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Teknik Menyoal

The document discusses common mistakes teachers make when asking students questions during lessons. Some mistakes include asking too many questions at once, answering questions themselves without letting students respond, and failing to give students enough time to think or acknowledge answers. The document provides tips for effective questioning techniques in large classes.

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0% found this document useful (0 votes)
49 views3 pages

Teknik Menyoal

The document discusses common mistakes teachers make when asking students questions during lessons. Some mistakes include asking too many questions at once, answering questions themselves without letting students respond, and failing to give students enough time to think or acknowledge answers. The document provides tips for effective questioning techniques in large classes.

Uploaded by

ayu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Common Errors Made

Asking students questions may not be as easy as it looks.

There are mistakes that teachers made during the questioning process.

Here are 14 common mistakes to avoid when asking questions.

Asking ___________
1. too many questions at once

2. a question and answering it yourself

3. questions only of the brightest or most likeable or quickest to respond

4. a difficult question too early

5.irrelevant questions

6. questions in a threatening way

7. the same kinds of questions all the time

8. bogus ‘guess what I’m thinking’ questions;

Failing to___________
9. correct wrong answers

10. indicate a change in the type of question

11. give students time to think

12. pay attention to answers


13. see the implications of answers

14. to build on answers

1. A Question Focus (QFocus)

数一数 ( Let’s Count ! )

2. The Rules for Producing Questions

Number 1 to 10

3. Producing Questions

4. Categorizing Questions

5. Prioritizing Questions

6. Next Steps

7. Reflection

There are many good reasons why teachers should ask students questions during lessons. Teachers can use
questions to help students link present knowledge with their prior knowledge (Ip, 2003a, b). By asking
pertinent questions, teachers can keep students focused on the lesson’s goals and objectives and engaged with
the subject matter (Ip, 2005). Challenging questions stimulate students’ curiosity as they emphasise the use of
ideas instead of memory work (Wang & Ong, 2003). More importantly, good questions can trigger thinking.
Thus, teachers can pose a variety of lower- and higher-level questions that require students to use both
divergent and convergent thought processes. In doing so, the development of critical and creative thinking
skills is fostered. Furthermore, students may develop better reasoning skills if questions are sequenced
logically.

Questioning adds variety to the lesson. When the teacher asks the class a question, it motivates students as
they feel involved in the learning process. When the teacher asks an individual a question, it allows him/her to
express him/herself, averting the monotony that tends to overwhelm the teaching of large classes. In addition,
the questioning process helps teachers to evaluate students’ understanding of the subject and adjust the
difficulty of the lesson accordingly.

However, there are problems associated with the questioning method. Because of the high level of student
involvement required, this method can be time-consuming if used in large classes. The success of this method
also depends on the types of students in a class. Shy students usually do not participate in discussions and a
small group of more vocal students may take over the discussion. As a result, other students may feel left out
and lose interest in the subject altogether. It is also possible that students’ responses may not be audible to
the teacher in a large lecture hall.

The teacher should take care not to discourage students by ‘shooting down’ their responses. A good mix of
lower- and higher-level questions is necessary to prevent predictability and boredom. Therefore, teachers
should pose higher-level questions which can trigger higher thinking processes.

For the method to be effective, questions should be explicit and worded to suit students’ level of understanding
of the subject. The delivery of questions is important as well. A well-formed question may lose its effectiveness
if it is not properly asked. Hence, teachers must develop a sense of “timing”, “relax” and be “patient” while
waiting for students’ responses (Wang & Ong, 2003). The provision of an open and non-critical environment
that welcomes all responses is essential to successful questioning in large classes.
Teachers must understand that it is perfectly alright if students cannot come up with answers right away.
Challenging questions should be used to stimulate students’ thinking so as to engage them throughout the
lesson.

References

Ip, Y.K. (2003a). ‘The Importance of Prior Knowledge in Students’ Learning’. Ideas on Teaching, 2: 4–5.

Ip, Y.K. (2003b). ‘Prior Knowledge and Definition’. Ideas on Teaching, 2: 6–7.

Ip, Y.K. (2005). ‘Search Mode Versus Receptive Mode’. Ideas on Teaching, 3: 2–3.

Wang, C.M. & Ong, G. (2003). ‘Questioning Techniques for Active Learning’. Ideas on Teaching, 1: 8–9.

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published by
Centre for Development of Teaching and Learning (CDTL)
National University of Singapore
© CDTL 2000 - 2008

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