Aim 2

TP Competence

Implementation and Planning

Aim Two

 Employ a range of effective concept questioning through storytelling. 

Rationale

            The teaching routine in the classroom is promoting critical thinking and asking the students to think before they answer or if they don’t know the answer. This routine helped the students to engage in creative and critical thinking as a daily basis. Furthermore, our job in the classroom is to facilitate students’ learning and help them achieve life long skills and create opportunities for children to develop their critical thinking “it’s our job as educators to equip young students with the skills and strategies to think critically in order to solve problems and succeed” (Schneider, 2002). Through storytelling students acquire lots of skills that help them to develop long life advanced abilities and talents according to Jackie Baldwin and Kate Dudding (2007) “storytelling is an ancient art that strengthens and enhances skills that children need to acquire to function in today’s world”. So, storytelling is the best way to provide effective questioning to stimulate children’s thinking and through the questioning the students gain good communication and better emotional status as Jackie Baldwin and Kate Dudding (2007) mention “it encourages students to think about issues, and it can also deliver emotional and factual content beyond a child’s vocabulary or reading ability. Storytelling helps students stretch and expand their thinking. Each state has learning standards that are supported by storytelling and story listening”. Accordingly, effective questioning through storytelling stimulates critical thinking and prompts students’ learning.

Strategies

To achieve my aim I need to:

  • Ask the students why they answer a particular questions  to stimulate critical thinking, for example, why they think a door is non-living thing?
  • Stimulate students’ creativity by making with them some craft activities in order to ask specific questions related to their task.
  • Get the students to guess and think what will happen next in the story or what the story is about or to guess what the end will be to stimulate them to imagine and work their intellectual skills.
  • ·Ask questions that have no right or wrong answer so can participate in discussions, which will help the students’ questioning skills.

Evaluation

During my year at Zakher KG, I implemented different strategies to employ effective questioning through storytelling. I started by asking questions that have no right or wrong answer so that children  can participate in discussions, which will help the students’ questioning skills, for example, I read them a story with out telling them the title of the story and when I finished I asked them to think as pairs of a name for the story. Then, I asked the students lots of open-ended questions to get them thinking and stimulate the constructive and critical thinking. Next, I used an effective strategy where I asked questions that had no right or wrong answer so every body was trying to guess and engage in the discussion, for example, asking them to guess what are the events of the story and who are the characters from the story cover. As I reviewed my use of these techniques, I could see how I developed in this area and the effectiveness of good questioning through story telling on the students’ performance and performance as well. My Mentor School Teacher (MST) commented about one of lessons that “Kareema has developed her questing techniques since she has been teaching here … She has allowed the students to grow in their thinking by developing her questioning techniques….  Growth of her teaching style has been exhibited through these questioning techniques. “ (Appendix2)

Evidence

  • ·Videos of some of the lessons during whole group to show students’ participation in discussions and also sharing ideas and thoughts with their peers.
  • ·EMT and AMT observations and comments
  • ·Students’ performance throughout a period of time
  • Students’ progression and compare the assessments or even reassess them on an outcome they took before and reflect on the differences.
  • ·My lesson plans.
  • ·MCT and MST comments.
  • ·Reflections
  • ·Observations

References