UGC NET June 2026: Attempt Paper Like a TOPPER 🔥| Do’s and Don’ts | First Time Exam Guidelines

You should know the answer to every question in the competitive exam. This is impossible. UGC NET does not want you to get 100% marks. You just have to perform better than your competition. So first of all let us secure what we have worked so hard for. Very long questions have been made so that the child remains confused after reading and his time gets wasted and he is not able to solve the paper quickly. So you get the confidence that the net is almost out. Now I am just collecting those extra marks due to which either the student's understanding is weak due to which he is finding even easy questions difficult. Even in 10 minutes you can see the entire paper. 150 questions: Everything starts to seem difficult to you. Because it warms up your brain a lot because you think, oh wow, I am getting all the questions correct one after the other, the student is getting the question but so many difficult words have been deliberately put in it. So you know what trick they are doing. Where do I make a mistake? Where do I get confused? I think this is the best way to solve all the problems and this is the biggest victory. Because after that your mind starts working. First of all we have to ensure that we are able to attempt the entire paper. Hello everyone. Welcome to another episode of H Talks. In this episode we are going to discuss about UGC NET exam paper we are going to decode what is this paper compare of how to tackle this examination paper and what are the dos and don'ts of it. So today we have again Dr. Arpita Karwa, not a person who needs any more introduction. She is an accomplished author. She is an Edituber and she has been educating lots of aspirants for UGC NET preparation. Welcome to the show Doctor. Thank you so much. Thank you for having me here. So, before I start off, I wanted to understand that UGC NET exam paper, which students tend to feel very confused. What is this exam paper? Looks like, what type of questions have been asked? How to attempt these questions. So, there are many more questions that I'm going to cover today in this episode. But to start off with, will you help us understand, what is the structure of the exam paper, and how does the exam paper look like, and what are the quickest or the smartest strategies to address this exam paper. Ah okay. So, to begin with, if we look at UGC NET exam, so it is a one day exam. So one very good thing is that you give the paper in one day and then you can just take your rest because it is not like that in UPSC there are levels or exams are being conducted on different days, there is no such thing. And there is a three-hour paper within a day also. It is a computer based exam. Testing is commonly called CBT test. And you have to attempt two papers together within three hours. There is no time gap in that all the questions of Paper One and Paper Two are displayed to you simultaneously. And then as per your convenience you can manage your time between both the papers. Paper One and Two. Paper One has 50 questions and Paper Two has 100 questions. So this makes a total of 150 questions. No negative marking so that is a big relief for a lot of students. And every question is of two marks. So the grand total of the total paper is 300 marks, 150 questions and three hours. So or that's how excellent. So the best part is no negative marks. No negative. So according to me, all the questions should be attempted. This should be a clear strategy. Whether you know it or not, at least try it. You never know, luck will be with you. But [nasal sound] there are very few chances that luck will favor you. Your hard work matters. So so when it comes to attempting the exam paper what are the things which the student needs to know because the exam paper will have the combination of different types of questions. Right? So what are those different types of questions ? And how should children attempt it? As you told that Paper One has 50 questions. Paper two has 100 questions. And paper two is subjective. That is subject related. And in that students can decide which subject they want to. Right? Now they may have excelled in those because they may have prepared on that particular subject. They have, they may have done their master's graduation also on masters also on that particular subject. So should they attempt that first ? Because they have only one edge or else they should first attempt UGC Paper One which is very generic. Right? And what I understand from UGC Paper 1 is that it contains all those subjects which perhaps across their undergraduate students may have a loose contact on those particular areas. It might be for reasoning or maths. So how should children address this thing and what should they pick up and what type of questions are there in UGC? Right? Sorry, a long question, but [laughs] no, no, absolutely, you've brought together a lot of different things. And understanding all these things is equally important. Because if the student does not know the paper pattern, then it will not be possible for him to present all the hard work he has done in the best possible manner in those 3 hours. So to begin with the first thing that I would tell you is that whatever paper pattern of UGC NET of last 10 years that I have seen and specifically if I talk about the last three years which has been highlighted a lot, a very tricky and smart thing in its analysis comes to the fore. So in UGC, whether it is Paper One or Paper Two, whatever topic you pick up, there are two types of topics in it. There are some easy topics that are generally believed to be known by children. For example, if I talk