Hi Ray - I try to be in my classroom early and to greet each student as they enter and ask how their week was, but asking those questions in the context of the entire class can indeed build rapport. John may say that he had a new calf born late last nite and Stan may not have known that john was laso a farmer. Thanks for sharing! Susan
At the beginning of the quarter I stress the importance of taking responsibility for their learning. I encourage everyone to ask questions. I like to build rapport and classroom comfort by asking students how their past week was, I have everyone participate even if they just say, "not much". I find it encourages participation and they usually open up after a couple of times.
Hi barton - Thanks for your post to the forum. You have an excellent approach to encoraging participation. As you mention, if a student feels comfortable in our classrooms they are more inclined to interact. Best wishes for continued successin your teaching career. Susan
I like Scott's approach. Students who are not participating in my classes will be the ones I greet most enthusiastically before class or in the hallway. I talk with them, learn something about them, try to help them feel comfortable with me, and then try to find ways to relate class discussion to their experience or interests.
I try to fine out things they know about the question that was asked of them. I have them to tell me what they can about it and let them go in to detail so they can come up with the answer that I am looking for.
Hi Rickey- thanks for your post to the forum. I agree - one of the best ways to get your students to participate is to incorporate their personal experiences with the topic being discussed. Best wishes for continued success in your teaching career. Susan
You may lead a good class responce by asking questions that relate to students experiences.Then paralell these with the subject at hand.
direct your questions to the whole class,try to make it a somewhat fun event.I beleive when a session has a little fun in it more people will want to join in.
In some situations, when there are no volunteer responses, I will try to "lead" the discussion or question answer by providing hints or clues, perhaps recalling or reinforcing specific info from the current unit being covered.
A good approach would be to split the class up into teams and have each side answer a particular question.
I personally need to learn the WAIT technique. I tend to answer my own question if I do not get an immediate response. Also praise more. I am just way too fast!! This was very helpful.
Some students will not participate for fear of giving the "wrong response." Therefore, I would try to minimize this fear, and thus improve a broader participation of students, by giving credit for any correct part of the answer or by rewarding any attempt. I would then repeat or rephrase the question and ask others in the class since many times other students raise their hands when they know the answer. A self-assessment as to the possibility of the problem being in how the question is being asked, whether it is an obtuse or confusing questions, and rephrasing the question may help. Also, asking students to submit questions during first class break or to submit questions by e-mail, which can then be discussed anonymously may also stimulate class discussion.
Hi DaNae- What a creative (and yummy!) idea! Loved that one - thanks for sharing. Susan
I quite agree that eye contact is key, your popgun approach is admirable and I will be adopting that technique, I also don't agree in giving unnecessary free points for in-class participation.
I sometimes give them M & M's. Everytime they answer a question, they can eat one. When their M & M's are gone, they can't talk until everyone is done.
As I get to know the students, I try to ask the more reluctant students specific questions that I know will apply to their lives. I also ask them a question I know for certain they can answer. When asking a question, I also walk toward where they are sitting to decrease the distance between them and I. And when they do answer, I provide a lot of verbal praise.
My students know at the outset of the course I am teaching that they will likely be called upon to answer questions. Discussion is my main teaching mode. So that involves asking them a lot of questions. I inform my students right at the outset of the course, via telling them verbally and in the syllabus addendum, that I will be asking a lot of questions to elicit discussion. So it should not come as any surprise when I do direct a question their way.
Since discussion is my primary teaching method, developing questions is what I do most when preparing lecture material. I actually find this task easy being a former mental health therapist. I do not always "hit the button" so to speak with all my questions, but for the most part, I am usually right on.
If I observe that discussion is dragging, or is being monopolized by a few students, then I use what I call my "popgun approach." This will often involve two things: (1) directly calling upon those students whom I've not heard from for awhile to answer a question, (2) pick a card. What I do is write-down students names in class on small cards, shuffle these cards prior to the class discussion, then pull a card. Whatever student in name is on that card has to answer the question. I actually found this approach quite helpful. It keeps the students on their toes, forcing them to pay attention because they never know when they are going to be called upon. It also prevents the monopolizing of discussion by a few student and treats all students fairly, as each one has an equal probability of being called upon. I find this technique especially helpful at the beginning of the course. It also helps me to learn student names quickly. As the semester progresses, and the students' become more accustomed to being called upon and answering questions, I abandon the card format for direct questioning. Many of my students enjoy the lively discussions we have in class, to the point where the more reluctant students participate.
Another method that some of my colleagues use is assign points for answering questions. I do not feel comfortable with this method. I believe it unfairly penalizes those students who are shy. The way I grade class participation, is if a student is in between grades, their participation will determine whether they receive a higher grade.
In closing, I believe if the instructor asks good questions, asks many different questions, keeps all students' invloved, maintains good eye contact when asking students' questions, gives plenty of praise and feedback, makes the questions applicable to students' lives, and generally enjoys good discussion in class, those reluctant students will come around.
I also like the group students who have similar career paths together and then pose a variety of questions that relate to their chosen field so as to initiate an earnest response from them.
Depending on the topic, I will begin the class with a small group activity. For example, in a literature class, I would let the students pick groups (or sometimes I would pick the groups to mix things up a bit) and give them questions to discuss. Sometimes I would assign specific questions to each group and then the group with the questions about a certain story would lead the large group discussion.
Other times I might have the students come up with their own discussion questions at the beginning of the class and then lead discussion based on their questions.
I try to be as observant as possible during these question and answer sessions. I have found that sometimes one or two students might dominate the discussion. If this happens, I will open things up to the other students in the class.
If things are going slowly and there isn't a lot of discussion going on, I will call on students as well.
Remark on their special background and inquire with earnestness why you want their feedback and how what they have experienced or have seen is vital to share with other students. Explain that they are depriving others of their individual sesnibilities and experience that have great value in gaining a deeper understanding of the complexities of what makes us human
Hi Lisa- Thanks for your post to the forum. I like the idea of having your students exchange the questions they come up with. Best wishes- Susan
