Extending English Language Learners' Classroom Interactions Using the Response Protocol : Responses that are questions

Responses that are questions

    Given the preponderance of teacher talk as mentioned previously, student questions might be rare or unexpected. But students' queries are important diagnostic opportunities for teachers and should be appreciated and responded to carefully (see Table 4). In a particular high-performing first-grade classroom known to the authors, the teacher had a jar of 100 marbles at the front of the room. She used the marbles to encourage student questions. The challenge was that for each student's question that was asked "to help all learn more," the teacher would move a marble from one glass jar to another glass jar. When the 100 marbles were all transferred to the second jar, the class could plan a special reward. The students' goal was often to earn more recess or a popcorn party, but the teacher's goal was to encourage good questions that benefited everyone in the learning process. The students learned that good students have good questions and that not knowing something was part of the process, as long as one asked questions to find out more. These students were motivated to ask questions that the teacher would acknowledge with a marble, and the questioning process afforded opportunities for more learning in a shared community.

Table 4


Table 5


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