Case Study - Incessant Questioning

Introduction

The case study approach of this module has been designed to create an awareness of the general classroom behavioral problems that may be encountered on a day to day basis. The examples here are generalized and may be applied to situations other than the ones given here.

Description of the problem

Donna constantly asks the teacher questions. Donna knows the answer to many of her questions, and often doesn't wait to hear an answer before she asks another question. Donna simply likes to ask question after question. During a health lesson, Donna asks, 'Why do people get sick?' When the teacher answers, Donna asks,'How often do people get sick?' Next she asks, 'What happens when people get sick?' As the teacher starts to respond, Donna asks, 'Do people throw up when they get sick?' At this point, the rest of the class begins to laugh. The exasperated teacher says, 'Donna stop asking those foolish questions. You are interrupting our lesson!'

Donna's incessant questioning has obviously become a problem. Situations similar to the one given occur daily.

Note:
This example is intended to deal with the child who asks questions in order to control a situation. The procedures it describes should not be implemented for students who ask lots of questions because they are legitimately curious.

Causes

Donna's behavior probably persists due to the attention she receives throughout her cavalcade of questions. Not only does she interact with the teacher on a one-to-one basis throughout the questioning process, but she also gets the teacher (and the class) to focus on her when she is finally scolded. Donna is also probably being reinforced by the fact that she can control the teacher's lesson. A student who repeatedly asks questions about silly topics, or asks questions she already knows the answers to, is attempting to control the teacher. Repetitive and inappropriate questions represent a struggle for power.

Goal

The student will stop asking questions as a means of getting attention or control of a situation.

The Plan: Step 1:

Set up a consistent strategy for responding to the student's questions. If the question is obviously inappropriate, ignore it. If the questions seems appropriate, praise the student and answer the question. If the question may or may not be appropriate, answer it in a neutral voice.

If the question is obviously inappropriate, do not give the student any attention. Do not scold or show anger in any way. An emotional response tells the student that he or she has won. Ignoring the misbehavior tells the student that the teacher refuses to play power games. In effect, the teacher withdraws from the conflict.

If the question is appropriate, praise the student and answer the question. Don't overdo it or make a big fuss. Examples of appropriate responses are given below:

• 'That is a very well thought out question. The answer is...'
• 'I appreciate your asking that question. The reason...'
• 'Good thinking. I forgot to mention that...'

If the appropriateness or inappropriateness of a question is not apparent, give a very short answer to the question. The answer and your tone of voice should express neither approval or disapproval. Since the student may legitimately be trying to gain information, the question must be answered. However, since the student might also be trying to gain control of the lesson, the teacher should answer quickly and matter-of-factly.

Step 2:

Begin building a positive relationship with the student. Also encourage the student to become involved in tasks that require responsibility. Tutoring a younger student is such an example. Tutoring would provide the student with a positive role to fill.