Right is right in a secondary classroom

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Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to support our pupils’ progress, we need to think carefully about the way that we construct and use questions in the classroom. In this clip, we see two teachers maintain high expectations in the classroom through their use of the ‘Right is right’ strategy (Lemov 2015) during questioning. This strategy means that incomplete or partially correct answers are not accepted straight away. Instead, pupils are prompted to complete the answer by being asked to re-phrase or develop the original response. As you watch this video of classroom practice from MEA Central, you’ll be provided with a series of prompts and pauses for reflection throughout. Use these prompts individually, or with colleagues, to contemplate the teacher’s practice.  Once you’ve watched the video, take some time to reflect on what the teachers have done, ho

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This Post Has 3 Comments

  1. A
    Angela Murphy

    Encouraging that high level of expectation through questioning is so important. Here we see this done well – and this is clearly routine – as it should be.

    2
  2. G
    Gina Plimley Gadd

    I think it was also useful for pupils to correct their answers in red pen so they have an easy reference point to correct any misunderstandings/misconceptions they had so they can ensure success going forward.

    0
  3. S
    Sakira Arthur

    We do a similar thing at the school I am currently working in when students are encouraged to correct any work with a purple, ensuring they have the correct answers down; this typically comes from questioning.

    0

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Questioning is a common feature of classroom teaching. Brualdi’s (1998) research suggests that many teachers ask more than 300 questions per day! In order to