ii)Discusshowyouwilluseprobingskillswhileteachinginthe

Classroomwithahelpofasuitableexample?
Introduction:
ThesubjectofclassroomquestioningoftenbeginbyinvokingSocrates.Researchersand
otherwritersconcernedwithquestioningtechniquesseemtowanttoremindusthatquestioning
hasalongandvenerablehistoryasaneducationalstrategy.Andindeed,theSocraticmethodof
usingquestionsandanswerstochallengeassumptions,exposecontradictions,andleadtonew
knowledgeandwisdomisanundeniablypowerfulteachingapproach.
Inadditiontoitslonghistoryanddemonstratedeffectiveness,questioningisalsoof
interestto
researchersandpractitionersbecauseofitswidespreaduseasacontemporaryteaching
technique.
Researchindicatesthatquestioningissecondonlytolecturinginpopularityasateachingmethod
and
thatclassroomteachersspendanywherefromthirtyfivetofiftypercentoftheirinstructional
time
conductingquestioningsessions.
Definition:
Aquestionisanysentencewhichhasaninterrogativeformorfunction.Inclassroomsettings,
teacherquestionsaredefinedasinstructionalcuesorstimulithatconveytostudentsthecontent
elements
tobelearnedanddirectionsforwhattheyaretodoandhowtheyaretodoit.
Thepresentreviewfocusesontherelationshipbetweenteachers'classroomquestioning
behaviorsandavarietyofstudentoutcomes,includingachievement,retention,andlevelof
studentparticipation.Thismeansthatcertainothersubtopicswithinthegeneralareaof
questioningareexcludedfromthepresentanalysis.Itdoesnotdeal,forexample,withtheeffects
oftextualquestionsortestquestions,anditisonlyincidentallyconcernedwithmethodsusedto
impartstudyskills,includingquestioningstrategies,tostudents.
Whatarethepurposesofteachersclassroomquestions?Avarietyofpurposesemergefrom
analysis
oftheliterature,including:
*Todevelopinterestandmotivatestudentstobecomeactivelyinvolved
inlessons
*Toevaluatestudentspreparationandcheckonhomeworkorseatwork
completion
*Todevelopcriticalthinkingskillsandinquiringattitudes

*Toreviewandsummarizepreviouslessons
*Tonurtureinsightsbyexposingnewrelationships
*Toassessachievementofinstructionalgoalsandobjectives
*Tostimulatestudentstopursueknowledgeontheirown
Thesepurposesaregenerallypursuedinthecontextofclassroomrecitation,definedasaseries
of
teacherquestions,eachelicitingastudentresponseandsometimesateacherreactiontothat
response.
Withintheserecitations,studentsfollowaseriesofsteps(consciouslyorunconsciously)inorder
to
produceresponsestothequestionsposed.Thesestepsinclude:
*Attendingtothequestion
*Decipheringthemeaningofthequestion
*Generatingacovertresponse(i.e.,formulatingaresponseinone'smind)
*Generatinganovertresponse;andoften
*Revisingtheresponse(basedonteacherprobingorotherfeedback)
Probingskillswhileteachingintheclassroom:
In1956BenjaminBloomheadedagroupofeducationalpsychologistsengagedinidentifyingthe
levelsofintellectualbehaviorimportantinlearning.Thetaxonomiestheydevelopedincluded
threeoverlappingdomains:thecognitive(intellectual),psychomotor(physical),andaffective
(attitudesandemotions).Eachtaxonomyisanorganizationalstrategyinwhichlowercategories
aresubsumedinhigherones.Inthecognitivedomain,knowledge,thelowestlevelinBloom's
taxonomy,mustbemasteredbeforecomprehension,thesecondlevel,canbeattempted.Infact,
comprehensionisanintellectualprocessthatusesknowledge.Thesesixlevelshavebeen
adaptedinformulatingschoolgoals,assessinglearnerprogress,anddevelopingquestions.
Bloom'ssixcognitivelevelsrangefromsimplerecallorrecognitionoffactsthroughincreasingly
morecomplexandabstractintellectualtasks.Thefollowingbriefdefinitionsarefollowedby
severalsampleverbsthatreflecttheappropriateintellectualactivity:
Knowledge:Requiresthatstudentsrecognizeorrecallinformation.Remembering
isthekeyintellectualactivity.(define,recall,memorize,name,duplicate,label,review,
list,order,recognize,repeat,reproduce,state)
1.

