Effective Use of Questions

BECAUSE questions call for a response, they help to get your listeners involved. Questions can help you to start conversations and to enjoy a stimulating exchange of thoughts. As a speaker and a teacher, you may use questions to arouse interest, to help someone reason on a subject, or to add emphasis to what you say. When you make good use of questions, you encourage others to think actively instead of listening passively. Have an objective in mind, and ask your questions in a manner that will help to achieve it.

While questions are an invaluable teaching tool, when using them you must be conscious of the circumstances of those in your territory. Many deaf people come from a background where good communication in the home was lacking, consisting of only very basic commands or gestures. Therefore, they may not be accustomed to questions. Others have not received good education. Or when they were attending school, they learned to relate questions with test taking, resulting in an aversion to questions. In spoken languages, publishers may start conversations by asking people how they feel about a current news item. However, keep in mind that the news that many people hear in casual conversation may not be as accessible to a deaf person.

For these reasons, questions may be intimidating at times to a deaf person. Doubts and feelings of insecurity may set in. Because of the response you receive, you may be tempted to do most of the talking or avoid asking questions altogether. Instead, be discerning in the way you ask questions. If you do so effectively, deaf individuals will be dignified. They will learn to express their own feelings and come to conclusions on their own. In this way, you allow them to hear Jesus’ voice, not yours.​—John 10:3.

To Encourage Conversation. When you engage in the field ministry, be alert to opportunities to invite people to express themselves if they are willing to do so.

Many Witnesses begin discussions by simply asking, “Have you ever wondered . . . ?” When they choose a question that truly is on the minds of people, they will almost assuredly have a fine time in the field ministry. Even if the question is new to the thinking of the other person, it may stimulate curiosity. A wide variety of matters can be introduced with such expressions as “What do you think . . . ?,” “How do you feel . . . ?,” and “Do you believe . . . ?”

When the evangelizer Philip approached an Ethiopian court official who was reading aloud the prophecy of Isaiah, Philip simply asked: “Do you actually know [or, do you understand] what you are reading?” (Acts 8:30) This question opened the way for Philip to explain truths about Jesus Christ. Using a similar question, some modern-day Witnesses have found people who were truly hungering for a clear understanding of Bible truth.

Once they are given the opportunity to express their own views, many people will be more inclined to listen to you. Try to create a relaxed atmosphere and ask questions in a kind manner, not giving the householder the impression that he is being tested. After asking a question, listen attentively. (Matt. 22:42) Be kind rather than critical in acknowledging the person’s response. Offer commendation when you can do so sincerely. On one occasion, after a scribe had “answered intelligently,” Jesus commended him, saying: “You are not far from the Kingdom of God.” (Mark 12:34) Even if you do not share the same view as the other person, you can thank him for expressing himself. What he said may make you aware of an attitude that you need to take into account in sharing Bible truth with him. When offering to visit again, explain that your goal is to have an enjoyable interchange regarding the Bible and its wonderful hope.​—Rom. 1:12.

To Introduce Important Thoughts. When you talk to a group or converse with an individual, try to use questions to lead up to important thoughts. Be sure that your questions involve matters of genuine interest to your audience. You may also use questions that are intriguing because the answer is not readily apparent. If you pause briefly after posing a question, your audience will likely listen with heightened interest to what follows.

On one occasion, the prophet Micah used a number of questions. After asking what God expects of those who worship him, the prophet set out four more questions, each including a possible answer. All those questions help to prepare readers for the insightful answer with which he concluded that part of his discussion. (Mic. 6:6-8) Could you do something like that when teaching? Try it.

To Reason on a Subject. Questions can be used to help others follow the logic of an argument. When delivering a serious pronouncement to Israel, Jehovah did this, as shown at Malachi 1:2-10. First he told them: “I have shown love to you people.” They failed to appreciate that love, so he asked: “Was not Esau the brother of Jacob?” Then Jehovah pointed to the desolate condition of Edom as evidence that because of their wickedness, God did not love that nation. He followed this with illustrations interspersed with questions to emphasize Israel’s failure to respond properly to his love. Some of the questions are phrased as if the unfaithful priests were asking them. Others are questions that Jehovah asked the priests. The dialogue stirs emotions and holds our attention; the logic is irrefutable; the message, unforgettable.

