Primary TET
West Bengal Teacher Eligibility Test
46 lessons
Child Development and Pedagogy16 lessons
- Principles of child developmentHow development differs from growth, the nine principles the paper sets questions on, and the one distinction — order is fixed, rate is not — that decides more marks here than any other.English· 9 minRead
- Socialization and individual differencesSign inHow a child is shaped by family, teachers and peers, why peer influence grows exactly when the paper says it does, and what a class of thirty different learners actually requires of a teacher.English· 10 minRead
- Personality, and the periods of the lifespanSign inWhat personality means and how it is described and measured; Freud's structure of the mind and psychosexual stages; Erikson's eight psychosocial crises and the one a primary teacher meets; and the periods of the lifespan with the physical, psychological and social changes that mark each.English· 18 minRead
- Language and thoughtSign inHow language develops and how it relates to thinking — Chomsky's innate capacity, Piaget and Vygotsky's opposing readings of a child talking to itself, and why a child's home language is treated as a resource rather than a problem.English· 10 minRead
- Piaget, Kohlberg and VygotskySign inThe three theorists every TET paper draws on — Piaget's stages, Vygotsky's zone of proximal development, Kohlberg's levels of moral reasoning — and the Piaget-versus-Vygotsky contrasts the examiner keeps returning to.English· 12 minRead
- Intelligence and its theoriesSign inFrom Spearman's single general factor to Gardner's multiple intelligences and Sternberg's triarchic theory — who claimed what, how IQ is calculated, and why the syllabus asks for a critical perspective on the whole construct.English· 11 minRead
- Inclusive education and children with special needsSign inWhat inclusion actually requires — the shift from fitting the child to the school to fitting the school to the child — with the legal position under RTE and the RPwD Act, and how the paper expects a teacher to respond to disadvantage, disability and giftedness.English· 11 minRead
- Dyslexia, dysgraphia and dyscalculiaSign inWhat a specific learning disability is and is not, how dyslexia, dysgraphia and dyscalculia show up in an ordinary classroom, and what a class teacher can actually do — plus the signs that are commonly mistaken for carelessness.English· 10 minRead
- Gender as a social constructSign inThe distinction between sex and gender the paper builds every question here on, where gender roles are learned, how bias hides in ordinary classroom habits, and what a teacher is expected to do about it.English· 9 minRead
- Theories of learning — Pavlov, Thorndike, Skinner and the Gestalt schoolSign inWhat learning is and is not; classical conditioning and its four terms; Thorndike's trial and error with the three primary laws; Skinner's operant conditioning, reinforcement and schedules; and Gestalt insight with the laws of perceptual organisation — each followed by what it actually asks a teacher to do.English· 18 minRead
- How children learn — constructivism and the social classroomSign inWhy the paper treats learning as something a child constructs rather than receives — constructivism, progressive education, learning as a social activity, and why a child's error is treated as evidence rather than failure.English· 10 minRead
- Teaching — its phases and levels, the methods, and microteachingSign inWhat teaching is as a process, its three phases and three levels, the maxims that order a lesson, and the nine methods the syllabus names — each with its procedure, its merits and its real limits — followed by microteaching and the skills it is used to build.English· 20 minRead
- Constructivism, the 5E model, and objectives and learning outcomesSign inThe kinds of constructivism and what each claims, the five stages of the 5E lesson and what teacher and learner do in each, Bloom's taxonomy in its original and revised forms across all three domains, and what a learning outcome is and how it differs from an objective.English· 15 minRead
- Motivation and learningSign inWhy intrinsic motivation is the answer the paper is almost always looking for, what Maslow's hierarchy means for a hungry or frightened child, and how praise and rewards can quietly reduce the motivation they were meant to raise.English· 9 minRead
- Assessment for learning and assessment of learningSign inThe distinction the paper builds most of its assessment questions on — assessment that feeds learning versus assessment that measures it — with formative and summative, school-based assessment, CCE, and where CCE actually stands today.English· 11 minRead