Comprehension:Requiresthatstudentsdemonstratesufficientunderstandingto
organizeandarrangematerialmentally;demandsapersonalgraspofthematerial.
(translate,explain,classify,compare,contrast,describe,discuss,express,restateinother
words,review,select)
2.

Application:Requiresthatstudentsapplyinformation,demonstrateprinciplesor
rules,andusewhatwaslearned.Many,butnotall,educatorsbelievethatthisisthefirst
3.

ofthehigherlevelthoughtprocesses.(apply,classify,solve,use,show,diagram,
demonstrate,record,translate,illustrate,choose,dramatize,employ,operate,practice,
schedule,sketch,write)
Analysis:Educatorsagreethatthisandallthefollowingcategoriesrequire
higherlevelthinkingskills.Analysisrequiresstudentstoidentifyreasons,uncover
evidence,andreachconclusions.(identifymotivesandcauses,drawconclusions,
determineevidence,support,analyze,deduce,categorize,compare,contrast,criticize,
differentiate,justify,distinguish,examine,experiment)
4.

Synthesis:Requiresthatstudentsperformoriginalandcreativethinking.Often
manypotentialanswersarepossible.(writeorarrangeanoriginalcomposition,essayor
story,makepredictions,solveproblemsinanoriginalway,designanewinvention,
arrange,assemble,collect,compose,construct,create,design,develop,formulate,
manage,organize,plan)
5.

Evaluation:Requiresthatstudentsjudgethemeritofanidea,solutiontoa
problem,oranaestheticwork.Thesequestionsmightalsosolicitaninformedopinionon
anissue.(judge,value,evaluate,appraise,argue,assess,attach,choose,compare,defend,
estimate,rate,select)
WhileBloom'staxonomyhasfacilitatedgaugingthelevelofteacherquestions,sortingoutthe
significanceoftheselevelsismoreproblematic.Ametaanalysisofhigherorderquestionsby
GordonSamson,BernadetteStrykowski,ThomasWeinstein,andHerbertWalberg,among
others,demonstratedonlyaweaklinkbetweenhigherorderquestionaskingandhigherorder
thinking.Otherresearchershavediscoveredthatlowerorderquestionscanbeaseffectiveas
higherorderones.Factorssuchasstudentbackground,curriculargoals,andtheskillofthe
teachercanbeinfluentialindeterminingwhichlevelofquestionismosteffective.Studies
suggestthatteachersmaybemoreskilledinaskinglowerorderquestions,thatcurriculargoals
stressingmasteryandmemoryofcontentmaybeachievedmoreefficientlywithlowerlevel
questions,andthatmanylowersocioeconomicclassstudentsseemedtoperformbetterwith
lowerlevelquestionsthanhigherorderones.Otherstudiesindicatethatevenwhenateacher
asksahigherorderquestion,studentsmayansweratalowerlevel.Theclarityandspecificityof
theteacher'squestionandthebackgroundknowledgeofstudentsaretworeasonswhyhigher
orderquestionsmayelicitlowerlevelresponses.Determiningwhatstepseducatorscantaketo
promotemoresophisticatedandchallengingstudentthoughtprocessesisacentralconcernof
futureresearch.
Beyondthetaxonomy,WilliamWilenandotherresearchershavecategorizedseveraltypesof
questions.Probingquestionsarefollowupquestionsaskedafterastudentrespondstotheinitial
question.Probingquestionsrequireastudenttothinkdeeperthantheoriginalresponse,andto
integratenewmaterial.OnetypeofprobingistheSocraticquestion,whichoriginatedwiththe
Greekphilosopherwhoseskillfulinquiryhelpedstudentsrecognizegapsandcontradictionsin
theirunderstanding.Teacherssometimesstructurequestionsspecificallyforthepurposeof
diagnosingastudent'sneedsandforbridgingalearninggap,aquestioningstrategy
calledscaffolding.Thetermderivesfromtheconstructionindustry,wherescaffoldingisusedto
6.

