The instructional method adopted in education plays a pivotal role in influencing students’ academic success. Education goes beyond simply imparting information; it involves nurturing students’ ability to critically assess and evaluate various perspectives on issues. However, in a significant number of government schools in Nepal, conventional teaching techniques predominantly revolve around one-way lectures, which in turn hinder the potential for interactive communication between teachers and students. In numerous instances, a significant portion of students refrain from active participation, often because of apprehensions about potential negative responses or repercussions from their teachers.
This phenomenon is particularly pronounced in rural settings, where female students, in particular, exhibit a noticeable reluctance when engaging with male teachers. This hesitancy, which has its roots in socio-cultural or personal factors, can act as a barrier to their educational development and involvement. Furthermore, students who face academic challenges often choose to occupy seats towards the rear of the classroom. This choice is driven by their fear of drawing attention to themselves and the potential for undesirable interactions with their teachers. Consequently, these students, burdened by anxiety, make deliberate efforts to remain inconspicuous during classroom sessions.
Consequently, while a teacher takes on the principal responsibility for facilitating discussions, numerous students often find themselves relegated to passive roles, occasionally grappling with the comprehension of the topics being presented. Additionally, the frequent use of closed-ended questions by teachers further exacerbates this divide, restricting the depth of discourse. Hence, it is imperative to acknowledge and address these concerns to cultivate a more inclusive and nurturing educational environment.
In the academic sphere, effective questioning techniques play a vital role, particularly in settings where traditional lecture-based approaches are the norm. Although lectures can provide an abundance of information, they frequently lack the interactive elements crucial for fostering critical thinking and deep understanding. Integrating thought-provoking questions into lectures has the potential to transform a static learning experience into a dynamic and engaging one. This pedagogical approach not only encourages students to engage in self-reflection, evaluate their thoughts, and articulate their insights but also enhances their overall involvement with the course material. Moreover, it equips teachers with a real-time assessment of student comprehension, allowing them to customise their teaching methods accordingly. Within an educational setting largely dominated by monologue-centric pedagogy, the integration of robust questioning techniques is of utmost importance. Such techniques act as a driving force to promote active student participation, guarantee in-depth comprehension, and elevate the entire educational experience.
This article offers insights into several proven and effective questioning techniques that can be employed in the educational setting. These methodologies, grounded in both research and practice, aim to enhance classroom interactions and promote student engagement.
Although lectures can provide an abundance of information, they frequently lack the interactive elements crucial for fostering critical thinking and deep understanding. Integrating thought-provoking questions into lectures has the potential to transform a static learning experience into a dynamic and engaging one.
Fostering critical thinking with Open-ended questions
Open-ended questions hold a key role in nurturing profound critical thinking and reasoning abilities among students. These questions, in contrast to closed ones that demand specific answers, create a platform for expansive thought and diverse responses. When faced with a closed question, educators can steer students towards broader thinking by posing follow-up inquiries such as “Is that always true?” or “Why do you say that?” This approach encourages students to explore ideas deeply, fostering a more comprehensive understanding of the subject matter.
The art of patient response time
Allowing students ample time to ponder their responses is paramount. Educators should purposefully wait for at least five seconds after posing a question, allowing students to formulate their thoughts. Hastening this process or intervening prematurely can deter thoughtful responses. If silence persists, rather than providing the answer, educators can prompt students to rephrase the question in their own words and reconsider their response. Patience in response time cultivates an environment where students feel safe to think critically and articulate their ideas.
Enhancing engagement with the ‘No Hands Up’ rule
An intriguing observation is that students often cease thinking or withdraw from the discussion when they notice multiple hands raised in anticipation of answering a question. Implementing a ‘no hands up’ rule can help ensure sustained engagement from the entire class. This strategy synergises effectively with methods like “Think-Pair-Share,” encouraging all students to participate actively in the learning process.
Promoting collaborative learning through Think-Pair-Discuss-Share
Students may at times hesitate to respond individually due to a fear of being incorrect. Encouraging them to collaborate for a joint response can alleviate this anxiety. They can jot down their collective answer on mini whiteboards and even practice how to present it. This approach not only fosters teamwork but also boosts students’ confidence, as they rely on each other to construct a well-thought-out response.
Inclusivity in response collection
A dynamic classroom thrives on inclusivity, where discussions extend beyond the teacher and a select few students. To cultivate an inclusive atmosphere, educators can pass responses between students, prompting others with questions like “Do you agree with that?” or “What do you think?” This approach ensures that multiple perspectives are considered, enriching the depth of classroom discussions.
Strategies for targeted feedback
When incorporating pair or group activities, assigning specific roles within these groups proves advantageous. Educators can thoughtfully designate which pair or group member should respond, ensuring active participation from all students. This strategy guarantees that no student is left on the periphery of the learning experience.
Encouraging collaborative assistance
In an educational setting, a conducive classroom atmosphere fosters interdependence among students, prompting them to seek peer assistance. Initiatives such as “Phone a Friend” or “Audience Poll” provide students with the option to engage a classmate in formulating their responses. Such a collaborative methodology not only underscores the significance of teamwork but also emphasises the importance of soliciting help as an integral and beneficial aspect of the learning journey
The reverse tiebreaker challenge
In order to enhance students’ vocabulary and foster accuracy in their responses, teachers might consider implementing exercises that mandate answers within a certain word limit. Employing tools like mini-whiteboards or chart paper can be especially beneficial in such activities, pushing students to convey their thoughts both concisely and comprehensively. Such challenges highlight the importance of clarity and exactness in communication.
Empowering student-led curiosity
Enabling students to craft their own queries is an effective approach to bolster their interactive confidence. Implementing a dedicated inquiry box for students to deposit their questions can be a beneficial augmentation to the classroom environment. Such student-initiated questions not only provide prime catalysts for discussions but also serve as significant points for session summaries, promoting a heightened sense of agency in their educational journey.
Providing scaffolds for comprehensive answers
Conclusively, guiding students to craft comprehensive responses is of paramount importance. Teachers should motivate students to go beyond merely stating a claim. Instead, the emphasis should be on a three-fold approach: POINT, EXPLAIN, and EVIDENCE. By adopting this mantra, students are encouraged to first state their central argument, then elucidate their reasoning, and finally, reinforce it with relevant evidence. Such a structured approach ensures that students are equipped with the requisite skills to formulate in-depth and persuasive arguments. Furthermore, this methodology instils a sense of critical thinking in students, enabling them to articulate their ideas with clarity and efficacy.
In summary, the calibre of classroom interactions profoundly impacts the quality of education provided. Within the Nepalese framework, where traditional teaching methods have inadvertently marginalised many students, there’s a pressing need for educational reform.
Utilising strategic questioning techniques, educators can foster a classroom environment that is both inclusive and stimulating. This approach ensures students are proactive contributors to their educational experience, endowed with the capability to critically assess and convey their perspectives. Implementing these questioning techniques marks a progressive stride, setting the course for a more inclusive, collaborative, and critical educational horizon for Nepal.
(Author is an independent consultant working in Education and Development sectors.)