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As a teacher, you probably spend a lot of time preparing engaging lessons, grading student work, and attending professional development. But, do you take the time to think about the questions you are asking your students? Do you pay particular attention to what they are asking you? Asking good questions and promoting discourse is an integral part of the teaching and learning in a classroom. It is worth your time! See some tips below on how to get started:
When using closed questions, encourage all students to respond. It is good to mix up the kind of questions you ask. When using Yes/No questions, for example, ask students to use thumbs up for yes or thumbs down for no. This will include everyone and serve a dual purpose: all students will be more attentive if their participation is often required throughout the class, and you will be able to do informal formative assessment by taking a quick count of how many students seem to be grasping the ideas.
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As a teacher, you probably spend a lot of time preparing engaging lessons, grading student work, and attending professional development. But, do you take the time to think about the questions you are asking your students? Do you pay particular attention to what they are asking you? Asking good questions and promoting discourse is an integral part of the teaching and learning in a classroom. It is worth your time! See some tips below on how to get started:
Observe another teacher. Pay particular attention to the questions the teacher asks the class and also individual students. Were the questions effective? How can you tell? Did the questions result in single answers or explanations from the students? Were you able to tell if the students had true understanding of the mathematical topics? What kind of questions would you suggest to the teacher? If you aren’t able to set up a time to observe another teacher, take a look at this lesson analysis on questioning and discourse from NCTM's Reflections webpage, and do the same analysis.
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