No such thing as a stupid question
I like to show my students that they should feel comfortable enough to ask questions if they don't understand. I like to talk directly to them when answering their question so they don't feel embarassed or nervous. I always tell my students that "there is no such thing as a stupid question, just one not asked."
I also try to give real-life experiences to the topic I am talking about and ask them what I could have done differently. I keeps them engaged and they retain the information more.
I have created a culture in my classroom that (hopefully) conveys to my students that I am available to repeat the material that is not understood.
I continue to see the occasional blank stare. Does this stare mean that the topic is difficult and it is not understood? Or is there some internal process the student is going through to take in the new material?
Chris
I also believe that we need to encourage the learning process by allowing our students to feel free to ask questions. But it can come with a price. I have a new student this term that constantly asks questions. The issue is that these questions are current, common knowledge that the student should already know. There are of the type that makes all the other students immediately look around to the student with a look of Scooby-doo’s “Ruh?â€
I took him to the side and explained that I wanted him to feel comfortable to ask questions, but the manner in which he was asking was creating an issue for the class. I suggested that he write down his questions and at the break or at the end of class to cover them with me at that time.
brian,
this is a great point. While the questions are welcome, it is important to highlight the need for them to pay attention & be aware & then ask those good questions.
Ryan Meers, Ph.D.
Since I work in a very technical area, we tend to stay away from "stupid question" as a valid concept at all. Questions are always welcomed regardless of difficulty or context. That said, there are many situations where some fundamental components of our discipline escape students, sometimes purely by accident, other times due to pure negligence. I use a psychological trick that both goads them and makes them comfortable at the same time. I call it "being that guy". This is when we should know better than to do something, but do it anyway. Because a large percentage of our careers as engineers involve working directly next to a superior or peer, doing the wrong thing can be a common occurrence and is expected, but doing something completely avoidable (and sometimes detrimental) has to be avoided when possible. If a built-in mechanism can exist where the little voice in your head echoes the sentiment that your boss was thinking, over time, more often than not you will not make these mistakes in the first place. When you do, the little voice reminds you to pay attention to what you are doing. When bad students first identify themselves as "being that guy" in front of a class, it is amazing to see how quickly their study habits and general demeanor change. They seem to try to improve and contribute to the group while shrugging off the mistake as a lesson that we all experience at some time.
David,
and often another student may have that exact same question so it's helpful to ask them for all to hear.
Ryan Meers, Ph.D.
I always emphasize to the students that there are no stupid questions. This encourages the majority of the students to participate without being embarrased. It also puts them at ease because they won't be judged unfavorably for any of their questions.
Person asking the question has to beassured that they cannot ask a stupid question
Most questions (if they are on topic) lead to deeper understanding for all class members. By asking another student to respond to a student's question it encourages students to participate.
Steve,
and the reality is that the more I explain a concept to someone else, the better I understand it. So if they can answer a peer's question is a win-win.
Ryan Meers, Ph.D.
I also tell them that other people probably have the same questions at times so it's better if someone asks it, rather than no one. Sometimes when a student asks a question, i'll ask the class if anyone can answer it. If i don't see a lot of hands go up i'll say something along the lines of "well it's a good thing you asked"
I also like to set the tone on day one of a new class about asking questions. I let them know that they way I explain something might not always make sense to everyone, so if they ask about it, I can try to re-explain it differently.
Lee-Ann,
yes, this is important to create this environment as if they hold back on their questions, they may never understand.
Ryan Meers, Ph.D.
