Classroom Questioning Questions Posed By Teachers Education Essay

Questioning is one of the most of import accomplishments in effectual instruction. Through oppugning a instructor can assist pupils organize relationships, guarantee success, bring on the engagement of inattentive pupils, and enhance pupils ‘ self-pride ( Eggen & A ; Kauchak, 1996, P40 ) .

Research workers overwhelmed with oppugning techniques highlighted the importance of oppugning in learning as an effectual tool in learning. A inquiry is defined as: “ any sentence that has an interrogative signifier ” ( Cotton, Undated ) . In a schoolroom, the instructor ‘s inquiries are meant to be a tool intended to pass on the content elements to be learned and the instructions for what they are expected to make and the mode to make it ( Cotton, Undated ) . Aschner ( 1961 ) cited in. Gall ( 1970 ) , for illustration, called the instructor “ a professional inquiry shaper ” and claimed that inquiring inquiries is one of the basic ways by which the instructors stimulated pupils believing and acquisition.

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Questioning facilitate acquisition and comprehension by actively affecting the pupils in the category, giving them the opportunity to show the thoughts and sentiments, surrogate interaction and hearing to the treatment given by their co-workers. Furthermore, the transportation of information and conceptual comprehension take topographic point through the procedure of oppugning ( Brualdi, Amy C. ( 1998 ) .

Questions are chiefly classified into higher and lower cognitive orders. Higher- order inquiries are designed to convey out higher-order responses but unfortunately pupils normally responds at lower cognitive order. Furthermore, higher- order inquiries are non ever better than lower, simple inquiries ( Dantonio, & A ; Beisenherz, 2001, as cited in Good, p316 ) .Using different types of inquiries is recommended as simpler inquiry are utile in eliciting pupil ‘s involvement in the subject. However, complex and higher -order inquiries are needed to excite the critical thought and to do certain whether the pupils have met the larning aims of the subject. ( Good, & A ; Brophy, 2008 ) . Gall ( 1984, p41, cited in Brualdi, Amy C. 1998 ) ) quoted that simple factual inquiries are utile for the deprived scholar to assist them get the hang their basic accomplishments whereas higher order inquiries are good for scholar of norm or holding high cognitive abilities.

Teachers should be after a series of different inquiries to maintain the pupils on the same path of comprehension. Get downing with higher order inquiries so continuing to the lower 1s is intended to assist pupils use what they are larning. Conversely, utilizing lower cognitive inquiries so traveling up to the higher 1s is recommended when the purpose of the instructor is to pull the attending of the pupils to certain facts, and so exciting them to deduce a decision utilizing these facts. ( Good, & A ; Brophy, 2008 ) . Consequently, sequencing the order of inquiries is really indispensable to avoid cognitive overload which may interrupt the acquisition of scheme and consequence in hapless public presentation ( Sweller, 1988, cited in Lewis.D, ( 2008 ) . The alteration in public presentation occurs as the scholar becomes progressively familiar with the stuff so that it can be handled more expeditiously by the working memory which is normally limited among scholar ( Sweller. 1998 ) .


This paper is an effort to look into the usage of the different types of inquiries inside the schoolroom in relation to the cognitive theories.

Background and significance:

This survey is conducted at Fujairah Institute of Nursing ( ION ) .This institute is one out of three institutes from the Ministry of Health ( MOH ) in the United Arab Emirates ( UAE ) , which are learning nursing sheepskin for local and expatriates. There are three degrees of pupils ; these are diploma one ( DI ) , diploma two ( DII ) , and sheepskin three ( DIII ) . ( see fig 2 )

At Fujairah ION, there are 13 instructors ; some of them are Bachelors ‘ grade holders while others are master prepared. The experience of the instructors ranges between two to fifteen old ages. The instructors normally apply two methods of learning harmonizing to the ION policy ; these are Lecture Based and Case Based instruction.

The admittance standards of credence of pupils emphasize that pupils must go through the high school with an norm of 70 % in the scientific watercourse. All classs are taught in English.

