The document discusses questioning techniques in education, emphasizing their role in stimulating critical thinking and enhancing communication skills. It outlines three types of questions: introductory, developing, and testing/recapitulation questions, each serving specific educational objectives. The conclusion highlights the importance of questioning techniques for personal and professional growth, encouraging effective learning and creativity.

1. JSS MAHAVIDYAPEETHA MYSORE -04
JSS INSTITUTE OF EDUCATION SAKALESHPUR
SEMINARTOPIC: questioning technique
Submitted by Submitted to
Mantesha ucahalakunti Dr. prabhuswamy sir
1year 2 sem Bed student teacher Assistant proffessor
Jss institute of education Jss institute of education
Sakaleshpur sakaleshpur
UUCMS NO. U29YH23E0063

2. QUESTIONINGTECHNIQUES
introduction:
Questioning techniques are methods to stimulate critical thinking,
encourage, and gather information.
Effective questioning can help individual clarify thoughts, challenge
assumptions, and gain deeper insights.
Various techniques can be employed, including open-ended
questions , close-ended questions , probing questions, reflective
questions.
By mastering questioning techniques, individual can become more
effective communicator.

3. • Questioning:
• This is perhaps most important devices of teaching .
• It is by means of questions that the teacher keeps in close touch with his
class.
• Questions generally are asked:
a) To find out what the child knows and what he does not know.
b) To keep him alert and attentive.
c) To know whether he is following the steps of the lesson are not.
d) To revise the lesson and to fix it clearly in the mind of the child.
e) To direct and encourage thought and thus to stimulate curiosity.
three different types of questions:
1. Introductory or preliminary questions
2. Developing , teaching or training questions
3. Testing and recapitulatory questions

4. 1. Introductory or preliminary questions:
➢These questions are generally asked at the beginning of the lesson these serve the
following objectives;
▪ Test the previous knowledge of the students.
▪ link the new knowledge with the already learnt knowledge.
▪ Motivate the child and arouse his curiosity.
➢These questions enable the teacher to test the readiness of the student’s mind and their
entering behavior.
➢Questioning at this stage enables the teacher the to follow the maximum form known to
the unknown
a. Where is petroleum found in India?
b. Are the petroleum resources of India sufficient to meet the needs of the country?

5. 2. Developing , teaching or training questions:
• These questions are said to be the backbone of the lesson.
• They aid and encourage mental activity in the pupils.
• It is by means of these questions that the teaching leads the pupils step by step, to
understand new ideas as they are presented with the help of what they already
know.
• It requires skill on the part of a teacher to ask truly developing questions.
• He has to ask these in such a way that the children are led to think and to think
to discover facts for themselves.
• Find out where Calcutta is situated.
• What region forms the hinterland of Calcutta.
• While narrating a story, the teacher should not ask questions.

6. 3.Testing and recapitulatory question
➢These questions serve a two-fold purpose ; sectional revision and final recapitulations.
➢To enables the teacher to know if the children have picked up the ideas he wanted them to learn
➢such questions are generally put at the end of a lesson or at the end of each section of the
lesson.
➢To serve the purpose of revision and to give a good opportunity of practice.
➢The following sectional recapitulatory questions would be relevant:
a) 1 section :
1. Describe alexander as a boy
b) 2 section : His invasion of India.
1) Why did alexander invade india?

7. CHARACTERISTICS OF GOOD QUESTIONING
• the language of the questions should be simple
• Questions should not be ambiguous, lengthy and vague.They should be clear brief and to
the point.
• They should be suited to the ability of the children to whom the questions are put.
• Questions once asked should not be repeated unless the teacher is sure the class has
not followed it.
• The teacher should try to vary the form his questions
▪ Two questions should not be asked in once.
▪ Questions should be interesting as far as possible.
▪ Questions should be of developing nature every questions should grow out of the
response of the previous one.
▪ Phrase like ‘can any one answer this question? ‘ should be avoided.

8. THE ART OF ASKING QUESTIONS:
• Teacher should think twice before arriving at the best form of the
question.
• Rephrasing or changing a question disturb the mind of the child.
• Pupils must learn to attend to the teacher’s questions as they are asked.
• Questions must be asked in a sympathetic manner and be well distributed
over the whole class so that every child gets a chance to answer.
• A volley of questions asked in a rapid-fire manner is upsetting.

9. ▪ The Teacher’s aTTiTude To pupil’s quesTions:
1. The student should be encouraged to ask questions
2. Relevancy in questions should be insisted upon
3. Pupil’s questions may be made the starting point for a small project.

10. CONCLUSION:
• Questioning techniques are a vital tool for unlocking human potential,
driving innovation, and enhancing understanding.
• By employing various questioning methods, individuals can clarify complex
ideas , foster critical thinking, and encourage creativity.
• Questioning techniques are an essential skill for personal and professional
growth.

11. REFERENCE BOOK:
1) Principles methods and techniques of teaching
J . C Agrawal
2)The principles and methods of teaching
Bhatia and Bhatia