Document Type

Article

Department

Professional Development Centre, Chitral

Abstract

This paper highlights efforts being made to help two primary school teachers introduce questioning as a teaching strategy to maximize learning capacity of their students. Findings of the study indicate that provision of constant technical support is essential in getting the teachers conceptualized and internalized the importance, types and techniques of effective classroom questioning. It further indicates positive changes in the classroom practices of the research participants, as they started planning and executing more interactive lessons through incorporating questions of various levels for the learners. Change in teachers’ attitude towards questioning was also visible. They started believing that questioning is a powerful learning and teaching strategy as compared to a technique for silencing the learners to avoid disruption, which they perceived and used previously.

Publication

International Journal of Academic Research in Business and Social Sciences

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