about paper one then global warming. Now, the definition of global warming will not be asked in UGC because even a fifth standard student knows the definition of global warming. But now from that easy topic they ask very in-depth questions and it is asked in a very layered way. For example, when global warming is understood in detail, then a topic comes up in it called global cooling which is now becoming very popular, you will say it is an off shoot of climate change. So these people ask questions from within global cooling. So it was an easy topic. He saw a very difficult thing layered in it and asked a question from there. And where you see this, you also see the opposite thing that there are some very difficult topics. Very easy questions are asked from there. Well, like IoT is a new term, Internet of Things, which is our smart watches or smart TVs. All of these are basically a part of the digitalization. So all those technological gadgets are called IoT. It is classified in that. So now IoT is not known to many people. Everybody Knows What is a smartwatch? But he comes inside the IOT, those people don't know. So a [nasal sound] hard topic is I OT. From there I asked a simple question that in which category would you classify smart watches ? And in that you are given four options. Out of that IoT is one of the options. So you will see that there are very simple questions from a hard topic because they understand that the student who should clear UGC NET should either have deep knowledge of the easy topic, have vertical expertise and also have horizontal exposure and know about different things. So similarly, if I talk about viruses, it is a topic of ICT, so within these viruses, first these people used to ask whether it was malware or adware, which were commonly seen viruses. Now these people tell you what is phishing or what are logic bombs ? These types of very tricky terms ask you. What is ransomware? Or if hackers ask, what are green hat hackers? So there are many layers. Went into these depths. Went into these depths. For this reason many students started getting scared of Paper One. And That Is The Reason Why When I Came Up With This Course Were Book. I tried to cover the trending topics in each topic separately and highlight that you don't have to read just the basics. But what is being asked from this now? Now you have to cover what is trending in this topic. So we have highlighted them and put them in the trending now boxes inside every chapter of the book. That these things should be seen. So first of all it is very important for the students to know that hard questions will come from easy topics. Easy questions will come from hard topics. So as soon as you start reading, you should automatically keep your mental categorization machine on that this is an easy topic. Meaning it has to be read very deeply. This is a very hard topic. Generally people do not know this. So its surface level study would do well to be sufficient for the exam. So this is my analysis of the papers of the past three years which I have analyzed very deeply. Second, now when we talk about the paper, so within the paper, be it paper one or paper two, you will see that there is an overall buffering of 100 questions or 50 questions. Yes. 30% of the questions are easy questions. Ok. That even if a student has done very little preparation, he can score at least 30% marks. This is what happens with UGC NET. Because as you said, if any student is attempting Paper 2, then he has studied the same subject in graduation and post graduation. That means he has studied a subject for fair 5 years. So he will still be able to see and attempt 30% of the topics. Now comes the next 70%. Out of that, 50% is of medium difficulty, the questions are from the syllabus but have become very in-depth or they have been made tricky, the language and very long questions have been made so that the child remains confused after reading and his time gets wasted and he is not able to solve the paper quickly. So he has done some things like this. But these 50% questions are also coming from your syllabus, from the core syllabus. Now the last thing that remains with us is a fairly 20% paper and that is your difficult or complex topics which many students call out of the syllabus in their common language that this was not in the syllabus, this was a bouncer, so generally three such classifications have been given in the paper. The same thing has been seen in Paper One and Paper Two also. So fairley you said that 50% of the questions are easy. 30 are easy good 30 are easy are medium difficult and 20 are difficult and complex so it very clearly says that the decision maker and the deciding factor becomes the medium level questions so easy is easy for everybody everybody will be able to answer but where you get an edge it is probably at the medium level if you are able to address the questions then you stand a fairly better chance of doing well in the examination. And if you have really worked hard and prepared well, then you should attempt at least 10% to 15% of the hard questions. And the very smart trick that I have given in the book which we will talk about later when we come to difficult topics. So, I have given a very important tool which will make it very easy for even those 20% to win. Love to hear that. So my question was that now let's pick it up easy questions, medium questions and difficulty questions. Let's understand and try to decipher from which topic these easy questions come? How do you come ? How should children address those easy questions ? How to address Medium questions ? How to address hard questions? Is there any smarter way of scanning the paper and then