- Framing questions, diagnostic testing, and remedial and reflective teachingSign inThe three jobs a classroom question does and how to frame one for each; what a diagnostic test is and how it differs from an achievement test; remedial teaching as a planned response rather than more of the same; and reflective practice, with what all of this looks like in an EVS classroom.English· 18 minRead
Language I14 lessons
- অদেখা গদ্য ও পদ্য — কী জিজ্ঞাসা করা হয় এবং কীভাবে উত্তর দিতে হয়টেট-এর প্রথম ভাষা (বাংলা) অংশের প্রথম ১৫টি প্রশ্ন আসে দুটি অদেখা অনুচ্ছেদ থেকে — একটি গদ্য, একটি পদ্য। এই পাঠে দেখানো হয়েছে সেই প্রশ্নগুলি আসলে কী কী ধরনের, কোন ব্যাকরণ ও শব্দভাণ্ডারের অংশ বারবার ফিরে আসে, এবং সময়ের মধ্যে একটি অনুচ্ছেদ কীভাবে পড়তে হয়।বাংলা· 14 minRead
- পদ, কারক ও বিভক্তিSign inপদের পাঁচ শ্রেণি ও তাদের উপবিভাগ, বিভক্তি ও অনুসর্গ, এবং ছয়টি কারক — প্রতিটির চেনার প্রশ্ন, উদাহরণ ও যে জায়গায় ভুল হয়। সম্বন্ধ ও সম্বোধন পদ কেন কারক নয়, তা-সহ।বাংলা· 18 minRead
- Answering unseen passagesThe largest block of marks in either language paper, and the most recoverable — the six question types that actually appear, how to answer each, and why the tempting option is usually true but not the answer.English· 14 minRead
- শব্দার্থ, বাগধারা ও বানানSign inশব্দভাণ্ডারের যে অংশ মুখস্থ করতেই হয় — সমার্থক ও বিপরীতার্থক শব্দ, এক কথায় প্রকাশ, বাগধারা ও প্রবাদ অর্থসহ, সমোচ্চারিত ভিন্নার্থক শব্দ, এবং বানানের নিয়ম (ণত্ব, ষত্ব, ই/ঈ, রেফ) প্রচলিত ভুলের তালিকাসহ।বাংলা· 14 minRead
- ধ্বনি, বর্ণ ও সন্ধিSign inবাংলা ব্যাকরণের ভিত — ধ্বনির শ্রেণিবিভাগ, বর্ণমালার গঠন, উচ্চারণস্থান, এবং সন্ধির তিনটি বিভাগ (স্বর, ব্যঞ্জন, বিসর্গ) নিয়মসহ, প্রতিটি নিয়মের উদাহরণ ও ব্যতিক্রম ধরে।বাংলা· 21 minRead
- শব্দ গঠন — প্রকৃতি, প্রত্যয়, উপসর্গ ও সমাসSign inশব্দ কীভাবে তৈরি হয় — শব্দের শ্রেণিবিভাগ, প্রকৃতি ও প্রত্যয় (কৃৎ ও তদ্ধিত), উপসর্গের তিন শ্রেণি, এবং সমাসের ছয়টি প্রধান শ্রেণি তাদের উপবিভাগ, ব্যাসবাক্য ও চেনার নিয়মসহ।বাংলা· 19 minRead
- ছন্দ ও অলংকারSign inপদ্যের অনুচ্ছেদে যে দুটি জিনিস বাড়তি জিজ্ঞাসা করা হয় — ছন্দের তিন শ্রেণি (অক্ষরবৃত্ত, মাত্রাবৃত্ত, স্বরবৃত্ত) মাত্রা গণনার নিয়মসহ, এবং শব্দালংকার ও অর্থালংকারের প্রধান প্রকারগুলি উদাহরণ ও চেনার পদ্ধতিসহ।বাংলা· 11 minRead
- বাক্য, বাচ্য ও উক্তিSign inবাক্যের গুণ ও অঙ্গ, গঠন ও অর্থ অনুসারে শ্রেণিবিভাগ, বাক্য পরিবর্তনের নিয়ম, বাচ্যের চার প্রকার ও বাচ্য পরিবর্তন, এবং প্রত্যক্ষ থেকে পরোক্ষ উক্তিতে যাওয়ার পূর্ণ নিয়ম।বাংলা· 17 minRead
- ভাষা শিক্ষণবিদ্যা — অর্জন ও শিখন, চারটি দক্ষতা, বহুভাষিক শ্রেণি ও মূল্যায়নSign inটেট-এর প্রথম ভাষা অংশের বাকি ১৫টি প্রশ্ন আসে ভাষা শিক্ষণবিদ্যা থেকে — ক্রাশেনের পাঁচটি প্রকল্প, ভাষা অর্জনের চারটি তত্ত্ব, বিকাশের স্তর, চারটি দক্ষতা ও উপদক্ষতা, শিক্ষণের পাঁচটি পদ্ধতি, ব্যাকরণের স্থান, বহুভাষিক শ্রেণিকক্ষ, ভুল ও প্রতিবন্ধকতার পার্থক্য, মূল্যায়ন এবং নিরাময়মূলক শিক্ষণ।বাংলা· 23 minRead
- Language acquisition, learning and the principles of language teachingThe distinction between acquiring a language and learning one, the terms the paper assumes you know — phoneme, morpheme, interlanguage, fossilisation — and why a learner's error is read as evidence of a system rather than as a failure.English· 14 minRead
- The four language skills and the place of grammarSign inListening, speaking, reading and writing — what each actually involves, the reading and listening sub-skills the paper names, and the critical position on grammar that decides most of the questions in this area.English· 14 minRead
- The multilingual classroom — diversity, errors, difficulties and disordersSign inWhy the syllabus treats many languages in one room as a resource rather than a problem, how a child moves from the home language to the school's, the difference between an error, a difficulty and a disorder — and what a class teacher may and may not do about each.English· 18 minRead
- Evaluating language proficiency, and remedial teachingSign inHow to assess a skill rather than a memory — the kinds of language test the paper names, why speaking and listening are the skills schools forget to assess, and what remedial teaching means when it is done properly.English· 12 minRead
- Teaching-learning materials, ICT, lesson planning and microteachingSign inHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.English· 13 minRead
Language II — English7 lessons
- Answering unseen passagesThe largest block of marks in either language paper, and the most recoverable — the six question types that actually appear, how to answer each, and why the tempting option is usually true but not the answer.English· 14 minRead
