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Effective Questioning in the Classroom

Published online by Cambridge University Press:  26 February 2016

Rosalind Webb  and
Susan McCandlish
Rosalind Webb*
Affiliation:
South Australia Education Department
Susan McCandlish
Affiliation:
South Australia Education Department
*
Ms R. Webb, Education Department, Beatty Street, Flinders Park, S.A. 5025
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Extract

The ability to question students effectively is, without doubt, one of a teachers most valuable assets. Through questions students can be led to make discoveries about the world, and to pose and solve their own problems. It must be recognised, however, that children may need tobe taught how to respond to different tyres of questions, and how to use questions to elicit the information they want. Despite the possibility that questioning can be overused (Wood, Wood, Griffiths, & Howarth, 1986), and the accusation that it can reduce the quality of conversational interchanges in the dassroom (Tizard & Hughes, 1984), the ability to question and respond to questions remain as important classroom behaviours: “Teachers and studerts who learn to comprehend the functions of the various types of questions can be expected to have more control over their enquiry” (Mann-Mandlebaurn, 1990).

Type
Research into Practice
Information
Australasian Journal of Special Education , Volume 14 , Issue 1 , 1990 , pp. 43 - 46
Copyright
Copyright © The Australian Association of Special Education 1990

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References

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