identifying that yaar yeh to hard wala mein chala gaya. This went into the medium one. So what is this strategy of scanning the paper that first we should look at the paper for 2 minutes or 3 minutes and identify it that yes this one is enough for me to do it or you say that no, let's go serial wise, what are your recommendations, the best recommendations which this aspirant should be doing it, okay, so first thing first, according to me, the entire paper should not be scanned in the first place because what happens with that is that when you look at the entire paper, 150 questions, in 2 or 3 minutes or even 10 minutes, everything starts appearing difficult to you. Because you are not reading very comfortably and peacefully. You are just looking and some question seems long to you. In some options you may have seen one or two unknown terms. By doing this you become a little baffled. They become puzzled. Due to which your confidence gets greatly affected. So I would suggest that we should proceed question by question. But there is a way for that that we should do the easy questions first. While you are looking at the questions, each student has to spend 30 seconds on one question. If after seeing the question he feels that this is easy. Solve it immediately and move ahead. If he feels that these are complicated or mathematical logical reasoning or data interpretation questions which will naturally take more time because you have to do calculations, you can keep them for later. So what happens? First of all we proceeded by doing easy questions. This is one of its biggest benefits. You get a sense of completion. When you did all the easy questions in the first half hour [sound of clearing throat]. So [nasal sound] you see, yes, at least I have done 30-40% of the paper. So you feel good. It also warms up your brain because when you go to give the paper early in the morning, you have slept the whole night, you have woken up, in a way you have not used the mental muscles of your brain at all. So as you [nasal sound] look at the paper, if you immediately get up and take a very difficult question, your mind is not prepared. He needs a little bit of a warm up, to ask some questions so that he can get into that zone and say okay. Now my mind has started working. Now I am starting to get ideas. Now I can see elimination. Now I can recognize the keywords. So for that, when the student solves the easy questions first, it acts as a warm up. Gives a sense of completion. It definitely increases your confidence because you see that oh wow, I am getting all the questions correct one after the other. And at the same time, I think it helps in building a momentum. When we keep doing some good things continuously, then due to a sense of confidence, even difficult things start appearing easy to us. So these are the many benefits of attempting easy questions. So I think approximately 15-20 seconds should be taken to understand this question. If it is happening then solve it in 30 seconds and move ahead. If you see any question which is tough, complex or you feel that I am not able to understand it right now or I feel that I will have to give it some time, two-three minutes. You skip it and move ahead. Hmm and then you will pick up those questions in the second phase. Fair point, either this is an opportunity to handle easy questions and also gain confidence for the entire paper, that in these three hours duration may be 30 minutes, 40 minutes, you would have spent and scored well, right, and your confidence would have boosted up to attempt the mid-course level questions, right, the question is that in mid-course level questions, do you have to come across any data and any insights where you would be able to see that what percentage of students are able to attempt those mid-course level questions? And what is the range of medial level questions ? Meaning, what type of questions are asked due to which it is defined as medium level. Right? Right. See, there are three or four categories of generally medium difficulty level questions. Number one, either they will deliberately put some such components in the questions to confuse the student that the student is able to understand the question but they have deliberately put so many difficult words in it. Instead of a simple word like thinking, if I say it then a student understands that it is a question from teaching aptitude and if the student thinks like this then which learning method is best for him. Instead of that I used his cognition if it is like that. Now the matter is the same but you have used a technical term. Now if someone does not know the meaning of cognition then he will feel that this is a very strange question. I have never read this. So in this way the difficulty of the game or question is increased with keywords. Easy questions are made of medium difficulty. Or its length is increased. The sentence structuring is made in such a way that you read the question from the beginning till you reach the end. You forget what the question is saying. Because you have seen so many commas and so many punctuations in between that in itself you have created a big language which we call academic language which is seen in PhD thesis etc. and which you have to decode. Convoluted statement. Exactly right. And the third thing that these people do to make the difficulty medium is that they put in-depth questions on an easy topic. It is an easy topic but you should have studied it in a little depth that it is a virus, malware is being talked about but they have asked questions on its different types and that is also a part of NET syllabus. This is a big doubt in the minds of students when they see the UGC NET