Effective questioning presented in class: When I used effective questioning techniques in my class, there were certain aspects I needed to keep in mind, I wanted to encourage my entire class with these questioning strategies and did not want to deceive a student in any way, by calling them out if I felt they were not focusing whilst I was asking the questions. Additionally, I desired to offer the students an opportunity for constructive criticism, which in return would indicate their achievement in education. (Rafferty, 2022)
For my smaller 1st year group, I used this particular question strategy, were I allowed a specific wait time opportunity, after asking my question, in return this allowed my students the time to figure out the answer, after given a sufficient amount of time for their response. I only addressed the students to whom I was asking the question after this, as I have found in the past in class if I called out the student firstly and then asked the question, the entire class are not focused as they realize their not the one been asked the question, but if I ask the question first then then choose a student after allowing the sufficient wait time to absorb the question, they all remained focused, whilst trying to figure out the answer in case I called them or they were the one been asked, if a student would know partially the answer I would continue to ask the next student for the remainder of the answer, then in conclusion I confirmed the correct answer. (Rafferty, 2022)
I learned about this “Pose-Pause-Pounce-Bounce” method in college from my lecturer Joe Moynihan. I found this method works really well with my students, especially my AEN students, were normally it was difficult to get a response from them in class but by given more time and having the entire class involvement, it had proven to be successful. (Rafferty, 2022)
Teaching by use of questioning only is sometimes called the” Socratic method”. Socrates claimed he knew nothing (this may partly explain why he never wrote his ideas down); he simply questioned his students in order to show up any inconsistency in their beliefs. He was not rewarded for this humility, however, but was put to death for ‘corrupting the young’. Moral: don’t ask any that are too difficult. (Petty, 2009)
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