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When teachers utilize questioning techniques they multiple student effects can be noticed. as a teacher you should aspire to spark discussion and student interest. In order to do this we need to adopt the use of QRQ's, to spark discussion in a conversational tone by asking follow up questions after the initial question has been asked. although questioning techniques are dependent on the subject method, it is imperative that all teachers utilize multiple questioning styles to elicit multiple response. QRQ's, specifically however, tend to spark discussion and even debate as the teacher reiterates the flow of questions. By doing so the teacher challenges the students to think, participate and increase their level of engagement, which ultimately results in an increase in learning outcomes. Class discussions are a valuable tool to increase a
student’s communication skills. Not only does it promote communications skills
through listening and talking but allows more students to talk and interact
with one another, making it easier for some students to share opinions that
they would not feel comfortable sharing with a large group. Classroom
discussions are an active form of learning that supply many benefits for both student and teacher learning. These include:
Not only are the effects of teacher questions tremendous but the outcomes from allowing and listening to student questions reveal a massive increase in student learning outcomes. It is important for teachers to understand that students asking questions will not only increase learning outcomes but assist the teacher to understand what the students interests are within in the topic. Student questioning helps direct student learning and merge new information to current and/or prior knowledge of the subject, acting as a building block for further education. When students ask questions teachers should keep in mind the students learning motivations and framework of thinking. As teachers begin to comprehend their students it will consequently increase their understanding of their learning style. Student questions facilitate in increasing their problem solving skills as any confusion is solved within the teacher’s response. By listening to student’s questions teachers can guide their work and present information of interest to the students, thus increasing their working relationship. By building upon the student-teacher relationship teachers can expose much about the student’s quality of learning and gain an understanding of their conceptual thinking.
- An evident increase in
student interest
- Increase in student
engagement
- Allows for teacher
feedback, clarifying outcomes to the students
- Promotes preparation for
further learning
- Teachers can utilize class
discussions to control what’s happening in the class
- Participation can be used
to balance who’s contributing in class and how much
- Class discussion encourages
dialogue among and between students
- Participation can be used
to develop important speaking and listening skills
- Supplying the students with
an opportunity to practice using the language of the discipline
Not only are the effects of teacher questions tremendous but the outcomes from allowing and listening to student questions reveal a massive increase in student learning outcomes. It is important for teachers to understand that students asking questions will not only increase learning outcomes but assist the teacher to understand what the students interests are within in the topic. Student questioning helps direct student learning and merge new information to current and/or prior knowledge of the subject, acting as a building block for further education. When students ask questions teachers should keep in mind the students learning motivations and framework of thinking. As teachers begin to comprehend their students it will consequently increase their understanding of their learning style. Student questions facilitate in increasing their problem solving skills as any confusion is solved within the teacher’s response. By listening to student’s questions teachers can guide their work and present information of interest to the students, thus increasing their working relationship. By building upon the student-teacher relationship teachers can expose much about the student’s quality of learning and gain an understanding of their conceptual thinking.