I think the Key word in your question is "attractively" (or attraction). You don't always have to doll it up. I start in a standard way, by opening up the discussion to the class. I usually sit atop a desk to show that the questions is full of deep thought, and could have unusual answers. When the students see me sit on a desk, they generally stop what they are doing and listen. We engage in a discussion at that point. Yes, it takes a bit of time, but engaging your students always takes time. In the end, it works well for me and my students.

I think the Key word in your question is "attractively" (or attraction). You don't always have to doll it up. I start in a standard way, by opening up the discussion to the class. I usually sit atop a desk to show that the questions is full of deep thought, and could have unusual answers. When the students see me sit on a desk, they generally stop what they are doing and listen. We engage in a discussion at that point. Yes, it takes a bit of time, but engaging your students always takes time. In the end, it works well for me and my students.

Questioning and answering is one of the main component of teaching and learning. Asking and answering students are always in a proper format. Answer is to provide the complete that the students understand clearly.

"sitting on a desk" - an attractive approach! Thanks Prof Anothony Shane Stewart for your nice response with sharing practical applications.

"answering students always in a proper format" - nice to hear you dear Dr. Irshad Ullah . Thanks.

Rabiul

First, we need to listen to the question carefully. Then, we can repeat the question to the class to initiate a discussion. Better to spend sometime in collective reflection before answering as suggested by Prof Stewart.

It all depends on the question or the topic of discussion. I teach courses in leadership, group dynamics and organizational culture. I tell my students up front that I expect them to question what I say and when they do question what I have said in lecture - that is what gets the discussion and debate going. there is so much in the literature about the three topics so there is always room for discussion and debate. As long as we are courteous and respectful, the discussions can flow and that is where learning takes place.

Questioning is one of the most significant strategies which should be prioritized in the classroom. First and foremost, according to research, teachers mostly answer their own questions and that of their students immediately after they are asked. This is the worst thing a teacher might do in the class! Questions provide a fruitful ground for learning if they are led to deep discussions.

So, simply put, in the first place, when a question is posed, you should encourage students themselves to answer it. To reach the desired answer, you can pose further questions in order to lead the students to find the answer by themselves. This is the best general strategy: let the students find the answer and take their hands and lead them to the best answer by further relevant questions and discussions.

Cheers

Thanks dear Nabeel Iqbal for your nice comment.

Well, answering or making questions and who answers and makes them are according to pedagogical paradigms. In lectures, probably what you’re discussing is valid, but for emancipatory ou active learning educational paradigms it is intended that we help students create and answer their questions collectively.

Some of the most important take-aways I think that a student must get from an answered question include the following: 1. The professor valued my thinking, and gave dignity to my honest effort 2. I can understand or do this stuff. 3. Being wrong is not only OK, but an important step. 4. Not knowing is not a character flaw, but an important opportunity.

I often involve a variety of strategies when answering questions:

I like to use Socratic dialogue - answer questions with leading questions through steps like the following:

1. I like to bound the problem - identify my expectations for the question and it's solutions. Setting a test or two by which we may evaluate our answers can be part of this.

2. Describe the problem or situation in multiple ways. This gives a better chance of student recognizing how to proceed. (The most effective step for accomplishing the transfer of classroom understanding to a new problem.)

3. Then, identify the fundamental principles I expect to apply. Identify the assumptions that I am making. -Sometimes flag what I expect to go wrong if some of the assumptions are not correct.

4. Apply the principles.

5. Evaluate the results.

According to me it doesn't matter what is the answer if they asking attractively then we have to give the proper answers more attractively with a beautiful and soothing manner. But before that we must have the mastering over that topic.

Thanks Dr. Ken Rossi for sharing your experiences on teaching and answering your student attractively in the classes on three very interesting topics of leadership, group dynamics and organizational culture. Best of Luck. Rabiul

I answered students' queries in a manner that they wanted to be answered. For instance, if they are expecting answers that will favor them I did; but i made it sure to elaborate the pros and cons. I answered them according to

their level and if I have to use slang language trending to them just to satisfy them I usually do

Dear Mehdi Davari-Torshizi , thanks for sharing your very interesting strategy of answering the questions of the students. And, yeah.. answering is a worst thing to face with, indeed. But, eventually, teachers' lives are full of answering, no way!

