Teaching is not very productive unless the teacher has several strategies to contribute to the class and students. One strategy is questioning the students and allowing them the proper wait time they need to answer the question. Analogies and metaphor usage can be used to make lessons and ideas more interesting. Age appropriate lectures, although it 's said to be one of the less effective teaching strategies, if done in an interactive way, can help make learning last longer in the minds of the students. Visual aids assist with keeping the students’ interest and makes comprehension easier. Asking questions and providing wait time for student to think about the answer is a good way to engage students in the learning. The Prophet صلى الله عليه وآله وسلم used to ask the sahabah questions, then he wanted them to think on an answer, then they would give him the answer and he 'd fix it if it was wrong (Sunnahcom, 2015). In this way the information that the Prophet صلى الله عليه وآله وسلم gave them stuck with them. This type of questioning develops critical thinking and lets the teacher evaluate just how much their student understood from the lesson. Overall, research shows that putting questions with the instruction is much more effective than just instruction alone (Fries-gaither, 2008). Research also proves that open ended questions have a better effect on students achievement and further learning than closed questions because it allows the student to discuss and think
Oral questioning can also assess how they are learning, rephrasing questions if learners are finding it difficult to answer
There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom
If a pupil is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence, raise their self esteem and motivate them as students.
“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.
Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.
In addition, it made the students feel part of the lesson which is influential in encouraging the student to read ahead and remember what they are taught so that they can be able to participate in the next class
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
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.
To combat this problem, teachers should spend around half of the class period going over the material and the other half going over questions and getting students involved with the material. If teachers show examples of the material, that will help the student full
Questioning can get there thinking beyond the comprehension level. Students should evaluate and analyze what they are learning instead of just remembering or understanding. Assignments would be given that encourage them to be creative, whether that is creative writing or making something that has to do with the concept of the lesson. The world around us is all about technology, I want students to continue this skills in the classroom. In English, it is thought that there is no need for technology that you only read books and write papers. This is not true, there are multiple ways that students can use different programs that will emphasize what they learn and help them become well rounded. When students start to have assignment that are all higher level thinking, this knowledge will have them meet higher standards. If teacher give low standard assessments such as, answering closed ended questions or only testing basic easily memorized knowledge, this isn’t a high standard to set. Teachers need to get them to work together in groups, create projects, use technology, or have them teach a proportion of a lesson, etc. to have these students go beyond expectations. High standards in the classroom welcome more competitive thinking and higher order strategies. As a teacher I want to give my students the opportunity to work their hardest and expand their thinking to meet these
are implemented but the main type is open questions allowing children to expand on their knowledge. Questioning is an important strategy that teachers use however, students also need opportunities for dialogue if they are to learn. Therefore, encouraging closed questions but then expanding their answer with open questions is an effective way to enhance their learning. An opposing argument suggests, that no matter if the question is open or closed, the teacher
An influential method for guided instruction includes questioning in order to check for understanding, prompting to assist students’ cognitive and metacognitive processes and processing, cueing to modify students’ interest to concentrate on certain information, inaccuracies, or misunderstandings as well as explaining and modeling when students lack adequate information to accomplish such tasks (Fisher & Frey, 2010, p. 6).
Learning is not a skill that is necessarily instinctual or easy, and therefore different approaches must be used to make learning easier and more fun for students. Teaching is not a skill that can be memorized or made repetitive, and so teachers must continue to challenge not only their students, but also themselves. Teachers that become complacent in their jobs are not good teachers. Those who can find a way to make an old lesson new and exciting will have an energized classroom, and will be reenergized themselves.
I chose to focus on how the use of questioning strategies in a whole class setting improves student understanding of conic sections because I struggle with using open-ended questioning. I see how “yes” and “no” questions do not usually cause students to think, since the answer to the question is often in the question. However, from my own experience as a teacher, simply asking an open-ended question about a new topic can cause frustration. If the students do not have any idea of how to answer the question, they simply stare and look confused. Even so, I do believe that open-ended questions can be very beneficial as an aid to learning if they are asked properly.