hargie – UWS BA ePDPs

‘Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. Chapter 5

The main aim of chapter 5 is to highlight the importance of questions within communication. Hargie also focuses on the types of questions and how they may be asked depending on a specific situation and what kind of response the questioner requires.

There are a few main themes within this chapter. Hargie highlights that questioning children enhances their learning process and answers their curiosity. “It is very important for the child’s development that parents take time to answer these questions.” (Cook, 2009) Some students did not want to answer questions in class as they were worried they would get a pessimistic response from their class peers – Tizard et al. (1983) conducted an experiment to prove this. I agree with this conclusion from Tizard et al. as I was hesitant as a pupil to ask a question in class in case it was a silly question or my peers thought I was not coping with the work.

Hargie compares several types of questioning with doctors and patients and explains how the questioner (doctor) has more control over the conversation. The respondent may feel under pressure to answer the question as the questioner may already know the answer. Brashers et al. (2002: 259) discovered that doctors ask the most questions and patients contribute with explanations. It was found that when patients did ask questions the doctor was wearisome and uncomfortable. I agree with this as some doctors in the working profession may feel intimidated by a patient asking questions. But, I also disagree as any personal experience I have had the doctor has always been willing to answer any of my questions with a sufficient explanation.

Hargie discussed the advantages and disadvantages of open and closed questions by comparing them. Closed questions usually have a correct response whereas open questions, the response is left open and the respondent is in more control of the conversation. This is a substantial claim as closed questions keep the respondent on the topic of the question while open questions can be answered in more detail and are more likely to veer from the topic. They are also more time consuming as the respondent’s answer tends to be longer.

Overall, by reading this chapter my knowledge of questioning has expanded and I now have further understanding of the importance of questions in everyday situations. In teaching practice, I will ensure I answer each child’s question carefully with a full explanation and ensure they understand before moving on.

Reference List
‘Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5^th ed. London: Routledge.

‘Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practise.

The main aim of chapter 5 Hargie,O. (2011) is taking a more in depth look different types of questions and how effective they are for communication. These types of questions can be used to get the right information dependant on the situation. For example, in a teaching environment or between a doctor and a patient.

There are a few themes that run throughout this chapter including crime and health. However, one of the main themes is education due having subheadings dedicated to the effects of leading questions on children, as well as most of the subheadings having one or more references to children or the general classroom setting.

One claim made in the chapter is that process questions are more effective in raising levels of participation and achievement of people with a high intellectual ability, with recall questions being more beneficial for those who have a lower level of ability. Rubie-Davies (2007) discovered that teachers who had higher than average expectations for pupils used more higher order questions that those with below average expectations. By consistently using process questions, this is more likely to stimulate pupils with a high IQ but might be confusing for those with a lower IQ. This evidence backs up the claim.

One of the ideas presented is the function of pausing as a silent probe is advantageous as pausing before the question means the attention of the listener is stimulated which in turn gives the question greater impact. Rowe (1969, 1974a, 1974b) found that increasing the wait time after pupil’s responses, the length of these responses increased from 7 words with a 1 second pause compared to 28 words with a 3 second pause. She also discovered that pupils who did not contribute much started talking and produced good ideas.

I agree with most of the chapter except for a statement made by (Smith et al., 2006). It was stated the because closed questions have a structured control that this was one of the main reasons that teachers used more closed than open questions. I feel that more open questions are asked in order to gain a better understanding of how the child is coping with a learning objective or is feeling generally.

I was able to identify a couple of words I was unsure of by finding them on the Critical Dictionary of Education and noting them down for reference in the future.

Reference List

Finding out about others: the skill of questioning’ Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practise. 5th ed. London: Routledge

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BA1 – Situated Communication Independent Study/Reading Task

Sitauted Communication Independent Study