Teachers' Classroom Questioning Skills [electronic resource] / Robert A. Lucking.
This paper examines research on the kinds of classroom questioning skills where the type and sequence of questions teachers ask has a significant impact on student response and on the language used in responding. Some of the studies considered indicate that teachers frequently ask low-level question...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
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1977.
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| Summary: | This paper examines research on the kinds of classroom questioning skills where the type and sequence of questions teachers ask has a significant impact on student response and on the language used in responding. Some of the studies considered indicate that teachers frequently ask low-level questions with no logical sequence; that the majority of questions are of a memory level; and that verbal response is impeded by a rapid questioning rate and lack of silence between questions. Other studies reveal that interpretative or reflective questioning encourages detailed verbal responses, as well as class interaction. The paper stresses the need for inservice programs that help teachers identify the type of classroom environment they desire and then assist them in developing the skills necessary to attain this environment. (MAI) |
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| Item Description: | ERIC Document Number: ED150615. ERIC Note: Paper presented at the Annual Meeting of the Conference on English Education (15th, Knoxville, Tennessee, March 24-26, 1977) ; Best copy available. Educational level discussed: Elementary Secondary Education. |
| Physical Description: | 8 pages |