Have teachers got questioning all wrong?
The use of the question in teaching is as old as the profession itself. But maybe our traditional approach to questioning is all wrong, writes Eimer C Page
Picture the scene: I’m trying my hardest to land a new job in a fancy private school, and I have a group of sixth-formers with perfect teeth and shiny hair eyeing me from across a small table.
My skirt is uncomfortably snug, and a trickle of sweat is worming its way down my spine, despite the fact that the room is cool. Two potential colleagues and the vice-principal are sitting in the shadowy recesses of the room with clipboards, gauging my suitability as an instructor.
Fresh out of college, I knew enough to be aware that I shouldn’t just impart my knowledge of my chosen texts (a poem ...