Using questioning to support a child’s thinking is definitely a good way of finding out how much a child knows on a topic however a teacher must ask the right questions and I am going on the assumption that all children would be able to give an answer without fear of giving the wrong answer. This handbook expanded my knowledge on strategies that I can try in the classroom and I am eager to try them. For this to be effective, it requires the teacher to have some knowledge of the weaknesses of the children so that proper planning and pairing can take place.  I encourage peer teaching in my classroom however if a teacher does not set up rules, bullying can take place. Not all children are able to empathize. Teaching our children to understand differences and being helpful to others is key to making peer teaching work. I like using lower order and higher order questioning. I start of with lower order questioning to make the child feel comfortable of talking in front of their classmates before I introduce the higher order questioning. I believe it is important for the teacher to know how to treat with wrong answers because if treated in the wrong way a child’s willingness to participate can become traumatizing. I remember my days as a student when I dreaded the teacher calling my name to answer a question, I was so scared that I would forget my answers.

The handbook was very informative, and I believe that sequencing questions and praising correct answers yields results.