Involving All Students In Discussion
Glasson (2009), and Vogler (2005) identified a number of key components of using questioning in the classroom to promote classroom communication. The first key aspect according to Glasson (2009) involved developing pre-planning strategies for questions that will assess the student knowledge and understanding of the topic. Whilst asking questions, Glasson (2009) suggested first leaving sufficient wait time before requiring an answer, using a mix of opened ended questions to promote higher order thinking, using prompts to encourage student to elaborate on a response, distributing questions around the classroom and encouraging students to ask questions, and importantly displayed use of active listening to promote interest in the students questions, and as a final providing feedback and verifying information provided by the respondent also communicates that the response was listened to.
This use of questioning by involving all students can be used as a mechanism or tool used to control disruptive classroom behaviour (Blosser 2000). For those students who are becoming talkative, distracted or are experiencing a momentary inattention to either the classroom discussion or the content being presented communicator by can be refocused with a simple question.
This use of questioning by involving all students can be used as a mechanism or tool used to control disruptive classroom behaviour (Blosser 2000). For those students who are becoming talkative, distracted or are experiencing a momentary inattention to either the classroom discussion or the content being presented communicator by can be refocused with a simple question.