I will redirect student questions to those students in addition to having a journal activity on every text chapter so that students have an outlet of sorts to discuss concerns, fears, questions, items of misunderstanding, etc. 100 points for doing the assignment weekly, 0 points for not completing it, 1200 points total for the term is usually an additional motivator!
I try to make the first day of class very active to get everyone comfortable with their classmates. I have found when I get them talking to each other through games and exercises on day 1, then everyday afterwards is less stressful. I feel if you get the students more comfortable with their classmates first then more discussion happen and they get comfortable with me faster as well.
This is a great idea! I will definitely try this in my class.
Thanks for the tip!
-Nicole
Call on the student and ask a simple question or an opinion and be ready to give positive reinforcement and application to the subject.
I have discovered that group sessions sometimes brings out the shy or non-responsive student who is afraid of asking silly questions, doesn't care, or maybe is just unmotivated. Also, doing group projects requires them to take some part of the project development or the group can "fire" him as a member. These are realistic situations that have to be learned hopefully in a learning environment and not only when you are in the employment environment. In a classroom environment, ensure that all students have the right to answer. In my experience, giving credit for answering questions works unless you have students who hog the time thinking they will get more points. I prefer giving credit for speaking versus the numbers of questions answered. The object is always to get the student to learn and the instructor just needs to know the students understand and are in the process of learning.
Hi Deborah - It is excellent that you review quiz answers with your students! Best wishes- Susan
One of the ways I get students involved early on in the course is by reviewing the test/quizzes answers with the whole class after they are taken and ask a question of each student who did particularly well on a specific test question. This technique seems to alleviate some fear of the students that they won't know the answer and it builds trust between the student and I. As time goes on in the course they open up and respond more on their own initiative because of increased self confidence and knowing the will not be ridiculed by other students.
Some students are going to be unresponsive and a bit of a challenge. It's important to make these and every student feel comfortable enough to ask a question without fear of ridicule. In time, they come out of their shell.
I tell my students on the first day that class participation is 10% of their grade. Lack of participation can theoretically start you off at a 90 rather than a 100%. In the end though, it's my job to get those quiet ones involved.
I like to pose a question at the beginning of class and let everyone know that we will go around the room so everyone will have a chance to respond so that no one is singled out. The question that I pose will typically be something that there is no right or wrong answer so that no one fears having the "wrong" response. I will make sure this question will somehow tie into the material we will be going over in class; this sparks additional conversations and tends to make the “non-responsive†students feel more at ease and prepared to be involved further in the discussion.
Hi Susan, what I like to do is ask all my students for a response when I ask questions, unfortunately there are those few, for reasons already known, that do not respond, for fear of peer judgment. What I like to do "break the ice" is to show my vulnerability to my students which really shows them that I make mistakes too and that I'm human and not a robot. I of course, make them believe I am making a mistake on purpose to ease their comfort level into a sense of security. My students come into my class very intimidated, but I try to provide an environment that is conducive to their learning through humor, inspiration, and experience.
HI Deb - Thanks for your post to the forum. You are doing a great job at taking the pulse of your classroom by being so observant - great work! Best wishes for continued success in your teaching career. Susan
I move around a lot during class. This gives me a chance to overhear quiet comments that indicate when a quiet student is on the right track for an answer. Or I can look to see what students have written down that relates to the question/problem. In those instances, I ask the student if he or she will repeat it for the class to hear. If the student hesistates, then I get get his or her "ok" for me to share the answer with the class.
I get somewhat sneaky with them. I'll assign the entire class in groups, and place the nonresponsive students in the same group. I'll then tell the students to come up with a few questions regarding the text. That usually helps get them out of their bubble.
Sometimes it is difficult to achieve this. Looking at the particular student and trying to read them, do they look like they want to answer or have something to add. If as the instructor it feels right, ask the student if they have any thoughts on the particular subject.
The group projects work very well because there are a variety of functions to be performed so there's usually a good position for everyone.
Hi John - Your diverse class is indeed a challenge for Q&A. How do they do in group work/teams? Best wishes for continued success in your teaching career. Susan
Hello Susan,
I wish this question were easier to answer. I have a culturally diverse group of students, many of which don't respond well to the Q&A form of teaching. They come from disparate backgrounds and often have low levels of self confidence in academic situations. Additionally, my male native American students come from a culture of few words when expressing themselves. That being said, I know them to be deep thinkers and acute observers. In these cases I often weave accolades about their subject knowledge within the question that encourages them to respond...even if it is brief.
Johnny
This assures you that students understand The subject being taught.
For me as an instructor, I find it is very important to build a classroom environment that promotes positive interactions. Lay the ground work early on and all students will feel safe in actively participating. If there are students who are still not involved, then calling on them by name or if they are uncomfortable with this, break the class into small groups and let them discuss while you walk around and engage the groups.
I enjoy asking questions to the class as a whole. This way those that feel intimidated about being called upon to answer will not feel that way. It also helps to open up discussion with everyone in class. Those that have not or do not participate, I will call upon them in regards to their thoughts about the subject at hand.
