CTET Coaching in Chandigarh: “Teaching is the profession that teaches all other professions.”
The Central Board of Secondary Education (CBSE), Delhi has been assigned the responsibility of conducting the Central Teacher Eligibility Test (CTET) by the Ministry of Human Resource Development, Govt. of India.
Section 23 of the RTE Act states the minimum qualifications for a person to be eligible for appointment as a teacher in class I to VIII. One of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in Clause (n) of section 2 of the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE.

This test is mandatory for getting jobs in all types of schools – Government, private, unaided and aided categories from Class 1 to 8.

IBS Institute for CTET Coaching in Chandigarh is one of the prominent coaching institutes for CTET Exam preparation in Chandigarh IBS SECTOR 34. It has best success rate across industry. The result ratio is as good as 2 : 5 i.e. 2 students out of 5 get qualified if they are the classroom program student of this coaching. This has been possible only because of qualitative teaching staff (A group of best faculties) followed by comprehensive & well researched study materials.

IBS Institute for CTET Coaching in Chandigarh aims at providing the best teachers for the country. The mission of IBS Institute for CTET Coaching in Chandigarh is to produce the largest teaching work force across India. Grab the career opportunities by preparing for 2021- 2022 entrance exams and begin building the future of the nation.

IMPORTANCE OF CTET

The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under:
1. Ensure quality recruitment in the field of teaching by setting national standards and benchmarks.
2. Improve the performance standards of teacher education institutions.

Structure of CTET

There are two papers Paper I and Paper II:-

Paper I is for the person who intends to be a teacher for the classes I to V.

Paper II is for the person who intends to be a teacher for classes VI to VIII.

All questions are multiple choice questions, given with the four options in which one is the correct answer. Every correct question carries one mark. There is no negative marking.

• There are 150 objective questions.
• The time duration is 2 hours 30 minutes.
• The test is conducted in 20 languages and has multiple objective questions.
• Both the paper have different eligibility.

(Note: a person who intends to be a teacher in both levels who have to appear in both papers.)

ELIGIBILITY

AGE LIMIT: Minimum Age For Appearing In The Exam Is 19 Years.

PRIMARY TEACHER (CLASS I-V)

• Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2-year Diploma in Elementary Education 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 as per NCTE 2002 Norms 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 with 50% Marks and 1 Year B.Ed Examination

ELEMENTARY TEACHER (CLASS VI-VIII)

• Bachelor Degree 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 Norms 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
• Bachelor Degree with at least 50% marks and passed or appearing in 1-year B.Ed. / (B.Ed Special Education)

Any candidate having qualified B.Ed. Programme recognized by the NCTE is eligible to appear in TET/CTET.

SPECIAL NOTE-

• Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility shall be allowed to the candidates belonging to reserved categories, such as SC/ST/OBC/Differently abled.
• A Diploma/Degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered.
• In case of Diploma in Education (Special Education) and B.ED (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered. A person with D.Ed (Special Education) or qualification shall undergo, after appointment, an NCTE recognized 6-month Special Programme in Elementary Education.
• In respect of teachers for Physical Education, the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation, dated 3rd November, 2001 (as amended from time to time) shall be applicable.
• For teachers of Art Education, Craft Education, Home Science, Work Education, etc. the existing eligibility norms prescribed by the State Governments and other school managements shall be applicable till such time the NCTE lays down the minimum qualifications in respect of such teachers.

Application fee can be paid via: e-challan or Credit card/debit card.

EXAM PATTERN

CTET Paper I Exam Pattern (Time duration: 2:30 Hours)

CTET Paper II Exam Pattern (Time duration: 2:30 Hours)

The student has to select either 4 or 5 that is Mathematics/Science or Social Studies/Social Science.

QUALIFYING MARKS: A candidate is required to score a minimum 60% to qualify CTET 2018 Exam. One major thing to note is that the score of CTET is valid for 7 years after the result has been declared for the same by CBSE.

LANGUAGE OF THE PAPER: The Language Of The Exam is Bilingual In Nature(Hindi And English).

