questioning techniques

Questioning TechniquesQuestioning Techniques

Question TypesQuestion Types

Question TypesQuestion Types

Open/ClosedOpen/Closed DirectDirect Group-orientedGroup-oriented Chorus-typeChorus-type IndirectIndirect Hand-offHand-off

Handling AnswersHandling Answers


The way a trainer handles answers may well be asimportant as the questions they ask. Four broad types of answersare:


Correct answersCorrect answers Incorrect answersIncorrect answers Partially correct answersPartially correct answers No answer at allNo answer at all

The way a trainer handles answers may well be asimportant as the questions they ask. Four broad types of answersare:

Correct AnswersCorrect AnswersVerbal comments or praise: “Excellent!” “Good!” “That’s correct!”Occasionally non-verbally: a nod, pat on back, wink, etc.

Correct AnswersCorrect Answers

reinforces learningreinforces learning sets the atmosphere that the trainer sets the atmosphere that the trainer

cares about the answers and will cares about the answers and will listen and respondlisten and respond

encourages further or continued encourages further or continued student participationstudent participation

Verbal comments or praise: “Excellent!” “Good!” “That’s correct!”Occasionally non-verbally: a nod, pat on back, wink, etc.

Incorrect AnswersIncorrect Answers

Incorrect AnswersIncorrect Answers

respond to the studentrespond to the student redirect the direction of thinkingredirect the direction of thinking move toward correct responsemove toward correct response be careful of setting negative feelings be careful of setting negative feelings

into action which would block into action which would block communication and learningcommunication and learning

accept all answersaccept all answers

Incorrect AnswersIncorrect Answers“That’s good thinking, Bob, but you didn’t hit thebullseye. Who can help clarify Bob’s answer?”

“My question may have thrown you off. Let me askit this way. . . “

Bob, I think you may confuse azimuth with tilt. I do thatmyself sometimes. Who can help us point out thedifference?”

Incorrect AnswersIncorrect AnswersIrrelevant answers:

“Let me state my question a bit differently.”

“Great answer! Too bad it isn’t appropriate for thequestion I asked. Perhaps I didn’t state it well.”

“You’ve getting a little ahead of my question, Bob.Great, but hold the last part until we get to it later. OK?”

Incorrect AnswersIncorrect AnswersAvoid the following types of responses to incorrectanswers:

sarcasm - many might not understand

reprimand - negative carry-over

personal attack - promotes the same from students

accusative - you may be wrong in your accusation

no response at all - rude and negative

Partially Correct AnswersPartially Correct AnswersAcknowledge and give credit for the correct part ofthe answer:

“I agree with you on your first point; however. . .”

Try to have the incorrect or weak part of the answerimproved:

“Bob’s answer is about 85 percent correct. Can anyonespot his slight error?”

No Answer at allNo Answer at allRephrase the question on a simpler level:

“Let me ask that question again this way. . .”

If rewording doesn’t work, you might present more information. Then ask:

“Now that we understand more about what affectssignal levels, who would like to try to tackle my original question about. . .?”


Question then responseQuestion then response


When you call on a student before When you call on a student before posing the question, the class is less posing the question, the class is less likely to listen to the questionlikely to listen to the question


Posing the question before identifying Posing the question before identifying someone to respond lets students someone to respond lets students know they will be held accountable know they will be held accountable and should be prepared to answer and should be prepared to answer every questionevery question

Wait-TimeWait-Time

The amount of time that elapses The amount of time that elapses between a trainer asking a question and between a trainer asking a question and calling upon a student to answer that calling upon a student to answer that question is called “wait-time.”question is called “wait-time.”

The average trainer’s wait-time is one The average trainer’s wait-time is one second!second!

Wait-TimeWait-Time

If you can prolong your average wait-If you can prolong your average wait-time to five seconds or longer, the time to five seconds or longer, the length of student responses increases.length of student responses increases.

Wait-TimeWait-Time

When wait-time is very short, students When wait-time is very short, students tend to give very short answers or they tend to give very short answers or they are prone to say, “I don’t know.” are prone to say, “I don’t know.”

Answers often come with a question Answers often come with a question mark in the tone: “Is that what you mark in the tone: “Is that what you want?”want?”

Wait-TimeWait-Time

If you prolong wait-time, you are more If you prolong wait-time, you are more likely to get whole sentences, and likely to get whole sentences, and confidence is higher as expressed by confidence is higher as expressed by their tone of voice.their tone of voice.

Wait-TimeWait-Time

Prolonging wait-time enhances Prolonging wait-time enhances speculative thinking and the use of speculative thinking and the use of arguments based on evidence: arguments based on evidence:

“ “It might be a cable problem,”. . . .”but there are too It might be a cable problem,”. . . .”but there are too many connectors and it’s been really cold lately.”many connectors and it’s been really cold lately.”

Wait-TimeWait-Time

As you increase wait-time, the number As you increase wait-time, the number of questions students ask and the of questions students ask and the number of checks they need to answer number of checks they need to answer the questions multiply.the questions multiply.

Wait-TimeWait-Time

By increasing the wait-time, you buy By increasing the wait-time, you buy yourself an opportunity to hear and to yourself an opportunity to hear and to think.think.

Wait-TimeWait-Time

Wait-time can change your expectations Wait-time can change your expectations of what some students can do.of what some students can do.

Wait-TimeWait-Time

As wait-time increases, trainers begin to As wait-time increases, trainers begin to show much more variability in the kinds show much more variability in the kinds of questions they ask. of questions they ask.

Students get more opportunity to Students get more opportunity to respond to thought rather than straight respond to thought rather than straight memory questions.memory questions.

Wait-TimeWait-Time

An increase in trainer wait-time sets an An increase in trainer wait-time sets an atmosphere more conducive to atmosphere more conducive to productive questions on higher thinking productive questions on higher thinking levels. levels.

students use the wait-time to organize students use the wait-time to organize more complete answers.more complete answers.

OpporunityOpporunity

Create a system that ensures that all Create a system that ensures that all students have equal opportunities to students have equal opportunities to contributecontribute

If you call on a student who is not ready If you call on a student who is not ready to respond or does not know the to respond or does not know the answer, allow them to “pass” and then answer, allow them to “pass” and then give them another opportunity later.give them another opportunity later.

AccountabilityAccountability

NEVER answer your own questions! If NEVER answer your own questions! If students know you will give them the students know you will give them the answer after a few seconds of silence, answer after a few seconds of silence, what is their incentive?what is their incentive?

AccountabilityAccountability

Do NOT accept “I don’t know’ for an Do NOT accept “I don’t know’ for an answer.answer.– Allow additional ‘wait time’ by moving on Allow additional ‘wait time’ by moving on

and then come back for an answerand then come back for an answer– Offer hints or suggestionsOffer hints or suggestions– If the student is unable or unwilling to If the student is unable or unwilling to

respond, offer two or more options and let respond, offer two or more options and let the student choose one.the student choose one.


Your mastery of these techniques will Your mastery of these techniques will pay dividends with:pay dividends with:

– Troubleshooting skillsTroubleshooting skills– Customer communication skillsCustomer communication skills– Team communication skillsTeam communication skills– Personal developmentPersonal development

questioning techniques

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