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The Central Board of Secondary Education, 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 for 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.

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.

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 (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).

 

ELEMENTARY TEACHER (CLASS VI-VIII)

  • 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).

 

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.

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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 (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).

 

ELEMENTARY TEACHER (CLASS VI-VIII)

  • Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).
  • Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed).
  • 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).

 

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.

  • Candidates can apply online for CTET - 2019 through CTET website ctet.nic.in
  • Make sure that you read the eligibility conditions carefully before you start filling the form.
  • The candidate is required to write complete mailing address with Postal Pin Code at the time of applying.
  • Before submission of application form, decide the mode of payment of fee.
  • Make sure that preserve the Confirmation Page along with the original copy of E-Challan (In case fee is paid through E-Challan) of Syndicate Bank or Canara Bank for future reference.
  • If a candidate submits more than one application online, his/her candidature shall be liable to be cancelled and the candidate may also be debarred for future examination(s). No communication will be sent in this regard.

  • Log on to the official website of CTET: ctet.nic.in.
  • On the website, chose the link “Apply Online” and open the same.
  • Complete the online Application Form and note down Registration No./Application No.
    1. Complete the form by filling in the details of Candidate’s Name, and Date of Birth and Gender, Identification type (select any Identity as applicable).
    2. Complete the online Application Form by choosing the password. After submission, a Registration Number/Application Number gets generated. Note down the Registration No./Application No. For subsequent login, system generated Registration No. /Application No. and chosen Password will be used.
    3. Candidate should log out at the end of their session so that the contents of the application cannot be tampered by unauthorized persons.
  •  Upload Scanned Images of latest Photograph and Signature.
    • The scanned photograph and image should be in JPEG format.
    • Size of scanned photograph should be between 10 to 100 KB. Image Dimension of photograph should be 3.5 cm (width) x 4.5 cm (height).
    • Size of scanned signature should be between 3 to 30 KB. Image Dimension of signature should be 3.5 cm (length) x 1.5 cm (height).
  • Pay examination Fee by e-challan or debit card / credit card.

S. Nos

CATEGORY

ONLY Paper I or II

Both Paper I & II

1.       

General/OBC

Rs.700

Rs. 1200

2.       

SC/ST/ Diff. abled person

Rs.350

Rs.600

  • Remittance through E-Challan can be done by depositing the prescribed fee in CTET Exam Fee Account with Syndicate Bank or Canara Bank.
  • Online payment can be done by Debit Card / Credit Card.
  • Print Confirmation page for record and future reference.

 

CHECKLIST

Candidates are required to take printout of Confirmation Page for record and keep it for their reference. The Confirmation Page is not required to be sent to CTET Unit.

  • Mode of examination: Offline
  • Main question paper shall be Bilingual (Hindi/English).
  • Types of Questions: Multiple Choice Questions(MCQs)
  • All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of which one answer will be correct. Each will be carrying one mark and there will be no negative marking.
  • There will be two papers of CTET-Paper I & Paper II.
    1. Primary stage-Paper I will be for a person who intends to be a teacher for classes I to V.
    2. Elementary stage-Paper II will be for a person who intends to be a teacher for classes VI to VIII.
  • A person who intends to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers (Paper I and Paper II).

 

PAPER-I (Classes I to V) Primary Stage

Time duration: 2 hours 30 minutes or 150 minutes

S. Nos

Subject

Number of questions

Marks

1.       

Child Development and Pedagogy

30

30

2.       

Language I (compulsory)

30

30

3.       

Language II (compulsory)

30

30

4.       

Mathematics

30

30

5.       

Environmental Studies

30

30

 

TOTAL

150

150

 

PAPER-II (Classes VI to VII) Elementary Stage

Time duration: 2 hours 30 minutes or 150 minutes

S. Nos

Subject

Number of questions

Marks

1.       

Child Development and Pedagogy

30

30

2.       

Language I (compulsory)

30

30

3.       

Language II (compulsory)

30

30

4.       

Mathematics and Science

(for Mathematics and Science teacher)

60

60

5.       

Social Studies/Social Science

(for Social Studies/Social Science teacher)

60

60

 

TOTAL

150

150

 

** Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page. Language options would be English, Hindi and Sanskrit only. Candidate may choose only two languages from English, Hindi and Sanskrit only.