In my opinion there is nothing more attractive than find a way to understant more than a format although it is not always pleasant.

Dear Rabiul,

Your first priority, as a teacher, is to promote students' agency and autonomy. So, you should not be seen as a reference to all questions! Sometimes, I even tell my students that I don't know the answer and let's find it out together! This is a culture that should be appreciated by teachers in order for their students to become autonomous.

Cheers

Nice to hear some quality ideas from you again. Thanks Mehdi Davari-Torshizi .

It is going to depend on the subject of the question. I agree with Mehdi, I do not know the answer to all questions. However, if I do know the answer, I try to explain it a way that I think my students would best understand it. You have to be careful with cultural references such as movies or TV shows. That is when you find out just how old you really are. That TV show that you just know everybody watched may have been on before they were born.

Ability to relate concept to current events in corporate world, political parties or society or if possible and relevant ; right in the classroom behaviour of students will make our explanations attractive.

A sentence has to occupy a little place but a lot of thoughts. Thoughts ought to outline the ideas and contradictions. Whereas answers have to be related to the ways of solving contradictions and applying ideas.

Gregg W. Etter With respect to cultural references, we similarly have to be cautious with analogies. Someone I admire will not allow her TA's to give analogies, but celebrates the analogies students come up with themselves.

I find it particularly exciting when we can lead students -perhaps with Socratic questioning- through the path we follow so that they understand for themselves.

Estoy muy de acuerdo con Gregg W. Etter . Sólo añadiría una cosa: la sinceridad de la respuesta es imprescindible, explicando siempre que es lo que yo sé o lo que yo creo. Si es posible fundamento la respuesta (cuando se trata de alumnos/as de 16/18 años en adelante.

I think the effective way to answer difficult questions of your students is to allow him in the process of your explanation as to avoid boredom. From time to time, ask him question whenever you explain something so you can also determine if he can catch up or not. Make it interactive! :)

Thanks Prof Gregg W. Etter for highlighting the caution tips while referencing.

you have to answer by giving simple examples even from the practical life.

We could try following, Initially need to comprehend the question thoroughly

Thanks, dear D A Gayan Nayanajith for your nice response, indeed.

I very interesting and teaching relevant question. Yes teacher is answer the question and response the students in very attractive and polite manner. Some time students asked unrelevant questions and irritate the teachers. But i think answer all question in polite manner .

Thanks, Prof Mohd Parvez for your valuable suggestions from your vast experiences.

We may easily show our quality in how we respond to difficult questions.

1) Off-topic questions are often the very reason students are interested in our course, or at least they drive student motivation for the topic at hand. 2) Especially difficult questions challenge how I structure the course or grade things, or set due dates. 3) Students often measure our interest in them and others by how we handle these questions. 4) I work very hard not to change the standards in understanding which I hold them to, though I do provide other opportunities as necessary.

1) Off-topic questions are often the very reason students are interested in our course, or at least they drive student motivation for the topic at hand.

I at least offer a cursory answer in front of class, if it is off topic, and with an invitation (and appointment) to discuss it outside of class. I frequently indicate that the question is so cool! . . . and partly because it is beyond the scope of the course. I indicate my appreciation that they have that deeper interest in the topic.

Students often measure our interest in them and others by how we handle these questions - by how safe they feel. They sometimes then adjust their commitment to our course, or to us.

2) Especially difficult questions challenge how I structure the course, how I grade things, or set due dates.

Again students often measure our interest in them and others by how we handle these questions, even if they disagree with the person asking the question. It is tough to stand aside from the emotional impact they heap upon you. However, they often "heap" because they feel heaped upon themselves.

Again I often offer a cursory answer in class, and invite a conversation to resolve the question when they are not in front of their peers. The cursory answer is generally that I regularly make significant mistakes and welcome the chance to correct them as quickly as I can. I offer them the same opportunity.

