1)   Sam is a 13-year-old student with high aggressive impulses. His teacher engages him in sports activities and gives him professional training in sports. Sam whole-heartedly started participating in all the sports activities with high level of interest. This is an example for:

A) Displacement

B) Projection

C) Sublimation

D) Rationalization

Sublimation (a Freudian defense mechanism) is redirecting unacceptable or potentially harmful impulses—like aggression—into socially approved and productive activities, e.g., competitive sports, art, or study. Sam’s aggressive energy is channelled into sports, hence sublimation.

Displacement: shifting feelings to a safer target (e.g., yelling at a sibling instead of a teacher).

Projection: attributing one’s own impulses to others (“they’re the angry ones”).

Rationalization: giving plausible but false justifications for behavior. None of these fit the scenario.

Ans)  C) Sublimation


2)   The process of examining one's underlying beliefs about teaching and learning and classroom practice before, during and after a course is taught is known as ---- teaching.

A) Creative

B) Reflective

C) Responsive

D) Transformative

Reflective teaching is the systematic habit of thinking about and analyzing one’s beliefs, decisions, and classroom actions—before teaching (planning/assumptions), during teaching (reflection-in-action), and after teaching (reflection-on-action). Originating from Schön’s reflective practice, it uses evidence (student feedback, recordings, journals) to improve pedagogy. Creative, responsive, and transformative teaching may result from reflection, but the process described is specifically reflective teaching.

Ans)  B) Reflective