Have you heard of “smushing”? Probably not… but it’s a word I use to describe what happens when my questioning style accidentally “smushes” my students.
Smushing means I phrase a question in a way that limits my students’ replies and ends a potentially constructive conversation. Smushing also steals away any insights I could have gained into how I might better serve the needs of my students.
Are you “smushing” replies too? Read on!
The Top 4 “Smushers” To Avoid
1. Did you practice this week? (This requires just a yes or no answer… and so you’re not going to gain good insight into how much or how little practice happened).
Replace this with: “How did you spend your practice time this week?”
2. Do you understand? (This also requires just a yes or no answer… and you’ll rarely get a “no”).
Replace this with: “What would you like to ask me about this?” Answering this question requires some thought and results in a response that will give you real insight into what he or she did or did not understand.
3. Can you…. (I use this way to often. Usually it’s followed by a direction for my student such as “Can you play this again from the beginning”). But of COURSE she can! Asking this question implies that there is the possibility that she can’t.
Replace this with: “Would you like to…”. Suggesting a direction in this manner ensures that your students do not think you are questioning their ability, while still allowing you to gain insight into their desire to perform a particular drill or exercise. If my student is replying “no thanks” too often this is a clear sign that something in my teaching needs to be altered.
My (outspoken) students used to reply “no thanks” when I would ask “Would you like to play through your technical exercises?”. My quiet ones would do it, but with a grimace…. until I started using TEDDTales. Now everyone is saying “YES please!” Check it out here.
4. Okay? ( I also use this too frequently). Even if your students aren’t “okay” in terms of understanding or of wanting to do something, asking this “smushes” them into replying “okay”… simply because people are used to replying to “okay” with “okay” (when was the last time you said no to an “okay”?!).
Replace this with: (again) “What would you like to ask me” or “What would you like to go over before we move on?”
Small Changes Reap Big Rewards
In the beginning it may feel like you’re having to really watch what you say (and obviously these 4 phrases will sneak back into your teaching… it’s just part of how we casually communicate), but if you have a student with whom you are struggling to make a connection, or if you have a student who is not quite progressing as they should, then change up the way you speak in lessons to see if “smushing” could be the culprit.
Julia says
Thanks for this enlightening post. Though I do already say ‘would you like to?’ (and often have to deal with the ‘no’!) I have been puzzled as to how I could improve other aspects of my questioning. These seemingly small changes will make a BIIIG difference to my lessons. Thanks especially for the ‘what would you like to go over’ one. ps thanks too for the Piano Game Club – awesome!
Brenda says
Fantastic post! I’ll start using these today in all the conversations I have with kids, especially my piano students and 8-year old granddaughter. Thanks so much, Andrea.
Sylvia says
Thanks! I am always looking for was to pose questions. These are excellent!!!
ronald says
excellent. Going to implement this asap.
Barbara says
Okay, okay…I use “Okay” way too often also:) But now I”ll be on the lookout for it. Love these revised questions. I’ve definitely used all the smushers above and will be more conscious of them. Thanks for bringing them to our attention and giving us alternatives.
Jennifer says
Andrea’s post is brilliant as usual. It reminds me of a book I read years ago in my piano pedagogy class by Marienne Uszler titled “That’s a Good Question… How to Teach by Asking Questions”. If anyone is interested in more information on this topic, I would highly recommend the book.
Andrea says
Thanks for the book tip Jennifer! I’m going to read it over the Christmas holidays 🙂
Mary Beth Purchase says
Where can I get that book?
Debra Perez says
I agree. This small but powerful book on asking both open and closed questions came to my mind immediately when reading this post. I think I should revisit it today 🙂 Thank you.
Barb Grout says
I love these. I am writing a teacher tip article for my next state newsletter and would like to use this whole thing. Do I have your permission?
Andrea says
Hi Barb – yes, absolutely!
Mary Beth Purchase says
Barb, where are you located. In what capacity are you writing for the state newsletter? I am just curious.
Barb says
I am the Independent music teachers forum chair for the state of Colorado. I am required to write articles on a quarterly basis as part of the “job”.
