It is assumed
that good teaching involves good questioning, especially when large groups of
pupils/student are being taught. True questioning you will be able to know if
your students can really understand of what you are being taught to them. As of my side it is important to have an art
of questioning so that students can analyze and understand the question you
have asked from them. As a teacher, in making a question to your students you
must answer it first or you must think twice if your students can understand
your questions so that they can answer it. The type and sequence of the
questions and how the learners respond to them influence the quality of the
classroom discussion and the effectiveness of instruction. Good teacher usually
have skill in striking a balance between factual and thought-provoking question
and in electing question to emphasize important points and stimulate lively
discussion.
There are descriptive categories
of questions-several authorities have formulated their own categories and
models of questions these are:
1. Cognitive memory questions- to
reproduce facts or remember contents through processes.
2. Convergent question-to recalls
information that leads to correct or conventional answer.
3. Divergent question-to generates their own
data or a new perspective on a given topic.
4. Evaluative question-to makes value
judgment about the quality, correctness or adequacy of information.
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