Broad themes from the reading.
What is the main aim of the chapter?
– Develop a wider understand of the need for questioning
– Understand the various types of questioning and why it is used
– How questions can be influenced
– Understand how questions are presented and the impact this has
Identify three or four key themes within the chapter.
– Questioning Importance
– Questioning Structure
– Types of Questions
Claims and evidence
Can you identify any claims made in the chapter? What evidence is used to substantiate the claims – discuss one example.
– The chapter claimed that children do not answer questions in class due to the fear that their classmates will react negatively. This was followed by an example and US Study. This showed that as children grow older they feel less comfortable to ask or answer questions in the classroom. However males, whites, higher-income groups, those with higher self-esteem and those who felt accepted by their peers all felt more at ease to do so.
Analysis and evaluation
Pick one thing you might disagree with; what evidence can you use to defend this stance?
– I personally disagree with questions always being more important than the answer. I understand and agree that the question asked will help to guide the answer, however the answer can tell a lot about the individual. The chapter quotes Voltaire who states, “Judge a man not by his answers, but by his questions”. Questions can help to guide however an individual can still manipulate an answer to suit them, therefore telling us a lot about them and their morals. For example, within a court room with a suspect, they are likely to avoid the truth, showing they were guilty.
Knowledge and understanding
Identify words you are unsure of and find out what they mean
– Meaning out of place or inappropriate
What theories or concepts are mentioned in the chapter?
The Funnel Sequence is when questions asked are open: “What do you do at the weekends”. This allows the response to have many possible answers, then allowing questioner to gain understanding of the subject’s interests, needs and wants. As the conversation goes on, it gradually progresses to closed questions: “Where were you at 8pm last night”. The answer should then have only one real answer. This then looks like a funnel as it starts of wide, then gradually becomes more narrow.
‘Finding out about others: the skill of questioning’, in Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.