Reverse questioning.
I am known as the instructor who never gives a straight answer. (even my children say this about me)I consider this a compliment. What typically happens is that the student will ask me a question, usually during a lab and really just wants me to give them the answer to a required lab question. I always come back with probing questions for them, to lead them to their answer. Many times they know the answer but just don't have the confidence to put down on paper. They may ask something like "why do lean mixtures cause misfires?" I will respond with something like "what are the three requirements for combustion?" When they answer this simple question I move on to "what if 1 of the 3 requirements is missing?" Student says" I guess no combustion" I say, "without combustion in a cylinder what do you have?" hopefully at this point the student comes up with " a misfire". So they know the components of the correct answer but are not confident enough to draw the right conclusion and put it down. They usually have an idea of what they think is right and are basically looking for me to pre-grade their answer. I attempt to make sure they are confident enough with their answer to put it in writing.
Ronnie,
Yes, it sounds like a recipe, start with questions, add some praise...
Judy Mohammed
Andre whats up Its Turley Looked at your answer and I agree you are that type of person. but you do it with such finess. I find that directing qwestions will some times help get the ball rolling on students that are not involed, Add a little prayse and there all in.
Carlos,
This is a good technique. I also answer questions with questions and on the first day, I tell my students that they may be surprised by how much they already know.
Judy Mohammed
I agree with Andre and answer my students question with a question. At first the students get aggravated with me until they realize that they knew the answer the whole time but never really gave it a thought. I also like to ask the question why do you think that is the answer even if the answer is wrong just to try and see what the student is thinking to try and point him in the right direction.
Gretchen,
This is very true. I often answer questions with questions because I want them to exercise their critical thinking skills.
Judy Mohammed
Our students have demo/lecture one day and the next day they have to recreate what they saw during lab class. If a students asks a question I usually refer them back to their notes they should have taken the day before, or ask them a series of questions that would lead them to the correct answer. I find that they remember the answer better if they answer it themselves. It also shows them how much they know, and how to apply their knowledge.
Warren,
I also teach as you do. I do not believe in just giving the answers.
Judy Mohammed
That is exactly what I do. I will often answer a question with a question that starts out like "Let me ask you a question. What are the things to think about to answer this question? There are three major items to consider ..." This gives them the confidence to get to the answer in a logical organized fashion. This is also followed with praise such as "That is exactly the right answer!" or "Here is how to think of it"
Stacey,
This is great. We do need to challenge our students though. Sometimes they may surprise themselves by how well they may think through a problem.
Judy Mohammed
I am with Andre, normally leading to the answer they already know. It helps to reassure the student that they do understand what processes they need to go through to determine an answer.
Anthony,
This has happened to me also and I gently guide them back to the correct information.
Judy Mohammed
I tend to do the same things, and I often will say to my students that I want them to explain their answer to the questions, and a lot of times when they go to explain it the answer changes.
Andre,
This is so true, and I tell my students all the time, you don't know how much you know. Like you, I respond with questions to get them thinking and guide them with probing.
Judy Mohammed
