What's the question?
20 June 2008: Reflections on classroom questioning techniques
Summer school is not a completely realistic practice arena for how the classroom will look and operate come fall. However, it is a great first step on a journey of, no doubt, one thousand miles. The small class size and, literally, zero classroom management issues (thus far) create an ideal classroom. This has its plus and minuses. On the positive side, new teachers get a chance to ease themselves into the whole process- learning to create lesson plans, keep “teacher hours” and effectively deliver those lessons without any other distractions (such as breaking up fist fights, dealing with class-clowns and peeling spit balls out of your hair...). Having an ideal classroom also allows for some trial-and-error in teaching styles, questioning techniques and utilizing the overhead the most effectively (it's a skill that is harder than it looks). However, being eased into the whole process allows a person to feel comfortable, and relaxed; feeling relaxed is the LAST thing a new teacher should feel.
We have learned about various questioning techniques to use while teaching. Without worrying about spit balls globing in your hair, a person feels free to test out some of those techniques we have read about. I have not tested out all of them. And I am not sure I will test out all of them during the summer school months. Yet, just being able to think about the questioning techniques and how they could be applicable to a lesson plan, or how they could positively affect the dynamic of the classroom is helpful in itself.
There are the “Four S's” that serve as alternatives to questioning: Statements, Student Questions, Signals, and Silence. Essentially, they are self-explanatory. Make statements about what you think or reflect on what the student thinks with a statement. Encourage student questioning. Use signals such as gestures or head-nodding while student it talking. Say nothing after a student answers to allow for other students to form an opinion or a comment on the topic.
I like the Four S's of questioning techniques because it puts a lot of the discussion on the students and then I get to see what they really know, as opposed to what they think I want to hear. By letting the silence hang in the air after a question is posed or an answer is suggested, it gives other students more time to just think. So far, it seems that the students are taking those silences or simple gestures (without comment) as a hint that I am looking for more from them. When I do not immediately respond with a “Great! Next question...” I have found that the students think a little bit longer about the question I originally asked.
Now, I've just got to work on forming better questions that result in the sort of thinking that is beneficial for the students' learning. This is something that I am working on, and watching other teachers “perform” has been hugely helpful.
