QUESTIONING TECHNIQUES

In most situations, the ask, pause, and call technique is effective. Ask the question, pause to allow each student to prepare an answer, then select an individual to answer the question. Once the answer is given, it needs to be evaluated. Evaluation of the answer encourages additional student participation. Degrading a student who has made an inaccurate response discourages other students from participating. A checklist for good questioning techniques follows:

• Specific purpose. Questions should be designed for a specific purpose. Questions may be used to emphasize a major point, stimulate thoughts, arouse class interest, or alert students. A question may check immediate understanding and a later question on the same point, may check for recall.
• Clarity. Questions should be phrased in understandable terms and language. Avoid lengthy questions that require clarification. Use simply worded, direct, and easily understood questions.
• Require a definite answer. State the questions so a definite answer is required. Do not allow students to bluff. A vague and indefinite question invites a vague and indefinite answer.
• Emphasize one point. If questions require several responses, distribute the requirement among students. Dividing the requirement will result in equal participation.