{"id":842,"date":"2019-04-10T15:21:08","date_gmt":"2019-04-10T15:21:08","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/academictutors\/?page_id=842"},"modified":"2023-03-08T14:07:20","modified_gmt":"2023-03-08T14:07:20","slug":"asking-questions","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/academictutors\/meetings\/asking-the-right-questions\/asking-questions\/","title":{"rendered":"Effective Questions"},"content":{"rendered":"<p>It can be tempting for Academic Tutors to try and provide all of the answers for their tutees, or to tell them what you think they ought to do (e.g. \u201cgo and see Study Advice\u201d or \u201cthese are the aspects of your work you need to focus on\u201d). Of course there will be times when it is appropriate to offer advice and guidance, but effective Academic Tutoring is about creating an environment where your tutees can explore their issues, and encouraging them to come up with their own solutions. This can be done by using a variety of techniques, for example:<\/p>\n<p>&nbsp;<\/p>\n<div class=\"su-tabs su-tabs-style-default su-tabs-mobile-stack\" data-active=\"1\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-tabs-nav\"><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Motivational Interviewing<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Contracting<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Non-question conversation techniques<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Coaching techniques<\/span><\/div><div class=\"su-tabs-panes\"><div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Motivational Interviewing\">\n<p><strong>Aim: Supporting tutees who are ambivalent or resistant about change.<\/strong><img decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-1006 size-full\" src=\"\/wp-content\/uploads\/sites\/38\/2019\/09\/Motivational-interviewing.jpg\" alt=\"\" width=\"292\" height=\"197\" \/><\/p>\n<p>You can use this by noticing when a tutee:<\/p>\n<ul>\n<li>is feeling two ways about something<\/li>\n<li>is starting to argue, interrupt, ignoring, side-tracking, blame or be pessimistic<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>asking the tutee about the advantages and disadvantages of changing or not changing<\/li>\n<li>asking them what would happen if they didn\u2019t change<\/li>\n<li>asking what would happen if they did?<\/li>\n<li>encouraging positive thinking<\/li>\n<\/ul>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Contracting\">\n<p><strong>Aim: to make sure the tutorial process is clear and expectations are communicated.<img decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-1007 alignright\" src=\"\/wp-content\/uploads\/sites\/38\/2019\/09\/Contracting.jpg\" alt=\"\" width=\"292\" height=\"173\" \/><\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>you start a tutorial conversation<\/li>\n<li>when you feel your conversation is going off topic<\/li>\n<li>It doesn\u2019t feel like a tutor meeting!<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>Setting expectations at the start \u2013 how long will this tutorial be? What is the purpose? What might happen next?<\/li>\n<li>Agreeing together what you\u2019re going to cover and how you\u2019re going to cover it (goal and tasks)<\/li>\n<li>Explaining the role that you each have in this \u2013 make sure the tutee is clear if they\u2019re to listen respectfully or work collaboratively<\/li>\n<\/ul>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Non-question conversation techniques\">\n<p><strong>Aim: Increase the tutees reflection and personal effectiveness<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>In dialogue with a tutee<\/li>\n<li>You need to make the discussion more productive by eliciting more reflection in the student.<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>Leaving silences to allow time for tutees to think and respond (feels awkward but can be really effective)<\/li>\n<li>Summarising the discussion so far<\/li>\n<li>Rephrasing what they\u2019ve said so that they can hear it back and reflect on it<\/li>\n<\/ul>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Coaching techniques\">\n<p><strong>Aim: Helping a tutee to make their own decisions<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>A tutee isn\u2019t sure what to do<\/li>\n<li>A tutee needs to think more deeply about something<\/li>\n<\/ul>\n<p>You can use this by trying out some of the below:<\/p>\n<ul>\n<li>Asking \u2018on a scale of 1 to 10\u2026\u2019<\/li>\n<li>\u2018If all obstacles were removed\u2026\u2019<\/li>\n<li>\u2018If you were someone else, how might you view this situation?\u2019<\/li>\n<li>\u2018If there was only X and Y as options, what would you choose? What would make that a better choice?\u2019<\/li>\n<li>\u2018What could go wrong here? How likely is it, and what damage would it cause? What could you do to mitigate that risk or repair the damage?\u2019<\/li>\n<li>\u2018Spend 2 minutes convincing me of X. Then Y. Which was harder to do?