Having considered what questions are we can now take a step from the general to the specific and look at what implications our analysis holds for classroom practice.

To make this clear, I will address each of the five traits of questions we previously identified.

In writing, the presence of a question mark. In speech, a specific inflection.

For students to understand that we are asking a question, we must use the appropriate convention.

It is unlikely that any issue will arise regarding the written word.

On occasion, it may be the case that a student does not interpret an inflection as the teacher intended them to do. This is simply dealt with by repeating the question and, if necessary, stressing the intonation.

The purpose of eliciting responses.

It is crucial to consider what type of responses we want from students.

We need to ask ourselves why we are asking a question.

Doing this helps increase the effectiveness of questioning.

There are many types of information we might want to elicit in the classroom. This includes:

• Information about what students already know.
• Information concerning what students can recall.
• Information connected to what students understand.
• Information related to what students have heard, read or watched.
• Information that is diagnostic.
• Information that is a summary of what has been learnt.
• Information that reveals a process.
• Information that provides insight into opinions or beliefs.
• Information that demonstrates a skill (for example, reasoning).
• Information that can be assessed.
• Information that has been used.
• Information that reveals an interpretation.

The list – which could go on further – indicates the wide range of options that can inform a teacher’s use of questioning.

By considering in advance the purpose of your questioning, three benefits are likely to accrue:

1. You will create and ask questions that are predicated on your purpose. This will result in you getting the information you want.
2. You will be able to use questioning to further student learning. This is because you will be creating interactions which are purposeful, and which are tied to the aims of your teaching.
3. You will save time. This is because you won’t have to think ‘in the moment’ about what it is you want to know. Having to do this usually results in longer, less focussed periods of questioning in which it is not as clear to teacher or students what precisely is going on or why.

The fact that questions elicit responses means that teachers should think about what responses they would like to elicit and what exactly they are using questioning for.

It should be noted here that I am not suggesting the only questions which should be asked are those that will require a highly specific response.

Rather, that the teacher should have an idea of what type of responses they want and why they want them.

For example, in an English lesson a teacher might what reasoned responses that propose arguments about a certain point. In terms of content that is vague, but in terms of form it is highly specific.

The use of one or more directional words. That is, words that direct the respondent in how they ought to frame their response.

Teachers need to think critically about how they structure their questions and the extent to which they direct their students. Previously, we used the following example:

• What is democracy?
• What might democracy be?

In the first case, the use of ‘what is…’ causes the respondent to assume that a specific answer exists and that this is what must be sought. 

The word ‘what’ indicates the request of information.

The word ‘is’ indicates that the subject of the sentence is a specific thing definable at the present time.

The combination of ‘what’ and ‘is’ therefore works to create a sense in the respondent’s mind that the range of possible answers has been severely restricted.

The request for information has been circumscribed. It is a request for a specific answer.

In the second case, the concern with the present nature of the subject remains (indicated through the use of the word ‘be’), but this is achieved without any delimitation.

The reason for this is the use of the word ‘might’.

This word signifies the possibility of something being true. In the question ‘what might democracy be?’ it renders democracy something about which there are many possibilities.

Due to the nature of a question, this in turn lends itself to the idea that there are a range of possible answers, all of which could be accepted by the questioner.

This example serves to demonstrate how the wording of a question has a significant impact on how students respond.

In addition, it can have a major impact on what information the teacher is able to elicit.

If a teacher only asks questions of the first type, it is unlikely that they will:

• Reveal much about student understanding
• Encourage discussion
• Encourage reasoning
• Allow students to learn by making mistakes
• Give students the opportunity to explore ideas

It may not always be possible to ask questions of the second type – and in some cases in may not be preferable – but it is important that teachers are always aware of how their use of directional words can limit the answers their students feel able to give.

Questions contain the seeds of their own answers. Think carefully about what you want to grow.

The undertone of command (think of the phrase, ‘A question that demands an answer’).

When teachers ask questions, we should give consideration to the level of command we want our questions to contain, and why it is that we would like to use that particular level of command.

One of the skills which you develop over time is a sense of what fits – what is apt – in various settings.

It may be that certain classes or topics make quite clear demands in relation to the level of command, whereas others do not offer such help – leaving it up to the teacher to feel their way.

Here are two examples of situations where the level of command is decided for the teacher.

Imagine you have a difficult class who are liable to behave poorly if not kept on a tight rein. This may lead you to ask questions which have a high level of command. In so doing, you are keeping your students under close control and not allowing any leeway which might be taken advantage of for disruptive ends.

It could be that some of the questions you ask are made to contain a higher level of command than the wording suggests because of how you go about asking them.

It might also be that you use more written questions than spoken ones.

Part of the high level of command will thus come from the fact that you are making clear the necessity of written responses.

Imagine now that you are teaching a sensitive topic such as bereavement. It is likely that the subject matter would direct you to ask questions containing a low level of command.

This is because anything else would be inappropriate for the context.

Questions with a high level of command would create an atmosphere not conducive to the sharing of opinions, beliefs and feelings.

In addition, they would stymie the development of discussion. This is primarily because such a topic requires the gentle teasing out of answers and responses.

These two examples are indicative of the many situations where outside factors will limit the options available to the teacher regarding levels of command.

At other times, it is best if the teacher considers the purpose(s) of their questioning and then attempts to tally that with level of command which they think is appropriate.

It is also important to note that various levels can be used throughout a lesson.

In addition, a teacher can alter the level they are using mid-question, or during the course of a series of questions, in response to the reactions coming from students.

It also possible to repeat or rephrase a question so that it contains a different level of command – the decision to do so having been based on the response (or lack of response) engendered by the original question.

The desire for reciprocity.

Asking questions in a classroom is a way of bridging the gap between minds.

By asking questions and by thinking carefully about what questions to ask, the teacher can cultivate an atmosphere of reciprocity in which knowledge and understanding are developed in cooperation, rather than in a manner which is solely didactic.

All the other elements we have looked at play a part in how the desire for reciprocity is manifested.

In one sense, what is at issue here is the ethos or culture the teacher seeks to create through their use of questioning.

It may be that a satisfactory character to your questioning develops organically, or it may be that you need to work actively to achieve it.

The best advice I can give you is that repetition is the most effective tool at your disposal.

If you continue to ask questions in such a way as to indicate a positive sense of reciprocity then, eventually, a concomitant atmosphere is likely to come about.

On the other hand, if your questioning lacks consistency than it will be harder for students to understand how it is they are to act in relation to it. Therefore, they will be less likely to exhibit the attitude you are seeking from them.

Conclusion

Here is a summary of the key points, across the three blog posts, about ‘What is a question?’

• A collection of traits are shared by nearly all questions.
• Questions direct the person being questioned, contain a level of command, and aim to elicit a response.
• Questions help bridge the gap between minds.
• Questions promote reciprocity.
• Generally, the form of a question has greater power in directing responses than the content of the question.
• Questions contain the seeds of their own answers. Therefore, you should think carefully about what you want to grow.

Happy questioning!