Questioning skill, the action skill

As an educator, I have learned that one of the best practices in teaching and learning is the ability to hone my questioning skill. According to Michael .J.Gelb,

The questioning skill can be used to evoke curiosity and trigger critical thinking skills in our learners. This aligned with Socrates's method of teaching. As a priority in life, research has shown that questioning skill enable meaning out of life and also helps to enhance cognitive development.

Questioning is an old skill that is still valid to date. Our famous Greek Philosopher, Socrates believed that carefully crafted questions can be thought-provoking and can trigger meaningful conversation with the learners. The teacher should act ignorant of the question and the answer.

Through questioning skills, learners are informed that the environment is looking for answers to problems and there is a need to find them. It is a time to inform learners that they are problem solvers who can meaningfully construct by deep thinking.

 Learners should be engaged beyond the memory level. For this to happen, teachers should be able to create questions that can stimulate higher levels of critical thinking skills.

As a biology educator, I don't deal with bulky notes, instead, I use questioning methods to engage my learners in conversation. With this method, their learning channels and curiosity are open, and their opinions are evoked for answers to emerge. They will begin to think and reason critically to solve any problem. I believe that questioning skill is an asset to the teaching profession because it offers insight into different aspects of problem-solving.

Teachers can properly learn how to use this skill. This is because it is crucial. It is necessary to know the type and the right type of question to ask. Ensure that any question you deploy in your classroom can be able to trigger curiosity and as well raise the bar of the learners' critical thinking skills.

Learners are not to be allowed to stay at the Lower critical thinking order. The questions that teachers ask their learners should be able to usher them into a meaningful engagement that will make them think higher.

There are so many benefits attached to questioning skill

1. Questioning is a great way to get students engaged

2. The skill evokes curiosity and opinions in learners           

3. It promotes critical thinking skills

4. Promotes problem-solving

5 It helps learners take ownership of what they are learning

6. Questioning skills enable learners to remember and understand what they've been taught and be able to apply what they have learned in real-life contexts.

7. Help teachers to decide whether to re-teach the lesson or move on to the next topic

.How can we develop the right questions for our learners

This requires common sense but questions developed by teachers should involve a variety of; levels; from lower critical thinking order to higher critical thinking order. That means there is a need to understand Bloom's taxonomy very well. Teachers should learn to pause after asking questions to allow the learners time to respond.

For example instead of simply asking your learners to

Define living things and list three or four characteristics of living things, you can simply put it this way (Remember, this is just an example).

Mr. Oken has a green cassava field. Shasha's cow with a calf in a loose, open range entered the field and ate the cassava leaves. Mr Oken on arriving at the site shouted with a loud voice at Shasha's Cow and Calf. On the move to chase them away stepped on cow dung.

How many living things were mentioned in the passage?

Identify the characteristics of living things and write the corresponding statement from the passage.

Shasha left her cow and the calf on a loose range. As a farmer, what was she supposed to do to protect Mr Oken's cassava farm?

In both questions above, which will improve the learners' critical thinking skills?

Drop your comments below. I can’t wait for the conversations to begin. Remember,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Facilitation a must practice for teachers

Why can’t we be in our space? Why can’t we facilitate learning as teachers?

Facilitation is an important teaching skill/ practice that we cannot ignore in today's global educational landscape. According to Lev. S. Vygotsky,

Before we delve into teacher-facilitator, let us look at the word facilitation.

The Latin word for easy is facilis . The dictionary meaning of facilitation is the act of assisting or making easier the progress or improvement of something.

What does it mean to facilitate as a teacher? It is simply the ability to provide an encouraging, enabling and active learning atmosphere for the learners to thrive. The environment should be the kind that will enable learners to develop a personal interest to embrace learning. By facilitating, teachers change the trajectory of learners' lives by inspiring them.

It involves planning, guiding and ensuring that learners are constructive with their tasks to ensure meaningful learning. It is not a time to show off your power or load the learners with content. It is a time to guide your learners into meaningful learning engagement. The teacher-facilitator should be able to kick-start learning with a  starter to open up learning channels and curiosities of learners. From there, they will climb the critical thinking ladder. The result is always amazing.

 Let me illustrate this practice by simply painting a simple picture. As the teacher-facilitator that I am, if I am to break a wall with my learners, my duty as a facilitator will be to provide the required equipment that the learners will use to break the wall. Then, I will crack the wall, and allow the learners to break it into pieces. 

As they break the wall, I will ensure safety as they deal with the breaking process. That means  I must be present to maintain discipline and ensure safety as they deal with the learning process. Indiscipline should not be encouraged in the facilitation process. Learners are free to learn constructively but not at liberty to misbehave. 

The message is simple. Just go and make learning easy for your learners.

However, even though the practice is just the act of assisting or making it easy,  facilitation remains one of the most difficult practices in the profession. Most teachers prefer to load the learners with content rather than to facilitate. 

Why is it like that?

Sometimes, belief systems affect the practice. That it does not work does not mean it will not work. Just try. 

Sometimes, teachers know that the facilitation works but chose to ignore the practice. Sometimes, they blame the bulky curriculum and meeting of targets as the reasons for not facilitating. They resort to loading their learners with content as an escape route, but it is not.

Sometimes it is ignorance. Whatever the cause, I encourage us to endeavour to facilitate learning in our classrooms. Believe that it is essential.Learn and practice it.

How can you facilitate learning as a teacher?

