restate what the topic is. or rephrase what they have said in order to make sure they stay on topic and don't get sidetracked.
Classes that I teach require a strong working knowledge of Medical Terminology. Therefore, many of the questions that I ask pertain to vocabulary. I will sometimes ask random "what does that term mean" questions during a discussion or review. I also incorporate a sort of "hot potato" game into it, using a beanbag or ball. Whoever is holding the beanbag at the time of the random question must attempt to answer.
When asking questions it is important to keep the subject matter in mind. With the diverse background of our students the question path may fork in ways that take us away from the original question. In that case I do the following:
1. Thank students for their viewpoint.
2. Restate the question, show where we need to get back to.
This works in most cases, I will then discuss with the students after the question if they understand what was meant by the question to make sure all understand the lesson point of the question.
I teach Psychology, therefore students have the tendancy to go off topic. In order to keep student on target with their questions and responses, I reinterate the the question, I remind the students to stay on topic, and the importance of respecting differences in opinion. I remind student that if we go off topic I will signal them to stay on topic. Actually it creates a really fun atmosphere. At the beginning of each class, I inform student of the signal.
I like to ask the other students for answers to the first student's question.
Whether a class room has 15 students or 35 students questioning by students can be viewed as great opportunities to advance knowledge. Quite often many students will tune out when they hear another student answering or asking a question. A good way to universalize what the student is saying, usually at a somewhat subued volume, is to clearly repeat the students response so the entire class can hear it. Not only does it get more of the class involved it also goes far in validating the student who responded. This will not only encourage that student to continue to respond but it will encourage others to seek out the same type of validation.
By giving examples and reprhasing, it can make a big difference in the total understanding of the subject!
Hi James, Thanks for your post to the forum. Great suggestions for guiding discussions! I like to use what I call "The Parking Lot" on the Whiteboard. I "park' any off topic questions to get to at the end of the lecture. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Kimberly, That's excellent - well done!! Susan
Susan Polick
Questions can be both very productive and engaging during class time, however this time can also go the complete oppositive direction if not guided. As the instructor you must allow for open questions and discussion forum. Students will gain confidence by being allowed to share their thoughts. However, as the instructor you must be the ring leader. You must know when to step in and "take a break" from questions. You can do this by taking one student question and elaborating your response into a lecture format. As you expand you ensure to bring in the point to where the discussion started. You bring the students back on task and then can reopen a question format. I agree off topic questions are best left for after lecture discussion on an individual level. I do see the importance of validating the importance of the off topic question to the student to encourage further class input.
Another idea is to write questions on the board. You can take some good question examples to illustrate on the board to guide further discussion/questions. Also, you can use the board as setting up "guidelines." You can write the subject(s) of discussion to help guide and easily point back to if topic gets off track.
He did adjust his behavior and I did meet with him a few times after class to discuss his questions.
Hi Kimberly, I think that you handled that student very well! How did it work out? Did he adjust his behavior? Thanks for sharing! Susan
Susan Polick
I had one student that would ask questions constantly. He would have his hand up before I finished a sentence. He obviously was not listening and would ask questions that barely related to the topic. When I asked him to repeat or reflect on my statement, he was unable to do so. In addition, I would comment on his question, and then ask him again what his initial question was and he could not remember. The other students in the class complained that he was disruptive. I met with the student and explained effective listening skills and asked him to be more cognoscente of the questions he asks. We agreed if he had numerous questions, to meet with me after class and I would address them at that time.
Hi Pearlmarie, Great suggestions! Thanks for sharing! Susan
Susan Polick
Usually, it is important to help the students to keep focused during questioning sessions. I have tried the following methods:
1. With the answer, the student will add the page/paragraph of where in the text it was found.
2. The student will formulate the question with answer before the information is presented.
3. The student will write an answer and other class members will formulate the question.
4. The student will skim through the text chapter and formulate a question around what visually catches the eye (picture, chart, etc.).
It should be noted, however, that at times an unfocused question from a student will give notice to the instructor that a point was missed.
Hi George, Thanks for your post to the forum. Good technique - it gives positive feedback while encouraging the student to think a bit deeper. Best wishes for continued success in your teaching career. Susan
Susan Polick
I find that if a student's answer is off target I thank them for the response, and then I try to rephrase the answer to get it back on target, or something like close but more like this.
Some methods that I use to keep students on target would be, Asking the question then if no response or the deer in the headlights look rework the question. Also for students that get off track very easily repeating the question and thanking them for staying on target with what is at hand. Sometimes it is good for an instructor to tell students we will be able to discuss more of the subject matter if we stay on task. That helps also.
Hi Susana- Preparation is key in all aspects of teaching! Best wishes for continued success in your teaching career. Susan
I try to keep to prepared questions, but sometimes the preparation is really for me to feel more confident. I like to keep things fluid and moving. I find with most students [tired or not focused] they do well when continually occupied or challenged. I will continue to read on many of these topics; as I'm new to the field of teaching.
