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The best questions are neither too open-ended nor too limited. "Yes or No" questions halt discussion, while overly broad questions (such as "What do you think about Romeo and Juliet?") questions also tend to discourage discussion. The best questions are balanced; they are open enough that there seem to be a few good answers, yet closed enough that people know how to approach them, and feel motivated to start talking. For example, suppose you're discussing Romeo and Juliet. You may start by asking, "In what ways does the Friar make mistakes in guiding Romeo? In what ways does he succeed?" This question doesn't feed any answers, but leads students in a productive direction. As the discussion leader, you should come into the meeting with several "big" questions. Be prepared to ask the next one when discussion dies down, when people need more food for thought. The more prepared you feel when you walk into a classroom, the more confident you'll look. If you look confident in your ideas and your approach, students will be more likely to respect you and to cooperate.  It can be helpful to give participants 1-2 questions in advance to give them more time to provide thoughtful contributions when the discussion comes. Also, it can be helpful to give participants the questions you'll discuss in class, on paper, or on the board. Some students learn better and think more effectively if they have the questions out in front of them. This can also be an excellent reminder of the main question for the day. In a 2 hour discussion, 2-5 good questions should suffice. It is also good to have 2 or 3 smaller sub-questions for each main question. However, you should prepare for at least 1.5 times as much material as you think you'll cover, just in case students are particularly reticent that day or in case one line of inquiry wasn't as fruitful as you thought it was. Everyone knows how to have a conversation; but a thoughtful discussion is more intentional and more focused than just a chat.  If you want to start the conversation off on the right foot, then let the students know exactly what your expectations are. Should students raise their hand before speaking? Or should they speak freely without raising their hands? Should they use "Mr." and "Ms." when addressing their fellow students? These details clarify expectations and hence increase student confidence. You might also coach students on how to avoid personal biases in their responses, or any terms to use or avoid, and what to do if the discussion gets heated. If you have a handout with “Dos” and “Don'ts” listed on it, this can help students stay on track, too. It's important for you and the students to have something you can all talk about before you begin the discussion. This can be almost anything: the assigned reading for that day's class, a news story or poem, a work of art, or even a natural object like a sunset. The important thing is that you and the students share a common object of study so the discussion can be concrete instead of wallowing in abstractions. Make the expectations for being prepared clear. If you don't have incentive for students to do the homework or consequences for students who are unprepared, then they'll be less likely to come to class with fresh, exciting ideas. One way to make sure that the discussion goes well is to show your enthusiasm for the subject right from the beginning. If you have engaged body language, are alert and energetic, and show how the topic is important to your life and the lives of the students, they'll be much more likely to be engaged. If they think that you're tired, apathetic, or just trying to get the discussion over with, then they'll be less likely to care.  Even if a topic isn't inherently fascinating, don't try to cushion the blow by saying, “I know this isn't that exciting, guys…” Instead, show that the topic is worth caring about; your students will follow. Sometimes, showing that something has real-world applications can help your students care about it. If you're studying a historical event, for example, then starting off the class with a news article about an event with similar themes or values behind it — such as current protests against discrimination in relation to race riots of the 1960s — can help students stay engaged. One helpful way to begin the discussion is to define any key terms that may be useful to your students throughout the discussion. For example, if you're giving a lesson on poetry, you can discuss simile, metaphor, allusion, or any other literary devices that are central to the poem. If all of your students feel like they're on the same page and have a strong foundation before they begin the discussion, then they'll be much more confident about participating.  Even if it feels like you're oversimplifying things a bit, it's better to have everyone on the same page before the discussion really kicks off than to lose a few students. Some students may be too shy to admit they're confused about some of the more simple terms, and it's important to explain them before you can move forward. In order to lead a meaningful discussion, you should strike a balance between confidence about what you know and a willingness to learn more. A discussion is an adventure -- you may not know exactly where it will go, but you can lead the way. If you are willing to be vulnerable in showing that you don't know everything, students will be more likely to be vulnerable too.    Present yourself as a professional in dress and body language: stand tall, make eye contact, and smile.   Be genuinely excited about your students' ideas to help generate enthusiasm for the topic. Point out great comments and ask the student to repeat it. They may not even realize that they made a great comment!
Ask a question that inspires a productive conversation. Be prepared. Provide clear guidelines for participation. Provide a shared frame of reference, such as a book, video, or other media. Maintain enthusiasm for the topic. Define key terms. Present yourself well.