I find that some students know all the answers while others can't seem to answer any questions. I try to include all the students in my question sessions and I call on those that rearly answer first. But it is frustrating when some can't or won't answer at all. Any suggestions?
Hi Suzanne, Thanks for your post to the forum. That is a very relevant question to ask. Best wishes for continued success in your teaching career.
Susan Polick
Hi Stanley, Thanks for your post to the forum. You can imply go one by one around the room, or I like to have some questions put aside that I know the shy students will know the answers to. Best wishes for continued success in your teaching career.
Susan Polick
It is company policy that we don't engage too personally with students, however questions such as "why have you chosen this profession" is a wonderful leading into knowing personally about them.
1. Call them by name to answer
2. Break them up in groups for discussion
Some students don't like it, but I have to call on them by name to get them to participate. What some ways that you do this?
Hi Everett, Thanks for your post to the forum. Thanks for sharing a great example of skill application!
Best wishes for continued success in your teaching career.
Susan Polick
Hi Glenn, That is a very empathetic way to approach the shy student - thanks for sharing! Best wishes for continued success in your teaching career.
Susan Polick
Usually i try and take notice in something that the students are actually interested in, and lead them into questions academically related to it. For example in electrical class a student brought in something he was trying to install on his car, and i brought it in front of the class while leading a question and answer session guiding them along in the installation process. This way they feel like they accomplished something, helped, and learned something!!!!!
I have approached a quiet student on break and got to know them better and asked them would they mind if I called on them in class. it was the perfect ice breaker to get him involved.
Personalizing a question directly to the student would require a direct responce.
students do not have to verbally respond to be involved in the questioning sessions. Sometimes the critical thinking is coming together for some of them during these times. If they are interrupted it can be detrimental for some.
I don't just listen, but I am searching expressions, and facial or body language responses during these sessions. They can tell you a lot.
Some students may be bored, uncomfortable, processing, etc.
It is important to gather these reactions to further facilitate learning, focus, and interest.
1. Redirect the question to another student and then go back to the nonresponsive student and ask if she would like to add to it.
2. Design an trivial game show type questions to add humor and get everyone involved.
Hi Rick, Thanks for your post to the forum. Yes, when we take the time and make the effort to get to know our students they do feel more encouraged. Best wishes for continued success in your teaching career.
Susan Polick
I find that giving students personal attention in the labs building rapport and relationship helps a lot in the classroom. I only have a group of students for 6 weeks. First night we are introducing ourselves and our goals. I am serious about being an encourager. Building them up.
I also give special attention to draw the quieter students into the stream of conversation.
Hi Rick, You are a very empathetic instructor! Best wishes for continued success in your teaching career.
Susan Polick
I start early, first class actually, in getting the students to reveal a little of their current occupation, motivation for taking the program, and long term goals. I hope through this to "break the ice" by giving them a bit of comfort and support in speaking with the class.
As time progresses many are invited to the board to help solve math or blueprint problems. Some leap at the chance, other come with some encouraging coaxing from members of the class.
I also have to "limit" a few of the students who are already in the industry to only a few answers. They would otherwise be the one answering most of the questions.
I don't shy away from directing a question to a quiet student. I am just always sensitive in how I ask it and remind them all we are "learners" here.
Getting to know your students is important to build trust and respect in your classroom.
I teach an early morning class and experience a similar quandary. Thank-you for this approach.
Develop a format for reinforcing the responses of the students. This reinforcement encourages students who generally don't participate in questioning and discussion sessions. Once the student feels comfortable and recognizes there are no repercussions, even if their answer is incorrect, he/she is more apt to participate.
