Same students answering the questions
As I would imagine many do, I find the same students are willing to attempt to answer the questions. I need to work on my technique for encouraging and iliciting responses from less outspoken students. Can anyone else present specific techniquies which have worked for them?
Jean,
I am very sorry to hear that. The small groups work very well here so that they become familiar with other students. I find that open questions work well here as well. Younger students enjoy interactive classes rather than lectures.
Judy Mohammed
I sometimes use the technique to ask the student who responds most frequently to hold their thoughts for a moment to see if others want to answer. I also use team partnerships a lot in discussing questions and cases in my law & ethics classes- it gives the quieter ones an opportunity in a small group to trust others and to become more comfortable with speaking up- this class that I have now has been one of my most difficult- they are mostly young with little life experiences- so they are not concept or application thinkers- it has become a struggle-
Harrison,
I mix my groups with quiet ones and forthcoming students and assign roles at the beginning. I have the quiet ones lead and report back the information. Praise is always good when used well.
Judy Mohammed
I start off slowly. Encourage the quieter ones in the class to “chime inâ€, and add comments to the answers given by other students. Then I have “the quiet ones†answer as a team, following the rules of wait-time. I also use a lot of praise.
Stephen,
This is so true. This is exactly how I bring out my shier students.
Judy Mohammed
Building confidence and trust between myself and the students usually works. I've found that the less outspoken students have a tendency to not respond out of fear. When I have one on one conversations with the student before or after class I've found that the 'trust factor' can be established between the student and myself. As long as I show them that their opinion, right or wrong, can be respected then they have a tendency to become more open to responding and more active in the classroom.
Glenn ,
These are great suggestions. Sometimes, I speak to the overachivers separately about giving others chances and this has worked well for me as well.
Judy Mohammed
Aaron, I too have the over achivers who always answers my questions first. One thing that has worked for me is that I will then take that answer and asks another student on their answer and how could we improve it. I also let them know on day one that a part of their grade is based on their participation and interaction amongst their peers. Sometimes i find that by paring my students into smaller groups with the shy ones, the shy ones feel more comfortable and becomes a valuable team player.
Laura,
Have you tried speaking to the students individually. I do and I find that this brings a good resolution.
Judy Mohammed
Laurie,
I enjoy using ice-breakers for classes. They can sometimes be time-consuming and I like to ensure that the material is covered.
Judy Mohammed
I see that I have the same issue in my class. Sometimes I just ignore the person who continues to raise their hand and look around/away from that student and repeat my question.
I make a point of using ice breakers extensively during the first 2-3 class sessions. This assists the students immensely in getting to know their class mates, and feeling "safe," in the classroom. I follow up in later classes with "tune-up" activities to reinforce the more introverted student's interaction.
Kevin,
I wholeheartedly agree wiht you. Day One is the most important day. I let my students know that this is an interactive class and I tell them that I am giving them a recipe for success on the first day. I usually use the roster in the beginning to get to know their names; however, I soon learn their names and use them often.
Judy Mohammed
Judy,
I believe that all students will answer if the instructor has developed trust. This begins on day one, learning their name and asking how they are doing during each daily attendance taking or by greeting at the door prior to the beginning of class.
Michael,
This is a great strategy. I also call on students by name and use probing to guide them when neded.
Judy Mohammed
Normally if i get the same students answering all the questions I say to the class "lets give someone else the opportunity to answer the questions". Or I randomly choose a student who has been quiet and try to probe some answers out of them.
Phyllis,
I also have private conversations with these students and I call by name. From the outset, I tell them to raise their hands because we cannot all speak at the same time. these methods usually work.
Judy Mohammed
I find I often have a problem with the same student wanting to answer all the questions, and I really have to call on my students by name or this tends to get out of hand. I think the more students get involved in class discussions and answering questions the more they are prepared and willing to participate. If one student answers all the questions the other students seem to get bored. I encourage the outspoken student privately to listen for their name to be called.
Kelly,
This is innovative; I tend to use my roster at teh beginning, especially in a large class.
Judy Mohammed