SYLLABUS

(Paper I and Paper II)

Paper I (for classes 1 to V) Primary Stage

I- Child Development and Pedagogy 30 Questions

a) Child Development (Primary School Child) 15 Questions

• The 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.
• The 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
• The 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)The 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
• A 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 a 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; the function of language and how children use it as a tool
• A 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. Mathematics30 Questions

a)Content15 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

• Family and Friends:
• Relationships
• Work and Play
• Animals
• Plants
• Food
• Shelter
• Water
• Travel
• 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
• Activities
• Discussion
• CCE
• Teaching material/Aids
• Problems

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy 30 Questions

a) Child Development (Elementary School Child) 15 Questions

• Concept of development and its relationship with learning
• Principles of the development of children
• Work and Play
• 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 needss 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 Pedagogy10 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
• 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 and Science 60 Questions

(i) Mathematics 30 Questions

a) Content 20 Questions

• Number System

• Algebra

• Geometry

b)Pedagogical issues 10 Questions

• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problem of Teaching

i)Science 30 Questions

a)Content 20 Questions

• Food

• Materials

• The World of the Living
• Moving Things People and Ideas

• How things work

• Natural Phenomena
• Natural Resources

b)Pedagogical issues 10 Questions

• Nature & Structure of Sciences
• Natural Science/Aims & objectives
• Understanding & Appreciating Science
• Approaches/Integrated Approach
• Observation/Experiment/Discovery (Method of Science)
• Innovation
• Text Material/Aids
• Evaluation – cognitive/psychomotor/affective
• Problems
• Remedial Teaching

V. Social Studies/Social Sciences 60 Questions

a) Content 40 Questions

• History

• Geography

• Social and Political Life

b) Pedagogical issues 20 Questions

• Concept & Nature of Social Science/Social Studies
• Class Room Processes, activities and discourse
• Developing Critical thinking
• Enquiry/Empirical Evidence
• Problems of teaching Social Science/Social Studies
• Sources – Primary & Secondary
• Projects Work
• Evaluation

CTET CUT-OFF 2018

Summary: A student must understand that the need for the CTET exam is to select the best and knowledge full candidate for teaching students. Teaching is the most important part of the student as the foundation of children future starts from the basic elementary classes where they learn and earn knowledge to live and grow in this world. CTET exam is a qualifying exam for teaching profession and is conducted twice in a year, this exam is very much important for those who have chosen “Teaching” as their career. The exam is conducted by CBSE board and they certify a person who qualifies this exam; that he is eligible for teaching students in CBSE affiliated schools. CTET exam is only eligible for those who have done any kind of course related to teaching students like B.Ed, JBT, NTT, DIET etc. CTET exam is one of the most important exams in India as the number of schools are affiliated with the CBSE board and CBSE has made CTET a mandatory qualifying exam for the Teachers who want to teach in such schools. CTET exam has become a mandatory exam for State Govt. Schools, KVS, NVS and Central Tibetan Schools also.

CTET exam is divided into two papers. Paper 1 (PRT) is for those who want to teach Class 1 to 5 student’s and Paper 2 (TGT) is for who want to teach Class 6 to 8 student’s. CTET exam carries different parts of teaching methodology that are defined by Paper 1 “Child Psychology, Pedagogy, Languages, Environmental Studies and Mathematics” and for Paper 2 contains “Child Psychology, Pedagogy, Languages with specified subjects like Mathematics and Science for those who have a Medical or Non-medical background and Social Studies for those who have Arts or Commerce background”.

Each year lakhs of students appear for this exam and many of them clear it. As this exam is qualifying exam for teaching profession, one have to score at least 90 marks for passing this exam. Passing criteria varies according to categories like General, SC, ST and OBC.

Best Institute for CTET Coaching in Chandigarh

Preparing for the CTET exam is an important process as a student has limited time and thus they have to cover at least 90 questions to clear the exam. IBS Institute provides the best program for CTET Coaching in Chandigarh, Mohali & Panchkula. In IBS Institute for CTET Coaching in Chandigarh there are number of teachers who had qualified CTET exam and they are teaching from many years with this experience and knowledge. They are the most capable person to give guidance and knowledge to qualify CTET exam. IBS Institute for CTET Coaching in Chandigarh provides all kinds of books and material in Hindi and English language. IBS Institute for CTET Coaching in Chandigarh also provides previous year exams paper for practice and model test papers which are designed by our highly qualified R&D Cell. IBS always stays one step ahead of the coming exam and changes its teaching methodology time to time according to need and requirement of the examination. With such deep study and knowledge of the last conducted exam, IBS Institute for CTET Coaching in Chandigarh provides the best of material and classes for the students. It is better to join the IBS Coaching Institute for CTET Coaching in Chandigarh, Mohali & Panchkula and get the CTET exam Cleared in a single attempt.