CTET Preparation

Get ahead in your CTET Preparation with inputs from our experts. Besides CTET, prepare for other State TETs including HTET, UPTET, RTET, MPTET and BETET. Ace the exam, and get a Teaching career this year.

Thursday, 30 July 2015

CTET SEPT 2015: Important Information for Applicants


The Central Board of Secondary Education, Delhi will be conducting the 8th Central Teacher Eligibility Test (CTET) on 20.09.2015 (Sunday) for candidates to be eligible for appointment as teacher for Class I to VIII

Examination Date: 20th Sept,2015

Last Date for Online Submission of Forms: 19th August

Important Notes:
  • Candidates can only apply On-line for CTET-SEPT 2015
  • Detailed “Information Bulletin” is available on CTET website www.ctet.nic.in
  • Candidates must follow instructions strictly as given in the Information Bulletin on the websites. Candidates should strictly comply with the instructions contained in Information Bulletin, otherwise the candidature may be summarily rejected.
  • Candidate should enter his/her particulars i.e. Name, Father Name, Mother Name & Date of Birth as per Class X Certificate.
  • No change in particulars of the candidate will be allowed under any circumstances after the last dates specified for Online Corrections.

Fee Details for CTET - SEPT 2015 are as follows:
CATEGORY Only Paper – I or II Both Paper – I & II General/OBC Rs.600/- Rs.1000/- SC/ST/Diff. Abled Person Rs.300/- Rs.500/-

Mode of Payment: Remittance through E-Challan by depositing the prescribed fee in CTET Exam Fee Account with Syndicate Bank or HDFC Bank

Method of Submission of Online Application Form:
STEP 1: Log on to CTET official website www.ctet.nic.in.
STEP 2: Go to the link “Apply Online ” and open the same.
STEP 3: Fill in the Online Application Form
STEP 4: Upload Scanned Images of latest Photograph and Signature
STEP 5: Pay examination Fee by e-challan or debit/credit card
STEP 6: Print Confirmation page for record and future reference

You can visit us at www.niit.com/ctet to know about our Online/Classroom programs. You can also call us on 1800-103-2020


 

CTET Sept 2015: Eligibility Criteria

ELIGIBILITY:

The candidates having the following minimum educational qualification are eligible for appearing in CTET.

Minimum Educational 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). OR

Minimum Educational Qualification 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)


Visit www.niit.com/ctet to check CTET/TET Programs starting at Rs.2514/-

Wednesday, 29 July 2015

CTET 2015 be held on 20th September !

CTET 2015 exam dates have been announced by CBSE. The exam will be on 20th September.

Visit here to know more: www.ctet.nic.in

To know about NIIT CTET Programs, visit: www.niit.com/ctet
 

Wednesday, 15 July 2015

Karnataka TET Exam Date: 27 Sep, 2015

Karnataka Teacher Eligibility Test (KARTET) have been published by the board.

Important Dates:

News & EventsDATE
Released The Application Of KARTET – 201513 / Jul / 2015
Last Date For Application Submit03 / Aug / 2015
Last Date For Payment Of Fee05 / Aug / 2015
Download Their Admit Cards15th September 2015 onwards
Examination Date27 / Sep / 2015

THE USE OF FIGURES OF SPEECH IN POETRY : CTET CONCEPTS


If you have chosen English as language – I for the CTET, you will be well aware that the first part of your paper will comprise of reading comprehension. In poetry comprehension one of your tasks will be to identify the figure of speech in a given set of lines. Here is a list of the common figures of speech used in poetry along with their characteristics:

1.    Simile : Here one thing is compared to another with which it has something in common. A simile is usually introduced by the words ’like’, ‘as’ or ‘so’ E.g.

a)            My love is like a red red rose.

b)            Life is as tedious as a twice told tale.

 
2.    Metaphor : It is like a simile, only it’s implied. It does not compare two different things, rather states that the two are one E.g.

a)            Love is a fragile flower opening to the warmth of spring.

b)            Love is a lemon – either bitter or sweet. Note here that Love is a flower and not like a flower.


3.    Personification :It means the personification or making human of inanimate objects or abstract notions.

a)            The naughty wind chased the clouds across the sky.

b)            Laughter holding both her sides.

 

4.    Apostrophe : Here we observe a direct address to the dead or the absent or to a personified object, abstract idea or thing. E.g.

a)            Oh Death! Where is thy sting?

b)            Oh Grave! Where is thy victory?

 

5.    Hyperbole : It is a statement made emphatic by overstatement. E.g.

a)         I’ll love you my dear, I’ll love you,

         Till china and Africa meet

         And the river jumps over the mountain

         And the salmon sing in the street.

