Ten Guidelines for Asking Questions

from TEACHING TEACHERS TO TEACH by Donald L. Griggs (Abingdon Press, © 1974)

1. Ask questions that are more open than closed.
Questions with only one right answer or implying a “yes” or “no” response are more closed. These questions are more a test of memory that they are inquiry into subject matter. When tempted to ask a closed question, make a statement instead; then ask open, analytical, or probing questions.

2. Ask only one question at a time.
More than one question at a time is confusing to the participants. Leaders who ask several questions at once usually have not thought carefully or prepared adequately and are “fishing” for the right questions.

3. Present questions to the whole group.
Instead of putting one person “on the spot” by directing the question to that person, offer the question to the whole group. By being aware of the readiness of individuals to respond, it is possible to invite responses by eye contact, a nod of the head, or a gesture of the hand.

4. Provide feedback after a participant responds.
The discussion leader can reinforce participants and facilitate further discussion by providing verbal and non-verbal feedback so that they will know the leader has heard and received the contribution.

5. Follow up with probing questions.
Probing questions are those that follow up after initial question and response. They lead to further inquiry and exploration in depth of a subject. Probing questions also provide a degree of reinforcement and feedback.

6. After asking a question, be silent.
The best “next step” after asking a question is to be silent. If the question is clearly stated and if the participants have sufficient background with which to answer, then they need some time to think. Ten seconds is not too much time, but seems like an eternity to an anxious leader. The burden of the silence should be upon the participants, not upon the leader.

7. Use an inquiry style rather than an interrogation style.
Inquiry says to the participants, “I’m interested in what you think and say.” Interrogation puts persons on the defensive and inhibits their ability to think and express themselves creatively.

8. Encourage participants to ask their own questions.
Questions are not just the property of the leader; questions can be asked and used effectively by the participants as well.

9. Avoid echoing responses of the participants.
There are two reasons for repeating the responses of participants; to reinforce the answer or to state it loud enough so that others can hear what they might have missed.

10. Accept responses as if they were gifts.
When a participant ventures to answer a question, there is some risk involved. Leaders need to accept what persons offer even though it may not be exactly what the leader might have said. Leaders need not agree with everything that is said in order to be accepting.