QUESTIONING TECHNIQUE AND OR PRINCIPLES GUIDING QUESTIONING



(i)     Questions should take into consideration different levels of the cognitive doman-knowledge, comprehension (understanding), application, analysis, synthesis, evaluation. Teacher should always prepare questions that will help children think at these levels.
(ii)    It is not encouraging at all to ask questions that are mainly testing the lowest level of thinking –knowledge based mainly memorization or on regurgitated facts. Curriculum experts stress understanding as being more important for learning and retention than memorization. It is pertinent to note that memorized facts are easily forgotten.

(iii)  Teachers should therefore ask questions that are concerned with other levels of thinking-understand, (comprehension), application, analysis, synthesis and evaluation.
(iv)   Teachers should not be satisfied with the recitation of memorized facts by the pupils.
(v)    The word ‘why’ should be one of the most important operation words in the teacher’s vocabulary. He should therefore make copious use of it in order to stimulate learners to analyses, defend, and interpret their answers.

Questions based on ‘why’ usually direct learners’ attention to enquiry process- the process of trying to find out,  the process of critical thinking and problem solving. The process of critical thinking or problem solving simply means.
(a)    The learner meets a problem or a question.
(b)    The learner becomes curious
(c)    The learner organizes his thoughts based on previous knowledge and then thinks deeply of an additional information.                             
(d)    The learner  now makes a decision of how best to present his answer or solve the problem.
(e)    The learner states his well thought out answer or his conclusions.
(vi)   Questions in order to direct the learner’s attention to critical thinking should not simply require a yes or no answer. Questions should be framed in such a way as to ask the pupils to explain, develop or defend their answers.
(vii) If a learner answer yes or no do not be satisfied with such an answer, ask him why? How? When? Where? In order to make him think and explain further.
(viii) Questions should be carefully worded so that the pupils should understand what is expected of them at once.
(ix)   Questions must be completed and some time should be given to children to think before they will be asked to answer them.
(x)    Questions are meant for all the pupils in the class without exception. They must be equitably distributed so as to give pupils opportunity to contribute their quota towards the progress of the lesson and towards better understanding.
(xi)   On no account should questions be used as punishment or as a way of vilifying children. Children should not be bullied for failing to answer question as you want them to be answered. They need to be encouraged.
(xii)    It is necessary that pupils know when the answers they give are satisfactory, incomplete or entirely wrong. The teacher can show these by his simple responses such as good. That’s right excellent: not quite, you have done. Have you thought of, try again, no, listen  more carefully etc.
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