If you teach, parent or communicate, you ask a lot of questions (and probably answer a good many as well). Since my grandson now lives close to us and I’m spending more time with his family, I’ve renewed my understanding of the importance of questioning in learning. I’ve always believed that a good question can stretch the learner’s thinking. Unfortunately, my three year old grandson has figured me out and when he doesn’t know the answer to the question or simply doesn’t want to tell me he says “YOU do it, Nanaw, you do it.” In other words, since I know the answer anyway I may as well just tell him. (I’ve got to get sneakier in questioning this little one.)

As an educator I spent considerable time studying the art of questioning. I hesitate to tell you how many books there are on this single topic.  You may have fond, or not so fond, memories of learning Blooms Taxonomy of Cognitive Objectives which forms the basis for some questioning procedures. At the university level, I enjoyed helping new teachers develop their own questioning techniques and researching their progress. I enjoyed using DeBono’s Six Thinking Hats for developing questions. Now, as I teach classes in jewelry making techniques I again find myself knee deep in questioning.

Lately, as I have listened to myself and others teaching, I’m aware of the fact that we occasionally answer the question we thought we heard rather than the one someone actually asked. (It reminds me of the parent who calmly and carefully explains the physical differences in boys and girls when the young child only wanted to know if there’s a difference in boys and girls jeans.) It can be quite perplexing when a teacher misunderstands a student’s question regarding how to do something. In this case the instructor may provide a thorough (and sometimes lengthy) explanation as an answer. The student is then even more perplexed since the explanation doesn’t fit with the problem. Then the teacher is perplexed because the student doesn’t understand the answer. (what a mess!) This really slows the learning process while frustrating everyone involved.

I’m attempting to remind myself to clarify the question before providing an answer. I may begin by saying “are you asking . . . ?” Or I may start my answer with “I think I hear you asking . . . “ Then there’s the useful phrase “do you want to know . . . ?” I hope this will make me a better teacher.

As I again practice my questioning techniques for the jewelry classes, I wonder if my developing skills will help me with a three year old. Some how I have my doubts! I’m beginning to think the real question is “are you smarter than a three-year-old?”