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My CT last fall semester, did a really great job at helping her students think critically by asking questions. She Always asked questions like 'how do you know?" or "Why do you think that?" It gave the students opportunity to explain their thinking which is really valuable in a child's education.

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I think that my CT does a great job at asking open ended questions and I think that is the key. After reading a book to the class she will ask the students, how would you feel if you were in that characters shoes? That question alone allows the students to put themselves into the story and did not give anything way. In my four five placement math is strongly encouraged at least when I am there. There are multiple ways to get one answer when it comes to multiplication. Her main question is always, how did you get this answer? This allows the students to review their own work.

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In all of my field placements, there has always been some type of read-aloud. They are typically interactive read aloud with the teacher asking questions in between reading. The questions that are asked range from things such as "What just happened?" to "If you were the character, what would you do?" I think at some point all my C.T.s have asked quality questions, I believe that every teacher does. It is usually gone about by being mixed in with lesser questions.

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I really like when teachers ask the question, "If you were (insert the characters name here) would you do the same thing or something different?" It allows the students to put themselves in the character's shoes and to think critically about what happened. Then, they can decide if they would have done the same thing or not. I also like lit. circles or small groups when the students can discuss their thoughts on the book. It gives them the freedom to express their thoughts and get excited about it.

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In my 5th grade field placement, my CT almost always asks challenging questions that allow for higher level thinking. She does this by asking specific questions about the text that gives students a chance to use a different kind of thinking. My CT uses Storyworks on a regular basis. A few weeks ago, she played an audio-recording of the article. She would periodically stop the recording in order to ask students pointed questions about what deductions they could make about each character, and so they could also determine how each character was feeling. Students also focused on what they thought of each character based on the actions each character was performing at the time. This was an excellent way of getting students involved in the text as well as allowing them to practice higher level thinking!

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In one of my current fields, my CT for my 4th grade classroom does an excellent job at asking questions that require students to use critical thinking and explain their thoughts. She especially does so during math whole-group instruction. Whenever a student gives an answer to a problem, she asks them to explain their thinking and how they got their answer.

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My CT this year is quite good at asking questions. She, like others have said ask a lot of why questions. She also asks questions such as "How do you know?" or "what evidence can you show?" She does a lot with phonics too. So she often asks what letters make those sounds. She prompts them to sound out words. Students are doing their own learning since the teacher is asking higher order thinking questions. She does not give them the answers but replies with questions that lead them to get their own answers. I have had some other teachers that have also have interpretive questions. In which they ask how would you change the ending to the story or movie. These help students apply and use creativity.

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My CT in my 4th grade placement  has an amazing growth mindset for both herself, as well as her students. Instead of simply giving students the answers in the mathematics portion of out morning, she asks them thought provoking questions such as: "How did you come up with the answer you gave me?" or " Where did you find the numbers you used in the word problem" . Her questions are constantly looking for the hows and whys of students thinking rather than just grading their answers.

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In my 4th Grade Placement, my CT does a great job of allowing students to think critically. Today, I worked with students on identifying Main Idea and Supporting Details - which is a real life skill of mentally organizing something. She also has students think more critically about how maybe a certain character felt in the story and encourages students to look beyond the text.

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In my current field placement I have seen my CT read a book aloud and then ask students " How would you feel if you were the character? Why?"  or "What do you think will happen next in the story ?" When solving math probelms, the teacher asks questions such as " how would I solve this equation?"

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My CT last Fall semester was fantastic at asking questions. This was best seen during the class's unit of nonfiction texts. Whenever students had questions, she would use questions to help guide them, instead of just giving them the answers. For example, the students were working on making a book about a certain animal. Therefore, my CT would ask questions that led them into deeper, more critical thinking about the animal. Furthermore, as the students completed the book, she would also ask questions that prompted them to give the reasoning behind what they did. The questions my CT used were never simple yes or no questions, but questions that led into deeper thinking.

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My CT last Fall

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My CT for this year asks questions that require explanations and critical thinking as opposed to previous placements where students have simply had to say "yes" or "no" to something that the teacher has asked. By having the students think on a deeper level about what they are learning, they engage more intentionally with the material and consider their purpose for learning as it relates to real world experiences. I am learning quite a bit about the way that my CT asks questions.

