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CTET

If you have will to become a teacher you will have to undergo for CTET preparation to find a satisfying  job within public sector. SBP INSTITUTE is a premier CTET institute that provide excellent training to aspiring teachers.

 Course Detail:-

We provide a variety of course to cater to CTET aspirants needs -

Regular Classroom Coaching: The flagship program of our coaching in a three month classroom coaching for CTET/TET, which covers all aspects of CTET Exam in detail. Batches are available through the year for this course and students can enroll at any time. Language of instruction in CTET Power is bilingual - Hindi and English

Correspondence Course: CTET Power also provides correspondence course for CTET and TET Exams. This is available on English Medium Only.

Crash Course: We also provide a one month crash course for TET and CTET exams, These crash course generally start one month before the exam and course is covered in fast track mode.

What is CTET ?

The term CTET refers to the Central Teachers Eligibility Test and this is a test taken by Central Board of Secodnry Education to assess the eligibility of candidates to appoint them as teachers for classes I to VIII. These candidates can be absorbed as qualified teachers in either the government school or at some private educational concern.

The general eligibility should be 10+2 for primary stage and graduation for elementary stage. In other words, those who want to be a teacher to classes I to V need to appear for CTET after 10+2 and after doing a 2 year diploma JBT or  diploma in elementary education from some recognized institute. Likewise, those who wish to take classes VI to VIII need to be a graduate and should have  B.ed.

 

The subjects covered in PAPER-1 are as follow:

1). Child development and Pedagogy,

2). Language I,

3). Language II,

4). Mathematics,

5). Environmental Studies.

 

In the first paper, candidates are asked about their understanding about general educational psychology behind teaching and learning.Likewise, in language I and II, undue importance of a languages and learning mediums are stressed upon while in mathematics and Environmental studies, general perception of fundamentals of mathematics and general studies like science, social sciences, history and environmental studies are targeted.

 

Hence, if candidates want to clear such tests so as to be eligible for teaching jobs need to prepare diligently and under some expert guidance and result oriented coaching. At this point, we wish to explain that we are the most prominent coaching institute in New Delhi, operating under the banner SBP INSTITUTE and CTET has been our most cherished field where we have maintained fabulous success rate.

 

SBP INSTITUTE has a pool of well experienced faculties who have massive experience in the field of education and training. In the past year alone we have produced more than 130 successful candidates who are now appointed as teachers in reputed schools of Delhi.

 

Hence, if you want to appear in this test with full confidence and with massive preparation, then select SBP INSTITUTE and we will coach you with diligence and in depth proficiency.

 

How to Prepare your CTET Exam in Delhi

CTET (Central Teacher Eligibility Test) is one of the pioneer exams for teachers. It is held twice a year. It is for appointment as teacher for class I to class VII. The Ministry of Human Resource Development, Govt. India, has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education, Delhi. It has two papers. Paper one for Class I to V and Paper 2 for Class VI to VII. Every year many Candidates give this exam, but  only a few succeed. There are many reasons behind this. One of the reasons is that they don’t get good material and guidance. We provide comprehensive study material and expert guidance to crack CTET.

All questions in CTET test will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct. There will be no negative marking.

1.  Paper I (for classes I to V) Primary Stage:

A.    Duration of examination-two-and-a-half hours 

B.  The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They  will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.

 

The Test items in Language I will focus on the proficiencies related to the medium of instruction. The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language I. A candidate may choose any one language as Language I and others as Language II from the available language options and will be required to specify the same in the Confirmation Page.

The Test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I – V by the NCERT/CBSE.

The questions in the test for Paper I will be based on the topics prescribed in the syllabus of the NCERT/CBSE for classes I – V but their difficulty standard as well as linkages, could be up to the Secondary stage. 

 

2.   Paper II (for classes VI to VIII) Elementary Stage 

 

A.   Duration of examination – two-and-a-half hours

B. The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group of 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.

The Test items in Language I will focus on the proficiencies related to the medium of instruction. The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language I. A candidate may choose any one language as Language I and others as Language II from the available language options and will be required to specify the same in the Confirmation Page.

The Test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. The test items of Mathematics and Science will of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI - VIII by the NCERT/CBSE.

The questions in the test for Paper II will be based on the topics prescribed in the syllabus of the NCERT/CBSE for classes VI - VIII but their difficulty standard as well as linkages, could be up to the Secondary stage.  

In Delhi and all over India, There are many institutes who say that they are best in CTET. But you know how many are telling the truth.

We SBP INSTITUTE  provide quality coaching to candidates to clear their CTET exam as we have a vision for promoting quality education around the World. We are one of the best institutes in Delhi.

