CELTA - Mistakes trainees make when asking questions

Summary

In this video, seasoned CELTA trainer Joking Conga shares essential tips for avoiding common mistakes when asking questions in the classroom. He emphasizes three main points: avoid asking 'What does this mean?' as learners may lack the language to answer, steer clear of complex or lengthy questions that confuse lower-level learners, and skip hypothetical questions in favor of concrete ones. Additionally, he advises against asking the class 'Do you understand?' as learners may be too embarrassed to admit confusion. The video is a practical guide to improve teaching effectiveness by carefully planning questions.

Takeaways

• 😀 Questions are a powerful tool in the classroom to engage learners and gauge their understanding.
• 😀 Avoid asking 'What does this mean?' as learners may not have the vocabulary to explain their answers.
• 😀 Instead of asking abstract questions, aim for concrete and easily answerable questions.
• 😀 Avoid long and complicated questions, especially when the vocabulary is too advanced for lower-level learners.
• 😀 Asking questions with simple language helps ensure that learners can comprehend and respond more easily.
• 😀 Hypothetical questions should be avoided in favor of more straightforward, practical questions that relate to real-world situations.
• 😀 When checking for understanding, do not ask the class 'Do you understand?' as it can lead to false confidence or embarrassment.
• 😀 Planning your questions ahead of time helps avoid traps and ensures that the questions are appropriate for the learners' level.
• 😀 Concept check questions (CCQs) should be simple, clear, and direct, focusing on the learners' current understanding.
• 😀 Trainers should be mindful of the common pitfalls that even experienced teachers can fall into when asking questions in the classroom.
• 😀 To further improve teaching practice, consider using additional resources on concept checking and vocabulary elicitation techniques.

Q & A

What is the main metaphor used in the script to describe teaching practice?

The script compares teaching practice to a road, which may be smooth but has potholes that teachers should avoid falling into.

What is the first type of question that should be avoided when teaching lower-level learners?

The first type of question to avoid is asking 'What does this mean?' as learners may not have the language to explain the meaning.

Why is asking 'What does this mean?' problematic for lower-level learners?

It’s problematic because even if learners know the meaning, they might not have the vocabulary to express it clearly.

What should a teacher ask instead of 'What does this mean?'

A teacher could ask simpler questions, such as 'Which one is a cog?' to encourage understanding in a way that's easier for learners.

What is the second type of question to avoid, according to the script?

The second type to avoid is asking long and complicated questions with vocabulary that exceeds the learners' level.

What example does the speaker give of a complicated question to avoid?

The speaker gives an example of asking, 'What do we call the emotion caused by a situation in which a person feels helpless and driven to great anger because they were unable to complete an action?'

How can a teacher simplify complicated questions?

The teacher can simplify the question by using more accessible language and examples, like asking, 'How do I feel if I wait for a long time on the phone and no one answers my question?'

What is the third type of question to avoid when teaching lower-level learners?

The third type to avoid is hypothetical questions, as they can be harder for learners to understand.

What example does the speaker give to illustrate a hypothetical question?

The speaker gives an example of asking, 'If I were driving on the road and saw a hole that could damage my car, what would this be called?'

What is a better alternative to asking hypothetical questions?

A better alternative is to ask more concrete questions, such as 'What's this?' to make the concept easier for learners to grasp.