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ERIC Number: ED150615
Record Type: RIE
Publication Date: 1977-Mar
Reference Count: 0
Teachers' Classroom Questioning Skills.
Lucking, Robert A.
This paper examines research on the kinds of classroom questioning skills where the type and sequence of questions teachers ask has a significant impact on student response and on the language used in responding. Some of the studies considered indicate that teachers frequently ask low-level questions with no logical sequence; that the majority of questions are of a memory level; and that verbal response is impeded by a rapid questioning rate and lack of silence between questions. Other studies reveal that interpretative or reflective questioning encourages detailed verbal responses, as well as class interaction. The paper stresses the need for inservice programs that help teachers identify the type of classroom environment they desire and then assist them in developing the skills necessary to attain this environment. (MAI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on English Education (15th, Knoxville, Tennessee, March 24-26, 1977) ; Best copy available