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Strength
She uses keywords - technical words and built on her students' responses. she also paraphrase accordingly

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Teacher asked questions based on the students responses. She fine tune the responses nd wrote the answers and make it visible for the students.

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1. Asking questions before showing the video
2. Providing scaffolding questions to promote thinking ( What makes a good performance?)

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+ Provides scaffolding or rephrase the questions to help them develop the answers.
"What make a good performance?"
"Why do you enjoy the performance?"

+ Reiterate students' answer and consolidate on butcher paper.

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-Scaffolding was done well. She tries to get the correct terms from the students.
-Question was very clear and she keeps repeating the question. Very focus on what she wants from her question, did not deviate.
-Varied responses from the pupils because of her open question. Maybe because of the student's learning profile.

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Good questions asked but did not probe for further explanation when a partial answer is given, instead the teacher will help to 'complete' the answer for themVague feedback. The wait time is minimal / sometimes no wait time at all.

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Teacher is effective in eliciting more elaborate responses from pupils. For example, pupil just answered "strumming pattern" and the teacher managed to help to develop the answer by saying "varied strumming pattern" and elaborated more on pupils answers. She also tried to involve the whole class by getting responses from all corners of the classroom.

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+Use pupil's ideas and prompts to discuss and elaborate ideas
+Repeats other pupil's responses so that others could hear out and elaborate more
+Very courteous, always saying "thank you" for every good response she got.
+wrote down the good responses so that pupils are able to see their outcomes of discussion - which leads back to them answering main question: what makes a good performance.

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Effective

-teacher built questions based on her students' answers:
Student: Cooperation
Teacher: Why do you say cooperation? What do you mean? What should the performers do?
-scaffolding is good and was based on students' views on what makes a good performance
-lesson was structured well-- to the objective on what makes a good performance

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+She paraphrased pupil's response to highlight musical elements
+She wrote down the responses
+She asked the class the question again to make sure they are on track
+She asked the pupils to elaborate on their answers
-She could have provided scaffolds instead of asking "one more,one more!"
-Did not engage the whole class
-could have a better answering system ( putting up hands, ice-cream stick)

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This teacher's questioning technique is effective to a certain extent only.

Strength:
1. Teacher stops the video at a specific point to allow kids to have focal point.
- a good directive to get kids to elaborate, getting different views.

2. She writes down student responses on a butcher paper (+++).

3. Probes  by asking more questions and supplement the learning of pupils.
eg: how do you think the performers are enjoying?
- Performers should look like they are enjoying from their faces.

4. Although responses may be wrong, she allows flexibility and does not mention that the child is wrong. Instead, she rephrases to its correct term.

Areas for Improvement:

1. Using technology, instead of using butcher paper to record down responses.
- Padlet/ Menti etc
- The kids at the back may not be able to read the responses written on the butcher paper.