4. (a), (b), (c) and (d)
      5. (b), (c), (d) and (e)
        1. A basic principle of effective classroom communication is that one should adapt his or her own message  to the audience.
        2. It involves all the above elements.

20th Afternoon Dec 2018 Session

  1. Signs are considered as secondary products of:
    1. Semantic accuracy
    2. Message
    3. Channelisation
    4. Infotainment
  2. In a classroom, communication becomes effective when participants are:
    1. Active
    2. Empathetic
    3. Heterophilous
    4. Homophilous
    5. Silent
    6. Uncritical
      1. Options:-
        1. (a), (b) and (d)
        2. (b), (c), (d) and (e)
        3. (c), (e) and (f)
        4. (a), (b), (c) and (d)
          1. Homophily refers to the tendency for people to have ties with people who are similar to themselves in socially significant ways.
          2. Birds of same feathers flock together
  3. The information seeking strategies of students are:
    1. Entropy-oriented
    2. Overt
    3. Non-functional
    4. Indirect
    5. Third party
    6. Testing
      1. Options:-
        1. (b), (d), (e) and (f)
        2. (a), (b), (d) and (e)
        3. (b), (c), (e) and (f)
        4. (a), (b), (c) and (f)
  4. Classroom speech is considered as a:
    1. Options:-
      1. Non-technical medium
      2. Unorganized medium
      3. Mass medium
      4. Technical medium
        1. Classroom speech is a direct mode of communication that involves a sequence between teacher and students.
        2. Encode > Symbols > Message > Channel
  5. The relational approach in classroom communication comes from:
    1. Options:-
      1. Mass communication
      2. Organisational communication
      3. Intra-personal communication
      4. Inter-personal communication
        1. Internal cues of non-verbal behavior in the classroom helps in interpersonal communication.
        2. a characteristic feature of interpersonal communication  is that it’s both focused and unfocused.

21st December 2018 First Shift:

  1. When students and teachers involve in communication, the purposes are:
    1. To develop a professional working relationship.
    2. To create a participatory environment in the classroom.
    3. To engage in out-of-classroom interaction.
    4. To seek a teacher’s intervention in personal matters.
    5. To control a teacher’s attitudes towards students.
    6. Options:-
      1. (b), (c) and (d)
      2. (a), (b) and (c)
      3. (c), (d) and (e)
      4. (a), (d) and (e)
        1. If a teacher wants to improve his or her abilities as an effective classroom communicator, he or she should first understand the students.
        2. So in a dynamic classroom a teacher is organised, Motivated and participative.
  2. Find the odd one from below:
    1. Options:-
      1. Listening
      2. Perceiving
      3. Inferring
      4. Comprehending
  3. Persuasive communication in a classroom intends to make people accept a particular:
    1. Options:-
      1. Disorientation
      2. Position
      3. Verbal jugglery
      4. Verbal noise
        1. the correct sequence of communication includes  Exposure-information-persuasion-Behavioural change
  4. Educational broadcasting suffers from the factor of:
    1. Options:
    2. Extended interactivity
    3. Internal-external monopoly
    4. Attention span
    5. Automated communication
      1. To extend the limitation of shorter attention span many technological aids are used.
      2. Synchronous communication involves real time video conferencing, instant messaging while asynchronous involves email and video forums.

21st December 2018 Second Shift:

  1. It is estimated that the meaning derived by the students from non-verbal communication in relation to verbal communication is ____________ more.
    1. Options:-
      1. 2/7
        1. Non-verbal communication can stimulate ideas.
        2. So, it is mostly  Unstructured and informal in nature.
        3. Non-verbal cues is Essential for good classroom communication.
  2. Iconic Production of classroom communication includes:
    1. Scripting
    2. Graphics
    3. E-mail
    4. Telephone
  3. The primary bases of inter-personal power in relation to classroom communication are:
    1. Coercive power
    2. Reward power
    3. Legitimate power
    4. Recreational power
      1. Options:-
      2. (b), (d) and (e)
      3. (a) and (e)
      4. (a), (b), (c) and (d)
      5. (a), (c) and (e)
  4. Assertion (A): Making good predictions in classroom communication may become difficult.
    1. Reason (R): It happens when interactions with students take place at a superficial level.
      1. Options:
    1. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
    2. Both (A) and (R) are true.
    3. (A) is true, but (R) is false.
    4. (A) is false, but (R) is true.
      1. Interactions are held to solve problems.
      2. In classroom, A teacher decides to form six groups of students and assigns a sub-theme to each group
      3. There the prediction of performance of individual student becomes difficult due to team effort.
      4. Students involve in peer group interaction to showcase their unique talent and capacity.
  5. Feedback makes the classroom communication process:
    1. Linear
    2. Circular
    3. Complete
    4. Interactive
    5. Disorganized
      1. Options:-
      1. (e), (a) and (b)
      2. (d), (e) and (a)
      3. (c), (d) and (e)
      4. (b), (c) and (d)
        1. During interaction with students in the classroom, the teacher provides corrective feedback.
        2. The immediacy of feedback is an essential feature of good classroom communication

