Questions: Who, What?

*This post was inspired by a scroll through Facebook; the Curly Haired Girl Project had uploaded a photo about asking questions, etc. This is based on that photo-not exactly a response, but an opinion around the same subject.


Questions, or just the act of questioning, is important; and I write this as an aspiring Journalist. Asking the right questions at the right time gains information. Then what? We write it in our reports, our publications, spread the word online. So? That’s designed to work in the public interest, to hold governments to account, to inform.

Best for us to remain curious, and not lazy in our thinking.

The conundrum on Facebook was this; a student was curious about what they were studying, enough so that they were enthralled. They would ask a lot of questions, in order to learn about the subject. But they would ask questions when it was not deemed appropriate; it would hinder learning environments, for example. But then they could be frustrated, as the questions wouldn’t be answered.

To me, questions should always be answered; we have got to remain curious. (See above paragraph about the Journalism aspect.) And if I wasn’t curious, and the facts weren’t given to me, I dare say it would drive me mad… what has to be learnt though is the appropriate time to as the questions needed. Sounds simple, right?

The thing is, I think a non-neurotypical mind, and therefore the brain, is wired differently, asides from the very obvious. People that I have met with Aspergers or Autism are lightening quick; they are there to the point, quick as anything. I imagine the inside of my head to be somewhere that almost glitters, in that it sees differently. The minds of other people I have met that are on spectrum glow seemingly fiercely, in that they live at a greater speed than someone neurotypical. Because, yes, I am not interested in what a neuro-typical world imposes on me necessarily. I’d rather follow my own way of thinking.

A way to combat these questions-well, for me it was-would be to write everything down. It may not work for some; the moment has passed, the masking now is too great.

What other way to combat this?

One: a compromise. If there is a diagnosis, a teacher could come over, simply for a chat, during a lesson. There may not necessarily be time during the lesson, such as if there is something more pressing; or you could go and chat to them after, briefly. (Not taking too long; after all, it could be the moment between lessons, or they need a break.) Better still, email! *

Two: Ask anyone in learning support. I would badger my learning support assistants, but it virtually always got the answers in the end.

Three: Use google. A lot. Whenever I’m by myself I tend to google a lot, as I can recall virtually all my questions that day.

What are your thoughts on this?

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*Email is probably the most reliable; although some teachers would take ages in replying, there was always an answer in the end.



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