One of the heaviest hammers in our toolbox is what a student's peers think of them. When I am smart, I never use this against them, and never in public. EVERYONE in class will notice if I do, and if I am not careful, I am no longer worthy of their trust.

In private, here is how I occasionally use my heavy hammer: My final trump card to play is the question, "Can I (make the accommodation you ask for) and be fair to the other students in class.

A "colorful" church leader was once asked if his swearing and other bad habits were going to keep him out of heaven. He boldly declared, "NO! I repent too !!@#$ fast." Unlike this comment, which suggests that the church leader isn't actually changing, I really do try to change, though I often slip up. It is this "repenting" which keeps me alive in class.

There is a fascinating book which studies some of these things, called, "Leaders Eat Last."

@Nielson: Excellent piece of explanation! Thanks for your prudent response.

You are welcome... Many thanks for initiating the discussion...

Prior to answering need to comprehend well...

for some reading....

Derczynski, L., Wang, J., Gaizauskas, R., & Greenwood, M. A. (2012). A data driven approach to query expansion in question answering. arXiv preprint arXiv:1203.5084.

Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom. John Wiley & Sons.

Chicago

Goldstein, L. M. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of second language writing, 13(1), 63-80.

Markee, N. P. (1995). Teachers' Answers to Students' Questions: Problematizing the Issue of Making Meaning. Issues in applied linguistics, 6(2), 63-92.

Hernandez, K., Hogan, S., Hathaway, C., & Lovell, C. D. (1999). Analysis of the literature on the impact of student involvement on student development and learning: More questions than answers?. NASPA Journal, 36(3), 184-197.

My experience will support me...

Experience and understanding the questions are key

different perspectives...

Feng, D., Shaw, E., Kim, J., & Hovy, E. (2006, January). An intelligent discussion-bot for answering student queries in threaded discussions. In Proceedings of the 11th international conference on Intelligent user interfaces (pp. 171-177).

Jacquemart, P., & Zweigenbaum, P. (2003). Towards a medical question-answering system: a feasibility study. Stud Health Technol Inform, 95.

Bernhard, D., & Gurevych, I. (2008, June). Answering learners’ questions by retrieving question paraphrases from social Q&A sites. In Proceedings of the third workshop on innovative use of NLP for building educational applications (pp. 44-52).

by good knowlege and experience

Practice...

Proper understanding and comprehension...

Brainstorming, by involving students.

First, listen carefully to all the students ’answers, then provide immediate feedback to those answers, with a diversification between the reinforcement period system, the reinforcement percentage system, and no contempt from any of the students.

In order for the students to understand the lecture more easily, the teacher should be brought down to the level of thinking of the student, through concrete examples explaining to the student where the problem is, how to think, how to solve it and in what direction his learning should be developed.

Good Answer Alaa Hussein Fadhil

Always start with where students are. They are not idiots. Their reasoning is actually often sound, based on the information they have. I like how many of you talk about giving dignity to the student's thinking.

Being sincere and genuine with your answers is all that counts. You as a teacher not necessarily try to please students by attractive answers but honestly answer their questions. Just accept your ignorance if you need to in a nice way.No need to make it attractive. Students can also sense your intentions and genuineness from the way you answer them.

By giving them hints to answer, and their participation in solving questions through research and exploration.

Pl. go to this useful link:

Article Students' questions: A potential resource for teaching and l...

Welcoming the question :

Listening to the question attentively indicates to the student that the question is given due respect. Rephrasing the question in a different / simpler way helps in ascertaining that the question was correctly understood. Appreciation of the thought / thinking mind behind the question would make the students to ask more.

Clarifying the answer:

Often, when the same question is posed back to the students, they would be encouraged to answer. The answers can be 'collected' from different students and finally the actual answer can be elaborated with reference to a standard text and also adding an explanation which would help in enabling the understanding. A reference can be quoted so that anyone interested in following up further, can take note.

I think that the teacher should present the class, attractive, striking for the student, the same classes can mark the attractiveness or not of his class; the teacher can make use of various resources such as analogies, of course depending on the nature of the subject he teaches, he can also make use of videos and movies and ask questions to analyze these videos, in order to make his classes as attractive as possible.