Asking Better Questions
Why ask better questions?
What do we mean by better questions?
How do we go about formulating more
challenging questions?
How do we give all students more support and
help to answer more challenging questions?
Asking Better Questions
Contents Page
Page
Setting the context
3
Reading 1
4
Bloom’s taxonomy
Reading 2
6
Spot the difference
Reading 3
9
Some ideas for asking better questions
Reading 4
10
Using questions effectively
Four strategies for devising effective questions
Ideas for asking questions better activity
Questioning activity
Spot the difference answers
19
© Cambridge Education 2010
Copyright in this document belongs to
Cambridge Education Limited and all rights in it are reserved by the owner.
No part of this document or accompanying material may be copied, transferred or made
available to users other than the original recipient, including electronically, without prior written
permission of the copyright holder.
Cambridge Education
1
Asking Better Questions
“The most successful
teachers all engage in above
average levels of interaction
with the students. This
appears to be an important
determinant of student
progress.”
Maurice Galton and Brian
Simon
“Many teachers without
intending it constrict the
ways in which students are
able to participate in lessons
and then complain when
children will not talk.”
Douglas Barnes
“A good question is an
invitation to think, or to do. It
stimulates because it is
open-ended, with
possibilities and problems. A
good question will generate
more questions.”
Robert Fisher
“Successful people ask better questions and as a
result get better answers.”
Anthony Robbins
Cambridge Education
2
Asking Better Questions
Setting the context
Questioning is one of the four practical areas of assessment for learning:




Sharing learning intentions and success criteria with students
Asking better questions: using questions that cause thinking and giving
students more support to answer them
Making feedback count: improving the quality of verbal and written feedback you give
to students
Promoting assessment by students: developing peer and self assessment to help
students to give each other feedback as they are learning
The diagram below shows the links between the four areas of assessment for learning.
Questioning plays a crucial role in 3 and 4.
Formative assessment
has four crucial elements
1. Learners being clear
about what they can do
now that shows they are
operating at level X
3.
4.
2. Learners knowing
what they need to do in
the future to show they
have reached level Y
Learners knowing what strategies they need to use to
bridge the gap between X and Y and being able to use
these strategies to bridge the gap for themselves
Actively involving learners in assessment rather than
promoting assessment by students: developing peer
and self assessment to help students give each other
feedback as they are learning
Cambridge Education
3
Asking Better Questions
Reading 1 – Bloom’s Taxonomy
The “Taxonomy of Cognitive Objectives” was first developed by Benjamin Bloom in
the 1950’s. It was revised in the 1990’s by Lorin Anderson.
1. Remembering: can take
various types of information
and recall it when needed.
3. Applying: can use a
learned skill in a new
situation.
5. Creating: can combine
existing elements to create
something new.
prompts
prompts
prompts

What happened after...?


Is there a better solution...?

How many....?
Do you know of an instance
where....?


Judge the value of....
Can you apply this method
to some experience of your
own...?

Defend your position
about....

What facts can change
if....?

How would you feel if...?

What changes would you
recommend and why?

What do you think about...?

Why do you think that?

Who was it that...?

Who spoke to....?

Find the meaning of...

Which is true...?


Would this information be
useful to you if you had
to...?
Could this have happened
in....?
2. Understanding: can give
meaning to information at a
basic level.
4. Analyzing: Can break
down information into parts
and relate the parts to the
whole.
6. Evaluating: can make an
objective judgement about
the value of something based
on a recognised standard.
prompts
prompts
prompts

Can you write in your own
words...?

How is this similar to...?

Can you design a ...to...?


Which event could not have
happened if...?

What do you think...?
What is a possible solution
to....?

What was the main idea of...?

How was this similar to...?

What would happen if...?

Can you distinguish
between...?

Why did...occur?



Can you provide an example
of what you mean by...?
What are some of the
problems of...?
Can you think of some new
and unusual uses for...?

What was the turning point
in the story...?
How would you devise a
way to...?

