Teachers' Questioning and Feedbacking Strategies

1.0 INTRODUCTION Teaching is basically a combination of art and science. While research tells us in a systematic way the differences between effective and less effective teaching strategies (the science of teaching) teachers must practice and apply what is known according to their own personality and to a certain extent, to their own intuition (the art of teaching) there is no one best way to teach, no super strategy. The specific experiences and learning task a teacher design for their students to reach or master their goals fall under the umbrella of implementation. Implementation is simply how they teach (Freiberg & Driscoll, 2000). Teachers make a wide range of decisions that clearly impact on the effectiveness of their classroom teaching. Shavelson (1973) describes decision making as the “basic teaching skill’. The argument is that while knowledge of subject matter or teaching skills is important, being able to describe when and how to use them effectively is critical (Greenwood & Fillmer, 1997). The effectiveness of each teaching techniques used inside the classroom shows different results. Each technique is supported with unique ways of approach for moulding the young minds. Such approach needs a step-by-step action. It is for reserving the flow of topics in sequence to keep up with the coherence of the certain subject. The clearness is amplified in the whole matter of options. The consistency of the teacher’s relationship to the students may affect. Basic principles will serve as the foundation of the whole learning thread. Simply speaking, it is an inductive learning that must start from simpler or specific terms to a wide range or general term of frequency. It will accompany the students to leading them in the right path or correct direction. such that, teaching techniques like questioning serves as a contributor to influencing student’s learning, achievement and behaviour. Classroom questioning is one of those extensively