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Questioning Techniques EssayA number of lookes conducted recently inwardly the local setting on instruction skills of teachers show that there is a decline of the quality of schoolroom dogma of many teachers. The prime reason for this decline, as concluded by many seekers, lies in the problems of the educational activity they receive at pre- serving provision institutions. For example Lim, Cock, Lock et.al. (2009) state that though there is a mulish element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the development of modern technology. Because it is the National Colleges of Education that produce the pre-training to majority of teachers their syllabi were study to scan that heavy theoretical knowledge given through the syllabi deprives the prospective teachers of opportunity of having enough practical teaching experience during their on campus training. On the other hand, no specific attention is paid on maturation important teaching skills even though some practical teaching opportunities are given to them.Karaseva (2013) besides highlights the importance of giving teachers assistance in getting their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those important teaching skills, speculative proficiencys are one of the skills to which less attention is paid during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on underdeveloped questioning techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to expected level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widel y recognized technique and evaluating the efficacy of the used technique in developing teaching skillsof prospective teachers. Objectives of the StudyTo review the theoretical primer coat of questioning techniques in teaching. To investigate the development of questioning techniques of prospective teachers through the current programme of instruction. To find come forth advanced(a) techniques that can be used in improving questioning techniques.Methodology/DesignTheoretical background of questioning techniques was reviewed through literature and a check list was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was further expected to use the checklist to determine how far the real methodology of instruction is capable of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and accuracy of questions and specific skills such as eliciting, searching and So cratic questions. Lessons were videotaped for further analysis and at the same time descriptive field of study notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer group members too discovered the lessons and used an observation schedule to record and comment on the questioning techniques used by their colleagues. An functional convenience sample of 30 prospective teachers of English was selected for the research and two lessons of each member were ascertained using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the associate group. Half the peer group acted as scholarly persons while the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/FindingsWhen t he theories related to questioning techniques were analyzed it was understood that Blooms Taxonomy provides proper guidance for teachers in selecting, grading and using questions to develop the cognitive domain of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988) Alexis,( 2009) and Hyman, (1982) add the importance of wait time to classification ofquestions according to Blooms Taxonomy. They prove that longer wait time encourages critical thinking. When literature is further analyzed it was understood that examine questions are very important for the subject taught by prospective teachers, i.e. English language as investigate questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in intercommunicate questions which is further ve rified by the field notes.Though high attach were noticed for the accuracy of questions in the checklist field notes and observation schedules record inaccurate questions especially in complex structures such as, Can you specialize me what is this colour? There were five sections of the check list out of which probing questions recorded the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because hardly a few such questions had been recorded. find outers seemed to be happy with the received questions or directly corrected the malapropos answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was found out that Micro pedagogics has provided hard-hitting results in international setting in developing skills such as class control and classroom managementConclusionsProspective teachers should be encouraged to preplan their questions when ever possible to increase the accuracy of them because inaccurate questions lead to misconceptualization. bracing strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. Micro Teaching is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing several other teaching skills such as class control and classroom management. write1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations inTeaching Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait succession/Think Time. Retrieved from http//schoolvisitexperts.com/?p=563 on 10.02.2014. 3. enquire Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp//teachingcenter.wustl.edu/strategies/Pa ges/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School Improvement Research Series. NorthwestRegionalEducationalLaboratory.http//www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English A Training Course for Teachers. Trainers Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008 Why Ask Questions? The Ohio ground University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http//www.teaching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works Research-based strategies for increasing student achievement. Alexandria, VA Association for Supervision and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian familiar Universities Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social acquisition 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time Slowing Down whitethorn Be A Way of Speeding Up. Journal of Teacher Education. 1986 37 43 Retrieved from, http//jte.sagepub.com/cgi/content/ scam/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teachers questioning behavior on EFL classroom fundamental interaction A classroom research study, The Reading Matrix, 4 pp. 9610415. Yang, C.C.R. (2010)Teacher questions in second language classrooms An probe of thr ee case studies, Asian EFL Journal, 12 (1) (2010), pp. 181201Declaration Form for Corresponding AuthorTitle of the lineation Asking Questions the Right way an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers)Name of authors R.M.D. RohanAddress of institution where the work was carried out Pasdunrata National College of Education KalutaraName of the supervisor Prof. Manjula VithanapathiranaI declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere.Name sense of touch of the Corresponding Author R.M.D. Rohan Address Pasdunrata National College of Education Kalutara DateSupervisors signature