ExchangeEveryDay Past Issues

I'll never forget this question, asked at the lunch table, by a four year old, close to the time when parents unfortunately start using Santa's visit as a bribe/threat: "Terry, who knows more, Santa or God?"

Just wanted to say how much I enjoy your emails. I may not totally agree with everything you put out but you are great.

The best question I have ever been asked was not a question. I have used it many times with adults and children. It doesn't seem that anyone can resist when asked: "Tell me more."

What about unspoken questions? When children and teachers don’t speak the same language, there are so many challenges just to get through the day that most of the talk can be superficial. English language learners can’t wait until their language catches up to start learning through thought-provoking questions. Teachers can express many of the questions on this list through gesture (shrugging shoulders), facial expression (raised eyebrows) and amateur mime – sort of like playing a game of charades. That way, teachers can get all of the children thinking about creative questions, regardless of their language abilities. Here are some examples I thought of:
• What can be added? (With a quizzical look on your face, start picking up items and trying to add them to your collection or project – then help the children see that they should help you find more things to add.)
• What else can this be used for? (Another questioning look – then try using the item yourself. Try wearing the cereal box like a hat. Then try using it as a chair. Then hand it to a child and let them show what else they might try.)
• What can be substituted? (when you run out of blocks at the top of your joint tower project – use that quizzical face again, then help the child search around for different things that could be added to the top of the tower. A puzzle piece? Doesn’t do much. A toy truck? That would knock it down. A scarf or a plastic cup from the dramatic play area? That might make the tower look pretty dramatic!)
• How can this be made more appealing? (If you are helping the children make a simple sign for a project – you might write the words then take them by the hand and lead them over to the art area and encourage them to decorate the sign – all communicated by gestures and charades.)
• How else can this be arranged? (Bring some children over to the library area. Pull the furnishings around in a couple of different configurations, then step back and look perplexed at the situation. Use your gestures to let the children know you want them to try different ways of setting up the area and see what they come up with.)
Certainly, while using all these nonverbal cues, you would be talking at the same time to begin those oral language connections. But, the value of these efforts is deeper – allowing all of the children to practice their reasoning and problem solving skills before they understand your words AND showing you that they are using reasoning and problem solving skills even if you don’t understand their words!

I love questions... I couldn't help but add a poignant one I'll never forget--and I don't mean to dwell forever on tragedy but it helps me remember so many things about children...
One of my students of the Lac Courte Oreilles tribe in northern Wisconsin taught in the Head Start program and after September 11th a child came to her with a puzzled look and asked, "Teacher, why do airplanes fly into buildings?"

While driving home from seeing "Sesame Street Live" with my almost 4 year old foster son, he asked "Was that the real Big Bird?" Of course, my response was "What do you think?" And Andre says, "I want to believe that if was the real Big Bird, but I know that is was someone dressed up like him!"

Best ever interview question: "If you could only afford one 'bought' piece of equipment in your classroom, what would it be and why?"

My favorite reflection questions with student teachers: What went well in your teaching? How do you know it? What would you do differently if you were to facilitate this again? How can you use that information in future activity planning?

I would LOVE to know what questions others use successfully for teaching reflection?

When trying to think outside the box, a question to try is "If there were no limits (time, money, staffing, etc.), what would you do or create?"

To move from reflecting on an experience to applying what has been learned, we move through four stages of questions:
1) WHAT? What happened? Describe what you experienced?
2) GUT? How did that make you feel? What were your responses to the expereience?
3) SO WHAT? What does that tell you about "X" in general? What does that remind you of?
4) NOW WHAT? What will you do differently next time? How will you apply this now?

Many years ago, my sister realized that she was missing an ingredient for a recipe she planned to make with her son. Absent-mindedly, she said, "Well, we'll just have to make do." My four year-old nephew looked at her, puzzled, and asked "How do you make . . . 'do'?" What a wonderful teaching moment about colloquial expressions!

"What does that look like?" stimulates thinking in a way that provides clarity for the listener as well as the speaker.

solution focussed training teaches us to ask the miracle question (dependant upon the situation) If a great miracle happened last night and you arrived at your center to the perfect classroom, what would that look like (feel like)?

When challenged with a difficult situation you might ask How have you delt with this situation in the past?

When interviewing candidates for an open After School position, the children were invited to be part of the process. Some of the questions they came up with were "Do you like kids and how can you prove it?" and "If you were the only teacher in the classroom and had to go to the bathroom really, really bad what would you do?"

A questions I would ask my children at the end of the day.
"What do you know now that you didn't know this morning?"

When trying to provoke teachers to think about children's underlying intent, I often ask 'How do children show us their thinking?'
This often leads to a different perspective on what children are doing or saying.