Episode 7

EFFECTIVE QUESTIONING AND REACTING TECHNIQUES

Name
of
FS
Student
_Deliman,
Jundel
L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doo __________ Signature ___________ Date _02-1516__
Cooperating
School
_JH
Cerilles
State
College______________________________________

My Performance (How I Will Be Rated)

Field Study 2 Episode 7 - Effective Questioning and Reacting Techniques
Focused on: Questioning and reacting techniques
Tasks

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Observation/Documentation

My Analysis

My Reflection

My Portfolio

Submission

Sub Totals
{

Rating: (Based on
transmutation)

Over-all Score

_______________________
Signature of FS Teacher
above Printed Name

_______________________
Date

Transmutation of score to grade/rating

Score
20
18-19
17
16
15
14

Grade
1.0
1.25
1.5
1.75
2.00
2.25

My Tools

99
96
93
90
87
84

Score
12-13
11
10
8-9
7-below

Grade
2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

Score the Resource Teacher every time she/he demonstrates any of the
following questioning behaviors. Sample is shown in item # 1.
QUESTIONING BEHAVIOR
1. Varying types of questions

TALLY OF USE

FREQUENCY

|||||

2. Asking non-directed questions

3. Calling on non-volunteers

||

4. Rephrasing

||

5. Sequencing logically

||

6. Requiring abstract thinking

7. Asking open-ended question

8. Allowing sufficient wait time

||

9. Involving as many as possible

OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doo
School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 15, 2016
Grade/Year Level: Grade 9
Subject Area: Mathematics

Type of Questions

Sample Questions Asked

1. Convergent Question

2. Divergent Question

What is the longest side of a right triangle?

What are the different ways in getting the
length of one leg of a right triangle?

How long is the hypotenuse if the two legs

of a right triangle measures 3m and 4m
respectively?

In your own understanding, what does the

theorem tells us?
What are the parts of a triangle?

3. Low-Level Questions

4. High- Level Questions

Give the formula for Pythagorean Theorem

Is the solution of your classmate correct
class?

How can we apply the theorem in solving

the length of the legs and the hypotenuse of
a right triangle?

OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doo
School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 15, 2016
Grade/Year Level: Grade 9
Subject Area: Mathematics

Reacting Techniques
Score the Resource Teacher every time she/he makes use of any of the techniques.

Reacting Behavior

Tally of use

1. Providing acceptance feedback

Frequency
0

2. Providing corrective feedback

3. Giving appropriate praise

||

4. Repeating the answer

|||

5. Explaining the answer

|||||

6. Rephrasing the question

|||

7. Asking follow-up question

||

8. Redirecting question to other people

||

9. Soliciting student questions

||

10. Encouraging through non-verbal behavior

11. Criticizing responding student for his/her answer

|||

12. Scolding for misbehavior or not listening

||

13. Overusing expressions such as Okay, Right

My Analysis
1. Which questioning and reacting techniques encouraged teacher-student interaction?
Which one did not?
Based on my observation, a good question encourages teacher-student
interaction. These questions are the higher-order questions which develops HOTS
and critical thinking on students. Also, appropriate reacting techniques must be
employed by the teacher. These are giving feedbacks that encourage students
participation. Teachers should also attend to the question or give appropriate praise
to correct answers because it will surely encourage teacher-student interaction. On
the other hand, low level questions and poor reacting techniques does not led to a
smooth teacher-student interaction during class.
2. What did Neil Postman mean when he said: Children go to school as question marks and
leave schools as periods? Does this have something to do with a teachers questioning
and reacting techniques?
For me, the statement expresses an idea that learners/children have many
questions in life that need to be clarified. As they go to school, these questions are
answered or clarified by their teacher leaving them knowledge and understanding.
Therefore, they leave as periods from school.
Yes, this have something to do with a teachers questioning and reacting
techniques. Appropriate questions will make students think deeper thus making them
understand better. Good reactions from teacher will encourage them to do more.

My Reflections
What do I resolve to do and NOT do in my questioning and reacting
techniques so as to encourage teacher-student interaction?
A good question and an appropriate reaction towards an answer will surely
leave a mark on my students. It will encourage teacher- student interaction.
Therefore, it is good to resolve now on what to do and not to do in my questioning
and reacting techniques in order to be guided in my future career.
I should:
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.

Vary my questions.
Rephrase my questions for them to understand.
Ask an open-ended question.
Allow students to think first (wait time).
Call also the non-volunteer to catch the attention and focus.
Give appropriate feedbacks to their answer.
Make follow up questions.
Encourage them verbally and non-verbally.
I should not:
Ignore students idea/s.
Focus on low level questions which could hinder their critical thinking development.
Discourage leaners by saying wrong but instead, choose an appropriate term.
Stick to one type of question.
Remove the learners chance to ask questions to me or to his/her classmates.

My Portfolio
I promote higher-order thinking skills (HOTS) and interaction for learning by the
kind of questions that I ask.
Secondary (For BSED Student)
After having been presented the pros and cons of teaching reproductive health in
schools, the student must be able to take a stand on controversial issue and give reasons for
such stand.
1. Are you in favor or not in favor of reproductive health? Why or why not?
2. Is the use of contraceptives helpful or harmful to us? In what way?
I promote class interaction by my favorable remarks. Here are 5 examples of
expressions I must use (products of my research) to inspire my students to be involved in
class interaction.
1.
2.
3.
4.
5.

e.g. You are on the right track.

Yes, you are right!
Very good!
Thank you for that brilliant idea.
Yes, you have an idea.