The report outlines effective techniques for handling pupil responses, emphasizing the importance of tactful corrective feedback and appropriate praise to enhance student confidence and participation. It highlights the need for logical follow-up questions and the use of rephrasing to ensure comprehension, along with encouragement through non-verbal cues. Additionally, it encourages teachers to create an open environment where students feel comfortable asking questions.

1. PRINCIPLES OF TEACHING 1
“HANDLING
PUPILS
RESPONSE”
REPORT BY: CRIS ANN C. JUMAWID

3. In providing corrective feedback:
* Remember that the reaction “That’s wrong”
can put off or embarrass a learner. Be more tactful.
* Give a hint or break down the question if
necessary, to guide the learner to the correct
response.

4.  * Explain the correct answer when the
learners cannot arrive it all.
 * Initially ask easy questions to enhance
the student’s (particularly a slow one’s)
self-confidence and to encourage active
participation from everyone.

5. ◦ 2. GIVING APPROPRIATE PRAISE TO
HIGH QUALITY RESPONSES.

6.  In giving appropriate praise:
* Match praise to the level of difficulty of the
question answered or to the quality of the
response given.
* Very acceptance reactions. As someone said,
there are 99 ways of saying “okay”.

7. ◦ * Remember that a slow/insecure learner
needs more praise than a fast/confident
one. Be discreet, lest the faster ones
think that praise is only for the slow
learners.

8. ◦ 3. MAKING FOLLOW UP QUESTIONS

9.  In making follow up questions:
 * Remember that follow up questions should logically
relate to the preceding questions and/or the learners
response.

10.  * Follow-up questions should be
characteristically developmental and directed
towards a better/deeper understanding of the
topic being discussed.
 * Clearly-stated, short follow-up questions elicit
better responses from the students.

11.  Redirecting Questions
◦ * Certain questions observe
to be answered by more than
one learner. Take advantage
of this opportunity to
promote creative or divergent
thinking.

12.  * Some students
need a re-
formulation of
the question for
better
understanding.
Be sensitive and
accommodating
to such need.

13.  5. FOLLOWING-UP A STUDENT’S
RESPONSE WITH RELATED QUESTIONS.

14. In explaining the question/answer:
* Slowly repeating or replacing certain
words in a question may be the way to enable
a student to give the correct answer.

15.  6. REPHRASING THE SEEMINGLY
UNCLEAR QUESTION
◦ * Rephrase unclear questions by using
terms or idioms familiar to the student.
* Avoid long and complicated sentence structures
in asking questions.

16. 7. SHOWING NON-VERBAL
ENCOURAGEMENT.
In showing nonverbal encouragement:
* Body language, particularly a teacher’s facial
expression during recitation communicates a message of
encouragement or otherwise to students.
* Eye-to-eye contact, a smiling face, and an
encouraging hand gesture remove fear of embarrassment
from the students.

17.  8. ENCOURAGING LEARNERS TO ASK
QUESTIONS
◦ * Watch out for students who seem to have
problems(via nonverbal indicators) about certain
responses. Encourage them to bring out their
questions.
(Source: SEAMEO INNOTECH. The Interactive Instruction
Series for Teacher Education, Trainor’s Manual on The Art of
Questioning and Reacting Techniques,1994)