Explain at least three of the five common problems in using questions. Give examples of each and the best way to remedy the problem

Question

What will be an ideal response?

Answer 1

? Using complex, ambiguous, or double questions. These are questions that are so long and complicated that students can easily lose track of the main ideas, or a question that actually asks two questions.
? Accepting only the answers that the teacher expects. Open questions encourage diversity, often eliciting an answer the teacher was not expecting.

? Teachers sometimes are not certain of why they are asking a question. Questions should have a purpose: if the lesson is to teach facts, rules, and action sequences, , then convergent questions are in order. If the lesson's goal is to teach concepts, patters, and relationships, then divergent questions should be written.

? When teachers are attempting to keep a fast pace, they sometimes answer questions themselves. This demoralizes the student who either does not get a chance to answer or he or she is deprived of being able to explain the answer in full.

? Teachers sometimes use questions as punishments. Examples of behaviors that might elicit questions as punishments and alternative responses:
? A student who forgot to do the homework is asked a question from that homework. Instead make a list of students who do not do homework
? A student who never volunteers is always asked questions. Instead provide example questions beforehand to students who never volunteer
? A student give a wrong response and then is asked an even harder question. Instead give another try and providing hints and clues to the students.
? A student who disrupts the class is asked a question for which the answer cannot possible be known. Instead assign disciplinary warning or reprimands to disruptive students
? A student who gives a careless response is asked four questions in a row. Instead pass quickly to another student after receiving a careless answer from a student.