We evaluate the types and cognitive complexity
of teacher questions and student responses during an entire lesson.
Function, Type, and Distribution
of Teacher Questions in Dual - Language Preschool Read Alouds.
5 categories
of teacher questions we have identified in our research into classroom discourse.
The YouGov survey found that 43 per cent
of the teachers questioned believed the premium had been effective in improving outcomes for poor pupils, while 19 per cent of respondents said they did not know.
* Almost half
of teachers questioned (49 %) say the number one area that would help them encourage children to read more at school is if more parents prioritise reading with their children at home.
Despite this, three - quarters
of teachers questioned said they don't feel equipped to help educate primary school children in this key area of tech literacy and computing skills.
This has led to one
of the teachers questioning the advisability of senior examiners writing textbooks in the same subject as that in which they are examining.
Kevin Courtney, head of the National Union of Teachers, said a majority
of teachers questioned the validity of Progress 8, as they believed the Key Stage 2 results used to provide children's prior attainment did not provide a reliable benchmark from which to measure.
They address superficial student understanding from the perspective
of teacher questioning.]
Not exact matches
Ask all the
questions you want, give them all the tests you can think
of, call their parents and kindergarten
teachers as references, you still won't know exactly what you're getting until they have been with you for several weeks or months.
Contrast that with the average
teacher, who peppers kids with 300 to 600
questions a day and waits an average
of one second for each reply, and you have a recipe for what I call the «Global
Questioning Crisis.»
«You kind
of feel you're bothering people,» he said, referring to his requests to sit in the back
of classrooms and ask the
teachers questions afterward.
For instance, Confucius Institute
teachers report training from the Hanban in how to handle
questions about Taiwan and Tibet; they are supposed to change the subject or, failing that, represent both as undisputed territories
of China.
High school
teachers and professors too often avoid such
questions, maybe for the sake
of respecting diversity and avoiding conflict, or perhaps out
of the kind
of sad postmodernism professionalism that echoes Pontius Pilate: «What is truth?
That would not excuse the
teacher's criminal intent, actual crime, and deliberate misleading
of anyone who
questioned the act with the words «musical concept.»
He «was one
of the first great
teachers to proclaim the basic principle
of individualism» the inviolate sanctity
of man's soul, and the salvation
of one's soul as one's first concern and highest goal,» but «when it came to the next
question, a code
of ethics to observe for the salvation
of one's soul... Jesus (or perhaps His interpreters) gave men a code
of altruism, that is, a code which told them that in order to save one's soul, one must love or help or live for others.
The
teachers at two different Catholic schools, as well as many years
of Cathecism taught me that
questioning your faith is a natural and desirable trait, since when your faith wins, it will have grown to be that much stronger.
35 One
of them, a lawyer, asked Him a
question, testing Him, 36 «
Teacher, which is the great commandment in the Law?»
We are so often like the day - dreaming school boy who vaguely hears the drone
of the
teacher's lesson but when
questioned could not repeat a word
of it.
Most
of the other
questions that Jesus asks are the
questions teachers would ask their disciples to get them to understand a biblical truth.
Not one
of them, Ginia Bellafante writes, «asked administrators a single
question about the recent arrest
of a
teacher's aide on charges that he was physically inappropriate with a male student.
It is a strange picture that we are given
of Jesus during these first days in the temple: arguing freely with Sadducees, scribes, and Pharisees; parrying more or less subtle attempts to lure him into statements that could be used against him; answering sincere
questions and approving good answers to his own
questions; pronouncing fiery invectives against influential
teachers who opposed him; lamenting the failure
of Jerusalem to respond to his challenge; and then calmly pointing out to his disciples the tiny but sacrificial offering
of a poor widow.
When the
question is asked as to whether or not the
teachers of other religions, such as the Buddha or Confucius, were prophets, no clear answer can be given.
There are thousands
of questions we should ask our pastors and
teachers, but the most important thing for us is how we approach our pastors with our
questions.
From a very young age, I asked lots
of questions; I was fortunate to have both Sunday School
teachers and ministers who never discouraged
questions.
I stated my position on many
of the philosophical problems to which my
teachers had introduced me, for instance the
question of internal and external relations; and I gave arguments for the positions.
In order to assist the pastor,
teacher, or student to become more conscious
of the social nature and responsibility
of preaching, I have formulated five sets
of questions.
The latter will in all probability come from the humbler walks
of life; for the wise and the learned will presumably wish first to propose captious
questions to the
Teacher, invite him to colloquia, or subject him to an examination, upon which they will assure him a permanent position and a secure livelihood.
who, in front
of his classmates, is
questioned by his
teacher as to whether his father comes home drunk.
