This document outlines the performance evaluation criteria for a field study completed by a Bachelor of Secondary Education student on effective questioning and reacting techniques. It includes the student's self-assessment rubric, examples of their observation and analysis of the cooperating teacher's use of questioning behaviors and reacting techniques, reflections on how to encourage interaction, and examples of higher-order thinking questions and favorable remarks to promote interaction. The overall goal is to evaluate the student's mastery of questioning and reacting skills to encourage teacher-student engagement.

1. EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _02-15-16__
Cooperating School _JH Cerilles State College______________________________________
My Performance (How I Will Be Rated)
Field Study 2 Episode 7 - Effective Questioning and Reacting Techniques
Focused on: Questioning and reacting techniques
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
Score the Resource Teacher every time she/he demonstrates any of the
following questioning behaviors. Sample is shown in item # 1.
QUESTIONING BEHAVIOR TALLY OF USE FREQUENCY
1. Varying types of questions ||||| 5
2. Asking non-directed questions 0
3. Calling on non-volunteers || 2
4. Rephrasing || 2
5. Sequencing logically || 2
6. Requiring abstract thinking | 1
7. Asking open-ended question 0
8. Allowing sufficient wait time || 2
9. Involving as many as possible | 1

3. Type of Questions Sample Questions Asked
1. Convergent Question  How long is the hypotenuse if the two
legs of a right triangle measures 3m and
4m respectively?
 What is the longest side of a right
triangle?
2. Divergent Question  What are the different ways in getting
the length of one leg of a right triangle?
 In your own understanding, what does
the theorem tells us?
3. Low-Level Questions  What are the parts of a triangle?
 Give the formula for Pythagorean
Theorem
4. High- Level Questions  Is the solution of your classmate correct
class?
 How can we apply the theorem in
solving the length of the legs and the
hypotenuse of a right triangle?
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doño
School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 15, 2016
Grade/Year Level: Grade 9 Subject Area: Mathematics

4. OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doño
School Address: Caridad, Dumingag, Zamboanga del Sur Date: February 15, 2016
Grade/Year Level: Grade 9 Subject Area: Mathematics
Reacting Techniques
Score the Resource Teacher every time she/he makes use of any of the techniques.
Reacting Behavior Tally of use Frequency
1. Providing acceptance feedback 0
2. Providing corrective feedback | 1
3. Giving appropriate praise || 2
4. Repeating the answer ||| 3
5. Explaining the answer ||||| 5
6. Rephrasing the question ||| 3
7. Asking follow-up question || 2
8. Redirecting question to other people || 2
9. Soliciting student questions || 2
10. Encouraging through non-verbal behavior | 1
11. Criticizing responding student for his/her
answer
||| 3
12. Scolding for misbehavior or not listening || 2
13. Overusing expressions such as “Okay”,
“Right”
| 1

5. My Analysis
1. Which questioning and reacting techniques encouraged teacher-student interaction? Which
one did not?
Based on my observation, a good question encourages teacher-student
interaction. These questions are the higher-order questions which develops HOTS and
critical thinking on students. Also, appropriate reacting techniques must be employed
by the teacher. These are giving feedbacks that encourage students’ participation.
Teachers should also attend to the question or give appropriate praise to correct
answers because it will surely encourage teacher-student interaction. On the other
hand, low level questions and poor reacting techniques does not led to a smooth
teacher-student interaction during class.
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 a teacher’s questioning and
reacting techniques?
For me, the statement expresses an idea that learners/children have many
questions in life that need to be clarified. As they go to school, these questions are
answered or clarified by their teacher leaving them knowledge and understanding.
Therefore, they leave as periods from school.
Yes, this have something to do with a teacher’s questioning and reacting
techniques. Appropriate questions will make students think deeper thus making them
understand better. Good reactions from teacher will encourage them to do more.

6. My Reflections
What do I resolve to do and NOTdo in my questioning and reacting techniques
so as to encourage teacher-student interaction?
A good question and an appropriate reaction towards an answer will surely
leave a mark on my students. It will encourage teacher- student interaction. Therefore,
it is good to resolve now on what to do and not to do in my questioning and reacting
techniques in order to be guided in my future career.
I should:
1. Vary my questions.
2. Rephrase my questions for them to understand.
3. Ask an open-ended question.
4. Allow students to think first (wait time).
5. Call also the non-volunteer to catch the attention and focus.
6. Give appropriate feedbacks to their answer.
7. Make follow up questions.
8. Encourage them verbally and non-verbally.
I should not:
1. Ignore students’ idea/s.
2. Focus on low level questions which could hinder their critical thinking development.
3. Discourage leaners by saying “wrong” but instead, choose an appropriate term.
4. Stick to one type of question.
5. Remove the learners’ chance to ask questions to me or to his/her classmates.

7. My Portfolio
I promote higher-order thinking skills (HOTS) and interaction for learning by the kind
of questions that I ask.
Secondary (For BSED Student)
After having been presented the pros and cons of teaching reproductive health in
schools, the student must be able to take a stand on controversial issue and give reasons for
such stand.
1. Are you in favor or not in favor of reproductive health? Why or why not?
2. Is the use of contraceptives helpful or harmful to us? In what way?
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. “Yes, you are right!”
3. “Very good!”
4. “Thank you for that brilliant idea.”
5. “Yes, you have an idea.”