MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Name: Jossan R. Agustin Course/Program/Year/Section: BSE Values Ed 4A
EPISODE V: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES THAT PROMOTE/
DISCOURAGE INTERACTION
Welcome to Episode V of our Field Study 1 module, a crucial juncture where you delve into
the art and science of "Effective Questioning and Reacting Techniques that Promote/Discourage
Interaction." In the realm of education, questions are the compass guiding the journey of discovery,
and the way educators ask, respond to, and manage questions can profoundly impact the learning
experience.
A. Type of Questions:
Your exploration begins with a comprehensive analysis of the various types of questions
educators can employ. From closed-ended questions that elicit specific answers to open-ended
questions that invite critical thinking and deeper exploration, understanding the nuances of question
types empowers educators to tailor their inquiries to the learning objectives and the unique needs of
their students. The art of questioning extends to probing questions, hypothetical questions, and
reflective questions, each serving a distinct purpose in fostering engagement and promoting
thoughtful discourse.
B. Questioning Behavior:
The heart of effective teaching often lies in the ability to ask thought-provoking questions. In
this segment, you will investigate into questioning behavior, where you scrutinize the strategies that
educators employ to stimulate student thinking, facilitate active participation, and foster a culture of
inquiry. You also explore the techniques that encourage students to question, investigate, and express
their ideas, ultimately cultivating a classroom environment that values curiosity and critical thinking.
C. Reacting Behavior/Reciting Behavior of Information:
The educator's response to student answers is equally vital. Reacting behavior, whether it
reinforces or discourages interaction, plays a pivotal role in shaping the learning environment. You
will examine how educators can effectively guide discussions, provide constructive feedback, and
foster a collaborative atmosphere that encourages students to share their thoughts and engage with
one another. Conversely, as would-be teachers, you will explore the pitfalls of reciting information,
where educators simply provide answers without promoting deeper understanding or stimulating
further inquiry.
In Episode V, you embark on a journey to refine the craft of questioning and reacting,
recognizing that these skills are at the heart of meaningful interaction and student engagement. By
mastering these techniques, educators become not only facilitators of knowledge but also cultivators
of curiosity, sparking the flames of lifelong learning in their students. Welcome to the world of
Effective Questioning and Reacting Techniques that inspire vibrant educational dialogues.
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Below are the topics included in Episode 5:
A. Type of questions
B. Questioning Behavior
C. Reacting Behavior/ Reciting Behavior of information.
Be guided by the task below as you do your online classroom observation. Then accomplish the
matrix data below.
Guide Question Classroom Observation Report
C. Questions that promote/discourage She would start by asking how everyone was
interaction doing before the class discussion started. And
allow them to get ready as the class discussion is
about to start.
A. Type of questions
During the discussion, the resource teacher either
a.1.Describe the type of questions your calls on the students by name or waits for them
Resource Teacher is asking in class. to recite. These are arbitrary questions.
a.2. Give examples of questions that s/he Among the examples cited were:
asked.
-Kumusta kayo?, Maayos ba ang lahat?, Ready na
ba ang lahat?, Ano ang ating tinalakay kahapon?,
etc.
B. Reacting Techniques
Instead of merely asking questions and moving on
b.1. Describe the behavior of the teacher in to next student if she hears an answer, the
reacting to the questions given by his/her teacher adds to the students' responses.
learners.
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
When the response somewhat differ from the
question, the teacher occasionally nods, but
b.2. Give examples of reacting techniques s/he
usually, she praises each and every one of her
employed in the class.
students.
When explaining a topic with students, asking
C. Discuss how effective questioning and questions is essential since here is where you
reacting techniques can promote/discourage evaluate their learning from your class; without
learning. this, it's difficult to determine their level of
proficiency in your subject.
Based on your observations, answer the given questions clearly and concisely below.
1. Neil Postman once said: “Children go to school as question marks and leave school as periods.”
Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
In my opinion, it would be preferable if "the students leave school as exclamation
points and go to school as question marks." Having said that, I do think that students learn
something new from their school every day, and calling them a period or a dot is not
appropriate. You see, when we say periods, it ends there—no more explanation or anything.
