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Processing delays

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Students may be intimidated and not feel comfortable answering

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Helping students feel successful with their approximations so they take more risks

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wait time

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Students coming up with a way to formulate their responses.

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Vocabulary
Length of question

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Students coming up with a way to formulate their responses.

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The wording of higher level questioning must be carefully constructed.

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Laura
A teacher has to consider the needs of the students. Some students might need to learn the language so they can understand what you are asking, especially in an ENL class.

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Laura
A teacher has to consider the needs of the students. Some students might need to learn the language so they can understand what you are asking, especially in an ENL class.

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Children functioning far below grade level and have limited background knowledge. Expressive language delays also impede their questioning skills.

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Children gets anxious and may shut down. Limited background knowledge, various ability levels, wait time

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Students are at different learning levels, what  a higher level question for one student might  not be for another

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Students are afraid to get the question wrong.

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Pre-teaching language and vocabulary so students understand questions.

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Understanding what students may or may not know (background knowledge) and allowing more think time.

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Students are intimidated and won't attempt to answer questions.
Lack of understanding of higher level questioning words.

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-Vocabulary scaffolding
-A few students dominating the conversation over others who may not "get it" right away.
-Not changing the questions right away because they are giving you "the look!"

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Letting the students have enough wait time to formulate thoughtful answers. Being okay to sit in silence.

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Making sure we differentiate the vocabulary we use so all students can respond.

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Diverse learning needs in the classroom

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Not interrupting student thinking during the questioning to ask more questions or redirect too soon.