Questions In The Classroom. Currently, I Begin My Lesson

“The way teacher questions are worded does make a difference in student response.” (Herman, 2008 pp. 16) Herman (2008) found that teachers were more likely to elicit extended answers through the use of more open-ended questions. After reading these articles, I was convinced that I needed to improve my own questioning skills, which lead me to use the SATIC model for a self-evaluation of my use of questioning in the classroom.

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

The Chinese Proverb, “Tell me and I forget, show me and I remember, involve me and I understand”, applies to the 21st century skills that students need to have to meet the global challenges. Inquiry is a process of active learning that is driven by questioning and critical thinking. The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout (Library of Congress n.d). Furthermore,

Students are taken back in to the classroom where they discuss their findings and thoughts on the activity.

The focus of my all my classes is to extend student knowledge! Sometimes, I might focus on various topics they may have little or no experience with. I try to expand students’ understanding of a topic by focusing on vocabulary study, listening to academic lectures, facilitating group discussions, and various other

Providing students with examples of appropriate questions to be used for conducting an inquiry. The teacher will check the appropriateness of the students’ questions before their inquiry begins.

Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life (p.1)

I built on student responses by asking questions that allowed for deeper thinking. I also allowed other students to answer questions or ending a thought from another student. I would say, “Why did the painter feel this way?” A student would respond, “He felt that way because he saw all the people getting in trouble. Then I would ask another student,” What kind of trouble were the people getting into?” Or “What evidence does Michael have to back this

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Having access to relevant resources allows me, as an educator, to frame and scaffold meaningful questions to guide my research within the classroom. As a teacher and student, I am always learning, inquiring, analyzing information and ideas, adapting to behaviors according to information received, looking to improve and adapting to the many demands placed upon me every day (Fields, 2011). As a result, I need to research which means I need to constantly have and demonstrate the ability to frame the meaningful, insightful questions that will inform my learning and teaching practices. If education was not based on inquiry and research the education system would only be based on theory, ideology and prejudice.

The students will share their ideas and teacher will write them on the board. The students will also fill out this information on their thinking log.

For students to engage in asking questions we first need to let me be free to do that during class time. Students need time to discuss with their peers, look in books, and explore.

Another example of a teaching idea in generating questions as suggested by Stricklin (2011) “Sentence starters offer guidance to students new to reciprocal teaching. Written on Index cards, sentence starters for each of the “Fab Four” strategies and metacognitive thinking may help in beginning group conversations as Stricklin (2011) explains:

Some concepts that we discussed in class, that I saw in the classrooms, included letting students share how they found an answer. In the fifth grade classroom, which had

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.