There is no single best approach in teaching. This new text challenges the idea that there is a ‘best way' to teach. Instead, the authors explain, a more pragmatic approach is required. Teachers need a range of skills and strategies to select from, work with and adapt. Every school, cohort, class and child is different. Beyond that, strategies that worked well with a class last week, may prove ineffective the next.

Questioning

Questioning

Teachers' Standards 2, 4, 5 and 6

This chapter will introduce ideas related to questioning and outline a number of strategies to support your use of questioning in the classroom. The chapter is most relevant to the following Teachers' Standards.

  • Be aware of pupils' capabilities and their prior knowledge, and plan teaching to build on these (TS2).
  • Make use of formative and summative assessment to secure pupils' progress (TS6).
  • Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback (TS6).

Introduction

Consider the beginning of Lewis Carroll's Jabberwocky and the example questions posed by Thelen (1984, p2):

Twas brillig and the slithy toves

Did gyre and gimble in the wabe;

All mimsy were the borogroves,

And all the mame raths outgrabe

What were the toves ...

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