Nowadays, learning outcomes depend a lot on how students manage their time.
Their dependence on the phone leads to poor productivity if the two-hour-a-subject system is not managed properly so that students understand at least 70% of the new subject in class.
For this, the teacher must plan the techniques of effective questioning as well as the logical structuring of the hour in his daily plan.
1. The structuring of the lesson is done according to the learning results and the formulation of the questions is based on the knowledge developed in the previous lessons.
2. Selection and clarity of the types of open or closed questions by adapting them for a student or groups of students according to the number of students in the class.
3. Drafting of questions starting from simple questions for the first level of students to the fourth level of learning.
4. The organization of the class and the engagement of everyone with work, the mimicry of the teacher’s face when he receives the answers from the students, the gestures, the movement of the head, the approval he gives to each student, even the one who has tried to be active.
5. The organization of students in the work in groups of the whole class according to the learning levels reduces the risk of shifting the student’s attention and losing control in the lesson.
6. The teacher encourages the students to critically discuss the answer given by the leader of the group so that it facilitates the organization and control of knowledge. In group work, the student learns from his/her teammate.
It is important that the questions that will be addressed to the students are correctly formulated by the teacher by presenting general information that helps the student find the answer.
The student is prompted after the factual question to interpret correctly and to express himself beautifully to the standard with fluency in speech.
If the questions are directed kindly by the teacher, they make the lesson more enjoyable.
It is also important to listen to the teacher, who must have an analytical and research listening, going beyond the student’s words to discover the messages and learning outcomes of the topics that are developed in the lesson.