Objects of Questioning

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Jan 7, 1909

Objects of Questioning

THE first important object of questioning is to give proper direction to the efforts of the learner. Few pupils know how to pursue a study to the best advantage. A few judicious questions from the teacher will give his pupils the key, and thus enable them to gain knowledge by their own independent effort. This is the valuable feature of the Socratic method of imparting knowledge,—it induces the pupil, under the guidance of the teacher, to search for truth for himself.

An important object of questioning is to detect and correct error. Pupils do not always study understandingly. Frequently they commit words, but fail to acquire ideas. Often their comprehension is not clear, or their view is but a partial one. To many a pupil a circle means a curved line, and not the space enclosed within. All these errors can be best reached by judicious questions. The teacher should never rest satisfied when the pupil gives the mere text-book answer, but he should see that the child's comprehension of that answer is clear and correct.

An important object of questioning is to test the preparation of the lesson. There is danger that a pupil may prepare his lesson only when he expects to be called upon to recite; but when he feels that the teacher is liable to call on him at any time, or any number of times, during a recitation, the danger is obviated, because he makes preparation for every recitation.

One important object of questioning is to bring out the essentials of a lesson. Often that which is of least importance in a topic, as the illustrations and anecdotes, will be found to be that which is most readily remembered by the pupil. Judicious questioning will show the pupil the application of these, and impress the principle on the child's mind.

It is an object of questioning to cultivate attention. Next to the interest aroused by apt oral instruction, nothing is so well calculated to keep awake the attention of a class as judicious questioning. The thoughtful teacher will of course see that all pupils are questioned, not in consecutive order, but promiscuously, and particularly when least attentive.

It is an object of questioning to train pupils to think. The teacher who does not arouse thought in the minds of his pupils fails in an important part of his work. This is indeed one of the chief objects of all education—to make thinkers. Questions should be so put as to lead pupils to think for themselves. Having once been trained to think and reflect, the pupil learns for himself, and the truths he discovers become his own.

—Selected.