Personal Reflections in class using these methods: Questioning skills presented in class: I have started my career as an art teacher, whilst for now there are certain aspects that I must remember in relation to questioning skills. In my teaching practice for my 1st year art students, I have used a variation of questioning skills. I asked more open questions about the language of art, to see what they already knew in relation to art terms, motivating a student and helping them remember information. When I introduced a new topic Introduction to colour: I asked a selection of open and closed questions, I specifically addressed these questions to the entire class, this offered my students a chance to put their hands up and contribute. I asked them if they knew what primary colours were?, why are primary colours important?, where would you see primary colours in everyday setting?, I tried to probe deeper into their understanding of primary colours and to see how this would relate to my students. This concept showed to be very effective when asking questions, it probed deeper into the students understanding and helped them be more creative with their response, it also promoted problem solving skills. I was fascinated by the answer they gave me in a response to my questions. They whole class got involved and over 25 students put their hands up wanting to contribute with their answer. I never got such a response from my entire class before, and I would most definitely use this strategy in the future. (Rafferty, 2022)
Since teaching depends upon personal interaction, and no individual can make an interaction without the compliance of another, teaching always depends upon an interpersonal agreement between teacher and pupil or pupils. Control of the classroom discourse does not finally rest either teacher or pupil, but is always the subject to ongoing negotiation. (Improving communications skills in student music teachers. Part two: Questiong skills, 2005).
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