Some speakers effectively use questions in a similar way. Although no reply may be expected, the audience becomes involved mentally, as if sharing in a dialogue.

When we conduct Bible studies, we use a method that calls for participation by the student. Of course, the greater good is done if the student does not simply recite the answers. In a kindly way, use auxiliary questions to reason with the student. On key thoughts, encourage him to use the Bible as the basis for his reply. You might also ask: “How does what we are discussing fit in with this other point that we have studied? Why is it important? How should it affect our lives?” Such a method is more effective than expressing your own convictions or giving an extended explanation yourself. In this way, you help the student to use his “power of reason” to worship God.​—Rom. 12:1.

If a student does not grasp a certain idea, be patient. He may be trying to compare what you are saying with what he has believed for many years. Approaching the subject from a different angle might help. Sometimes, however, very basic reasoning is needed. Make liberal use of the Scriptures. Use illustrations. Along with these, use simple questions that invite the person to reason on the evidence.

To Draw Out Inner Feelings. When people answer questions, they do not always reveal how they really feel. They may simply give the answers that they think you want. Deaf people may draw conclusions based on your facial expression, whether positive or negative, and answer in the way they think you are expecting. Discernment is needed. (Prov. 20:5) As Jesus did, you might ask: “Do you believe this?”​—John 11:26.

When many of Jesus’ disciples took offense at what he said and abandoned him, Jesus invited his apostles to express how they felt. He asked: “You do not want to go also, do you?” Peter put their feelings into words, saying: “Lord, whom shall we go away to? You have sayings of everlasting life. We have believed and have come to know that you are the Holy One of God.” (John 6:67-69) On another occasion, Jesus asked his disciples: “Who are men saying the Son of man is?” He followed this with a question that invited them to express what was in their own hearts. “You, though, who do you say I am?” In response, Peter said: “You are the Christ, the Son of the living God.”​—Matt. 16:13-16.

When conducting a Bible study, you may find it beneficial to take a similar approach to certain issues. You might ask: “How do your classmates (or workmates) view this matter?” Then you might ask: “How do you feel about it?” When you know a person’s true feelings, this makes it possible for you as a teacher to be of the greatest help.

To Add Emphasis. Questions can also be used to add emphasis to thoughts. The apostle Paul did this, as recorded at Romans 8:31, 32: “If God is for us, who will be against us? Since he did not even spare his own Son but handed him over for us all, will he not also, along with him, kindly give us all other things?” Observe that, in each case, the question builds on the clause that immediately precedes it.

After recording Jehovah’s judgment against the king of Babylon, the prophet Isaiah expressed strong conviction by adding: “Jehovah of armies has decided, and who can thwart it? His hand is stretched out, and who can turn it back?” (Isa. 14:27) By their very content, such questions indicate that the idea expressed cannot be denied. No reply is expected.

To Expose Wrong Thinking. Questions that are carefully thought out are also powerful tools to expose wrong thinking. Before healing a man, Jesus asked the Pharisees and some experts in the Law: “Is it lawful to cure on the Sabbath or not?” After performing the cure, he followed up with another question: “Who of you, if his son or bull falls into a well, will not immediately pull him out on the Sabbath day?” (Luke 14:1-6) No reply was expected, nor was one offered. The questions exposed their wrong thinking.

At times, even true Christians can fall into wrong thinking. Some in first-century Corinth were taking their brothers to court to resolve problems that they should have been able to solve between themselves. How did the apostle Paul handle the matter? He asked a series of pointed questions to adjust their thinking.​—1 Cor. 6:1-8.

