Instructional Techniques

1. Motivating Techniques

Presented by: Daphine Klaire G. Riqueron

 Why is Motivation Important?

MOTIVATING TECHNIQUES

Why is Motivation Important ? and What is Positive Reinforcement ?

To better understand the importance of motivation, we need to know first its

nature and definition…

❖ Nature of Motivation

➔ It is an essential condition upon which learning is dependent.

➔ It is basic in methodology and school management with the purpose to
provide incentives, activities, and surroundings which will be conducive
to learning.

❖ Definitions of Motivation

According to the source,

Motivation, motive and motivating schoolwork are all derived from the Latin
word and verb “movere” which means “to move” or “to set in motion” or “to
prompt to action”. Motive in its broadest meaning is anything which
“energizes” behavior that initiates, sustains and directs activity. (Source:
William A. Kelly, Ph. D., Educational Psychology, p. 247)

Another one according the source,

Motive is an object or cause of action intellectually judged to be good, that is,

suitable, desirable, useful, effective, etc., or evil, that is, unsuitable,
undesirable, dangerous, etc. (Source: MB. Arnold and J.A. Gasson, SJ., The
Human Person (New York: The Ronald Press Company, 1954), p. 39)

Now, in relation to education, motivation is defined as:

➔ providing with motive that is stimulating the intention or “will to learn”;
another one is it is
➔ the purposeful presentation to the pupil of adequate and fitting
incentives together with the necessary guidance and direction for
utilizing these incentives; and lastly it is
➔ a process that involves the stimulation of pupils to apply themselves
willingly to the tasks of the classroom by making school tasks
significant and purposeful.
Motivation has its purposes and they are as follow:
▪ Purposes of Motivation

 First is To arouse interest, it means that a specific motivation can

cause someone’s interest to begin.
 Another one is To stimulate a desire to learn which leads to effort or
action
 And lastly, To direct these interests and efforts toward the
accomplishment of suitable purposes and toward the attainment of
definite goals. (Source: William A. Kelly, Ph. D., Educational
Psychology, p. 247)

We can now know

❖ Why Motivation is Important?

▪ Importance of Motivation in General

 Motivation makes our goals clear.

 It helps us sail through setbacks.
 It makes us happy.
 When we are motivated, we motivate others too.
 It reflects something unique about each one of us and allows us to gain
valued outcomes like improved performance, personal growth or a
sense of purpose.
 It changes our way of thinking, feeling, and behaving.
 It’s a vital resource that allows us to adapt, function productively, and
maintain well-being in the face of a constantly changing stream of
opportunities and threats. (Source: Internet)

▪ Importance of Motivation in Learning as an Instructional Technique

Motivation is the key to persistence and to learning that lasts. The challenge is
to help each person clarify his important purposes and then to find or create
the combination of educational experiences that lead to those desired
outcomes.” (Source: Chickering and Kuh, p. 1, Internet)

 What is Positive Reinforcement?

Positive Reinforcement in The Classroom

Do you miss positive reinforcement as an adult?

Do you receive praise for behaving properly or doing a good behavior?
If not, sadly, adults don’t get positive reinforcements in the way children do.
But that doesn’t make it any less valuable in rewarding good behavior.
In Psychology there are two types of reinforcement, the positive and the
negative reinforcement, but our focus, as I have mentioned earlier, is on the
positive one.

Now let’s proceed…

What is positive reinforcement?

Positive reinforcement is a type of behavior management that focuses on
rewarding what is done well by students. 

It differs from positive punishment in that you focus less on reprimanding

students for misbehavior and more on rewarding good behavior and
accomplishments.
Again, based on Psychology, as part of behavioral management, punishment
has also two types, the positive and the negative punishment.

To illustrate, if one student isn’t putting away his cell phone during class hours
like you asked, you might give verbal praise to a student who is doing the
process or the instruction correctly to reinforce the behavior you want to see.
In turn, this motivates other students to also strive for a good behavior.

Positive reinforcement could also involve material rewards. For example, a

teacher may give a token to a student who keeps his table or desk clean and
tidy after the class session. There are lots of different ways that positive
reinforcement can be used in any classroom.

To further understand positive reinforcement, the following are the

different types of reinforcement

Sensory reinforcers
Sensory reinforcement references various sights, sounds, smells, etc., that
serve as a reward.
In the classroom, it could be listening to music while working or sitting near
the window for a change of scenery.

