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Secondary Placement

Observation Sheet Questioning



Question Type

Do you feel your questions were
clearly structured and readily
understood by the students?
The majority of my questions were clearly
structured and readily understood by the
students. During my lessons, I made sure that
I either gave background information to aid
in the students responses or made sure that
the students had already covered the
material. When I planned my lessons, I made
sure that I constructed sample questions to
aid in effective questioning. Blooms
Taxonomy was very helpful in regards to
structuring questions that increase in
complexity.
Did you use a variety of question
types?
I did make use of a variety of question types.
I usually begun with closed questions to
make sure that the students understood the
basics, and then moved onto asking more
open types of questions to stimulate the
students thinking processes. Some students
did struggle in even giving answers to
opened questions, such as when an opinion
was required. Though generally, most of the
students were eventually able to give an
answer.
What balances was there
between various question types?
The balance between closed and opened
questions was relatively equal. Though
during the mathematics lesson, I seemed to
ask mostly closed questions due to the
nature of maths, where the answer is usually
either right or wrong. Then on the other
hand, I seemed to ask more opened
questions during the society and
environment lesson. Once again, this is due
to the nature of the learning area, where
more inferential types of questions can be
asked.
Consider both why and when you
made use of the different
question types?
I made use of closed questions because I
wanted to see if the students had learned the
fundamental basic knowledge I had imparted
with them. I used this type of questioning
during both lessons, though much more in
the mathematics lesson. I also made use of
opened questions since I wanted the
students to elaborate and expand on a
particular topic, explaining things in their
own words. This also includes gathering the
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opinions of the students. I used this type of
questioning predominantly during the
society and environment lesson.


Distributing and Directing Questions

Did you recognize any pattern in
the distribution of your
questions amongst the students?
Consider reasons for this
pattern?
Since I didnt have much time to get to know
the students by their own names, it was
difficult when choosing students to answer
questions. It appeared that I was focused on
choosing those who had their hands up, as it
was easier to ask those students with their
hands up than those who were reluctant to
answer. I shouldve made use of the popsicle
sticks with their names on them, as that
wouldve meant that each student couldve
got a turn at answering a question. Though
since I was nervous and stressed, I forgot to
make use of those popsicle sticks.
How have you directed questions
to the group?
I generally directed my questions to the class
as a whole, by asking those who had their
hands up. However, now and then, I did try
and ask those who didnt have their hands up
but this usually resulted in little response. If
this happened, I asked a different simpler
question and this usually resulted in some
response from the student (or even from the
students in his/her near vicinity).
Have you used wait time? Yes, I did make use of wait time. When
students are not familiar or are still trying to
get their head around a topic, it requires time
for them to process the question and
formulate an answer. Teachers must provide
students with this thinking time, and this is
what I have done. If, after a considerable
amount of time, the student is still stuck, I
helped the student come to an answer but
did not answer the question directly myself.
Did you make eye contact with
the group as you directed your
questions?
I did make use of eye contact with the
group/class as I directed my questions.
Though I did this in a friendly and welcoming
manner, not being confrontational in any
way. After all, a positive teacher-student
relationship should be formed in order for
the students to feel comfortable and
welcomed in my presence.


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Reactions to Students Responses

How do you deal with correct
responses? Do you qualify any
praise given?
When a student gave me a correct response, I
would praise him by saying something like:
Correct or Thats right! If the answer was
only partially correct, I would say: Good job,
but can anyone add anything to that
answer? I also made use of treats to reward
the students with correct answers at the end
of the lesson, to see if they have met the
learning objectives and just simply to have a
bit of fun.
How do you deal with incorrect
responses? How do you deal with
students who stumble and grope
for an answer?
When a student gave an incorrect response, I
would say something like: Youre almost
there or Not quite, does anyone know the
answer? If a student stumbled for an
answer, I would respectfully take over (after
the appropriate time has elapsed) and then
repeat/paraphrase what I think they have
been trying to say, and then add: Is that
what you mean? Then after this, I would say
whether they are correct or not.
Do you keep eye contact with the
students until they have
completed an answer? Do you
cut students off and go onto the
next point before they have
finished responding?
No, I didnt keep eye contact with the student
until they completed an answer. This is
because it could be seen to be intimidating
and most probably would be off-putting.

No, I didnt cut students off. This would show
that I was uncaring in regards to what they
have to say, and this defeats the purpose of
learning.
What use do you make of the
students responses to develop
the teaching point? Have you
redirected any questions in order
to add an initial response?
I used the students answers to develop the
teaching point, by using the
questions/answers to support and build up
the point in building blocks.

Yes, I have redirected questions. For
instance, if a student were struggling, I would
go back a step and ask an even simpler
question. Then I would ask another question,
but one that has increased in complexity a
little.
Are you the only evaluator of the
students answers?
No, I am not the only evaluator of the
students answers. The other students in the
class, the mentor teacher, and the other prac
teacher all contributed to this evaluation. For
instance, if a student was struggling with an
answer or simply gave a wrong answer, it
was common for another student to take
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over/correct the student.


Overall Comments
Questioning is a skill that requires much practice, and I will naturally get
better at this over time
Blooms Taxonomy has been quite helpful in regards to structuring and
planning questions
Different types of questions will be used for different purposes and at
different times
The way you respond to correct, partially correct, and incorrect responses
must be carefully thought out your verbal and nonverbal behaviours
must complement each other
The way you distribute the questions to the students must be done so in
an even manner to aid in this, popsicle sticks with the students names on
them can be utilised

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