One strategy I use is having students draw a number each week and everyday I draw 3 numbers and whoever has the corresponding number will need to answer the questions that I am asking to wrap up the class everyday.
Hi Cynthia, I find that there are two ways to handle this. I can "tactfully" say "Let's give someone else a chance to answer" and pause. Sometimes I will take the student aside, compliment them on their willingness to answer questions and tell them that I hope they understand that I am trying to get more students to participate. Best wishes for continued success in your teaching career.
Susan Polick
How do you tactfully get the student who answers every question to give the other students a chance to participate?
I agree with this strategy. I too usually try to connect with the students on a personal level so that I can get each one more involved in class discussion.
Hi Barney, Thanks for sharing some good strategies! Best wishes for continued success in your teaching career.
Susan Polick
Since I teach at a Career College that is Broadcast oriented it's important for me to try to get the "shy" students to open up as soon as possible without putting them on the "spot." I will sometimes say " Please take a few minutes to think about that question." if they don't initially respond and then I promise to get back to that person and I keep my word. Or I will redirect the question elsewhere in the class if need be to take the pressure off the shy student. But I'll go back to the shy student later in the class. Sometimes, if a student is particularly shy, I will lob a "softball" question to get the person comfortable speaking in class.
Hi Leslie, Thanks for your post to the forum. That small class size is amazing! My classes are generally large but because I have students that will be in several of my courses over their two year program, I also get to know them pretty well. Best wishes for continued success in your teaching career.
Susan Polick
I'm very lucky in that my class size is quite small - usually around 10 or less. Because of this I'm able to get to know my students pretty well, so I'm able to ask questions that do involve them even if it's "Have you heard anything back about the weld test you did last week?" at the beginning of class. Once they've answered a more personal question like that, they don't seem to have problems speaking up and answering questions pertinent to what we are working on right now. I believe teacher rapport with students has a lot to do with whether or not your students are responsive.
I struggle with this sometimes. Often, if I wait long enough for an answer, or ask who else has a comment, I can draw out some of the quiet ones.
Hi Erin, Thanks for your post to the forum. Students do enjoy talking about what interests them. Best wishes for continued success in your teaching career.
Susan Polick
You could ask the students questions by interjecting some of their interests.
Some strategies to use to get the non-responsive students involved in the question-and-answer sessions are:
-Have a positive attitude and don’t condemn a student’s answer or insult a student, since this could further hinder a non-responsive student from answering any questions or from participating in class.
-Ask questions in such a way that students are comfortable in answering and that they feel would be valued.
-Provide positive reinforcement. Praise the student’s response to the question to encourage additional participation.
I believe creating comfortable class environment will make the students' participation high.
Hi Jeffery, Thanks for sharing a description of excellent questioning! Best wishes for continued success in your teaching career.
Susan Polick
I first I like to ask questions that will give me an idea of what the student is expecting out of the course.
First we have to assume there is already at minimum a decent rapport with the students, there are no underlying problems the student may be experiencing to hinder them, etc. That being said I would redirect discussion to the "quiet" student. Ask for them to expand on the response already given and being discussed. Many times it is a matter of observing the student and look for an opening. A nod or shake of the head clearly shows the quiet student has an opinion and therefore presents an excellent opportunity for the teacher to bring them into the conversation. Many students really open up once the ice is broken for them.
This great and about the same as I do. I also will ask a student who is not getting involved, what they think about the answer that one of the other student gave, and if they can add anything to it. I have had good response to this type of questioning.
Group discussions definitely provides an opportunity for each member of the group to contribute to the topic.
Hi Jose, That's an excellent way to demonstrate the relevance of what your students are learning.
Susan Polick
One of the ways I try to get students involved is to frame the question about myself or my personal professional work. Students seem more interested in real life scenarios and examples. I use real questions from real world issues. This gets them thinking about how classroom questions relate to real world issues.
