One of the difficulties English teachers always have is getting students to understand the instructions to develop one activity or task. This is more frequent when the teachers is to speak only in English in order to provide students with more input. One easy step teachers can take to overcome this difficulty is to use questions to verifying understanding of instructions. The following is a sample interaction teachers could follow to verify understanding:
T: (While delivering instructions) In this activity you need to work in groups, discuss if you agree or not with the following statement: "It's a bad idea for university students to have part time jobs." After five minutes, you will choose someone from the group to present your conclusions to the class. Carlos, What is the statement you'l talk about?
Carlos: We need to talk about university students and part time jobs...Is it good?
T: Fine. Maria, how much time do you have for this activity?
Maria: Ten minutes.
T: Not really, I said you have five minutes.
Maria: Ok, five minutes.
T: Jose, what will you do after the discussion?
Jose: We will select someone to present the conclusion.
T. Yes, that's right...You can start now.
The following are some tips to ask more effective questions when verifying understanding.
-Ask these questions after instructions have been given to students.
-Try to use Wh-questions.
-Call on individual students.
-Provide students with feedback after their responses.
I found this questions in a discussion forum and started to wonder about the characteristics that I feel my students enjoy the most. I feel I'm pretty organized and with a very respectful sense of humor. I also consider that I make smooth transitions between activities which can be engaging and thought-provoking. If I were a student of my own lesson those are some aspects i would enjoy. What about you?. Please, share ideas. I think this is a very reflective question.
Knowing a word means that you are able to recognize the word's form (spelling, pronunciation), its meaning (concept, associations, mental image), and its use (level of formality, adequate context, various connotations). Al this aspects can be shown to students to direct teaching if vocabulary is treated as an integral part of a language curriculum. However, these does not guarantee that students will be able to use the words effectively. Mostly the words will be stored in their minds as bits of information.
One way to overcome this problem is to have students see the words repeatedly in a whole context. This is basicaly achieved through the implementation of reading. Learners also need to produce the words in several different contwexts ans this is what happens in speaking and writing
In Language teacher supervision we always need to use the right questions to help the teacher think and reflect on his/her lesson. Supervisors need to be aware of the functions of their question. Here is a short list of them.
Acknowledge and Clarify: "You're thinking that..."
"What do you want them to leave thinking/feeling/able to do?"
"What are your goals/objectives/outcomes/purpose?"
"What do you want them to walk away with?"
“What do you want me to watch for in the observation?”
Plan for Collecting Evidence:
“What data could I collect for you?”
“What might success look/sound like?”
Reflect on Instruction:
How do you think it went?
Did you achieve your objectives? How do you know?
What might you do differently?
At what point did the student learning take place?
Analyze Causal Factors:
"What effect did your decisions have on the results you achieved?"
"What are your hunches about what caused...?"
Support/Further a Colleague’s Thinking:
"What might be some of the strategies you've considered?"
"What are some strategies you have used before that might be successful with this group?"
"In what sequence will you use your strategies?'
Reflect on Process and Explore Refinements:
"As you reflect on this conversation, how has it supported your learning?"
"How do you think the process went?"
"How are you feeling about the process?"
Commit to Application:
"So how might you apply your new learning?"
"How might you ensure that you maintain that focus?"