Regional Synod of Canada - Reformed Church in America

Pioneer Christian Monthly

Date - June 1982

Contributor - Jim Stein and E. H. Stein

Title - Teacher Training for Sunday School or Church School

Topic - Sunday School

Teaching by Questions - Lesson 5

Hundreds of years ago Francis Bacon, a wise man said: "A shrewd question is the half of knowledge . . .". That statement holds true today; good questions make good teaching and a good questioner is generally a good teacher. The question is the teacher's most clear-cut and effective tool.

Curiosity is one of the basic instincts of a child. It is this instinct that leads the child to investigate unfamiliar objects. It is the basis of research, invention, exploration and progress.

The teacher then must not only instruct but lead out the pupils, for the real test of a good teacher is the response of the pupils. The word "teaching" means to "show how to do"; therefore, teaching is not merely telling.

Jesus was a master of the art of questioning. Truly a study of His questions is a real study in pedagogy itself. Questions are valuable because they cause the students to express themselves. Educational progress only begins when such takes place. Questions-are used to awaken, direct, quicken and apply truth and are a potent means of stimulating learning.

Great care should be taken to develop the art of original questions and not rely entirely on the printed questions found in all quarterlies which are altogether too mechanical and do not arouse interest.

The following is accomplished through the art of questioning:

a) the lesson is developed,

b) the lesson is clarified,

c) the student is made to think for himself,

d) important truths are emphasized,

e) the class is kept interested.

1. Developing the Lesson:

In order to teach a lesson in orderly manner, it is essential that questions are prepared in a logical order. The questions in the quarterly are for the benefit of the teacher, rather than that of the scholar. Response can be obtained from pupils if easy questions are asked first.

2. Clarifying the Lesson:

Questions should be clear so there will be no confusion in the minds of the pupils.

The following types of questions cause confusion:

Compound Questions -

For example, "Who said what and why did he say it when he was nearly drowned in the Sea of Galilee?" (see Matt. 14:28).

There are, in reality, three questions here - 1. Who spoke at this point? 2. What did he say? 3. Why did he say it?

Big Word Questions -

One of the foundation principles of teaching is that truth must be adapted to the understanding of the pupil. Therefore, a group of children should not be addressed with a question like the following: "Did the apostasy of Kidas imply any premeditation on his part?" The Bible was written in the language of the common people.

Questions that Admit More Than One Meaning -

A teacher once asked a child, "What must be done before our sins can be forgiven?" The child answered, "First we must sin", and the answer was correct in the sense that the question was understood. A better way would have been as follows, "After we have sinned, what must we do in order to be forgiven?" Another question that might receive several answers, "Who was Pilate?" A Roman, a governor, the one who condemned Jesus to be crucified, a judge. The question might be clarified by asking separately, "What was Pilate's nationality - his official position - his attitude toward Jesus - his attitude toward the Jewish leaders?"

Vague questions such as, "What happens when we sin?" could be made more definite by asking, "What is the effect upon the conscience when a person sins?"

Long Winded Questions -

Of this type of question the following is an example: "Do you think that in the days of Herod the Great, a cruel jealous king, who was always suspicious that someone was aspiring to the throne (in fact he murdered his own wife and son), that it would have been unsafe for anyone to announce the birth of a king (especially since they had made no secret of if, but had spread the news all over the city) and expose themselves and the Divine child to the cruelty of this man, who was so cruel that, knowing the Jews would rejoice at his death, ordered a number of prominent men to be put into prison in Jericho and to be killed after his death so that the nation would have occasion to mourn his death?"

This is not a question - it is a lecturer

To sum up: Questions should not mystify, but should be clear and understandable.

They should not obscure the subject, but throw some light on the ground to be covered, not that they should reveal the answer and save the pupil the trouble of thinking; but the pupils should at lea know what the question means.

