Questions, Questions, Questions

     Questioning is very important in a classroom.  More specifically, there needs to be a wide range of questions.  There needs to be literal questions that the students can look back and find in a text, and there needs to be higher order thinking questions that have the students reason out answers using their book and their noggin.  I know the importance of having a variety of questions, but this does not happen by accident.  The teacher must plan out the questions before hand.  This helps from having a a sporadic lesson and helps keep the students focused on the purpose throughout the lesson.  Even though our text did not focus on written questions, this information can help explain why teachers need to not rush when creating tests.  Well thought out questions take a while to develop (sometimes).
     I really liked that the text discussed on being sure to give enough time for the students to digest the question before the teacher expects the answer.  I know I've been in classes that the teacher asks a question that they expect us to answer immediately, and I can't.  It usually is because I was absorbed in writing the notes and processing the information, and it takes me a second to switch my brain over to process the question.   The text also suggest to have the students repeat the question before they answer.  I can seriously see how this could help because it has helped me in the past.  It lets my brain figure out what exactly is the question asking.
     The text discussed how teachers wanted to have a student centered lesson, where the students did most of the talking, but the teachers stuck to the IRE structure (initiate, respond, evaluate)?  One question is how could these teachers become more comfortable with a student centered lesson, but still feel in control.  I think one way is to realize that some noise in a classroom is not always a bad thing.  Noise can be the sound of learning.  By the students discussing with one another, they will develop a deeper understanding of the question.  Also if the teacher becomes more a guide to the discussion without providing the answers, the students will develop a deeper understanding.  The book stated that the teacher could restate the student developed question for clarity.  In one of my classes, we were told not to restate the student's question, but to have them restate it for everyone to hear.  If the teacher restates the question, then the students will only think the questions asked by the teacher are good questions.
    My second questions deals with time.  How can we show teachers that it is worth their time in the long run to explain to the students why we use strategies?  The book discusses that teacher rush through teaching the strategy (and not focusing on why) which does not help the students.  The students do not see the connection that it will help them so they do not take the strategy with them when they leave that classroom.