Victor,
This is excellent. I use these same methods. I reinforce the information all the time and I often have them research material.
Judy Mohammed
Anthony,
This is active leatrning and many students prefer this than solely listening to lectures.
Judy Mohammed
I agree I often use the socratic method when asking questions. They have to work a little harder but I find that they understand it better that way. I will guide the student down the path to the right answer and if need be bail them out in the end with the answer.
I believe memory needs exercise, so ask questions shortly after the discusion on the topic, then again some time later, then the student gets used to accessing that information. Asking the same question a third time in lab and then using that information will help the student make sense of it, then it becomes a useful tool that he/she will more likely remember after graduation. Third, I also like helping students research their questions instead of just answering them, remember as his/her instructor you won't be will them throughout thier career, the best thing you can teach them is how to find thier own answers.
I would give solid examples of good open ended questions that would help the students create their own learning
Steve,
Your advice is very good. You would be a great mentor for any new teacher. I am glad you found the course worthwhile. the truth is I always find valuable information in professional development courses.
Judy Mohammed
Joseph,
These are great pieces of advice. You would be a great mentor for a new teacher.
Judy Mohammed
I would inform the new instructor that, while it is important to give questions to the students, they should not feel compelled to give an answer. If a particular student seems reluctant to answer, then after two or maybe three attempts at a little probing and coaching, the instructor should move on to another student while not in any way letting the first student feel that he or she has disappointed the instructor.
It has been my experience that in general students like to show that they know the answer or at least that they are on the right track. However, some students don't like to speak in front of a group for various reasons; and so no one should be made to feel that they are on the spot. I remember from my own experience a few teachers who were trying to be a bit too persuasive.
I would also advise the new instructor to build an atmosphere of trust with his or her new class. By this I mean that, while students should know that expectations of performance are placed upon them and that they may expect the material and tests to be challenging, they should always believe that the teacher is on their side and wants them to succeed. I always let my students know that, although I expect much from them, it is my duty to help them always, not to make the class unduly difficult.
I would also encourage the new instructor to end each class session, if possible, on an upbeat note. To this end, in my own classes after I have presented new material, I wind down the class
period by reviewing a little familiar material and giving them questions that they most likely can answer. They can then leave the class feeling good about themselves and the course and about coming back the next day, feeling that "You know what? This is good. I think I can do this."
This course on Questioning in the Classroom I found very helpful and insightful. I intend to implement some questions that I have not used much before and to refine those I already use.
It has been a worthwhile and rewarding experience.
Steve Matthews
The first thing I would like to share is to remember to be a good listener. Take the time when asking a question to pause and let the students consider the answer. Next, I like to use closed ended questions to see if the class has got the right concept or is on the right track.
I like to lead into a question rather than just simply ask if anyone has a question. Often the shy student will not ask for fear of appearing less intellegent than his/her peers. Sometimes I answer a question with a probing quesiton. To continue the discussion. Without questions where would the answers be!
Kathryn,
I totally agree with you. As we have seen, questioning may be used for several reasons.
Judy Mohammed
Gilbert,
I especially call on the ones with the buried heads and the starers. They learn pretty quickly to be alert and get involved.
Judy Mohammed
I would help the new instructor understand that the use of questions during a lesson is more than a check for student understanding. It is also a method to increase student interaction.
In addition, questioning does not have to be student instructor. There are a number of ways (pair share for example)that can change the interaction from instructor-student to student-student.
First, I would explain the different types of students one is to encounter in education.
When it comes to questionning I would let the new instructor know that there are some students who want to answer all the time, those that you need to probe, and those who bury their heads in the textbook or just stare at the desk as if to hide from the instructor.
I would then let the new instructor know maybe the types of questions that should be asked. For myself, I do probing, redirecting and some type of comprehension questions.
Laura,
This is great. It is important for students to know that there may be diverse methods to use.
Judy Mohammed
Traci,
This is true. It is important to keep students feeling safe and questioning is a very effective tool when teaching.
Judy Mohammed
I would like to add that it is important to stress that there are several ways to get to the conclusion. Too many students are too concerned about having the "right" answer. I often ask if there is another way, and then I ask which way or ways make more sense for which students. I then tell them to use the way that best relates to them.
I think this class offered wonderful questioning techniques. It is important to make questioning safe and rewarding to be successful.
Krista,
Absolutely! Do you use the different types of questions in your classes?
Judy Mohammed
I would explain to him the different types of questions and how to use each type effectively to not only make sure the students are listening, but to also ensure that they understand the subject matter well enough to be able to explain it themselves.
Henry,
This seems like a fun technique and we want learning to be fun as well.
Judy Mohammed