\u2019<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n<div class=\"su-tabs su-tabs-style-default su-tabs-mobile-stack\" data-active=\"no\" data-scroll-offset=\"0\" data-anchor-in-url=\"no\"><div class=\"su-tabs-nav\"><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">GROW coaching model<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Question techniques<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Laddering up<\/span><span class=\"\" data-url=\"\" data-target=\"blank\" tabindex=\"0\" role=\"button\">Laddering down<\/span><\/div><div class=\"su-tabs-panes\"><div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"GROW coaching model\">\n<p><strong>Aim: Structuring a discussion with a tutee<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>You want to make sure you achieve something in the tutorial<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>Using a structure \u2013 GROW \u2013 Goals, Reality, Options, Way forward<\/li>\n<\/ul>\n<p><img decoding=\"async\" loading=\"lazy\" class=\"wp-image-1008 size-full alignleft\" src=\"\/wp-content\/uploads\/sites\/38\/2019\/09\/GROW.jpg\" alt=\"\" width=\"565\" height=\"205\" srcset=\"https:\/\/i0.wp.com\/sites.reading.ac.uk\/academictutors\/wp-content\/uploads\/sites\/38\/2019\/09\/GROW.jpg?w=565&amp;ssl=1 565w, https:\/\/i0.wp.com\/sites.reading.ac.uk\/academictutors\/wp-content\/uploads\/sites\/38\/2019\/09\/GROW.jpg?resize=300%2C109&amp;ssl=1 300w\" sizes=\"(max-width: 565px) 100vw, 565px\" \/><\/p>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Question techniques\">\n<p><strong>Aim: Finding out information<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>You want to explore more aspects of what\u2019s going on<\/li>\n<\/ul>\n<p>You can use this by being aware of different question types:<\/p>\n<ul>\n<li>Closed questions \u2013 with single or yes\/no answers. Too many of these can feel like an interrogation, and doesn\u2019t encourage the student to engage in discussion e.g. \u2018Did you meet that deadline?\u2019<\/li>\n<li>Open questions \u2013 without a yes\/no answer. Encourages the student to think deeper or tell you more. E.g. \u2018How has getting your work in on time been going\u2019<\/li>\n<li>Leading questions \u2013 contain an assumption \u2013 avoid if you can! E.g. \u2018Are you behind in your work?\u2019<\/li>\n<li>Laden questions \u2013 contains an extra layer of meaning, often a value that you hold, but that might not be relevant to the student. E.g. \u2018Being behind in your work can make you stressed, can\u2019t it?\u2019<\/li>\n<\/ul>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Laddering up\">\n<p><strong>Aim: Moving the conversation from the particular to the general<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>You want to help the student see connections between things, spot patterns, or transfer learning to other settings<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>Gradually asking broader questions, e.g. \u2018Have you experienced these issues in other modules?\u2019<\/li>\n<\/ul>\n<p>\u2018Are there other areas of your life where you\u2019ve had these issues?\u2019<\/p>\n<\/div>\n<div class=\"su-tabs-pane su-u-clearfix su-u-trim\" data-title=\"Laddering down\">\n<p><strong>Aim: Moving the conversation from the general to the particular<\/strong><\/p>\n<p>You can use this when:<\/p>\n<ul>\n<li>You want to explore the exact basis of a topic of discussion<\/li>\n<\/ul>\n<p>You can use this by:<\/p>\n<ul>\n<li>Gradually asking more specific questions, e.g.<\/li>\n<\/ul>\n<p>\u2018Can you tell me what you mean by that?\u2019<\/p>\n<p>\u2018Could you give me an example?\u2019<\/p>\n<p>\u2018What exactly did you do there?\u2019<\/p>\n<p>\u2018What aspect in particular is most important?\u2019<\/p>\n<p>&nbsp;<\/p>\n<p>As a general rule of thumb, go down the ladder before you go up!<\/p>\n<\/div><\/div><\/div>\n<p>&nbsp;<\/p>\n<p>If you want to find out more about some coaching approaches you may like to look at the slides from this UKAT webinar:<\/p>\n<p><strong><u><a href=\"https:\/\/www.ukat.ac.uk\/media\/1339\/tm-2019-4-solution-focused-coaching-slides.pdf\" target=\"_blank\" rel=\"noopener\">Using Solution-focused Coaching with Students<\/a><\/u><\/strong><\/p>\n<p>This webinar aims to help attendees:<\/p>\n<ul>\n<li>understand solution- focused coaching and the solution- focused approach;<\/li>\n<li>consider the key characteristics of using a solution- focused approach in the personal tutoring role;<\/li>\n<li>explore how solution talk and problem talk questions can impact student success;<\/li>\n<li>examine and demonstrate the use of frameworks (such as GROW, OSKAR and BATHE) for coaching conversations in tutoring interactions with students<\/li>\n<li>contemplate the role of success coaching in US Higher Education and it&#8217;s potential relevance to the UK<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>It can be tempting for Academic Tutors to try and provide all of the answers for their tutees, or to tell them what you think they ought to do (e.g. \u201cgo and see Study Advice\u201d or \u201cthese are the aspects of your work you need to focus on\u201d). Of course there will be times when [&hellip;]<\/p>\n","protected":false},"author":54,"featured_media":843,"parent":281,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"jetpack_post_was_ever_published":false},"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/Pas3zj-dA","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/pages\/842"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/users\/54"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/comments?post=842"}],"version-history":[{"count":1,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/pages\/842\/revisions"}],"predecessor-version":[{"id":1766,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/pages\/842\/revisions\/1766"}],"up":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/pages\/281"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/media\/843"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/academictutors\/wp-json\/wp\/v2\/media?parent=842"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}