“We are a profession obsessed with ANSWERS, when the truly great minds of yesterday, today, and tomorrow are obsessed with QUESTIONS.” – Randy Rodgers ( Director of Digital Learning Services in Sequin (TX) School District)
In many cases, the questions we ponder encourage us to dig for truth, help us learn and illuminate the darkness of the unknown. In chapter 2 of A More Beautiful Question, Warren Berger presents his research findings and ideas to answer the question: Why do we stop questioning? As I read through the chapters, several points stood out, but one idea that especially resonated with me was the idea that children may be self-censoring their questions due to cultural or stereotypical pressures (Berger, 2014, p. 54). Berger points out that findings of a research on standardized test performances “suggest that when a person perceives himself/herself as the target of a well-known stereotype (e.g., girls aren’t good at math), it can have an adverse effect on performance in school.”(p. 55). Students fear to be perceived as ‘ignorant’ by others or confirm the stereotype. The idea of showing a sign of weakness or stupidity often hinders students of low income families or certain gender and racial groups from expressing their curiosity and creativity through inquiry. Berger also highlights that parents play a big role in reinforcing the fear of asking questions by children. In an attempt to protect their children from being judged by other more ‘fortunate’ classmates or making teachers angry, parents of working-class children tend to discourage their kids from asking questions in class.
I was struck by the discussion because I can relate to this same issue in the school I work at. Due to the nature of where our school is located, we have students that come from various backgrounds and nationalities. Many of our students are also non-native English speakers and are enrolled in ESL classes. From here, I find that the idea of making the classroom environment inquiry-safe is so critical. Non-English speaking students may be terrified to ask questions with an accent or may feel insecure about asking questions ‘right’. The fear of confirming the stereotype and being wrong call for special attention and effort from the teachers’ side. Teachers must somehow create a classroom environment where questioning becomes welcomed, desirable and an indication of strength. Questioning can mean that students are thinking critically and drilling down toward some essential concepts. Questions also demonstrate engagement or the desire of it. From here, I think that a safe haven in the classroom is essential to entitling ALL students to freely exercise the “question-asking muscle” (Berger, 2014, p. 63).
But how does a teacher create an inquiry-safe environment?
Make questioning fun! As an educational technology specialist, I recall working with several teachers on an activity using Mystery Skype. Students face off against another class somewhere around the world trying to figure out each others location by asking questions. Once both classes have found each others locations, classes then formulate questions to learn more about each other. This activity using a technology tool can be one way that teachers run classroom exercises dedicated entirely to formulating questions.
Invite the act of questioning! I also think that classrooms need to have questioning routines and expectations where students get used to and comfortable with exercising inquiry regardless of their backgrounds. Many teachers include brainstorming activities during lessons, but what about focusing brainstorming on articulating questions? Teachers can stimulate curiosity and foster inquiry by allowing students to write down questions about a specific topic and encouraging students to share their questions with the entire class or within groups. They can then use their tablets (or other tools if available) to find their answers or narrow down and diverge their questions.
The teacher is the driving force of creating a culture where questioning is safe and welcomed. In my future coaching sessions with the teachers, I plan to focus on technology integration activities that model classrooms where students respect each other and encourage judgment-free questioning.
References
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury
Berger, W. Encouraging Student Questioning. A More Beautiful Question. Retrieved from http://amorebeautifulquestion.com/encouraging-student-questioning/
Mills, A. (2015). Typical classroom scene where an audience of school children were seated on the floor. Retrieved from http://www.public-domain-image.com/free-images/people/crowd/typical-classroom-scene-where-an-audience-of-school-children-were-seated-on-the-floor
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