In this month’s series, we have focused on the mindset of presuming positive intent. Now, we are ready for what you have all been waiting for . . .  the questions. How do you construct questions so that your language matches your mindset? Here we go . . . positive presuppositions.

As educators, we have perfected the art of asking questions. Our point here is to offer a perspective about the questions we ask. First, we believe that in coaching there is a difference between questions that are for gaining information and questions that provoke thinking. While we want both, we want the majority of our questions to be those that promote thinking. Here are some insights about questions that make a difference:

Most people have the answers to their own questions.

Most people find the best answers for themselves, within themselves.

Following are seven attributes of questions that provoke thinking.

Seven Attributes of Questions that Make a Difference

Building on the insights, there are attributes of questions that make a difference. These seven essentials include:

1. Presume positive intent — “Knowing that our focus is on science instruction this year, what goals are you focused on for the first 6 weeks?” This one question presumes positive intent, offers status, lifts up a standard, and holds able.
2. Focus on solution — “What options have you and your team determined as possibilities for your solution?” In this question, we see a standard and/or expectation for meeting with the team, talking about options, generating possibilities, and a focus on solutions over problems.
3. Invite vision thinking — “When June of 2018 arrives, what will you and your team be celebrating about literacy performance for your grade level?” This question begins with the end in mind. It suggests consideration of measures of success, that the team is talking about these important details, and that there will be a celebration.
4. Focus on positive connections — “As you plan for management of classroom behavior, what learning from your Love and Logic training will be most beneficial to your plan?” This question builds a bridge between what has been learned and the expected implementation. It models multiple standards — planning and strong classroom management — and it holds the teacher able to make it happen.
5. Incorporate specific actions — “As you implement your plan, what will be your first step or what do you want to do first?” which may be followed by, “What will you do next, and so on?” In a coaching conversation, this is an important question as the conversation nears the end. It consolidates all the thinking and possibilities generated in the conversation and narrows to the intended action. Making it explicit rather than implied ensures the brain of the person speaking has crystalized his or her commitment to action.
6. Consider resources — “What resources are you thinking you want to consider or draw from as you move forward with your plan?” Checking in on resources provides an opportunity for another to think about a body of support that is available, from other people to well-respected best practices, research, and readings.
7. Hold able — “As we end, what are you thinking you want to do between now and the next time we talk?” This ensures the person is doing the heavy lifting instead of us. The language demonstrates my belief in you as a competent and capable person and gives you the autonomy to take action on your behalf. When we do for others what they can do for themselves, we sabotage ourselves because we send the subconscious message to status that you are unable to do this yourself.

Questions that Presume Positive Intent

For those of you who have been in our seminars, you have a strong visual image of the language that presumes positive intent when asking questions. In fact, many of you carry the picture on your phone as a reminder of how we actually “switch” language as if it were a light switch to ensure it sends a positive message. We ask that you draw a circle in the center of your paper with these words in the middle of the circle:

Have you . . .?

Did you . . .?

Can you . . .?

Could you . . .?

Do you . . .?

Now, with a very bold marker, draw a diagonal line to signify this is the language that we do not want to use to begin our questions. Not only does the language presume negative intent, the questions are closed and are answered with a yes or no response. We want positive presuppositions that show clear declarations of belief in the other person. The replacement language that we write on the outside of the circle includes phrases such as

What . . .?

When . . .?

How . . .?

Which . . .?

with value adds such as

Based on . . .?

In what ways . . .?

Using data . . .?

Relying on . . .?

Having tried . . .?

Since . . .?

to beginning with a status statement such as

Knowing your level of commitment . . .?

As someone who . . .?

Given you are a teacher who . . .?

This does not mean that we profess one should never use a closed question. Sometimes asking “Is this what you really want?” or “Would you like to stop and talk about this?” is very appropriate. We are saying there is an overabundance of closed questions, and in most cases, deep reflection comes from evocative and open-ended questions. This is also an opportunity to remind us that we refrain from asking questions that are leading others to respond in a way that has been determined by us to be the right answer. We do not ask leading questions, whether opened or closed.

Want to know more about presuming positive intent and asking questions that make a difference? Join us at one of our upcoming public seminars or bring us directly to your district.