However, when you use the exclamation point, you may continue. What does the exclamation
point mean? Indeed!
Reflect on the importance of using various reacting techniques.
It's crucial to utilize a range of responses when responding to student inquiries. We must
continually practice perception when providing feedback. Correcting someone's response during a
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
class discussion reduces their confidence. Having stated that we need to talk with wisdom and control.
Prior to uttering such claims, First, we need to consider how children could respond to our comments.
We must give students time to reflect before posing such a topic. They got three to five minutes to
answer questions from their lecturers. As a result, students would be able to sense that their teacherr
values and cares for them.
I shall document my online observation and attach the required
evidence such as but not limited to accomplished “My Observation”,
“My Analysis”, “My Reflection”, My Artifacts” which include
MY LEARNING (photographs, illustrations, organizers, songs, rhymes, acronyms and
ARTIFACTS the like) per episode to counter validate my experiences.
My Artifact: List/Classification of the questions asked by the Resource Teacher.
Types of questions asked by the Resource teacher can be seen in the lesson plan provided below. I do
not own the lesson plan, the lesson plan belongs to its rightful owner.
Here is the g-drive link of the lesson plan that contains the teacher's activity/ies. Also, contains the
questions asked by the teacher.
https://drive.google.com/file/d/1P0fv-FPQTAYwdNqZxDE89b_-gYzlCKu3/view?usp=drive_link
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
I shall base my submitted e-portfolio in the presented analytic
scoring rubric for self-rating purposes upon completion of this
episode.
RUBRICS
RUBRIC FOR PERFORMANCE TASKS EVALUATION
Work Task Evaluation for FS 1, Episode 5- Effective Questioning and Reacting Techniques that
Promote/Discourage Interaction
Learning Outcomes: At the end of episode I, you would be able to
1. identify the Resource Teacher’s questioning and reacting techniques; and
2. determine the importance of using various reacting techniques.
Components Excellent Very Satisfactory Satisfactory Needs Total
Improvement (1)
(4) (3) (2)
Three two (2) to
All observation Four (4) or more
One (1) observation three (3)
tasks were observation tasks
My task was not observation tasks
completely were not
Observation answered/ were not 4
answered/ answered/
accomplished answered/
accomplished accomplished
accomplished
Score 4 3 2 1
Half or more than
All questions were
of the given
answered Questions were not
All questions were questions were not
completely; answered
answered answered; answers
answers are with completely;
My completely; answers were not
depth and are answers are not
are connected to connected to
Analysis thoroughly connected to
theories; grammar theories; most of
grounded on theories; one (1) to
and spelling are free the texts were
theories; grammar three (3) grammar
from errors. misspelled and 4
and spelling are free and spelling errors
grammatically
from errors.
incorrect.
Score 4 3 2 1
MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Not so clear and Unclear and
Profound and clear
My Clear but lacks depth; shallow; somewhat shallow; rarely
supported by what
supported by what supported by what supported by what
Reflection were observed and
were observed. were observed and were observed and
analyzed.
analyzed. analyzed.
4
Score 4 3 2 1
The portfolio is The portfolio is The portfolio is not
The portfolio is not
reflected in the reflected in the reflected in the
reflected in the
My context of the context of the context of the
context of the
learning outcomes; learning outcomes; learning outcomes;
Learning learning outcomes;
Complete, well- Complete, well- Complete, not
Artifacts not complete, not 4
organized, highly organized, relevant organized, relevant
organized, not
relevant to the to the learning to the learning
relevant
learning outcome. outcome. outcome.
Score 4 3 2 1
Submitted two (2)
Submitted before Submitted on the Submitted a day
Submission days or more after
the deadline. deadline. after the deadline. 4
the deadline.
Score 4 3 2 1
COMMENT/s Over-all Score Rating☹Based on
the transmutation)
Proposed Transmutation Table
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 4 5
_________________________________________ _______________
Signature over printed name of the FS Teacher Date
