Addressing off topic/ advanced Questions
In each class, there are students who are always hungry for more learning. These students ask a lot of questions and take it upon themselves to continue their learning outside of class requirements. These students tend to ask questions pertaining to topics not yet addressed in class, or about topics pertaining to another course. I would love to answer all the questions, but that would leave little time for covering current topics.
What are some effective methods of addressing such questions without diverting from the current topic, and without ‘passing the buck’? I try to direct the student to sources that will help them answer their question for themselves, but I often find myself replying to off topic or advanced questions with “that’s a question for another day/ class.â€
James,
I like to do this as well because these sessions are so informative for me and hopefully for the students as well. I also get insight from these discussions on how the students are processing the course content based upon the questions they raise and the information they share. Rapport with the students come out of sessions like this and help to motivate student performance.
Gary
Gary Meers, Ed.D.
I will sometimes invite students to see me during office hours in order to address off-topic questions; I have found that motivated, advanced students often appreciate feeling like they are getting something extra by the instructor being willing to have separate conversations with them.
Matt,
One approach is to have a set time for general questions about past or future topics. For example you can have a 10 minute time for any questions. At the end of ten minutes you move into the topic of the day and all questions have to revolve around that topic. By setting a time you are letting the clock set the boundaries for you. I have a big faced clock that I use so the students can see the time slipping away thus they ask very pointed questions because they don't want to run out of time. If a question comes up at the end of time it can be carried over to the next question time.
Another method I use is to have students write down their questions on 3X5 cards and give them to me. By having to write them down the students are careful in what they ask so the questions are better developed. I review the questions and then answer them at the next class period.
I will always answer a question or at least discuss it if it is directly related to the topic while we are in lecture mode. These questions are current and need the attention of the students and my responses to keep us moving forward with our topic. This way I don't get off track and can complete my lesson plan for the day.
Gary
Gary Meers, Ed.D.
