We know that for teachers it is important to set a standard to help the students as many doubts as possible. We see that they must clearly state what is expected. They can help students understand their role as questioners and the importance of inquiry to learning by having a discussion with them about the what and why of inquiries. Explain to pupils that it is expected that they would use questions to bolster various aspects of their learning. Consider providing the following mind frames to pupils to help students understand this. We know that for them the use of an attendance management system can be helpful to the students at the same time. To do this, it is necessary to recognise, articulate, and provide tools—such as stems—to support each fundamental ability. Sample talents and their corresponding stems are shown below. Teach your kids how to ask good questions in a practice environment. This can be as basic as assigning students to create five questions on reading for class or homework. You may ask them to list two open-ended questions and three closed-ended questions for which they believe they know the answers (open-ended). If you want pupils to develop their talents, you should provide them feedback on the calibre of their queries. Of course, the ultimate goal is for students to naturally ask questions when they need to during instruction, for instance, to explain a point of difficulty or during a class discussion for instance when they are interested in a topic or about the thoughts of a classmate. We know that the School ERP can be helpful to the students as well. Questions created by students put the students in control. They foster interest and learning. Try adding these five techniques to your toolkit to see whether they encourage more student inquiries. Share the findings as well as any other questioning techniques you may already be employed with the larger educational community. Make careful to give students enough time to react when you offer open-ended questions (between 10 and 30 seconds). Try not to jump in too quickly to reword the question or provide your response; this period seems longer than it is. However, if there is an extended period of silence, you might try rephrasing the question, having a student rephrase it for you, or giving students a short period to write about the subject or debate it with a peer. You start to assemble a toolkit for questioning by taking into account the many types of queries you might have posed in your audit in addition to those you did. A list of the questions you might ask your students in any circumstance, organised in a useful manner, constitutes a question-asking tool kit. There are many different taxonomies of question types, but creating your inventory will provide you with a good pool of options. Always have your toolbox close at hand. If you create a typology that is straightforward to remember, it can stay in the back of your mind as the lesson goes on and help you connect potential questions to the situation. They can therefore make use of a variety of tools. Try to mix up the questions you ask in terms of their levels and sorts. For your learning objectives, pick the correct kind of question at the right time. One should think about how each segment might be examined to the same extent that one naturally analyses the order in which each class segment falls inside one’s teaching plan. Think time is how long a teacher waits for a student to respond to a question. The typical teacher’s wait time is astonishingly less than one second, even though it may seem like an eternity to them. Instead, make it a habit to pause for at least five seconds (and perhaps more) following each student’s response and each question. Keep in mind that creating good questions takes time. Create a list of possible questions and interrogation techniques as you get ready for class. Consider all of the potential outcomes and answers to your questions as you make a list. Many students believe that asking questions somehow indicates a lack of comprehension when they first enrol in college.