supportanotyetcompletedbuilding.Divergentquestionsoftenprovideuniquestudentinsights,
encouragetheexplorationofmanypossibilities,anddonotproduceasinglecorrectanswer.
Affectivequestionsconcernattitudes,valuesandfeelingsofstudents,andalthoughtheyresidein
anotherdomain,theyarerelatedtothelevelsdescribedinthecognitivetaxonomy.Definingand
categorizingtypesofquestionswilllikelycontinueintheyearsahead.
ExampleforClassroomQuestioning:
Basedontheforegoingfindingsfromtheresearchonclassroomquestioning,thefollowing
recommendationsareoffered:
*Incorporatequestioningintoclassroomteaching/learningpractices.
*Askquestionswhichfocusonthesalientelementsinthelesson;avoidquestioningstudents
aboutextraneousmatters.
*Whenteachingstudentsfactualmaterial,keepupabriskinstructionalpace,frequentlyposing
lowercognitivequestions.
*Witholderandhigherabilitystudents,askquestionsbefore(aswellasafter)materialisread
andstudied.
*Questionyoungerandlowerabilitystudentsonlyaftermaterialhasbeenreadandstudied.
*Askamajorityoflowercognitivequestionswheninstructingyoungerandlowerability
students.Structurethesequestionssothatmostofthemwillelicitcorrectresponses.
*Askamajorityofhighercognitivequestionswheninstructingolderandhigherabilitystudents.
*Insettingswherehighercognitivequestionsareappropriate,teachstudentsstrategiesfor
drawinginferences.
*Keepwaittimetoaboutthreesecondswhenconductingrecitationsinvolvingamajorityof
lowercognitivequestions.
*Increasewaittimebeyondthreesecondswhenaskinghighercognitivequestions.
*Beparticularlycarefultoallowgenerousamountsofwaittimetostudentsperceivedaslower
ability.
*Useredirectionandprobingaspartofclassroomquestioningandkeepthesefocusedonsalient
elementsofstudents'responses.
*Avoidvagueorcriticalresponsestostudentanswersduringrecitations.
*Duringrecitations,usepraisesparinglyandmakecertainitissincere,credible,anddirectly
connectedtothestudents'responses.
Detailedinstructionsforteachingstudentstodrawinferencesisoutsidethescopeofthispaper.
However,themodelofferedbyPearson(1985)doesprovidesomebasicstepswhichcanhelp
studentsmakeconnectionsbetweenwhattheyknowandwhattheyareseekingtolearn.Pearson
suggeststhatteacherscompleteallthestepsinthisprocessbywayofdemonstration,then
graduallyshiftresponsibilityforallbutthefirststeptothestudents.

1.Asktheinferencequestion.
2.Answerit.
3.Findcluesinthetexttosupporttheinference.
4.Tellhowtogetfromthecluestotheanswer(i.e.,givealineofreasoning).
Betterpreservicetrainingintheartofposingclassroomquestions,togetherwithinservice
trainingtosharpenteachersquestioningskills,havepotentialforincreasingstudentsclassroom
participationandachievement.Increasingwaittimeandtheincidenceofhighercognitive
questions,inparticular,haveconsiderablepromiseforimprovingtheeffectivenessofclassroom
instruction.
Conclusion:
Researchontherelationshipbetweenthecognitivelevelofteachersquestionsandthe
achievementoftheirstudentshasprovedfrustratingtomanyinthefieldofeducation,becauseit
hasnotproduceddefinitiveresults.Quiteanumberofresearchstudieshavefoundhigher
cognitivequestionssuperiortolowerones,manyhavefoundtheopposite,andstillothershave
foundnodifference.Thesameistrueofresearchexaminingtherelationshipbetweenthe
cognitivelevelofteachersquestionsandthecognitivelevelofstudentsresponses.The
conventionalwisdomthatsays,askahigherlevelquestion,getahigherlevelanswer,doesnot
seemtohold.
Reference:
Winne,P.H.ExperimentsRelatingTeachersUseofHigherCognitiveQuestionsto
Student

Achievement.ReviewofEducationalResearch39(1979):1350.