22 December 2018 First Shift:

  1. In the digital era, there is a fear that classroom communication may result in:
    1. Options:-
      1. Quick adaptation
      2. Stimulation
      3. Over-stimulation
      4. Passive adaptation
        1. selective attention has been laid a primary principle to attract focused listening in the mode of digital space.
        2. So it focuses on pre-requisite learning to carry out the transaction in classroom in an effective way.
  2. The rhetorical approach in classroom communication considers teachers as _______ agents of students.
    1. Options:-
      1. Official
      2. Academic
      3. Non-official
      4. Influencing
        1. The  factors which have been labeled as ‘social competence’ in influencing learning – emotional well being.
  3. Non-verbal communication is considered:
    1. Options
      1. Informal
      2. Precise
      3. Culture-free
      4. Formal
        1. Non-verbal cues are essential for good classroom communication
        2. So, in classroom, smiling or frowning is taken as non-verbal cues that depicts facial expression
        3. Internal cues of non-verbal behavior in the classroom helps in interpersonal communication
  4. Negative criticism as an element of classroom communication will lead to:
    1. External sympathy
    2. Justification
    3. Defensiveness
    4. De-motivation
    5. Supportive listening
    6. Confrontational empathy
      1. Options:-
      1. (c), (d) and (e)
      1. (b), (c) and (d)
      2. (a), (b) and (c)
      3. (d), (e) and (f)
        1. Inorder to conduct an effective classroom environment the sequential order of elements includes  Awareness, interest, evaluation, knowledge.
        2. By empowering the learners with such elements the above mentioned negative crticisms can be eliminated.
  5. Assertion(A) : Teacher communication is central to classroom management.
    1. Reason (R): Teacher communication behaviors should not be used to regulate the classroom behavior of students.
    1. Options:-
      1. (A) is false, but (R) is true.
      2. Both (A) and (R) are true.
      3. Both (A) and (R) are true, but (R) is not the correct explanation of (A).
      4. (A) is true, but (R) is false.
        1. An effective teacher educational communication involves verbal communication and body language, analyzing the audience needs.
        2. So  teachers skill  as an effective classroom communicator is improved by understanding the students.

22 December 2018 Second Shift:

  1. Communication variables involved in a model of performance are:
    1. Encoding
    2. Decoding
    3. Passive resistance
    4. Channelisation
    5. Indifference
    6. Select the correct option from the code given below:
    7. Options:-
      1. (a), (b), (c) and (e) only
      2. (a), (b) and (d) only
      3. (a), (c) and (d) only
      4. (b), (c), (d) and (e) only
        1. the correct sequence of one way process of communication sender, encoding, Messages, channel, Decoding, Reciever
  2. In pre-learning preparation, an important stage of communication is:
    1. Options:-
      1. Iconistation of encoder
      2. Ignoring semantic noise
      3. Conditioned feedback
      4. Information acquisition and its processing
        1. the correct sequence of communication includes  Exposure-information-persuasion-Behavioural change
  3. To communicate effectively with students, teachers should use:
    1. Affinity-seeking strategies
    2. Immediacy behaviors
    3. Humour
    4. Collaborative filters
    5. Choose the most appropriate code:
      1. (a), (c) and (d)
      2. (a) and (d) only
      3. (a) and (b) only
      4. (a), (b) and (c)
        1. So  teachers skill  as an effective classroom communicator is to  understand the student.
        2. These mentioned elements are non-verbal in nature which have greater impact than structured formal interaction.
  4. Internal cues of non-verbal behavior in the classroom helps to diagnose:
    1. Mass beliefs
    2. Spatial proximation
    3. Interpersonal dynamics
    4. Student movement
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