19A. Plan your questions in advance, normally during the preparation phase of
your presentation.
Think them out carefully.
Ask yourself the
following questions:
o Why do I want to ask this question? (What is its purpose?)
o Will my students understand my question? (Do I use common words
and terms as well as material they should know?)
o How many points is my question emphasizing?
o Does my question ask for a specific answer? (Or is it too broad?)
o Will my students be able to guess at the answer?
Once you are satisfied with your question, write it into your lesson
plan exactly how and when you want to ask it. It is best to write out
your questions and place them in your _______________________________at
the point you wish to ask them.
52A. When a student is giving his idea or opinion, he should be able to give
his complete thought or idea before he is interrupted.
You may think
his idea is "half baked" when it is actually "incomplete".
When a
student is giving his idea or opinion, other students may disagree and
feel so strongly about their own opinion that they interrupt the idea
before it is complete. You should make sure this does not occur. The
time allotted to create (think up and hear new ideas) must be separate
from the time allotted to evaluate (assess the value of each idea).
Here's a hypothetical situation:
Student A is in the process of
explaining his idea when Student B interrupts to disagree, causing
Student C to also disagree.
Student A becomes angry trying to defend
his idea, which has not been totally explained, and refuses to finish
his thought.
The discussion begins to die at this point.
What went
wrong in this situation? ______________________________________________ .
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