 

6.    Euphemism  :Here a disagreeable or unpleasant thing or occurrence is disguised to appear more acceptable or pleasant. E.g.

a)    Death may be called a long sleep

b)    A lie may be called a fairy tale

 

7.    Antithesis :Here we come across two contrasting or opposing terms, phrases or ideas within the same line. E.g.

a)    In folly ripe, in reason rotten.

b)    Is fancy’s spring, but sorrow’s fall?

 

8.    Alliteration :It can be easily identified by the repeated sound of the first consonant in a series of consecutive words. E.g.

a)    Peter piper picked a peck of pickled pepper.

b)    Selfish Sal sells silly shellfish.

 

9.    Irony :We recognise the presence of irony when the real meaning of something is the exact opposite of what has been literally conveyed. E.g.

a)    Oh! you can depend on him for the truth

For a criminal he is

And criminals are honourable men.

b)    A woman, such as she,

You can certainly love,

After she is dead.

 

You are now able to identify and distinguish between the common figures of speech used in poetry. All the best for your preparations.
 
Visit our website: www.niit.com/ctet
Or you can call us on 1800-103-2020

Monday, 13 July 2015

NIIT Edge - 40% Success Rate in CTET Feb-2015


1.            The CTET was conceptualized in 2011 by the Ministry of Human Resource Development consequent to the RTE Act. Qualifying the CTET, as you all are aware by now is mandatory for seeking jobs in Government schools. The test is basically to introduce a minimum standard on teachers who are aspiring to make this a career option. The test has so far been known more for the extremely low pass percentage though over the years the pass percentage has increased gradually. This year’s statistics are no different. Out of a total of 6,77,554 candidates who had appeared for the exam, only 80,187 candidates have qualified the exam. A paper wise breakup of the result is as follows:-

 
a)            Paper-I (Primary classes-I to V). Appeared: 2,07,522 - Qualified: 37,153 This means a total of 17.90 per cent candidates have qualified the exam. Last year, only 11.95 per cent candidates cleared Paper I.

b)            Paper-II (Elementary classes VI-VIII).    Appeared: 4,70,032 - Qualified: 43,034. The overall pass percentage of candidates who appeared for Paper II has also increased this year. It has reached 9.16 percent, last year, it was 2.80 per cent.


2.            So, for all aspirants who desire to ace this exam, it is but natural to feel somewhat overwhelmed by these statistics. To make sense of the vast nature of the syllabus, and help you deconflict the various requirements of the exam, you require to be mentored. The NIIT Advantage program is the one that is tailored to guide you through to success. With the institutional maturity and vast repository of qualified instructors at NIIT, the firm hand that guides you in your endeavours will be with you all the way. NIIT understands the aspirants and where they come from, after all every one of you have qualified or are in the process of qualifying B Ed and may have had some experience in teaching. So what the NIIT program does is to introduce the concepts of the subjects and follow-up with their co-relation to the practical aspects of teaching. The course structure is many layered involving study material, practise papers, e-courseware and live interactions with faculty over the NIIT Cloud Campus program. The course will ensure that you will always remain ahead in comprehending the requirements of the test. So then, you ask, what makes us so confident about the course and its effectiveness. Simple, the qualifying percentage of students enrolled NIIT for CTET coaching – a whooping 40 %! Beats the national average by a large margin! So let the experts guide you in your quest for improvement in not just improving your chances to qualify but to achieve a superlative score.
 
Visit us at: www.niit.com/ctet to know about our Self-Study Programs for CTET.

Monday, 6 July 2015

THE CTET SELF STUDY PROGRAM BY NIIT- YOUR BEST SHOT AT SUCCESS FOR CTET 2015.



You might be a teacher, helping train young minds into realizing their true potential or you might be an aspirant brimming with ideas on how you can contribute to this noble profession. Either ways, the importance of a CTET qualification in your chosen field needs no explanation. It is a prerequisite for a teaching job in government or government aided schools. In private schools, although not mandatory, a good CTET score is sure to give you an edge over other candidates when facing an interview board. Achieving a good score in such a crucial exam cannot hence be a mere cakewalk. There is no doubt then that the path to success in this examination is far from easy. For one, the syllabus fixed by CBSE for the exam is vast as it spreads out over a large multitude of subjects and topics. Also, the pattern of the test is quite unlike most of the tests that one might have encountered till now. Adding to these difficulties are the countless books, guides and study material available in the market, most of which mislead rather than guide the hapless user. It is not at all surprising then that the results of the CTET have been, to say the least, dismal in every one of the years since its inception. Also not surprising is that as a sensible future examinee, you often find yourself rudderless while navigating through all the information that you have read, seen, heard or otherwise collected while trying to prepare for the exam.