Figure 1: Mini ION-Organizational Chart

On the footing of my personal instruction experience in the nursing field for the last 10 old ages, seven of them as a senior nursing coach at the ION – MOH – UAE. I have noticed that good inquiring technique is indispensable in the development of pupil ‘s apprehension and critical thought. Brainstorming, examining, reforming inquiries ( simplification ) when needed has been helpful for pupils in footings of understanding what is required, linking with old cognition, retaining information, and generalising to new state of affairss. The chief end of the ION is to develop long life scholar through the usage of Case Based Learning Method and synergistic Lecture Based Method where the instructor showered the pupils with different types of inquiries to ease the treatment in the schoolroom. This could non go on efficaciously if the facilitators have no inquiring technique. Furthermore, because of my personal involvement in bettering the quality of instruction and oppugning technique in ION, and since cipher has investigated the impact of good oppugning on pupil ‘s apprehension. I feel the impulse to analyze the part of this facet to the acquisition procedure. The consequence is expected to bring out the degree of oppugning ( high- order, low order ) and the consequence of inquiries on pupils ‘ comprehension.

Literature reappraisal

The usage of oppugning helps instructors to analyze scholars ‘ comprehension. Questioning is besides utile for scholars as it encourages battle and focuses their thought on cardinal constructs and thoughts. Good learning involves how to inquire inquiries for maximal consequence. Teachers should learn pupils how think instead than feeding them with cognition, inquire them to happen relationships and forms as this will assist them use what they have learned and do them accountable for their instruction and value what they are larning. Questions from pupils mean they are believing critically about what you are discoursing, promote that believing! ( Schafersman, S. , 1991 ) .

Questions are classified as low order cognitive degree and high order cognitive degree ( Bloom, ( 1956 ) .The lower order inquiries focus on facts, callback of information that can be memorized which may restrict pupils ‘ thought, amplification and deep apprehension of the stuffs and may impair higher order thought. Yet, higher order oppugning requires the pupils to believe critically and moderately instead than memorising. In add-on, inquiries promote the pupils ability to work out job, analyze, evaluate and develop deep apprehension of the topic affairs in order to reply this kind of inquiries ( Brualdi, Amy C. 1998 ) .So Critical thought is a job work outing accomplishments that result in trusty information and lead to effectual acquisition and contemplation ( Schafersman, S.,1991 ) .Therefore, larning will advance the thought ability and higher order believing which s dependant on the inquiring technique used by instructors therefore, the better oppugning the higher the ability for metacognition and contemplation. So, inquiring well-formulated and sequenced inquiries sing the cognitive architecture of the pupils will restrict the random disposal of uneffective, non purposeful inquiries that will overload the cognitive ability of the scholar and accordingly impair his apprehension.

One of the basic theories in oppugning was reflected in Benjamin Bloom ‘s taxonomy ( 1956 ) who builds a system of classs of larning behaviour to assist us in planing and measuring educational acquisition. The taxonomy was ordered in grade of trouble from simple callback of facts on the lowest degree, through progressively more complex and abstract mental degrees, to the highest order making ( synthesis ) after being revised by Anderson and Krathwohl ( 2001 ) . ( See Figure 2 ) .

Figure 2: Anderson and Krathwohl ( 2001 ) revised Bloom ‘s original taxonomy

An of import rule of Bloom ‘s Taxonomy is that each degree must be mastered before doing advancement to the following. Yet, this has been criticized by the fact that larning is non consecutive and a individual might jump from cognition to application so analyze the application, come to a decision ( rating ) and so re-analyze the decision all working toward a greater synthesis of information. Constructivist instruction has suggested that instructors need to distribute higher-order thought accomplishments throughout a undertaking instead than get down with the conveyance of cognition ( Spencer.J, 2008, cited in ) .According to the systems theory forwarded by Squire ( Squire & A ; Knowlton, 1995 ) , expressed memory is witting memory, whereas inexplicit memory is unconscious memory. Information in expressed memory decays with clip, while information in inexplicit memory corsets put. Low order oppugning activates the expressed memory while higher order oppugning promotes the inexplicit memory.

The cardinal component of Bloom ‘s taxonomy is in its prompt that we want pupils to hold many degrees at accomplishments. Bloom found that over 95 % of the trial inquiries require the pupils to believe merely at the minimal degree.

Teachers should be professional in the preparation of the inquiries and pay attending to their dictions as wide or narrow diction could restrict pupils ‘ response. Furthermore, instructors ‘ inquiries should be based on the cognitive degree of pupils instead than their classs.

