Open Questions or '5Ws & an H'

in the main, trainers should be asking questions which start with the words, Who? What? Where? When? Why? and How?

What?                   information about events, actions or things

When?                  information about time

Where?                 information about a place or location

Who?                    information about people

Why?                    information about reasons, conclusions, deductions and opinions

How?                    information about methods or processes

this is because 'open' questions encourage conversation and allow students to explain their understanding of a concept.

Benefits

1. open questions encourage students to talk and start conversations
2. it makes for a more active class
3. having to answer with an explanation stops students coasting
4. it stops the trainer talking continuously and makes for a more interesting lesson (from a student point of view)
5. helps to remove presumptions held by the person asking the question
6. helps to increase understanding in both the person asking the question and the rest of the students

Disadvantages

1. the answer can be totally unexpected and the answer may take the class a long way away from the key aims of the class
2. time costly, students can talk and talk and talk and talk when answering the question

Practice

1. ask one question at a time and then wait 5 seconds for an answer   (see for more details)
2. when you hear yourself asking questions which start with the words, "did ...?", "do ...?", "will ...?", "can ...?" (also known as closed questions), rephrase and ask the question again, this time using one of the 5Ws and an H.  try making the following closed questions open:

Do you eat meat? Is the flight delayed?  Can I help you?

image taken from here

Difficult Questions

there are at least four very simple ways to answer questions you don't know the answer to: 

1. ask for more information
2. pass it back to the audience
3. set it as homework
4. say you don’t know and you’ll find out

your body language must never suggest you do not know the answer.  by all means panic on the inside, but always remain calm and composed on the outside.  make sure to look thankful the question was asked and remember to keep your body posture open and relaxed.

now answer those difficult questions with one of the statements or questions below:

1. ask for more information

look at the person asking the question and say one of the following, or something similar,

"can you explain this a little bit more?"

"what do you mean by ... ?"
"What do you mean about ... ?"
"Can you explain a little more about ... ?"

2. pass it back to the audience

address the entire group and ask one of the following, or something similar, 

"what do you think?"
"does anyone know ... ?"

"can anyone tell me the answer to ... ?"

3. set it as homework

"excellent question, let's set it as homework so everyone can find out the answer"

then make sure you, the trainer, find out everything there is to know about this particular question/s, and then ask questions about this particular subject at the next session

4. say you don’t know and that you’ll find out

only use this once on a course, or the students will think you don't know what you're talking about.  if you do use the words, "I don't know", or "I'm not sure", also include the words, "I'll find out and will send you the information by email" and take down email addresses, or say, "I'll find out and will explain at the next session".  and then be sure you find out and explain.

image taken from here

Use Short Words

always. use. short. words. 

the shorter the better.  

one syllable, good.  four syllables, bad.

in training it's the concept which is important to understand, not long complicated words. 

choose and use words which are understood by the vast majority of the population and will not need to be pre-taught or explained before the main part of the training.  use words to support the learning of a concept, not detract from it. unless of course it's language & grammar training and then learning new words becomes an integral part of the lesson.

Benefits:

1. students understand concepts quicker 
2. lesson time is spent on practicing new skills, not explaining complex new words (many of which won't be used in everyday speech) 
3. students (in general) prefer to learn useful new skills rather than complicated words which aren't used outside the classroom
4. trainers (in general) like happy students

Practice:

1. every time you use a long or complicated word, decide which shorter word can be used instead - remembering to keep the meaning the same in both sentences
2. re-state the sentence or question using the shorter words and keep practicing until it comes naturally
3. when writing training materials, read through the handouts and highlight all words which have three or more syllables. replace all of them with shorter, more user-friendly words and which keep the meaning the same
4. re-write the following examples:

• "To prosper in an esteemed organisation where I can utilize my potential towards the growth and development of the organisation and to gain experience to the highest level whilst making optimum use of my knowledge and skills in customer care along with my interpersonal skills, in order to meet challenging goals of the organisation."

• "Highly driven young professional who possesses talent for quickly mastering technology. Diplomatic and tactful with professionals and non-professionals at all levels.  Poised and competent with demonstrated ability to easily transcend cultural differences.  Thrive in deadline-driven environments with excellent team-building skills."

• "Being a young, resourceful personality, I intend to build my career by working with an efficiently managed growth orientated organisation in a more challenging environment where I can put my efforts to see my company growing and thereby uplifting the name of my firm."

this picture taken from: here

Wait 5 Seconds

image taken from here 

Count to 5
Ask a question, pause, then count 1, count 2, count 3, count 4 and then count 5.  Now answer the question.  The silence created by the counting will push the students to answer  - it's highly likely someone will say something relevant by count 4.  

If no one answers, ask again.  Rephrase if needed.  

This time the silence will be more pronounced and it's highly likely someone will think of something relevant.  Not absolutely every time, but in the vast majority of times the question will now be answered.

Benefits:

1. students are expected to think, the learning becomes active rather than passive
2. the class becomes more interactive/ interesting 

3. the emphasis moves away from the trainer and towards the students

4. the trainer has the opportunity to check the students understanding through listening to their answer/s
4a. and can expand depth of knowledge through expanding an answer that gives a different viewpoint, touches on another area or is a mis-understanding

Practice:

1. become accustomed to that 5 seconds of silence and comfortable in its presence

2. listen to the sound of your own voice - be aware of and respond to what comes out of your mouth.  Notice when you ask a question, then fall silent

3. count after you ask questions in normal situations; at meal times, at meetings, when out with friends.  ask, then count 1, 2, 3, 4, 5

4. each time you ask a question during a training event, check you count to 5 until it becomes natural to wait for the student's answers.