 However, hope comes to you in the form of the CTET self-study course being conducted by NIIT as part of its CTET Advantage Program. This program is innovatively designed to give you the best shot at cracking the CTET. The powerful combination of printed study material, online lectures, test series, DVDs and online consultation ensures the strengthening of every facet of your preparation. Also, the aforesaid combination caters to the needs of every kind of learner, be it the quiet reader, the visual or auditory learner, or someone who learns best through active interactions.

So, for those of you who have frazzled their nerves exploring the many confusing and often contradictory ways and means of acquiring success in the CTET, NIIT brings good news. Be assured that with NIIT organising and guiding your preparations, your hard work will get you just what it’s intended to get- success. Hoping to see you join hands with us in making CTET Aug/ Sep 2015 a cakewalk.

To Buy Self Study Program, visit: www.niit.com/ctet




Friday, 3 July 2015

Follow these 10 Steps to Pass CTET September 2015 Exam



So, you have chosen to appear for the CTET to be held sometime in the month of August or September 2015. As you eagerly await the declaration of the date of the examination it’s natural to be a wee bit anxious about your performance in the exam and its outcome. Here are a few things that I as an ex- examinee would like to share with you to help ease your way and streamline your efforts towards success in the CTET.
 

1.       For starters, you must go through the syllabus for the exam very carefully. It’s a good idea to take a print out of the syllabus from the official CTET site, for ready reference. As the area to be covered is vast, you may have to go through the syllabus often to avoid deviating from the topics of study.

2.       Be organized and systematic in your preparation. Decide on one subject and begin studying it systematically one topic after the other. I would suggest that you begin with Child Development And Pedagogy. I say this because this subject contains certain fundamental concepts, a good understanding of which would make the study of other subjects easy. Also, for those of you who are appearing in both Papers – I and II, the topics of study in this subject are almost the same for both.

3.       Once you have gained adequate understanding of one subject, you can try solving a few question papers of the same. This will enable you to :

a)      Familiarize yourself with the pattern of the question paper for that subject.

b)      Gauge your understanding of the subject.

c)       Gauge your level of preparedness for testing.

d)      Mark out some pet topics/questions by the frequency of their appearance in various papers.


4.       It’s important to note that quite a few questions on topics such as Piaget’s developmental theory or Vygotsky’s zone of proximal development are based on the application of the same by a teacher in a classroom situation. So, gaining a good understanding of these and other such theories is to be preferred over blind memorizing.

5.       For the subject based papers i.e. math and evs in Paper – I and math - science and social sciences in Paper- II, one can refer to the subject textbooks of any good CBSE school. However, it’s important to remember that, the questions that are asked may be of a higher class than the one you are teaching or intend to teach, i.e. the math questions in Paper – I may be from classes 6 or 7 and those in Paper – II, from classes 9 and 10. A careful scrutiny of the previous years’ question papers will show you that some questions from each of these subjects, have appeared in more than one paper.

6.       Studying the pedagogical aspects of Language I of your paper first will make the understanding of the same in Language II easier as they are fundamentally almost the same. If you have chosen Hindi as your second language, it will be a good idea to make a list of difficult words and find their meanings in sites such as shabdkosh’’. Once you have crossed the hurdle of understanding the questions ( owing to the language) you will find that most of them are based on the topics that you have already covered in Language I and you will have no difficulty in answering them correctly.

7.       A few days before the exam, you must go through the model of the answer sheet on the official CTET site. You can take a print out of the same and practice filling it. This will familiarize you with the structure of the answer sheet and help avoid any confusion while filling in your details on the day of the exam.

8.       On the day of the exam, read the paper very carefully. Remember to make sure that you are attempting only the subjects that you’ve chosen, especially in case of the language papers.

9.       For the reading comprehension in the language papers, it’s advisable to do a quick reading of the questions that you are meant to answer after reading the passage, before you begin reading the passage itself. This way, you will know which parts of the passage to read more carefully than others thereby saving time while answering the questions.

10.   If you divide the total time of 2 hours and 60 minutes between 150 questions, you get one minute to answer each question. Plan your paper accordingly. You may quickly attempt the easy questions first saving some extra time for the difficult ones. Mark the latter on the question paper so that you don’t forget to answer them altogether. Remember to be extremely careful when marking your options in the answer sheet as there is no way you can undo what has once been done on it.


A smart, systematic and diligent preparation can go a long way in getting you  good results in the CTET. Practice it and success will be yours for the taking.

Tuesday, 30 June 2015

Educational Implications of Growth and Development


1.            Education is not only a process and a product of growing, it means growing. It aims at the fullest possible realization of all the potentialities of children. This implies that teachers and parents must know what children are capable of and what potentialities they possess. Equipped with this knowledge they should provide suitable opportunities and favorable environmental facilities which are conducive to the maximum growth of children. Apart from these opportunities, it is necessary that their attitudes are helpful, encouraging and sympathetic.

