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"Effective Questioning and Reacting Techniques"
Transcript of "Effective Questioning and Reacting Techniques"
In giving appropriate praise:
• Match praise to the level of difficulty of the question answered or to the quality of the response given.
• Vary acceptance reactions.
• Remember that a insecure learner needs more praise than a confident one.
Effective Questioning and Reacting Techniques
How to Improve Questioning Technique & How to Encourage Questions from Students
Reported by: Krizle Ann Mae Babida
Reported by: Antonette Taguinod
1. Providing feedback on the correctness or incorrectness of a response
The following techniques can help:
Types of Questioning according to Purpose and Types of Questions according to Level/Answer
Types of Questions according to Purpose:
1. For Assessing Cognition
2. For Verification
3. For Creative Thinking
4. For Evaluating
5. For Productive Learning
6. For Motivating
7. For Instructing
Types of Questions according to Level Answer:
1. Low Level Questions
2. High Level Questions
3. Convergent Questions
4. Divergent Questions
- class interaction is
dependent on your
1. Varying Type of
2. Asking Non- Direct
5. Sequencing Logically
6. Requiring Abstract
7. Asking Open-ended
8. Allowing for Sufficient Wait Time
Providing sufficient wait time can achieve the following:
a) Motivates slow thinking students to respond
b) Improves the quality of the responses made
c) Decreases the amount of guessing or wrong inferences
d) Increases the number of correct responses
e) Leads the teacher to vary her questions
f) Provides time for the teachers to evaluate the answers given
g) Encourages the students to ask their own questions. Give students enough time to think about the answer.
10. Involving as many students
reported by: Rufa Tumaliuan
Reported by: Vivialyn Valdemar
How to Improve Questioning Technique
The following are some points to consider to improve one’s questioning technique.
1. Know your own style of questioning
2. Request a colleague to critique your own style as to:
a. kind of questions often asked,
b. amount of wait time provided and
c. the type of responses required.
d. Knowing your errors in questioning would make it easy to effect the necessary changes. Too many “what” questions will be avoided.
3. Increase your own repertoire of type of questions. Training in employing divergent, high level and open-ended questions improves your questioning technique. Fully aware of the instructional objectives set for a particular lesson, you would be able to frame more interesting and thought would-provoking questions rather than the memory type.
4. Consider the individual abilities and interests of the students. Experiencing success in giving correct answers promotes a feeling of confidence among them. Select the brighter ones to respond to high level questions. An approving nod, a smile or a praise for an answer given will encourage them to volunteer own ideas.
5. Spend time reflecting on the type of questions you ask.
Improve on them.
How To Encourage Questions from Students
“They come to school as question marks” but unfortunately “leave school as periods.” – Neil Postman
1. The teacher’s questioning technique is the key in encouraging students to ask correct, relevant and high level questions. Her questions can serve as good examples.
2. Attend to their questions. Avoid dismissing irrelevant questions. Assist in clarifying or refocusing in order to solicit correct responses.
3. Praise the correctly formulated questions. It develops confidence and makes knowledge search easy and satisfying.
4. Allot an appropriate time slot for open questioning. This will encourage the slow thinkers to participate freely.
We, teachers take our reaction to our student’s response for granted. By the way we handle our student’s responses; we either encourage or discourage them from actively participating in class interaction.
In providing corrective feedback:
• Remember that the reaction “That’s wrong” can put off or embarrass a learner. Be more tactful.
• Give a hint or break down the question if necessary, to guide the learner to the correct response.
• Explain the correct answer when the learners cannot arrive at it.
• Initially ask easy questions to enhance the student’s self-confidence
and to encourage active
participation from everyone.
3. Making Follow up Questions
• Remember that follow up question should logically relate to the preceding questions and/or the learners response.
• Follow up questions should be characteristically developmental and directed towards a better understanding of the topic being discussed.
• Clearly-stated, short follow up questions elicit better responses from the student.
5. Following up a Student's response with related Questions
• Slowly repeating or replacing certain words in a question may be the way to enable a student to give the correct answer.
• On the order hand, other students may need to understand better an accepted response to the question.
4. Redirecting Questions
• Certain questions deserve to be answered by more than one learner.
• Some students need a re-formulation of the question for better understanding.
6. Rephrasing the seemingly unclear Question
• Rephrase unclear questions by using terms or idioms familiar to the student.
• Avoid long and complicated sentence structures in asking questions.
7. Showing Non-Verbal Encouragement
• Cultivate the habit of conveying positive meanings through your body language. Body language, particularly a teacher’s facial expression during recitation.
• Eye to eye contact, a smiling face and an encouraging hand gesture remove fear of embarrassment from the students.
8. Encouraging Learners to ask Question
• Watch out for students who seem to have problems about certain responses. Encourage them to bring out their questions.'
• Create a communication climate which encourages pupils to provide additional information or give comments that can add to understanding.