MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Name: Abadilla, Harold Elijah, R.

Degree/Course & Major: BSE - English

Year & Section: 4B

EPISODE V: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES THAT PROMOTE/

DISCOURAGE INTERACTION

Below are the topics included in Episode 5:

A. Type of questions

B. Questioning Behavior

C. Reacting Behavior/ Reciting Behavior of information.

Be guided by the task below as you do your physical classroom observation. Then accomplish
the matrix data below.
Guide Question Classroom Observation Report

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

1. Questions that promote/discourage Before the class discussion began, she would ask
interaction first if how is everyone. And let them prepare
themselves as they are about to begin the class
discussion.
A. Type of questions
a. 1.Describe the type of questions your The Resource Teacher waits for the student to
Resource Teacher is asking in class. recite instead of randomly calling their names
during the discussion.

a.2. Give examples of questions that she/he Some examples that were asked was:
asked. - What are the different types of verbs.

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

B. Reacting Techniques The teacher supplements the learners’ answers,

b.1. Describe the behavior of the teacher in not by just asking questions and moving on with
reacting to the questions given by his/her another students if she hears the answer, instead
learners. she supplements it.

b.2. Give examples of reacting techniques The teacher sometimes nods when the answer is
s/he employed in the class. a bit far from the question, but most of the time
she commends all of her students.

C. Discuss how effective questioning and Questioning is a vital role when discussing a topic
reacting techniques can promote/discourage to the learners’, since this is were you measure
learning. what they have learned in your class, without this,
it’s very hard to know what they are capable in
your topic.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Based on your observations, answer the given questions clearly and concisely below.

1. Neil Postman once said: “Children go to school as question marks and leave school as periods.”
Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?

I think it’s better if “the students go to school as questions marks and leave school as
exclamation point”. This being said I do believe that, everyday they learn something from their
school, and describing them as a period or dot is not the right term. See, when we say periods it
stops there, no continuation or such, in the other hard with the exclamation point you can continue,
and what does the exclamation point indicates? Yes!

C. Reflect on the importance of using various reacting techniques.

When replying to questions from students, it's important to use a variety of comments. When
giving feedback, we constantly need to and must exercise perception. During class discussions,
we undermine people's confidence when we correct their responses. Having said that, we
must use restraint and caution when speaking. Before making such statements, we must first
take into account the potential reactions of youngsters to our remarks. After asking students
such a question, we must allow them some time to think. To respond to their professors'
queries, they had three to five minutes. Students would subsequently be able to tell that their
teacher cares about them and values them.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall document my online observation and attach the required evidence

such as but not limited to accomplished “My Observation”, “My Analysis”,
“My Reflection”, My Artifacts” which include (photographs, illustrations,
MY LEARNING organizers, songs, rhymes, acronyms and the like) per episode to counter
ARTIFACTS validate my experiences.

My Artifact: List/Classification of the questions asked by the Resource Teacher

Topic: Formulating a Statement of Opinion and Assertion

You can see here:
https://drive.google.com/drive/u/0/folders/1qJ5H4U66xPw7GRmOHbN9AJs1gGMG10mb

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall base my submitted e-portfolio in the presented analytic

scoring rubric for self-rating purposes upon completion of this
episode.
RUBRICS

RUBRIC FOR PERFORMANCE TASKS EVALUATION

Work Task Evaluation for FS 1, Episode 5- Effective Questioning and Reacting Techniques that
Promote/Discourage Interaction

Learning Outcomes: At the end of episode I, you would be able to

1. identify the Resource Teacher’s questioning and reacting techniques; and 2.
determine the importance of using various reacting techniques.
Components Excellent Very Satisfactory Satisfactory Needs Total
(4) (3) (2) Improvement (1)
Three two (2) to
All observation tasks Four (4) or more
One (1) observation three (3)
were observation tasks
My task was not observation tasks 4
completely were not
Observation answered/ were not
answered/ answered/
accomplished answered/
accomplished accomplished
accomplished
Score 4 3 2 1
Half or more than of
All questions were
answered Questions were not the given questions
All questions were were not answered;
completely; answers answered
answered answers were
are with depth and completely;
completely; answers not
My are answers are not
thoroughly are connected to connected to
Analysis connected to 4
theories; grammar theories; most of
grounded on theories; one (1) to
and spelling are free the texts were
theories; grammar three (3) grammar misspelled and
and spelling are free from errors.
and spelling errors grammatically
from errors.
incorrect.
Score 4 3 2 1
Not so clear and Unclear and
Profound and clear
Clear but lacks depth; shallow; somewhat shallow;
My supported by what
supported by what supported by what rarely
Reflection were observed and
were observed. were observed and supported by what 4
analyzed.
analyzed.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

were observed and

analyzed.

Score 4 3 2 1
The portfolio is The portfolio is The portfolio is not
reflected in the reflected in the reflected in the The portfolio is not
context of the context of the context of the reflected in the
My learning outcomes; learning outcomes; learning outcomes; context of the 4
Learning Complete, Complete, well- Complete, not learning outcomes;
Artifacts wellorganized, organized, relevant organized, relevant not complete, not
highly relevant to to the learning to the learning organized, not
the learning outcome. outcome. relevant
outcome.
Score 4 3 2 1
Submitted Submitted two (2)
Submitted on Submitted a day
Submission before the days or more after 4
the deadline. after the deadline.
deadline. the deadline.
Score 4 3 2 1

COMMENT/s Over-all Score Rating☹Based on

the transmutation)

Proposed Transmutation Table

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 4 5

LOUIE B. VILLANUEVA _______________

Signature over printed name of the FS Teacher Date

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph