(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.