In a classroom setting, teaching and learning activities should be
interactive. Asking questions and handling the learners’ responses will
depend on how skilful a teacher can be. Can you imagine a classroom
which is characterized by a spoon‐feeding teaching circumstance? This
is just simply letting the students to say “YES” when they agree and
“NO” when they disagree with what the teacher asks. Mostly, these
kinds of questions are literal and closed‐ended. Thus, there is a
limitation of responses; the critical ability of the learners is not
practiced in accordance to their level of learning and thinking.
One of the components of effective teaching is the art of
questioning, which remains in today’s modern education. Even if a
teacher has been into teaching for several years, the proficiency in
questioning is an issue. I had observed several language classes and
had checked lesson plans of language teachers I supervised. In a week,
they had to submit five plans and these must be handed in on the
weekends. A lesson plan for teaching a specific story was done by one
teacher. From there, I also got a very good idea based on how she
made the plan achievable. At the back page of the leaf, there was a list
of ‘what”, “why” and “how” questions written by the teacher. When I
asked her about it, she pointed out that those questions would be
asked during the progression of the lesson. Teaching literature is not
easy, yet it is a perfect timing to integrate values easily. Well, I
appreciated what she did because those questions would certainly
provoke the thoughts of her students.
To be able to enhance the teacher’s art of questioning, classroom
experiences, professional readings, and teacher’s evaluation by a
supervisor should be taken into consideration. The questioning skill of a
teacher is very essential to provoke the minds of his or her students.
Constant practice improves one’s ability and techniques in asking
questions. For some considerations, let me share some effective
questioning techniques:
1. When the teacher asks questions, he or she should not rush, but
instead, he or she must encourage the learners to think freely. A
clear modulated and natural voice is necessary to avoid tension.
2. The teacher should give the learners a time to think before calling
anybody to respond. Remember that, just like any other
individuals, the learners have the right to formulate their
answers. It is a classroom setting and different from that of a
court room.
3. The questions should not be too loaded. It means to say that the
teacher must simplify his or her questions.
4. There must be enough questions which create a student‐centered
way of learning.
5. Questions should be answered by the majority of the learners.
Letting one or two students to monopolize the responses is not
resulting to an interactive discussion. That is why, a teacher must
know the capacity of the students as to who can answer difficult
questions and easy questions. In that case he or she can maximize
the participation of her students.
6. A random way of calling the learners to answer questions can
lead to their active involvement. The teacher should encourage
the learners to speak clearly and loudly.
7. Thought‐provoking questions cover the level of questions
(Bloom’s taxonomy) knowledge, comprehension, application,
analysis, synthesis and evaluation.
8. If the learners give incorrect answers, the teacher has to take
time to correct them by not showing a threatening manner. The
teacher should be specific enough to point out the wrong answer.
An encouraging way will help the learners strive for more. They
will be motivated to try their best if they receive appreciation for
every correct answer they give.
As a teacher faces her class, a lot of situations will be dealt
with squarely. To become effective in asking question, a teacher
should continue to learn and adapt updated questioning
techniques. The traditional way of questioning has made
education move in a slow pacing; thus, it has paralyzed the critical
skills of the learners. Modernity is already infiltrating in our
teaching methodology and activities at this time. Therefore, why
stick to the old style of recitation focusing on “what”, “where”,
“when” and “who”.
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