Piaget, another psychologist, stated that larning and believing involve scholar ‘s engagement. Knowledge is non strictly transmitted verbally but must be constructed and reconstructed by the scholar. Intelligence is good kept through assimilation and adjustment ; hence, experiences should be considered to give opportunities for assimilation and adjustment. Harmonizing to Piaget, scholars need to research, to pull strings, to experiment, to inquiry, and to seek out replies for themselves – activity is indispensable. Direction should be individualized every bit much as possible and scholars should pass on with each others, to challenge and discourse issues. Piaget considers instructors as facilitators of cognition – they instruct, engage and motivate pupils. Learning is much more meaningful when larning springs from their experiences. Consequently, instructors can utilize assorted types of inquiries to excite the scholars ‘ believing about abstract constructs taking into consideration their developmental degree since development precedes acquisition.

Teachers should carefully be after their inquiries and move from one phase to another depending on the cognitive procedure of the scholar, Therefore, there should be a correspondence between the cognitive degree of instructors ‘ inquiries and the cognitive ability of the pupils ‘ replies.

Harmonizing to Vygotsky ( 1920s-1934 ) , rational development takes topographic point in term of societal history and sociocultural background ( Luria, I 976 ) . That is, cognitive accomplishments and forms of thought of an person are non congenital factors, but are gained from interaction within his sociocultural environment. Vygotsky believed that larning occurs when kids are working within their zone of proximal development ( ZPD ) . That is, the ZPD depicts undertakings that a kid has non yet learned but is capable of larning at a given clip. A cardinal thought derived from Vygotsky ‘s impression of societal acquisition is that of staging ; the support given by more skilled equals or grownups. Typically, scaffolding agencies supplying a kid with a great trade of support during the early phases of acquisition. The instructor should see prosecuting pupils at the upper degrees enthusiastically without overpowering them. Vygotsky considered that the instructor as a scaffold that can assist the persons learn by seting his instructions and inquiries harmonizing to the kid ‘s degree of public presentation — is an effectual signifier of learning. Unlike Piaget, Vygotsky believed that larning returns development.

Vygostyan psychological science ( Vygotskij, 1978, 1999, 2002 ) ; any cognition is based on a peculiar degree of abstraction. As a consequence, the proper usage of instructors ‘ inquiry even in the signifier of fact could take to abstraction which is contrary to Bloom. On the other side and harmonizing to Vygotsky, Learner ‘s biological capacity for executing certain undertakings are limited, but did non specify, what that kid could larn Thus, “ cognition ” by itself, even at its really concrete phase or factual sphere, is still based on abstract phenomena The thought that factual information somehow reflects a believing act based on no abstraction or on a low degree of abstraction reflects a instead naA?ve psychological science of Learner development, particularly if it is used to construct a higher signifier of believing. Alternatively of concentrating our attending as to the different hierarchal degrees of conceptual development, we should stress the different degrees of conceptual development in which the scholar construe their ain world. Therefore, larning at any of the degrees of Bloom ‘s Taxonomy can be applied in schoolroom conditioned that the competent coach is able to simplify construct and construe harmonizing to the pupils ‘ degree of knowledge.

A considerable figure of research workers have studied the usage of inquiries in the schoolroom by the instructors and their findings were congruous. The figure and types of inquiries asked by instructors during the instruction procedure varies. Harmonizing to Gall, ( 1970 ) the usage of inquiries in the schoolroom over a 50 twelvemonth period reveals that the chief tendency has been the development of techniques to depict inquiries used by instructor. It is clear for pedagogues that inquiries play an of import function in learning. Aschner ( 1961 ) called the instructor “ a professional inquiries shaper ” . Flander ( 1970 ) cited in Gall, ( 1970 ) P3 ) stated that inquiring inquiry is one of the 10 major treatments for analyzing instructors ‘ behaviours in the widely used system for interaction analysis. Hastings ( 1912 ) cited in Gall ( 1970 ) P3 ) . An mean instructor asks 400 inquiries in a twenty-four hours, this means that most of the instruction clip is occupied with inquiries and replies. Educators by and large see oculus to oculus that instructors should emphasize the development of pupils ‘ accomplishment in critical thought instead than in remembering facts. Harmonizing to Gall, Approximately 60 % of instructor ‘s quest on callback facts, approximately 20 % require pupils to believe and the staying 20 % are procedural.

In another survey by Hussein ( 2006 ) , three instructors observed asked a sum of 782 inquiries composed of academic, non-academic, and false inquiries in 16 observation Sessionss. The perceiver recorded ( 526 ) inquiries, three hundred fifty four ( 354 or 67.3 % ) were academic. The bulk of the academic inquiries were low-level ( 458, 87 % ) and the staying 68 inquiries ( 13 % ) were high-ranking.

