Aspects we may consider when asking questions in the classroom

ASPECTS WE MAY CONSIDER WHEN ASKING QUESTIONS IN THE CLASSROOM

Questions are one of the most valuable tools that teachers have, since they can fulfil different purposes that will ensure a proper development of the lesson because they:

1. help to engage students in their lessons by getting their attention at the beginning of the lesson, when moving from group to whole-class activity or when changing the type of activity in the lesson,

1. serve as a way of making students actively participate in the lesson, and
2. guide teachers into the weaknesses and strengths of their students and, therefore allow them to know which points need to be reviewed and which ones students have acquired.

Although this teaching technique may seem easy to carry out, the truth is that we need to have some knowledge on how to use questions in the classroom in order for them to be effective. First of all, we need to understand that there are two basic types of questions, referential and display. In the case of referential questions, the teacher does not know the answer (for instance, personal questions such as “what did you do on Saturday”) whereas in display questions the teacher knows what the answer is (questions related to the content of the subject, such as “which is the past participle of the verb to be”). Generally, teachers tend to use display questions more than referential ones, probably because they think that they are more useful. However, it is advisable to reduce the number of display questions in favour of referential questions, as they are more meaningful to students. 

We can also classify questions in terms of the type of answer we will receive. Thus, open questions stand for those questions which allow students to create their own answers, and, consequently, there is not a single correct answer. Closed questions, instead, have a limited number of answers. But, how can we use them in our lessons? The ideal would be to combine them, since giving students only closed questions will not enhance their writing, speaking and communicative skills and too many open questions can be boring or overwhelming, specially at basic levels. The teacher should also be able to create questions that foster future interaction beyond the question itself, although it is okay to use Yes/No questions from time to time. 

When proposing questions to students, we should bear in mind that these have to be addressed to someone; we cannot just make the question and leave it there. It would be a good idea to ask the whole class and then we can choose between two options: ask for volunteers to respond or direct the question to a specific person. That way, we will be avoiding uncomfortable silences and confusion. 

Moreover, it is clear that students will have to receive feedback on their answer, but we should try to make them reflect on their response or asking their peers if they think the answer is correct rather than give them the answer instantly. This will help them realise of their own mistakes and will prevent them from making them in the future. In addition, when we are waiting for the good answer to come up, we should take into account that our body movements and facial expressions can reveal the answers. If that happens, students will not make an effort to truly understand the question and find the correct answer. Overcorrection needs to be also avoided, and it is more suitable to rephrase the error the student has made so as to avoid the student being ashamed or embarrassed in front of the others or him or her being afraid of speaking the next time his turn comes. 

In the question-answer process, we should give students enough time to think their answers properly and we should avoid looking for an immediate response, since this will result in students feeling under pressure and unable to elaborate their questions. We should also take into consideration that sometimes our questions are not understood by students for different reasons (some vocabulary item they do not understand, external noises, distraction, etc.). A strategy we can use is to rephrase the sentence looking for easier words or structures, fact that will increase students motivation and self-esteeme, as they will fell they are able to answer a question that seemed impossible to reply to before.

Aims play also a crucial role when it comes to asking questions. If the objectives the teacher wants to achieve with those questions are not clear enough, a confusing situation may be created. Furthermore, the way in which the answers will be evaluated is also a point that teachers need to clarify to their students.  Teacher-student communication and vice versa is essential for the correct development of the lesson. 

Nowadays (more than ever) students get easily bored because of the technological advances they have access to and the culture of instantaneity. Consequently, we should vary the input our students receive according to their interests and find activities that promote their willingness to learn. Making activities and contents challenging for students will keep their attention and will maintain their interest in the activity or task. Naming students by their names will also contribute to the effectiveness of the lesson.

All these factors combined will result in the establishment of rapport, which is creating a good learning atmosphere in which all students and the teacher feel comfortable.