This paper offers suggestions to help social studies teachers improve the oral and written questions they pose in class and use pre- and post-question behaviors which enhance the chances for appropriate student answers. Seven types of questions are identified as useful questioning strategies in many social studies situations. They are…

An experimental study using 26 preservice teachers was conducted to investigate whether teachers can secure patterns of student statements congruent with values clarification without implementing a well-defined questioning strategy. (NQ)

Teachers, as well as students, have difficulty distinguishing between cognitive and affective responses. In order for students to learn to identify their emotions, teachers need to learn to ask the right questions and use the right vocabulary. Suggestions for teachers are given. (IS)

The process of value clarification may be defined in terms of specific patterns of language which students use and from which the teacher may reasonably infer that valuing is occurring. Provides an introduction on how one may incorporate a wide variety of media into valuing activities consistent with this approach to value clarification.…

An outline of eight types of questions that teachers can use to maintain focus on their subject matter in values/moral education. (Author/MLF)

This study determined the effects of the opportunity to acquire a questioning strategy related to content-oriented values clarification inquiry and investigated whether teachers given the same objective of incorporating values clarification into their on-going content-related lessons could do so without receiving training in an appropriate…

This study determined whether preservice social studies teachers, who received training specifically designed to help them learn to recognize and write four types of questions associated with eliciting student values clarification statements, would elicit and permit more of these desired student verbal behaviors than preservice teachers who had…

Students must have uninterrupted periods of time to process information, to reflect on what has been said, observed, or done, and to consider what their personal responses will be. After at least three seconds of uninterrupted silence, a significant number of positive outcomes occur for students and teachers. Students are more effective in…