Blog Post 6

The Right Way to Ask Questions in a Classroom

Ben Johnson, a high school principal, explains that students get confused during class because the teachers act as if they have all of the answers then ask the students questions as if they nothing about the topic they just covered. As educators, we need to think about what we expect the students to learn during the questioning process. Teachers check the students understanding by asking "Does everyone understand?" but most of the time the students do not respond so the teacher assumes they can move forward. In reality, the students might think they understand but do not. Some students might be completely lost and do not know what to ask. As educators, we need to steer clear of this type of question because it is only telling the students this is your last opportunity to ask. Another element about this question is that it is just a yes or no question. It is easy to assume that all the teacher wants to hear is that everyone understands so the students will not say otherwise. This type of question is a close-ended and does not push the students to think more in detail about the topic. Mr. Johnson explains a simple but effective way to ask a question. The teacher will ask a question, pause for three seconds, then call on someone to answer the question. This requires every student to think of an answer. Teachers do need to be sure they do not choose the same person every time they ask a question.

Asking Questions to Improve Learning

According to teachingcenter.wustl.edu, when asking questions within your classroom can model a process the students should use themselves. When teachers are planning questions they need to keep in mind the course goals such as: core concepts and critical thinking skills. Teachers want to avoid asking "leading questions." These types of questions discourage the students to think on their own. Teachers always need to follow a yes or no question with an additional question. The teacher could simply ask why they said yes or no. In class discussions asking more than one question should be avoided because students could be confused about what is being asked. Aiming for direct, clear, specific questions so that the students can learn how to answer build depth about a subject by answering multiple questions. When planning lesson plans, teachers should make a note of when there is going to be a pause within the lesson to ask questions. When teachers ask questions throughout the lesson they are more likely to see more class participation. There are two types of questions that teachers should ask, close-ended and open-ended questions. Close-ended questions have a limited number of correct answers. Open-ended questions have multiple answers and encourage discussions and active learning.

Why ask open-ended questions?
Teachingcenter.wustl.edu has provided a list of objectives of why teacher should ask open-ended questions.
1. To assess learning.
2.To ask a student to clarify a vague comment.
3. To prompt students to explore attitudes, values, or feelings.
4. To prompt students to see a concept from another perspective.
5. To ask a student to refine a statement or idea.
6. To prompt students to support their assertions and interpretations.
7. To direct students to respond to one another.
8. To prompt students to investigate a thought process.
9. To ask students to predict possible outcomes.
10. To prompt students to connect and organize information.
11. To ask students to apply a principle or formula.
12. To ask students to illustrate a concept with an example.


As future teachers, we need to be aware of the two types of questions that are effective in the classroom. We need to prepare open-ended questions to be included within our lessons to encourage students to go into depth about the topic. We need to be sure to not ask more than one question at a time. When asking questions throughout the lesson, we are more likely to get more class participation and encourage all of the students to think about subject at hand.