I ask questions to my students as I get to know there strenths and weakness I will ask a question to them when I am confident they will know the answer then I give them praise for a correct answer it seems to open them up for further discussion.
Like Joe I have similar style. I like to make my students comfortable, but I also like them to participate 100% and not to lose focus. I find more and more that students do not participate in the class because they afraid of public speaking or shy. Once they overcome the problem, they are usually the best contributors in the class. I always encourage them to share the knowledge and sometimes make them a "lead" person for the group activities.
Like Joe I have similar style. I like to make my students comfortable, but I also like them to participate 100% and not to lose focus. I find more and more that students do not participate in the class because they afraid of public speaking or shy. Once they overcome the problem, they are usually the best contributors in the class. I always encourage them to share the knowledge and sometimes make them a "lead" person for the group activities.
I do essentially what was discussed in the forum...I have all of us (students and my-self) create 5 questions, and then share our thoughts/responses to each others inquiries online, in a discussion format.
In a class of tech trade students, I have a core group that always answers. I will throw a question out and quickly ask a quiet student what the qnswer is. If he falters I will tell the that student to look up the answer and quickly ask the class another question. This takes the group focus off him and gives him time to find the right answer. On the next "go Around" I'll come back to him and ask if he got it yet. I seek the whole class involved to the point of quiet mayhem. every body is involved and "ON POINT".
Yes, this seems to be a good solution to the shy students or non-responsive students. Most of the time they are pretty outgoing and have much to say about the content at hand. Creating a comfortable environment and talking with them on an informal level usually leads to better participation. Essentially they feel more relaxed within the group setting of a classroom.
Good concept. I have a couple really shy students that opened up more as the quarter goes on. We have lab times where I get a more one on one time with each students. It's a valuable time for me with my students.
That is a good idea. I notice some students like to ask other students questions. I see them working together to solve problems. If they dont find an answer, then they will bring it to me....
Thats a really good idea. I do the same thing.
I have a four hour night class. The first week is pretty intense with getting to know each other and digging into the course material. The second week is a little more relaxed as I go around to each student and have them answer one question on the homework assignment I gave. Just getting students to talk in class helps them relax, get to know each other and start asking for help.
Sometimes we do our review questions by asking each student to answer one.
I think it is important the first week of class to spend time getting to know the students and letting them get to know each other. In the residential classroom, I teach public speaking, which students can be very nervous about. By letting them get to know each other and me, they become much more comfortable about participating in class--this includes answering questions as well as giving speeches to the class.
One way to get the non-responsive students involded in question and answer is to assign each student a question that they have to research and answer. Maybe divide the students into teams, and make it into a game so that the team who gets the most answers correct will receive bonus points for the day. Competition always seems to motivate students.
In order to involve all students, I have all students draft questions and go around the classroom to discuss or discuss questions in a small group setting.
Hi Joseph- The important thing is that you obviously care about that student. I'm glad that you found some things useful to use in the future. Our college has an informal mission statement (perhaps more of a statement of our culture) It goes like this - "Our greatest contribution to Humankind is to make sure that every faculty and staff member cares that every student, every day, cares that every student learns, and grows, and feels like a real human being." That means a lot to me..... Susan
Occasionally I'll have a non-involved student. Recently I had one and I was unsuccessful at engaging him. I believe he he felt more of an outsider among the students. He ended up failing the course, but I look at it as my failure too - any attempt at using the engaging techniques found here would have helped tremendously. If I come across another, I will be sure to have a better arsenal of techniques to get a similar student better engaged. More question-answer sessions would have worked!
Hi Luke- Usually once a student feels comfortable answering questions with which they personal experience, they are more at ease answering other questions in class. Susan
I try to ask questions relating to the students personal endeavors, such as employment, extracurricular activities, and such. I use the 'Lawyers' approach, by asking questions I know the answer to in relation to the individual student. If I know their job relates to their schooling, or if they volunteer, or play sports for instance, it seems they will answer. I believe it is mostly their unease providing information they may not be very sure about, and relating it to personal experience is a good way for them to be comfortable addressing queries.
I like to get all students involved in discussions by asking questions that will start a discussion. Then add questions to build on the conversations.
If a student isn't "involved". I'll ask out of nowhere "how do you feel about that?" It gets their attention and usually starts a discussion.