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In my current field placement the CT that I have is the absolute best at this. I truly have never seen someone do this so well. She is not intimidated by wait time and never caves in giving her 1st grade students an answer. She is always requiring them to think critically and display comprehension in all subject areas. We were reading a book on Johnny Appleseed the other day and she broke the students responses into sections about the text. She had them offer details that suggested grouping such as pilgrims. She had them offer details about events and so on but then she also had them offer suggestions on inferences like "why do you think they did that?" when the answer is not in the book but a mystery and the students offered good suggestions. When we are reading science books and a students asks a questions like "What does a flower need first?" She would say "water" just to get students to correct here and suggest soil. She is amazing.

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In my field placements, I have noted that many of my CTs are asking questions that go beyond a simple "yes" or "no" answer. They are seeking to ask questions that provide understanding and help them determine what the students need more practice in. They asked questions that caused the students to have to think critically in order to answer. For the most part,  the questions have been a part of a lesson. They are easily flowed into from the first part of the lesson.

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In my field placements and in different learning experiences I have seen both my CT and my past teachers ask thought provoking questions that made students think deeply about a certain concept. An example of one of my past teachers asking really good questions was when I was in an AP English class. We were reading a book (The Secret Life of Bees by Sue Monk Kidd) that we were discussing through the format of a Socratic seminar. Some examples of the questions that my teacher asked in this format were along the lines of "How do you think the main character felt in this situation?" or "How does the format of this paragraph represent what the author's purpose of writing it this way?". I feel like these questions required me to involve my own emotions in the process of interpreting the book.

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I remember my CT would always asked why and keep asking why until the kids ran out of information to give her. She was really into higher order questioning and making sure we have students who are able to answer the questions they need to when they are older. The really cool thing was when the kids in the class would then start asking each other these higher level questions.

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My CT at Twin Oak last year was great at asking questions! This was a third grade classroom. I remember reading aloud "If You Give A Mouse a Cookie" and we were working on sequencing. MY CT asked such great questions about what sequencing is and certain words to use while sequencing. I loved to see the kids thinking so much. Some of their answers were funny, but it means they were really thinking!

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I remember my teacher asking her students a lot of moralistic questions. She would ask them in a story if what the characters had been doing was right or wrong. Then she would turn around and ask them what the character should have done differently to make the right choice. I loved how she challenged them to do better then the characters in the book they were reading. Another questions that my teacher would ask her students would be what is another way to find the answer? The students might find one answer to a question, but there could be more ways to look at a questions. So she would push them to look at another way to go about answering a math question.

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I remember being in one of my IS fields and it was an english class. We were working on poetry and my CT always read the poems then would ask the students what they felt about the poem. He would ask what they thought each sentence was saying from their point of view or after the whole poem, what they felt the poem was trying to say. He always took each students' thought into consideration and didn't make it any certain one the "correct" answer. He made a point to show students that there could be a number of possibilities depending on everyone thought process or experiences.

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My CT asks her students a lot of open ended questions that requires critical thinking from the students. In the class of Kindergarteners, it can sometimes be difficult to have the students think in that way, but with just a little bit of prompting, the students are able to come up with some creative and correct answers.

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In one of my current filed placements, my CT does a great job of getting students to think critically. She focuses a , lot on expansive writing so she encourages students to write out complete sentences that fully explain their answers. In another field placement of mine, the teacher would constantly pause as she read aloud to ask comprehension and expansion questions of her students. This helped her students gain a deeper understanding of the text.

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My CT at my second grade placement is really great at asking critical thinking questions and then gives her students enough time to think and answer the questions. I see mainly math and she makes sure to ask the students why something is the way it is. This gets them thinking about what they are learning. During one lesson I listened to her ask questions before she started the lesson. She always makes sure to ask questions that make the students think about what they have previously learned . That way they can connect what they are about to learn.

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Last year when I was in my third grade field, my cooperating would always questions to get students to think critically about what they were reading. When she read a book aloud, she would ask questions that had students make connections to what they were learning. There were not only questions about the story, but also about the author's style and purpose. They were evaluating the literature as much as they were understanding the plot of the story.

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Last semester I was placed in a third grade IS classroom and the teacher really did a great job of asking the students quality questions. She would read aloud with the students in a small group setting and would ask them questions that encouraged them to think beyond the text and apply it to their own experiences. Questioning like this not only helps the students think critically, but it also helps improve the students' comprehension of the text.

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In my current field placement, my cooperating teacher is really good at asking questions of the students. When learning new vocabulary, she always asks students to think of situations where they could put it to use. She then has them share their ideas, and as a class, expand on the best ideas that are shared. This gives the students an opportunity to think past just learning vocabulary words and offered them an authentic experience to help remember and use them in context.

