Effective Teacher Questioning Techniques

Effective Teacher Questioning Techniques Asking questions is an important part of any teachers daily interaction with their students. Questions provide teachers with the ability to check on and enhance student learning. However, it is important to note that not all questions are created equal. According to Dr. J. Doyle Casteel, Effective Teaching, effective questions should have a high response rate (at least 70 to 80 percent), be evenly distributed throughout the class, and be a representation of the discipline being taught. What Types of Questioning Are Most Effective? Typically, questioning habits of teachers are based on the subject being taught and our own past experiences with classroom questions. For example, in a typical mathematics class, questions might be rapid fire: question in, question out. In a science class, a typical situation might occur where the teacher talks for two to three minutes then poses a question to check understanding before moving on. An example from a social studies class might be when a teacher asks questions to start a discussion allowing other students to join in. All of these methods have their uses and a complete, experienced teacher uses all three of these in their classroom. Referring again to Effective Teaching, the most effective forms of questions are those that either follow  a clear sequence, are contextual solicitations, or are hypothetico-deductive questions. In the following sections, we will look at each of these and how they work in practice. Clear Sequences of Questions This is the simplest form of effective questioning. Instead of directly asking students a question such as Compare Abraham Lincolns Reconstruction Plan to Andrew Johnsons Reconstruction Plan, a teacher would ask a clear sequence of little questions that lead up to this larger overall question. The little questions are important because they establish the basis for the comparison which is the ultimate goal of the lesson. Contextual Solicitations Contextual solicitations provide a student response rate of 85-90 percent. In a contextual solicitation, a teacher is providing a context for the coming question. The teacher then prompts an intellectual operation. Conditional language provides a link between the context and the question that is to be asked. Here is an example of a contextual solicitation: In the Lord of the Rings trilogy, Frodo Baggins is attempting to get the One Ring to Mount Doom to destroy it. The One Ring is seen as a corrupting force, negatively affecting all who have extended contact with it. This being the case, why is Samwise Gamgee unaffected by his time wearing the One Ring? Hypothetico-Deductive Questions According to research cited in Effective Teaching, these types of questions have a 90-95% student response rate. In a hypothetico-deductive question, the teacher starts by providing the context for the coming question. They then set up a hypothetical situation by providing conditional statements like assume, suppose, pretend, and imagine. Then the teacher links this hypothetical to the question with words like, given this, however, and because of. In summary, the hypothetico-deductive question must have context, at least one curing conditional, a linking conditional, and the question. Following is an example of a hypothetico-deductive question: The film we just watched stated that the roots of sectional differences that led to the US Civil War were present during the Constitutional Convention. Lets assume that this was the case. Knowing this, does that mean that the US Civil War was inevitable? The typical response rate in a classroom not using the above questioning techniques is between 70-80 percent. The discussed questioning techniques of Clear Sequence of Questions, Contextual Solicitations, and Hypothetico-Deductive Questions can increase this response rate to 85 percent and above. Further, teachers who use these find that they are better at using wait time. Further, the quality of student responses increases greatly. In summary, we as teachers need to try and incorporate these types of questions in our daily teaching habits. Source: Casteel, J. Doyle. Effective Teaching. 1994. Print.

Is the war on Terrosim a lost cause Essay Example | Topics and Well Written Essays - 750 words

