Open AccessIMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING
Author(s) -
Zhypargul Akunbaevna Osmonbaeva,
Osh city Cultures,
Damira Pakhirova
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.31435/rsglobal_conf/25022021/7422
Subject(s) - mathematics education , relation (database) , higher order thinking , socratic questioning , psychology , teaching method , pedagogy , computer science , cognitively guided instruction , philosophy , epistemology , database , socratic method
The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teachers. Interview was used for data collection. The purpose of using interview was to listen to the views on the proper questioning which can impact on their teaching and students’ learning. Findings suggest that teachers’ often usage of different types classroom questioning which demand higher order thinking answers can be the indicative of a change in their approaches to and attitudes towards teaching and students learning.