syllabus, that syllabus is of one and a half pages only, so on seeing it the students think that oh this is a very easy syllabus and these topics seem to be very familiar to me, so this will be fine, but the part is that what all topics are there in this small syllabus, you get to know about it when you analyse the PYQs and after the same thing, the detailed TOC that we have given in the courseware, Table of Content in the beginning, is of 15 pages because that one and a half page syllabus, when you write all the topics that what all are to be studied in it, then you realize that the list is getting very big. And many students are not aware of this list. That is why these topics also seem out of syllabus to them. For example, if I talk about sampling, it is a very simple topic of research aptitude. In that people mostly read probability non probability sampling. Now there's snowball sampling and a lot of other sampling methods that are being asked for and added every year. So that is why it is very important for students that you should have a complete topic wise list of how many sub topics I have to study within this one topic. And if you read this then medium difficulty level questions become easy for you. And here another most important thing depends on your PYQs and mock test practicing. Because the more times you expose yourself to different types of questions, you understand how to handle them. Because if you see such a question in the exam for the first time, you will not be able to understand it. At the same time, if you have practiced 50 questions of that type before, then you know what trick they are using. Where do I make a mistake? Where do I get confused? What are the words I should not pay attention to? These have been deliberately put there to confuse. The question is of one line only. It has been made in 12 lines. I have to ignore 11 out of 12 lines. You just have to grab those few keywords and make a one-line question. So those things help you to solve all the medium difficulties. And as you said, it is absolutely true that it is the medium difficulty level questions that define whether you will clear NET or not. Because if you have a total maths of 30% then no one can clear NET by just solving it because the cut off is ranging between 60 to 70. Now if you want some addition after 30 then very simple and fair point would be that you try to get that score with medium difficulty. So after 30, if you attempted 50 questions of medium, your total score became 80%. Now you don't even have to look at out of the box or complex questions. You can easily leave them and come back with those bouncer questions. Only if you have 80% of the syllabus in your hand then your NET is cleared. If you have 80% of the paper in your hand then you have cleared the net. Well [sound of clearing throat] you said let's try to make these questions difficult and the medium level difficulty by adding some unwanted sentences and making these sentences convoluted and perhaps use some trick key words. Which becomes very difficult for students to comprehend. Something similar happens with options that their options are also made in such a way that the children get more confused. You must be getting such questions. Must have done it. Absolutely. And I think within the options, this is the best way to solve the problem. I think that is William Shakespeare and Schlock Holmes. All of them have told him in their own language how powerful the elimination technique is here. And there is a very famous quote by Sheldon Holmes that when you eliminate the impossible whatever remains however improbable must be the truth. That if you remove Impossible, there is a question which has four options. You looked at all four options and removed two of them as if this was not possible. If I give the example of Paper One. So for example, you are doing a question of logical reasoning or mathematical reasoning from LETS. You did a slight calculation and you saw that this answer will be in this range. Answers are in decimals between four and six. So it could be 4.6 also. It could also be 5.23. But it cannot be 230 or -10. You got to know this from your quick calculation from your slide calculation. And if the answer in the option is -5 and 67, then first of all you should remove it saying that this cannot happen. As soon as you did that, two very good things happened. Number one, the load on your mind has reduced. Now he has to think about only two options. Number two, you automatically increased your probability by 50%. Where there was 25% probability of your answer being correct. As soon as two options are removed, your probability automatically becomes 50%. So now you have to play that 50-50 like KBC. The one with 50-50 makes it easier for you. So elimination is a very interesting strategy that students should use in medium difficulty and not even medium difficulty any kind of question where intelligent guessing is required. Because in competitive exams you should know the answer to every question. This is impossible. You should know what cannot be an answer. Now you applied the guess from these and from that also you did smart guessing and you saw that this seems slightly more, then this could be the case. Similarly, if there is a question from People Development and Environment and you are asked about a country that which country has the best GDP or which country has the best literacy rate and you have the option of Bangladesh. You have Pakistan option, then you will see that yes GDP is not there here, so you can remove it. Now if you are left with the option between Brazil and Denmark, then you can see what things are better in Denmark ? What is Brazil famous for? Then