Is the war on Terrosim a lost cause - Essay Example It is imperative, before coming to a valid conclusion, to take an appraisal of a few facts. When it comes to the loss of manpower and resources, the statistics pertaining to the War on terror are disheartening. Since 2 January 2009, nearly 4,219 US army personnel have lost life in Iraq (Huffpost World 1). As per the National Priorities Project, roughly speaking, till now, $ 585 Billion have been spent by America on this war (Huffpost World 1). The sunny side of the issue is that since 9/11, primarily attributed to the War on terror, no major terrorist strike has taken place in the United States. First and foremost, the War on terror is fundamentally a great success because it is being waged to support a just and moral cause. In his article published in ‘International Affairs’, Anthony Burke declares the War on terror to be a just war preferable to an ethical but impotent peace (Burke 330). It is true that America is an economic and capitalist success. Yet, it is also tru e that Americans do have the capacity to stand for and fight for the values and morals that they essentially uphold and believe in. There is no denying the fact that terrorism is a sinister evil that intends to destroy and demolish the very fundamentals of the contemporary civilized world. The people who attacked the American lives and property on 9/11 were evil people and what they did do deserves to be checked and attacked. So from a strictly moralistic perspective, any act and war initiated and carried on to annihilate terrorism is just and positive, irrespective of the mixed results and costs it comes with. This war needs to be evaluated on the basis of the extent to which it has diluted the jihadist networks. The War on terror is somewhat different from the conventional wars in the sense that considering the deceptively undefined and segregated nature of the pursued enemy, it is not bound to have clear losers and winners. The War on Terror is not primarily about winning, but ab out achieving the desirable tactical and strategic objectives, which it certainly has succeeded in achieving (Martin 15). The jihadist and terrorist elements affiliated to Al Qaeda have safe havens in Iraq, Afghanistan and other Middle East nations. If left to themselves, they do have the potential to regroup and plan and to execute terrorist attacks against the US and other nations from these safe havens. Isn’t the elimination of Osama Bin Laden, the poster boy of international terrorism, by US forces in Pakistan and the dilution of many top Al Qaeda terrorists by the American forces in varied parts of the world, a sign of great success (Partlow 2)? What the War of terror has done and is doing it to keep the jihadist elements flustered and harassed in their safe heavens, while significantly eliminating their cadre and top leadership. The continuation of the War on terror is also essential to protect and safeguard the finite oil resources of the world. Many say that America i s fighting this war to capture oil (The Debate 1). Even if this aspersion is true, what is wrong with it? Oil is the lifeblood of not only the American economy, but also of most of the other developed and developing economies. One could definitely imagine the havoc that will be let lose, if the international community allows the jihadist elements a complete sway over this region rich in oil wealth. It is also clear what these terrorist groups will do with the wealth amassed from

Hamlet essay Example | Topics and Well Written Essays - 1000 words - 2

Hamlet - Essay Example The complexity of action as well as the impossibility of certainty is prominently highlighted when it comes to discussing the execution of revenge by Hamlet, the protagonist in Shakespeare’s Hamlet. The lack of self-confidence and hindrance of inaction of the protagonist distinguishes the play remarkably apart from other revenge plays in English literature. Shakespeare portrays Hamlet as an able yet reluctant hero who is characteristically more prone to apprehension than to action. This is the case of his dilemma: of realizing the truth behind his father’s murder followed by the ghostly encounter, of acknowledging the plan of revenge and yet choosing to postpone this action. This thin demarcation between action and inaction is prominently expressed in the innermost thoughts of Hamlets, what is more appropriately known as Hamlet’s soliloquies or his self-conversation. Among the soliloquies of Hamlet in the play, the most debated one expressing the protagonist’s innermost projections is the â€Å"To be or not to be† soliloquy from Act III, Scene I of Hamlet. It most undoubtedly holds the central place of the entire discussion of action and inaction on the part of the protagonist for planning his ‘revenge’. Indeed the soliloquies speak of more action than does the protagonist himself. In Davies’ (2008) words, â€Å"Hamlet is rarely more dynamic or on the move as a character than in the action of his soliloquies, which remain the vehicles for an unfolding ‘drama of thought’ throughout Hamlet rather than expressions of a fixed kind of ‘dramatized thinking’. In soliloquy, we have the Hamlet who is ready ‘to drink hot blood’ in Act III, Scene II, and yet who refuses to kill Claudius in Act III, Scene III; who knows not why he lives ‘to say this thing’s to do’ in Act IV, Scene IV, but even at this most hopeless point, implicitly recognizes that

