In a classroom environment, maintaining a good climate is an important aspect of the learning process. The collaborative effort by the teacher and the students to ensure that the lessons run smoothly is essential in the learning process.
The teachers’ use of questioning procedures to probe for the understanding of the learners forms an integral part of the teaching practice. It improves teacher-student interaction and the learners’ understanding of the subject becomes more effective and successful (Johns, 2006, para. 1). The point is that a discussion procedure provides the learner with a favorable learning environment.
Questioning is essential since it allows a learner to compare his or her views, skills, and experience with the others. This motivates him or her to ask follow-up questions and excites the learner’s critical thinking. The questions allow the student to evaluate his or her knowledge, efficiency, and erudition about his or her peers. This enables the learner to be up to the standard and strive to keep up with the others in the classroom. The learner becomes more independent and responsible in meeting the goals of the learning process.
In as much as the questioning procedures provide feedback and correction to students, it gives the teacher a direction for the adequacy of the instructions given. The student understands his or her errors as the teacher corrects the mistakes. The teacher is in a position to verify the level of knowledge of the student and disclose some gaps. In many cases, the teacher’s question requires the learner to recognize and bring to mind some previously learned concepts.
Hofmeister and Lubke (1999, p.100) assert that “One of the more difficult aspects of giving feedback to students who have made errors relates to the importance of creating a classroom climate where errors are a natural part of the learning process rather than ‘sins’ to be taken personally by teacher or student.”
The answers given by the learner in responding to the teacher’s questions show the student’s receptiveness to the lesson (Davison, 2009, para.1), mastery of the subject, competence and adequacy of the learning. The feedback allows the teacher to analyze weak and strong aspects of his or her instruction consequently strengthening the education process and enhance the learner’s intellectual growth.
Questioning procedures arouses the learner’s curiosity. It motivates the student to be alert and enthusiastic as the class lessons progress, ask different questions to get some exciting information and develop his or her mental capability. The qualities of independence, determination, and confidence are built in the student. The student is not afraid of voicing out his or her own opinions, arguing with opponents and standing on his or her ground in defense of the position taken. Therefore, at first questioning procedures stimulated the curiosity of the student, which favored independent thinking and asking follow-up questions that enabled the learner to increase his or her knowledge base (Johns, 2006, para. 5).
Thus, it is evident that the questioning procedures are important in the learning process. They create a classroom climate, which nurtures the development of the abilities and skills of the student, which in turn motivates the learner to open up to receive more knowledge. The questioning procedures incorporate the different aspects of the education process: thinking, emotional, individual and group aspects.
Davison, B. (2007). Tips for Teachers: Monitoring in the Classroom. Web.
Hofmeister, A.M, & Lubke, M. (1999). Research into practice: Implementing effective teaching strategies (3rd ed.). Logan: Utah State University.
Johns, L. (2006). Discussion procedure is considered to be an integral part of the learning process. Web.