Gamification reinforcers
Gamification reinforcers include learning management systems
like Classcraft and fun online quizzes like Free Rice. These reinforcers are
intangible, but they allow students time for more enjoyable activities as a
reward for their diligence in class.

Privilege reinforcers
When a student does something well, the teacher may reward the student by
giving them certain privileges for a brief period.
These could include: sitting in the teacher’s chair during independent reading
time, helping the school administrative professional pass out the mail,
selecting the recess equipment for the day, and the like.

Material reinforcers
Material reinforcers are tangible prizes that are often housed in a prize box of
some sort. Some might include pencils, erasers, bracelets, small toys,
washable tattoos, stickers, etc.

Social reinforcers
Social reinforcers involve the verbal nature of positive reinforcement through
praise (eg., compliments), as well as positive proximity (standing close to
students in a cheerful manner), high-fives, handshakes, smiles, and other
kinds of social responses commonly associated with praise.

Classroom economy reinforcers

Classroom economy reinforcers include tokens, checkbooks, marbles, tickets,
and other denominations that may be used within a classroom economy
structure. Some teachers may have a student checkbook that they must
“deposit” and “withdraw” imaginary money from.

Another important factor to consider is…

How often is positive reinforcement needed?

When students are learning a new skill, you want to make sure they fully
understand your expectations for appropriate classroom behavior. But should
you reward students frequently?

Generally, you want to avoid continuous reinforcement — that is, rewarding

every correct behavior, to avoid abandonment of the behavior (a process
known as extinction). Even worse, it can lead to frustration — because when
you spoil students frequently and then cut back, you effectively end up
punishing the desired behavior!

Instead, use a partial reinforcement schedule over the long term. In this

approach, you reward behavior intermittently, for a fraction of correct
responses.

This ensures that students do not abandon the behavior as soon as you stop
giving rewards — because that delay will simply be perceived as a normal
part of the reinforcement schedule.

In addition these Positive reinforcement best practices:

 Always remember that positive reinforcement is contingent or
depends upon the desired behavior and is supposed to highlight
what is done well.
 Be specific in your reinforcement, especially when teaching
something at the onset. Consider what you want students to do and
notice who is doing that well.
 Vary the recipients of your reinforcement.
 Positives should outweigh the negatives.
 Consider value as you create your system. The more valuable
(expensive) the reward, the more time and energy the students must
spent in earning the reward.
  How can Students be Motivated?

Presented by: Ednalyn P. Castañeda


 Become a role model for student interest.

Deliver your presentations with energy and enthusiasm.  As a display of your

motivation, your passion motivates your students. Make the course personal,
showing why you are interested in the material.

 Get to know your students

You will be able to better tailor your instruction to the students’ concerns and
backgrounds, and your personal interest in them will inspire their personal
loyalty to you. Display a strong interest in students’ learning and a faith in their
abilities.

 Use examples freely

Many students want to be shown why a concept or technique is useful before
they want to study it further. Inform students about how your course prepares
students for future opportunities.

 Use a variety of student-active teaching activities

Give them opportunities to achieve a level of mastery. Teach by discovery. 
Students find as satisfying as reasoning through a problem and discovering
the underlying principle on their own.
Cooperative learning activities are particularly effective as they also provide
positive social pressure.

Set realistic performance goals

and help students achieve them by encouraging them to set their own
reasonable goals. Design assignments that are appropriately challenging in
view of the experience and aptitude of the class.

 Place appropriate emphasis on testing and grading. Be free with

praise and constructive in criticism

Tests should be a means of showing what students have mastered, not what
they have not. Avoid grading on the curve and give everyone the opportunity
to achieve the highest standard and grades.
Negative comments should pertain to particular performances, not the
performer. Offer nonjudgmental feedback on students’ work, stress
opportunities to improve, look for ways to stimulate advancement, and avoid
dividing students into sheep and goats.

 Give students as much control over their own education as

possible.
Let students choose paper and project topics that interest them. Assess them
in a variety of ways (tests, papers, projects, presentations, etc.) to give
students more control over how they show their understanding to you. Give
students options for how these assignments are weighted.

1.  Principles of Motivation

1. The environment can be used to focus the student's attention on

what needs to be learned.

