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DeveI opOur Questi oni ngSkillsExcerpts:English teachingis aprocess ofboth teachersand studentsactivities.It requiresboththe teacherand studentscooperate in the classto accomplishthe teachingprocess andthelanguage communication.Proper questioningis akey methodfor teachersto helpthestudents think actively and develop the students abilitiesof analysis and creativity.Thisessay mainlyfocus onthe different types of questions andquestion distribution system.Keywords:questions questioningskills English teaching“Use humor,a popularmethods myth tells us.Students really like it when youusehumor.False!There isnothing whichembarrasses adolescentsany fasterthan to have ateachertry totell ajoke whenthe teacherhas absolutelyno giftfor tellingjokes.“Use questions,another methodsmythtellsus.The studentsreallylikeitwhenyou usequestions.This,too,is false.A poorlyconstructed questioningactivity embarrassesadolescents.The goodnews isthat wecan learnthe skillof askingquestions throughacquiringsome knowledge of basicprinciples,some thought and preparation,and practice,practice,practice.But beof goodcheer.We canlearn tobe agood discussionleader.I.Master thedifferenttypesof questions.Several expertshave stayedup lateat nightto labelvarious categoriesofquestions,andany ofthese labelingschemes willwork.Some ofthem haveas manyas sevencategories.Questions arecategorized accordingto whatmental activitythey requireofthe student to answer.A.Questions which require remembering!In adiscussion ofthe CivilWar,theteacher will ask,“Who led the Northernarmy Wholedthe Southern armyWhowas thePresident ofthe Confederacy^These questions are integralto agooddiscussion.Without someknowledgeofthe facts,the studentswont domuchquality thinkingabout theevents CivilWar.The dangeris toask onlyquestionswhich requireremembering.B.Questions whichrequire organizationand relating!For thiscategory,the teacherwill ask,“What weresome ofthe advantagesthe Northhad inthe tconflictWhat weresome ofthe advantagestheSouthWhy isthe Confederateflag atopicof controversyeven todayAlthough these questionsaremore openended thanthosewhichrequireremembering,there arestill rightanswers andwronganswers.C.Questions whichrequire originalityor creativity!The teacherwillask,“Id youhadbeen RobertE.Lee,what changeswould you have madeinthebattle strategies^Obviously,there isno right or wronganswer tothis question,but itdoes requirethestudenttoremember somefacts,to organizethose factsinto someorder,andto createa newidea whichthestudenthas neverseen before.D.Questions whichrequire judgmentor evaluation!The teacherwillask,“If youhadbeen livingin BradleyCounty,Tennessee,at thetime ofthe CivilWar,which sidewould youhavechosen tosupport Whatwouldyouhave doneif yourparentshad chosenthe otherside”Notice thatthesequestionsrequire knowledge,original thinking,and personalchoices.IL Planour questiondistributionsystem.In adiscussion,one ofour objectivesis toget everystudent involved.However,involvement maycome onseveral differentshapes.Some studentsare involved bytalking.Some maybe totallyinvolvedbyjust listening.We needto thinkabout these.Will we call on students whohave theirhands liftedWill wecall onstudents whoneverraise theirhands Willwecallonstudentswho probablydont knowtheanswerIII.Respect answers.A significantfactor inthe successof anyquestioning sessionisafriendlyenvironment.Before wejump into the middleof anemotionally packed,free thinking,stimulating,and sometimescontroversial verbalexchange amongfifteen yearsolds,we firstmust createa climatewhere theyfeel comfortableenough totake a risk whentakinga riskin frontof theirpeers isnot oneof theirfavorite thingsto do.One ofthe factorsin creatingthis friendlyclimate ishow yourespond to theiranswers.Any studentwho answersa questionrightorwrong deservesyour respect.That studenthas justshared somethingpersonal andhas takenarisk.We needtoreinforce thatanswer.Sometimes inour eagernessto moveon,we forgetto reinforceeven therightanswers.We oftenacknowledge witha halfsincere Goodor Correct”,and wehurrytothenext questionwithout evenpondering themental processand effortandboldness thatthe answerrequired.Often correctanswers meritfurther discussion.Forthe students,there isnothing withgreater reinforcingpower thantohaveyour answerbecomethe subjectof afull blownclass discussion.Wrong answers,regardless ofhow wrongthey mayseem tobe,still meritourrespect.We canrapidly destroystudents9confidence bytrivializing hiswrong answerwhichreally requireda greatdeal ofthoughtandknowledge.During thewhole questionand answersession,we needto keepin mindthat oneofthe purposesis forthe classto shareknowledge andcreativity insuch as waythatit contributesto learning.That iswhy everyanswer isimportant andmerits respect.In aword,the artof questioningplays animportant partin Englishteaching.It helpsthe students moveinto theprocess ofthinking rapidly,thinkactivelyanddeveloptheircreativity.At thesame time,our questioningskill inclass isa branchof learning.The keypointof questioningshould proceedfrom actualconditions ofEnglishteachingand weshoulddesign thequestions accordingtotheteaching entity.At thesame time,besidesperfect questioningskills,we shouldalso begood atdealing withthestudents9doubts sothatstudents canbe fullydeveloped andbring thefunction ofquestioning intoplay.。