I have been getting the opposite result from students. Some have reported that, even though I know which reference to look in, that I don't know what I am teaching. Also, that they don't look for it and the result is a dead line of questioning that could have resulted in a very positive learning experience. Any thoughts on alternate methods for students that don't want to rise to the challenge of taking control of their learning?
Hi Jackie- Thanks for your post to the forum. Students really do benefit from the sharing of our experiences in the field. As you mention, it makes the concepts that they are learning relevant. Best wishes for continued success in your teaching career. Susan
I am wondering, of the three that you listed, which one do you find to be most beneficial for you and the class? For me, I have tried planting that seed and that seems to always get them back on track and thinking.
Jackie
I have used my life experiences as well to teach my class on how to navigate through implementation projects. They tend to come up with some of the craziest questions but I can understand where they are coming from-especially if they are pretty new to systems. I enjoy giving my experiences because it helps them see how what we are learning in class can be applied to real world scenarios.
Jackie
For me, some of the methods I have used are asking direct questions about the topic at hand or ask if they had an experience based on a particular topic. I have seen discussion go on for a while just by asking about their personal experience and actually it is one of the best ways for my students to learn and bounce ideas off of each other.
Jackie
Hi Anita - Bravo! What great experiences you are giving your students that will serve them well in their future careers. Best wishes for continued success in your teaching career. Susan
Hi Anita - thanks for your post to the forum. I Love your approach to role playing with your students- excellent! Best wishes for continued success in your teaching career. Susan
I teach a medical assisting class. I make believe I am a patient and the student is the Medical assistant. I then ask a question (either open or to an individual student) based upon my own experience working in the medical field. For example, the MA has just taken my blood pressure and I ask her to please explain what those numbers mean. If the student loses focus, I pose further questions just as a patient might ask in the "real world". As a group the students come up with many contributions until they reach the correct possible answers.
I always ask leading questions to allow the students to feel empowered
Hi Thomas - Thanks for your post to the forum. I also use the "parking lot" idea but really try to get to those questions before the end of classroom if possible. Best wishes for continued success in your teaching career. Susan
I do agree with the approach of keeping the questions as specific and easy to un derstand as possible. In addition, if a question is slightly off topic but does still have some relevance in the class, I will write it on the board in a square called a "parking lot." I then jot these down in my notebook at the end of class to bring them up at a future date in the course when the question is more appropriate for the content.
Susan,
I have an agenda for each of my classes listed on the board. I open each class with a Q and A session (sometimes they discuss issues from the last class) and I end each class with a Q and A session. Then I constantly ask questions throughout the lecture, discussion, small group work and case study problems. I call on the students by name and they seem to like that personal attention. I make a real effort to call on every student at least once during the class. However, sometimes a few of the more vocal students want to continually give their feedback. I listen and give them positive feedback and then I direct future questions to another student in the class. I am working hard on this area of student participation.
I try to bring in life experences to try to keep the focus on the lesson, as well as re-wording the question
Hi Lawrence - Learning to direct questioning is a challenge for many new instructors but once we get comfortable it is a very valuable skill. Susan
I try to keep things revolving around the topic at hand. I will initiate the questioning and allow the talk to proceed. If I see that things are floating away, I will redirect the questioning to get back on topic. This usually keeps things going.
Hi Steven- Yes, questioning sessions can indeed take on a life of their own! As you state, being able to reel it all back it is essential. Best wishes for continued success in your teaching career. Susan
I always try to remember the information that prompted the questioning sessions in class. I feel that really good sessions may go into interesting and unexpected directions. When those tangents become unrelated to the information at hand or become distracting, I can redirect the class by reminding them what the subject was that started the questioning session in the first place and we can usually get back on track.
I also find the need to repeat the question, even re-word it at times.
Some methods to use to keep students on target with their questioning and answering would be to design questions that would keep students on focus. Also, for some questions simply have an immediate open discussion oppose to allowing time for discussion, which will help eliminate spending to much time on less important issues. Keep responses brief, and if necessary, tansition or redirect the discussion back to where it should be.
Some students tend to go off on a tangent during asking questions. One thing I do is take their question and relate it back to the subject matter. I usually do it in a funny way so they understand that we need to stay on track, but I show that I appreciate their questions.
