The Fine Art of Asking Questions

Knowing the right questions to ask can be one of the best tools available to elicit class discussion.

Three ways to ask questions:

1. The overhead question This type of question is directed to the entire class, rather than to an individual. Students then volunteer their answers. Can be used to start the class thinking, and doesn’t put anyone on the spot.

2. The direct question This question is directed to an individual by name. When using this technique, ask the question first, then add the student’s name you are directing the question toward.

-By not adding the name until the last, all the students will be thinking of a response, rather than tuning out if someone else’s name is called ahead of the question.

-A direct question may be used to involve a class member who has otherwise been silent.

3. Reverse or redirect a question When one student gives an answer, ask another student what they think about their response. Or, if a student asks a question, redirect the question back to another class member to answer. This stimulates discussion.

Seven Tips for using questions

1. Write the question on the chalkboard. You can refer back to it if the discussion begins to wander.

2. Phrase the question so that it cannot be answered with a yes/no answer. Yes/no questions will not stimulate discussion.

Exception: Yes/No questions may be used to help draw out timid students

3. Phrase questions impartially. Avoid leading questions, which can be manipulative.

4. Do not always answer questions posed to you by students. Such questions may be redirected to encourage class participation, and to foster discussion.

5. Keep discussions organized by relating each succeeding question to the previous answer. This helps maintain a logical flow to the discussion.

6. Use summaries often to show students the progression of the discussion, and to emphasize important points. When summarizing, give credit to students who have made important contributions to the discussion. Occasionally ask one of the students (sometimes a quiet one) to summarize.

7. Use the chalkboard to list the main points of the discussion, as well as areas where more discussion is needed.

Questioning Techniques

1. Involve non-volunteers.

Non volunteers are those who do not raise their hand and participate in class. Call on non-volunteers as well, to help involve them. They know that if they might be called on, they will listen and pay attention better. Be careful not to embarrass anyone.

2. Pausing after a question.

-Avoid questions that can be answered with a one-word reply
-Pause to let class members collect their thoughts
-Consistently praise thoughtful answers

3. Rephrasing

-After a student gives a response, repeat back, in your own words, what they said prefaced by: “Let me see if I understand what you’re saying...”, or “Do you mean...” This method leads to further thought by the student. It causes them (and other class members) to analyze their response, and to make further clarifications if necessary.

-Rephrasing also stimulates other students to think and comment.-You may want to redirect the question to other students: “What do you think about that Bob?”

-Rephrasing can be a non-judgmental response to an answer. Fearful people will see that they will not be punished or cut off if they do not answer adequately.

-When we rephrase a response, people can see that their ideas are being listened to and understood. Once they feel this understanding, they will be more likely to participate in future discussions.

-When rephrasing, do not insert your own opinions or ideas. Rephrase only to show that you understand, and to give class members a chance to think about the response.