Why “Do You Understand?” Isn’t Enough

Alan David Pritchard
Jul 14
5 min read

Updated: Jul 24

ESL-Wise: Blog 8

Why “Do You Understand?” Isn’t Enough

By Alan David Pritchard

There’s one question that gets asked in almost every classroom.

“Do you understand?”

It’s a natural impulse. We’ve all said it. Sometimes it slips out as a check. Sometimes it’s rhetorical. Sometimes, let’s admit it, it’s just habit.

And I'll be honest, sometimes I have asked that because I've been lazy. I just want a 'yes' so I can move on. Because it reassures me that I have been doing my job.

The truth of the matter, though, is: a nod or a 'yes' isn't a true indicator of what was really understood.

Especially in language learning, where students can go through whole lessons giving the impression they’re fine ... right up until they try to use the language on their own. And then suddenly… they’re not fine.

This happened to me just before the end of last term, with my year 10 class. We were learning about past perfect and past continuous and I asked a student if he understood. Of course, he said he had. And then I asked, "Okay, give me another example."

And he couldn't.

That’s where Concept Checking Questions (CCQs) come in.

And I think that they might be one of the most underused (and undervalued) tools in our entire teaching toolkit.

What Are CCQs Really?

Let’s start by clearing up a misconception: CCQs aren’t glorified comprehension checks. They’re not quizzes. They’re not “Did you hear what I just said?”

They are short, simple, targeted questions designed to test whether students truly understand the meaning, function, or nuance of new language - especially grammar and vocabulary.

And unlike traditional comprehension checks, CCQs don’t rely on repetition. They probe for understanding.

Here’s an example.

You’re teaching the verb borrow. You could say:

“Borrow means to take something and give it back later. Understand?”

Or you could ask:

Do I keep it forever?
Do I need to return it?
Am I giving or taking?

Now you’re not checking whether they remember the definition. You’re checking whether they understand the concept.

That’s the power of CCQs: they reveal what’s really understood and what isn't.

Why CCQs Matter More Than You Think

We live in a teaching culture obsessed with pace and coverage. And in the rush to “get through” content, we often settle for surface-level understanding.

But language isn’t just information. It’s function, nuance, meaning and unless we probe it purposefully, those subtleties get lost.

Here’s what CCQs do that “Do you understand?” never can:

1. They Make Students Think (For Real)

You know that glazed look when students repeat the answer but don’t really get it?

A good CCQ changes that. It forces learners to stop, process, and do something with what they’ve just heard. Apply it. Compare it. Visualise it.

Instead of asking “Is this correct?”, try asking:“Why is this correct?”

That’s a different level of thinking that proffers better responses.

2. They Stop Misunderstandings Before They Spread

I learned this the hard way. I once thought a student had totally understood my lesson about 'must' and 'have to'.

Then they said, “You mustn’t do homework at the weekend,” smiling, because they thought it meant “You don’t have to.”

The grammar form looked perfect, but the concept was completely wrong.

And honestly, I didn’t catch it until much later. A few CCQs would have done it:

If I say “You mustn’t eat in class,” is it allowed or not allowed?
If I say “You don’t have to eat now,” can you eat later?

Two questions. That’s all it would have taken.

3. They Build Confidence (Not Anxiety)

Asking questions shouldn't intimidate students. It should reassure them. When a learner can answer (even a simple yes/no question) it gives them a little win.

It says, “You know something. Let’s build on that.”

For students who spend most of the day guessing what’s going on, that matters more than we realise.

4. They Help Us Teach Better

This isn’t just for students. It’s for us.

CCQs are like a window into understanding. They show us what stuck and what didn’t. And they save us from that awful surprise at the end of a unit when students can parrot the grammar but have no clue what it means.

I’ve been there. It’s not fun. CCQs stop that from happening.

What Makes a Good CCQ?

There’s a bit of an art to it, so here are a few simple rules:

Keep it short and clear:

Poor: “Can you perhaps explain to me what the meaning of this phrase implies in this context?”

Better: “Does it mean now or later?”

Example: If the sentence is “You have to wear a helmet,” ask: “Can you ride without a helmet?” (Yes/No)

Avoid the target word:

Poor: “What does generous mean?”

Better: “Is it about giving or keeping?”

Example: If the word is “banned,” ask: “Is it allowed or not allowed?”

Use closed or scaffolded formats

Poor: “What do you think the author is trying to suggest in this sentence?”

Better: “Is the story happy or sad?” / “Was it yesterday or today?”

Example for grammar (must vs don’t have to):

“If I say, ‘You don’t have to come,’ do you have a choice?” (Yes/No)

Check concept, not form

Poor: “Can you spell necessary?”

Better: “Do you need to do it or not?”

Example for vocabulary (essential): “If it’s essential, can we skip it?” (Yes/No)

Here are some CCQ examples in action:

Teaching “must” for obligation:

Is it optional? (No)
Do I have a choice? (No)
Is it strong or weak? (Strong)
Is it my decision or a rule? (Strong).

Teaching the past continuous:

Did the action start and finish? (Not clear / maybe not)
Was it a long action or a short one? (Long)

Teaching “Would you mind…?”

Am I giving an order or making a request? (Request)
Is this formal or informal? (Formal)

The beauty of CCQs is how quickly they become habit. Once embedded, they take seconds, but the clarity they bring lasts longer.

It Isn't Just a Technique, It’s a Teaching Stance

CCQs aren’t just about checking understanding. They’re about respecting learners.

They say: I don’t assume you’ve understood, and I care enough to find out.

They say: Let’s make sure together.

The British Council calls CCQs an essential skill, not an optional extra.

Because CCQs don’t just make us better teachers. They make the classroom a safer, smarter, more intentional space.

Final Thought: Don’t Ask More Questions. Ask Better Ones.

“Do you understand?” will never disappear. But it should never stand alone.

Because in the end, CCQs aren’t about tricking students or catching them out.They’re about honouring their effort by helping them lock in understanding, before it slips away.

So next time you’re tempted to ask “Do you understand?”, try something sharper. Something that actually helps them learn.

Ask a question that makes them think.

If you are not confident creating CCQs, do not be afraid to ask AI for help.