questions with no answers
what should a teacher do when she asks a question but none of the students have the answer because none of them did the reading?
Another approach that has been successful in encouraging students to read the text is to have groups read sections of the text and present the material to the class.
Several groups can cover a chapter of material.
I have also given quizzes on the chapter material.
Patrick,
Is it that there are no answers or that there are any answers?
Judy Mohammed
I would assign a series of questions based on the reading assignment with the understanding that the class would discuss these questions at the next class meeting.
Jan,
I did not enjoy the straight lecture classroom so I try to open the class up for interaction and get more students involved.
Judy Mohammed
What a great idea! It certainly is a challenge to reach the new type of learners. Keeping the students in the "moment" of learning can be exhausting with the low motivation seen when we utilize the straight lecture method of teaching.
Wendy,
The students also buy into the class more; they feel that they have some measure of control.
Judy Mohammed
I have found that challenging the students to create valid test questions for each other (sometimes done individually; sometimes as a small group) really yields more challenging questions than some of my own. Yes- Judy I find that this is a valuable tool.
Jeffrey,
It is also a way to guide them to a correct response when they may be struggling.
Judy Mohammed
Probing is an excellent way to get the student involved.
Dustin,
This is great. Students appreciate this classroom a whole lot and they are more responsive. Great job!
Judy Mohammed
What has always worked well for me is to ask questions about yesterday's objective while I am taking roll for the day. I will call a student's name.......they will respond......and then I proceed to ask them the question.
By about the third day, everybody is doing the assigned reading and they begin to ask better question of me during the lesson as a result.
George,
Probing is a good tool to use to with these type of questions.
Judy Mohammed
Michelle ,
Thank you. I appreciate your comments.
Judy Mohammed
I experienced this many times. What I have done in the past is to start asking questions about the material probing type questions sometimes the class has a strong understanding of the material. Sometimes not
Michelle ,
Thank you for your clarification. I do hope that I did not offend in any way.
Judy Mohammed
I was replying to your statement: "...and have them read the work aloud in class by turns." I did not suggest that you did that personally.
Michelle ,
I do not read the text during class time. I assign the reading and discuss the material in the class. Everyone has opportunites to share opinions, even those who have not read. I also teach them how to peruse the material to get the jist of it if they were unable to read for class.
Judy Mohammed
Punitive actions such as reading aloud might work with elementary students, but in secondary and post-secondary world? Never. It breeds resentment. Post-secondary classrooms, especially in career colleges and night/weekend classes, are too much a mix of generations for that to be effective.
I've discovered that semi-flipped classes have generally reduced/eliminated issues such as that. Of course, I've also introduced so many TED Talks, appropriate YouTube videos, discussion boards, and group assignments, that students are no longer accountable to me so much as their peers. There will always be students who simply refuse to read, but punitive measures, or measures that are perceived as punitive, are no longer as effective as they once were.
For consideration -- are they not reading because they are struggling with the material? Is the text over their heads? We ran into this at my previous school, the psych text was at a 13th grade reading level... and most students were closer to 9th or 10th grade. If that's the case, forcing them to read aloud won't help. I discovered this by accident when I ran into the case of no one reading. Trying to help a few salvage their dignity and trying to salvage the class, I assigned the students to groups of 2-3 to read smaller sections together, quietly, in class. They were then assigned to summarize the section in their own words and present it to the class. It was when I went to each group as they worked, just to make sure they were working, that I learned that they were struggling with the text and didn't understand the material.
Another consideration -- give the reading assignments as far in advance as possible. This will give the students a chance to manage their time AND give them time to talk to you if they are having trouble with the text or their schedule.
Case in point, in the end, you need to know why students aren't reading before you react.