In the survey of Graesser and Person ( 1994 ) , 96 % of the inquiries in a schoolroom environment are instructors ‘ inquiries. In add-on to being rare and short, student inquiries are besides simple ( Dillon, 1988 ; Flammer, 1981 ; Kerry, 1987 ) cited in Graesser & A ; Person ) . That is, they are usually superficial, short-answer inquiries that deal with the content and reading of distinct stuff ; they are seldom high-cognitive inquiries that involve illations, multistep analysis, or the averment of critical judgement.

Research Question:

This paper is an effort to reply the undermentioned inquiry:

What types of inquiries are used by the instructor?

How different or similar are these inquiries to the researches findings?



A descriptive survey design will be used to analyze the degree of inquiries posed by the instructors, based on the revised Bloom ‘s taxonomy of the inquiry degree. The consequences will be tabulated utilizing simple statistical analysis to advert some: Sums, and Percentages,

Sample and Setting:

The research worker will carry on two Sessionss of observations in two nursing categories. These are: DI & A ; DII ; each category consists of 25 and 28 grownup pupils severally and learns through talk based method. They lie in the ( Formal operational phase of development ) harmonizing to Piaget.

Two instructors will be observed are: first is a holder of a maestro grade in Medical surgical nursing, has an experience for two old ages in nursing instruction ; the 2nd possess a Bachelor ‘s Of Nursing Science, and has seven old ages of learning experience.

The oppugning technique of the instructor will be assessed and evaluated through direct schoolroom observation in relation to the cognitive theory ( Bloom, Piaget and Vygotsky )

The revised version of Bloom ‘s taxonomy ( Anderson and Krathwohl, 2001 ) ) will be used as a tool to measure the degree of oppugning. ( figure 2 )

Ethical considerations:

The ethical considerations of carry oning this piece of research were carefully considered. Three consent letters were obtained from the Branch Manager every bit good as the concerned instructors.


A missive will be sent to the principal to acquire permission for observations good as to the concerned instructors that I will go to their categories. ( Appendices C, D ) .The schoolroom observation clip will be 100.The findings of the survey will be compared with the consequences of the surveies done by Gall, 1970 ( The usage of inquiries in learning ) , Graesser and Person 1994, ( Question inquiring during tutoring ) and Hussein, 2006 ( Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia ) .The purpose behind the comparing among these surveies is to find whether the inquiries used by the instructors have been changed or non throughout the mentioned day of the months of surveies.

Datas Analysis:

The Numberss and the types of inquiries posed by instructors ‘ will be counted and analyzed. I calculated the frequence of inquiries asked by the instructors and categorized them harmonizing to high cognitive order and low cognitive order based on bloom ‘s taxonomy. The per centum of the entire figure of inquiries was calculated to ease readability and comparing between two categories ( See Appendices A & A ; B ) .


Degree of inquiry

Class I

Class II

Low Cognitive


25 ( 66 % )

17 ( 63 % )


10 ( 26 % )

6 ( 22 % )

92 %

85 %





2 ( 5 % )

2 ( 7 % )



1 ( 3 % )

2 ( 7 % )

8 %

14 %




Table 1: Classrooms consequences

Figure 2 ; Graphical presentation of consequences


With regard to this figure of inquiries:

The findings of this survey showed that the figure of asked inquiries ( C1 =38, C2 =27 ) falls in scope with the findings of the survey of ( Graesser and Natalie ) ’30 to 120 inquiries per hr ‘

With regard to the frequence of low cognitive inquiries:

It is obvious from the findings that the bulk of inquiries ( C1 =92 % , C2 =85 % ) prevarication in the low cognitive order. Compared to the findings of ( Gall. 1970 ) and ( Hussein, 2006 ) who severally found that 77 % and 87 % of instructors ‘ inquiries are of factual type. The figure of inquiries which lie in low cognitive order is rather higher based on my personal category room observations ; even the inquiries asked at the higher degree ( C1 =8 % , C2 =14 % ) were non answered right by the pupils. Teachers were noticed to feed the pupils with appropriated responses which will non excite abstract believing but contrary to that recalling and memorisation will ; term to be the existent term fro e.g.

1. Scaffolding

Teacher: What is the consequence of pneumonic high blood pressure on the right side of the bosom?

