Skill Of Fluency In Questioning

Fluency in questioning means rate of meaningful questions asked per unit of time.In teaching-learning process questioning have a tremendous role and therefore, every teacher must learn the skill of fluency in questioning.

Introduction

In teaching-learning process questioning have a tremendous role and therefore, every teacher must learn the skill of fluency in questioning.Skill of questioning has two parts and they are - Skill of Fluency in Questioning and Skill of Probing Questioning. Here we learn what is the Skill of Fluency in Questioning and how it can be acquired and practised in our classes. Through questioning, a teacher can evaluate himself and his learners simultaneously. This means, firstly, to what extent he is successful in achieving his specific objectives and secondly, to what extent the learners have comprehand the lesson he taught. Generally, questioning ignite the minds of the learners and thus creativity. Therefore, all the teachers should give special emphasis on acquiring this skill of fluency in questioning.

Components of fluency in questioning

Fluency in quetioning means rate of meaningful questions asked per unit of time. So, to maintain both the aspects, 'meaningful' and 'rate of quetions' following components have to be established.

  • Clarity
  • Concise
  • Relevancy
  • Specifity
  • Pacing
  • Pausing
  • Coherence
  • Directing

Clarity

This means teachers should ask such questions that learners can understand easily. To do so, teachers should use simple and gramatically correct language at the time of questioning. Lack of clarity in questioning may confuse the learners and demotivates to respond.

Concise

It means the length of the question asked. A question asked to the learners does not not have redundant words. It should be direct and straight forward. For example -'Who was the first President of India ?','What is the name of the Capital of India ?','Who is known as the 'Iron man of India' ?'- are some of such questions. Questions should not be asked like -'Can anyone tell me who was the first President of India ?','Do you know what is the name of the Capital of India ?' The use of words like 'can anyone tell me', 'do you know' etc. divert attention of the learners and wastes much of time in speaking these extra words.

Relevancy

Questions should be asked with respect to the set objectives and the lesson taught or already explained. This implies, an irrelevant question is that which is not related to the lesson already taught. At the same time, quetions should also be age appropriate of the learners. Irrelevant questions may hamper in achieving the main aims and objectives of teaching.

Specificity

Specific question demands a single answer. It does not confuse students in answering. Questions like - 'what is the capital of India ?', 'How many states are there in India ?' are the examples of specific questions. On the other hand, questions like - 'what do you mean by democracy ?' 'Tell me something about the states of India', What do you know about the Constitution of India ?' etc. are the questions lacking specificity. Learners will obviously be confused to respond with a specific answer.

Pacing

Pacing means the speed of speaking out questions. Teachers should speak out questions with a moderate pace between or among words so that learners can understand and prepare their answer accordingly. Too fast and too slow pace may confuse learners due to which they will not be able to give right answer.

Pausing

A brief pause before and after asking a question is important. Before asking questions teacher should use a short pause to get ready the learners. More impotantly, after the question is asked, teacher should give a brief pause so that the learners can prepare its answer. Again, after every two questions there should also have a short pause. During this time learners can clarify their doubts asking substitute questions to their teachers.

Coherence

It means questions should have a logical sequence of the first with the second, second with the third, third with the forth and so on. This will help students understand more related facts and concept of a lesson. If a teacher is teaching 'Noun and its types', he may ask questions like - 'what is Noun ?', 'Give two examples of Noun', 'How many types of Noun ?' 'What are the different types of Noun ?' What is Class Noun ?' and so on. He sould not ask like - 'What is Noun ?' and then 'what is Class Noun ?' and then 'Give two examples of Material Noun' etc. etc.

Directing

After speaking out the question, giving a short pause, teacher should direct a particular pupil to answer. The teacher should not throw the question for all the learners to answer. This may led to chorus answering which will make the classroom noisy, and/or on the other hand, only the one or two students who know the answer will respond. In both the cases some of the learners will remain clam and never try to answer. Therefore, directing is regarded as very important component of questioning from the psychological point of view. The approach of directing injects a brainstorming among the students in search of answer of the asked question.


Thus acquiring the skill of fluency in questioning is very much important for both the teacher and his leraners.




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