This presentaion is about technique of quetioninhg. Garbage in, garbage out, is a popular truth, often said in relation to computer systems: If you put the wrong information in, you’ll get wrong information out. The same principle applies to Communications in general: If you ask the wrong questions, you’ll probably get the wrong answer, or at least not quite what you’re hoping for. This presentation tries to inform about the nitty gritties of the skill of questioning.

1. Dr.R.S.Joseph
Associate Professor
Teacher Education, Isabella Thoburn College,
Lucknow

2. Garbage in, garbage out, is a popular truth, often
said in relation to computer systems: If you put the
wrong information in, you’ll get wrong information
out.
The same principle applies to Communications in
general: If you ask the wrong questions, you’ll
probably get the wrong answer, or at least not quite
what you’re hoping for.

3.  A question may be either a linguistic expression used
to make a request for information
 Questions are normally put forward or asked using
interrogative sentences.
 They can also be formed by imperative sentences,
which normally express commands.
Example: “ Tell me what two plus two is ? ”

4.  A closed question usually receives a single word or very
short, factual answer.
 Example: 1. “ Are you thirsty? ” The answer is “Yes” or
“No”
2. “ Where do you live? ” The answer is generally the
name of your town or your address.

5. Closed questions have the following characteristics:
 They give the facts
 Easy to answer
 Quick to answer
 Keep control of the conversation with the questioner

6. Closed questions are useful in the following
situations:
 As opening questions in a conversation
 For testing understanding
 For setting up a desired positive or negative frame of
mind
 For achieving closure of a persuasion

7.  An open question is likely to receive a long answer.
 Although any question can receive a long answer, open
questions deliberately seek longer answers and are the
opposite of closed questions.
 Example: 1. “ How was the party? ”
2. “ Why did he react that way? ”

8. Open questions have the following characteristics:
 They ask the respondent to think and reflect
 They will give opinions and feelings
 They had control of the conversation to the
respondent

9. Open questions are useful in the following situations:
 As a follow on from closed questions, to develop a
conversation
 To find out more about a person
 To get people to realize the extend of their problems
 To get them to feel good about you by asking after their
health or otherwise demonstrating human concern
about them

10.  Probing Questions: Specific questions for finding
more details
 Clear Questions: That are simple and unambiguous
 Double mind Questions: Whichever way you answer,
the result is the same
 Echo Questions: repeat what they say as a question

11.  Funnel questioning: seeking more detail or general
information
 Rhetorical questions: questions without answers
 Positive questions: deliberately leading the other
person

12. Questions are a powerful way of:
 Learning
 Relationship building
 Managing and Coaching
 Avoiding misunderstandings
 De-fusing a heated situation
 Persuading people

13. Teachers use questioning as part of their teaching for
many reasons, but very often to:
 Maintain the flow
 Engage students with learning
 Asses what has been learned
 Check that what has been learnt is understood and
can be used
 Test student’s memory and comprehension

14. • Seek the views and opinions of pupils
• Provide an opportunity for pupils to share
their opinion/views and seek responses from
their peers
• Encourage creative thoughts or innovative
thinking
• Foster speculation, hypothesis and
idea/opinion forming

15.  Create a sense of shared learning and avoid the feel
of a ‘lecture’.
 Challenge the level of thinking and possibly mark a
change to a higher order of thinking.
 Model higher order thinking using examples and
buildings on the responses of students.
Continued..

16.  Questioning technique help teachers move students
from simple responses, to engage in more developed
complex thinking.
 It helps students to apply what they understand, to
bridge learning from other times and different
situations, to think more actively in lessons and learn
from each other answers.

17.  A skillful questioning needs to be matched by careful
listening so that teacher understand what pupil really
mean with their answer.
 Therefore after questioning teacher must make sure
that she should give enough time to students to
respond. This may need to include thinking time
before they answer so she should not just interpret a
pause as a “no comment”.
 So questioning is a very powerful classroom technique.

18.  www.mindtools.com
 www.changingminds.org
 www.facultyfocus.com
 www.nsead.org
 Technological foundation of education – R.A.Sharma.