1. Effective Questioning and
Reacting Techniques
(Rowena M. Tivoli)
“Children go to school as question marks and leave school as
periods.” Neil Postman

2. Focus Question:
•For a highly interactive class, what are the various types
of questions asked?
•What are some questioning skills that teachers should
develop to generate interaction?
•How can a teacher improve his/her questioning skills?
•What are some effective reacting techniques?

3. Introduction
A study was once conducted to find out how teachers
ask questions. This was observed in a Grade 6 science
class. A tape recorder was hidden under the
demonstration table. She conducted a discussion of the
lesson for forty minutes. She was able to ask 29
questions, all of which are of the “what type”. Maybe
they were all answered. They were simple recall. But has
the teacher helped develop the pupils thinking skills?

4. The kind of questions we ask determine the
level of thinking we develop. Low level questions
demand low level responses. They require
responses of the simple recall or memory type of
answers.
Examples: What was the temperature range
yesterday? What insect transmits dengue fever?
What part of a plant serves as its factory?

5. High level questions call for higher-coder
thinking ability. “Why” and “how” questions require
analysis of observations. The conclusions is arrived at
after weighing evidence or establishing a pattern out of
a recorded tabulation of data.
Examples: Why does temperature continue to
rise from early morning till about noontime? How
does the hydrologic cycle occur? A question is
taken as a request for information. It is simply an
inquiry about something.

6. In teaching, it takes the form of a problem at the
start of a n investigation or query about a current issue
such as time or classroom management. It is a statement
that demands an explanation, a purpose or an argument.
A daily lesson seldom without even a single question. It is
the question, stated in any form that unlocks thinking.
Hence, it is integral in the teaching practice.

7. The kind of question we ask varies according to
purpose. Here are some:

8. For Assessing Cognition
This type of question is used to determined one’s
knowledge in understanding. They promote high level
thinking. Divergent questions and open-ended inquiries
call for analysis and evaluation. Example: what is likely to
happen if the ozone layer of the atmosphere continues to
deteriorate sound heard louder when under water than
out of it.

9. For Verification
It determines the exactness or accuracy of the
result of an activity or performance. Example: was
the weight of liquid displace exactly the same as the
weight of the object immersed in it? Why is lightning
seen before the thunder is heard?

10. For Creative Thinking
It probes into one’s originality. Example: how will
you present the layers of the earth to your class? Simulate
the eruption of Mt. Mayon. The question may ask for
pupils own ideas or new ways of doing things. Example:
how can you demonstrate soil-less gardening?

11. For Evaluating
It elicit responses that include judgment, value and
choice. It also asks personal opinion about an event, a
policy or a person. Example: was your teachers slide
presentation well done?

12. For Productive Thinking
It includes cognitive reasoning. It analyses facts,
recognizes patterns or trends and invokes memory and
recall. Example: why was our fourth secretary of the
department of agriculture successful with the small
landowners? How can we apply the law of conservation of
energy?

13. For Motivating
Before discussing the lessons, a number of
questions about the topic can serve to arouse their interest
and focus attention. In attempts to put students in the
right mood. Example: would you like to know how your
favorite flower can remain fresh longer? Did you ever train
a pet?

14. For Instructing
The questions asks for useful information. It directs,
guides and advise on what and how to do an activity.
Example: what are the steps in performing an experiment?

15. As to level, question can either below or
higher level.

16. Low level Questions
They include memory questions or those that
require simple recall. Example: Define energy. State the
first Law of Motion.

17. High Level Questions
These questions call for a respondent’s ability to
analyze, evaluate and solve problems. Examples: What is
the relation between the distance of a planet and its period
of revolution? Why does temperature rise towards
noontime?

18. Divergent Questions
They require the respondent to think in” different
directions”, to think of alternative actions or to arrive at
own decision. There are several possible answers.
Example: Why are you voting for him? What will happen if
you leave it under direct sunlight for a week?

19. Questioning Skills
Class interaction is dependent on your questioning
skills. What skills should you acquire to generate
interaction among your student?

