Teaching teachers to question questions

Hue University Journal of Science: Social Sciences and Humanities

Questions are a crucial part of classroom life and so questioning is one of the strongest tools at a teacher’s disposal as it engages students in the learning process and challenges levels of thinking. Many of the questions teachers ask in each lesson are concerned with the recall of textbook information. The question then is how classroom questioning strategies can become more effective; therefore, help teachers fulfill their mission of language instructions and development of students’ language competence. The study aims at exploring the questioning strategies used by teachers in the reading classes, through a case study where 3 classes of Reading (by one teacher who voluntarily joined in the study) was audio-recorded and observed. Teacher’s questions (and classroom interaction) were transcribed and categorized. Findings revealed that there are two main categories of questions, audience-oriented questions and content-oriented questions. Audience-oriented questions were found to be...

1972

This review describes some of the main research findings and issues that center around teachers' use of questions in classroom instruction. The paper is divided into, sections dealing with: (1) the classification of questions by type, (2) teachers' questioning practices, (3) effects of teacher' questions on students' behavior, (4) students' questions, and (5) programs to improve teachers' questioning skills. Each section contains a separate review of the literature, a critical synthesis, and recommendations for future research.. (See related document CS 000 187.) (Page 40 may be illegible.

Shanlax International Journal of Education

The aim of this study is to discuss the efficacy of questioning techniques of the teachers in the classroom. Proper questioning techniques are important in the teaching and learning process. Proper questioning techniques will make it easier for teachers to get feedback from students whether or not they understand the subject. This article describes some of the questioning techniques that a teacher needs to know to possess in classroom teaching and learning sessions such as attention, suitable voice. Pause, question content, and distribution of questions. This is important for enhancing student motivation and promoting positive, critical, and creative thinking among students and to improve the teaching and learning process in the classroom.

JELA (Journal of English Language Teaching, Literature and Applied Linguistics), 2021

Students of EFL (English Foreign Language) classroom need some tools that facilitate them to develop their reading skills. One of the tools is question. Question belongs to one of the most crucial tools in guiding and extending student’s learning (Gattis, 2002:41, as quoted in Sujariati, Rahman, & Mahmud, 2016). This study is descriptive qualitative research. It investigates about questioning in a reading class in one Islamic Senior High School in Bandung. Specifically, it finds out the teacher’s question types and the students’ opinions towards the questions that asked by the teacher in the reading class. In conclusion, mastering English reading skill can be something difficult for students who learn English as foreign language because they do not use the language in their daily lives. However, a teacher can apply both display and referential questions to students. By applying those question types, the students are encouraged to focus in learning reading material in the class and b...

he hundreds of questions the typical American teacher asks on a typical day reflect the great popularity of the recitation method A recitation is basically a series of teacher questions (usually about textbook content), each eliciting a student response and sometimes a teacher reaction to that response. The prevalence of teaching by recitation has been found in previous reviews of research on teachers' questions. which include studies going back to the turn of the century (Gall, 1970; Hoetker and Ahlbrand, 1969). Recent studies of classroom teaching (Dillon, 1982a; Durkin, 1978; Sirotnik, 1983) confirm that the recitation method is still widely used. Because questions occur so frequenthl in classroom teaching, we are led to wonder about their effects on students Do teachers' questions help students learn the curriculums Do they promote the development of thinking skills' Are some questioning practices more effective than others? Research prior to 1970 provided few answers to these important questions; since then, however, many relevant investigations have been carried out Effects of Fact and Higher Cognitive Questions Researchers have developed many systems for classifying teacher questions (Gall, 1970), but they usually simplify their data analyses by classifying all teacher questions into just two categories: fact and higher cognitive Fact questions require students to recall previously presented information, whereas higher cognitive questions require students to engage in independent thinking

Review of Educational Research, 1970

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.

2007

This article proposes to analyze the teacher's questions in English as a Foreign Language reading classes of the secondary school to verify the extent to which they use the questions from an adequate way to instigate students' critical reading. As part of my MA dissertation about Reading studies in English, I attempted to describe the teachers' profile in Florianopolis public schools, Santa Catarina, in the reading instruction by the questioning perspective to discuss pedagogical impllcations in the questions asked by those teachers. DOI: 10.28998/0103-6858.2007v1n39p159-172

1970

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.

Procedia - Social and Behavioral Sciences, 2010

The present study was conducted to comparatively determine the effects of different teaching applications based on questioning upon pre-service teachers’ good questioning skills. The research is a qualitative study that employed a multi-group experimental design. Prior to and following a six-week teaching period involving different teaching applications based on questioning, the questions formulated by the students were comparatively examined and analyzed. As a result of the study, it was determined that the teaching application based on student questions contributed more to the pre-service teachers’ questioning skills.

Abstract Questioning is the strongest tool at a teacher 's disposal as it teaches students how to think. Teachers ask hundreds of questions eve!J;day many of which are concerned with recall of textbook information; few questions require students to think beyond a level of recall. Some questions are designed to clarify matters of classroom procedure. Questioning is naturally a two sided affair. Not only is it that teachers put forth questions but equally students are involved in the process through the responses they offer. This paper highlights the methods of effective questioning such as structuring pitching, putting forward ideas clearly and concisely, directing and 1 distributing, posing and pacing, prompting and proving, listening to replies and responding, and sequencing. Along with these tactics various ways of preparing effective lines of questioning are discussed.