Teachers who create warm and accepting yet business-like

atmospheres will promote persistent effort and favorable attitudes
toward learning. This strategy will be successful in children and in
adults. Interesting visual aids, such as booklets, posters, or practice
equipment, motivate learners by capturing their attention and curiosity.

2. Incentives motivate learning.

 Incentives include privileges and receiving praise from the instructor.
The instructor determines an incentive that is likely to motivate an
individual at a particular time. In a general learning situation, self-
motivation without rewards will not succeed. Students must find
satisfaction in learning based on the understanding that the goals are
useful to them or, less commonly, based on the pure enjoyment of
exploring new things.

3. Internal motivation is longer lasting and more self-directive than

is external motivation, which must be repeatedly reinforced by
praise or concrete rewards.

Some individuals -- particularly children of certain ages and some

adults -- have little capacity for internal motivation and must be guided
and reinforced constantly. The use of incentives is based on the
principle that learning occurs more effectively when the student
experiences feelings of satisfaction. Caution should be exercised in
using external rewards when they are not absolutely necessary. Their
use may be followed by a decline in internal motivation.

4. Learning is most effective when an individual is ready to learn,

that is, when one wants to know something.

Sometimes the student's readiness to learn comes with time, and the
instructor's role is to encourage its development. If a desired change in
behavior is urgent, the instructor may need to supervised directly to
ensure that the desired behavior occurs. If a student is not ready to
learn, he or she may not be reliable in following instructions and
therefore must be supervised and have the instructions repeated again
and again.

5. Motivation is enhanced by the way in which the instructional

material is organized.
 In general, the best organized material makes the information
meaningful to the individual. One method of organization includes
relating new tasks to those already known. Other ways to relay
meaning are to determine whether the persons being taught
understand the final outcome desired and instruct them to compare
and contrast ideas.

2. General Strategies for Motivation

Presented by: Ednalyn Castañeda

By Time Period
(Beginning, During, Ending)
BEGINNING: When learner enters and starts learning
MOTIVATIONAL STRATEGIES
-- Make the conditions that surround the subject positive.
-- Positively confront the possibly erroneous beliefs, expectations, and
assumptions that may underlie a negative learner attitude.
-- Reduce or remove components of the learning environment that lead
to failure or fear.
-- Plan activities to allow learners to meet esteem needs.
DURING: When learner is involved in the body or main content of the
learning process.
MOTIVATIONAL STRATEGIES
-- Change style and content of the learning activity.
-- Make learner reaction and involvement essential parts of the learning
process, that is, problem solving, role playing, stimulation.
-- Use learner concerns to organize content and to develop themes and
teaching procedures.
-- Use a group cooperation goal to maximize learner involvement and
sharing.

ENDING: When learner is completing the learning process.

MOTIVATIONAL STRATEGIES
 -- Provide consistent feedback regarding mastery of learning.
-- Acknowledge and affirm the learners' responsibility in completing the
learning task.
-- When learning has natural consequences, allow them to be
congruently evident.
-- Provide artificial reinforcement when it contributes to successful
learning, and provide closure with a positive ending.

 What are the Instructional Strategies for Motivation?

Presented by: Bernadette Ramos

What are the instructional strategies for motivation?

Presented by: Bernadette Ramos

1. Promote growth mindset over fixed mindset.

In her book, Mindset, Carol Dweck argues that students have an

underlying belief about learning: either a fixed mindset or a growth
mindset. A fixed mindset belief suggests that people are born with or
without certain abilities and talents, and that abilities cannot be
changed. Fixed mindset learners try to prove themselves and will often
shy away from challenges because they do not want to appear to be
struggling. A growth mindset learner, on the other hand, believes that
abilities and talents can be cultivated and improved through hard work.
Growth mindset students enjoy a challenge and see struggles and
failures as necessary parts of growth. Learners with a growth mindset
are certainly more motivated to work hard

2. Develop meaningful and respectful relationships with your students.

If we are going to truly inspire and motivate all of our students, we

should know each of them on a personal level. We need to know their
interests and hobbies, who they hang out with, their family situations,
and what gets them excited. Each student is going to require different
motivational strategies, and we have to know them to be able to predict
what strategies might work.

