Educational Methods: Why Ask Questions? by Shirley Minster
Lately I’ve been thinking about different educational methods used by teachers. One technique is the utilization of questions: why questions are asked, what the teachers hope to gain, and how students feel. Discouraged children and frustrated teachers do not make a happy learning environment. Stimulating conversations between students and teachers make pleasing environments. This directly translates into respectful relationships between students and teachers as well as between classmates.
Why am I asking the questions? The first step in considering the process of questioning is for me to use this method and ask myself why I’m asking questions in the first place. This should be to admit to the other person that I have the need for answers. I had never realized this until I took the time to ponder the technique. As I delved deeper, I also recognized that my question shows the student my acknowledgement that he is important. After all, he knows the answer about something I need to know. This can cause great angst for teachers until they relax and learn that no one knows everything and that it is okay not to know everything. It’s okay to let others enjoy their feeling of superiority. This flies right in the face of the traditional education system, though. Teachers are supposed to know all the answers. This is faulty thinking at best, though, and guilt-provoking at worst. Some of this distorted thinking is a result of one’s educational upbringing. In school we were taught to answer teacher’s questions with correct answers. If we did not know the answers, we studied harder. We did not stop to think that our answers might be right even though they were different from the teacher’s answers. Sometimes there is more than one correct answer.
This method of questioning is often used to determine if the students understand new concepts or if the students have studied and learned the course material. It can be an appropriate form to gather information if the students know the purpose is to find out their levels of knowledge and to correct any errors. This method of instruction must by necessity include much discussion between students and teacher and less of a question – answer period, less of an inquisition.
What do I hope to gain from asking questions? Teachers are known for asking an inordinate amount of questions throughout the day. When working with students, they often ask questions that have known outcomes. In other words, the teacher already knows the answer and the student knows that the teacher already knows the answer. Sometimes a child dares to ask his own question, “How come you’re asking me something you already know the answer to?” or “How come you’re asking me something you already know I know?” These are reasonable queries that must be answered.
Sometimes questioning becomes more of an interrogation rather than a time for sharing what one has learned. This unsatisfactory form of discovery demonstrates to the students that the teacher cares little for their opinions and very possibly does not want to wait while they fully explain their answers. Students may choose to shrug their shoulders and say nothing or to respond in defiant manners with terse or impolite wording. It is very important for the teacher to spend more time in trying to understand what his students are trying to say rather than to ask as many questions as possible within a certain timeframe.
What do we want to see on our students’ faces when we ask questions? Smiles and pride in their eyes as they share what they know. We don’t want to see grimaces and blank stares. If that is what we see the majority of the time, we are doing something wrong. We need to change our methods of ascertaining what they are thinking, not grill them.
Teachers, it will bring a smile to your face and encourage you when your students come to you to share what they are learning. When they know you will take the time to talk with them about what they are learning, they form relationships with you that are built upon mutual respect.
About the author:
Shirley M.R. Minster is founder and director of Home Education & Family Services and Royal Academy. Working with families all over the world, Shirley and her very experienced staff provide homeschooling families with custom-designed programs for each child and the necessary support and assistance each family needs to succeed. For more information visit the website: http://www.homeeducator.com
