3. It should draw forth a well-rounded answer.
* * * * *
QUESTIONS ON QUESTIONING
Do I call on my pupils to recite in a fixed order, according to alphabet
or seating, so that they are warned not to attend till their turn comes?
Do I name the pupil who is to answer before I put the question?
Do I ask direct questions or alternative questions which can be
answered without knowledge or thought?
Do I ask chiefly fact questions?
Do I ask leading or suggestive questions?
Do I repeat my questions? Attention.
Do I answer my own questions?
Do I ask confusing, changed questions?
Do I ask foolish questions that no one can answer?
Do my questions make pupils think?
Do my questions follow up the answer and lead to new organization of
knowledge?
Do I repeat the pupil's answer?
Do my questions reach all the members of the class?
Do I make the recitation an inquisition, or do I pursue a slow pupil and
listen while pupils express themselves freely and naturally?
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER XXI
1. Why is it essential that we prepare questions as we do other
material?
2. What are the dangers that attend the asking of a great number of fact
questions?
3.
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