Reviews13studiesoftherelativeeffectsofhigherandlowercognitivequestionson
student
achievement.Concludesthattherearenosignificantachievementdifferencesbetweenthe
two
approaches.

Wixson,K.K.QuestionsAboutaTest:WhatyouAskAboutIsWhatChildrenLearn.
ReadingTeacher37(1983):28793.

Reviewstwostudiesoftherelationshipbetweenthekindsofquestionsstudentsareasked
andthe
informationtheyarelaterabletorecallaboutpassagestheyhaveread.Fifthgradersinboth
studieshad
thebestrecallregardingstorycontentaboutwhichtheyhadpreviouslybeenqueried.
______________________________________________________________________________

____________________________________________________________
iii)Listsomecommonproblemsfacedintheclassroomsand

suggestthepossiblewaytoeffectivelymanagetheproblems.
Introduction:

TheClassroomEnvironmentVirtuallyallofushavelittletonocontroloverhowmanystudents
wemusteach.However,wedohavecontrolovertheclassroomenvironmentinwhichthey
learn.Thisisveryimportant,Sincethisenvironmentaffectshowwellyourstudentscanlearn.
Closeyoureyesandimagineyourselfasanewteacherwhoisassignedtoteachaclass
containing60ormorestudents.Aftertheinitialshock,ormaybeinresponsetoit,whatquestions
mightyouaskyourself?MostlikelythefirstquestionthatwouldcometomindisHowamI
goingtomanagethemall?Actually,thisquestionhighlightsoneofthemostcriticalaspectsof
workinginlargeclasses,namely,managingtheclassroomsenvironmentsothatitisa
comfortablespaceinwhichtoteachandlearn.Theclassroomenvironmentencompassesthe
physicalenvironmentincludinglearningresourcesforlessonsaswellasthepsychosocial
environment;forinstance,usingwaystopromotelearningasacommunitytoreducethefeeling
ofcrowdednessandtodealeffectivelywithmisbehaviour.physicalandpsychosocial
environmentscanmakethedifferencebetweenacalmandfunctioningclassroomanda
classroominchaos.
Listsomecommonproblemsfacedintheclassrooms:
AsaTeacher,IwasterrifiedthatIwouldnotknowhowtohandlestudentswhowereolderthan
I.Iwantedverymuchtohear"forinstances"fromotherTeacher
SomecommonconductissuesidentifiedbyGeraldAmadainhisresearchforCopingWith
MisconductintheCollegeClassroom(1999)arelistedinthetablebelow.Indiscussingwhat
constitutesproblematicclassroombehaviorswithcolleagues,IhavedecidedtoaddtoDr.
Amadaslist.Whilehisapproachdoesnotnecessarilyalignwithlearnercenteredteaching,his
workdoescovermanystickyissuesofnavigatingtheuncomfortablesituationsthatoccurfrom
timetotimeandsuggestsseveralstrategiesforworkingwithstudentservicesandother
administratorstoremedysituations.

Issues/SolutionSuggestionsTable
Issue

Solution

1.Underminingthe
instructorsauthority

Thisistrickyasitspeaksto"attitude."Astudentmightbelittle
theinstructororengageinabattleofthewills.Thisstudent
wouldneedtobeprivatelytoldthattheirattitudewas

confrontationalandaskedhowthismightberesolvedmutually.
"Becarefulnottoreadmostquestionsaboutcontent,
interpretation,orassignmentsasachallengeofauthority.Acting
asittheyarenot,evenwhenyoususpecttheyare,canconveya
senseofconfidenceandcontrol.Sometimesmerelyassuringthe
student,whilesmiling,thatyouhaveindeedreflectedonthis
issueatlengthandthattheytoowillunderstandsoonwhythe
informationortheassignmentisvaluablediffusesthesituation.I
mayevenwanttoencouragethemtoaskthequestionagainata
laterdateifnecessary."
2.Leavingclasstoo
frequently

Campsaredividedastowhetherornotstudentsshouldaskfor
permissiontoleaveforbathroombreaksorwaitforabreakin
theclass.Idontrequiremystudentstolimittheirbathroom
breaksoraskpermission,however,thisiscontentiousforsome
facultywhenbreaksaretakentoofrequently.Imightprivately
askthestudentifeverythingisOKsothattheyknowthatyou
areconcernedbytheirbehavior.Dontassumedisrespectit
mightbeabladderinfectionorsomeotherphysicalproblem.