Can you develop a proposal
that would....?
Cambridge Education

4
Asking Better Questions
Examples of different levels of questions
Goldilocks and the Three
Bears
A topic on weather
The Second World War
remembering:
remembering:
remembering:
What happens in the story of
Goldilocks and the Three
Bears?
What kinds of weather do we
get?
What were evacuees and
what happened to them?
understanding:
understanding:
understanding:
Why did Goldilocks like the
little bear’s bed best?
Why we need to know about
the weather?
Why were children evacuated
from the cities?
applying:
applying:
applying:
What would you have done if
you were Goldilocks?
How does the weather
affect us?
What would it have been like
to be an evacuee?
analyzing:
analyzing:
analyzing:
Was Goldilocks a good or a
bad girl?
What problems are
changes in the weather
causing the world?
What were some of the
problems that the people
taking the evacuees might
have had?
evaluating:
evaluating:
evaluating:
Which part of the story of
Goldilocks did you like best?
What have you learned about
the weather?
What more do you need to
find out about the home front
during the Second World
War?
creating:
creating:
creating:
Can you make up a different
end to the story?
Compose a poem about
the weather.
How could the evacuation
have been handled better?
Health Warning
Don’t get hung up on the categories. You will note that some of the questions above especially the higher order ones – might belong equally well in more than one
category. Also, don’t think that students need to be able to answer the lower order
questions before they can tackle the higher order ones. Learning doesn’t always work
that way.
Cambridge Education
5
Asking Better Questions
Reading 2 – Spot the Difference
The first episode is an extract from a lesson about electricity:
Teacher:
Teacher:
Teacher:
Teacher:
Jay:
Teacher:
Carolyn:
Teacher:
Teacher:
Jamie:
Teacher:
Teacher:
Richard:
Teacher:
Carolyn:
Teacher:
Jamie:
Teacher:
Teacher:
Rebecca:
Teacher:
Teacher:
Right. I want everyone to concentrate now, because you need some
information before you start today’s experiment. OK today we are going to
find out about these …
Holds up an ammeter.
Anyone know what we call these and where you might find one?
Starts to walk round and show groups the ammeter.
Two hands go up in the class.
Look carefully. Where have you seen something like this? You might
have seen something like it before. What is it involved with? It’s got a
special name …
Three more hands go up. The teacher selects one of these students.
Yes … Jay?
In electricity, sir.
That’s right. You can use these in electric circuits. Anyone know what it is
called? This word here helps. Can you read what it says? Carolyn?
Amps.
And what is this instrument called that measures in amps?
Pause of 2 seconds. No hands go up.
No? No-one? Well, it’s an ammeter because it measures in amps?
What’s it called, Jamie?
A clock, sir.
You weren’t listening Jamie. It might look like a clock but it is called an
…?
The teacher pauses and looks round class. 6 hands shoot up.
Richard?
An amp meter sir.
Nearly. Carolyn?
An ammeter.
Thank you. What’s it called Jamie?
An ammeter.
That’s right. An ammeter. And where do we find these ammeters?
Monica?
Monica shrugs her shoulders.
6 children have their hands raised.
No idea. Tell her Rebecca.
In electric circuits.
Good. I am starting to spot which of you are sleeping today. Are we with
it now Monica?
Monica nods.
Right. Now we are going to use these ammeters in our practical today
and so gather round and I will show you how it works. Quietly please.
Cambridge Education
6
Asking Better Questions
This second extract, from a lesson about photosynthesis, was taken some 7 months
later:
Teacher:
Teacher:
Teacher:
Teacher:
Teacher:
Monica:
Teacher:
Jamie:
Teacher:
Jamie:
Teacher:
Teacher:
Richard:
Susan:
Teacher:
Tariq:
Teacher:
We are going to look at the way plants feed today. I know you’ve done
some work on this in your primary school and I am going to give you
time to think that over and to tell your neighbour about what you know,
or think you know already.
Students start looking at one another and a few whispers are heard.
Hang on. Not yet. I want to give you something to think about.
The teacher produces two geranium plants from behind his desk. One is