 

2.            School programmers, procedures and practices should be adjusted to the growth and maturational levels of children, bearing in mind the individual variations in rates of growth. Since various aspects of growth are interrelated, parents and teachers should pay attention to all aspects. Good physical growth, for example, through the provision of play, games and sports, is conducive to effective intellectual development; malnutrition has been found to be an important factor that retards development: hence, teachers and parents should cooperate in cultivating among pupils habits of balanced eating. The principles of development have highlighted the importance of “individual differences” from one child to the other and from one stage to another. This fact justifies the provision of diversified courses for the development of specific talents, abilities and interests and a rich and varied programme of co-curricular activities. Similarly, the curricular activities should be based on the needs and interests of various stages of growth i.e., childhood, boyhood or later childhood, pre- adolescence and adolescence.

 

3.            Each stage of growth has its possibilities and limitations. This implies that teachers and parents should not demand of pupils or children what is beyond their stage of growth. If they do so, they will only cause frustrations, heighten tension and nervousness in children. For example, it is wrong to expect a primary school child to appreciate abstract concepts and theories. The ‘inter-relatedness of growth’ demands presentation of knowledge in an interrelated manner and its integration with action. Since each child grows in his own unique way, it is but opposite that parents and teachers should treat each child as a unique individual and provide for this special needs and interests. While every child is unique, there are certain developmental milestones that children typically reach as they grow and mature. The following information can help you learn what to expect from children at various ages and stages of development.

 

5 to 8 Years
Characteristics
Learning Methodologies
Physical Characteristics
 Are learning how to use their bodies by mastering physical skills
 Are skilled at using scissors and small tools
 Can use large muscles better than small muscles
 Long arms and legs may give a gawky, awkward appearance
 Are at a period of slow, steady growth
 Have them do small and large muscle activities.
 Use active learning experiences.
 Do activities that encourage physical activity—running, moving, cutting with scissors, painting, assembling, etc.
 They are messy with meals, arts/crafts, so be ready to help.
Social/emotional Characteristics
 Want to be with friends
 Girls tend to want to play with girls, boys with boys
 Are sensitive to criticism; don’t accept failure well; seek a sense of security in groups, organized play and clubs
 Make-believe activities allow them to imagine how others think and feel.
 Plan activities that can be done alone or in small groups. Try to rotate the members of small groups.
 Involve both sexes in activities.
 Give positive encouragement and assistance. Plan activities that promote success vs. individual activities with a winner and a loser.
Cognitive (Intellectual)
 Longer attention spans
 Can’t multi-task well
 Problem-solving ability improves
 Speaking and listening improves and vocabularies double
 Focus on process, not the final product.
 Plan short activities.
 Give one to two tasks at a time.
 Allow for exploration and inquiry.
9 to 11 Years
Characteristics
Implications
Physical development
 Girls generally as much as 2 years ahead of boys in physical maturity
 Increased body and strength and hand dexterity
 Improved coordination and reaction time  Lots of energy
 Provide active learning experiences.
 Avoid competition between boys and girls.
Social/emotional
 Begin to see parents and authority figures as fallible human beings
 Rituals, rules, secret codes and made-up languages are common
 Increased interest in competitive sports
 Show independence by disobedience, back talk and rebelliousness, but still want guidance
 Enjoy cooperation
 Work closely with this group.
 Hold initiations and installation ceremonies for new members and officers.
 Do some activities that allow children to work together.
 Give children a voice in the decision-making process.
Cognitive (Intellectual)
 Fantasize and daydream about the future
 May develop special interest or hobbies
 Capable of understanding concepts without having direct hands-on experience
 Offer a wide range of activities to ensure success.
 Encourage children to ask questions and research answers.
 Allow children to explore special interests.
 
Early Adolescence – Teenage Years
Characteristics
Implications
Physical
 Tend to sleep longer
 Tend to be more clumsy and self-conscious  Tend to compare themselves to peers
 Offer varied opportunities to achieve and to have their competence recognized by others.
 Allow them to have down time.
Social/emotional
 Moodiness and parent-child conflict may increase
 Often spend more time with peers than family members
 Greater need for autonomy
 May struggle with sense of identity
 Looking for a sense of independence, but still want help from parents
 Encourage learning experiences related to getting along with others as well as getting to know themselves.
 Encourage them to work with adults and other teen members on a project.
 Provide activities that foster social interaction.
 Develop an environment in which teens support each other.
 Form planning committees for events.
 Use peer pressure in a positive manner.
Cognitive (Intellectual)
 Develop heightened level of self-consciousness
 Become very cause oriented
 Tend to exhibit a “justice” orientation
 Self-regulation improves
 Become better at everyday decision making
 Encourage a greater development of leadership skills.
 Provide opportunities in the community.
 Let young people take responsibility for decision making.
 Use activities that allow them to explore and identify their philosophies.
 Encourage interest in national and world problems.

 

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