Therefore, in response to this idea, I have come up with the four key topics for educators to know about asking questions in order to be an effective teacher. These four topics are:
2. Different/Specific Questions
3. Student’s Answers
4. Answer’s Response
2. The questions we ask must also be specific if we want to teach effectively. We have to avoid leading questions that answer the question in itself. We can avoid leading questions with some techniques I saw in “Questioning Styles and Strategies”. We should ask probe questions, so after the student provides an answer, we ask “why” or “how?” As much as time allows, we should try to extend all questions. For example, we could ask, “anyone else have something they would like to add?” Then, pick a student to share their thoughts. In addition, educators should clarify questions. We can ask, “tell me what you mean” or “give me an example.” Teachers should also follow the normal “yes-and-no” question with an additional question that requires though. Furthermore, the questions asked by teachers must be asked in different ways. The questions can be closed, managerial, or open. A closed question usually has a specific answer and is useful to test for retention and comprehension. A managerial question is a question directed for if the student does not understand their assignment or have the necessary materials for a project. Open questions may not have a specific answer and is useful to encourage discussion and active learning.
3. When asking a question, an educator must give about five seconds for the students to collect their thoughts. After giving them this time, call on a random student. This way the whole class was thinking about the question, just in case you called on them. I think it is important that each student be called on at least once during the class. The more the students are used to thinking about questions and openly answering them, the better the chance they will become active learners.
4. As an educator, it is important that we value the student’s feedback whether it is a right or wrong answer. By showing your interest either way, you are helping the student want to answer more. That is not to say that you should say an answer is right when it is wrong. This goes with the ideas of successful peer editing. The key is to stay positive while providing meaningful feedback.