you can do intelligent guessing to see if the literacy rate might be better in which of these. Sort of that. So elimination with an intelligent guess. Absolutely. And what are the techniques to attempt these options ? Especially if I talk about other than elimination, then see, many things get solved through elimination only. Apart from this, one very important technique which is especially useful in practical units like Mathematical, Reasoning, Data Interpretation is using shortcuts. In order to get a correct answer. Because you do n't have a calculator. And there is no time for the questions and no calculator. So you ca n't take 15 minutes. For that, what I have done in my course book, in both these units specifically I have given lot of shortcut tricks and tips that if you have a question on blood relations from LETS or a question on coding decoding, then many times questions come that when you have to decode the alphabet, then you have to find its exact opposite alphabet from the table. Now if someone sits down and writes A to Z and then Z to A and makes that, then he is spending one and a half minutes of your time. Instead, I made up some little mnemonics. Like man. Now the oscillator of m will always be n. So if you remember man then you know that M has come so its output will be N in decoding. This is the way Amazon is. The opposite of A will always be Z. So I made some such mnemonics. If students remember this then it becomes very easy. Attempt these questions very quickly. You have addressed this in your book. Absolutely absolutely. And I have also given a plucked out chart at the end of the book. Which has all these mnemonics in one place. So if you have pasted it on your wall and you are looking at it only twice a day, then it automatically becomes very easy for you. And a lot of students who have taken the book have told me very specifically about these things, how many minutes they saved in the exam and because of which they were able to do five questions which they would have otherwise skipped because they were running out of time. So here I think that strategy is also very helpful. This is helpful. This is really helpful. So elimination technique is various you said shortcuts, strips, mnemonics which also helps them to you no sort of identify the closest answer. Is there anything else besides this? After this, see that different strategies work for each question. There is no one rule fits all because there are so many different units. Whatever question you attempt in Teaching Aptitude, it will be completely different in Higher Education or Data Interpretation will be addressed completely differently. But one thing that is common in all these places is knowing the keywords. That's why what I always tell my students is that whenever you are reading a book, highlight the keywords because these keywords will come up in the exam and if you have associated a term with the keyword, then you know that if this keyword is shown, it means it is a part of this definition, it means this definition is being talked about and the correct answer will be this. So identifying keywords is very excellent. I am sure this is going to help a lot of aspirants if they are watching this broadcast. So we have covered easy questions, we have covered medium questions. Now let's get into the difficult one. No one likes to go right into the difficult zone. It is a very, very discomfort zone. What do you suggest the students how they should address the difficult zone when they encounter these types of questions. There is negative marking otherwise. So my suggestion is that I think you should He will suggest that you do anything, give the answer and come back after doing intelligent guessing, whatever you feel is what you think, whether children should do this or not. See what I did in my books. The first thing I think students should know about difficult questions is that it is very wrong to be afraid of difficult questions because as soon as a student sees one or two difficult questions in the exam, somewhere in his mind this thought comes that now I am attempting the paper but I will not be able to pass it. It is very important for us to make this dissociation that difficult questions do not mean that you will not be able to clear the paper. 20% difficult questions usually come in UGC NET. So it's a common thing. Nothing different is happening to you. Because you will see that even after the exam is over, when many students talk on the internet or in their friend group, they all say that the paper was very difficult. Came very out of the box. And when you sit down to analyze the paper yourself, you realize that only 20% of the questions were out of the box. Because of that, it is said about the entire paper that this paper is very difficult. Either the student's understanding is weak due to which even easy questions seem difficult to him. Or it means this cannot be a generic statement. Cannot be done. This can be an individual perspective. Absolutely, absolutely and that too in a way you should believe that they do the mask. If 20% of the paper is difficult then it is said that the entire paper was difficult. Because not every student knows that no one is asking you to attempt the entire paper. Meaning you have to attempt but you should know everything. This is not a compulsion and it is not possible either. UGC NET does not want you to get 100% marks. You just have to perform better than your competition. You just have to clear the cut off and that cut off is 70%, so even if you score 80% and still you have left 20% of the paper or you have marked anything A B C D, still your NET is confirmed. This thing is not in the mindset of students. Because