Some strategies to use to get non-responsive students involved in the question-and-answer sessions are to have controlled communicative activities, whereas everyone has an active role in the question-and-answer session. Other strategies include reinterating the importance of everyone contributing in the discussion session. Also, encourage students to think about and write out questions that they may have, as wel as topics that the want to be discussed in class. Allow an advanced notice to give students more time to prepare and also a few or several minutes to gather their thoughts before starting discussion. But most of all I would say to work inhibited with students by encouraging responses.
Involve those students in example's of what you are asking. like role playing.
I frequently "target" students who were enthusiastic about answering questions. For example, I will say "As Wilhelmina said so excitedly last night, the answer is ___________."
Students want to be the one getting remarked on, so they answer (loudly) AND the answer is remembered as coming from a student (NOT ME!)
I usually try to call on the non-responsive students to add to a previous answer. If I am questioning results after a group activity, I call on those students first to offer the answers to that groups questions/project to help build confidence in those students.
I use printed material and allow students to take turns.
I agree with you, Todd. The most responsive students actually let the shy ones off the hook. I try to speak with the quiet ones during a break and get their take on part of the lesson, and then when the class reconvenes, I mention the point the quiet student made to me (if it's not confidential) but in a shortened way that requires me to ask the quiet student to fill in the blanks. Almost always this works once or twice and helps them get over the shyness.
Hi Stacy - Having students discuss in a group setting is indeed a useful strategy especially when dealing with non-responsive students - they just feel more comfortable. Best wishes for continued success in your teaching career. Susan
I like to involve all the students when I ask questions. I either choose students to answer certain questions or I let them choose to answer. I ask multiple questions so when one student answers one question it involves the next question and so on.
I generally split my students up into groups and allow them to have group discussions. Each week one person is called upon from each group to lead the discussion of the topics we are covering. I feel that rotating this allows each student to give their answers. If that particular student is absent then he or she is called upon the next class session. This has worked really well and gives the non-responsive students a more comfortable feeling while discussing with a group.
I try to give the non-responsive students an easy question to answer, hoping it will give them confidence.
HI Tammara - Thanks for your post to the forum. I agree that the small group format really bworks well for the shyer students. Switching the groups frequently is a good idea as it gets those students more comfortable with the entire class.
Best wishes for continued success in your teaching career. Susan
By, Edwardo Mojena
With those type of students yes, i believe that you have to draw them in with questions and answers that they can relate to either by life experience or to have them discuss with other students one on one.
Having the students in smaller groups for question and answer sessions makes it less intimidating for some of the students. Then I walk around and join the various groups discussions. It is easier for the "quiet/shy/non-responsive" student to participate with a more intimate audience rather than in front of the class.
Hi Patricia- You are obviously a very emphathetic teacher - great work! Best wishes - Susan
Non responsive students often feel insecure in open questions, for fear of being wrong. Moving around the room and standing near a student who is not engaging often gives them a security that I am near and anything they might want to add is acceptable. When it is understood, even a wrong answer is a learning experience, the fear of being wrong diminishes.
I usually use a very organized method for going around the class asking questions the first time (either using the sign in sheet or going down the rows). The second time around I mix it up, they know a question is coming but not exactly when. I find the first time through students anticipate their question, where as the second time around they are paying closer attention to what questions have been asked/answered.
A strategy I use to get quiet or shy students to ask questions they might normally not ask is to use the online forum/LMS portal to post questions. For some reason, by taking the thought of speaking out in class in front of everyone out of play, students are much more willing to ask their questions. When students post their questions, other students can post their answers to their peers' questions. By creating the environment where everyone learns from everyone else gives value to all my students' questions.
HI Patricia- Thanks for sharing that great post! Taking notes as we talk with students and being able to recall that personal info in the classroom, does indeed send the message that we are listening to our students - excellent! Best wishes- Susan
Try and recall something personal you know about that student and then lead it into a question. This will let them know we remember that about them and will encourage them to participate.
Hi Richard - i think that having the non-responsive student pull a question from a hat/box is a great idea! Sometimes the biggest hurdle is just getting them comfortable with speaking in class. Susan
