[MUSIC] Welcome again to the course. Today we want to look at questioning in the classroom. What do you think questions should be asked in the classroom? Well, questions need to be asked because, it helps in recalling of what one has been taught They help us stimulate thinking of our children. They help engage students in discussion. And they help to rehearse for tests or exams. Questions need to be asked. Also because they help the teacher in finding out things he or she didn't know. Let's go on to find out questioning in a classroom situation. Who are those who ask questions in your classroom? Are children allowed in any way to ask questions? Who are questions addressed to? What are the questions about? Who answers your questions as a teacher? And what would you consider to be a good question? What kinds of questions are frowned on? And what kinds of questions tend to get no answer? In asking effective questions, you need to think about the following, these ideal suggestions. Whenever possible, ask, rather than tell in the classroom when teaching. When you ask rather than tell learners, it offers learners the opportunity to reason, and also develop critical minds. Ask one question at a time, and the question must be asked concise as possible. Adjust the difficulty of your questions to the student's abilities, Working towards increasingly higher levels of thinking as the learning progresses. You need to include questions that help students to explore their attitudes and feelings, as well. Ask questions about processes as well as outcomes. And model the kinds of questions you want students to ask themselves in classroom. Children learn best when teachers and for that matter you, maintain high student interest and engagement in a classroom. And so, you need to ask both higher. And know other questions. You need to create an opportunity that will engage all students not just volunteers in discussions. In some classrooms, with reference to Ghana again, you will find that teachers are fond of calling only who raised they hand up, and others are ignored. This must be avoided because of students. You need to have higher regard for students and treat them with respect in terms of questions, and actively monitor student progress in the learning process. So allow children time to think about questions, and respond to the questions. You must also provide a clear formative feedback to learners. You need to vary student activities and procedures. And then hold high expectations for students. Above all you need to build classroom learning communities. You need to create opportunities that will encourage learners to talk among themselves. Also remember that children learn best when teachers know their subject matter when teachers are organized. When they're enthusiastic about teaching and your subject areas. When teachers develop deep rather than shallow knowledge on the subject matter. When teachers connect new learning to prior knowledge, because knowledge is very important here. When teachers teach at a level that ensures a high rate of success. When teachers structure learning experiences thoughtfully. Children learn best when teachers ensure that they have sufficient time to practice skills. And, clearly present both directions and content information. Now, going back to connecting your knowledge to prior knowledge. Let me share an observation I made in one school in the northern part of Ghana with you. It was a primary four class, where this teacher was treated industrious in Ghana. So pupils were asked to mention that the towels where the industries were located. So the teacher puts down tobacco. One I had raised the hands up and she was called by the teacher and the child mentioned. [FOREIGN] Then I just said, it was wrong. I may have mentioned, I've cracked. The teacher said it was wrong. Then, I mentioned typography. The teacher said it was right. Children would have to clap for the one that mentioned correctly. Then this boy who mentioned [FOREIGN] stood up again and said, madame, it is not [FOREIGN] it is [FOREIGN]. And the teacher shouted at him now to sit down. But the [FOREIGN] began to. [FOREIGN] If it is cigarettes, then it is still crowded. If it is tobacco, then it is [FOREIGN]. Their teacher shouted him now again. Let our [FOREIGN] now the child was. [FOREIGN] It's such a situation. We see the teacher not exhibiting humility not recognizing the knowledge of this child. The previous knowledge of the child. If the teacher, when humble enough to recognize her own ignorance, it would have encouraged each child and would have brought in greater others too. So there is a need for you as a teacher to commence new knowledge to play on knowledge, because you built upon the previous knowledge of children. You also need to recognize ideas expressed by every pupil in your classroom. In other words, everyone's ideas should be considered. Children learn best when their ideas are considered. Children also learn best when they are allowed to take risks. In our world, it is normal for children to take risks. When such conditions are created for them to take risks they ask questions freely without fear. Then how do you handle children's wrong answers? In some classrooms, in Africa, for instance, children's wrong answers are handled in such a way that children become embarrassed. But you need to handle wrong answers positively. At least appreciate the effort. Of the wrong answer and find a way of having a chance to get the right answer. You need to recognize that students build on one another's ideas. And so encourage all children to contribute in a classroom. In this sense your questions must be evenly distributed. Do not just [FOREIGN] who raised your hands up. Then in being able to raise questions, this allows time. For children to think, to reason, to reflect on issues. Now questions about questions. What is a good question? It is a good question. [LAUGH] In some context we will, but people answer questions with questions. What purposes do questions serve in your classroom? How many questions do you ask in a day? These are things you need to think about. How many of those do you already know the answer to the questions you ask? Who are the students most likely to answer questions in a classroom? Are they the boys? They're girls? Those whom you think know or everybody how often do students ask questions in your classroom? How often do you encourage students to ask questions of each other? These are all things that are worth considering if you can create a questioning environment in a classroom. Reflect on all that we have talked about in this lecture within the context of your classroom, and find out which are the good ones you think. You can practice in your classroom. Are there any folks you think can help improve question in the classroom? Think about this and share with your colleagues. I wish you all the best. Until we meet in the next lecture, thank you. [MUSIC]
