I work on involving all students by simply trying to call on them and include them in the conversation. Even those that are shy will talk in small class room settings if they feel comfortable that the situation is under control and you will not let their comments be criticized. Each person is due their own opinions.
When I ask questions of students and they do not know the answer or give an incorrect answer, first I reinforce that its okay to not know the answer, but I use the "Who Wants to be a Millionaire" concept of using a lifeline. This allows the student to get additional help from another student in the class and minimizes the feelings of having been put on the spot, and not giving the correct answer.
I ensure that my tone is friendly enough, and at the same time I remind the class that there is no should thing as a stupid question or answer. I would frame a question, give the class time to answer the question mentally, then I ask for volunteers. If there are any students that seems afraid to participate, I would call on them and ask them if they would like to elaborate on the response another student gave, or if they agree with the response. I would just elaborate and turn the question into a discussion.
Early in classes, I tell my students that the classroom is the place for them to make mistakes. Teaching in medicine, we cannot afford to make mistakes on our end-users, in other workds, our patients. I explain that I would much rather they got something wrong in class than either on a test, or in a real life scenario.
I usually try to question the whole clas first. I feel this may bring ease to the students that feel worried about trying to answering a questions. I may also ask students who do not tend to answer any questions to give me feedback on other students answers.
I call on the non-responsive students by name and ask them an intersting question that is a little off-topic to get them to laughing. Then I ask them a follow-up question about the material.
For my shy and quite students, I take a chair and place it directly in front of their table and give them a smile and a sincere "how are you today, John?†The question then takes the form of a personal conversation in which I am virtually asking them their opinion about a certain piece of subject matter. The more they talk the more sincere, positive feedback I give. It doesn't take long to gain their trust. The key is to never posture or patronize - be real.
Oftentimes I put students in small groups and have the group collectively come up with a question. This allows every student to participate. I state that there are no dumb questions and if there is something that the students is unclear about then questions should be asked to get more clarification.
One of the ways to get all or most of the students involved is by asking each student to write down one question they have, collecting them, and reading the questions to the class. The class then gets the chance to answer the other students questions but doesn't know who wrote the question. This gets the shy or quiet student a chance to ask a question without being put on the spot.
In a tough non responding class, I assign participation points for every valid question being asked and answered (even wrong answer qualifies for a partial credit).
Hi Mary, great idea to get students participating! Thanks for sharing! Best wishes for continued success in your teaching career. Susan
Susan Polick
One technique that I use is the share-pair technique. This is when two students get together and share their answers with one another. They then discuss those that they have differences in reasoning. This technique gets quiter studenrs to talk and feel engaged.
Hi Ronna, Thanks for your post to the foum. You obviously take the time to get to know your students and their capabilities which is excellent! Best wishes for continued success in your teaching career. Susan
Susan Polick
The best way that I found to keep my students engaged is to ask them an easy question that I know they know ask them to build on that. They really seem to open up then because I have given them the opportunity to acknowledge what they do know.
Hi Adam, I think it really depends on the rules of the school. Some are adamant that each student be in the classroom for the full allotted class hours. Others are more pragmatic and leave it up to the instructor. Susan
Susan Polick
Hi Tim, Thanks for your post to the forum. Yes, the more positive that we can make our feedback, the better! Best wishes for continued success in your teaching career. Susan
Susan Polick
Great idea! I will be using this in my class. Great opportunity to envolve students with out making cetain students feel as though they are put on the spot.
I find this method works for me as well. I may also try going in order by rows of students in which they all know they each have a different question to respond too
I like the concept of having students choose the question that they answer; however, I once got reported to administration for allowing some students to "leave class early." Has this not been a problem for you?
One thing I like to see when using small group work is the way that students will often come up with somewhat closely related concepts that may not have seemed particularly apropos to the large-group discussion. As instructor, then I acknowledge the students' ideas, and direct the question to the large group.