if someone is a first timer then he assumes that if my preparation is good then I should be able to answer every question. If he comes to know that I will be prepared, that there will be questions out of 150 questions, 20% of them will be such that I will not be able to answer them no matter how hard I try no matter how well I am prepared, then right there he stops getting scared. This is the biggest victory. Because after that your mind starts working. As soon as your mind is under stress, it is unable to solve many things which it can solve because recall stops. At that time, our brain gets so frozen in fight or flight mode that it is unable to recall the data that is in its mind. As soon as you become stress free, you think that I knew that I would not be able to answer this question. I want to get five questions correct in a row. The sixth question has to be a bouncer. Now when you solve it with this mindset, you see that you will anyway get zero marks in this question. But let me see for once what can I do with this question. You automatically see that these cannot be two options. Well, this is the keyword, I read this there, so according to this keyword this thing can happen here and you solve many such difficult questions. Here, I would like to tell the students one very important thing that for those students whose preparation is done well at present and whose revision PYQ is complete, if they want to learn to tackle difficult level questions also. So in my courseware book we have given special PDFs, special resources with every chapter which is under a box called supplementary reading resources. Score boosters as I call them. So Score Boosters is named so that it will boost your score further, that if you are currently getting 70 then from 70 it is a bridge to take you to 90. And in it I have given all those topics which rarely come in UGC NET. Butts are always found in the difficulty zone. So it is not necessary that you will come every time. Because every time it came we would put it in trending now. Butts are sometimes worth seeing. But if you are fully prepared, then I would recommend those who have this book to scan the QR code in each chapter and read the PDF that we have provided with each chapter because there will be many such topics in it from where you can get to see questions in the difficult category. I will give a very simple example. UGC NET has one unit Communication in Paper One. What are the basic types of communication in it? What are channels? Sender, receiver are very basic things. But in the last three-four years, in a few shifts, he asked questions using Buddhist communication style, Aristotelian communication style. Which is nowhere related to what the syllabus is saying. Because there is a lot of different thing in the syllabus. But he has started picking up ancient communication theories and asking questions from there. And we have covered that in our score booster PDF. So let's see if a question in your shift comes from Buddhist Communication and you have read it. So you have that bridge. You have that extra age to get that two extra marks. That you might not have scored. So in this way, if the student first of all stops being afraid and thinks that he is well prepared that these questions will come but I will not be able to do 20% of the paper. If he sits for the paper with this mindset, then he is able to use his mind very comfortably there and number two, if you are prepared then why not read those score boosters so that you can get that extra edge in the exam. Perfect Perfect So Arpita We Have Covered Types of Questions How are they? What techniques should be used? What should be done first to attempt them? What should not be done first? I think we have covered all of those things. But one thing that always haunts me as an aspirant and a student, this was the thing even when I was giving competitive examinations and I think that it is very prevalent universally across all the competitive examinations and that is time management. And for the examination paper, we used to do a lot regarding time management but somewhere we as students and as aspirants, we always fumble. So what are your advices on what things should children do for time management so that they can ensure that when they go on D day, they attempt 100 questions. In the duration of 3 hours, they should spread their time in such a way that they do not have to worry about those papers. What should happen first is the preparation strategy and what should happen on D pay. So, first of all it is important to understand that 150 questions have to be done in 3 hours. Yes, and first of all we have to ensure that we are able to attempt the entire paper. It should not happen that we slacken a bit in time management in the beginning due to which we have 50 questions left in the end and we are ticking them randomly in the last 5 minutes. This thing must be in your mind and in the student's mind from the beginning. And as I mentioned in the previous podcast, mock tests play a very important role here. Because when a student gives 10-15 mock tests before the exam, then somewhere he gets to know which time management style is working for him. Because this is also a very subjective thing. There is no single objective answer. Like if I say it personally, I am someone who is not very very good at the mathematical portion. When it comes to doing it under a time pressure. I might do the question well. But if I am asked to answer this in 1 1/2 minutes, then it is natural for me to face problems due to accuracy and speed. So I understood when I gave the exam that I had to do the theory first. At last, when the theory is over and I have only 20 