Leading or slanted questions. This is not a problem so much when we are seeking answers of hard fact. (“Were the lepers healed before they saw the priest or afterward?”) But when we ask leading questions which require conclusions, we may telegraph the “correct” answer and slant the discussion unecessarily. “Where do the denominations get the idea that it’s okay for a woman to speak at church?” “Is it appropriate to teach believers that they must give on the first day of the week, or can people just do whatever they want?” Too often, what might sound like a Socratic question is in fact not intended to elicit information at all. It merely sets up a non-negotiable position and dares a student to take it on.

A good rule of thumb: never ask questions when you don’t really want to consider something you might not have fully thought out. Asking your students questions without inviting real input or discussion has a name which every schoolchild knows: it’s called a TEST.