the question in
several ways before any one is asked to answer it.

=Methods of Dealing with Answers.=--As has been already indicated in
another connection, the answers of the pupils should be generally in
complete sentences and frequently should be in the form of a continuous
paragraph or series of paragraphs, especially in summaries and reviews.
The continuous answer should be cultivated much more than it is, as a
means of training pupils to organize their information and to express
themselves in clear and connected discourse. On the other hand, however,
children should be discouraged from giving more information than is
demanded by the question. While it is desirable that the correctness of
an answer should be indicated in some way, the teacher should guard
against forming the habit of indicating every correct answer by a
stereotyped word or phrase, such as, "Yes" or "That's right." Answers
should seldom be repeated by the teacher, unless it is desirable to
re-word them for purposes of emphasis. Repetition of answers encourages
careless articulation on the part of the pupil answering and inattention
on the part of the others. One of the worst habits a teacher can
contract is the "gramophonic" repetition of pupils' answers. The answers
given by the pupils should almost invariably be individual, not
collective. Simultaneous answering makes a noisy class-room, cultivates
a monotonous and measured method of speaking, and encourages the habit
of relying on others. There are always a few leaders in the class that
are willing to take the initiative in answering, and the others merely
chime in with them. The method is not suitable for the expression of
individual opinion, for all pupils must answer alike. There is, further,
the possibility that absurd blunders may pass uncorrected, because in
the general repetition the teacher cannot detect them.

LIMITATIONS

Though questioning is the most valuable of teaching devices, it is quite
susceptible of being overworked. There is quite as much danger of using
it too extensively as there is of using it too little. Frequently,
teachers try to question from pupils what they could not be expected to
know. Further, it is possible by too much questioning to cover up the
point of the lesson rather than reveal it, and to mystify the pupils
rather than clarify their ideas. These are the two main abuses of the
device. After all, it should be remembered that, important as good
questionin