Hi Michael, Thanks for your post to the forum. That is a great way to have students learn to apply what they are learning and also utilize critical thinking! Best wishes for continued success in your teaching career.
Susan Polick
Hi Arturo, Thanks for your post to the forum. Expanding the original question will require students to use critical thinking skills - excellent! Best wishes for continued success in your teaching career.
Susan Polick
I like to ask my students if what procedure is applicable in certain situations. For instance if we are covering shaving procedures I may ask them How you might prep a client for a shave or the steps that may be involved in the shave. One student may know the answer while another is unsure of why follow certain procedures. We can now discuss the procedure and why we follow it.
When I do a review of the lecture I ask the students questions after i get an answer back from the students I will follow with "why" to either same student or ask a diff student.
Hi Michael, I think that technique can be very effective. Thanks for sharing it on this forum!
Susan Polick
I use a technique where i pose a question to the students and have them work in pairs to come up with an answer and present together. Helps them feel they are contributing but have support for their answers.
I also like to ask and encourge questions during lecturing and reviews. This seems to get more class participation and more understanding of the content.
Hi Nicole, Thanks for your post to the forum. Students do feel less uneasy when working in small groups.
Best wishes for continued success in your teaching career.
Susan Polick
I find small groups are good. If a student is shy, they might hold back with the entire class but in small groups of 3 or 4, it may be easier for them to question things and voice concerns over material.
I use the techquniqe of rephrasing and redirecting
Hi John, Thanks for your post to the forum. This also demonstrates the relevance of what they are learning. Best wishes for continued success in your teaching career.
Susan Polick
In my program I like to give life experiances that I have dealt with in the past and then ask my students hoe they would have handled the situation, this seems to be a great way to keep them involved.
Hi Guy, Thanks for your post to he forum. Most new instructors say that getting comfortable with "wait time" is difficult. Best wishes for continued success in your teaching career.
Susan Polick
Hi Jeremy, that is a great strategy!
Susan Polick
Hi Michael, Thanks for your post to the forum. Yes, students really enjoy seeing the relevancy of what they are learning! Best wishes for continued success in your teaching career.
Susan Polick
Hi Victor, Thanks for your post to the forum. I also start my classes with a short "chat" session as I agree it helps students to relax. Best wishes for continued success in your teaching career.
Susan Polick
I have learned to wait for a response. I often jump in and offer the answer to soon. Now by waiting a few extra seconds I get more responses for the class.
I have found that if a student feels he relates to the instructor, then he will be more comfortable and open up. I like to use my personal experiences as an opening to getting students to participate. I do this to show "vulnerability" in hopes that they will feel secure doing the same.
I find preparing a few questions ahead of time for those times when students are not asking questions is helpful. Also I use redirecting to encourage students to build on the answers of other students.
I bring in some of my life experiences in the field of study for the students to converse about.