It is simple

Plan your lesson

Make sure that the instructional resources are ready

Trust the learners’ ability to learn

Start the lesson with a  starter to open the curiosity of learners

Engage your learners-maintain a student-centred learning style

Create an inclusive learning environment

Avoid building a difficult classroom

Maintain class control and discipline

Move around to inspect their activities

Encourage them

Assess the learners' work

Give constructive feedbacks

Want to get more inspired in teacher facilitation, why not watch and listen to this awesome video below by TEDx

Empathy; an integral part of who we are as teachers

 

  Empathy Is powerful, 

Teachers must embrace it

The power of empathy: Helen Riess  (TEDxMiddlebury )

The Power of Empathy | Audrey Moore | TEDxYouth@SHC

What is empathy and why the so much noise about the skill? This is because it is a necessity and not a luxury. A key aspect of emotional intelligence, crucial in all human relationships. According to the Cambridge Dictionary, Empathy is the ability to share someone else's feelings or experiences by imagining what it will be like to be in that situation.

With empathy, teachers pay attention and share in the feelings of their learners to make life a bit easy for them. From the perspective of neuroscience, the human brain is wired for empathy, because our survival depends on it. So it is a must-grab.

Through the lens of empathy, teachers see, understand and show concern for their learners. Not only these but as well deal with their learners in such a way they will not lose focus on learning.

Let us not forget that some learners come into our classroom with baggage(s) and there is a need for teachers as the contact point to show compassion. This will help to give them a safe landing.

As far back as 1969, Psychologist Carl Rogers described empathy as the most potent factor and an integral part of whom we are as teachers, meaning that teachers cannot be separated from the skill.

We need to intentionally understand our learners with their situations because understanding will enable us to build a wall of compassion around them.

However, it is important to emphasise the need for teachers to be self-full. There is a need to understand ourselves, as well as the conditions of those around us. This is because a personal understanding of self will help us to reach out to others authentically. We have to fill up ourselves with love and compassion before we can give out to our learners. Empathy is an act of love. We can't afford to lose it.

How important is empathy in learning?

Empathy helps to step -down the pressures especially when it concerns learners with baggage(s). With compassion, learners will have a comfortable platform, to begin with and thrive.

You can never underestimate the positive feeling that comes with empathy. From my years of experience as a teacher, it is magical. Just like a soothing balm.

Empathy opens and promotes meaningful communication. Through communication leaner -teacher relationship kindle. Communication promotes understanding.

Empathy helps us to build connections with our learners.

It helps learners to unburden themselves emotionally

Empathy helps us to develop the compassion to help others

Empathy helps teachers to listen attentively to learners without negative non-verbal expressions. We all can tell how withdrawn we can be in the presence of someone without compassion.

Research has shown that when people are treated with concern, their wholeness sprouts. Therefore I encourage us to live and spread empathy.

How can a teacher apply empathy?

The acronym, E.M.P.A.T.H.Y (a powerful seven steps for understanding and increasing empathy) by Dr..Helen Riess below said it all

 Adapted from Helen Riess (TEDx Middlebury)

The second  video  above is provided for more insight into the acronym

The world does not only revolve around us. Endeavour to show concern for others.

Let your learners see the world through your eyes.

Imagine the negative impact on our learners when empathy is missing in our portfolio.

Note-EMPATHY comes easy to some people than others. Perhaps you don't have empathy or don't know how to show it. No worries. Empathy can be learned. There are credible online resources and courses in regard.

A must-read resource

The Empathy Effect by Dr .Helen Riess .Available @ Harvard book store- 

Harvard Book Store

Reflective Practice in Teaching

Reflective teaching is pivotal. It cannot be abandoned or neglected.

This is because it is a reviewing moment for all teachers. In reflective practice, we take a step back to think and re-examine our actions and practices. It is a time we stop to check if they are in line with the standard. A moment devoid of selfishness, a time to tell ourselves the truth without self-pity. This is because boosting authentic learning is a priority.

With reflective practice, we critically and constructively reassess our minds, beliefs and actions to check if they are in alignment with the standard classroom practice.

Often, it appears that we teachers rush teaching, we try as much as possible to meet up with the targets and as well finish the curriculum. Sometimes the rush to meet targets and finish the curriculum shift our focus from the main thing which is maximum progress. Is teaching about meeting targets and finishing the curriculum or ensuring maximum progress? I leave us with that to answer.

Let me state this clearly, there is nothing wrong with meeting the targets and covering the curriculum, of course, we should. What I am saying is that in the midst of all, we should endeavour to pause and reflect on our practices. Reflecting on our practices will help us to know where we are to determine where we are going.

Remember the quote

In teaching, there is nothing more important than reflective practice. Imagine what it look will like not to take a moment to evaluate our actions. Imagine what it will look like to continuously run without stopping. That is what we do when we don't reflect. It is time to shift the paradigm from what is obtainable to what is essential. Reflective teaching is calling, we should not hesitate to answer.

How important is reflective practice? Why is it a must-have for teachers?- This is because it is a reviewing moment for all teachers. A time to connect our actions and practices with the progress of our learners. With this practice, we are responsible, confident, and self-aware of the factors that can promote and prevent learning and can solve problems. It also helps us to be engaged in life-long learning.

 Is reflective practice doable? How can teachers apply reflective practice?

To apply reflective practice, the cycle from Cambridge Assessment International Education worked for me.

 

For more information on Reflective practice in teaching, the research behind reflective teaching: Kolb's and Gibbs models, click on the link below

Cambridge Assessment International Education