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Show School Tn and Homo cp J by Dr. Daryi J. McCarty JfJ Executive Secretary i Utah Education Association, .v W "Dave, what do you think of the book you just read?" "IT WAS cool. Mom." Asking a question may seem simple, but getting a direct, thoughtful answer can be troublesome. EXAMINING THE way we ask our children questions can be an important way to help them learn to think critically. Youngsters like Dave can fall into the habit of giving "rote" or "programmed" responses that require little or no imagination or consideration. MOM MIGHT have asked him about the most exciting part of the book; if it had any worthwhile lessons; if the hero seemed to be a "real" person; or if Dave planned to read another book by the same author. We must make questions io youngsters understandable. understanda-ble. That means the questioner should be aware of the child's age and interests. I MIGHT ask my high school senior about the makeup of alpha particles, but an eight-year-old might frown and give me a shrug. It's important to ask only one question at a time. A barrage of questions fired without waiting for answers may result in frustrating or confusing a young person. YOUR DUTIES don't end when you've asked the question. After doing so, you're obliged to listen 10 ihe answer then explore that answer if it seems necessary or worthwhile. You'll want to make certain your questions are answerable. If your phrasing is vague, you may make what could be a sparkling conversation a drudgery for your son or daughter. THEN, THERE'S this no-no: Don't ridicule the response re-sponse your child gives to one of your questions. Inquiry is a vital learning process. Questioning is the basic tool for inquiry, of course. The answer to a queslion is often not so important as the reasoning behind the question. WHEN WAS the last time you asked your child a thought-provoking question? |