CTET 2019

STRUCTURE AND CONTENT OF SYLLABUS

 

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

  1. Child Development and Pedagogy             30 Questions
  2. a) Child Development (Primary School Child)             15 Questions
  3. Concept of development and its relationship with learning
  4. Principles of the development of children
  5. Influence of Heredity & Environment
  6. Socialization processes: Social world & children (Teacher, Parents, Peers)
  7. Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  8. Concepts of child-centered and progressive education
  9. Critical perspective of the construct of Intelligence
  10. Multi Dimensional Intelligence
  11. Language & Thought
  12. Gender as a social construct; gender roles, gender-bias and educational practice
  13. Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  14. Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
  15. Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
  16. b) Concept of Inclusive education and understanding children with special needs 5 Questions
  17. Addressing learners from diverse backgrounds including disadvantaged and deprived
  18. Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  19. Addressing the Talented, Creative, Specially abled Learners
  20. c) Learning and Pedagogy             10 Questions
  21. How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  22. Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  23. Child as a problem solver and a ‘scientific investigator’
  24. Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
  25. Cognition & Emotions
  26. Motivation and learning
  27. Factors contributing to learning – personal & environmental
  28. Language I.             30 Questions
  29. 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)

  1. b) Pedagogy of Language Development 15 Questions
  2. Learning and acquisition
  3. Principles of language Teaching
  4. Role of listening and speaking; function of language and how children use it as a tool
  5. Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
  6. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  7. Language Skills
  8. Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  9. Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  10. Remedial Teaching

III. Language – II                                                                                                                  30 Questions

  1. a) Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

  1. b) Pedagogy of Language Development 15 Questions

 Learning and acquisition

  1. Principles of language Teaching
  2. Role of listening and speaking; function of language and how children use it as a tool
  3. Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  4. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  5. Language Skills
  6. Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  7. Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  8. Remedial Teaching
  9. Mathematics 30 Questions
  10. a) Content 15 Questions
  11. Geometry
  12. Shapes & Spatial Understanding
  13. Solids around Us
  14. Numbers
  15. Addition and Subtraction
  16. Multiplication
  17. Division
  18. Measurement
  19. Weight
  20. Time
  21. Volume
  22. Data Handling
  23. Patterns
  24. Money
  25. b) Pedagogical issues 15 Questions
  26. Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
  27. Place of Mathematics in Curriculum
  28. Language of Mathematics
  29. Community Mathematics
  30. Evaluation through formal and informal methods
  31. Problems of Teaching
  32. Error analysis and related aspects of learning and teaching
  33. Diagnostic and Remedial Teaching
  34. Environmental Studies                                              30 Questions
  35. a) Content 15 Questions
  36. Family and Friends:

1.1 Relationships

1.2Work and Play

1.3 Animals

1.4Plants

  1. Food

III. Shelter

  1. Water
  2. Travel
  3. Things We Make and Do
  4. b) Pedagogical Issues 15 Questions
  5. Concept and scope of EVS
  6. Significance of EVS, integrated EVS
  7. Environmental Studies & Environmental Education
  8. Learning Principles
  9. Scope & relation to Science & Social Science
  10. Approaches of presenting concepts
  11. Activities
  12. Experimentation/Practical Work
  13. Discussion
  14. CCE
  15. Teaching material/Aids Problems

CTET 19

STRUCTURE AND CONTENT OF SYLLABUS

 

Paper II (for classes VI to VIII) Elementary Stage:      

  1. Child Development and Pedagogy                                           30 Questions
  2. a) Child Development (Elementary School Child)             15 Questions
  3. Concept of development and its relationship with learning
  4. Principles of the development of children
  5. Influence of Heredity & Environment
  6. Socialization processes: Social world & children (Teacher, Parents, Peers)
  7. Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
  8. Concepts of child-centered and progressive education
  9. Critical perspective of the construct of Intelligence
  10. Multi Dimensional Intelligence
  11. Language & Thought
  12. Gender as a social construct; gender roles, gender-bias and educational practice
  13. Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
  14. Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive
  15. Evaluation: perspective and practice
  16. Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
  17. b) Concept of Inclusive education and understanding children with special needs 5 Questions
  18. Addressing learners from diverse backgrounds including disadvantaged and deprived
  19. Addressing the needs of children with learning difficulties, ‘impairment’ etc.
  20. Addressing the Talented, Creative, Specially abled Learners
  21. c) Learning and Pedagogy             10 Questions
  22. How children think and learn; how and why children ‘fail’ to achieve success in school performance.
  23. Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
  24. Child as a problem solver and a ‘scientific investigator’
  25. Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
  26. Cognition & Emotions
  27. Motivation and learning
  28. Factors contributing to learning – personal & environmental
  29. Language I.             30 Questions
  30. 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)

