The document is an evaluation form for a student's field study on effective questioning and reacting techniques. It includes sections for the student to observe resource teachers, analyze their questioning styles, reflect on their own techniques, and create a portfolio. The student is evaluated on tasks such as observation, analysis, reflection, portfolio quality, and timely submission. Scores are then converted to letter grades.

1. Episode 6:
EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
Name of FS Student______________________________________________________________
Course_______________________________________ Year & Section _____________________
Resource Teacher 1______________________ Signature ______________Date______________
Resource Teacher 2______________________ Signature ______________Date______________
Resource Teacher 3______________________Signature______________ Date______________
Cooperating School_______________________________________________________________
My Target
In this Episode, I expect myself to be able to determine my Resource Teacher’s
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/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasks
Documentation: done with tasks were done done with acceptable were done; or most
outstanding with high quality quality objectives met but with
quality; work poor quality
exceeds
expectations
4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
completely; in completely completely
depth answers; Grammar and spelling
thoroughly Clear connection Vaguely related to unsatisfactory
grounded on with theories the theories
theories
-Exemplary Grammar and Grammar and spelling
grammar and spelling are acceptable
spelling. superior.
4 3 2 1

2. Exemplary Superior Satisfactory Unsatisfactory
Tasks
4 3 2 1
My reflection Reflection Reflection Reflection statements Reflection statements
statements are statements are are shallow; are unclear and shallow
profound and clear but not supported by and are not supported
clear, supported clearly supported experiences from the by experiences from the
by experiences by experiences episode. episode.
from the episode. from the episode.
4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.
4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.
4 3 2 1
Subtotals
Rating based on
Overall Score transmutation:
______________________________ _________________
Signature of FS Teacher above printed name Date
Transmutation of Scores to Grades/ Ratings
Score Grade Rating Score Grade Rating
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

3. 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:
Step 1: Review " Effective Questioning and
eacting Techniques" on pp. 161 - 171 in
Principles of Teaching 1, 2007 by Corpuz, B.
and G. Salandalan.
Step2 : Observe my Resource
Teacher as she teaches with the use of
an Observation Sheet.
Step 4: Analyze my answers with
the aid of questions.
Step 5: Reflect on my observations.

4. 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 Frequency
1. Varying types of questions e.g. IIII 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 Sample Questions Asked
1. Convergent Question

5. 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 Tally of Use Frequency
1. Providing acceptance feedback
2. Providing corrective feedback
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

6. 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 teacher’s questioning
and reacting techniques? ____________________________________________________
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7. 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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8. 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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9. 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.