ABSTRACT
Restrict classroom questioning to helping a discussion occur and avoid the illusion and hubris that people are assessing the knowledge and understanding of the class or individual students. A lot of the questions people pose are there to assess what the students do or do not know. Teach a topic, ask some questions, listen to responses and make an assumption that they have learnt something or not. Gall et al. found that those who were asked even low level questions learned more than those who were not asked any questions at all. D. B. Strother found that “students who regularly asked and answered questions did better on subsequent achievement tests than students who did not”. The Socratic questioning technique is one that has come to prominence over the last few decades. It is a tool that can be used as a teacher to question, as well as a tool to help students ask better questions.