3. Grow a community of learners in your classroom.

Students need a classroom environment that is safe, where they are

willing to take risks and struggle. To achieve this goal, the students and
teacher must work together towards common collective goals. Students
 must be willing to work with and assist other students in class. Struggle
should be acceptable and encouraged as a part of the learning
process.

4. Establish high expectations and establish clear goals.

Setting high expectations and supporting students as they struggle

allows learners to rise to meet those expectations. When expectations
are transparent, students know where their learning is headed and are
motivated to get there because it seems possible: the path is visible.
Working towards daily, weekly, and yearly goals gives students a
purpose and a meaning for the hard work that they do.

5. Be inspirational.

Most adults can recall a specific teacher from their childhood who had
a lasting impact. These are the teachers that have inspired,
challenged, and motivated students enough to be memorable years
later.

 WHAT ARE THE SOCIAL STRATEGIES FOR MOTIVATION?

Presented by: Vanessa Joy Diaz

Types of Motivation

1.) Intrinsic Motivation

Intrinsic motivation is shown in the enjoyment of the activity itself
and the inner conviction of the learner that such things are the right
things to do in order to realize a personal goal or a life dream. It is
evident when people engage in an activity for its own sake, without
some obvious external incentive present. Reading for no reason other
than the joy of reading illustrates intrinsic motivation.
Examples:
a.) Participating in a sport because you find the activity enjoyable
b.) Solving word puzzle because you find the challenge fun and
exciting.
c.) Studying a subject you find fascinating

2.) Extrinsic Motivation

 Extrinsic motivation is doing a task because completion of the
task will lead to a reward or help you to avoid a punishment. Initially,
extrinsic motivation is necessary to develop the love for learning
among poorly motivated students. If good grades reward, praise or
words of encouragement or fear of failing grade can motivate
unmotivated students to study, why not? For as long as students are
hardly motivated, external motivation in the form of rewards, incentives,
or punishment play a significant role in the development of motivated
students.
Examples:
a.) Participating in a sport to win awards.
b.) Competing in a contest to win a scholarship.
c.) Studying because you want to get a good grade.

Advantages of Extrinsic Disadvantages of Extrinsic

Motivation motivation
 Extrinsic incentives lead to  It can distract students from
individual benefits. These what they are actually trying
motivations can lead to to be motivated to do.
behavior, which would
have never been possible  Decreases the intrinsic
otherwise motivation.
 Example: A student might
never feel the intrinsic
motivation to study, but  So when rewards are no
external factors like medals longer available, interest in
or other forms of prize the situation reduces.
might motivate the student
to study harder.  External rewards are the
 Extrinsic incentives can be ones that typically don’t last
used to motivate a whole for a lifetime.
group, thus increasing
productivity in workplace or
creating a better learning
environment in classrooms

2.       Questioning Techniques

 What are the Type of Questions  (According to Blooms

Taxonomy)

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Presented by: Melanie G. Corsino

Diagrammatic map of Blooms Taxonomy

1. KNOWLEDGE
. BE ABLE TO
=Recall facts , terms, and basic concepts
. EXAMPLE: If the subject interest is geography of the Philippines.
What is the biggest city in the Philippines?
 Questions for critical thinking.
 What is?, Where is? , Can you list three...
2. COMPREHENSION
. BE ABLE TO
=compare like terms
= combine basic information
= interpret information
. EXAMPLE: What shape would it create combining these four slabs
together?
 . Questions for critical thinking.
. How can you classify the type of?
. How can you compare? Contrast?
3. APPLICATION
. BE ABLE TO
= Use / Apply knowledge- to solve problems in new situations
. EXAMPLE: How would you use what you know to detect a flaw in the
structure?
. Questions for critical thinking
. What facts can you select to show?
4. ANALYSIS
. BE ABLE TO
= Break up any new information to parts ( identify reasons, causes,
motives etc.)
= Find evidence to support view
. EXAMPLE: Why are Dolphins called mammals?
5. SYNTHESIS
. BE ABLE TO
= Combine different types of information form alternative solutions
. EXAMPLE: Put these words together to form a complete sentence.
. Questions for critical thinking?
. How can you improve....?
6. EVALUATION
. BE ABLE TO
= Define opinion/ Findings based on Evidence
. EXAMPLE: Why is Jose Rizal so famous?

Memorising/ remembering it

K-NOWLEDGE
C- OMPREHENSION
A-PPLICATION
A-NALYSIS
S-YNTHESIS
E-VALUTION

  How Should Questions be Asked?