3."SpacingOut"orSitting
WithBacktoInstructor

Ifthisisarepeatedproblem,studentsneedtoknowthattheir
nonverbalbehaviorisperceivedasdisinterest.Imightaskthem
afterclassiftheyneedamorecomfortableseat.Somestudents
areextremelyshyanditmighttakehalfofthesemesterbefore
theyopenupenoughtomakesustainedeyecontactorfacethe
instructorcompletely.Rememberalsothatsustainedeyecontact
isaculturallydictatedpracticethatmightnotbefeasiblefor
somestudents.

4.Poorhygiene(possible
culturalconsiderations)

Poorhygiene,toomuchperfume,cigaretteodororotherstrong
odorscanbedistractingorevennauseatingtostudents.The
causefortheodormightbeculturallybasedinbathing
preferencesbetweencultures.Thiscanbearealproblemfor
someTeacherwhileotherswillneverencounterthedilemma.I
suggestlettingtheoffendingstudentknowthatinclosequarters,
somestudentshaveissueswithstrongsmell.Itmightbe
suggestedthatforthecourse(nottheiroutsideofclasslives)that
theodorbemaskedinsomeway.

5.Verbalorphysicalthreats Verbalorphysicalthreatsareseriousmatters.Theyare
discussedindetailbyexpertsinthefieldin"HandlingCrisis."
Asageneralruleconsultprofessionalexpertsforassistance
immediately.
6.Gum,Food,Pagers,and
CellPhoneDisruption

Ifdecideduponbyclass,consequencesforbreakingthispolicy
mightrangefromthelossofparticipationpointstotheoffender
havingtopresentonatopicofinteresttotheclass.Some
instructorsallowpagersandcellstobeonthevibratesettingas
longastheyareattendedtoatthebreakratherthanusedwhenit
interruptstheclass.Instructorsneedtoabidebythisruleaswell
andallowforatleastonemistakeperstudentasaccidentsdo
happenfromoversight.Theideahereistopreventhabitual
disruptionfromgumpoppingandphonesringing.

7.MonopolizingDiscussions

Thisiscommonbutmanageable.Manystudentsareexcitedand
talkativesoitmightbegoodtogivethemafewclassperiodsto
settlein.However,ifitsevidentrightawaythatthisisatrend,
itsbesttoaskthemtostayafterclass.Imightapproachthem
initiallybysayingthatyouarepleasedwiththeamountof
enthusiasmtheyhavefordiscussionbutwerehopingthatthey
havesuggestionsforgettingtheotherclassmembersequally
involved.Thestudentwillmostlikelygetyourdriftwith
minimalhumiliation.

8.Sleepinginclass

Sleepinginclassisusuallyconsideredrude.Mostfaculty
believeitshouldnotbetoleratedandisbestcurbedupfrontby
wakingasleepingstudentandaskingthemtostepoutsidewith
you.Oncetherefacultyoftentellstudentsthatitsbestforthe
restoftheclassiftheyreturnwhentheyareawakeenoughtobe
anactiveparticipant.Thisoccursfromtimetotimeandyou
obviouslyaretheonetochooselenienceorpunitiveaction.If
itsoneofyourmoreregularlyinvolvedstudents,perhapsgive
themanoptionofanextracreditresearchassignmenttheycan
bringtoournextclassperiodcoveringthesubjectmatterthey
missedwhiletheyweresleeping.
Analternativeapproachistoassumethatthestudentdoesnot
feelwell,wasupmostofthenightwithasickchild,orhassome

