p. 23 | How to Put Questions

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Sep 3, 1908

How to Put Questions

1. A question may be put to the whole class. The advantage in this method is that the attention of all the pupils is necessary. Various plans may be followed as to the manner of receiving the answer:—

(a) The pupils may be permitted to think for a moment, and then some particular one be called upon for an answer.

(b) When the question is put, all who are able to answer may be permitted to raise the hand; then the teacher selects some one to recite.

(c) Some one may be called upon to answer in part, and suddenly another member of the class may be directed to finish the answer.

(d) The answer may be given in concert.

2. The question may be put to a single member of the class. This plan also has its advantages, and the attention of all may be secured almost as well as by putting the question to the whole class. Several variations of this plan may be followed:—

(a) When one pupil has partially answered a question, another may be called upon to finish it.

(b) A pupil may be called upon to answer not only the first question propounded, but also such others as may naturally follow.

(c) A pupil having answered his question, as an occasional exercise may be accorded the privilege of putting a question to some other member of the class.

CAUTIONS.— The following cautions are important:—

1. Do not question your pupils in alphabetical order.

2. Do not question your pupils in the order in which they are seated.

3. Do not fall into the habit of permitting your pupils to answer in concert.

4. Do not help your pupils to answer by suggesting an important word here and there.

5. Do not depend on the text-book for question and answer.

6. Ask your questions promiscuously.

7. Frequently call upon the inattentive to answer.

8. If some pupils remain inattentive, keep on asking them questions, even if they recite the greater part of the lesson.

9. Put your questions in proper tones of voice.

10. Do not scold a pupil for failure to answer.

11. Rarely repeat a question. Your pupils should be attentive, and hear it the first time.

12. Always give your slow pupils time to think. Pupils vary greatly in their ability to express themselves promptly.

13. Put your questions so as to make your pupils discover truth for themselves.

14. Encourage your pupils to ask questions, and when you have time, let other pupils answer.

15. When you make an explanation, see that your pupils understand it, and then call upon some of them to repeat it.—Selected.