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Edit Comment Close Premium member Presentation Transcript SKILL OF FLUENCY IN QUESTIONING : SKILL OF FLUENCY IN QUESTIONING Skill that teacher should learn When to ask questions? : Time of Introduction. Developing the content. Recapitulation . When to ask questions? Why to ask questions…. : To draw attention of the pupils. To create interest and curiosity. To test the previous knowledge. To link the previous knowledge with new experience. To develop the lesson. To know the difficulties of the pupil. To evaluate the comprehension of the pupils. Why to ask questions…. Meaning… : Meaningful questions put per unit of time. Meaning… Meaningful Questions : Meaningful Questions Fit in the above issues Well Structured relates with… : Well Structured relates with… Question is said to be well structured…. : Question is said to be well structured…. WHEN Grammatical Correctness : Examples: When did Olympic games started? When did Olympic games start? Where is Laxmibai born? Where was Laxmibai born? are the questions correct. Use grammatically correct language. Grammatical Correctness If not… : If not… Conciseness : Length of the question. Must not have extra words. Direct and straight forward. Conciseness Conciseness : Examples: Does anyone know when did India get freedom? When did India get freedom? Who can tell me the name of the President of India? Who is the President of India? are the questions correct. Conciseness Unnecessarily lengthy questions : Do not convey much meaning. Wastes time. Diverts attention of pupils. Unnecessarily lengthy questions Therefore what should a teacher do? : Therefore what should a teacher do? Fluency Increase Relevancy : Relevancy Question is Irrelevant Relevancy : Example: ‘ Celebration of Independence Day’ Teacher: When do you celebrate Independence day in your school? Student: We celebrate Independence day on 15th of August. Teacher: Who elects the president? (irrelevant question as it does not relate to Independence day celebration.) Relevancy Last question was irrelevant : WHY? Last question was irrelevant So what should a Teacher do? : Ask relevant questions. As a result Student will answer correctly and teacher can put more questions So what should a Teacher do? Specificity : Specificity Continued… : Examples: Which is the highest mountain in the world? Who discovered America? Which is the verb in the given sentence? Continued… On the other hand comprehensive nature questions : Longer time to respond. Many correct responses. Long responses. As a result Fluency BREAKS….. On the other hand comprehensive nature questions Fluency BREAKS When… : Examples: What do you know about Mahatma Gandhi? Tell me something about the climate of the Uttarakhand. What are the causes of Swine flu? Fluency BREAKS When… As a result : Response Will take much time. Not clear what answer teacher expects. Fluency BREAKS As a result AVOID COMPREHENSIVE QUESTIONS Process : Process Way of Asking Questions Speed of asking questions : Speed of asking questions Slide 27: Questions asked Rapidly It is Suggested : Take brief pause after the question so that Pupil understand the question. It is Suggested Voice of the Teacher : Voice of the Teacher Slide 30: If question is not asked in a raised voice.. ? May be this : Pupils may not follow the question. Ask teacher to repeat the question. May not respond at all. Decrease Fluency May be this Repetition of Questions : Question repeated in different ways confuse the pupils. May not understand what the teacher expects. Pupils come to know the teacher repeats the question, they get into the habit of attending question only at the second time. Time gets wasted, thus students’ become inactive and may not give proper response. Repetition of Questions In order to avoid this situation : In order to avoid this situation A teacher should not repeat questions….. Repetition of Answers : Pupils get conditioned to listen to the teacher only. Do not listen carefully when the earlier pupil giving the answer. As a result More talk by the teacher less participation by the pupil. Repetition of Answers Slide 35: Sum Up Meaningful question A question is said to be meaningful if it is Well structured – grammatically correct, relevant, specific & concise. Put in A proper process – proper speed & pause and suitable voice. Product : Product Question becomes more meaningful when it is followed by a pupil response. Many a times…. : It happens that nothing wrong with the structure or process of the questioning, but pupils do not response. Many a times…. Reasons : Reasons What you will do? : Re-examine and verify the causes for pupil non response. Find out the remedy. You can also find out the difficulties in two ways: By directly putting questions. Are you following the question. Are you interested in the lesson. Etc. By indirect ways. Close observations. What you will do? Also beware of following… : Also beware of following… Slide 42: Yes or No type Encourage guess work. Do not require much thinking. Example: Do you know who is our Prime Minister? Is this a blue pen. Elliptical questions Question that requires completion. Example: Your name is……. A noun is a……… Delhi is the capital of ……… Mistakes in elliptical questions : Teacher speaks incomplete sentences. Many words are omitted. Language is grammatically wrong. Mistakes in elliptical questions Slide 44: Suggestive (Echo questions) Teacher teaches concept or sub concept & immediately asks question from the same portion. Example: Teacher: India is a big democratic nation. It has many states. Delhi is the capital of India. Now tell me what is the capital of India? Pupil: Delhi is the capital of India. Pupil is asked to repeat the fact immediately after it is told. Mistake in Suggestive Questions : Does not develop any thinking or reasoning, because they reproduce the told facts. Mistake in Suggestive Questions Rhetorical questions : These are the statements with interrogative phrases. Teacher puts effect of emphasis over a particular point. Purpose of the teacher not to get answer from his pupils. Teacher does not expect answer from his pupils. Rhetorical questions Slide 47: Example: Teacher: Don’t you think it is a complex problem? But this can be solved in different ways. Example: Teacher: Isn’t it a horrible scene in the picture? Surely, even elders will be afraid to look at it… Slide 48: Students get confuse whether they have to reply or not. Teacher in the example utters two statements with interrogative phrases. Does not wait for the reply, but continues with the statement. First part of a question, was teacher’s own idea expressed with a tone of questioning. Statements were spoken only to emphasize the points like ‘complex’ & ‘horrible’. Slide 49: Well Structured IN BRIEF Slide 51: Designed & Conceptualized By- Mrs. Nidhi Rautela, Bhimtal ( Nainital) India You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.