Eight Questions Frequently Asked about Questioning.
Classroom teachers' engagement in dialogue with their students develops important skills and attitudes. Drawing from a series of inservice teacher education workshops, this paper addresses the following concerns with respect to acquiring and strengthening questioning techniques: (1) "Should all children be asked a variety of question types, or should one try to match the 'levels' with their abilities?" "What are good examples of methods utilizing higher order questioning techniques?" (3) "How often should higher-level thinking questions be asked in a classroom?" (4) "How does one record information and collect data regarding questioning?" (5) "How can a teacher become a good questioner?" (6) "How can questioning be most effective without making the student feel self-conscious about giving wrong answers?" (7) "What should a teacher do after asking 'Are there any questions?' and students do not respond, or when trying to respond to every child who has a hand up?" and (8) "How can teachers get their student teachers to ask more meaningful and critical types of questions?" Based on a review of the literature and on an examination of the available research, the report provides eight questioning strategies. (LL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** EIGHT QUESTIONS FREQUENTLY ASKED ABOUT QUESTIONING Dr. Viola Supon 3224 McCormick Building Bloomsburg University Dr. Pat Wolf 3224 McCormick Building Bloomsburg University U 3 DEPARTMENT Of EDUCATION Office et Educabonal Rseatch am) !mom...moot AJCATIONAL RESOURCES INFORMATION CENTER (ERIC) O thts dOcumen1 N. Morocluceo as toce.vell (tont the maw, 01 cygmnizaltoo otypost.ng .1 O M.1-10, chaogeo hare been mO to .mcgov teptoduction qullty Points 01 v.** of opinlonil vatochn lbsdoctr men! Oo oOt neceuanly toptesen1 official OE RI pos.hon or pokcy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE 4 EIGHT QUESTIONS FREQUENTLY ASKED ABOUT QUESTIONING After conducting workshops on questioning for classroom teachers, it became apparent what types of questions are frequently asked by this population of educators. Teachers are the perpetrators who engage in dialogue with their students in the development of important skills and attitudes. Addressing questions raised during these workshops is the intent and purpose of this paper, which will help other teachers acquire stronger questioning techniques. 1. Should all children be asked a variety of question types. or should we try to match the "levels" with their abilitio2. According to Woolfold McCune-Nicolich (1984), teachers should ask questions based on the lesson's objective, student's age, ability, and socioeconomic background while encompassing different types of questions. Ward and Tikunoff (1976) suggest a mixture of higher and lower-level questions which keep the lesson's objectives and the needs of the student as priorities. These researchers recommend this approach for classes of mixed abilities. For students with behavioral or learning
Clinical Supervision: A Practical Guide to Student Teacher Supervision
The focus of the chapter is on different approaches or models of supervision, above all, the " clinical supervision model ". The authors point out that most student teachers have a negative view of supervision and the relationship between the student teacher and those responsible for the supervision can be adversarial and provides only summative evaluation. In this chapter, to counteract the situation, the authors introduce the clinical supervision model which proposes that student teachers be introduced to the formative evaluative approach of clinical supervision. The model consists of five steps, illustrated as a cycle as follows:
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)