  1. b) Pedagogy of Language Development 15 Questions
  2. Learning and acquisition
  3. Principles of language Teaching
  4. Role of listening and speaking; function of language and how children use it as a tool
  5. Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  6. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  7. Language Skills
  8. Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  9. Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  10. Remedial Teaching

III. Language – II                                                                                                                  30 Questions

  1. a) Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

  1. b) Pedagogy of Language Development 15 Questions
  2. Learning and acquisition
  3. Principles of language Teaching
  4. Role of listening and speaking; function of language and how children use it as a tool
  5. Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
  6. Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
  7. Language Skills
  8. Evaluating language comprehension and proficiency: speaking, listening, reading and writing
  9. Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
  10. Remedial Teaching
  11. (A) Mathematics and Science                                                                                    60 Questions

(i) Mathematics                                                                                                                       30 Questions

  1. a) Content 20 Questions
  2. Number System
  3. Knowing our Numbers
  4. Playing with Numbers
  5. Whole Numbers
  6. Negative Numbers and Integers? Fractions
  7. Algebra
  8. Introduction to Algebra
  9. Ratio and Proportion
  10. Geometry
  11. Basic geometrical ideas (2-D)
  12. Understanding Elementary Shapes (2-D and 3-D)
  13. Symmetry: (reflection)
  14. Construction (using Straight edge Scale, protractor, compasses)
  15. Mensuration
  16. Data handling

 

  1. b) Pedagogical issues 10 Questions
  2. Nature of Mathematics/Logical thinking
  3. Place of Mathematics in Curriculum
  4. Language of Mathematics
  5. Community Mathematics
  6. Evaluation
  7. Remedial Teaching
  8. Problem of Teaching

(ii) Science                                                                                                                   30 Questions

  1. a) Content 20 Questions
  2. Food
  3. Sources of food
  4. Components of food
  5. Cleaning food
  6. Materials

 Materials of daily use

III. The World of the Living

  1. Moving Things People and Ideas
  2. How things work
  3. Electric current and circuits
  4. Magnets
  5. Natural Phenomena

VII. Natural Resources

  1. b) Pedagogical issues 10 Questions
  2. Nature & Structure of Sciences
  3. Natural Science/Aims & objectives
  4. Understanding & Appreciating Science
  5. Approaches/Integrated Approach
  6. Observation/Experiment/Discovery (Method of Science)
  7. Innovation
  8. Text Material/Aids
  9. Evaluation – cognitive/psychomotor/affective
  10. Problems
  11. Remedial Teaching
  12. Social Studies/Social Sciences 60 Questions
  13. a) Content  40 Questions
  14. History
  15. When, Where and How
  16. The Earliest Societies
  17. The First Farmers and Herders
  18. The First Cities
  19. Early States
  20. New Ideas
  21. The First Empire
  22. Contacts with Distant lands
  23. Political Developments
  24. Culture and Science
  25. New Kings and Kingdoms
  26. Sultans of Delhi
  27. Architecture
  28. Creation of an Empire
  29. Social Change
  30. Regional Cultures
  31. The Establishment of Company Power
  32. Rural Life and Society
  33. Colonialism and Tribal Societies
  34. The Revolt of 1857-58
  35. Women and reform
  36. Challenging the Caste System
  37. The Nationalist Movement
  38. India After Independence
  39. Geography
  40. Geography as a social study and as a science
  41. Planet: Earth in the solar system
  42. Globe Environment in its totality: natural and human environment
  43. Air
  44. Water
  45. Human Environment: settlement, transport and communication
  46. Resources: Types-Natural and Human
  47. Agriculture

Social and Political Life

  1. Diversity
  2. Government
  3. Local Government
  4. Making a Living
  5. Democracy
  6. State Government
  7. Understanding Media
  8. Unpacking Gender
  9. The Constitution
  10. Parliamentary Government
  11. The Judiciary
  12. Social Justice and the Marginalised
  13. b) Pedagogical issues 20 Questions
  14. Concept & Nature of Social Science/Social Studies
  15. Class Room Processes, activities and discourse
  16. Developing Critical thinking
  17. Enquiry/Empirical Evidence
  18. Problems of teaching Social Science/Social Studies
  19. Sources – Primary & Secondary
  20. Projects Work
  21. Evaluation

 

Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks

The different available options are:

CTET

CTET is simply an eligibility criteria that in no way guarantees a job. CBSE is a conducting authority and does not provide any guarantee of employment.

