The Question Formulation Technique: 6 Steps to Help Students Ask Better Questions

The Question Formulation Technique: 6 Steps to Help Students Ask Better Questions: How often do we teach students how to formulate good, in-depth questions? Use these 6 steps to help boost your students’ ability to ask better questions and drive their own learning.

Reading aloud

Jim Trelease's useful book on reading aloud

There are many useful read aloud extracts in this book also by Trelease. 

                                     

On Saturday ( 14 Jan), I shared some ideas with CDAC tutors for helping students to be better readers. By better readers, I mean better at reading aloud.

Reading aloud is a key component in the oral examination, and is a skill that students can learn to master and therefore do well in. A common problem with students reading aloud is their lack of expression. I talked about some ways to help students understand the rhythm of the English language and shared some ideas with   my audience. Unfortunately, these were not in their notes, so here they are:

There are 5 main tones in English:
rise 

fall

rise-fall

fall-rise

level

Intonation can reinforce grammar: 

Wh-questions: fall
What is your name?

Conditional sentences: rise on the first clause & a fall on the second
If I give you a dollar, will you sweep the floor?

Imperatives: fall
Quiet! Sit down!

Yes/no questions: rise-fall
Is this seat taken?

Intonation can reveal attitude:

Expressing surprise: rise
I see that you are still here.

Sarcasm: rise-fall
What a beautiful skirt ; what happened to the rest of the tablecloth?

Politeness: rise ('the polite rise')
May I speak to the manager?

Doubt: fall-rise

I’m not sure you’re right, but it sounds convincing.

Teachers can do a lot to model the art of reading aloud, and one good way is to spend a few minutes each day reading aloud to your students. Here is a  video that shows you how you can do this well. 

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The Joy of Teaching and Learning

Now that school has begun, I am also back to teaching on a regular basis. Many friends think I have a great job because it cannot be hard to work with teachers but alas, teachers are also human beings, and are often tired and stressed-out beings at that.  I am full of empathy for them because I know how hard it is to teach. Like I always say, it’s much easier sitting in a cubicle in front of a computer for 12 hours than to deal with 40 little individuals who prefer to be somewhere else doing something else. And oh did I mention having to deal with the 40 pairs of parents belonging to these individuals?

There are so many things to be mindful of while teaching; the octopus metaphor often comes to mind. In my classes, I don’t have major discipline problems, of course, but I do have individuals who prefer to be somewhere else doing something else. I don’t see this to be my problem although as a teacher, I do hope to engage them sufficiently for them to want to be there with me. And like every teacher, I prepare a lesson carefully, taking into consideration the objectives, the participants and the content to be covered. Time is often a premium in class and often there isn’t enough of it. That’s when I find myself struggling to finish what I have planned. And that’s also when things go wrong.

I often say to my teachers that teaching isn’t about covering the syllabus, but I have found myself in situations where I was doing nothing but trying to get to the end of the PowerPoint presentation and the notes in the books.  Nope, I’m not proud of myself doing that although some are of the opinion that since participants have paid to attend a course, they should get all the relevant input.  But, over the years, I’ve come to understand that teaching is not giving what we “owe” our students; it’s giving students the opportunity and the time to take in, reflect on and understand what we are presenting.  To this end, my best lessons have been when I literally go with the flow, and that is, I flow with my students’ learning and weave my teaching around their understanding and needs. I don’t strive to finish explaining everything I have prepared. Instead, I pause to ensure that my students have made a connection with whatever I am trying to teach.

And amazingly, in doing so, in tending to my students’ needs instead of following my own agenda, I begin to experience the joy of teaching. There is joy when I see students trying to make the links for themselves; there’s joy when they do make the links; there’s joy when they start to ask questions and there’s joy when they begin to see the significance of what I was sharing. And I am joyful too because I am not rushing round like a runaway train. Hallelujah!  

Although the old transmission model of teaching has lost favour with educators, it cannot be denied that much of learning depends on input of new information to be hooked up with what we already know as prior knowledge.  Much of learning also depends on our reviewing of what we already know and our readiness to discard what is no longer relevant and to embrace new ideas and new ways of doing things. This process is a difficult one for everyone and takes time. So, there is no such thing as getting it right the first time. Learning is often a long, hard process which requires the learner’s 100% participation.  The more we understand this, the more we realise that everything we teach requires frequent repetition, review and most important of all, mindful practice.

The mindful practice part is something teachers cannot control. My yoga teacher shakes her head in mock despair every Sunday after she asks her favourite question: So, did anyone practise their breathing? Few do but she does not give up asking and coaxing us to practise.  My friend and swimming partner asks me the same question about practising, and while my intention is always there, I sometimes get derailed by work. But practice is the most important part of any learning and by this, I don’t mean working on mindless worksheets. Remember the 10,000 hours of practice? Thinking about what we’ve learnt and reflecting on how this new learning can be applied is crucial for real learning to happen. Doing it is just, if not, more vital. Even when the practice is repetitious, it’s the awareness of each repetition that elevates it from a mindless chore.

In my case, I hope  teachers go back to class and apply what they have learnt. But I cannot control or ensure that. I can only fill them with enthusiasm and make them positive about the processes and approaches I have shown them. And yes, I feel good when I think I have achieved that. But I think the joy is much deepened when they come back and report on their learning and reflection and their attempts to put their learning to practice.

So when I think about it all, it’s not so much the joy of teaching that I aspire to; I wish that my learners, whoever they are, will also experience the joy of learning.  So ultimately, the joy of teaching must be translated into a joy for learning. And when this is achieved, the equation is balanced and there is harmony in the teaching-learning process.

Hmmmm... There’s a lot to work towards, isn’t there? But, as they always say, "Just do it!".