Melissa says
I didn’t realize until reading this that I was already avoiding those common ‘smushes.’ I often ask questions like, “How did your piano treat you this week?” and wait for the expressions that say volumes! I also often ask “which two scales would you like to play first and in what style would you like to play them?” Last night I had a student that had not practiced. I wrote the question, “What keeps distracting me away from the piano?” in his notebook and asked him to play a game with himself this week by trying to catch all those sneaky things that gobble up his practice time or distract him from practicing. Then we’ll come up with a game/strategy next week for how solve his problem 😉 He loves the Fearless Fortissimo series so I encouraged him to pretend he was trying to solve a mysterious case of the ‘missing practice minutes.’ It sounds a bit corny, but it may get him to think more about it this week.
Thank you for all your resources! Keep up the great work!
Barb says
Hi Melissa,
Can I use your questions in my article for my state teacher tip newsletter???
Heather Kolankowski says
These are all great! “What do you think?” gets students going as well. Most LOVE to tell you exactly what they think!
Jennifer Montag says
Wow, this post is going to make me re-think my adult conversational life! I so appreciate the thoughts.
With reference to piano, I often get the answer, “I don’t know”. Any creative ideas for that response?
Example: I like to open by asking a student for the high and low of their day at school, and most of the time I get, “I don’t know” from my boys. I also get the “I don’t know” reply when asking questions such as, “what was the hardest part of this song for you?” Or “are there any spots you would like to work on together?” im just wondering if you have encountered this also and have any wisdom as to interpreting what my student is trying to tell me when they say “I don’t know”?
Grover Farr says
Andrea, thank you for this post. As I read through it, I realized that even though I often try to work on not “smushing”, I can always improve. And I love your term smushing.
Andrea says
Hi Grover – glad you like the term. I really tried to come up with something much more “academic-sounding”… but I’ve always called it smushing and it sticks in my brain as a reminder better that way 😉 As my English 11 teacher would always say “Don’t use a big word when little one will do!”
Sandra says
I use a variation of ‘How did you spend your practice time’. …I review with them what is written in their scribbler — and then ask, ‘What did you work hardest on this week?’ …I want to know right off the top where the effort was spent, so that I can follow up on that.
Andrea says
This is a great one Sandra – and yes, it saves you from starting off with something that didn’t get as much attention (and therefore starting the lesson off on a less-than-successful tone). Thanks so much for your comment!
Sandy Fortier says
I do this too. It’s helpful so I’m not just re teaching things that I think they should be doing every single time.
Abigail Poirier says
Excellent points! Either I’m not particularly good at communicating, or my students are extra honest, because when I ask “Does that make sense to you?” they are quick to say “no” when it doesn’t.
My favorite is the “Did you practice this week?” I will definitely be looking to replace it. Usually I probably ask “How much did you practice this week?” but that’s hardly better. Melissa’s is great: “How did your piano treat you this week?” Haha, love it!
I have gotten away from “can you” somewhat, but now I want to eradicate it more, except for using it as a challenge for my students that love that sort of thing. Often I’ll eliminate the “can you” question when I really just want them to do the thing. Instead of “can you play it again?” I’ll say “this time, try to make the forte part super loud!” Or instead of demonstrating something, then asking “can you do that?” I’ll instead cheerily announce “Your turn!” Another way of asking nicely is to say “Please play that again.” Or “I get the feeling that you can usually play it better, want to try again?”
My current favorite student is (out of 40ish) one of the least naturally musical students I’ve ever had, but what he is, is completely irrepressible, unfailingly enthusiastic, and excited. No matter that he has not played the measure correctly in the last 5 tries, he is supremely confident that THIS time, he’s gonna get it, and can I please try to distract him while he does it?
Some students mess up a couple of times and lose all motivation, despite my best encouragement, but Cory can mess up 10 times, have me tell him “You aren’t going to get it this time, either” and respond with “Oh yes, I am!” Of course, with an attitude like that, he does get it, and his lessons are a highlight in my week.
Jennifer groover says
Love this – thanks!
Loni Spendlove says
I want to be you when I grow up! You always have something pertinent to share and in a way that opens our eyes and makes us better teachers. Thank you (both).
Andrea says
LOL thanks Loni 🙂
kathy says
article and all comments are so helpful! thank you!
Sandy Fortier says
Good reminders and tips. My positive responses from students went way up when I started asking “what happens if you…” (Exaggerate the dynamics, take 3 breaths before starting, use the pedal, etc) instead of “do you want to play it again?”
Elina félix says
Thank you for all devices and tips!. I live in Ecuador and I teach children since 4 years old (even 3 years). I enjoy your articles