How to Ask Good Questions
You’ve spent hours studying and praying to prepare to teach. Your exegesis is sound. The message is clear, and application is practical. Then you turn to students and ask, “Do you have any questions?” Crickets. No one says anything. So you ask, “Does anything stand out to you? Or is anything confusing?” Still nothing. Then you (or another leader who takes pity on you) fill the space until it’s time to dismiss. And then you drive home frustrated and discouraged.
I know this scenario far too well. What I’ve learned the hard way is that I need to spend time preparing my questions, because they’re part of the lesson. Why would I spend hours preparing to teach, only to make up questions off the cuff, and then wonder why the lesson failed to connect?
Asking good questions is one of the most difficult skills youth workers learn. It doesn’t usually come naturally, and it takes time and effort to develop. But you can learn!
Here’s some advice that we’ll base on the familiar story of David & Goliath in 1 Samuel 17.
Traits of a Bad Question
It’s too long and confusing. Avoid asking long questions. It’s tempting to fill the question with context, ask it in multiple ways, or simply ramble. Don’t. Ask the question, then stop. Otherwise, students will be overwhelmed and may get confused about what you’re actually asking.
Example: David was young. He wasn’t a soldier, but the rest of the army was. It can feel like he’s the last person who should be facing down Goliath, but he was God’s chosen person to defeat the enemy. Isn’t that incredible? God has a way of choosing surprising heroes to accomplish his purposes, so we can’t take credit for it. Why do you think God does things like that?
Instead, ask: David was young. He wasn’t a soldier, but the rest of the army was. Why do you think God used someone like David to defeat the enemy?
It’s too broad and abstract. It's tempting to ask big questions that cover lots of territory. Sometimes these questions try to summarize a whole story, and sometimes they try to apply the message to all students. But the bigness of the question is exactly what makes it hard to answer. Instead, make the question smaller. Make it more specific. Then, once they’ve answered the smaller question, show them how that small question opens a doorway to the bigger question.
Example: Have you ever felt like a David?
Instead, ask: David was out of his element, but he trusted God. Has there ever been a time when God led you to do something risky? Tell us about it…
It feels like a trap. There are two types of “trap questions.” The first variety is questions you ask that are so obvious it feels like a trap. You intend them as easy questions to get conversation rolling, but they assume, “There’s no way he/she would ask such an obvious question, and I don’t want to look like an idiot.” The second type of trap question is when you are obviously looking for a very specific answer. Maybe you’ve asked a question that others answered, but you didn’t affirm their answers and said, “Anyone else???” If it seems like others gave the wrong answer and you’re waiting for someone to give you the answer you want, then expect silence.
Example: Who did God choose to defeat Goliath?
Instead, ask: Look at verses 34-37. What does David list as his credentials for fighting Goliath? Would you find those persuasive?
You’ve answered your own question. This usually happens when we don’t have our questions prepared, so we’re talking off the top of our head about the passage. Next thing we know, we realize we should get the students involved so we ask a question about what we just said. But they’re confused, because you already gave the answer to the question you just asked. So they’re unsure if they’ve missed something, or if you actually want them to reword what you just said. It’s confusing, so they stay quiet.
Example: David was a simple shepherd, but he was God’s shepherd. Goliath was a fearsome warrior who was a literal giant. The odds were severely against David. What do you think the differences were between them?
Instead, ask: What are some of the key differences between David and Goliath that make this such a fascinating underdog story of good vs. evil?
How to Ask Good Questions
Write questions that flow from study to observation to application. You want your questions to lead students through small group discussion. That means you should start with a “study” question that gets them into the central part of the text, then prepare a question that prompts them to discuss the central message of the text, and close with a question about how to apply the message to their head, heart, and hands. Depending on the length of your small group or class, you may choose a few questions under each category, but I always recommend asking at least one of each type. Below is an example of the different types of questions.
Study: Let’s re-read verses 41-50 since that’s the central action of the story. What are the main differences you see between the ways David and Goliath prepare for victory?
Observation: In what way does David’s defeat of Goliath mirror Jesus Christ’s victory over the grave?
Application: What could it look like for a Christian teenager to live with confidence that their true security and salvation is found in Jesus Christ’s victory over the greatest enemy?
Stack open and closed-ended questions together. Closed-ended questions have a specific answer and can often be answered in one or two words. Open-ended questions invite people to share their opinions, interpretations, and reflections. Sometimes, you’ll hear people talk about how you should never ask closed-ended questions since they close down discussion. I disagree. Instead, I prefer to let them work together by stacking them on top of each other. Ask a closed-ended question, then follow it up with a related open-ended question.
Closed-ended: Look in v.40. How many stones did David pick up from the stream?
Open-ended: He gathered those right before approaching the Philistines. What do you imagine David might have been thinking or praying as he chose those stones?
Use the “hypothetical peer.” This is one of my favorite question-asking tips, because it enables you to draw students into reflecting on the passage without “outing” themselves. When you ask questions like, “How do you struggle with this?” or “What can you do this week to…” then you’re accidentally inviting youth to reveal more about themselves than they’re willing. By answering your question, they’d be sharing more than they’re ready or they’d be giving an answer about what they “should” do even though they know they aren’t going to do it. But by asking “What would a Christian teenager….” then you’re allowing them to reflect on the question while emotionally removing themselves from the answer. I often find it helpful to provide some gentle direction before asking the question so I’m prompting them forward.
What are some reasons Christian teenagers struggle to take godly risks today, even if they’re confident God is prompting them to do it?
As you begin to put these principles into action, you’ll have more engaging discussions that help your message find it’s way to students’ hearts. It’ll take time and effort, but you’ll eventually develop your own style of asking good questions that open up discussion.
For more, you can listen to ep.104 of the YPT Podcast about “Asking Good Questions, Chat GPT, Engaging Students with Scripture”
