“Questions trigger a mental reflex known as instinctive elaboration. When a question is posed, it takes over the brain’s thought process.” — David Hoffeld, The Science of Selling
When I was on the faculty, Thomas More’s EDU 101 Introduction to Education course was the first required course for an education major or minor. The course could also satisfy a general requirement for students who might consider teaching or coaching as a career. I enjoyed teaching the course.
The class met on Tuesdays. On Thursdays we met at a different local school for observing and data gathering. The Tuesday content covered education’s basic information and issues that were the focus of the observations on Thursdays.
Class rapport was established quickly. Mastering student names enabled my getting to know each of them early on.
By mid-semester, the content included general strategies teachers use to facilitate learning of all kinds. I especially enjoyed teaching about questioning.
The range of questions included simple answer to more probing questions about uses, composition, creative extensions. Bloom’s Taxonomy would call those areas: application, analysis, synthesis.
Terms were introduced such as “wait time,” the time from the end of the question to when the answer was expected.
These would be the focus of the Thursday data-gathering using time samples and counting specific behaviors, practice at identifying these aspects in real classrooms.
Then it was time for THE POWER OF THE QUESTION, my favorite part of the lesson.
When a question is posed, the brain cannot resist going after the answer. This may be called instinctive elaboration. The more relevant the question, the more powerful it is.
Weren’t these intelligent students with the power to control their thinking? Would each of them be able to resist thinking about a question I would pose?
With mutual eagerness to give it a try, the testing began. I would stand in front of each seated student, smile, make eye contact, say Ready, and pose a question specific to that person: Who’s Corky? Can you shoot 3’s? What’s Panther Power?
On occasion, I resorted to general information: Snickers or M&M’s? Do you like Skyline?
Student after student failed to keep the answers from their brains. They enjoyed the test. Over the many years of teaching that course, only three or four students ever managed to block the question.
When it happened, we all wanted to know how they accomplished that. The answer each time was similar: they had started singing their favorite songs silently but very loudly in their heads, drowning out anything I said.
The Power of the Question. Might you use a question to help focus an important discussion you are having in your work or home life?
Imagine an agenda of just questions.
When in doubt, pose a question and see what happens.
Judy Harris is well established in Northern Kentucky life, as a longtime elementary and university educator. A graduate of Thomas More, she began her career there in 1980 where she played a key role in teacher education and introduced students to national and international travel experiences. She has traveled and studied extensively abroad. She enjoys retirement yet stays in daily contact with university students.
Great example of what comes from the Socratic method in the classroom. Thanks for sharing your insight.