Teaching by questioning

A key skill to effective teaching and tutoring is listening actively to what students ask, i.e. listening carefully as well as observing their body language. Students from non-English speaking backgrounds may lack the confidence to ask questions due to their language ability. Students that are hearing or vision impaired require you to adapt your communication style, eg, providing a written transcript and audiorecording of your oral presentation. If teaching online, it is often a little harder to pick up when students are struggling or might need help. Be alert to online behaviours such as emoticons in the chat, lots of clicking around (data analytics), being disengaged from group discussions, and explore ways of how you might engage those students and help them. Asking students questions that promote their learning and check their own understanding, rather than providing the answer, are most effective to train them to think like experts.

Check out the Effective Questioning Guide with prompts

Watch a brief video on how to adjust your teaching style to respond to diverse student needs

Responding to questions

How you respond to questions from students is really important, because the tone of your voice and the choice of language can either engage students or demotivate them. Respond positively and without pre-judgement. Avoid obvious criticisms such as “Didn’t you listen to the introduction?” or "I have already explained that."

Whether teaching face to face or online, enable learning through a student-centered approach. Provide opportunity for students to engage in problem solving by trying to get students to talk/discuss the issue and offer solutions. Back this up with an analysis of options.

Check for understanding at intervals. Don’t speak too quickly. Keep explanations brief, and beware of jargon and technical words.

Scenario: The students seem afraid to ask me questions.

You need to be approachable so that students feel comfortable talking to you and asking you questions. It can be scary for students to ask for help, especially when they are not accustomed to the university environment or are shy about admitting they need help. You will appear approachable if you have positive and open body language that facilitates discussion and questions. When you are not busy, be proactive and move around the class, listen and observe. If you take an interest in their work and ask them open ended questions that invite a dialogue "How is it going" or "All OK here?" students typically may feel more comfortable asking for help as they don’t have to approach you first. Students like to be spoken to and helped individually – it is much easier to ask questions one-on-one with a tutor or demonstrator than in front of a large group. Don’t “pick on” students or make them feel threatened (as though they may be embarrassed in front of the class). Make sure you are present as their teacher, if you look busy with your own work or keep hanging out with other teaching assistants somewhere else in the lab, students will be afraid to interrupt you, unless they are particularly persistent.