Observation Task 3

Teacher Questions
Appendix 1
Types of questions Record Sheet
Program: Business (HR)

Course: BUS 4363

Question

Yes/
No

Do you agree now?

Does everybody in Fujairah Have

Etisalat?
What the company did to be
successful?
Why you are resisting the
change?
Why did you allocate the
location?
How would you do it?

Displa
y

Sort
Answe
r

Openende
d

Referentia
l

How do they manage Dubai?

Does the CEO manage the
company by himself?
What is the major thing that I
should be concern about?
What is network?

Date: 8/Oct/14

Appendix 2
Questioning Strategies
1

Wait time: Consider how long the teacher waits between posing the question

and asking for an answer?

How do they manage Dubai? (In the first time, she waited for 3 seconds
before a students answered the question. There were times that she waited
for 10 seconds to have more answers).

Does the CEP manage the company by himself? (The teacher waited for 2

seconds for an answer).

What is the major thing that I should be concern about? (The teacher waited
for 2 seconds for an answer).

Yes, there is a difference in wait time depending on the type of question asked; I
notice if the students have a background of the topic the teacher expect the students
to give an answer in a shorter period, while if they dont know about it the teacher
give time to think and then answer.

Prompting: Consider what the teacher says to prompt students when they
are unable to give an appropriate answer?

When the students did not give an appropriate answer, the teacher gave them
example from the case study that they had in their previous class. Very often she
had to prompt to make it clear and let the students get the idea; this was done to
prompt both individuals and the whole class.
3

Repeating questions: Consider how frequently the teacher repeats her

questions?
The teacher not very often repeated the questions, she used to clarify it and give
examples instead of repeating it. I believe she should at least repeat it once just to
give any student who did not hear it a chance. My strategy will be to not repeat all
the questions; there are questions that might need time to think and other that are
complicated might be repeated.

Who to ask: Consider how the teacher asks questions for the class?

Sometimes the teacher asks questions for the class and let them call out, and there
were times that she asked the class then choses a student to answer (I notice she
always choose the ones that got the answers and active in the class). In addition,
there were times that the teacher ask specific students especially the ones who are
quite and if they did not give appropriate answers she ask the class. There were
different strategies that the teacher use in the class, really found them useful.

Questioning in Arabic: Consider how often the teacher asks some students
to translate her/ his questions in Arabic.

She never speak or allow the students to use Arabic in the class.
5

Questioning to ensure understanding: Consider how the teacher

questions to find out if students understand (content, instructions etc.).

Were there other ways the teacher could have checked understanding?
The teacher used to ask many question to ensure that the students understand the
content and instruction, which some of them are as following:

Are you with me?

Are you a wake?
Do you understand?
Do you agree?
Did you learn something from the case study?

I think the teacher could implement the concept checking method to make sure that
the students understand or not. This could be by asking very simple questions, which
could be yes/no questions.
2. Data Analysis (focus questions)
a. Look at the question record sheet and answer the following questions:
There were many open and closed questions were used during the lesson, and I
notice there were more open questions that the teacher used to ask. The type of the
response for the closed questions can be either a single word or a short phrase.
While for open questions seek to have longer answers which need to think and
reflect. I think the teacher used to closed questions mostly at the beginning of the
class and at the end there were more open questions that depends on the feelings
and opinions of the students.
b. Look at your sheets on questioning strategies and answer the following
questions:
From this class I got an idea about the importance of the time that the teacher should
spent between questioning and getting an answer. This should depends on the type of

the questions and the students background about the subject. I believe there should be
situation that the teacher need to prompt especially if the students did not give an
appropriate answer; this could be by giving examples from real life or any case study
that they might had previously.
My strategy for answering questions will be by using different methods in a lesson; this
could be by asking individual sometimes and other I could ask the whole class. In
addition, I will be focus on asking the students who are quiet and help them to participate
in the classroom. However, I should be sure that they will be giving an appropriate
answer as I dont want them to be embraced, which will effect on them negatively.
I will make sure to not use Arabic at all in my classes, if there are situations that the
students do not get the idea I can give examples. I can implement the concept checking
method to make sure that the students understand or not. This could be by asking very
simple questions, which could be yes/no questions.
3. Reflective Statement

From doing this task I learned the importance of asking questions for the teachers;
this is because it will show how the teacher manage the class. In addition, it engage
students with content and also encourage them to participate. This means it is
important to notice the type of the questions that the teacher need to use as we need
to use questions that keep teacher talking to a minimum while maximizing students
contributions.
Moreover, at each stage of the lesson a specific type of questions could be used. For
example in the lead-in stage the teacher could use referential questions; this could
be as a brainstorming for topic of the lesson. The time is also an important element,
the teacher should be aware of the time that need to be spent for a question and
how long she need to wait between question and getting an answer.