Guides not answering questions is an integral part of the Acton Academy model.
But it doesn’t mean it’s easy. If you look at the Acton Academy in Austin that has been around for 10+ years, you’re guaranteed to never hear a guide answering a learner’s question. Acton Academy founders Jeff and Laura go as far as to say that “if you answer a question as a guide, you will be fired”. And for many folks, that feels extreme. And as new guides, it can feel extreme, and extremely difficult.
But, as guides we also know that it’s incredibly important; to uphold the Acton Academy standard, for our own growth as guides, and most importantly to help each learner grow– even if this is frustrating.
When we say “we don’t answer questions”– it doesn’t mean a learner is ignored or we’re saying “don’t ask me that”. What we mean with the sentiment “guides don’t answer questions”, is that instead of giving out answers to questions that almost become habitual for young people to ask, we are instead equipping the learners with tools, processes, and their own means of discovery to find the answers they need.
When questions come up, they are answered… with a question or a redirection
Yes, this can be incredibly annoying for children. If you think about your child’s life, how often are they asking you questions? How often are you answering? How often are you answering something you answered yesterday? How often are you answering something you know they know the answer to (or could easily find)? When children spend most of their little lives asking questions and getting immediate answers, it becomes the default mode.
Over time this “asking for the answer” becomes the practiced muscle, rather than strengthening their discovery muscle, their inquisitive muscle, their use-my-resources muscle. And at Acton Academy, our goal is to help these children understand what their resources are and how to use them.
So what does not answering questions actually look like?
If you’ve been anywhere near a child for more than 5 minutes, the questions come in rapid speed. They’re naturally inquisitive, and there is- for many children- a worry about getting something “right” or “wrong”, so they often ask to avoid doing something “wrong”.
Here are a list of questions that some of the learners have asked in the last few days:
- Where should I put my backpack?
- What time is lunch?
- Do you know where I put my project from yesterday?
- Can you help me with this?
Here are some variations of answers a guide might give a learner for questions like these:
“Where should I put my backpack?”
- Where do you think you should put your backpack? (Encouraging the learner to make a decision)
- Who might know where the backpacks go? (Encouraging the learner to ask a peer who may know)
- I have faith that you can find that answer (Encouraging the learner to use their resources)
“What time is lunch?”
- Where in the studio could you find that answer? (Encouraging the learner to check the schedule system displayed in class)
- What time do you think lunch should be? (Encouraging the learner to make a decision)
- Who in the studio might know what time lunch is? (Encouraging the learner to ask a peer)
“Do you know where I put my project from yesterday?”
- Where do you think you might have put your project? (Encouraging the learner to take a second to think about this answer)
- Which of your friends might know where the projects are?
- I bet you can find this answer on your own
“Can you help me with this?”
- I believe in you to accomplish this on your own even if it’s hard (Empowering the learner, even during a struggle)
- Is there a friend that might be able to help you? (Encouraging the learner to reach out to their community of friends)
- What other ways could you try doing this?
What is the point of not answering a question?
If you think about it just in terms of your own life, how many questions do you ask yourself in a day, from the seemingly benign to the grand?
- Where did I put my keys?
- What should I make for dinner?
- Should I start weightlifting?
- Am I happy in my career?
If every time you asked a question and it was answered from an outside source without your input, you would either stop asking questions, or would expect (and rely on) the answer to come immediately- every time.
When we answer a learner’s question, we are robbing them of the chance to do some digging and discovering.
Because in the process of finding an answer, so much happens for a young learner: problem solving, frustration, pride, more discovery, and a chance to really understand the answers they find.
I think back to when I was 16 and getting my license for the first time. Before my dad took me to take my road test he told me to read through the owner’s manual and figure out how to change a tire. And then he proceeded to silently watch me as I took off and put back each tire one by one. Each time I got frustrated or stuck he’d say one of two things: “mess with it until you figure it out” or “what does the book say?”. At 16, I just wanted my license, I didn’t want to be stuck in the driveway for an afternoon changing the perfectly good tires. He crossed his arms and said “We’re not going until you do every tire”. I was beyond annoyed then, but now I can reflect on what an important lesson that was. In having to figure out how to change a tire on my own, I left that experience with complete confidence that if I ever needed to change a tire on my car, I would know what to do. (I have since had many flat tires which I have changed on my own).
When we as guides answer questions for our learners, we are doing them a disservice.
One of the things we reference often at Acton Academy is “learn to learn, learn to do, learn to be”. When we redirect a learner’s question or answer with a question, we are encouraging all three things.
- Learning to learn: understanding and practicing often the steps to take to find one or many answers, going on a journey of discovery
- Learning to do: when learners are encouraged to seek out their own answers, they spend more time practicing (doing) the things they might not be good at or trying (doing) a new skill
- Learning to be: when one learner doesn’t know an answer, they can ask a peer. This is an opportunity for both to practice “being”. An asker needs to be humble enough to ask, and the answerer needs to be gracious enough to offer help.
Each of these practices are actually far more important than any answer a learner is looking for anyway.
This is the way, but it is REALLY hard
As we transition to a true and cohesive Acton Academy model it is hard for both the guides and the learners to get used to this. It’s as though we had a train going full speed in one direction and switched it to being launched in the other. While the direction we’re heading is the one we want to arrive at, the whiplash can hurt just the same. It is in the guides’ nature to want to be helpful. It is in the guides’ nature to want success for their learners. It is in the guides’ nature to want their learners to feel “unstuck”. BUT- they also remember the importance and the root of the practice of not answering questions. The guides hold this line for themselves and for each other.
Getting the learners involved:
Just like our “don’t say good job challenge”– we’ve given the learners a game: try to get the guides to answer questions. If they do answer a question, a point goes to the learners. The gamification of this new challenge helps it to feel less serious, and to encourage the learners to feel like they get to take part in their learning and their community– even with their guides.
There will be struggle, but that’s part of it
It would be impossible to think that going from question answering to question redirecting was going to be a breeze. It will take some time for both the guides and the learners to get the hang of this. It will keep getting better and better. The guides will become more creative with their redirection and question-responses, and the learners will soon understand that it’s quicker, easier, and probably more satisfying to find an answer themselves.
We are here for the growth and change. It’s hard, but it’s so incredibly exciting.
Janel