Probing questions in classroom dialogue – UGC NET Question

Statements A, B and D are correct, whereas C is incorrect. A is true because probing questions are designed to get students to clarify or extend what they initially said. B is true as such questions invite deeper explanation, reasoning and connection-making. D is true since teachers can direct probing questions to other students, prompting them to comment on or refine a peer’s contribution. C is false because a hostile tone usually shuts down participation; effective probing relies on supportive yet challenging questioning rather than aggression.

Option A:
Option A lists A and B only and omits D, overlooking the collaborative dimension of using probing questions to involve multiple students. While A and B are accurate, excluding D means the option does not fully represent how probing questions function in group dialogue. Therefore A and B only is incomplete.

Option B:
Option B includes B and D only and leaves out A, ignoring the core definition that probing questions follow an initial response to seek clarification or justification. Without A, the nature of probing is not clearly indicated, so B and D only cannot be the correct answer.

Option C:
Option C correctly assembles A, B and D and excludes C, which wrongly insists on a hostile tone. It captures the clarificatory, elaborative and collaborative purposes of probing questions in classroom communication. Because it contains all and only the true statements, A, B and D only is the right answer.

Option D:
Option D treats all four statements as correct, including C, which advocates an unhelpful and counterproductive manner of questioning. The presence of C makes the combination inconsistent with recommended pedagogic practice. Hence A, B, C and D cannot be selected.