Memories by Trilokesh Mukherjee Essay Example for Free

Memories by Trilokesh Mukherjee Essay The poem Memories is by an Indian poet called Trilokesh Mukherjee. The poet grew up in India and this influences the poem, he brings his culture into the poem by using imagery and senses and other literary devices. Also, he refers to the Gods from the Hindu religion and mythology. Hindu religion, mythology and family are all very important to the Indian people and this is all shown in the poem when they are sitting around the fire at night. The theme of this poem is childhood memories and how they are still strong in the poets mind. The setting of this poem is in the evening/night time and this is shown by the fact that all the creatures that are mentioned are nocturnal like the night owls. The meal was shared with all the children. This shows us that everybody is included, and there is a sense of togetherness in this community. The poet uses senses to help paint a picture in the readers head. He uses smell with smelled the smoke of the fire, the food being cooked, the smell of the rice. This is intended to make the reader feel relaxed and get a home feeling and feel delightful. Next, the poet uses sights. Glow worms added golden firework sparks on the dark canvas. The poet wants the readers to see a magical world through a kids eyes, and the glow worms are like fireworks going on. It is like the poet is bringing his dark canvas to life. Thirdly, Mukherjee uses sounds to give us an idea of what we can hear, the poet uses onomatopoeia and gives us three examples of what the reader can hear.untiring chirping of the crickets and nightjars, hooting of night owls, howling of distant jackals. There Are four different animals here and it could be that they are forming like a band, like the sounds of the night. There is also another example that again, makes the reader feel calm and relaxed. It is her reassuring voice. This shows us that Grandmother makes him feel safe and calm. There are many different ideas for tone in this poem. There is fascination, where the poet as child and his friends have heard the stories so many times, yet still want to hear more about it again and again. Again and again is emphasising on the repetition of the story. There is also excitement from the little kids. and then, Grandma! Although, they already know what was going to happen since they have heard the story  before. The poet brings in his culture again, and the reader can tell that culture is very important to the poet and also that he is proud of it. When he uses the adjectives valiant and wonderful to describe the Gods from the Hindu religion/ mythology. Towards the end of the poem, the tone of the poem gets sad, when the poet states Grandmother is no more. But, even though he said that, he says I can still hear her voice. This shows us how strong the poets memories are. There is then comfort when the poet said, I need only shut my eyes to hear the whispering. This shows us that he goes back an remembers the scene/ setting of the poem, which could be his happy place. The main message for the poem is that the importance and power of the memories. When he states Thats what the memories are about. This suggests that Mukherjee uses his childhood memories as a comfort zone. The language of the poem is also important in the way they describe the memories. In line 1-3 you can straight away realise that the poet uses the collective pronoun We This draws the reader into the poem, making them feel part of the poem. It shows the memories of all the family being together, almost like an autobiography. The poet used assonance of the I sound in untiring chirping of crickets its brings the sound alive. Also the metaphor in the third line, it suggests the brightness of the glow worms. It is almost like a child-like description of the magic of the moment. In lines 4-5, the poet again uses senses to remind him of the memories from his childhood with his Grandmother. Smelled the smoke. The smell of rice. The smell of rice reminds him of the warmth of the house since rice is more of an Indian cultured food. Mukherjee uses ellipsis at the end of line 5, like a dramatic pause which takes us to another stage of the memory which is his Grandmother telling stories to the children. In lines 6-9, after the dramatic pause, the poet uses the phrase Much later, this gives us the impression that the meal and the story telling lasted all night. Grandmothers reassuring voice makes her sound like a comforting and loving figure, which could be why this could be his favourite childhood memory and why he talks about it. There is also a paradox used Far away, unknown, yet familiar, this shows that the stories were extraordinary for the children. In lines 10-13, the children (including the poet) are always hungry to hear the story and are never really satisfied with it. The use of dialogue, exclamation marks and question marks, show the reader the excitement of the children listening to the story. In lines 14-17, Grandmother brought their dreams alive with her wonderful storytelling and this suggests again, why this could be their favourite childhood memory with their Grandmother. In conclusion, the poet brings out the main theme of the poem which is his childhood memories and by doing so, he is influenced by his culture and surroundings. Trilokesh Mukherjee uses imagery (senses mostly) and metaphors to bring his poem alive and its in the past and then towards the end its comes back to the present. This shows us that the poet is now back to reality. The poet thinks that memories are important and that they take us back to he things that really matter in life which is true and in this case it would be, taking him back, to when he was a young boy and how he and his friends would sit around the open fire and listen to his Grandmother tell stories after a meal.

