The importance of CCQ’S,
ICQ’S and Classroom
management
Week #3
Agenda
01 02 03 04
Classroom
Warm up CCQs & ICCQs management Feedback
01
Warm up
02
CCQs &
ICCQs
Why do teachers
ask questions in
the classroom?
Questions stimulate discussion and creative
and critical thinking, as well as determine how
students are thinking.
Questions help students retain material by
putting into words otherwise unarticulated
thoughts.
CCQs: Concept Checking Questions
CCQs are questions that a teacher uses to check
whether students understand the meaning of a
word, phrase, or grammatical structure.
They are designed to elicit (obtain) responses
that demonstrate comprehension rather than
just rote memorization.
Examples of CCQs:
For the word "bicycle":
1. "Can you ride it on the road?" (Yes)
2. "Does it have an engine?" (No)
For the past tense of a verb like "go":
1. "If I say 'I went to the store,' does it
mean I am going now?" (No)
2. "Does it mean I went to the store
yesterday?" (Yes)
Reported Speech: She said that she was going to the
market.
CCQs:
1. What did she say she was going to do?
(Expected Answer: She said she was going to the
market.)
2. Is “I am going” the same in reported speech?
(Expected Answer: No, it changes to “she was
going.”)
3. Do we need to change the pronoun ‘I’ in reported
speech? Why?
(Expected Answer: Yes, because it changes to ‘she’
to match the subject of the reporting verb.)
ICCQs: Instruction Checking
Questions
ICQs refer to questions that help identify
whether the students can recognize what you
have told them to do.
They can be very helpful in clarifying any
potential misunderstandings before students
begin their work.
Examples of ICCQs:
1. What are you supposed to do first?
2. How many minutes do you have to complete this task?
3. Can you work with a partner or do this alone?
4. What materials do you need for this activity?
5. Should you write your answers in full sentences or
bullet points?
Be careful with these questions
1. Do you understand? (students tend to say yes)
2. Is that clear? doesn't require students to demonstrate
their understanding)
3. Any questions? (put students on the spot)
4. Can you repeat what I said? (students just repeat)
5. Do you think you can do it? (confidence or
understanding)
03
Classroom
management
Effective classroom management begins
with strong organizational skills—
preparing your materials carefully,
practicing with the technology, and
getting a sense of how to best organize
and move around in the room.
1. The Right Tone of Voice
The way a teacher uses their voice can significantly
impact classroom dynamics. A calm, steady tone can
convey authority and control, while an enthusiastic
tone can engage students.
Example: When giving instructions, a teacher might
use a clear, firm tone to ensure students understand
the importance of the task, while using a lively tone
when celebrating a student's achievement.
2. Establishing Consequences
Clear and consistent consequences for behavior
establish boundaries and expectations. Students
should understand the repercussions of their actions.
Example: A teacher might implement a “three strikes”
policy where a student receives a warning for minor
disruptions, followed by a loss of privileges or a call
home if the behavior continues.
3. Being Aware of Signals
Teachers should pay attention to non-verbal signals
from students, such as body language, facial
expressions, and engagement levels, to gauge their
understanding and emotional state.
Example: If a student is frequently looking away or
fidgeting during a lesson, the teacher might check in
with them privately to see if they need help or if
something is bothering them.
4. Learning Their Names
Taking the time to learn students' names fosters a
sense of belonging and respect. It shows students
that they are valued individuals.
Example: A teacher might make a point of using
each student’s name during discussions or while
giving feedback, reinforcing personal connections
and encouraging participation.
5. Celebrating Hard Work
Recognizing and rewarding effort, not just
achievement, encourages a growth mindset and
motivates students to persevere.
Example: A teacher could create a “Star Student”
board where students are recognized for
improvement, effort, or collaboration, highlighting
diverse strengths in the classroom.
6. Emotional Objectivity
Maintaining an objective attitude towards students’
emotions helps teachers respond appropriately
without personal bias or escalating situations.
Example: If a student is upset over a grade, a teacher
might listen empathetically but remain neutral,
helping the student understand how to improve
without becoming emotionally involved.
7. Non-Verbal Communication
Non-verbal cues such as gestures, eye contact,
and body posture can reinforce messages and
maintain student attention.
Example: A teacher might use hand signals to
indicate when students should be quiet or raise
their hands, minimizing verbal instructions and
keeping the flow of the lesson smooth.
8. Short-Attention Callers
Students with shorter attention spans may need
varied strategies to keep them engaged. This
includes quick activities or changes in instructional
methods.
Example: A teacher might use a “quick question”
format where students answer questions in pairs for
a minute before sharing with the class, breaking up
longer lectures and keeping attention focused.
04
Feedback
Exit ticket
It is a type of formative assessment
that allows us to monitor the learning
process of our students since it
contains instructions for them to carry
out after the class has ended.