One of the more common questions I get when teaching our “Instructional Techniques for New Instructors” 3-day workshop usually has something to do with the topic of Questions – specifically, how to respond to learners’ questions and what to do when you don’t have an answer (we don’t want to look like a “deer in the headlights” afterall). For me, this has taken a years of experience and several trial-and-error attempts in the class room. Here’s what I’ve discovered so far…
LISTEN. Listen objectively and completely to the question without interrupting (I admit this is hard to do sometimes). Avoid making judgments about the learner asking the question.
REPEAT. Direct the question back to the entire class (relay question). Make certain everyone can hear the question and involve the class in the response. I usually say something like this: “I have some thoughts on that, but I’m going to throw it out to the group.” Use this time for a mental analysis of the question and to get the complete attention of your group.
RESPOND. Respond truthfully and as briefly as possible. Relate the response to content previously covered whenever possible. Use a visual aid such as the flipchart or PowerPoint slide if it will clarify, or simplify, your response. Never bluff or make up answers if you don’t know the answer! Doing so can seriously affect your credibility and learners’ buy-in!
Let’s look at some techniques for properly handling questions for which you don’t have the answer.
- If it’s a question within the scope of the training course you’re teaching, offer to find out. Keep your promise and tell the class what you will do. I usually say something like this: “I want to give you the correct information, so let me do some research and I’ll get back to you by tomorrow by 10 a.m.“ If possible, deliver the answer before the deadline. It’s great customer service when you “under-promise and over-deliver!”
- If it’s a question that is of interest only to the more advanced learners, identify several sources of information and offer to help the learners find the answer themselves or provide the process to find out.
- If there’s no exact information available, inform the learners that facts are not known. This might be a good opportunity to open it up to the entire group for discussion.
- Finally, if the question is unrelated to the topic at hand, have the learner write his or her question on the “Parking Lot” and you can address it later.
For credibility and learning purposes, we really want to avoid looking like the “deer in the headlights” at all costs! Hopefully the techniques I’ve shared can help. If there any other techniques you use that are not mentioned above, we’d love to hear about them!
Melissa
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