A friend of mine’s little five year old boy started school. So far so good. Yet on a few occasions he arrived home with a sore tummy. His mother gave him 7up – the unwritten prescription medicine of undiagnosed sickness. She let him rest. She told him to lie in bed with a book.
Eventually, she realised the sickness only reared its ugly head every so often, like a kind of scholastic Loch Ness monster, usually some day between a Monday and a Friday.
‘Are you happy in school?’
‘Are you having great fun?’
‘Do you love your new teacher.’
On reflection, she realised that all her questions were overwhelmingly positive. And closed. No open-ended opportunities for talking. He could only answer a yes or a no.
There is the old adage we hear all the time in teaching – like one of the ten teaching commandments – there is no such thing as a stupid question. Yet can we be asking the wrong questions? Ones that don’t solicit the best response and ultimately, not the best evaluation of teaching and learning and really knowing how your student is getting on?
We ask many different questions in the learning setting, in the classroom and for many different reasons. Is it for comprehension? Is it for understanding? It is for some kind of emotional response as to how the learning is going? Sometimes we blindly ask a question, almost on autopilot, almost ridiculously ill-timed and out of place – like a person in a pioneer club asking for a pint – yet surely the most important thing to realise is the reason behind asking the question that you asked?
Seems obvious but what is the purpose behind your question?
Some of the most useful questions we use in our centre can be categorised into:
- Meaning question – what was that about?
- Feeling Questions – what did you think about that?
- What did we do questions – the practical, naming it question.
- Comprehension questions – what did you understand by that?
- Opinion questions – what do you think?
These questions are great to ask as a parent, an educator and to incorporate into your writing exercises and your everyday teaching. Just saying.
So before you do a mindless Magnus Magnesson – master the mind of questions before you ask, if you don’t mind.
Therefore, your next specialised subject is (drumroll) – What are the questions you ask and why?