healthy and large and the other is quite spindly.
Now when Mrs James potted these two plants last spring, they were
about the same size but look at them now. I think they might have been
growing in different places in her prep room. I also think it’s got
something to do with the way that plants feed. So have a think, then talk
to your partner. Why do you think these plants have grown differently?
The class erupts into loud discussion in pairs. The teacher goes over to
a side bench and checks apparatus. After 4 minutes, the teacher
returns to the front and stops the class discussion.
OK. Ideas?
About half the class put up their hands. Teacher waits for 3 seconds. A
few more hands go up.
Monica – your group? Pair?
That one’s grown bigger because it was on the window. (pointing)
On the window? Mmm. What do you think Jamie?
We thought that …
You thought …?
That the big ‘un had eaten up more light.
I think I know what Monica and Jamie are getting at, but can anyone put
the ideas together? Window – light – plants?
Again about half the class put up their hands. The teacher chooses a
child who has not put up his hand.
Richard.
Err yes. We thought, me and Dean, that it had grown bigger because it
was getting more food.
Some students stretch their hand up higher. The teacher points to
Susan and nods.
No it grows where there’s a lot of light and that’s near the window.
Mmm. Richard and Dean think the plant’s getting more food. Susan …
and Stacey as well? Yes. Susan thinks it’s because this plant is getting
more light. What do others think? Tariq?
It’s the light causes photosynthesis. Plants feed by photosynthesis.
The teacher writes photosynthesis on the board.
Who else has heard this word before?
The teacher points to the board.
Almost all hands go up.
Cambridge Education
7
Asking Better Questions
Teacher:
Teacher:
Carolyn:
Jamie:
Teacher:
Teacher:
Dean:
Richard:
Dean:
Teacher:
Richard:
Teacher:
OK. Well can anyone put Plant, Light, Window and Photosynthesis
together and tell me why these two plants have grown differently?
The teacher waits 12 seconds. 10 hands went up immediately he
stopped speaking. 5 more go up in the pause.
Okay. Carolyn?
The plant … The big plant has been getting more light by the window
and because plants make their own food by photosynthesis, it’s …
Bigger.
Thanks Jamie. What do others think about Carolyn’s idea?
Many students nod.
Yes it’s bigger because it has more light and can photosynthesise more.
So Richard and Dean, how does your idea fit in with this?
It was wrong sir.
No it wasn’t. We meant that. Photosynthesis. Plant food.
Yeah.
So. Can you tell us your idea again but use the word photosynthesis as
well this time?
Photosynthesis is what plants do when they feed and get bigger.
Not bad. Remember that when we come to look at explaining the
experiment that we are going to do today.
Source of extracts:
Paul Black et al “Working Inside the Black Box.”
Cambridge Education
8
Asking Better Questions
Reading 3 - Some ideas for asking better questions
Reflect on why you ask questions
It has been said that a classroom is the most complicated social system in the universe, and
this is a claim that resonates with teachers. It follows that much of what teachers do on a
daily basis is intuitive and instinctive. It has to be for us to cope, let alone do a good job. So
questioning – as one of the basic tools of our trade – is intuitive. We are not often aware of
how many questions we are asking let alone what kinds of questions we are asking.
It is therefore worth standing back and reflecting on this area of work. Quite a bit of research
has been done into teachers’ questioning, and much of it suggests that a very small
percentage of questions that teachers ask are “higher order” questions. These encourage
students to talk and think. Ted Wragg’s (1993) analysis of a thousand teacher questions
gave the following breakdown:
Encouraging pupils t o t alk
and t hink (e. g. why is a
bird not an insect?) , 8%
Checking for knowledge
and underst anding (e. g.
how m any legs has an
insect ?), 35%
M anagerial quest ions (e. g.
who fi nished all t he
questions?) , 57%
What do you think would be the average breakdown in your classroom on an average day?
Do you think it would vary depending on:



The age group you are teaching?
The topic you are teaching?
Whether you are interacting with the class as a whole, with a group of students or with an
individual?
Have you ever thought of recording yourself and doing analysis?
questioning the focus of a classroom observation by a colleague?
Cambridge Education
9
Or of making
Asking Better Questions
Reading 4 - Using questions effectively
Some questions are better than others at providing teachers with assessment opportunities.
Changing the way a question is phrased can make a significant difference to:
 The thought processes students need to go through
 The language demands on students
 The extent to which students reveal their understanding
 The number of questions needed to make an assessment of students’ current
understanding
For example, a teacher wants to find out if students know the properties of prime numbers:
The teacher asks “Is 7 a prime number?”
A student responds, “Err…Yes, I think so”, or “No, it’s not.”
This question has not enabled the teacher to make an effective measurement of whether the
student knows the properties of prime numbers. Changing the question to “Why is 7 an
example of a prime number?” does several things:
It helps students recall their knowledge of the properties of prime numbers and the properties
of 7 and compare them. They then decide whether 7 is an example of a prime number.
This question requires students to explain their understanding of prime numbers and use this
to justify their reasoning. The response requires a higher degree of articulation than
“Err…Yes, I think so.” An answer to the question might be: “Yes, because prime numbers
have exactly two factors and 7 has exactly two factors. So 7 is a prime number.”
It also provides an opportunity to make an assessment without necessarily asking
supplementary questions. The question, “Is 7 a prime number?” requires follow-up
questions to get a full response on which to make an assessment.
Here are some other types of questions that are also effective in providing assessment
opportunities in mathematics:
How can you be sure that…?
What is the same and what is different
about…?
Is it ever/always true/false that…?
Why do _, _, _ all give the same answer?
How do you…?
How would you explain…?
What does this tell us about…?
What is wrong with…?
Why is _ true?
Source: QCA, England 2003
Cambridge Education
10
Asking Better Questions
Four strategies for devising effective questions
1
Provide a range of answers
This involves asking a question and giving a range of possible answers which include
definite yes answers, definite no answers and some ambiguous answers. Dylan Wiliam
(2006) gives an example of how this works using an example of a range of answers from
a secondary school science lesson:
What can we do to preserve the ozone layer?
 Reduce the amount of carbon dioxide produced by cars and factories
 Reduce the greenhouse effect
 Stop the cutting down of forests
 Limit the number of cars that can be used when the ozone level gets high
 Properly dispose of air-conditioners and fridges
The teacher then asks the students to hold up one, two, three, four or five fingers
depending on whether they think the answer is A,B,C,D or E. From this she knows
whether the students have learnt or need more teaching. Another teacher gets the
students to group with others who have the same answer: they go to a corner of the
room and plan together how they are going to persuade the students in the other corners
that they are wrong (the correct answer is E because it is a question about the ozone
layer not global warming).
Other examples…….
What do we need for life?
water/telephones/clothing/cars/shelter/food
Are these foodstuffs good for you?
chocolate, fruit, milk, meat, fat, sugar, water, butter, margarine, rice, pudding, motor oil,
black pudding
Which words are verbs?
door, run, climb, red, slide, spill, cycle, shout
Which things are needed to plan a route?
compass, watch, map, GPS, trundle wheel, car, flag, atlas, globe
Which of these languages features would you need to use if you were going to write a
diary entry?
formal language, past tense, abbreviations, technical language, named people, present
tense, informal language
What makes a good school council member?
a good reader, a chatter box, a clear speaker, a good listener, a good writer
When something unexpected happens, how do you feel?
proud, worried, aggressive, anxious, jealous, happy
Cambridge Education
11
Asking Better Questions
2
Turn the question into a true or false statement
This involves turning a question into a provocative statement and asking students to
work with a learning partner to take different points of view and to make use of what they
know to argue the case. Closed questions with single correct answers are not as
effective as those which need an explanation.
Some examples are:
 No food is unhealthy. Agree or disagree?
 This picture shows a Viking. Agree or disagree?
 Everything is alive. Agree or disagree?
 Goldilocks didn’t deserve to be saved. Agree or disagree?
 All bullies are bad people. Agree or disagree?
 Money brings you happiness. Agree or disagree?
 Shylock was not a villain but a victim. Agree or disagree?
 The moon is a source of light. Agree or disagree?
 Multiples of 3 are always odd numbers. Agree or disagree?
 Drugs in sport are morally wrong. Agree or disagree?
 All animals are predators. Agree or disagree?
3
Don’t ask the question – give the answer and ask why it is correct
This involves giving students the answer and asking them how they think the answer
might have been arrived at, or why they think it is correct. This changes the focus from
the answer to discussing the reasons for the answer.
Some examples are:
Instead of asking….
 Is 7 a prime number?
 Which shape is this?
 Which genre is this?
4

