Saturday, 27th June, 2009
Finally I have done with my macro-teaching. I was feeling so relief but in the same time I feel so disappointed because I failed to convey my lesson as what I had planned. During the commentary session, Dr Razak mentioned that I failed to explain the purposes of the experiment, and no diagram of the circuit that I construct for the experiment, and also the pictures of bird in opening session were not clear enough. Question that I given to student about the bird also not fair for Form 5 level. Actually in my lesson plan, I planned all the flow, but clearly I failed to follow the planning. I was so nervous until all my planning is ruined. I wish that I can do it better and can get good score but seems too much comments from judges I can guess that I do not get a good score.
From the macro-teaching, I know that my biggest problem was I did not posses the necessary skills to implement an inquiry lesson. Dr Razak mentioned that I only applied a ‘little’ inquiry lesson but seems it is not enough to satisfy him. Maybe the reason is, I was taking easy with this topic (Ohm’s Law) and I’m not prepared for this lesson. It is hard for me to apply the questioning skills in my lesson since I was lack of the skill. I failed to probe further more when students answer of my central guiding question. I know that handling answers is an important part of the questioning procedure but I can’t prepare to handle incorrect answer.
I am aware of the important to have the questioning skill. In fact, motivation to learn is often prompted by questions. Clarifying details and thoughts, developing understanding, finding information and selecting relevant information are among the many skills crucial to all disciplines that depend on effective questioning skills. Critical thinking, regardless of the subject content depends on the ability to ask effective questions. The need for effective questioning skill is ever-present. Yeah, I need to take this challenge in order to improve my teaching skill.
From the journal “Answering and Asking Questions” by William E. Cashin, he stated that, in general, when considering changing an approach to our teaching, ask our self: “What exactly goes on in class? What do I do? What do the students do?” For example, imagine myself in class when one of the students asks me a question. What usually I do? It is quite possible that you simply answer it. If your goal is to increase the students' knowledge, this is quite appropriate. However, if your goal is to develop the students' thinking skills, you may wish to begin a dialogue or use another technique to help the students discover their own answers.
Since questioning is a life long learning skill that is very important for success in the current world, so we need to train ourselves by applying it in teaching everyday life. Although it is essential that teachers ask questions that bring out the educational goals they are seeking, there is more to good questioning technique than simply asking the proper question. Questions should play a central role in the learning process. Because of this, we as teachers need to plan our questions carefully. So, from now I have to prepare the questioning and try to identify all the answers that students may answer. I have to practice more by questioning myself and try to probe it further until I satisfy with the answer. Furthermore, I also can apply it to another people.
According to information that I read in internet, if a teacher utilizes questions effectively, students will discover that the question is a very valuable learning tool. It is a device through which they can organize their thinking to achieve certain objectives. Students who ask themselves questions as they deal with various learning situations will provide themselves with data and will develop an awareness of where there are deficits in data. This type of knowledge is essential if students are to assume major roles in their learning process.
Other information about questioning skill, since method cannot be divorced from content, the teacher must master their content knowledge of the subject itself if they want to improve the questioning technique. Questioning will be most effective when questions are planned, logical and sequential, addressed to the entire class, posed so students have time to think, balanced between fact and thought, distributed widely, not repeated, asked in a conversational tone and designed to elicit sustained responses.
From the entry of vice principal, he state that with more discursive subjects, it is generally preferable to open up discussion with open-ended questions which will get students thinking about relationships, applications, consequences, and contingencies, rather than merely the basic facts. Open questions often begin with words like "how" and "why" rather than "who", "where" and "when", which are more likely to elicit short factual answers and stifle the flow of the discussion. This more closed questioning approach tends to set up a "teacher/student" "question/answer" routine that does not lead into more fruitful discussion of underlying issues. You will want to ask your students the sorts of questions that will draw them out and actively involve them, and you will also want to encourage your students to ask questions of one another.
In order to improve my performance in teaching, I need to improve myself. Without any action will never bring me anywhere. I have to move forward. I will make sure that I always be well prepared in conducting my lesson. I need to continue to take a systematic approach to teaching questioning skill. I need to make sure that the questions must be guided by definite aims for example I should ask student to test their preparations, give questions that can bring them into the lesson by motivating them.
I also need to make sure that all the questions is to develop insight where by cause them to see the relationship of my lesson. In order to develop student’s ideas, attitudes and appreciations, I should ask questions that cause students to get more than knowledge in the classroom.
Other step that I can apply in classroom is asking student the open-ended questions, not just close-ended questions. A close-ended question structures the response for the student and can be answered by one word, often "yes" or "no", or by a very brief phrase. From the open-ended question leaves the form of the answer up to the person answering and so elicits much more thinking or information.
For the conclusion, I hope that I can improve my teaching skill. I know that not easy, but I will try my best.
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