THE POWER OF QUESTIONING IN EDUCATION: A LESSON FROM THE CLASSROOM

It was a Thursday morning in 2021, at exactly 8:00 a.m., and I was preparing to teach my first lesson of the day, Social and Environmental Sciences, to student teachers at one of the private Teacher Training Colleges in Malawi. I entered the classroom with positive energy and greeted the learners.

“Good morning, students.”

“Good morning, Sir,” they responded in unison.

The topic for the day was “Location of a District” In my introduction, I stated that Malawi currently has 28 districts. I then proceeded with the various activities I had prepared for the lesson. The class was interactive and focused, and the learning objectives were being met.

As I approached the end of the lesson, I asked the students, “Is there any question, comment, or doubt based on what I have presented?”

One hand went up. A male student stood and did not pose a question but rather offered a clarification.

“Sir, Malawi has 24 districts, not 28 as you said,” he stated.

As a historian and an educator, I encouraged him to support his statement with evidence.

“Can you provide a source for your information?” I asked.

He confidently replied, “Primary Book 6 of Social and Environmental Sciences.”

I asked him to go to the library, which was only a few metres from the classroom, and find the book. He returned shortly, opened it, and showed the class the page. Indeed, the book stated that Malawi had 24 districts.

I then requested him to read the paragraph aloud to the class. After he finished, I asked another question:

“Could you please check when this book was published?”

He examined the publication details and realised that the book had been published many years earlier. I then asked him to locate a more recent edition of the same textbook. He returned with a newer version, which had been revised and improved. This edition clearly stated that Malawi has 28 districts.

At that moment, both the student and the class understood an important lesson: knowledge is not static. It changes with time and must be continuously updated.

Had the student not asked his question, he might have assumed that Mr. Oliver had provided incorrect information. Likewise, had I not verified the source, I might have remained unaware of the outdated material. As a student teacher in training, he would eventually teach hundreds of learners. A single uncorrected misconception could have been passed on to many others.

Socrates once observed that “the only good is knowledge, and the only bad is ignorance.” This classroom experience reaffirmed the importance of remaining informed, reflective, and open to inquiry. In education, questioning is not a sign of weakness; it is a foundation of true understanding.

Questioning Enhances Understanding. Students should feel confident to ask questions when something is unclear. According to John Dewey, learning occurs through active inquiry and reflection. By questioning, students engage deeply with content and avoid superficial understanding. Students must learn to evaluate the reliability and relevance of their sources. Paulo Freire in his book pedagogy of the oppressed, emphasised that students should not be passive recipients of information but critical thinkers who analyse knowledge. Checking publication dates and editions is part of responsible learning. 

Teachers are responsible in creating a Safe Environment for Inquiry and must cultivate classrooms where learners feel comfortable expressing doubts. Lev Vygotsky sociocultural theory posits that learning is a social process, enhanced through dialogue and interaction. Encouraging questions promotes collaborative learning. Educators must regularly update their knowledge. According to Schön, reflective practitioners constantly evaluate and improve their practice. Teachers who remain current enhance their credibility and effectiveness. There are other educators who refrain students from asking questions because they are outdated, and this is bad for someone who has been entrusted with the responsibility of imparting knowledge. By verifying information and acknowledging the role of updated sources, teachers demonstrate honesty and professionalism. This models lifelong learning for students and reinforces ethical teaching practices.

Written By Oliver Kasito