‘Did you have enough information?’ and ‘Did you enjoy that activity?’. Here are some questions you can expect, and advice for answering them with ease. Nomination is often essential in this stage, but the traditional ‘lockstep’ pattern of interaction should be minimised by asking students to ask and answer questions in open pairs across the class and in closed pairs. Student’s responses may be recorded as a mind-map on the board, or as the first phase of a ‘what we know / what we would like to know/ what we know now’ framework, particularly in receptive skills based lessons where predicting content is a useful pre-reading / listening activity. 7. Wait-time before nominating and after the initial response encourages longer answers, questions from the learners, self-correction and level of student involvement. The teacher’s questions are therefore a useful focus for peer observation and feedback on a lesson – an awareness-raising exercise for teachers themselves. Question-response is a common form of guided oral practice. Add fun to the entertainment and the Teacher's Day gala by being the teacher for a day and asking your teachers to participate in a quiz competition!! Referential questions. 10 Reflective Questions for Teachers to Use. Questions have a variety of purposes often related to the type and stage of a lesson. Spread questions randomly around the class. They often focus on the form or meaning of language structures and items, and the teacher already knows the answer. Grade language in questions and try not to over-paraphrase. Balance questions to the whole class with individual student nomination. Use open-ended (divergent) questions to encourage opinions, elaboration and discussion. Free event … Give appropriate responses to questions, particularly where correction is required. The best referential questions are those that are ‘divergent’ or ‘open-ended’ in that they are broad, may have multiple answers, and require a higher level of thinking from the learners. Questioning is crucial to the way teachers manage the class, engage students with content, encourage participation and increase understanding. The success of many fluency activities depends on the use of open-ended referential questions, but the teacher can also increase motivation by expressing interest through questions. Every question demands a response (except in the case of requests and suggestions), so that questions inevitably generate communication. 1997. http://www.gabrielatos.com Ask a balance of referential and display questions. Ur, P. A Course in Language Teaching. Thompson, G. Teaching Teachers to Ask Questions. The need for organizing a separate day to commemorate substitute teachers came about with NeA's decision of acknowledging the work and the contribution of these part-time mentors. Typically, teachers ask between 300-400 questions per day, however the quality and value of questions varies. Throughout the lesson, questions play an important role in classroom management, including general questions (‘Can you all see the board?’, ‘Have you got your dictionaries ready?’) and questions for checking progress ‘Ready?’, Have you finished?’. Thus ‘How often do you brush your teeth?’ is unlikely to either stimulate interest or generate language, whereas ‘How often do you argue with your parents?’ offers the opportunity for follow-up questions as well as producing the target structure. Addison Wesley, 1956 Many teachers find it difficult to estimate the amount of time needed for a student to respond to a question, often due to pressure of time, impatience or fear of silence. Even the best teachers need to practice nailing the interview. These are only a few examples of the insights teachers can gain from using self-reflection. CUP, 1996, © British Council, 10 Spring Gardens, London SW1A 2BN, UK Make sure that students clearly understand questions. Closed questions are common in conventional tests. a) Teachers … These questions should be kept simple (‘Are you working alone or in pairs?’, ‘Who’s in group B?’, ‘Are you going to write anything?') Every question demands a response (except in the case of requests and suggestions), so that questions inevitably generate communication. Teachers Day 2020 Quiz: 10 Questions to test your knowledge Teachers Day 2020: It is celebrated on 5 September every year in India as a mark of accolade to the part played by the teachers … As with all aspects of teacher talking time, it is not the quantity but the quality and value of questions that is important. and in order to extend the dialogue. When thinking about their questioning technique, teachers might use the following as a check-list: Clearly there is more to asking questions than the common division into ‘information’ or ‘wh’, ‘yes/no’, direct and indirect questions, though this is often how they are taught and how learners categorise them. Socratic questioning, exemplified by Paul’s taxonomy, forms the basis of eliciting, while Bloom’s taxonomy identifies six types of questions by which thinking skills may be developed and tested. Gabrielatos, C. A Question of Function: Teacher Questions in the EFL Classroom. The overall aim of these questions is to gradually raise awareness of language and skills and to help learners develop strategies for learning in a focused way. Good questioning provides a model which hopefully will promote correct and intelligent questions from learners. Bloom, B.S. Ask them questions like, "Who was the great Greek philosopher who had students like Plato and was condemned for his teaching?" Ask questions about important rather than trivial content. Typically, teachers ask between 300-400 questions per day, however the quality and value of questions varies. During the lead-in to a lesson, referential questions form the basis of brainstorming a topic, generating interest and topic-related vocabulary. Globally designed materials often suggest form-based questions for language practice which are too general, outside the learners’ experience, or which produce obvious answers. In the context of language teaching and learning, Bloom himself maintained that "The major purpose in constructing a taxonomy of educational objectives is to facilitate communication..." Classroom questions tend to fall into two broad categories:Display questions. When language is being presented, questions are used to elicit students’ prior knowledge, and guide them into recognising patterns and forming hypotheses about how the language is used. ‘Convergent’ or ‘closed’ questions have more narrowly defined correct answers which can be recalled from memory and require little reflection or originality. While questioning can be an effective tool, there is both an art and science to asking questions. Open-ended questions are ideal for developing skills such as inferring, predicting, verifying and summarising, as well as eliciting more language. These require the learner to provide information, give an opinion, explain or clarify. While questioning can be an effective tool, there is both an art and science to asking questions. The questions ‘Do you understand?’, ‘Is that clear?’ and ‘OK?’ are unlikely to provoke a helpful response.

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