Much is said about the benefits of good questioning techniques in class. Sometimes it can be tricky to instantly convert questions to become more effective (ie a more open/higher category). But it's important to be able to use questioning for a variety of purposes throughout the lesson – to check prior knowledge; check understanding; to differentiate between stronger and weaker learners; to follow up on what a learner has said; to feed back from group activities; to test knowledge.
It is widely acknowledged that questioning to assess learning is underdeveloped in some observed lessons. We know we need to do it, but how can we avoid emotive and leading questions? And how can we ensure that everyone participates?
Here are a few answers to those questions:
In your classroom, how do you get your students to ABIDE BY THE RULES? It's no secret that the beginning of the year is a critical and necessary time to put in place an agreement over the rules and routines. Never has it been so important to remember how getting a good classroom climate brings a greater chance of good behaviour and attendance.
But nobody likes to be told what they CAN'T do (particularly teenagers).
Most students are more likely to want to know what they CAN do, before they make a choice about whether to do it or not. So, when meeting your class for the first time, avoid using negatives in the rules, such as "do not" or "never". Select precise behaviours that you expect to see and use positive terminology: for example
- Arrive at class on time
- Finish food and drink before class begins
- Raise your hand before...