Questioning Techniques Essay

A number of look fores conducted recently within the local reach on teaching skills of teachers show that there is a diminution of the quality of classroom teaching of many teachers. The prime reason for this decline, as concluded by many researchers, lies in the problems of the training they receive at pre-service training basiss. For example Lim, Cock, Lock et.al. (2009) state that though there is a practical element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the emergence of modern technology. Because it is the National Colleges of learning that produce the pre-training to majority of teachers their syllabi were analyzed to control that heavy theoretical knowledge go onn by the syllabi deprives the potential teachers of prospect of having enough practical teaching experience during their on campus training. On the some other h and, no unique(predicate) attention is paying(a) on maturation burning(prenominal) teaching skills even though some practical teaching opportunities be given to them.Karaseva (2013) also highlights the importance of giving teachers assistance in acquiring their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those serious teaching skills, skeptical proficiencys are one of the skills to which less attention is compensable during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on perplexing teasing techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to anticipate level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widely recognized t echnique and evaluating the efficacy of the used technique in developing teaching skills of prospective teachers. Objectives of the battlefieldTo review the theoretical background of questioning techniques in teaching. To look into the development of questioning techniques of prospective teachers through the latest programme of instruction. To shape out innovative techniques that can be used in change questioning techniques.Methodology/DesignTheoretical background of questioning techniques was reviewed through literature and a check inclination of an orbit was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was get on expected to use the checklist to determine how far the existing methodology of instruction is satisfactory of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and truth of questions and specific skills such as eliciting, prob ing and Socratic questions. Lessons were videotaped for further abridgment and at the same time descriptive field notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer throng members too observed the lessons and used an observation schedule to record and chit chat on the questioning techniques used by their colleagues. An available convenience test of 30 prospective teachers of English was selected for the research and two lessons of each member were observed using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the peer group. Half the peer group acted as students magic spell the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/FindingsWhen the theori es cerebrate to questioning techniques were analyzed it was understood that Blooms Taxonomy provides congruous guidance for teachers in selecting, grading and using questions to develop the cognitive ambit of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988) Alexis,( 2009) and Hyman, (1982) add the importance of endure time to classification of questions jibe to Blooms Taxonomy. They prove that longer wait time encourages decisive thinking. When literature is further analyzed it was understood that probing questions are really important for the subject taught by prospective teachers, i.e. English language as probing questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in ask questions which is further verified by the field notes.Though high tag were noticed for the accuracy of questions in the checklist field notes and observation schedules record wrong questions especially in complex structures such as, Can you tell me what is this influence? There were five sections of the check list out of which probing questions enter the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because only a few such questions had been recorded. instructors seemed to be happy with the received questions or directly rectify the inappropriate answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was establish out that Micro precept has provided effective results in international setting in developing skills such as class control and classroom managementConclusionsProspective teachers should be encouraged to preplan their questions whenever possible to increase the ac curacy of them because inaccurate questions lead to misconceptualization. New strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. Micro Teaching is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing some(prenominal) other teaching skills such as class control and classroom management.Reference1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations inTeaching Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait clock/Think Time. Retrieved from http//schoolvisitexperts.com/?p=563 on 10.02.2014. 3. petition Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp//teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School usefulness Research Series. NorthwestRegionalEducationalLaboratory.http//www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English A Training fertilise for Teachers. Trainers Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008 Why Ask Questions? The Ohio State University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http//www.teaching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works Research-based strategies for increasing student achiev ement. Alexandria, VA Association for inspection and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian Public Universities Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, external Journal of Business and Social Science 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time Slowing Down May Be A Way of travel Up. Journal of Teacher Education. 1986 37 43 Retrieved from, http//jte.sagepub.com/cgi/content/abstract/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teachers questioning behavior on EFL classroom inter action mechanism A classroom research study, The Reading Matrix, 4 pp. 9610415. Yang, C.C.R. (2010)Teacher questions in second language classrooms An investigating of three case studies, Asian EFL Journal, 12 (1) (2010), pp. 181201Declaration Form for equal AuthorTitle of the abstract Asking Questions the Right way an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers) unwrap of authors R.M.D. RohanAddress of institution where the melt was carried out Pasdunrata National College of Education KalutaraName of the supervisor Prof. Manjula VithanapathiranaI declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere.Name & Signature of the Corresponding Author R.M.D. Rohan Address Pasdunrata National College of Education Kalutara DateSupervisors signature