Since my class is a discussion class about society, I promote critical thinking; I use questions as a major part of my lectures and encourage students to use personal experiences. I model this by sharing my own personal experiences - not too many and only as they relate to the topics. Consequently, students are more open in their responses. I try to make the discussions conversational and I advocate respect for all students since there are diverse perspectives. I also find that humor is an effective teaching tool, so I try to incorporate some humorous stories.
This is exactly the technique I use. I think it works very well. I think it makes everyone much more comfortable to get there questions answered with out them feeling embarassed asking in front of the whole class.
Some information they will certainly use in the future!
In my accounting class I often engage the students with practical questions about the importance of keeping good record. We have lively discussions about the IRS! What will the IRS allow as a deduction? why or why not?
A very thoughtfuk response Kevin! I think it may be less intimidating in some ways to teach a larger group. There is less one-on-one and the instructor must plough through the material with questions from students that often cannot be explored with any real depth.
I agree, small classrooms are more intimate and require a greater understanding of each student which takes more time and effort. I wonder why? Must be a selfish thing with me. I guess it is more apparent what I say and do since I am dealing more directly with them. I must care about what they think of me. So, in a larger crowd, do I still care? I'd say yes, however the focus is and must be broader to include everyone and cover all aspects of the idea. SO, I don't have to understand the individual as much as the group. That seems lazy though. Not everyone is going to learn the same and those few are going to be left out. So how do we fix that? Diversity?
Kevin Shockency
You seem to be a very aware instructor, keeping tabs throughout your lessons on where everyone is.
I try and ask a lot of questions though out the lesson and not just towards the end of lecture. Sometimes I'll start the lectures with questions to get them engaged or warmed up. Then I don't like to go too long without asking a couple of question in part to check retention, but also to keep them engaged.
Most of my class settings are rather small so each student has the opportunity to answer and ask questions rather frequently. I maintain eye contact with the students almost as if I am sending a signal for him/her to answer. With the small setting, I also have the opportunity to know each one of my students, his/her learning style, and how comfortable he/she may be about answering or asking questions in a group setting. I make a mental note to periodically (and quietly) probe my shy students just in case they have a question but do not wish for the entire group to hear. As the course progresses, many of those shy students feel more at ease and will eventually "speak up."
By putting questions on thee by five cards and letting the students research the answers and present them to the class gets all involved. Then discuss the answers
That sounds like a lot of fun for the students and instructor. GREAT IDEA!
Make your questions about actual expieriences
This can be a good confidance building tool for a student who does not participate much because feelings are never wrong.
I like this idea thank you
That is a great idea I think I will use that and suggest that
I like to role-play as well. It makes learning fun for my class, and makes teaching fun for me!!
Victoria
When I want to stimulate class discussion, I do role-playing, teacher turns to the student, vice versa. Or I act out as person that pertains to what we have discussed.
We start off our English classes by telling the students that no ONE person knows everything there is to know about the English language. Since it is a LIVING language, we know it is constantly changing. We discuss some of the basics that have not changed, and then plot out some of the areas that will continue to change--as far as we can see ahead. Punctuation is one area that changes our meanings, so we write sentences on the board and the entire class "helps" me punctuate to change meanings. We use the old "Woman, without her man, is nothing." and the other version: "Woman: without her, man is nothing." The humor involved in reading and discussing these ideas usually sets the pace for a non-threatening classroom atmosphere. Also, we use the expression: The only stupid question is the one that wasn't asked when we all need to think about it. Some of our students say that English class--if not English itself--becomes their favorite class because it is easier to learn in a class where it is "ok" not to know the answers to all the questions.
