The document outlines a system for scoring resource teachers based on their questioning and reacting techniques to enhance student interaction in classrooms. It provides specific examples of various types of questions and feedback methods used by teachers, emphasizing techniques that encourage engagement versus those that discourage it. The analysis includes reflections on the implications of effective questioning and the need for careful handling of student responses to foster a productive learning environment.

1. 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 IIII 5
2. Asking non – directive questions IIII 4
3. Calling non – volunteers IIII 4
4. Rephrasing III 3
5.Sequencing logically IIII 4
6.Requiring abstract thinking IIII 4
7. Asking open – ended questions IIII 5
8. Allowing sufficient wait time IIII 4
9.Involving as many as possible IIII 4
OBSERVATION SHEET
Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas
Mrs. Liezel Caermare
Mrs. Ma. Cristina Galgo
School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016
Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math
Write samples of questions asked under each type.
Type of Question Sample Questions Asked
1. Convergent Question  How does an element differ from a

2. compound?
Type of Question Sample Questions Asked
2. Divergent Question  Imagine if elements and compounds
do not exist, what would happen to
the world?
3. Low – level Question  What is an element?
 What is a compound?
4. High level Question  In what ways can we solve our electric
crisis?
 If you were to decide which would you
use to supply electricity, nuclear power
plants or renewable power plants?
Why?
OBSERVATION SHEET
Name of the Resource Teachers observed: Mrs. Candelaria Torrevillas
Mrs. Liezel Caermare
Mrs. Ma. Cristina Galgo
School Address: GCCNHS Gingoog City, Misamis Oriental Date: Aug. 3, 2016
Grade/Year Level: Grade 9 and 7 Subject Area: English, Science and Math
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
IIII 4
2. Providing corrective feedback
IIII 4
3. Giving appropriate praise
IIII 4
4. Repeating the answer
II 2

3. 5. Explaining the answer
IIII 4
6. Rephrasing the question
IIII 4
7. Asking follow – up questions
IIII 5
8. Redirecting questions to other pupil
IIII 4
9. Soliciting student question
III 3
10. Encouraging through non – verbal
behavior
IIII 4
11. Criticizing responding student for
his/her answer
II 2
12. Scolding for misbehavior or not
listening
III 3
13. Overusing expressions such as
“Okay”, “Right”, etc.
III 3
My Analysis
1. Which questioning and reacting techniques encouraged teacher – student interaction?
Which ones did not?
As what I have observed the all the 8 questioning behavior encourages teacher-
student interaction except for number 9 as what I had observed it made the students
more confused and when students are confused they do not want to interact. The 4
types of questions also helped on the teacher-student interaction it made the discussion
productive. While on reacting techniques, numbers 1 to 10 shows encouragement of
teacher-student interactions while, numbers 11 to 13 does not, because as what I had
observed it discourages teacher-student interaction, students seem to be ashamed and
humiliated when they are reprimanded and when their answers are criticized they lose
their interest in the discussion.

4. 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?
What Neil Postman is trying to imply, is that children are learners who carry more
questions in their mind. It’s in our human nature also to show curiosity towards other
things that catches our interest especially those things that we do not know. Children go
to school in order to learn. Sometimes they tend to ask questions to resolve some part of
their journey of seeking answers. But for me, yes, we do learn and educate ourselves
through school yet, school is not only the place to acquire learning. If you explore the
world outside, how much learning might you acquire? Not all the time answers can be
found inside the school. What we learn from school were only a few percent of what the
reality in life awaits us.
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?
There are many things to consider if we want to acquire teacher-student
interaction. As a teacher, you need to be careful and patient towards interacting in a
class because it is a fact that, we are facing different kinds of students. So during
discussions, it is a greater advantage if you possess and mastered the questioning skills
or the art of questioning.
If necessary, improve your questioning techniques if you observe no progress.
Try to encourage your students to ask questions. Be productive. You can add humor
sometimes to avoid heavy atmosphere and barricade between you and your students.
It is important also to have knowledge about right handling of student’s
response. Depending on the teacher’s way of handling students responses can either
encourages or discourages the learners from actively participating in class interaction.
Provide or give the correct feedback for students’ response. Avoid saying things
that could embarrass them even if it was not intentional. Remember, the difficulty and
pressure that the learner is feeling to get involve, That is why we should always have
good relationship and interaction with our students so that our presence will be
significant to them their presence will be significant to ours, by doing that teachers may
have a greater chance to get the attention of our students and to let the learners get in
touch with us, their teacher.

5. 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
2. Secondary
 Why is teaching reproductive health important and must be taught in schools?
 Will teaching reproductive health affect in the psychological, sociological, and
spiritual aspects of the students? Why?
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. “You are on the right track!”
2. ‘’very good!’’
3. ‘’Keep it up!’’
4. ‘’Nice answer!’’

6. 5. ‘’Wonderful!’’