# 5 Questioning Strategies That Work

When I first started teaching, I would just ask my students questions like, “So, what is the answer to this problem?”  I would also answer my own questions if my students didn’t answer quickly.  Teacher fail.  I didn’t know any better.  I read lots of articles, blog posts, and observed other teachers.  I’ve gotten much better.  Today, I’m sharing my favorite tips.  I use these strategies almost everyday and also use them in conjunction with each other.

“Two angles are supplementary.  The measure of one angle is 20 degrees less than 3 times the measure of the other.  Find the measures of the two angles.
By raise of hand, someone tell me how to start solving this problem.  Do not tell me the answer.”
“You need to set up an equation.  Drawing a diagram can help.”
“Ok, tell me how to set up the equation.”
Student gives an equation.
“Ok, tell me why this works.”

2.  Intentionally make mistakes.  This is different than the accidental mistakes :)  This is what it usually looks like:
“Let’s factor x squared plus 1.  So, we can just use the difference of squares, right?”
This gives students that would make that mistake a no pressure way to see why the mistake is incorrect.  Also, they benefit from hearing the explanation in the words of their classmates.

3.  Ask for another way to work a problem.  Once you have solved a problem in class, ask if the problem could have been solved a different way.  Nine times out of ten, you will get an excellent answer.  This strategy in particular gives me insight to how my students are thinking.  Even if your students give you an incorrect answer, you have created a valuable teaching moment.

4.  “Explain this to me like I’m not in this class.”  I use this line all the time.  Only write down exactly what your students tell you.  They will quickly realize that they need to be very specific in their language.

5.  Tell kids that “they’re out”.  Often, when a few students are answering most of the questions, I tell them that “they’re out”.  Every time a student answers a question, “they’re out”.  As more and more students are “out”, I start saying, “Someone that’s not out, tell me…”.  Once a large percentage of the class has spoken, I tell them that everyone is back in.  I’ve never actually explained how this works to a class; I’ve never had to.  They pick up on it very quickly, even my low performing classes.

Do you use any of these strategies in your classes?  What do you do that you think is particularly effective?