Presented by: John Marvin Sagud

Types of questions according to level:

 Low level question
 Include memory questions or those that require simple recall.
 Example:
1. What is universal solvent? Ans. Water
2. In Philippine history what is the meaning of KKK?
 Evaluating students preparation/comprehension
 Diagnosing strengths and weaknesses of the students
  High level questions
 These questions call for a respondent’s ability to analyze,
evaluate and solve problems
 Example:
1. Why do we celebrate Christmas every december25?
2. Why some Filipino are still poor?
 Convergent question
 Are questions that require a single predictable answer.
 It includes defining, stating, interpreting and summarizing.
 Have one correct answer.
 Convergent questions are needed to help the students sharpen
their focus and attention to detail and accuracy.
 Example:
1. What is 3 + 4?
2. What are the days of the week?
 Divergent questions
 They require the respondents to think in “different directions”,
to think of alternative actions or to arrive to own decision.
 Starts with how and why questions.

Types of questions according to purpose:

 For assessing cognition
 This type of questions is use to determine one’s knowledge
understanding. They promote high level thinking. Divergent
questions and open-ended inquiries call for analysis and
evaluation.
 Example: what is likely to happen if the ozone layer is
continuous to deteriorate?
 For verification
 It determines the exactness or the accuracy of the results of an
activity or performance.
 Example: Why is lightning seen before thunder is heard?
 For creative thinking (own opinion or ideas)
 It probes in one originality
 Example: How will you present your report in the class?
 For evaluating
 It elicits responses that include judgment, value and choice
 It also ask personal opinions
 Example: Was the reporter’s presentation well done?
 For productive thinking
 Include cognitive reasoning
 It analyses facts, recognizes patterns, or trends and invokes
memory and recall.
 Example: how can we apply the law of conservation of energy?
  For motivating
 Before discussing the lesson, a number of questions about the
topic can serve to arouse their interest and focus attention.
 It attempts to put students in right mood
 Example: did you ever train a pet?
 For instructing
 The question ask for useful information. It directs, guides and
advise on what and how to do on activity
 Example: what are the steps in performing an activity?

Handling pupil’s response

Sometimes we, teachers, take our reaction to our student’s response for
granted. We forget how crucial this part of teaching is. By the way we handle
our students’ responses, we either encourage or discourage them from
actively participating in class interaction. The following techniques can help:
o Providing feedback on the correctness or incorrectness of a response.
 In providing corrective feedback
 Remember that the reaction “That’s wrong” can put off
embarrass a learner. Be more tactful.
 Give a hint or breakdown the question if necessary, to
guide the learner to the correct response
 Explain the correct answer when the learners cannot
arrive at it.
 Initially ask easy questions to enhance the students self-
confidence( particularly to slow one)
o Giving appropriate praise to high quality response
 In giving appropriate praise
 Match praise to the level of difficulty
 Vary acceptance reaction
 Remember that the slow/insecure learner needs more
praise than a fast and confident one
o Making follow up questions
 In making follow up questions
 Remember that the follow up questions should logically
relate to the preceeding questions and or the learners
response
 Should be characteristically developmental and directed
toward a better deeper understanding of the topic being
discussed
 Clearly stated short follow up questions elicit better
response from the students.
o Redirecting questions
  Certain questions deserve to be answered by more than one
learner. Take advantage of this opportunity to promote creative
or divergent thinking.
 Some students need a reformulation of the questions for better
understanding. Be accommodating to such need.

o Following up a student’s response with related questions

 In explaining the question and answer:
 Slowly repeating or replacing certain words in a
questions maybe the way to enable a student to give the
correct answer
 On the other hand, other students may need to
understand better an accepted response to a questions.
The students can feel the teacher’s interest in them when
their needs communicated directly or through non verbal
behavior are accommodated
o Re-phrasing the seemingly unclear questions
 Rephrase unclear questions by using terms or idioms familiar to
the students
 Avoid long and complicated sentence
o Showing non verbal encouragement
 Cultivate the habit of conveying positive meanings through body
language, eye to eye contact, smiling face. It remove the fear of
embarrassment of the students.
o Encouraging learners to ask questions
 Create a communication climate which encourages them to
provide additional information or give comments that can add to
understanding.

