I use student based question-lecture method. Students through their reading submit 10 questions they have online. I then focus the lecture on questions that students have asked. Additionally, they are to chose 3 questions that others have asked and respond to those in class.
Hi Lori, I agree that it is important to have time before and after class to be accessible to students. Best wishes for continued success in your teaching career.
Susan Polick
Hi Lori, I agree that it is really important to be accessible to students for a short time before and after class. Best wishes for continued success in your teaching career.
Susan Polick
Hi Sherry, That is an excellent strategy! Students are always more comfortable talking about what they know. Best wishes for continued success in your teaching career.
Susan Polick
I think the idea of having a box to have shy students drop off questions is a good one.
I have one student that does not like to ask questions in class, so I make a point to talk to her before class as she is always early. This way we can spend some on on one time.
I think the idea of having a box to have shy students drop off questions is a good one.
I have one student that does not like to ask questions in class, so I make a point to talk to her before class as she is always early. This way we can spend some on on one time.
I get nonresponsive students involved in questioning by first learning their personalities. I asked questions that I know that would best fit their personalities and interests. That seems to work each time. Students tend to open up more and are more willing to parcipate.
Hi Lynne, Thanks for your post to the forum. Interesting how "wait-time" can be one of the most difficult things for new instructors to become comfortable with. Best wishes for continued success in your teaching career.
Susan Polick
I find that if I wait longer than 5-10 seconds, that I will get more students involved. Also, if I ask students to give their opinion on someone else's answer or elaborate, they are more likely to respond.
After ive covered a certain amount of pages in the book I do "around the room" questions, everyone gets a turn. equal oportunity.
I am an avid lover of music. I have children of my own and one way to get them involved is to take some of the tension out of learning and bring in the fun. No matter the age of the student, if there is not a strong hold on them learning they are more inclined to open up. So put the lesson to music or a rhyme. Or have them create song lyrics for the lesson. Something that they have a part in creating not only allows them to use their creativity, but also to learn through repition.
The subject matter I teach does not lend itself well to open-ended questions. It is essentially a step-by-step profession with very little room for deviation. Our student population are here to get a job so most of the questions are directed at their goal. I find the best way to get the "quiet" students to participate in queationing session is to ask them directly. I try, with limited success, to get them to be a little more assertive. If they don't learn to speak up for what they want or believe, they will not last long in this proffession.
I call on students to answer questions pertaining to material we just covered. All students!!! I think it helps them with their confidence as well.
Hi Erin, Thanks for your post to the forum. Yes, re-phrasing is an excellent strategy. Best wishes for continued success in your teaching career.
Susan Polick
I feel that most students when broken down into smaller groups are more comfortable sharing their opinions and answers. Calling upon those students could potentially encourage them, however I find they may shut down rather than answer the question.
I too have had this issue with some of my previous students and I think this is a great idea. I always tell my student's that I am available after class if they have any questions or concerns. I've found that many of my "shy" student's take advantage of this but I think I may just try your technique.
Keep questions specific. If there seems to be a look of confusion, clarify the question by asking it in another way.
Hi Efrain, That is a great way to relate to your students!
Susan Polick
When i ask a question in the classroom, i always remind them that there is no such thing as a stupid question. It is better to ask a question and even respond with a wrong answer in the class, before the actual test comes up, then getting the question wrong during the actual test. I am also an ongoing non-traditional student. As a student, i have questions all the time about subjects im diving into. When i illustrate to them that i am also a student just like them with similar needs, this helps establish a comfort zone in the class and i notice students start inquiring with questions more often.
Hi Brian, Very creative idea - thanks for sharing!
Susan Polick
