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Figure  5-3.-Five  step  questioning  technique.
Leading   Question A   leading   question   is   one   that   suggests   its   own   answer;   for   example,   “You   wouldn’t   smoke in  the  paint  locker,  would  you?”  or  “The  40mm  gun  is  larger  than  the  20mm  gun,  isn’t  it?”  If used   properly,   leading   questions   have   value   in   focusing   attention,   in   arousing   interest,   and   in emphasizing   a   point.   You   can   also   use   leading   questions   to   help   the   student   think   the   matter through  to  the  right  answer.  If  you  notice  students  groping  for  the  right  answer,  ask  a  question that  directs  their  attention  to  information  they  know  but  have  overlooked  in  answering  the question. That  has  value  when  used  skillfully  because  it  builds  a  student’s  confidence. Occasionally. use   the   leading   question   to   help   awkward   students,   saving   them   the embarrassment   of   failure   in   front   of   the   class. If  used  too  frequently,  leading  questions discourage  any  real  thinking  and  become  boring  to  the  students. Canvassing   Question Use  a  canvassing  question  to  determine  those  who  are  familiar  with  a  specific  area  of  subject matter.  If  you  are  teaching  damage  control  for  instance,  you  may  ask  “How  many  of  you  have been   involved   in   an   actual   shipboard   fire?” A   show   of   hands   provides   information   about student  experiences  that  you  may  find  useful  as  your  lesson  progresses.  It  gives  you  a  great opportunity   to   bring   some   real   life   examples   into   your   lesson   and   to   provide   some   individual recognition   for   student   contributions. Canvassing   questions   can   also   help   to   determine   class level. TECHNIQUES   OF   ORAL   QUESTIONING The  AAUW  Report:      How  School  Shortchange  Girls   was   addressed   earlier.   Gender   bias   has also  played  a  significant  role  in  questioning  techniques  within  the  school  system.  As  mentioned earlier,   boys   demand   more   attention   and   get   it.   When   boys   call   out   answers,   teachers   usually listen  while  the  same  behavior  exhibited  by  girls  is  corrected.  Even  when  boys  do  not  volunteer, teachers  are  more  likely  to  call  on  them  than  girls. Girls  receive  less  teacher  praise,  fewer remedial  comments  on  their  work,  and  less  specific  comments  about  their  performance.  The implication  for  you  as  an  instructor  is  to  be  aware  these  behaviors  will  continue  in  class  unless you   correct   them. Set   the   same   standards   for   responding   to   questions   and   enforce   them uniformly.   Provide   remediation   to   both   males   and   females   in   coaching   them   through   incorrect responses. Do  not  spend  an  inordinate  amount  of  time  taking  questions  from  males  alone. Know  that  females  may  be  hesitant  to  respond  to  questions,  but  by  providing  a  safe environment  for  all  your  students,  you  will  gain  culturally-sensitive  class  and  curriculum  include more  favorable  attitudes  toward  other  groups,  a  reduction  in  stereotyping,  and  increased academic    achievement. Five  Step  Questioning  Technique A  recommended  technique  of  oral  questioning  consists  of  five  steps:  asking  the  question; pausing;  calling   upon   a   student;   evaluating   the   student’s   answer;   and   finally,   emphasizing   the correct   answer.   Put   time   and   thought   into   making   each   step   count   in   the   teaching   process. 48

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