How to overcome passivity and resistance in interactive questioning sessions

Contents:

• 1. Overcoming the passivity of participants. Goals, meanings, rules of the game
• 2. Overcoming Resistance to Asking Your Own Questions

1. Overcoming the Passivity of Participants. Goals, Meanings, Rules of the Game

Those who intend to act independently and develop critical thinking must ask their own questions. However, when meeting a new group during an interactive questioning session, it's common to notice that participants expect a traditional lesson or university workshop. They expect the instructor to provide useful information, demonstrate material, offer assignments to reinforce their knowledge, and assess their progress. This expectation can hinder active participation and interaction, as the primary goal of the session is to develop the ability to ask questions and find answers independently. Participants' expectations often conflict with reality when it comes to asking their own questions and discussing them with other participants. The desire to be "good students" can protect the facilitator from open protest and expressions of dissatisfaction. However, by the end of the session, when it becomes clear that the facilitator has no intention of answering the questions posed, this can lead to disappointment and confusion. It's important for participants to be able to recognize and appreciate the knowledge and experience they've gained, despite the lack of answers to their questions. Effective communication between the facilitator and participants can significantly increase the value and effectiveness of the session.

First, you need to promptly inform participants that the lesson is canceled. It's important not only to inform, but also to explain why you're inviting them to ask and discuss their questions. This will help set the context for the session and return to the results of your interaction, which will help restore meaning to the event. Therefore, you should:

• state as simply as possible (in the participants' language) what results you plan and will try to ensure for the participants;
• find out what expectations, desires, and goals the participants brought to the session.

You can choose the task to begin your session with. This is often seen in trainings, where they typically say, "Today you will learn how to evaluate the work of your subordinates without evoking negative emotions." Similarly, lessons in school may begin with the phrase, "Today we will study Newton's first law." However, it is important to note that interactive questioning sessions do not emphasize the transfer of new knowledge or the development of skills. Instead, the focus is on discussing and analyzing existing ideas and approaches, which fosters deeper understanding and exchange among participants.

Participants in interactive questioning sessions gain valuable insights that help them better understand their expectations and motivations. It is important to draw on your own experience with questioning, which you gained in the first part of the course. We recommend formulating expected outcomes using verbs such as "figure out," "think about," and "understand better." For example, the "Mine or Not Mine" program, developed by students of the MSPU Master's degree program for tutoring, helps prospective students reflect on their expectations of master's studies and determine whether tutoring is right for them. Interactive questioning sessions, like trainings, offer both specific and non-specific outcomes, making them a valuable tool for personal and professional growth.

The session's results should be specific and relevant to its topic, taking into account the participants' current circumstances. A session entitled "Mine or Not Mine" is held for potential applicants. A session is organized for second-year students of the MSPU Master's program in tutoring before their state exams. The purpose of this session is to systematize their existing knowledge and identify topics that need to be covered in the remaining time. Interactive questioning techniques are effectively used to analyze conflict situations, reflect on past events, understand complex texts, initiate projects, and analyze difficulties that arise during work. This approach not only improves the quality of learning but also better prepares participants for upcoming exams and professional work.

The first part of the book covers a variety of topics in which the application of the proposed techniques is meaningful, and provides sets of techniques for each topic. However, these sets should be approached with a certain degree of skepticism, as they reflect our experience and individual style. You can use the proposed sets of techniques or create your own. To do this, it is important to understand the effect of each technique and to be attentive to unexpected reactions of participants during sessions.

Non-specific results Sessions have similar characteristics regardless of the topic. Participants gain experience formulating their own questions and discussing them with others. This allows them to analyze the topic or situation in depth, considering various aspects and perspectives, and to identify the specifics of their approach to the issue under discussion. For example, first-year students in the "Captains" department of Southern Federal University, using the "Leaky Mirror" technique to analyze the most difficult course of the semester—economics—noticed that the students' questions fell into two categories: the first group included questions related to the desire to successfully pass the exam, and the second included questions about the application of the course material in practical activities. As a result of this observation, two groups of students emerged. During the reflection at the end of the session, participants noted that awareness of this difference was one of the key results of the session. Non-specific results largely depend on the participants' habits of asking their own questions and their approach to this process. When first introduced to interactive questioning techniques, the need to formulate personal questions and discuss them with others can evoke strong emotional reactions, both positive and negative. This highlights the importance of creating a comfortable atmosphere for open communication and interaction.

Gaining experience becomes a key outcome of participating in interactive sessions. One participant noted, "Wow! I've never asked so many questions in my life." This effect becomes less noticeable in subsequent meetings. However, mastering the skill of formulating their own questions helps participants focus on more important aspects. For example, you can offer to compare your questions with those of other participants, highlight the unique features of their questions, and analyze what they most often pay attention to and what they miss. This not only deepens understanding of the topic but also develops critical thinking.

Experienced participants often face the need to apply interactive questioning techniques in their professional work. It is important to set aside time for discussion and reflection to determine where and how these techniques can be effectively used. This approach fosters a deeper understanding of processes and helps improve team collaboration.

When preparing for an interactive questioning session, it's important to clearly define both the specific and non-specific outcomes you want to achieve. It's important to choose an appropriate way to inform participants of your plans: this could be an announcement, posting information on a whiteboard, or beginning the presentation by explaining the session's objectives. Using a whiteboard is convenient because it allows participants to organize a "vote" where they can select the outcome they are most interested in. This not only encourages their participation but also helps you better understand audience preferences.

