Questioning in the Classroom

Precept cannot anticipate all the conditions that may confront a teacher in the classroom, all the procedures the inspiration of the teacher may produce or the behaviour of the pupil may suggest. Nor is it possible to describe with exactness all the qualities of the teacher who is master of his craft. Hence all writings on teaching suffer from an incurable weakness. But they are not therefore unnecessary. That an amateur actor should be told to face the audience as much as possible is not proved to be unnecessary or misleading advice by the fact that the back of a skilled actor may often be eloquent. That the amateur had better try to follow many general rules is good advice, not rendered idle by the fact that many good actors break many of the rules. So, there is needed no apology for rules of procedure given to young teachers, provided that the rules are sufficiently elastic, are based upon experience of teaching, and are not forced upon the teacher, without regard to his individual nature, in a way that renders him less effective than he would be without them. ¹ There are many details of questioning, such as the tone of voice, the manner and expression of the teacher, which, capable as they are of infinite variation, cannot be adequately described, and must be left to the initiative of the teacher and to the practical skill and tact of those who attempt to train him. Yet, there is no more interesting, no more important or difficult, branch of the teacher's art than that of asking questions, and this is a matter in which the trainer of teachers can render very valuable and immediate service to his students.