Cecille's Creativity

Questions direct critical learning of learning of the pupil and in order of it to be worthwhile, here are some characteristics of good questions that can help inflicting good direction to pupils:

1. Good questions must be carefully planned.

Questions to be asked must be prepared in advanced. They should be selected with care and formulated with reference to the objective set up. Careful planning is always a part of the learning process.

2. Good questions must be brief and direct.

They should be brief and direct to the point of clearness. They should be simple and reasonably short so that the thought can be easily grasp by the pupils. This makes for easy understanding and saves time. It takes less time to state them and less time to interpret them. It also gives the pupils an idea on how to directly answer the question.

3. Good questions must be adapted to the ability and experience of the pupils.

Questions must be adapted to the ability, interests, experience and maturity of the pupils. If not, they can’t provide profitable reflection and thinking. The pupils should grasp the full significance of the questions according to the aim of the lesson and its nature as well.

4. Good questions must be definite in requirements.
They should be objective, valid and reliable. In such a way, conveyed message in a clear way is susceptible to insure ideas in a constructive way.

5. Good questions stimulate thinking and reasoning.

Though-provoking questions will accomplish this objective and will further stimulate reflection and encourage favorable expression. Direct questions should generally be avoided because the answer does not evince thought. If thought has not been stimulated, the exercise will be considered a failure.

6. Good questions must be free from the wording of the textbook.

Questions, to be effective, must be free from the language of the textbooks in order to stimulate initiative and the thinking and reasoning power of the pupils. The questions in the textbooks, however, be used to aid in review, to direct the thought to all phases of the subject, or to awaken interest in further study or investigation. The questions in the textbook should be used in conducting the recitation.

7. Good questions must follow certain aims.

Memory questions should be formulated somewhat differently when the purpose is to elicit an opinion or stimulate discussion. They should have direct relation to the objectives of the lesson. There must be a clearly conceived purpose in every recitation and even in each of the questions that are put to the class.

8. Good questions must allow logical order.

They should be in a logical order so that the pupils may have a clear idea of the wholeness of the lesson. Otherwise, there will be confusion and the pupils will fail to obtain an adequate conception of the of the teacher’s purpose.

9. Good questions must be of varying difficulty.

Questions should be of varying degree of difficulty. The beginning should be easy enough to stimulate pupil’s interest. As the activity progresses, the more difficult questions should be given.

10. Good questions must be related to one another.

This results to an established relationship between facts or points. It will lead to better organization of points learned. They can bridge the gap of points.