3. The Student Made to Think for Himself-

"Never tell a scholar what you can make a scholar tell you" is an old teaching maxim. In other words, "Give as little information as possible and REQUIRE as much information as possible". The purpose of recitation is not to enable the teacher to pull out of the students mouth the identical words and ideas that he has put into his head and ears.

To make sure the student is thinking, the following types of questions should be avoided:

Questions that suggest the answer -

For example, "What should people confess?" . . . really answers itself.

Questions answered by mere guessing -

Many questions that can be answered by either "yes" or "no" tempt the pupil to guess rather than to think out the answer.

Questions asked and answered in the identical words of the lesson -

The student should be required to answer in his own language, for it is possible for him to know the words of answer without having the slightest idea as to its meaning. Sir Joshua Fitch, a noted educator, in his book the Art Of Questioning, even insists that the pupil does not use the language of Scripture in his answer, but state the answer in his own words.

The teacher should be careful not to discourage pupils by rejecting an answer that may be imperfect or incomplete, but should tactfully give credit for it and correct it. If the pupil should make some errors while reciting, it is best to permit him to continue without interruption, for the main purpose of asking a question is not merely to get an accurate statement but to lead the student to express himself and to understand the truth. Even if the answer is wrong it accomplishes an important service, that it enables the teacher to correct some misconception in the student's mind.

4. Important Truths are Emphasized

Students should not be questioned concerning minor and non-essential details. Dr. Wrigle - "To ask a question emphasizes the thing asked, for it becomes the centre of thought for a moment. It gets impressed upon the student's mind, and acquires dignity and importance in his eyes."

For example, if the teacher should ask, "To what kind of closet did Jesus refer - a clothes closet or a private room?" and spend five minutes or more discussing the matter, it would be wasting too much time on a minor detail: for the important point in the lesson is not the place, but the manner of prayer.

5. The Class Kept Interested:

In asking questions the entire class should be kept in mind rather than any individual; for the aim of the teacher should be to keep everyone interested and at work.

The following may prove helpful:

Avoid Partiality -

It is wrong to show favouritism in questioning; wrong to those who answer and wrong to those who are relieved of the responsibility.

Avoid repeating the question for the sake of an inattentive pupil

It is not meet the class time should be wasted because of one careless pupil. Passing on quickly to another pupil will be a rebuke to the inattentive.

It is equally unfortunate when the teacher repeats the pupil's answer after him. Pupils will not appreciate it if they know that their answer is to be immediately reiterated.

Call upon the same student more than once.

This will keep the pupils from thinking that after answering one question his work for the entire period is over.

Keep after the pupil who fails to answer.

If his failure is due to neglect of study, it will remind him of his responsibility; if it is due to lack of ability, the teacher's patience will be an encouragement to him.

Address questions to entire class

Do not name the pupil before asking the question. This at once relieves the rest of the class from giving attention. All are obliged to be attentive if the question is first stated, since no one knows who will be called upon to answer. This is one of the secrets of holding attention and interest in class.

Then equally so, it is a mistake 0 question in serial order, for then each pupil knows just when his turn comes. A good incentive to alertness is the element of uncertainty as to whom will be called next.

Avoid indefinite questions -

This kind of questioning usually is the result of a lack of clear thinking on the part of the teacher. If the question is not clear, simple and direct, the answer of necessity will not be clear.

Do not prod an unwilling pupil.

If he says, "I don't know" he probably doesn't. It would be better to return to him again with another question later.

Avoid leading questions -

That is so suggestive that the teacher is doing all the thinking and the pupil merely acquiesces.

Maintain a conversational tone in speaking -

This will encourage both the answers and the asking of pupil questions.

Allow sufficient time for the pupil asked to think through a good answer, but at the same time avoid letting it get draggy -

Do not ridicule or despise even the poorest answers -

If positively wrong, the class should criticize it and suggest a better one.

Therefore, remember that teaching is more than merely "hearing lessons" and questions that adequately and permanently instruct must do more than test the pupil's knowledge.

It must help the pupil organize and apply his knowledge and assist him in thinking for himself.

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