otherconditionthatresultsinsleepinesswhenstillforlong
periodsoftime.Imightsimplychoosetowakethestudentand
askthemiftheyarefeelingalright.TopullthisoffIneedto
approachitwithtrueconcernforthestudent'shealthandwell
being.Mostofthetime,student'saresoembarrasedandso
appreciativeofourgenuineconcernthattheydon'tletithappen
again.
Encouragestudentstoactivelyparticipate,takenotes(explain
thatthisishelpfultotheirlearningasitstimulatesmemoryin
thebrain)andinparticularlylongclassesbreakupthesession
withactivitiesorpairedconversationsaboutatopictoensure
thatstudentsstayengaged.Studentsdon'tlearnmuchfrom
listening,sorememberthatthemorethey"experience"the
learningprocessthemoreIreallyteaching.
9.RepeatedTardiness:

Thereshouldbeclearparameterssetaroundthisissueupfront
eitherinyoursyllabusorintheclassdecidednorms.Stickto
yourgunsonthepolicy.Somefairpoliciesmightinclude3
tardiesequalsoneabsence.Itmightbebesttodiscussthiswith
studentsindividually;somearehabituallylatebecausetheyare
dependantonbusroutesorotherdriversfortransportationto
school.

10.RefusaltoParticipateor Wecannotforcestudentstospeakinclassnorparticipatein
Speak
groupprojects.Thiscanbeaddressedandbecomeawinwin
situationbyeithergivingthestudentalternativeoptionsto
verbalparticipation(unlessitsaspeechclass)orsimply
carefullycoaxingsomeresponseoutofthemandpraising
whateverminimaleffortyoureceivefromthem.Remember,
somestudentsareterrifiedtobeinaclasssettingespeciallyif
thereareroundtablesratherthandesksallowingforlittle
anonymity.
11.SexualInnuendo,
Flirting,orOther
InappropriateSuggestion

Thisbehaviorshouldbecurbedassoonasitoccurs.Itsnever
comfortabletotellastudentthattheyarentbeingappropriate
andifyouareuncomfortable,ashort,positiveemailorphone
callmightsuffice.ourresponseshouldbenotjudgmentalandI
mightdiscussitwithyourdepartmentchairorfacultymentor

beforebroachingitwithourstudent.
12.Sharing/CopyingWork

Insomecultures,studentsworktogethertoproducehomework.
Itmaycomeasashocktothesestudentsthattheycannotsubmit
identicalwork.Thismayalsocomeasasurprisetocouples,
parentchild,siblings,orclosefriends.Becarefultogivethought
tohowyouwillhandlethisbeforeIencounteritandreactasifit
wereintentionalcheating.Thiscanalsooccurwhentheclass
doesagreatdealofgroupwork.MakesureIareclearabout
whatisindividualvs.groupworkinourassignments.

13.PlagiarismorLying

Dependingupontheclassandthestudentspriorknowledgeof
whatplagiarismentails,somefacultyissueanautomaticFfor
thefirstinstance,thenexpulsionfromtheclasswithareportto
thedepartmentchairanddivisiondeanonasecondinstance.
Mostcollegeshavespecificpolicies.Besuretoknowschool
policybeforetakingaction.
Plagiarismshouldbeoutlinedinoursyllabuswithareference
forstudentstotheschoolcatalogformoreinformation.

14.TooMuchChitChat

Give2minutechattimesforgroupsorbeforeclassbeginslet
themknowthatIhavematerialtobecoveredandthattheir
talkingisnthelpingIachieveourgoalsfortheclass.Knowtoo
thatsomestudentsoccasionallytranslateawordorphrasetoa
tablematewhomightnothaveasstronganunderstandingof
English,bepatientandobservantwhencurbingthisbehavior.

15.DisrespectfulBehavior

TherealityisthatsometimesstudentsjustplainwontlikeI.I
willfindyourselfinaconversationwithourselfaboutwhythey
dontlikeIandtreatIwithdisrespect.Animositywillperpetuate
itselfsorememberyourroleandlookforawaytopositively
invitethestudenttoengagemoredeeplyintheclass.Perhaps
offerthemaspecialtaskbasedonaselfdisclosedtalent;for
instance,astudentwhosehobbyisOrigami(Japanesepaper
folding)mightleadalessonontheartoffollowinginstructions.