Students: did non react to the inquiry.

Teacher Scaffold them: Could you describe the pneumonic circulation.

Formal operational:

-How is the clinical presentation of right ventricular failure different from the left side ventricular failure?

– Students: No response

Traveling rearward from formal to concrete was quoted in the undermentioned event: -Teacher: What are the maps of the left and right side of the bosom?

Although the instructor was inquiring inquiries at frequent manner there was no adequate attending to the degree of the asked inquiries ; most of the inquiry did necessitate recalling and rote memory acquisition. This is an indicant that either instructors are non good trained or the higher order cognitive inquiries are non decently formulated or the pupils are non good coached to react to such types of inquiry. Students ‘ readying plays a function in reacting to higher degree of oppugning. If pupils are non good prepared, they will non be able to group the indispensable subject of the asked inquiry and therefore they will non catch up the higher cognitive degree inquiries.

Connection with learning Theories:

During my schoolroom observations, I was able to happen a nexus between some of the instructor ‘s inquiries and the cognitive theories of Piaget and Vygotsky ( see appendices A & A ; B ) , for illustration.

1. Vygotsky /scaffolding:

– Teacher: what is the consequence of left ventricular failure on the cardiac end product?

– Students: did n’t react to the instructor and seemed confused.

– Teacher gave them a intimation by simplifying the inquiries what are the determiners of cardiac end product?

– Students answered: ” Blood force per unit area, and contraction.

– Teacher: What is the consequence of contract on CO?

2. Formal a Concrete ( Piaget )

Teacher: What is the principle behind dypsnea in platinum holding left ventricular failure?

Students: did n’t reply

Teachers: ( moves to concrete )

What causes dypsnea?

Student: lung upset

Teacher: What is incorrect with lung?


Questioning Training plan for instructors is extremely recommended ( Besides by Gall.D, 1970 ) .Teachers must be cognizant of the different degree of inquiries and the importance of effectual and sequenced schoolroom inquiries in advancing pupil apprehensions. Furthermore, Students should be trained and coached on how to react to higher order inquiries since higher order inquiries could be misused to fall in the low cognitive order. Giving pupils equal clip to react will positively act upon the acquisition. Finally, another research concentrating on the inquiries posed by the pupils should be conducted.


Good inquiring technique improves the apprehension of the pupils and accordingly the result of the cognitive acquisition when the inquiries match the cognitive abilities of the pupils. Consequently larning and cognitive theories should be implemented in the schoolrooms.

Furthermore, the consequence of this survey supports the recommendations of Gall that instructors do necessitate in-service and professional development programmed to better their inquiring accomplishments. Furthermore, the findings of Gall and Hussein are prevailing in the current survey. There are no indispensable alterations from 1970 boulder clay 2010.

The research worker noticed that the inquiries were non distributed every bit among the pupils even a considerable portion of pupils were non engaged in the treatment particularly in DII. This could be due to hapless or unequal readying of the pupils, although it is the duty of the instructor to excite all the pupils. Furthermore, there was a noticeable job in the question-answer waiting clip ; for e.g. the instructor gave 15 seconds for a low cognitive inquiry whereas a high cognitive inquiry was given 12 seconds. The great majority of the inquiries were administered by the instructors and pupils were non encouraged to inquire inquiries.

Restrictions of the survey:

It is worthy to advert that the range of this survey is limited to two instructors of nursing in one school in an educational zone. Some variables like instructor ‘s readying which influence the oppugning accomplishments were non measured. In add-on, Students ‘ readying and inquiries were non measured besides.


Appendix A:

Session I

Lesson: The Heart in wellness and disease

Time: 50 proceedingss

Venue: Diploma I A category, Fujairah ION

Teacher: M.S-Lecturer

Perceiver: Bilal El-Salibi

The instructor started the Sessionss by presenting the larning aims.Then ; he asked the undermentioned inquiries:

Mentioning to your high school instruction ; what do you cognize about the bosom

Who can place the location of the bosom?

Who can call the four Chamberss of the bosom?

List the three beds of the bosom?

What is the map of the myocardium?

What do we intend by the prefix ( Myo ) ?

State the maps of the bosom?

How many valves do we hold in our bosom?

State the map of the valves?

Could you please state me which arteria is responsible about providing the bosom with blood?

Can you foretell what will go on to human being if this arteria becomes blocked?

List the most common substance that leads to occlusion of the coronary arteria?

