I find that I usually have a handful of students that want to answer the majority of questions. I have to be careful that I am not picking the same students over and over. I like to pick students that are not usually involved to answer quetions. I also like the idea of having a group discuss a question and have the "quiet" student tell the class what they have come up with. I also find that these students may not be quick to answer so I pause and encourage. They also seem to be quicker to say 'I don't know" but if I wait, clarify, encourage and even give them permission to guess and/or be wrong they eventually open up.
One way to get non-responsive students involved in Q/A sessions is to begin using small groups. Students may be more able to participate in a group of 3 or 4 at first. Then, when the group has to share its questions and/or answers, a different person from the group is assigned to report to the larger group (the class) each time. That way each student has an opportunity "come out of their shell" within the smaller group first. Also, students will have more confidence in their answers because they discussed them in the group first.
I often use games such as "hangman" to get non-involved students to participate in class discussion.
Hi Diana, Thanks for your post to the forum. Yes, turning the table can get students to jump in to a discussion! Best wishes for continued success in your teaching career.
Susan Polick
I think as an instructor the more options you use the better. I try to use questions that are direct and tell the class up front that their participation in the class discussions are important. Creating an open discussion forum with others, helps to fuel the interest of those that are non-responsive up front. Taking the counter side in a discussion sometimes can create fuel to expand the discussion boundries.
Hi Clifton, That's sounds like Jeapordy which my students also love to play!
Susan Polick
Student involvement in questioning sessions is a great was for the instructor to ascertain student comprehension of the subject matter, to obtain feedback from the students, and to further the interaction and communication skills amongst students.
Sometimes it also helps to change things up just a little. During the last course I instructed, I would play a questioning game called "what's the question?" During this game, I give a student an answer, and the student replies by asking me the correct question for that question. For instance: "Consists of the malleus, incus, stapes, auditory canal, tympanic membrane, eustachian tube, cochlea, stapes and oval window." and the student would answer "What are the components of the middle ear?"
Has anyone else achieved positive results with student questioning sessions, by being creative with the questioning?
Hi Brandon, Thanks for your post to the forum. that is good advice - too often we let a question drop after even a very basic response. Best wishes for continued success in your teaching career.
Susan Polick
Try redirecting questions back at students, this will allow a response from those students who may have not known the answer but may have input about the response to the question by another student.
it is verry inpotant for me to have all the class involved in class so every body talk about it as a group and they can learn from there opinion and i help on there questions
Hi Sarah, Thanks for your post to the forum. Great observation! Students do feed off of our own enthusiasm which they sense through our expression and body language. Best wishes for continued success in your teaching career.
Susan Polick
I tend to be really excited when they answer questions. This makes them laugh and relaxes my students so that they are more apt to ask even the smallest questions.
Hi Donna, Thanks for your post to the forum. Unfortunately we sometimes see that, but also we need to remember that we are preparing students for the workplace where this behavior would not be tolerated. Best wishes for continued success in your teaching career.
Susan Polick
Because of the vast age differences in vocational classrooms, I am still struggeling with getting full participation. I have tried small group activities where the answers were submitted as a group and then the group graded each participants level of input. This worked for 99 percent of my students but one student refused to be part of any group. He received a zero for the assignment but did not seem phased by it.
Hi David, That is usually a very good tactic! Best wishes for continued success in your teaching career.
Susan Polick
I encourage them to say whatever is on their mind no matter if it is correct or not. I feel if you put effort into relating to all students then they feel more at ease to participate!
Try to get to know the students well enough to understand their strengths and then offer some starting questions that you know they will be confident enough to at least start a discussion.
I have never tried that but I do have students that try to appear mute in class, but are the loudest in the hallway. I will try the question box.
Hi Andrea, That is a very good idea. I'll bet they are often amazed at how many students had the same questions!
Susan Polick
I have students who never ask anything, so I started a box where students can drop off questions and we talk about it in class.