questions left and I have one hour, then I should solve the practical portions comfortably so that I do not make mistakes in a hurry because that is my tendency. Somebody who might be very good at maths and reasoning. Commerce students, commerce students, they may actually say that they are not able to understand the theory. We do practicals first so that we can secure those 20 marks, then we do theory. So this will vary from student to student. But if overall I have to give a formula that works mostly with like majority of students. So I would say that you should divide the three hours. There is a clock in every exam hall, a wall clock. You should know that if your paper starts at 9:00 am, then by 9:30 am that means you will be able to solve the easy questions in the first 30 minutes. You will do a quick scan. We will look at each question that you think I know. I have read this. I remember exactly this. There can be no other answer than this. You will tick it and solve that question so that 30% of your paper gets solved in the first 30 minutes. Let it be solved. Because if you leave some of these questions for the last. If you went first question by question and the last 50 questions are left from your let and it is the last 30 minutes, then there is a very fair chance that you will get some easy questions wrong out of those 50. Right? So first of all let us secure what we have worked so hard for. Then from 9:30 onwards there is a period of 45 minutes. The next chunk should be your medium difficulty questions. Because it will take more time also. You also have to do eliminations. You also have to do the recall a little strongly. So in 45 minutes you have done medium difficulty. It is possible that when a student is solving easy questions, he may also find a medium question easy but while solving it he may feel that he is still getting confused. So you mark it for review and leave it and move on. Take those Mark for Review questions in this period as well. That you might have eliminated two options from that but you were stuck at two places. It doesn't matter, you left him. Now you think about these two options again for the second time. Right? Then [nasal sound] there is a period of 45 minutes that should be for Maths, Reasoning, Reading Comprehension and Data Interpretation, all the practical questions in which you will have to give more time. I am also including reading comprehension in this category because you have to read the passage, understand it and that is time consuming. You cannot do that in a hurry. And till now what has happened is that you have done easy in 30 minutes and medium in 45 minutes. That means somewhere around 50 to 60% you have done the paper well. So you get the confidence that the net is almost out. Now I am just collecting those extra marks to take my score to JRF. So now you will do these Maths and Reasoning questions very calmly in 45 minutes. I will not do it under pressure. Because I have seen that many students who do wrong do not do it because they do not know how. They do it only because they are either pressed for time. Or maybe his mind is so puzzled because he sees that he has to do 100 more questions that he is unable to understand what shortcut to use. As soon as your brain gets stressed, its capacity is exhausted. Now that chip is not yours, the chip in which you have fed so much data has frozen once. Now he will not be able to recall. If you want to get it recalled then you will have to be stress free and when will you be stress free when you know that my net is almost done. I have completed 50-60% of the paper. Now I have 1.5 hours for the remaining 30-40 hours. So I have a lot of time. Yes. So now after that you ask these questions. So your 30 minutes are up. Then it became 45. Then it became 45. So that means till now you have taken a total of two hours. Now only one hour is left. In this one hour, half an hour of your time should be on complex questions, now look at those 20% questions slowly. Look at that question for a minute and a half. I should get an edge on four to five questions. Get the edge. And when you know that you have to see only 20 questions in 30 minutes. Right? Right. Right? So you have a lot of time. You can look at the question comfortably. Can you see what will happen? Well, that ca n't be happening. I don't feel like it. There is confusion between these two. In that too, you can mark for review and move ahead. Because what happens sometimes? Our brain is able to retrieve information. But it takes time. Because in a way, you can assume that a lot of your RAM is occupied. So if you see, this has happened commonly with all of us that we meet one of our very old school friends somewhere and we are unable to remember the name, so we look at him from a distance and do not recall him. Now it is in our database. But at that time he has to open our mind with so many files. Plus, when you are going shopping, the question that is also going on in your mind is what do I want to buy. And all of that is going on. Two hours later, when you go home and you are having a drink, you suddenly remember it and as soon as you remember it, you remember five more things related to it. The same thing happens in the exam hall that when you mark for review and you leave that question, after half an hour or so you will see it, automatically you will remember that question that ok I had read this there and this data was linked to it, so maybe this would be the answer. Immediately go back to that question, solve it and then proceed further. Excellent, after seeing a question there, do n't get your ego involved and think that I have to solve it right away. If it is not happening, do as much as