Students who answer wrong
Oneof the courses I teach, has a lot of information at students in a short period of time and I am constantly asking review questions, trying to relate information. What is the best way to respond when a student responds incorrectly. I do tend to thank the student for offering a response but say that it was an incorrect response and explain why, and ...but I do not want to make the student feel bad for having a wrong answer.
Greg,
This is very good. Students need to be informed as to why their responses are incorrect and guided to the correct information. Your way seems to be a great one.
Judy Mohammed
When I have a student answer a question wrong , I ask more probing questions on how they came to the conclusion and eliminate step by step the wrong possibe outcomes and bring it back around to the correct conclusion ,
Larry,
It is good to point out the strengths of students. Even today, math teachers give grades for work shown so they could see the process used.
Judy Mohammed
I have found that students often solve a problem or answer a question incorrectly simply because they used the wrong information in the prcess. However, they used the correct proceedure to arrive at the solution. Informing the student of this helps them to understand that both the proceedure and the source of information are important and that they have learned the proceedure.
Talyon,
Good job! Sometimes we have to probe to help them to arrive at the correct information.
Judy Mohammed
i have found myself in this place many times. i will ask the class for information "ok class what would the next step be in this recipe" and even if the responce is not correct i still try and find something the student said that is correct and highlight it befor i move on to the next answer
Kevin,
Probing does work and it opens to discussions and sharing of information.
Judy Mohammed
I find this format to work well. Somewhere in the response is a shred of acceptance. I try to expand on that (as thin as it may be) response and probe for more.
Kathleen,
And this is fine. Ieither probe more or open the question to the whole class in a non sensitive method.
Judy Mohammed
If I can not guide that student to the correct answer then maybe another student's lightbulb will go off.
Gary,
This is a good technique to encourage participation. it is important to put students at ease and in a comfortable enough environment for them to ask questions.
Judy Mohammed
I try to lighten it up by indicating there are no "wrong" answers, but rather answers to a different question. It seems to make it easier for the person who answered, while encouraging others to speak up as well.
Kathleen,
This is good - I use probing to guide them to the correct information.
Judy Mohammed
I do not respond to students answers by saying "no" thats not correct, I try to figure out why they responded to my question like they did and relates it somehow to the correct answer.
Jeremy,
I use probing to direct the student to the correct information. I probe the same student and this is often successful. Sometimes, I open the question to others without embarassing the student.
Judy Mohammed
I too have found myself with trying to decide how to handle an incorrect answer and taking feelings into consideration. In the past I have seen success with simply telling them that either that is not what I’m looking for or just a simple “that’s not it…†while surveying the class and fishing for a correct answer. When I hear an incorrect answer blurted out, I find it easy to gloss over it while seeing if anyone else has the correct answer. Sometimes I will go back to that student, in front of everyone, and let them know why that wasn’t the answer that I was looking for. I’ve used lines like “you were probably thinking that x leads to y which is correct, but I’m looking for why does x happen in the first place.†This way I have reassured them that they haven’t learned something wrong but perhaps did not understand the context of my question. If, they are way wrong, I have sometimes taken a quick second to correct them and keep fishing for a correct answer. “No, sorry, y doesn’t cause x, x causes y.
Brad,
You are so correct. It is never acceptable to be dishonest with students; howver, we can use language to guide them to the correct information without demeaning them.
Judy Mohammed
I agree. I never want to undermine my students, so I try to explain why an answer is incorrect and do so in the most professional way. I do find that students do appreciate honesty and the time to further explain an incorrect answer. At the end of the day, studnets want correct information that they can apply in and outside the classroom. It doesn't seem to matter how that information transpires just as long as it is done repectfully.
Gayle,
You seem to be handling it well - thanking the student and explaining why it is incorrect. If you feel that the student is offended, even slightly, try to speak to him/her one-on-one during the break or after class, encouraging the student to keep participating. Another way to get them in the habit of participating is to have them read captions under pictures out loud.
Judy Mohammed