Is there any other factors than cholesterin can obstruct the coronary arteria?

What are these factors?

When we can state that the patient is holding bradycardia ( low bosom rate ) ?

When we can state that the patient is holding tachycardia ( high bosom rate ) ?

Identify the system that is responsible about ordinance of bosom?

Distinguish the consequence of Autonomic nervous system?

What are the factors the lead to stimulation of the autonomic nervous system?

Explain the indispensable elements of cardiac rhythms?

How much it takes?

When the AV valves will shut?

Why do they shut?

When the plutonic and aortal valve will shut?

Why do they shut?

Explain what produces the two bosom sounds?

Define cardiac end product?

How make cipher the Cardiac end product?

We said that contration is the chief map of the bosom.

What will go on to the human being when the cardiac contractility is impaired?

What is the consequence of left ventricular failure on the cardiac end product?

What are the determiners of Cardiac out?

What is the consequence of good contraction on CO?

How is the clinical presentation of ventricular failure different from the It side?

What are the maps of the left and right side of the bosom

What is the consequence of pneumonic high blood pressure on the side of the bosom?

Could depict the pneumonic circulation

What is the principle behind dypsnea in platinum holding left ventricular failure?

What causes dypsnea?

Appendix B:

Session II

Lesson: Hepatitis

Date: 21-3-2010

Class: DIIA

Time: 50 proceedingss

Venue: Fujairah ION

Teacher: Mr. M.S-Lecturer

Perceiver: Mr. Bilal El-Salibi

The lesson started at945 Am. Mr.MS introduced the instructional aims of the session by speaking about the history of the disease and its consequence on the community ; so referred the pupils to their prerequisite class of anatomy and physiology.

Define Hepatitis?

Can you place the location of the liver?

Who can remind us of the chief maps of the liver?

Make you cognize anybody holding hepatitis?

How did she acquire it?

How old she is?

Is she married or individual?

When did she present her kid?

In which infirmary?

What type of bringing? Normal vaginal bringing or cesarean delivery.

Did she have blood transfusion station C-section?

Did they make certain that the blood unit is free from infection?

When did she detect that she is infected?

What marks and symptoms did she exhibit?

Did she have any intervention or vaccinum?

How many types of hepatitis do we hold?

What is the most common one?

What is the prevalence of hepatitis B?

How much it takes for hepatitis virus to bring forth the infection? I mean the incubation period

Compare and contrast between hepatocellular icterus and clogging icterus?

What is the normal value of hematoidin?

What is difference between direct and indirect hematoidin?

Pull a chart demoing the whole pathopysiologic province of hepatitis B?

Invent a program for forestalling the transmittal of hepatitis B?

Identify the manner of transmittal?

What should we take to restrict the transmittal of infection?

What will go on if the blood unit is non tested decently by the lab technician?

Do you believe that the punctilious checking and testing of the blood unit is of import? Why?

Appendix C:

Branch Manager-Consent missive

United Arab Emirates

Ministry of Health

Institutes of Nursing




Mr. Bilal El Salibi

Senior Nursing Coach


Fujairah I.O.N


Mrs. Mona Al Kujuk

Branch Manager


Branch Manager

Fujairah I.O.N


Permission for schoolroom observation

Dear Mrs. Mona,

As portion of my practical preparation demands in the British university in Dubai, I would wish to inquire for your permission to go to two schoolroom Sessionss for two different coachs.

The purpose of this observation is to derive insight and document the construction and degree of oppugning enacted by the coach.

I appreciate your cooperation and communicating with the specified coachs to ease the achievement of this procedure.

Thank you really much

Bilal El-Salibi

Senior coach

Appendix D

Teachers- Consent missive

United Arab Emirates

Ministry of Health

Institutes of Nursing




Mr. Bilal El Salibi

Senior Nursing Coach


Fujairah I.O.N


Nursing Coachs


Branch Manager

Fujairah I.O.N


Arranging for schoolroom observation

Beloved coachs,

In mention to the missive sent to you by the director, I would wish to state you that this attending comes as a portion of my practical preparation demands in the British university in Dubai.

The purpose of this observation is to derive insight and document the construction and degree of oppugning during schoolroom instruction.

I would wish that you inform me about session timing at your convenience within one hebdomad.

I appreciate your cooperation to carry through of this procedure.

Thank you really much

Bilal El-Salibi

Senior coach


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