Those whom we call professional exegetes are then servants
of the church who are to help people read Scripture in the light
of their own
questions not in the light
of problems scholars (or their German
teachers!)
This inverts the proper relationship between text and interpreter, committing the same kind
of blunder as did the schoolboy who was startled out
of an illicit slumber by his
teacher's
question and blurted out that science had indubitably proved all monkeys are descended from Darwin!
Because
of my own centering in soteriological
questions, and my having allowed the broader theological tradition to define soteriology for me in purely anthropological terms, I had ignored aspects
of what my own
teachers had said.
Because I spend a good part
of my day as a theology
teacher in a Catholic high school answering one
question, endlessly, day after day, year after year: Why go to Mass?
I don't have a problem with him asking
questions, but setting a timeline as if he is in charge
of his faith (as if it's not a gift from God) shows that he really shouldn't be a pastor or
teacher of the faith.
Students»
questions about religion are usually handled with the utmost caution and are referred back to parents and ministers for answering, for fear
of reactions by representatives
of organized religion to any treatment
of religious matters by
teachers of another affiliation.
One
of these is the desire to safeguard the student by demanding
of the
teacher an illusory objectivity, as if the
teacher had no commitment to a certain field
of knowledge, to a method
of approaching this field, and to a set
of attitudes and value assumptions which are embodied in the
questions which he raises.
Kids should be encouraged to ask
questions of what they learned from all their
teachers (especially religiously biased
teachers)
So on the great moral
teacher vs son
of god
question, I vote for none
of the above.
The man kneels before the
teacher, a genuine act
of reverence, showing that he is in earnest and not trying to trap Jesus with his
question.
To the
teacher of the law who tried to trap Jesus asking the
question «who is my neighbour?»
When the history
of the Church in our times is written, the
question will be asked why, after the summer
of 1968 when Humanae Vitae was published, restating the truths on the need for sex to be open to life and within marriage, men like Fr John Edwards were not asked to travel the length and breadth
of our land, to publish in our Catholic papers, to speak to our diocesan catechists and
teachers.
Questions of Faith won't likely be attractive to what Berger calls «Golden Rule» Christians who embrace the images
of «gentle Jesus,» the exemplar and
teacher contained in so much Protestant Christian literature.
I thank Brent Slife for his support
of my critique
of the compartmentalization that prevails in the social sciences and humanities at BYU (as elsewhere,
of course), and even more for his valuable work as a
teacher and scholar in
questioning this compartmentalization.
1 have thought
of still others in writing this: Sunday school
teachers, that brave breed, who give so much and are so often given too little; and that wonderful, ubiquitous «man in the street» who wants his
questions answered without theological indoctrination and in such fashion as to be spared from professional initiation.
For example, at the end
of the sermon, the snapshots from the life
of the congregation go from the two parents, with whom the congregation can readily identify, to the
questions about the acceptability
of a Sunday school
teacher who has AIDS.
The
teacher's approach to such problems might start from three assumptions: (a) the
teacher should be concerned with how science fits into the larger framework
of life, and the student should raise
questions about the meaning
of what he studies and its relation to other fields; (b) controversial
questions can be treated, not in a spirit
of indoctrination, but with an emphasis on asking
questions and helping students think through assumptions and implications; an effort should be made to present viewpoints other than one's own as fairly as possible, respecting the integrity
of the student by avoiding undue imposition
of the lecturer's beliefs; (c) presuppositions inevitably enter the classroom presentation
of many subjects, so that a viewpoint frankly and explicitly recognized may be less dangerous than one which is hidden and assumed not to exist.
In many ways, the school chaplain or the religion
teacher is doing much
of what the church should be doing with young people — namely, taking them seriously, reflecting with them on their moral priorities, sometime challenging their values, offering them a greater perspective in which to deal with their pain, their hopes, their
questioning.
My
question is: If I was your child's Sunday School
teacher and your child announced to the class: «My daddy doesn't believe in God» how can I best show the love
of Jesus to your child in that moment?
The preacher begins with the text as would any member
of his congregation, asking the immediate and spontaneous
questions, as in the paragraph above, but now his responsibility as pastor -
teacher - preacher demands exegetical work, careful and honest.
When
teachers examine themselves and their schools for the sake
of discovering how to overcome difficulties or how to improve their work they are quickly led to ask far - reaching
questions about the nature and the purposes
of education.