- Language acquisition, learning and the principles of language teachingThe distinction between acquiring a language and learning one, the terms the paper assumes you know — phoneme, morpheme, interlanguage, fossilisation — and why a learner's error is read as evidence of a system rather than as a failure.English· 14 minRead
- The four language skills and the place of grammarSign inListening, speaking, reading and writing — what each actually involves, the reading and listening sub-skills the paper names, and the critical position on grammar that decides most of the questions in this area.English· 14 minRead
- The multilingual classroom — diversity, errors, difficulties and disordersSign inWhy the syllabus treats many languages in one room as a resource rather than a problem, how a child moves from the home language to the school's, the difference between an error, a difficulty and a disorder — and what a class teacher may and may not do about each.English· 18 minRead
- Teaching a language — approaches and methods, classroom practice, vocabulary and structureSign inApproach, method and technique kept apart; the named methods of language teaching from grammar-translation to the communicative and task-based, each with what it actually does well and badly; how the four skills are taught in practice; and how vocabulary, sentence structure and usage are built through use rather than rules.English· 20 minRead
- Evaluating language proficiency, and remedial teachingSign inHow to assess a skill rather than a memory — the kinds of language test the paper names, why speaking and listening are the skills schools forget to assess, and what remedial teaching means when it is done properly.English· 12 minRead
- Teaching-learning materials, ICT, lesson planning and microteachingSign inHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.English· 13 minRead
Mathematics4 lessons
- Geometry, measurement and data handlingAngles, triangles, quadrilaterals and circles; the faces-edges-vertices counts for solids; every perimeter, area and volume formula the papers use; symmetry, the metric units, and mean, median and mode.English· 15 minRead
- Numbers and operationsPlace value in the Indian and international systems, the divisibility tests and factor rules the paper leans on, integers, fractions and decimals — with the order of operations and the traps that turn a correct method into a wrong answer.English· 15 minRead
- Pedagogy of MathematicsSign inWhy the aim of primary mathematics is the mathematisation of a child's thinking rather than fast calculation — with the concrete-to-abstract sequence, what a child's wrong answer is actually telling you, and how diagnosis turns into remedial teaching.English· 14 minRead
- Teaching-learning materials, ICT, lesson planning and microteachingSign inHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.English· 13 minRead
Environmental Studies5 lessons
- Environment, ecology and the seven kinds of pollutionThe biotic, abiotic and social environment and the four spheres it is divided into; ecology, the ecosystem, food chains and the ten per cent law; the movements and agreements the syllabus asks for by name; and each of the seven kinds of pollution with its sources, its effects and what is done about it.English· 22 minRead
- Biodiversity, resources and energy, and the global environmental issuesSign inThe levels of biodiversity and how species are lost and protected, the difference between a sanctuary, a national park and a biosphere reserve, resources and the conventional and non-conventional sources of energy, waste management, and then the named global issues — global warming, the ozone hole, El Niño, red tides, oil spills — with migration, bioremediation and the techniques of growing plants and animals.English· 24 minRead
- Pedagogy of Environmental StudiesSign inWhy EVS at the primary stage is one integrated subject rather than junior science and junior civics, the six themes it is built on, and why almost every correct answer here involves the child's own surroundings rather than the textbook.English· 13 minRead
- Framing questions, diagnostic testing, and remedial and reflective teachingSign inThe three jobs a classroom question does and how to frame one for each; what a diagnostic test is and how it differs from an achievement test; remedial teaching as a planned response rather than more of the same; and reflective practice, with what all of this looks like in an EVS classroom.English· 18 minRead
- Teaching-learning materials, ICT, lesson planning and microteachingSign inHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.English· 13 minRead