Gertrude Stein Essay -- Biography Essays

Gertrude Stein Gertrude Stein is one of the most celebrated authors and patrons of the arts. She encouraged, influenced and aided many literary and artistic figures through her support, investment and writings. Stein was born on February 3, 1874 into upper middle class surroundings in Allegheny, Pennsylvania. When she was 3 years old the family moved to Vienna and then on to Paris before returning to America in late 1878. Gertrude and her brother Leo became very close although he was two years her senior. They found like interests and became devoted allies through much of their early lives. Stein was eight years old when she made her first attempt at writing. Reading became an obsession for her beginning with Shakespeare and books on natural history.[2] In school she was fascinated with the structuring of sentences. She once said, â€Å""I suppose other things may be more exciting to others...I like the feeling the everlasting feeling of sentences as they diagram themselves.[3]" In 1904 she moved in with her brother Leo at 27 Rue de Fleurus which would become the meeting place of many writers, artists, critics and people drawn by her reputation. Her brother and she also began collecting paintings by Renoir, Gaughain, Picasso (who later painted her portrait), Cezanne, Baraque, Matisse and others[4]. The â€Å"Salon,† as their home came to be called, had paintings literally covering every wall. They had dinner parties every Saturday night and the â€Å"Salon† became a sanctuary for artists and writers. It became so popular that Stein had to begin writing late at night after all the other guests had departed. Her literary and artistic judgments were revered, and her chance remarks could make or destroy reputations.[5] A... ...bdominal pains which would be diagnosed as colon cancer a few months later. She was rushed to the hospital on July 19, 1946 and made her will on the 23rd leaving the bulk of her estate to Alice. On the 27th before being wheeled into emergency surgery her last words were spoken to Alice. "What is the answer? ...without a reply, "In that case...what is the question[11]?" [1] Gertrude Stein-brief biography, http://www.english.upenn.edu/~afilreis/88/stein-bio.html 2 The World of Gertrude Stein, http://ellensplace.net/gstein5.html [3] Ibid [4] Ibid [5] Gertrude Stein-brief biography, http://www.english.upenn.edu/~afilreis/88/stein-bio.html [6] The World of Gertrude Stein, http://ellensplace.net/gstein5. [7] Ibid [8] Ibid [9] Ibid [10] Gertrude Stein-brief biography, http://www.english.upenn.edu/~afilreis/88/stein-bio.html [11] Ibid

How Does Shakespeare’s ‘Romeo and Juliet’ Link to Different Poems?

In all the different texts that were studied, the themes of ‘Love & conflict’ are apparent. In Shakespeare’s Play ‘Romeo and Juliet’, we get the impression that perhaps the nurse has more affection for Juliet compared to her actual parents. It was the nurse that raised and breastfed her. Her parents seem to be quite remote and distanced and are more interested in controlling her. However, we see their genuine affection for her when they are grief-stricken after they discover Juliet’s death. In Catrin, like the Capulet’s, we can see the mother, Gillian Clarke attempting to control her daughter.But this is not a significant confrontation just a petty dispute in which the mother recognises that conflict will always be a part of mother/daughter relationships. This can be seen in What has Happened to Lulu, where the confrontation between mother and daughter has escalated to the point where the daughter felt she must leave. Similarly, in the p oem, A frosty Night, Alice is angry as her mother’s love is controlling and smothering. The texts suggest that relationships are not always healthy between parents and daughters.The structure of Romeo and Juliet takes the form of a traditional narrative with the developing problem of Juliet’s arranged marriage reaching a climax with her death then a resolution of the feuding families reconciling. In Catrin, the classical structure is abandoned: and replaced with a more complex narrative beginning with a flashback. It is the only at the end where we understand their conflict. In ‘A Frosty Night’ and ‘What has happened to Lulu? We see a more traditional structure with the story unfolding in a chronological way.However, what is interesting about the twentieth century texts is that none of them are resolved at the end unlike Romeo and Juliet. Shakespeare’s play is quite alike ‘A Frosty Night’ as the conflict is revealed through dialog ue while in ‘Catrin’ and ‘What Has Happened to Lulu’ the narrative is conveyed through the first person. The social and historical contexts of the texts are marked differently. Romeo and Juliet was written in the late 16th century while the other poems were written in the modern day and, therefore, reflects the attitudes and values of their times.In Romeo and Juliet, unlike today, children weren’t expected to question the authority of their parents. Moreover, it was the tradition for parents to arrange their children’s marriage and sometimes leads to serious conflict. This is evident in Shakespeare’s play and ultimately leads to the death of both children. In all the poems, the conflict in a parent-child relationship isn’t as serious as in Romeo and Juliet. While Alice and Lulu felt restricted and constrained by their mothers they could at least have acted more assertive with their parents and even leave home as Lulu’s dis appearance was.In Catrin, the conflict is of a trivial nature which would make occurrence in most families. Despite their apparent differences, what is remarkable is that parent/child conflict has persisted through time and therefore it is possible to understand the confrontation between Juliet and her parent’s even though it was written over four hundred years ago. In all the texts, powerful emotive language is illustrated. In ‘Romeo and Juliet’, we see Old Capulet verbally attacks Juliet in an aggressive and threatening manner, â€Å"Hang thee, Young Baggage!Disobedient Wretch! † he screams. While in ‘Catrin’, Clarke uses the powerful metaphor â€Å"tight red rope of love which we both fought over†. In ‘A Frosty Night’, Robert Graves ends the poem and the mother/daughter conversation with Alice shouting, â€Å"Mother let me go†. Also, in ‘What Has Happened to Lulu† the younger sibling reveals â€Å"I h eard someone cry, in anger or in pain†. Perhaps it is not surprising that emotive language is employed after all the poems are borne out of love.