Questioning skills
Class interaction is dependent on your questioning skills. Should you acquire
to generate interaction among your students? They are:
 Varying type of questions
o Ask convergent and divergent questions.
 Asking non directed questions
o Direct the question to all
 Calling on non-volunteer
o Don’t just call on those who raise their hands
 Rephrasing
o Simply your question or ask it in easy way
 Sequencing logically
o It is asking related questions one from simple to
complex one another
 Requiring abstract thinking
 o Example: what generalization can you draw from the
data presented
 Asking open ended questions
o Asking divergent question to develop higher order
thinking skills
 Allowing for sufficient wait time
o Refer to the pause needed by the teacher after asking a
question. 2 -5 seconds to ‘what’ question and 5-10
seconds to ‘how and why’ questions
 Assessing comprehension
o Ask question to test comprehension
 Involving as may as possible
o Don’t just call on students who raise their hands.

 How can a Question be Facilitated?

Presented by: Zyra Lagamia

11 Principles for facilitating great conversation in almost any environment

1. You’re the Air Traffic Controller, Not the Pilot

Pilots are experts at flying planes. Air traffic controllers provide
direction and coordination for planes to get where they are going as
easily and safety as possible.

When a group forms for any reason, people are going at different
speeds and directions. As a facilitator, it’s your job to be the expert in
the material or to figure out how everyone should contribute. Your job
is to establish a trusting environment so each person can do that for
themselves.

2. Establish Group Norms

An important job of a facilitator is to ensure that the group discusses
and establish group rules for their work together. Sometimes these
ground rules might be provided in advance – but most of the time, it’s
up to the facilitator to establish norms.

Aim to decide how the group will handle these things:

 Determining who speaks next

 Group logistics, meeting times, food, etc.
 Attendance expectation, if appropriate
 How the group will handle conflict, should it emerge
 Confidentially expectations
3. Focus on Questions, Not Answers
Facilitator are there to help the group advance on both their individual
and collective goals. Although the facilitator may have extensive
knowledge on the topic, the goal of facilitation is help the group move
forward, not to convey knowledge (that’s training).

Focus your preparation time on questions to ask rather than answers to

provide. Spend your time during facilitation asking questions and
creating a space where genuine dialogue can emerge.

4. Ask Open Ended – Questions

The best facilitators encourage conversation and relationship – building
through open – ended questions. Some of our favorites when
facilitating are ‘’ How so? ‘’ And the request ‘’ tell me more.’’ If possible,
avoid asking questions that can be answered with a simple yes/no or
other one word response.

5. Encourage Relationship – Building

It’s often both a goal and a motivator for many people in groups to build
better relationship with other group members. Ask questions that
facilitate this:
 What do you most hope to gain from participation in this group?
 What something you’re looking forward to right now?
 Tell us something about you unrelated to the topic of this group.
 What keeping you busy these days.
 What’s something people should know about you that they don’t
already?
There are lots of variations to these questions that may be more or
less appropriate depending on the purpose or venue of the group.
The key is to ask general questions that reveal something about
people, while also allowing flexibility to answer lots of different
ways.
6. Prepare a Conversation Starting Point
Some groups won’t need prompting to begin conversations. Other
groups will wait for direction from the facilitator.

It’s a good practice to have questions prepared in advance that might

help start the group conversation, even if you don’t end up needing
them.

7. Invite ( but don’t force ) Participation

It’s common for a few people to speak more often than others in the
group.

Unless it’s a job requirement, don’t insist that quitter people speak.
Even then, giving people space to contribute at the right time for them
will result in a much richer dialogue.
 Watch for eye – contact, facial expressions, and subtle motions that the
quieter people might make when they are ready to talk – and then
ensure that have a chance to speak.

Avoid statements like ‘’ let’s hear from someone else rather than Juan.
‘’ Instead, if you determine you have 1 – 2 louder people in the group,
set a broader expectation like. ‘’ Let’s hear perspectives from four
different people on this.’’

8. Bring Relevance Into the Discussion

People will engage more enthusiastically in group dialogue if they can
see a clear connection to what’s in it for them.