HelpingStudentsLearntoBeschoolStudents

Distributingthislistofdesirableandundesirablebehaviorscanservetoavertmanagementissues
inthatsomestudentssimplydonotrealizethattheirbehaviorisnegativeordisruptivetothe
instructorortotheirclassmates.

Thefollowingtableidentifiessomecommonpositiveandnegativebehaviorsthatprovide
studentswithaguideformanagingthemselvesasstudents.Imightwishtodistributethislistto
ourclassatthetimeyoudiscussyoursyllabusorsetclassnormsasagroup.Feelfreetomodify
thislistasneededforourstudents.
PositiveImpressionGivers

NegativeImpressionGivers

Bookondesk,pencilorpensready

Pickingface,nose,grooming,knuckle
cracking,nailfilingorcleaningteeth

Notetakingorrecordingthelecture/classwith
permissionfromtheinstructor

Heavysighs,eyerolling

Askquestionsthatareappropriate

LaughingATtheTeacherrather
thanWITHtheclass

Makeanefforttomaintaineyecontact

LeavingearlywithoutlettingtheTeacherknow
aheadoftime

SitwhereIcanseeandbeattentive

Frequenttardinessorabsences

Submitassignmentsontime,askifthereis
supplementalmaterialIcanexploretobetter
completeourassignmentssuchasvideotitles
orothermaterials

Distractingnoises:foottapping,nailbiting,pen
twirling/tapping,yawningw/ocoveringyour
mouth,mumbling,zippingupbagstoindicate
youwanttheclasstoend,papertearing,paper
toymaking,etc.

Helpourclassmateswheneverpossible

Headondesktoindicateboredom

MakecertainIunderstandassignmentswhen
assigned

Staringattheclockorourwatch

Saveannouncementsaboutnecessaryabsences Skippingassignmentsand/orbreaking

forbeforeorafterclass

assignmentpolicy,handinginshoddy,
unstapled,rippedoutpagesthatshownocare
fortheassignment

Refrainfromdoingothercourseworkor
payingbillsinclass

Refertosexualsituationsinappropriatelyin
assignments(unlessitsaskedforinthe
assignmentsuchasahumansexualityclass)

WhenusingtheInternetinclass,stayontask
ratherthansurfingforfun

Frequentlyforgettextandnotebook

GivetheTeachertherespectIwishtobe
treatedwith

Attempttobeclassclowninappropriately;a
jokehereandthereisfine,butrepetitious
clowningisdistracting

Dontinterrupt,belittle,orputdownfellow
students

Squintingorfacemakingtoshowdisapproval

KeepinganopenmindwhenissuesariseI
disagreewith.Disagreeingwithdignity.

Notepassingorhandsignalstoothers

Makecertainyoupayyourfeesforenrollment
andgetyourtextonthefirstdayofclass

InterruptingtheinstructortoaskwhatImissed
whenIwereabsentorifImissedanything
"important"

Bepositivewithexpectationsofsuccessinthe
course

Actingasiftheclassortopicofdiscussionis
irrelevantorstupidifIreallyfeelso,dropthe
class

KnowtheTeachersnameandcallthemonly
whattheyprefertobecalledaskifnecessary

Leavingourbelongingswherethey
inconvenienceothers

Spelltheclass,instructor,andassignmentname Tippinginourchair
correctlyonallsubmittedwork

Conclusion:

Instead,goodteachersthinkabouttheirteachingallofit,theirownclassroom
behaviour,theplanstheyhave,theactivitiestheyuse,thebackgroundsandexperiencesoftheir
students,whatandiftheir
studentsarelearning,whyandwhynot.Andgoodteachersdomorethanthinkabouttheir
teaching;theyusewhatevermeanspossibletoimproveuponit.
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1975
BensonJohnACompleteEducation?ObservationsabouttheStateofPrimary
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BoadiLA,GrieveDW,NwankwoBGrammaticalstructureanditsteaching.
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ByrneS,MAReporttoVillageEducationProjectKilimanjaro2006

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