Salient Features:-

Comprehensive Study Material

Spacious  A/C Lecture Rooms

Qualified & Dedicated Core – Faculty.

65% Result*.

 

 KEY THEMES:

Improving the student experience

Maximizing the learning value-add to students from entry to exit

Proactive employer engagement in the region

 

Central Teacher Eligibility Test (CTET)  SYLLABUS

The Central Board of Secondary Education (CBSE) issued the syllabus for CTET- for Paper-1 and Paper-2.The syllabus is helpful to preparation the CTET 2013.CTET 2013 Syllabus available on www.ctet.nic.in for Paper I and Paper II

Structure and Content of Syllabus of Paper-1 for Primary Stage-

Child Development and Pedagogy-Total 30 Marks

15 Questions on Child Development of Primary School Child.

5 Questions related to Inclusive education and understanding children with special needs.

10 Questions will be related to Pedagogy and Learning process.

Language-Ist -Total 30 Marks

15 Questions on Comprehension.

15 Questions on Pedagogy of Language Development.

Language-2nd -Total 30 Marks

15 Questions on Comprehension.

15 Questions on Pedagogy of Language Development.

Questions on Mathematics-30 Marks

Area of these questions-15 Questions on Geometry, Solids around Us,Addition and Subtraction,Measurement,Data Handling, Volume,Weight,Shapes & Spatial Understanding etc.15 Questions on Pedagogical issues.

Questions on Environmental Studies-30 Marks

15 Questions on Work and Play,Food , Shelter,Water,Travel.

Pedagogical Issues 15 Questions.

 

Syllabus for Paper II for Elementary Stage ( Classes VI to VIII) CTET 2013-

Child Development and Pedagogy -30 Marks for 30 Questions .

Child Development at Elementary School Child level : 15 Marks for 15 Questions

Inclusive education and children with special needs -5 Marks for 5 questions.

Learning and Pedagogy 10 Questions for 10 Marks.

Language-Ist -Total 30 Marks

Comprehension-15 Questions.

Pedagogy of Language Development-15 Questions.

Language-2nd -Total 30 Marks

Comprehension-15 Questions

Pedagogy of Language Development-15 Questions

Mathematics and Science : 60 Marks for 60 Questions.

Mathematics-30 and Science-30 marks.

Social Studies/Social Sciences ; 60 Marks for 60 Questions.

On content 40 marks.Questions on Pedagogical issues : 20 marks for 20 Questions.

 

CTET- STRUCTURE AND CONTENT OF SYLLABUS(Paper I)

 

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 Problems

 

CTET-STRUCTURE AND CONTENT OF SYLLABUS(Paper II)

 

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

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. (A) Mathematics and Science: (60 Questions)

 (i) Mathematics (30 Questions)

 a) Content (20 Questions)

Number System

Knowing our Numbers

Playing with Numbers

Whole Numbers

Negative Numbers and Integers

Fractions

Algebra

Introduction to Algebra

Ratio and Proportion

Geometry

Basic geometrical ideas (2-D)

Understanding Elementary Shapes (2-D and 3-D)

Symmetry: (reflection)

Construction (using Straight edge Scale, protractor, compasses)

Mensuration

Data handling

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

(ii) Science (30 Questions)

 a) Content (20 Questions)

I. Food

Sources of food

Components of food

Cleaning food

 II. Materials

Materials of daily use

 III. The World of the Living

IV. Moving Things People and Ideas

V. How things work

Electric current and circuits

Magnets

VI. Natural Phenomena

VII. 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)

Text Material/Aids

Evaluation – cognitive/psychomotor/affective

Problems

Remedial Teaching

 V. Social Studies/Social Sciences (60 Questions)

 a) Content (40 Questions)

 I. History

When, Where and How

The Earliest Societies

The First Farmers and Herders

The First Cities

Early States

New Ideas

The First Empire

Contacts with Distant lands

Political Developments

Culture and Science

New Kings and Kingdoms

Sultans of Delhi

Architecture

Creation of an Empire

Social Change

Regional Cultures

The Establishment of Company Power

Rural Life and Society

Colonialism and Tribal Societies

The Revolt of 1857-58

Women and reform

Challenging the Caste System

The Nationalist Movement

India After Independence

II. Geography

Geography as a social study and as a science

Planet: Earth in the solar system

Globe

Environment in its totality: natural and human environment

Air

Water

Human Environment: settlement, transport and communication

Resources: Types-Natural and Human

Agriculture

III. Social and Political Life

Diversity

Government

Local Government

Making a Living

Democracy

State Government

Understanding Media

Unpacking Gender

The Constitution

Parliamentary Government

The Judiciary

Social Justice and the Marginalised

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

 

 

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