Many times I have played the old fashinoned baseball game with questions. Other times I give points for answers and the points go for candy bars. When I am reviewed and asssessed by the administration for teacher assessments, they always enjoy coming into my room; I asked the admin person questions also. I let the students see that no one is exempt from questions and the students really enjoy the discussion between the administration and the instructor in front of them. They see it is real.
The roll sheet is a perfect idea. There are always so many students that do not want to participate. This will help solve that. I don'[t want to make anyone feel bad or put them on the spot but I do think it is important that everyone participates.It helps me know if they are reading the material.
Hi Isabel- You are obviously skilled in leading questioning and discussion! Susan
I completely agree with Stewart. I also like asking questions addressed to the entire class, this approach avoids focus on the shy students and the students who do not know the answer. When the same students answer the questions, I like to open a discussion on that particular students answer, allowing the rest to join in. I also ask for different feedback, opinions and examples, this allows my shy students to participate and allows the students who do not know the content at the time come up with an example. By the end of the session, the entire class is engaged in the lecture.
given a chance for less-responsive student to answer over the more-responsive student
Ask the questions you have already prepared. Have open discussion so that everyone can be involved. You also can have group discussion on questions you have prepared.
I try to make it seem like the people not participating are missing out. And I think if you are being really enouraging and rewarding, people will want to be a part of that. They should feel safe even to have wrong answers.
Hi Shanon= Thanks for your post to the forum. I also like the idea of giving students questions to take home with them and to talk about at the next class. Best wishes for continued success in your teaching career. Susan
I agree, I too use this method with my students. I hope that at least some of the questions, students will take home with them for deeper thought, especially those who do not always answer for what seems like a fear for what others will think about their answers. The most simple questions can be thought provoking. I have had instructors who I'm pretty sure were unaware, that I too thought further about the subject. I feel that this can be continued in the next class, with answers that can relate to everyone, resulting in that student feeling very good about what they have learned and what they bring back to share.
Hi Paul - Thanks for your post to the forum. You are obviously a very empathetic instructor! Best wishes- Susan
I will have the students form groups and then I will ask some broad questions on the material we are currently on. Then we will discuss the answers as a class. This helps the students that are reluctant to participate to offer some input to the class without putting them on the spot. Then hopefully the students will be more confident in their answers and they will be less reluctant to answer questions in front of the whole class.
I have found that if I can explain the material in a story that relates to real life situations I can get the class more interested in a concept and therefore they are then more likely to participate in a discussion of ideas. However I have not been able to find a way to get students who sit in the back of the class and do not participate to change their behavior. Does anyone have suggestions about this situation?
Wish you had been my math teacher!
I think all of us can probably remember a class with an instructor that intimidated or belittled the students. The questioning atmosphere should always feel safe -- isn't that how we learn, by asking questions? The only time I see other students get annoyed with questions from their classmates is when that student was obviously not paying attention or came in late to class -- they resent time being wasted for that kind of questioning.
One problem that occurs in some classes is when one or two students (the "know it all") always chimes in so quickly that others don't feel like they have a chance. I try to eliminate having one or two students dominate the class by praising their answer but quickly offering someone else a chance to add to that. Even when I see the dominant student has his/her arm up again, I intentionally do not call on him/her right away and the other students feel relaxed in answering and realize they have a fair chance.
I would first ask the entire class the question and praise the students for answering, if there seems to be a few that aren't answering I would start directing questions to specific students. I would say "I want to hear from everyone" so they don't think I am picking on a single person.
Hi Charles - thanks for your post to the forum. Students do seem to relax when working in a group - I guess the pressure is off! Best wishes for continued success in your teaching career. Susan
This is exactly what I do but I also ask students if they agree or can add anything The students then that do not participate are not afaid they will get a question wrong.
Asking students to discuss answers with a partner or in a small group, and asking them to summarize all the answers presented.
Hi Camille- Thanks for your post to the forum. I like your idea of assigning discussion questions for students to formulate. They will need to read the relevant materials to be able to do so. Best wishes for continued success in your teaching career. Susan
Hi Steven - Thanks for your post to the forum. Wow - you are really running an active learning classroom! Best wishes for continued success in yur teaching career. Susan