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In my current placement in first grade, my CT asks really good questions. She always pauses after each question so that the students are able to think about their answers. She never just gives away the answer, but rewords the question if the students are unable to get it. She also knows what questions to ask, and in what order. She is able to build onto her questions because she anticipates what her students might say. Her students are always able to come up with the answers to her questions, even if it might take some time.

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My current placement, which is 3rd grade, the teacher does a great job of making the students think about why something happens rather than how it happened. Or why the character decided to act a certain rather than asking how the character acted. Another placement was in 5th grade and the teacher did a great job of having the students answer questions in various ways. Students would write answers, say answers, show answer, and act out answers.

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In my field last year, my 1st grade CT showed incredible skills in teaching reading process and reading content. She read a lot to her students, at least once a day and they loved it. She would ask questions before reading, during the reading and afterwards so that students were following along. She would often have activities in which students created alternate endings, wrote their own stories or predicted what would happen next. These were higher level questions that required deeper thinking skills and students from all different levels were able to participate.

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My fourth grade placement CT does a fabulous job of asking questions. She starts with the simple remember questions and then digs deep to really get the students thinking. For complex questions she has them think in groups and then share out. In high school I had a Physics Teacher that asked good questions as well. We learned the equations but, in labs there was always a section that asked us to dig deeper. Think about the math and experiment , and then apply it to the world or she would have us apply it to our daily lives if possible. I remember more about her asking us to think critically about the world than, I remember  the content she was supposed to be teaching us.

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I appreciate the way that my cooperating teacher asks critical thinking questions. She always allows her students to ask their own questions and gives students plenty of think time when she asks a question. She guides thinking rather than just giving her students answers. She thinks of the questions she is going to ask before teaching a lesson so students can get the most out of the lesson they are being taught. She will guide their thinking towards the right answers.

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I would have to say my current CT does a really good job at asking critical thinking questions. I really like how she makes sure to call on all students and give them a decent amount of time to answer before moving on, or giving some sort of clue to help the student figure out the correct answer if he or she is stuck. My CT also does a great job at encouraging all students even if he or she gets a question wrong. My CT will say something like "not quite but close" or "good try" and then will follow up with another question to help lead students to the correct answer.

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My current field placement, which will be my student teaching placement in the spring, is a first grade classroom where I believe my CT does a fantastic job at asking critical thinking questions. I truly admire the way that she presents read alouds to the students because they are always so engaged and eager to listen to what she has to say. They always listen and answer questions that are asked of them, even if they challenge them to think out of the box. My teacher also does a great job with extension activities that force the students to think critically about the why behind the what in stories that she reads.

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My PACE teacher in elementary school would challenge her students to stretch their minds on topics she would discuss in class (Holocaust) or books we would read (A Wrinkle in Time). These concepts at times were hard for us to grasp because they could be abstract for us. My teacher would ask more concrete questions to bring up the abstract thoughts in our answers and connect the two together. When reading A Wrinkle in Time, our teacher would ask us to compare the world Meg and Charles Wallace were traveling to to our world that we lived in. I remember she would ask us why we thought different things would happen or what previous events caused the current events to happen. We would all put the pieces of the puzzles together as a class.

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My AP English teacher in high school asked very good questions. That was probably the first time that I had to stretch my mind at school. She taught us how to think critically by looking at a text and thinking deeply about what happened, how we felt about what happened, and the greater implications for our world. She also taught us that reading should be a community process. We shared our insights about a text with each other and we got so much more out of it that way and I learned more about my peers. That class made me understand what it means to read for meaning but also to let reading challenge and maybe change you.

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I was placed in a field last year and every time the teacher would read aloud, I absolutely loved it. When she would read any kind of text to the students, it was  enjoyable. She would make sure that she would go at a slow enough rate to where the students could understand the illustrations on the page, what was going on on that page, and ask what may happen next. She stood out every detail, but went quick enough to where the students still understood the story. I thoroughly enjoyed her read aloud strategy.

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I was in a third grade field and I had the most wonderful CT who was attentive to every detail of the day and was incredibly efficient in all that she did. She would take time after lunch and recess to read chapter books aloud to the class. While I was there, she was reading Frindle. She would often stop and ask comprehension questions, but she would also give students the time and space to talk with a partner about those higher level thinking questions about "what if I was the main character" or " has something similar ever happened in our school"? The students responded really well and answered the questions.