As a facilitator, you can bring relevance into the conversation by

posting questions like ‘’ How is this issue showing up in your working
right now? ‘’ Or, ‘’ what connection are you seeing from our
conversation to making work/life easier for you? ‘’

9. Help People Save Face

If possible, avoid putting people on the spot by saying things like, ‘’
Lisa, you’ve been really quiet the whole time, ‘’ or making performance
requests like, ‘’ Bob, let’s have you read the next section of the report.’’
Instead, make invitations for volunteers and let people engage when
they are ready, so they don’t feel put on the spot.

10. Separate Disagreement from Conflict

In almost every discussion, disagreements are inevitable. Experienced
facilitators expect disagreement – and even welcome it – for an
authentic conversation.

Conflict can arise if disagreements aren’t handled respectfully. If this

happens, revisiting the group norms is often helpful. It’s also helpful to
establish group norms that disagreement is welcome foe the purpose
of understanding, but not convincing.

11. Make Peace With Silence

A lot of us have been conditioned to be uncomfortable with silence.
Sadly, most organizations are uncomfortable with it too.

If you ask question and nobody answers, avoid answering your own
question. You want to set an expectation for dialogue, not monologue,
so give it the space to happen.

For years, Bonni has used the 8 – second rule when facilitating or
teaching simply allow 8 seconds of silence before asking a different
question ( you’ll almost never finish counting before someone speaks
up ).
  How can an Accepting Atmosphere be created through Question
Technique?

Presented by: Felix, Jr., B. Talle

 Closed questions (aka the ‘Polar’ question)

Closed, or ‘polar’ questions generally invite a one-word answer, such as ‘yes’
or ‘no’. For example, ‘do you drive?’ or, ‘did you take my pen?’ They could
also include answers to factual or multiple choice questions, such as ‘what’s
your name’, or ‘would you like tea, coffee, or water?’
They’re popular as icebreaker questions in group situations because they’re
easy to answer. Of course, most questions can be opened up for further
discussion, including closed questions — but more on that later.
Useful for: warming up group discussions, getting a quick answer

 Open questions
Open-ended questions require a little more thought and generally encourage
wider discussion and elaboration. They can’t be answered with a simple yes
or no response. For example: ‘what do you think of your boss?’ Or ‘why did
you choose that car?’
Useful for: critical or creative discussion, finding out more information about a
person or subject

 Probing questions
These questions are useful for gaining clarification and encouraging others to
tell you more information about a subject. Probing questions are usually a
series of questions that dig deeper and provide a fuller picture. For example:
‘when do you need the finished project, and is it ok if I email it to you?’
Useful for: seeing the bigger picture, encouraging a reluctant speaker to tell
you more information, and avoid misunderstandings

 Leading questions
These questions are designed to lead the respondent towards a certain
desired positive or negative route.
In the workplace, you might encounter leading questions such as: ‘do you
have any issues with the project?’, or ‘did you enjoy working on that project?’
The former subtly prompts the respondent towards a negative response; the
latter towards a positive. Asking ‘how did you get on with that project’ will get
you a more balanced answer.
Leading questions could also involve an appeal at the end that’s designed to
coerce the respondent into agreeing with the speaker. For example, ‘this
project is going well, isn’t it?’ encourages the respondent to say ‘yes’. This
works particularly well because psychologically, we prefer saying yes over no.
So when we’re put on the spot, we’ll usually opt for the former.
Useful for: building positive discussions, closing a sale, steering a
conversation towards an outcome that serves your interest
A word of warning: It’s important to use leading questions carefully; they can
be seen as an unfair way of getting the answer you want.

 Loaded questions
Loaded questions are seemingly straightforward, closed questions — with a
twist: they contain an assumption about the respondent. They’re famously
used by lawyers and journalists to trick their interviewee into admitting a
fundamental truth they would otherwise be unwilling to disclose.
For example, the question: ‘have you stopped stealing pens?’ assumes the
respondent stole a pen more than once. Whether she answers yes or no, she
will admit to having stolen pens at some point.
Of course, the preferred response would be: ‘I have never stolen a pen in my
life’ But it’s not always easy to spot the trap. These questions are quite rightly
seen as manipulative.
Useful for: discovering facts about someone who would otherwise be reluctant
to offer up the information.

