Episode 6:

EFFECTIVE QUESTIONING AND REACTING

TECHNIQUES
Name of FS
Student______________________________________________________________
Course_______________________________________ Year & Section
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Resource Teacher 1______________________ Signature
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Resource Teacher 2______________________ Signature
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Resource Teacher 3______________________Signature______________
Date______________
Cooperating
School_______________________________________________________________

My Target
In this Episode, I expect myself to be able to determine my Resource
Teachers questioning and reacting techniques and identify those that
promote interaction.

My Performance (How I will be Rated)

Field Study 2, Episode 7- Effective Questioning and Reacting Techniques
Focused on: Questioning and Reacting Techniques
Exemplary
Superior
Satisfactory
Unsatisfactory
Tasks
4
3
2
1
Observation/
Documentatio
n:

All tasks were

done with
outstanding
quality; work
exceeds
expectations

All or nearly all

tasks were
done with high
quality

Nearly all tasks

were done with
acceptable
quality

Fewer than half of

tasks were done; or
most objectives
met but with poor
quality

4
My Analysis

Analysis
questions were

3
Analysis
questions were

2
Analysis
questions were

1
Analysis questions
were not answered.

answered
completely; in
depth
answers;
thoroughly
grounded on
theories
-Exemplary
grammar and
spelling.
4

Tasks
My reflection

answered
completely

not answered
completely

Clear
connection
with theories

Vaguely related
to the theories

Grammar and
spelling are
superior.
3

Grammar and
spelling
unsatisfactory

Grammar and
spelling
acceptable
1
2

Exemplary
4

Superior
3

Satisfactory
2

Unsatisfactory
1

Reflection
statements are
profound and
clear,
supported by
experiences
from the
episode.

Reflection
statements are
clear but not
clearly
supported by
experiences
from the
episode.

Reflection
statements are
shallow;
supported by
experiences from
the episode.

Reflection
statements are
unclear and
shallow and are not
supported by
experiences from
the episode.

2
My portfolio

4
Portfolio is
complete,
clear, wellorganized and
all supporting
documentation
are located in
sections
clearly
designated.

3
Portfolio is
complete,
clear, wellorganized and
most
supporting
documentation
are available
and/or logical
and clearly
marked
locations.

Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.

1
Portfolio has many
lacking
components; is
unorganized and
unclear.

2
1

4
Submission

Before
deadline.

3
On the
deadline.

A day after the

deadline.
2

Subtotals

Two days or more

after the deadline.
1

Rating based on
transmutation:

Overall Score

______________________________
_________________
Signature of FS Teacher above printed name
Date

Transmutation of Scores to Grades/ Ratings

Score

Grade

Rating

Score

Grade

Rating

20
18-19
17
16
15
14

1.0
1.25
1.5
1.75
2.00
2.25

99
96
93
90
87
84

12-13
11
10
8-9
7- below

2.50
2.75
3.00
3.5
5.00

81
78
75
72 and
below

My Map
I will observe three Resource Teachers questioning and reacting
techniques based on my past lesson on Effective Questioning and Reacting
Techniques.
To realize my Target, I will dothe following steps:

My Tools
Score the Resource Teacher every time he/she demonstrates any of the
following questioning behaviors. Sample is shown in item #1.
Questioning Behavior

Tally of Use

1. Varying types of questions

e.g.

IIII

Frequency
5

2. Asking non directive

questions
3. Calling non volunteers
4. Rephrasing
5.Sequencing logically
6.Requiring abstract thinking
7. Asking open ended
questions
8. Allowing sufficient wait time
9.Involving as many as
possible

OBSERVATION SHEET
Name of the Resource Teachers
Observed:________________,__________________,________________
School
Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area:
_________________________

Write samples of questions asked under each type.

Type of Question
1. Convergent Question

Sample Questions Asked

Type of Question

Sample Questions Asked

2. Divergent Question

3. Low level Question

4. High level Question

OBSERVATION SHEET
Name of the Resource Teachers
Observed:________________,__________________,________________
School
Address:_________________________________________________Date:___________________
Grade/ Year Level: _________________________________ Subject Area:
_________________________

Reacting Techniques
Score the Resource Teacher every time he/she makes use of any of the
techniques.
Reacting Behavior
1. Providing acceptance
feedback
2. Providing corrective feedback

Tally of Use

Frequency

3. Giving appropriate praise

4. Repeating the answer
5. Explaining the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other
pupil
9. Soliciting student question
10. Encouraging through non
verbal behavior
11. Criticizing responding
student for his/her answer
12. Scolding for misbehavior or
not listening
13. Overusing expressions such
as Okay, Right, etc.

My Analysis
1. Which questioning and reacting techniques encouraged teacher
student
interaction?
Which
ones
did
not?
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2. What did Neil Postman mean when he said: Children go to school as
question marks and leave schools as periods? Does this have

something to do with teachers questioning and reacting techniques?

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My Reflections
What do I resolve to do and NOT to do in my questioning and reacting
techniques so
as
to encourage
teacher student interaction
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My Portfolio
I promote higher order thinking skills (HOTS) and interaction for
learning by the kind of questions that I ask.
Here are learning objectives. Formulate at least two examples of
questions that promote divergent thinking and HOTS.
Elementary (For BEEd Student)
1. At the end of the lesson, the pupil is able to identify the functions of
the organs of the digestive system.
Secondary (For BSEd Student)
1. After having been presented the pros and cons of teaching
reproductive health in schools, the student must be able to take a stand on
the controversial issue and give
reasons for such stand.
Write your two divergent questions here!
1. Elementary
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____________2. Secondary
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I promote class interaction by my favorable remarks. Here are 5 examples of
expressions I must use (products of my research) to inspire my students to be
involved in class interaction.

1. e.g. You are on the right track!

2.

3.

4.

5.