Asking Great Questions

Asking questions is the way to tackle every problem you face. Many times we get stuck, not knowing what to do. So we just sit there or repeat what we have always done before. We’re stuck. But asking questions cracks the code, opens up new possibilities, and sees things from a different perspective. And that, sometimes, is all we need to get unstuck, discover something brand new, or more deeply understand another person. Be ever curious and ask questions. And don’t stop with just one…. keep on going.

Below are some of the great questions that I have curated from many different sources. Whenever I read an article or a book or listen to a podcast or watch a show, I will corral the best questions that can help me better understand our world, demanding situations, or other people more deeply.

They are divided up into 3 main areas: Questions to ask yourself, Questions to ask of others (like in a small group), and Questions asked in an Interview setting. Any of the questions could be used in any of the three areas.

Conversation Starters World is another great site to check out. It has tons of fantastic questions for couples, games, or for getting deeper with someone.

Tips for Teaching with Questions

When teaching, questions are a superpower. Well-worded questions can unlock the discovery muscle of a learner much more than a lecture. Here are some tips for using questions when teaching:

1. Make the learners the experts (especially at first). Build on what students already know, then move to what they don’t know or need to learn. What questions would make students experts?

2. Use open ended questions. Avoid yes/no, one-word, or “must have a right answer” questions. (If you do use a one-word answer question or yes/no question, add, “Be prepared to defend your answer,” “Explain,” or “Why?”)

3. Change questions into probing statements - “Identify why she said...”

4. React to answers in such a way that learners know you have heard their answers. Repeat, reflect, reframe, or restate for the other learners.

5. Don’t fear silence. Ask the question and let it hang. Silence may mean that they are thinking (give them time to think). They might also not understand the question. Be prepared to restate it. It may mean that they are afraid of responding. If so, try the next one.

6. Avoid “group numbing” and include the shy or processing kind of thinker by having learners write down their thoughts first. Give them a couple of minutes to get their thoughts in order.

7. When a student asks you a question, rather than answering it right away, turn it back to the group by asking what someone else thinks before you respond.

8. Don’t lead the witness! Ask questions in a way that doesn’t suggest what the correct answer is

9. Emphasize thought and a deeper level of understanding & application over the simple recall of facts and information (which you must start there).

10. Don’t reveal what you think of an answer until you are ready to resolve the tension. (Tension is a great learning tool. It reduces boredom and engages the mind and heart. You must keep the tension going until the last second.)

11. Never embarrass a student (making fun of or laughing at what a student says). It will kill discussion; others won’t want to be treated that way. Instead, use both correct & incorrect answers to teach. Help them explore what makes the wrong answer wrong.

12. Encourage learners to respectfully disagree with you and with each other (Use an imaginary Umbrella of grace to create a safe zone to explore unpopular answers in search of better ones.).

13. Invite others to join in either a defense or a disagreement of a thought: “What do you think about what she said?” You could say, “Just for the fun of it, someone take the opposite view so we can be sure we really understand this.

14. If the first answer or comment given seems to be the best answer (in your opinion) don’t let on. Follow it up with, “Okay, what else?” That will cause everyone to dig a little deeper or look at the question from a different angle. Leave the door open so that the learners continue to explore and discover possibly better answers.

15. Use follow-up questions that probe deeper thinking or call for greater clarification - “But WHY do you think he said it THAT way?” You can lead a student into deeper waters than they thought they could go.

16. Provide metaphors or mental models that students have to unpack and apply to the situation (e.g., iceberg, mirror, towel and basin, or butterfly metamorphosis)

17. Try using more WHAT questions than WHY questions. Sometimes, why questions are appropriate. However, we often don’t know the why of something, but we can objectively describe the what.

18. Never assume that everyone is starting on the same level of knowledge. What negative results might there be if you stated, “We all know the story of David & Goliath”?

19. Listen! Watch! Follow up with what is said & how it is said & what is left out.

20. Encourage learners to reflect on their own thinking processes. Ask what they think about an idea as well as how they feel about it and what led them to feel that way.