This week I learned about questioning which use is in teaching and learning session. One of the example that I got through to the internet, there is something said about Socratic teaching method. According to it, this type of method, using questions and answers to challenge assumptions, expose contradictions, and lead to new knowledge and wisdom is an undeniably powerful teaching approach.

A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. The present review focuses on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention, and level of student participation. This means that certain other subtopics within the general area of questioning are excluded from the present analysis. It does not deal, for example, with the effects of textual questions or test questions, and it is only incidentally concerned with methods used to impart study skills, including questioning strategies, to students. (Kathleen Cotton)

So, there are many purposes why teacher use the classroom questioning. There are;

· To develop interest and motivate students to become actively involved in lessons

· To evaluate students' preparation and check on homework or seatwork completion

· To develop critical thinking skills and inquiring attitudes

· To review and summarize previous lessons

· To nurture insights by exposing new relationships

· To assess achievement of instructional goals and objectives

· To stimulate students to pursue knowledge on their own

These purposes are generally pursued in the context of classroom recitation, defined as a series of teacher questions, each eliciting a student response and sometimes a teacher reaction to that response. Within these recitations, students follow a series of steps (consciously or unconsciously) in order to produce responses to the questions posed. These steps include:

• Attending to the question
• Deciphering the meaning of the question
• Generating a covert response (i.e., formulating a response in one's mind)
• Generating an overt response; and often
• Revising the response (based on teacher probing or other feedback)

So, in general the roles of classroom questioning have drawn a following conclusion when we apply the questioning teaching method. When we using Instruction which includes posing questions during lessons are more effective in producing achievement gains than instruction carried out without questioning students. Beside that, the Students perform better on test items previously asked as recitation questions than on items they have not been exposed to before. Furthermore, Oral questions posed during classroom recitations are more effective in fostering learning than are written questions, and also at the same time, Questions which focus student attention on salient elements in the lesson result in better comprehension than questions which do not.