I teach predominately developmental math, but also 1 section of statistics (the other end of the spectrum). Asking questions is essential to gauge how well the material is being understood and absorbed. I will ask direct questions to those students with puzzled looks on their faces if they would like another explanation or what part of the discussion they did not get. I try to keep my questions positive and non-threatening, and I am very careful with my tone of voice.
Since the majority of my classes are with nursing students, I remind them that they must master the material in order to properly calculate dosages.
Overall, I work hard to create and maintain a positive learning environment where my students can feel free to "screw-up" without any negative ramifications. I tell them this is where the real learning happens - you find out what you do not know and then correct the incorrect knowledge.
I must also admit that I have to be very careful and allow my students to ask their question in full. I have a tendency to know what they are asking before they finish the question. So this is definitely an area of teaching that I must improve (and I am consciously working on this!).
H Bruce, Thanks for your post to the forum. The "up-front" info collection you do with students is really worthwhile! Best wishes for continued success in your teaching career.
Susan Polick
Hi Lorraine, Thanks for your post to the forum. You certainly seem to have mastered the art of questioning! Best wishes for continued success in your teaching career.
Susan Polick
I value every answer and demonstrate that, even if the answer is "wrong." I always can figure out a way to make the student feel good about having responding, sometimes because the answer is a good one, and sometimes because I can use a wrong answer to build to a good answer with a few follow up questions or by simply saying that's the response is a great point that gets us to the point I want to get to.
Hi Alicia, Thanks for your post to the forum. Yes, students can be very competitive which certainly increases participation. Best wishes for continued success in your teaching career.
Susan Polick
On the first day of class I have student tell me about themselves--this is also done in writing. Thus, before the student is asked a (discussion) question, I may ask about his hobby [fishing trip or sporting event—football/baseball/basketball] over the weekend or past few days and tied that into the discussion, in the case of math. In the case of business, I have used it to discuss whether it makes [business] sense to trade a player(s) or pay them the wages and bonuses, etc…etc.
This strategy is based on the concept that while having every student [in class] to participate is the ideal situation; in most cases this is not possible. In some cases a few students will “refuse†to answer while [a few] others will consistently volunteer and dominate the discussion. As a result, this situation will limit/restrict the amount of shared knowledge/information. Since it is evident that not all students will participate in the same manner, it incumbent on the instructor/facilitator to ensure that a variety [and not necessarily all] of views and opinions are expressed and discussed. This will provide for a more conducive learning environment
I like to use words such as challenge. They really feel like they are being challenged and they get excited about the question or task.
H Jimin, Thanks for your post to the forum. I agree, the more relevant we make what we are teaching, the more that students will retain. Best wishes for continued success in your teaching career.
Susan Polick
Hi Vincent, Thanks for your post to the forum. Your use of the game type format really encourages student engagement - well done! Best wishes for continued success in your teaching career.
Susan Polick
I will find a current subject and trying to tie in with the questioning sessions. Students are more active when they face the material that they would like to talk about such as movie, music, the stories and etc. I just need to be careful to tie in at the right time so that they can see the theoretical and practical side of subject.
I like to set my class room into 3 groups and use a jeopardy style of qustioning. This allows the students the ability to answer as a group and not single out anyone person. By alowing them to anser in qustion form I have seen an increase in student participation and their ability to formulate a question later on.
Hi Jamie, Thanks for your post to the forum and for sharing a good way to get student participation!
Best wishes for continued success in your teaching career.
Susan Polick
I teach a very abbreviated course so I only see my students in the classroom setting for five days. I have come up with a questioning technique that I use at the end of a class in which I ask a question that pertains to the material that I will cover in the next day. I do not allow the students to answer the question until the following class session, so they must go home and think on it. I also purposely make the question a little vague and in the vein of a debatable topic so as to elicit a response. It works every time and usually my adult students can't wait for the door to close and class to begin to give their answer, which in turn gets people talking and allows me to steer the discussion where I want it to go.
I agree with the class relavent questions to the objectives are the way to go. Also using information that they can relate to , applied to new information. ie: teaching about PH and relating it to testing your pools PH and how you would adjust it if it was acidic or alkalitic.
I ask if anyone can tell me the answer to this tricky Question. If they answer the question correctly, They get to ask the next question, pertaining to the subject. I go back and forth, using a different student each time.
Hi Tonya, Thanks for your post to the forum. Yes, even the adults enjoy sweet rewards! ( Also keeps the sugar up!)Best wishes for continued success in your teaching career.
Susan Polick
I use a lot of praise and reward :-) Who doesn't love candy ? When a student answers the question right, then they receive a piece of candy such as a tootsie roll
I like this idea a lot Robert. I am going to use this in my classroom, thanks! I also ask the students to come up with their own questions from different pages in the book on the chapters that we have just learned. I will also use these questions on quizzes. This task helps them to come up with their own questions and also makes them feel like they have contributed in a positive way.
Hi Emily, Thanks for your post to the forum. Getting students to use critical thinking is essential if they will be able to apply what they have learned. Best wishes for continued success in your teaching career.
Susan Polick
Nice idea! This seems like a fun way to wake the students up.