To Teach During Return Visits or Bible Studies. For many deaf people, questions that are asked in an informal, friendly environment, such as during an initial call in the ministry, are typically easier to answer than questions that are asked during a return visit or Bible study. A question that is asked after watching a paragraph could seem far more formal. This may lead to some people feeling anxious about answering or discouraged if they feel they have answered incorrectly, perhaps reinforcing their negative view of questions.

Thus, it is very important to make the visit as relaxing as possible. Your goal should be to have a natural conversation that flows back and forth. Most people will not feel pressured when questions are asked in a conversational way. Questions that are specific and asked in context are generally best; questions that are too general can be confusing or unclear. The following are some additional suggestions that might be of help.

Before making a return visit or conducting a Bible study, prepare the information with the student in mind, paying special attention to the questions. Make sure you are familiar with the material. When visiting a newer return visit or Bible student, you might pause the video when key points are signed. This can help the student learn how to find the answer in the paragraph. Teach him how to study beforehand, pointing out that most questions contain signs that are similar to the signs found in the paragraph. You must discern whether showing questions from the publication is appropriate for your student. If the student understands them and answers the questions well, you may continue to show the questions.

Although questions in our publications are presented in a way that most viewers will understand, at times some may struggle to understand the point of a question. In such cases, it may be better to sign the questions yourself, adjusting them as needed so that the student understands them. Make the questions as brief as possible, breaking up long questions into shorter leading questions if needed. Try to include key signs from the paragraph so that the student can relate them to what he has already learned. You may also use visual hints as you watch the paragraphs, such as nodding or shaking your head. During the paragraph signing, you might point at the signer or look at your student while the answer to the question is being signed. This will alert him to look for the main point. Of course, using these techniques will require advance preparation on your part as a teacher.

However, even with these techniques, some people may still struggle with questions. If this is the case, simply try having a conversation with the student. For example, after watching a paragraph that discusses life in the new world, you might simply ask, “What will happen in the future?” Or you might point at the video screen after the paragraph has been signed and ask, “What did it say?” or “What is the point?” If the student explains the substance of the answer, that should suffice. If you find that he is lacking in his understanding, you can make adjustments accordingly.

If you use an illustration at the beginning of a lesson, try to include it in your questions. For example, the lesson might be about the resurrection. You might begin the lesson with an illustration about being sentenced to life in prison for a crime you did not commit. If the question asks, “Who gave Jesus the power to resurrect people?” you could add, “The power is like a key that releases people from the prison of death.” Incorporating the illustration into your questions will help make the discussion more conversational. It will also help the theme of the lesson stand out to the student, rather than his viewing the lesson as a series of unrelated points. The student might be able to remember the entire lesson by reviewing it with only a few signs, such as “prison” and “key.”

It might be beneficial to briefly discuss the topic of a paragraph before watching it, thereby transitioning from one paragraph to the next. If the student understands how the topic is being developed, he may also find it easier to understand the questions.

Try stating the opposite of the answer in your questions. For example, if you want the student to understand that there is no activity in the grave, you could indicate a person in the grave and ask, “This person is thinking, right?” Likely the student will answer in the negative, confirming that he understands the point. At times, you might ask a series of questions in this manner to lead the student to the correct answer.

Compound questions normally build toward an overall thought in the mind of the viewer. (Jonah 4:9-11; Matt. 17:25) However, multiple questions can be overwhelming, especially if they are played without a pause. Since it is not possible to tailor questions on video to fit every viewer, you as the teacher may discern that you need to separate the questions. How can this be done? After playing the first question, pause the video and let the student answer. Once you are sure that the first point is established in his mind, you could say, “Hold that thought” or “Remember that,” and you could use the answer that he gives as a springboard to the next question. You could also point to the sign that the student makes in answer to the first question and say “If that is so, ...” and move on to the next question. In summary, make your questions as brief and conversational as possible. Doing so will help your student feel comfortable with questions.

With practice, you can learn to make effective use of questions. However, remember to be respectful, especially when speaking to older ones, people you do not know personally, and those in positions of authority. Use questions to present Bible truth in an appealing way.