Analysis Of The Movie World War II Fury - 997 Words

World War II lasted from September 1939 until May 1945 and killed over 70 million people. The war was made up by two sides: the Allies and the Axis. The Allied side included the UK and the US while the Axis side was mainly made up by Germany, Italy, and Japan, however, a total of 61 countries were involved in the war. The beginning of the war is indicated by Hitler’s invasion of Poland. Fury, directed by David Ayer, is a movie about five American soldiers fighting in World War II from inside their tank, which they had named Fury. Fury is based on true events that occurred during the war. Although many Hollywood movies claim to do this, Fury does an excellent job at depicting what war is really like. Not only does the movie show the gruesomeness of being in combat, but it also shows the mental aspects of war. For example, it shows how hard it is for soldiers to see hundreds men being killed every single day. The soldiers are also told not to get to close with anyone because th ey know how hard it can be if someone you are close to is killed. The soldiers are also shown as very dirty and grimy from fighting everyday in the dirt and mud. This movie does a phenomenal job at using every little detail to depict the life of a soldier serving in WWII. The movie starts out already deep into World War II. It is April of 1945 and Hitler has declared total war. Germany also has an advantage over American troops, especially the tanks, with greater amor and weapons. The opening imageShow MoreRelatedEssay on World War One1910 Words   |  8 PagesWorld War One When the guns of August 1914 shattered the peace of Europe, pitting Germany and Austria-Hungary (the Central Powers) against Britain, France, and Russia, President Woodrow Wilson on August 4 issued a proclamation of neutrality. Two weeks later he urged Americans to be impartial in thought as well as in action. But in the realms of both official policy and public opinion, neutrality proved difficult to sustain. Wilson insisted, for reasons of both principle and economic advantageRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesApproaches to Film Chapter I. On the Impression of Reality in the Cinema, 3 Chapter 2. Notes Toward a Phenomenology of the Narrative, 16 II Problems of Film Semiotics Chapter 3. Chapter 4. Chapter 5. The Cinema: Language or Language System? 31 Some Points in the Semiotics of the Cinema, 92 Problems of Denotation in the Fiction Film, 108 III Syntagmatic Analysis of the Image Track Chapter 6. Outline of the Autonomous Segments in Jacques Rozier s film Adieu Philippine, 149 Chapter 7. SyntagmaticRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pages441 441 CASE STUDIES A summary of the case analysis I N T R O D U C T I O N Preparing an effective case analysis: The full story Hearing with the aid of implanted technology: The case of Cochlearâ„ ¢ – an Australian C A S E O N E high-technology leader Delta Faucet: Global entrepreneurship in an emerging market C A S E T W O DaimlerChrysler: Corporate governance dynamics in a global company C A S E T H R E E Gunns and the greens: Governance issues in Tasmania C A S E F O U R Succeeding in theRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesteaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL SKILLS 232 233 Building Relationships