Is this character trustworthy?



Is this a regular verb?
What kind of film is Star Wars?
Can 7/9 be simplified?
Ask…..
 Why is 7 a prime number?
 How do you know this is a
triangle?
 How does the first paragraph
let you know this is a ghost
story?
 What behaviors make you think
this character is not
trustworthy?
 Why is this a regular verb?
 Why is star wars a science
fiction film?
 Why can 7/9 not be simplified?
Ask questions that explore opposites, differences, categories and exceptions
This involves encouraging students to compare and contrast, to think about what is the
same and what is different, to categorize and look for exceptions right and wrong. They
can be used as a stimulus for class, group or paired discussion.
Some examples are:
Cambridge Education
12
Asking Better Questions
Why are these shapes quadrilaterals and some not?
Why does this circuit work and this one doesn’t?
Why does this story opening work and this one doesn’t?
Why is a dandelion a weed and a daffodil not?
Why is this calculation right and the other one wrong?
Is grass alive or dead?
Is a bird an insect? Or a camel is not an insect. Why not?
Cambridge Education
13
Asking Better Questions
Ideas for asking questions better activity
Make sure that you know what the following strategies are. Swap notes on which you have used
and what has worked, or not worked for you.
1. Wait time
2. No hands up
3. Think, pair and share
4. Show-me boards
5. Signals for understanding
6. Take the answer around the class
Cambridge Education
14
Asking Better Questions
1
Wait time
Increasing wait or think time is an attractive idea, because it offers so many potential
advantages and seems very simple and easy to do.
But in practice it can be difficult to start with for both teachers and students when they are not
used to it. Teachers find it really hard not to simply go for an answer, or rephrase the question
almost immediately after asking it. They talk about the pause feeling unnatural at first, both for
them and for students. Leaving too much wait time can be painful for students, and can actually
lead to less discussion. Teachers also find it very hard to slow the pace of discussion in
principle if they feel under pressure to cover content.
It’s best to tell the class that you are going to make a change and explain why. You could then
use some techniques to encourage the habit – particularly with classes where there are
behavior issues, or where many students find it hard to focus and concentrate.
Many secondary teachers avoid using the term “wait time,” and use terms such as “think” time,
“jot” time or “talk” time instead. They find that combining wait time with other ideas in this
section such as “Think, pair and share” and “Ask for five” can help to make it work – especially
to begin with.
You can also combine wait time with prompting questions to keep the discussion going, for
instance: Can we add to Tom’s answer? Can you put Jenny’s answer into your own words?
Well, if you are confused, you need to ask Jim a question. Which part of Sarah’s answer do you
agree with? Can someone improve on Paul’s answer?
2
No hands up
Some teachers combine wait time with no hands up when they ask a question. Under this
system, everyone is expected to be ready to answer the teacher at any time after the wait time,
even if it is an “I don’t know.”
The “no hands” rule can completely change the dynamic in the classroom. It requires everyone
to be focused and to at least attempt to come up with an answer. It is no longer possible to sit
on your hands and then feel aggrieved if the teacher picks on you, despite the fact you didn’t
have your hand up.
Because it is such a radical change, however, both teachers and students find it difficult at first.
Confident and keen students often resent the change and can’t stop putting their hands up.
Less confident and less motivated students find it hard to respond and quickly say they don’t
know.
But when teachers persevere and combine it with other strategies that make it easier and help
develop a climate where it is OK to be wrong then it becomes easier for everyone.
Cambridge Education
15
Asking Better Questions
3
Think, pair and share
Think, pair and share is a well-used technique for encouraging classroom participation and
interaction. Its particular value lies in the way it allows involvement to grow gradually through
individual reflection that is shaped and developed by accommodating other views and ideas.
Because of this, it provides an easily managed but structured approach to classroom
interaction.
First of all, students are asked to think of or write down as many answers, ideas or suggestions
as they can think of on their own (think). Then they are asked to pool their ideas with a partner
(pair) and finally the teacher opens the discussion up for contributions from the class as a whole
(share).
This simple strategy helps all students to learn by encouraging a sustained interaction between
thinking and talking, both individually and in groups.
Putting a timescale on the first two stages e.g. one minute to think, two minutes to pair can help
students to focus on task.
4
Show-me boards
Class sets of small write-on, wipe-off boards have been used by primary teachers for some time
now – especially in mathematics – to ask for more detailed and sophisticated whole-class
responses. Some maths departments in secondary are now using them. At a simple level, the
students can simply write the answer to a sum on the board, or they can be asked to choose
between two alternative solutions by writing “a” or “b” on the board. Boards can also be used
for more open-ended responses – across a range of curriculum areas – where students are
asked to generate a number of examples, or a range of ideas or suggestions.
5
Signals for understanding
This is one of the most popular and most controversial of the practical ideas tried out during the
assessment for learning initiative. Signaling understanding broadly takes three forms:



It can be initiated by individual students during a class lesson to let the teacher know he
or she is going too fast or the student does not understand.
It can be initiated by the teacher to get a picture of the understanding of the whole class
at the end of a lesson or at key ‘hinge points’ during the lesson.
It can be used by students during desk work to show when they are stuck and need help
from the teacher.
The methods used by students to signal can be many and varied. The three most popular ones
are traffic lighting, “thumbs” and “fist and palm.”
Cambridge Education
16
Asking Better Questions
6
Take the answer ‘round the class
Weak or incomplete answers are actually good starting points for effective classroom
discussions involving all the students, those who know the answer or have better answers and
those who do not.
So, if a student gives an answer that needs improvement, don’t respond directly take the
answer round the class by saying, “Wait there ‘till we see what others think” and gather some
answers from other students. Then bring these answers back to the first student and ask,
“Which answer do you like best?”
This technique involves the rest of the class while still keeping the first student listening and
thinking. It is most effective if you use it regularly and always bring the answer back to the
original respondent.
Cambridge Education
17
Asking Better Questions
Questioning Activity
Not all questions can be planned. Indeed most questioning in a lesson is likely to be asked in
response to students’ responses to your questions, and of course, this has to be done off-thecuff.
However, research shows that where teachers plan at least some of their questions in advance
rather than simply going into a lesson and asking questions off the top of their heads, the
lessons are more successful. This does not mean that all questions can or should be planned
in advance. We need to be able to improvise and go with the flow:
This activity is designed to give you an opportunity to:
1. Practice planning questions for a part of a lesson.
2. Present your plan with another group.
3. Give and receive feedback on the effectiveness of the plans.
TASK





