acknowledged the importance of questioning as one of the most important strategies to be implemented by teachers during teaching and learning. Posing questions has the intention of getting feedback and assurance that the students are digesting the knowledge shared during the lesson. It can also be a clear indication whether the lesson has successfully fulfilled its objectives. Many research have emphasized that teachers are expected to successfully implement effective questioning strategies especially in
Socratic questioning dates back to the 5th century BC, when an Athenian named Socrates questioned his fellow people to deliver their knowledge of good or evil (Knezic et al., 2010). This essay will compare two ways Socratic methods of questioning are used in a modern classroom based on Gershon (2013) writing on tried and tested method on how to challenge and stretch your students. Teachers use Socratic Methods of questioning in the modern classroom to challenge the thinking of their students as mentioned
Productive mathematical classroom discourse allows students to concentrate on reasoning and sense making; it allows teachers to reflect on students’ understanding and to stimulate mathematical thinking (NCTM, 2104). A classroom where productive classroom discourse is present is a classroom where students are presenting problem solutions, making conjectures about mathematical relationships, proving why mathematical processes work, but mainly it is a classroom where students are challenging others
(2015). Gattullo (2000) conducted a case study on formative assessment in English language teaching elementary classrooms in Italy. He observed four primary teachers’ performance in applying formative assessment in their classroom. Gattullo focused on children classes and reported the methods used. He adapted a formative assessment framework which consists of nine categories: Questioning/ eliciting, correcting, judging, rewarding, observing,
by analyzing classroom discourses, which are readily accessible to students, not only do I gain increasingly accurate perception of CDA but I also can broaden my horizons in the field of cultural assumptions. These given reasons play fundamental role in driving me into choosing this topic for my final assignment. My essay would be divided into three chief parts listed as: large power distance between teachers
FBA process will help teachers to identify the purpose of the behavior and what factors are interrupting the student to learn in the classroom. FBA is a useful tool for school and teachers to use it to help students to be successful. However, educators must question themselves, if this assessment is flawless to use it in the classroom. Some of the educators are arguing weather or not to use FBA in their school. FBA is not perfect and some teachers and schools are questioning this assessment. They
programs for teachers in atoll and Male’. When I mention this, I also agree that ministry has been conducting sessions on assessment via video conferencing in many atolls on how to conduct the formative assessment as many teachers are struggling to conduct an assessment for learning in the classroom because of lack of training. Assessing is the most important and difficult part of the education system which takes lots of time on it. Moreover, the curriculum should be flexible for teachers to adjust
and Teacher Revoicing The significance of examining discourse has been acknowledged for a long time (Mehan, 1979). Classroom discourse portrays the spoken social interactions between teachers and students (Harkness & Wachenheim, 2008). It is believed that discourse in the classroom is essential instrument for student cognitive development (McKeachie, 1994) and the quality of classroom discourse might set an appropriate ambiance for learning and transmitting teachers’ expectations for their students’
Ms. Jane Murphy is retired educator from Nashville, Tennessee. She went to the Tennessee State University for undergrad, went on to get her masters, and is currently working on her doctrine. Murphy was in the public education system for over 20 years and she truly loved teaching and being a principal. Murphy’s gave a phenomenal presentation on September 21, 2015 on what to expect when student teaching and teaching. She is very passion when it comes to being professional, prepared, and the power of
point to the deficiency of pre-service teacher education programs as a result of continuous changes occurred in the knowledge base of this field which demands teachers to keep their knowledge up-to-date. Regarding teacher-education activities, they illuminate on the significance of the following assumptions: _teachers can share their experience and knowledge with each other at work; _knowledge is not definite and complete but can always be improved and developed; _teachers can learn practically from