On Asking Questions

4 . 02 . 2019

“I swear I’ll shoot her in the neck with a horse tranquilizer in the next class.”

“I know! Doesn’t the professor get annoyed?”

I walked out of my calculus class, shocked to have witnessed the above conversation unfold before me.

The technique to formulating good questions is undeniably one of the most difficult parts of education for both the students and teachers, while giving the rest of us a wonderful opportunity to learn the insights from both parties in our classrooms (provided that you’re not sitting idle scrolling through social channels when the event happens). From a student’s perspective, many of us usually drown ourselves in complete silence when prompted to ask questions because:

  1. We don’t know what we don’t know
  2. We are afraid of appearing less intelligent
  3. We are afraid of judgment and condemnation from our peers for being the usual one to ask the questions (when nobody else is)
  4. We’re not comfortable with sharing our thoughts in front of other students

Or, more commonly,

  1. We want to hear about what others don’t know

Questioning is the simplest and most effective way of learning. Fostering a growth mindset when asking questions doesn’t only help us in the classrooms, it helps us develop important soft skills that are of paramount importance in the workplace. When asking questions, we learn to articulate our thoughts on the materials, see our faults and fill in our knowledge gaps, developing critical thinking skills, and ultimately, to review what we have learned. The more we ask, the deeper our insights on the materials learned. Even when we’re not the ones asking questions, appreciating someone else’s will help reinforce our understanding too.

Unfortunately, applaudable habits such as asking questions decrease in importance as we age and carry on more responsibilities. In classrooms, we discourage our peers from asking trivial questions. Outside, we hesitantly settle for the select few options that we have learned without giving ourselves more chances to seek out better solutions. In “The Miniature Guide to the Art of Asking Essential Questions”, Elder and Paul says, “The quality of our thinking, in turn, is determined by the quality of our questions, for questions are the engine, the driving force behind thinking”, illustrating how the quality of questions we ask directly impacts the quality of our lives.

Questions provide us with increased perspectives. By effectively asking and learning from the questions asked, we, as lifelong learners, will be able to scaffold the development of our understanding on a topic and close the gap between what we currently know and what we don’t yet know.



  1. Keith Lee

    Interesting. I’m guilty of feeling annoyed when people ask a lot of questions in class.

    I think this annoyance stems from:
    1. I’m not receiving any new info on certain questions
    2. Some adverse reaction to teacher’s pets. Although teacher pets are generally the one who answers questions and not asking them…
    3. Wanting the class to end sooner ?

    I’m glad when other students ask questions that I was too shy to ask or did not think of though ?

    • calistatee

      Definitely! There seems to be some bias when we hear different types of questions being raised inside or outside of the classroom. However, if we commit to seeing the other questions raised objectively (similar to when you feel glad when certain questions are asked), you’d be surprised about what you’ll learn sometimes.

      I hope this adds on to your perspective of asking questions, whether it is coming from you or anyone else 🙂


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