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 Secondary Placement 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.
Secondary Placement 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 Secondary Placement 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