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ld be made the above four were seen as the most relevant, feasible and acceptable to the teachers involved.

Questioning

One of the main issues with classroom questioning is the amount of time teachers give for students to respond. In a five year study (Row, 1974) the mean waiting time teachers left for students to answer a question before they themselves responded was observed to be only one second. They are also waiting less than one second after a pupil had finished talking before responding with another comment or question. This only allows enough time for pupils to respond with factual knowledge. By increasing these wait-times to between three and five seconds, the study found that pupils are able to think through their answer before responding. This helps to explore actual understanding of the topic at hand which increases the level of detail in their responses. The number of students failing to respond also decreased especially among the low-achievers in the class.

It was also found to be important to change the style of a question from a “Do you agree?” to “What do you think?”. This means that rather than just giving a 'yes' or 'no' answer, pupils must articulate their views. and be prepared to support them with statements showing their understanding. Pupils also need to be comfortable with giving wrong answers, or just saying they do not know, without fear of being ridiculed or made to appear foolish.

In the recent television series (Classroom Experiment, 2010) educational expert Professor Dylan William introduced new methods of working to a year eight class at Hertswood School, a Hertfordshire comprehensive. The first was the use of mini-white boards for the pupils to write their answers on and then hold them up when the time was up. This meant all pupils were involved and that the teacher could see responses from all the class at once. This made it easy to spot those who were making mistakes.

Another innovation that had been successfully used elsewhere (Lightfoot, 2006) was the removal of a hands up approach to answering questions. Children that put their hands up to answer questions are getting involved with the class, whereas those that do not often switch off and are not listening. Rather than just letting the teacher select pupils to answer questions, a truly random method was used at Hertswood for picking students to answer questions. This was achieved by putting all the students names on lollipop sticks and picking the names out. The justification for this is that if any pupil could get picked to give an answer, then everyone in the class is more likely to be paying attention so that they can answer if called upon. There are also a number of pupils who do not put their hands up in class, either because they do not want to participate in the lesson or because they do not want to be seen as too clever by their peers.

Feedback through marking

Good marking can be a time consuming process. In order for such feedback to be useful it must be detailed and targeted at the individual (Brown, 2004). Teachers use three methods to provide feedback to pupils about their written work. These are grades, comments and a combination of the two. The usual practice within schools is to provide a grade, in line with a department marking policy, and some comm本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。