The first step in good questioning techniques is to state the question. Since the intent of questioning is to provoke thought, ask the question before calling on a person to answer. That encourages e a c h m e m b e r of the class to formulate an answer. Some teachers make the mistake of calling on a pupil before stating the question. That allows the rest of the pupils to relax and not formulate an answer.
When state the question first and then pause for a few seconds, everyone will begin actively thinking of an answer. This thinking process enables pupils who do not select to answer the question time to think so that they may add to the response. Five step questioning technique. question may startle and fluster some pupils so much that they may not be able to respond, even if they know the answer.
State the question clearly, giving one central thought, by placing the interrogative word at the beginning of the statement to alert pupils that a question is coming. Do not repeat the question or change the wording of the question unless necessary. After asking a question, pause to allow the pupil’s time to think through their answers. Vary the duration of the pause depending on the difficulty of the question and the level of the pupils. Most teachers fail to pause long enough after asking their questions.
Next, calling on a pupil too quickly is as detrimental as calling on the pupil before asking the question. After pausing for a reasonable time, call on a pupil by name to answer the question. That satisfies a basic pupil need for recognition. If pupils feel we are recognize their individual efforts, they will put forth greater effort. When selecting a person to respond, consider both the difficulty of the question and the individual abilities of pupils.
Hence, consistently assigning a difficulty question to a slower learner will remotivate that pupil. Spread the questions around without establishing a predictable pattern. A predictable pattern includes calling on pupils either in alphabetical or seating order or calling upon a select few whose names. Scattering questions also prevents mental loafing. Faster learners will dominate the class if we do not control pupil participation.
Next step, we need to comment on the pupils’ answer wheatear they answer the wrong answer or the correct answer. When comment on the pupils answer, we need to consider our comment is suitable so that the pupils will be guided. Give a positive feedback to the pupils although they answer the wrong answer. It is the techniques that use to motivate the pupils. Lastly, we need to emphasize the correct answer to the pupils so that misunderstanding among the pupils will be decrease.