it is happening. Mark it for review and move on. It is possible that after some time you will start remembering it again and in most of the cases, students have told me that they sometimes see the pages of the book after half an hour that we had read this thing here or we had seen this point in the notes or we had seen this thing in our plug chart and the 30 minutes that I keep for revision is also a kind of buffer for you that in case you take a little 5-10 minutes more or less in any of these categories then you still won't miss the paper, you will have 15 minutes left for revision instead of 30 but at least some time will be left and that is important that we see that we have attempted all the questions, one thing is very important at the time of revision, do not change the answers because whatever clicks in our mind for the first time is mostly correct because we have applied a lot of reasoning at that time. When we correct it for the second time, it is just like that, you can believe that there is a voice inside us which feels that no, we always make mistakes in life, so it automatically says that no, no, we are saying A, then it will not be A, it will be B, so at that time many students make this mistake and all the students who are associated with me, when they discuss their paper with me later, many times they say that ma'am, we thought that the answer was the first one the first time, but I don't know why we changed it later, so it is very important to understand this and in this way, if any student manages with the confidence that I have to attempt only 60-70% of the papers. Meaning it is absolutely correct in which I will be sure that it is correct. After that, whatever marks you get are bonus. If I get it there, it will be great, even if I don't get it, there is nothing to lose there. It is not my risk. There is no risk. Absolutely. So if time management is done in this way. So I think that works well for a lot of students. Excellent excellent and thank you for sharing this. Extensive time management strategy. So I think we have discussed thoroughly about the pattern of the exam paper. And what should children do? How should I attempt the paper? Time management, elimination techniques, keywords, I am also missing all those things. What is your final advice to the aspirants before going to the examination centre. Look at this I think we need a full podcast because correct. I think there is so much that a student needs to keep in mind. But if I say in a summarizing form that there are some things which the student must know. Number one is that you must know how you should be able to work yourself. During a panic attack during two to three hours. Because as soon as any complex question comes up, it is a human tendency. You have prepared for six to eight months and suddenly you see a question which you are unable to remember. You had read it or a question that you are thinking that friend, I knew I had to read this topic but I could not read it and you have that guilty face, at those times it is very important to have a positive self talk with yourself. Because one thing you will always notice is that we do the preparation in the last few months. There is no scope for you to do much preparation during the last few days or on the day of the exam. If I have an exam at 9 o'clock. I am waking up at 6-7 in the morning , getting ready, going to the centre. How Much Scope Do I Have to Revise? There is only one scope there. Keep yourself in a positive mindset. Because that thing gives this signal to your brain that we are safe. Right? And your mind is helping you by moving in many different directions. Because your mind is a very very sharp tool. Till date, if a student is 25 years old, then whatever he has seen in the world in 25 years, all of it is saved here. And all that will help you directly and indirectly to solve the paper. But for that it is very important to have confidence in this tool. If you are going to the paper with the mindset that I don't remember anything. So that is going to show up on the day of the exam. So go there with the mindset that I have done my part. I have done whatever I could do. There were so many things that I could do more. But that is true for everybody. Anybody Was Lived His Life and That Person Is on the Death Bed. Nobody would say have done everything that I thought I would ever do. I have finished my bucket list. So the popular saying these days is that you have a bucket list before 30. Things to Do Before 30. As soon as you turn 40, the same bucket list of things to do before 40 gets transferred. Because nobody is able to complete all the things that we have ever dreamed of. So we have to be comfortable with the idea. We have to be comfortable with the idea of non-completing things, non-completing our syllabus. We have to be comfortable with the idea of ​​not being perfect when we are attempting the exam. There will be mistakes. You will do the calculations in the exam hall. You will see that you will know as you do the calculations. [ __ ] I did 2 + 2 wrong. But that is okay. There you have to tell yourself, how can I do this? This is not acceptable. That's going to be decremental to your otherwise good preparation. So developing this mindset I think is a very very [nasal sound] thing. Remain handy, compose positive attitude. Absolutely. Can really help the students. Absolutely. Dr. Arpita, it's always a pleasure talking to you and thank you for giving this insight. I am sure the aspirants will find it very very useful and beneficial for the upcoming examination. Wish them all the best. And I am sure you all will do very well in this upcoming exam. Thank you doctor. Thank you so much. So