20. • Varying type of question – ask convergent,
divergent and evaluating question. Convergent
questions Convergent questions have only one
acceptable correct answer. An example is “what
is the process of food manucfacture that takes
place in plant called?” Divergent question are
open and may have more than acceptable
answer. Example: “how can the government
most effectively enforce law against water
pollution?” an evaluate question requires
judgement concerning the subject focus.
Example: What is your evaluation of our
manner of election in the country?

21. • Asking non directing question - Pose the question
first, then call on a student to answer. Don’t direct
your question to just one students. Direct the
question to all.

22. • Call in non-volunteers – Don’t just call on those
who raise their hands.
• Rephrasing - if you sense a question was not
understood, simplify it or ask it in another
way.
• Sequencing logically- it is asking related
questions one from simple to complex one after
another.

23. • Requiring abstract thinking- This means going
beyond simple recall questions. Examples of
questions that require abstract thinking is
“What meaning can you derive from the data
presented in the graph? What generalization
can you draw from the data presented?

24. • Asking open-ended questions- this means
asking divergent questions to develop higher-
order thinking skills.
• Allowing for sufficient wait time- Wait time
refers to the pause needed by the teachers
after asking a question. This is the time when
she waits for an answer. A number of things
to consider are: a.) the level of difficulty of
the questions, b.) the type of response
required, c.) the background knowledge of
the respondents and d.) the intellectual
ability of the respondents.

25. An average of 2 to 5 seconds is sufficient
for “what” questions and about 5 to 10 seconds for
“why” and “how questions.
Usually there is a need to revise or improve
the questions of it proves difficult at the moment. This
is a second wait time. A long pause would encourage
the second wait time. A longer pause would encourage
the students to continue thinking, In most cases they
are able to think of the best answer. The follow-up
questions can lead to extended ideas instead of short
memory questions.

26. Providing sufficient wait time can achieve the
following:
*Motivates slow thinking students to respond
*Improves the quality of the responses made
*Decreases the amount of guessing or wrong
inferences
*Increases the number of correct responses’

27. *Leads the teacher to vary her questions
*Provides the time for the teachers to evaluate
the answers given.
*Encourages the students to ask their own
questions. Give students enough time to
think about the answers.

28. • Assessing comprehension- ask questions to test
comprehension. Now and then find out if your
students are with you.
• Involving as many as possible- distribute
your questions to as many students. Widen
participation. Don’t just call on students
on students who raise their hands. By their
facial expressions, you can sense who
among your students would like to recite.

29. How to improve Questioning Technique
The following are some points to consider to
improve one’s questioning technique.

30. • Know your own style of questioning
• Request a colleague to critique your own style as
to: a.) kind of questions often asked, b.) the type of responses
required. Knowing your errors in questioning would make it
easy to effect the necessary changes. Too many “what”
questions will be avoided.
• Increase your own repertoire of type questions. Training on
employing divergent, high level and open-ended questions
improves your questioning technique. Fully aware of the
instructional objectives set for a particular lesson, you would
be able to frame more interesting and thought-provoking
questions rather than the memory type.

31. • Consider the individual abilities and interest of the students.
Experiencing success in giving corrects answers promotes a
feeling of confidence among them. Select the brighter ones to
respond to high level questions. An approving nod, a smile or
praise for an answer given will encourage them to volunteer own
ideas.
• Spend time reflecting on the type of questions you ask.
Improve on them.

32. Children are by nature curious. They think
question about almost anything they see and hear around
them. They ask casual, intelligent and even funny
questions. Neil Postman said, “they come to school as
question marks” but unfortunately “leave school as
periods”.

33. The teacher’s reaction to their inquisitiveness can
motivate or discourage them from asking more question. Some
may give honest answer, others may instantly stop them from
attempting to ask more. How can we encourage children to ask
question? Here are some tips:
1) The teacher’s questioning technique is the key in
encouraging students to ask correct, relevant and high
level question. Her question can serve as a good
examples.
2) Attend to their question. Avoid dismissing irrelevant
questions. Assist in clarifying or refocusing in order
to solicit correct responses.

34. 3) Praise the correctly formulated questions. It develops
confidence and makes knowledge search easy and
satisfying.
4) Allot an appropriate time slot for open questioning. This
will encourage the slow thinker to participate freely.