 Funnel questions
As with a funnel, these questions begin broadly before narrowing to a specific
point — or vice versa.
When meeting someone new, we usually begin with specific, closed
questions, such as ‘what’s your name?’ and ‘what do you do?’ – before
broadening out into more open-ended questions, such as ‘why did you choose
to be a firefighter?’ as you become more comfortable talking to each other.
The reverse — beginning with a broad question before honing in on
something specific — is often used when questioning witnesses to gain the
maximum amount of information about a person or situation. For example,
‘what do you do for a living? Do you work nights? Did you see a break-in?
Was there more than one person?’ And so on.
Funnel questions can also be used to diffuse tension: asking someone to go
into detail about their issue distracts them from their anger and gives you the
information you need to offer them a solution, which in turn calms them down
and makes them think something positive is being done to help them.
Useful for: building relationships, discovering very specific information,
diffusing arguments.

 Recall and process questions

Recall questions require the recipient to remember a fact. For example,
‘what’s seven times seven?’ and ‘where did you put the keys?’ or ‘What’s your
login password?’ Process questions, on the other hand, require the
respondent to add their own opinion to their answer. These types of questions
can be used to test the respondent’s depth of knowledge about a particular
topic. For example: ‘what are the advantages of asking a closed question?’ or
‘why are you the right person to lead this project?’
Useful for: encouraging critical thought and in-depth evaluation of a subject in
tests, interviews or discussions.
  Rhetorical questions
These are a different beast altogether because they don’t really require an
answer. They’re simply statements phrased as questions to make the
conversation more engaging for the listener, who is drawn into agreeing with
you.
For example, ‘isn’t it nice working with such a friendly team?’ is more
engaging that ‘this team is friendly’, which doesn’t require any mental
participation from the respondent.
Rhetorical questions are often used by coaches or public speakers for effect
to get the audience thinking and agreeing. In this way, they’re a not-too-
distant cousin of the leading question.
Useful for: persuading people, building engagement

How can an Accepting Atmosphere be created through Question

Technique?

There are ways in order to establish a calm and welcoming atmosphere

through question technique:
1. The facilitator/teacher should know how to utilize and differentiate
questions that are still within the level of students' understanding.
2. Socratic Method should be used in a way that the teacher knows how to
stoop down to the level of the students through rephrasing or simplifying a
high sounding question.
3. Higher Order Thinking Skills (HOTS) as everyone else's priority in teaching
the students should be seen as a top priority but in a way that a student won't
be pressured in providing a response to a question asked.
4. The teacher/facilitator shouldn't reject any incorrect answer coming from
the students. Instead, lead them in a way where they will grasp the answer
through bilingual codes.
5. Teacher's authority in the class plays a pivotal role. He or she should know
how to orient every student he or she is dealing with ease. That all possible
answers to question is still being accepted. Through this, anxiety and lack of
self-confidence will be eliminated in the students' part.

 How to answer Students’ Questions?

Presented by: Monett E. Avance

1. Understanding the Question

It’s impossible to offer an accurate answer when a teacher doesn’t understand
a student’s question. If this is the case, it’s important for a teacher to ask the
student for clarification in a way that doesn’t discourage him or her from
asking questions in the future. If the student is having trouble restating the
question, the teacher may want to offer some assistance.
 2. Being Direct
Be straightforward in your answer and avoid providing all information that you
know about the topic. There are some questions that require a direct live
answer from a teacher. By giving a direct answer, a teacher is able to convey
accurate information to a student and keep the lesson moving forward.
However, a direct answer doesn’t require a student to put his or her mind to
work.

3. Relate questions to the course content, even if they are tangential

Remind students of how a seemingly unrelated question does pertain to
course content as every question if a learning opportunity.

4. Praising
Reinforce participation on a continuous basis and in a variety of direct and
indirect ways by praising students for asking or answering a question. It’s
likely that when one student poses a question to the teacher there are several
other students in the class who have the same question in mind. Teachers
who want to encourage their students to ask more questions should praise
students brave enough to ask them.

5. Redirect the question to the class

This strategy helps to encourage student-to-student interaction and to lessen
reliance on the instructor for all information.

6. Avoid implicit discouragement

Especially if a question pertains to a topic already covered or diverges
towards a tangential topic.

7. Answer questions immediately

Always provide a response to avoid discouraging students; however, you can
ask other students to respond or postpone the question (if it is too divergent or
complex) until after class.

8. Refer the student to a resource where she can find the answer
If possible, suggest a resource where the student can find information. The
resource may be written material, another faculty or staff member, a student,
or someone from the community.