Success Mantra Coaching (GTB Nagar Branch) is One of the Best Coaching Institute for CTET Exams preparation in Delhi-NCR.

Success Mantra (GTB Nagar) is a vintage coaching in today's date as we are the pioneer coaching for CTET preparation which we started early in 2011, just after commencement of CTET and produced 38 % successful result in the very first batch. In today's date, Our success rate is as good as more than 80 %. 

You should join Success Mantra Coaching for following reasons:

  1. Top-notch Class Faculty Members under one roof
  2. Classes are bilingual in nature
  3. Exam Oriented Prepration
  4. Reasonable Fees
  5. Exam Oriented Unit Test as well as Full Syllabus Test
  6. Special Attention to every student (Batch Size is Approx 35 - 40)
  7. Timely completion of Syllabus
  8. Doubt Clearing Sessions
  9. Video Lectures for revision purposes
  10. Books are available in Hindi & English Both

There is no limit on number of attempts for CTET.

As per existing guidelines framed by NCTE, the validity period is 7 years.

A person who scores 60% or more in the TET exam will be considered as TET pass.  School managements (Government, local bodies, government aided and unaided) may consider giving concessions to person belonging to SC/ST, OBC, differently abled persons, etc., in accordance with their extant reservation policy.

A person who has qualified CTET may also appear again for improving his/her score.

A candidate can get a duplicate copy of Marks Statement or Eligibility Certificate by paying the prescribed fee by way of Demand Draft in favour of Secretary, Central Board of Secondary Education, drawn on any nationalized bank, payable at Delhi. Format and Charges applicable for applying for duplicate marks statement/certificate is available on CTET official website i.e. www.ctet.nic.in.

The fees is Rs.200/- + Rs. 35/- (Postal Charges).

The document is issued within 14 days.

The CTET (Central Teacher Eligibility Test) is a National Level Entrance Exam for teaching. Every Year lakhs of Students appear for CTET Examination . However, the Overall percentage of student who are successful in clearing CTET Exam is very low. Very few Students are able to crack the CTET In the very first attempt.  In Order to clear the CTET Exam in first attempt follow the Below tips:

  • Proper Study Plan: Firstly, plan a strategy for the preparation of the exam. Planning is the best way to optimize your task. Make good study time table and also take the time to analyzing your ability. 
  • Understand exam pattern: In this post, we mentioned examination pattern. We request all the students to go through the exam pattern and then prepare accordingly. Start with the topics which can easily understand for you then go for hard questions
  • Summarize Each Subject : Prepare a 3 to 4 pages note for each subject where you can put all crucial points related to that particular subject. You can put important formulas or tips and other important things to solve question paper in least possible time. It will help you before one day of the exam when you want to have a quick look on complete subject.
  • Boost Your Confidence Level: Remember always that “Nothing is Impossible”. You are at the stage when you have 3 to 4 months of time to prepare for the exam so avoid negative thinking and generate possible attitude inside you.
  • Previous CTET Question Paper: Going through previous year CTET Question  Paper and solving them carefully is essential. You must analyse whichever mistakes you make while doing so. This analysis will take your preparation to a different level altogether and make your exam ready.

Text Books of Success Mantra GTB Nagar Classroom Program are the best way to get prepared for CTET preparation. You get equipped with Separate books for each subject, CTET Previous year papers, NCF 2005 Book and many more printed notes followed by 4 - 10 Mock Tests.

Apart from this, you can follow the following books to score maximum in CTET Exams :

  • NCERT - 1st to 5th class books for CTET Paper - 1 and 6th to 8th class books for CTET Paper-2 also these books are for content related preparation
  • You can also prefer any one book from Arihant or Disha Publication or Upkar Publication for CTET exam Preparation.
  • CTET & TETs Previous Year' Solved papers Mathematics & Science Class VI-VIII by Arihant publication.
  • For Social Studies detailed concept of all the topic has been provided in the book by Disha Publication.
  • For Child Development and Pedagogy, follow the Book by Author Sandeep Kumar or the Book of Saroha Publication.
  • You academic books which you study during your JBT | DIET | B.Ed are equally helpful.

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