How much and what kind of interaction take place in class is determined by the teacher’squestioning and reacting techniques. The types of question vary as to purpose, level of thinking involved or type of answer expected.

            Questioning skills proven to be highly effective include: 1) rephrasing, 2) sequencing logically, 3) requiring abstract thinking, 4) asking open-ended question, 5) varying type of question, 6) asking non-directed question, 7) calling on non-volunteers 8) allowing for sufficient wait time, 9) assessing comprehension and 10) involving as many as possible.

            A teacher can enhance his/her questioning techniques by reflecting on and studying his/her type of questions and being open to constructive criticism from colleagues.

            Class interaction is not dependent only on teacher’s questioning skills. It also depends on teacher’s reacting techniques. Some reacting techniques that have been proven to be effective are: 1) providing feedback on the correctness or incorrectness  of a response, 2) giving appropriate praise to high quality responses, 3) following up student’s response with related questions, 4) explaining the question or answer, 5) rephrasing the seemingly unclear question, 6) showing non-verbal encouragement, 7) re-directing the question to other students, and 8) soliciting students question to satisfy curiosity or to better understand something.

By: Reynaldo R. Duquez | T-II | Jose C. Payumo Jr. Memorial High School | Naparing, Dinalupihan, Bataan