HI Jon-Paul - I have found that my best instructors are able to do what you suggest. It takes the ability to connect with students and to recall some of their personal stories - not all that easy! Best wishes- Susan
When a student is struggling with the information I will try to relate it to something they are already an expert in. I will ask them about a life experience that is somehow connected to the topic to build their confidence and then follow it with a more topic focused question to give them a win/win.
Hi Michael- Thanks for your post to the forum. I agree, when students play a role in presenting the forum they are certainly more able to absord the material. Best wishes for continued success in your teaching career. Susan
HI Brenda- I think you have the exactly right idea. You should also ask the rest of the class to expand on the original responses. Susan
When you ask these "yes" and "no" questions do you ask a specific student or do you ask the class as a whole.
I'm not sure if it would work, but what if we asked a broad "yes" and "no" question to the whole class and afterwards ask volunteers to explain or expand their original answers.
I think the students will get much more out of the material if they are part of the presentation. I will ask them a specific question to make them get envolved.
Hi Joe- Thanks for your post to the forum. I agree that we need to be ourselves in the classroom and if we are good at using humor-great! I response to the student who looks like they really want to say something, I usually say "Jim, any thoughts on this?" Best wishes for continued success in your teaching career. Susan
I agree with making them feel comfortable. I am growing a lot in this area but have found a couple things that help: 1) I try to teach/ask questions through my personality style (being me and not trying to be my mentor).
I use humor a lot, it really pulls students in and creates an atmosphere where students open up where as they normally would not. But, that's a big part of my personality type.
sometimes I will also ask a student if they have anything to add, especially if they have a look of, "I REALLY have something to say." Not sure if this is the best technique or not?? Try to avoid pointing students out.
Hi Jerome - Thanks for your post to the forum. I agree it helps to share your personal trials with classroom partipation. What is probably even more reassuring is what you also mentioned - "offering positive feedback"! Best wishes- susan
During my course introduction I tell students everyone is expected to participate in class discussions. Relating my own fear of being called on in school and how I would avoid being noticed by trying to hide behind the student in front of me sometimes lets them know they are not alone in being reluctant to give a wrong answer. Assuring students I will not embarrus them for a wrong answer and offering positive feedback when they answer incorrectly makes it possible to involve everyone in the questioning process.
Hi Kathleen- Thanks for your post to the forum. You gave us a good reminder to be sure that we are paying attention as our students answer questions or make comments in class. Students are pretty savvy and can tell when we are not valuing their contributions. Best wishes for continued success in your teaching career. Susan
I absolutely agree that it is very important to make the students feel comfortable with you first.
They do not want to take a risk by answering a question and then being made to feel stupid. An instructor needs to work hard at appearing student friendly. Sorting papers or other activities should be avoided.
Hi david - Thanks for a really terrifc suggestion! You are obviously a very caring instructor - Best wishes for continued success in your teaching career. Susan
Hi Patricia- Thanks for your post to the forum. I agree that sometimes if the class is stalled on a question it can help to give them a part of the answer as it often gets the class to make the connections and arrive at the answer. Best wishes-Susan
I think asking another question might get some talking. How about giving part of the answer and asking for additional information.
I completely believe that a student should not be singled out for a direct question when it appears he/she has not been paying attention. That just drives a wedge between you and them. Instead, I will ask how they feel about the subject on hand, then invite responses from the group. Now the student feels as if he started his own line of questioning and the class responds to them. They now feel a part of the subject matter instead of lookinig in from the outside. It works more time than it doesn't. Of course, this is a learning experiance for us all at times.
Hi Melissa - Thanks for your post to the forum! I've usewd quizzes and polls in my online classes. What sort of games do you use online? Best wishes- Susan
I use information about that students background and pose the question using that information. For example if I know they work holding food I might use thier work situation as the basis of the question about proper food holding to put it in a real life setting and help them see the relavance.
Have you tried incorporating any games, quizzes or polls with your online classes? I do that routinely with my courses and find that it really helps the non-responsive student.
I have had success in incorporating games in the classroom. This allows everyone to participate. I have also tried directing some questions to the non-responsive student that I know he/she knows. Most of the time what I am seeing is that he/she knows the answer it is a shyness that the student is experiencing.