Decide on a lesson, theme or topic relevant to the age and stage you are teaching or your
subject area.
Plan up to six questions which will help you to achieve the learning intention of the lesson.
Consider using one or two key questions that explore and develop understanding.
Think about how you could structure and sequence questioning: you might begin with simple
questions which may be closed and ask for recall. Work up to more complex questions
which may be open and require thought – use Bloom’s Taxonomy as a guide.
Be prepared to report back to the larger group of any issues that arise about planning
questions.
Cambridge Education
18
Asking Better Questions
Spot the Difference Answers
Teacher used prior knowledge

Subject matter was more accessible: concrete situation within their experience

Used knowledge they already have

Got most of the information from them

Worked from their answers more
Teacher used a variety of different techniques

Introduction more focused and specific; gave students information to get them thinking

Paired activity – time to discuss and think

Used wait/thinking time

Asked students who did not have their hands up

Took a question ‘round the room

Took questions back to students rather than answering them
Teacher’s language was different

Fewer guess what I am thinking, questions and judgments (e.g. that’s right, good, right,
nearly)

Was open to wrong answers

More positive encouraging tone

Used a variety of prompts to stimulate thinking (e.g. ideas? Mmmmnn. What do you
think? You thought? I think I know what you are getting at… OK)
Students respond differently

More interaction: teacher-student; student-student; student-teacher

More discussion: duration of lesson might be longer

More students responding

More students giving longer responses

More students willing to take risks with answers
Cambridge Education
19
Asking Better Questions
Notes
Cambridge Education
20
Asking Better Questions
Notes
Cambridge Education
21
Asking Better Questions
Notes
“This document has been prepared for the titled project or named part thereof by Cambridge
Education and should not be relied upon or used for any other project without an independent
check being carried out as to its suitability and prior written authority of Mott MacDonald being
obtained. Neither Cambridge Education nor Mott MacDonald accepts any responsibility for the
consequences of this document being used for a purpose other than the purposes for which it
was commissioned.”
Cambridge Education
22
Asking Better Questions
The seven big messages about teaching
1. Teachers make a difference.
Young people need the help of adults to learn, especially in the early years of life. Teachers
have the power to create conditions that can help students to learn a great deal – or to keep
them from learning much at all.
2. But they don’t make all the difference.
We must stop pretending that schools and teachers can do everything. Most learning takes
place outside school. Even in school there are limits to what teachers can achieve: they can
influence learning but not determine it.
3. Teaching is a complex activity.
There are no simple prescriptions for success. It is not just a matter of technique. To do it well
requires a greater level of reflection and awareness than many activities and a willingness to
deal with uncertainty and paradox.
4. We teach who we are.
Teaching comes from within. How we relate to what we are teaching to our students depends
on who we are as teachers and as people. Connecting with our students means giving a little of
ourselves and being prepared to be vulnerable. Developing our practice depends heavily on
self-knowledge and self-awareness.
5. Enjoying work with young people is crucial.
Being a good teacher involves being able to empathize with young people: trying to see our
students as they really are: both as people and as learners – what motivates them, how they
prefer to learn and what they already know and understand.
6. Good teachers are knowledgeable.
They have good understanding of what they are teaching as well as an ability to communicate
that understanding to others. They also care about what they are teaching and can bring it to
life.
7. Improvisation is as important as planning.
Good teachers tend to make what is to be learned the focus of attention, but they don’t deliver
to a set curriculum to a rigid plan. They are able to develop, refine and reinvent what is to be
learned depending on what works for them and their students.
Cambridge Education
23
Asking Better Questions
Seven Big Messages About Learning
Intelligence is not fixed
Effort is as important as ability
Learning is strongly influenced by emotion
We all learn in different ways
Deep learning is an active process
Learning is messy
We learn from the company we keep
Cambridge Education
24