1. The document summarizes a field study observation of a student teacher's use of questioning and reaction techniques during an English lesson. It provides details of the types of questions asked and reactions observed, including tallies. 2. In an analysis, the student teacher differentiates between convergent and divergent questioning techniques, noting divergent questions encourage more student interaction and expression of ideas. 3. In reflections, the student teacher discusses using a progression from simpler to more complex questions to develop students' thinking, while avoiding questions that confuse or offend students.

1. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: II
Resource Teacher : Mrs. Levi Pacalioga Signature: ______________
Cooperating School : JH Cerilles State College
Date of Visit : February 17, 2014
FS #2- Episode 7 : Effective Questioning and Reacting Techniques
OBSERVATION SHEET
Type of Questioning Sample Question Asked
1. Convergent Question What is participle?
What is the function of the participle?
Tell the location of the participle.
2. Divergent Question Why is participle important?
How participle differs from gerund?
3. Low-Level Question What is the picture all about?
What is the form of the present participle?
What are the two types of participles?
4. High-Level Question Differentiate participle from gerund.
Differentiate participle and participial phrase.
OBSERVATION SHEET
Reacting Behavior Tally of Use Frequency
1. Providing acceptance feedback II 2
2. Providing corrective feedback II 2
3. Giving appropriate praise IIIII 5
4. Repeating the answer III 3
5. Explaining the answer IIIII 5
6. Rephrasing the question IIIII-II 7
7. Asking follow up questions IIIII-IIIII 10
8. Redirecting question to other pupils IIIII-III 8
9. Soliciting student questions 0
10. Encouraging through non-verbal behavior I 1
11. Criticizing responding for his/her answer 0
12. Scolding for misbehavior or not listening III 3
13. Overusing expressions such as “Okay,””Right” IIIII-IIIII-II 12

2. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: II
Cooperating School : JH Cerilles State College
Date of Visit : February 17, 2014
My Analysis
The divergent questioning and reacting techniques encourage teacher-student in
the interaction, since students are free to express their idea. In fact, divergent questioning
needs an opinionated answer most likely. On the other hand, convergent questioning does
not encourage teacher-student interaction since answer in this type of question is based
on facts. Therefore, answers are limited.
Neil Postmans, purpose in writing the statement, “Children go to school as
question marks and leave school as periods” is to elaborate and explain the condition of
the children upon going to school and in going home. The statement means that children
go to school with nothing in mind. They know nothing about the world. They go to gain
knowledge, information and everything essential for the betterment of life. On the other
hand, they leave school as periods. This means that through engaging themselves to
formal education, it ended up with knowing everything and all their questions are
answered. This has to do with a teacher’s questioning and reacting techniques. Divergent
questions and higher order thinking questions will develop and enhance learners to
express ideas freely. Learners could react to the questions of teachers and makes the
lesson meaningful.

3. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: II
Cooperating School : JH Cerilles State College
Date of Visit : February 17, 2014
My Reflections
In encouraging teacher-student interaction, I will start to question them on simpler
ones going to the hardest questions so that their way of thinking will be organized. I will
question my learners that will not hurt or offend my learners. I will see to it that they
could understand my questions and relate hopefully. I must ask questions wherein my
learners could use it as their guidelines as they go through with their lives. However, I
will not formulate questions which may confuse them. Give not questions that are
irrelevant and nonsense. In this way, I may be effective and could develop class
interaction. Moreover, I will use questions that are not threatening.

4. Name of FS Student : Ian Jim A. Bayson
Course : BSED- English Year and Section: II
Cooperating School : JH Cerilles State College
Date of Visit : February 17, 2014
My Portfolio
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 lessons for such stand.
2. Secondary
As a student, do you agree on the implementation of reproductive health?
Yes or No, support your stand.
How will you help the government in realizing the issue?
I will promote class interaction by my favorable remarks. There are 5 examples of
expressions I must use to inspire my students to be involved in class interaction.
1. “You are on the right track!”
2. “Yes, very well said.”
3. “Exactly!”
4. “Alright! I agree with you.”
5. “Your answer is correct!”