To better understand participants' needs and help them clarify their own, you can use a proven method. Participants write down what they would like to gain from the session on a separate frame. This approach is familiar to many of you from trainings and workshops. However, we recommend a slight modification. Invite participants to formulate their expectations as questions they would like answered during the session. This approach allows us to better understand the motivation of the participants and make the lesson more focused and productive.

It is recommended to invite participants to create stickers with questions, while Each sticky note should contain only one question. These sticky notes can be placed in a pre-prepared space, either online or offline. If you have extra time, encourage participants to review each other's questions and group them by moving sticky notes so that similar questions are close together. If time allows, you can organize two separate frames: one for questions and one for suggestions, although in most cases, limiting the frame to questions is sufficient. It is also a good idea to encourage participants to sign their sticky notes with suggestions and questions, which will help establish a deeper and more meaningful connection between participants.

As the session progresses, participants' requests may be clarified and changed. Therefore, if the session lasts 2-3 hours, it is advisable to invite participants to return to previously posed questions midway through the meeting. This will allow them to mark those that have already been answered and record any new questions that may arise. A similar task should be given at the end of the session, which will be an effective form of summing up.

2. Overcoming Resistance to Asking Your Own Questions

The need to discuss this topic arose thanks to Marina Neganova, one of the first readers of this text. Raising questions and discussing them in an open space often causes resistance among participants. The size of this group depends on many factors, including whether people came to the session of their own free will or at the direction of management, their intellectual habits and level of preparation, and their desire to make changes in their professional activities. When preparing for an interactive session with teachers organized at the request of the administration, it is important to keep in mind that the percentage of dissatisfied and resistant participants can be quite high. This awareness will help create a more productive atmosphere for discussion and increase the level of participant engagement.

Resistance to formulating questions has several objective causes. First of all, starting in kindergarten and continuing through school, people become accustomed to perceiving good students as those who always know the right answers. This practice continues into adulthood: experts in public debates strive to demonstrate their ability to answer any question, and teachers fear losing their credibility if they cannot immediately respond to a student's inquiry. In the public consciousness, the willingness to provide answers is perceived as a sign of intellectual maturity and professionalism. In this context, asking a question to which one does not have an answer can be perceived as a sign of weakness.

Changing this perception can contribute to more open and productive communication, where questions are viewed as an important tool for learning and development.

There are arguments that refute the widespread belief that questions are unimportant. Important statements by prominent figures, such as scientists and entrepreneurs, emphasize the importance of questions in the process of cognition and decision-making. The culture of questioning began to develop more than two and a half thousand years ago. Although it hasn't become a mass phenomenon, intellectual leaders have always used this tool to achieve deep understanding and innovative solutions. For more information, see Vadim Karastelev's book, "The Navigator of Questioning."

The second reason, related to the first, is that the participants were likely never trained in question formulation. Although they may agree to ask questions, they strive to do so correctly and are wary of asking a "stupid" question. Participants have often experienced situations where their questions were criticized and now fear a repeat of this experience. This leads to inquiries about the criteria for a good question and methods for formulating it. Teachers with experience in problem-based learning are particularly persistent in this regard, as they know how to properly organize the learning process so that students ask precisely the questions that interest the teacher. Formulating questions correctly is an important skill that promotes a deeper understanding of the material and active participation in learning. Some criteria for formulating a "good" question can be identified within our sessions, although they may not fully comply with traditional rules. It is important that the question be clear and specific, which will help focus attention on the main topic of discussion. It is also desirable for the question to be open-ended, allowing participants to share their thoughts and opinions. The wording of a question should contribute to a deeper understanding of the topic and expand the horizons of the discussion.

• It is relevant to the topic (problem) being discussed,
• It does not have an indisputable answer known to participants.

The right question plays a key role in deepening understanding of the topic and increasing the effectiveness of actions. One useful technique is to emphasize the value that an answer to the question will bring, even if we do not provide a direct answer. It is important to show respect and attention to each question. Discussing unexpected and original questions can significantly enrich the understanding of participants, as it is precisely such questions that contribute to scientific progress and open new horizons for business. We recommend reading Warren Berger's book "The Beautiful Question" and our publications for a deeper understanding of this topic.

Social norms that influence communication may prevent participants from asking questions on the issue being discussed in the session. One such norm is the habit of perceiving questions as a tool associated with a power hierarchy, which limits the possibility of open communication. Even if participants are not aware of social norms, they intuitively sense these limitations. For example, refusing to ask questions might sound like "we already have enough questions, there's just no one to answer them," implying a lack of leadership capable of resolving the problems that have arisen.

It's important to contrast relationships where questions become a form of request from subordinates to superiors or a tool of control with the value of collective thinking. In this approach, participants jointly analyze the situation and help each other find solutions. The session facilitator plays a key role in creating an atmosphere of mutual respect and openness, supporting a friendly exchange of questions and ideas. This promotes more productive interactions and effective problem solving.

Teachers' fear of asking the "wrong" questions stems from their professional habit of formulating test questions based on known correct answers. This approach contradicts the need to ask questions about the unknown. To overcome this fear, it is useful to use simple game tasks that promote the development of question-asking skills, such as "danetki" or guessing the intended object. These exercises help create an atmosphere in which teachers can freely experiment with questions and improve their skills.