On the Indigo flight from Mumbai to Colombo, I was seated in the emergency row (for the extra legroom). As is mandatory, one of the crew members came over to explain the procedure for opening the emergency door if needed. She walked through the standard safety briefing with the twelve of us seated in the two emergency rows – the usual spiel about lifting the handle, pushing the door out, and ensuring the exit path remains clear.
But then she did something that caught everyone off guard. After finishing her explanation, she randomly selected two passengers and asked them specific questions based on what she had just explained. The surprise was palpable – you could see it in people’s faces. No one expects to be ‘tested’ during a flight safety briefing. We’re conditioned to treat these moments as passive information downloads, something to politely endure rather than actively engage with.
I found this approach brilliant. The questions weren’t designed to embarrass or intimidate – she cleverly structured them to include partial answers, making it easier for passengers to respond correctly. But the impact was immediate and profound. Those two passengers had to demonstrate they actually understood the critical safety information, not just that they had heard it.
As I settled back into my seat, I couldn’t stop thinking about how much more attention everyone would have paid if she had announced upfront that she would randomly quiz some of us on our understanding. That simple expectation would have transformed twelve distracted passengers into twelve engaged learners. The anticipation of being called upon has a remarkable way of sharpening focus and ensuring information actually sticks.
This experience crystallised something I’ve long believed but rarely seen implemented effectively: asking questions based on what someone has been told or taught is one of the most powerful ways to ensure real learning happens. It’s the difference between information transmission and knowledge retention. When we know we might be asked to demonstrate understanding, we shift from passive receivers to active processors.
The more I reflected on this emergency row teaching moment, the more applications I could see in our professional lives. How often do we sit through meetings, presentations, or training sessions operating under the assumption that attendance equals engagement? How many important briefings become background noise because participants know they won’t be held accountable for retaining the information?
Imagine if we routinely incorporated this principle into our workplace interactions. Team meetings where the leader occasionally asks someone to summarise a key point or explain how they might apply a new process. Training sessions where participants know they might be called upon to demonstrate understanding. Client presentations where we pause to ensure comprehension rather than bulldozing through slides.
The beauty of this approach lies not in creating anxiety, but in creating engagement. When done thoughtfully – with questions that include helpful context, just like that flight attendant – it transforms passive consumption into participatory learning. It ensures that critical information doesn’t just get heard, but gets understood, retained, and ultimately applied.

