I would first let them know it is alright not to know everything and that if you do not know say so but make an effort to find the answer to share later. take the time let the student answer and to listen to the answer before coming to any conclussions. DO not ever come right out and tell them they are wrong try and find some value to what they are saying.
Carolyn,
I beleive that open-ended questionslead to better critical thinking.
Judy Mohammed
Kenneth,
Sometimes I talk to them outside of class and I let them know that I value their opinions and would like to hear from them during class or I might direct simple questions to them so that they feel safe to respond.
Judy Mohammed
Dont fall into the closed question trap, it is easy to do.
Try and use different types of open questions.
Use of application is a must.
I find it a challange to include the students who are reluctent to answer guestions in class.
Bryan,
How do you get everyone involved?
Judy Mohammed
1)Address questions to evertone.
2)Map a rotation on your seating chart for a new class
3)Make sure to ask "why" questions
Daniel,
Probing is an excellent way to guide students, especially those who seem to struggle to get the answers. You may then open the questions to the class.
Judy Mohammed
Dennis,
This is fantastic! It makes the classes more interesting when you vary the type of questions that you use.
Judy Mohammed
Jay,
Great advice! Since things are ever changing in your world, it is important for your students to understnd this.
Judy Mohammed
William,
This is great advice. I always let the students know that, as teachers, we do not have all of the information. We should not be afraid to say, "I don't know." I will either research the answer or have students do the research, if appropriate.
Judy Mohammed
Chuck,
This is great advice. I also let them know how important it is for students to use their critical thinking skills. Once they start planning the questions into the lectures, it becomes natural to use questions.
Judy Mohammed
First pick someone to ask the question. Don't just throw a question out there. You will either get the same people always answering or you will get no response. Don't just ask the question "are there any questions?". Some people are afraid to ask so you will need to probe them with questions to make sure they understand the subject. Come up with questions that fit with the subject but aren't just memorized type answers. Ask questions that make them think deeper.
I find that with the automotive world things change so rapidly that the correct answer for yesterdays vehicle is not always right answer for today's, so I try to have them up the answers in the manuals for multiple cars this shows them that there is more then one correct answer depending on the application and that there answer was not always wrong or right but that we must watch what application we are trying to apply it too before we can make a blanket statement.
While in the midst of training another instructor in our facility. That instructor will train in the class as well as obtaining specialized instructor training during hie / her first few months of employment.
During his/ her course training with me, I will use all different types of questions. I cannot always stick to the same type of question because of the diversity of our student base. Sometimes I send out an open question to the class, sometimes it may be a closed question. The type of question really varies, based on the type of learners that are in my class room. I have been using several questioning techniques for about 5 years now and have seen course completion rates dramatically increase since then. I have also seen new instructors benefit from it as well.
You will often get the "alpha" students in any classroom environment. If you let them they will consume the answers, I tell new instructors to walk the room and get involvement from some of the quieter students, typically in the back of the room. I also remind the instructors that they are "bait" in a room full of sharks, they will attempt to stump you so know the information. If you do not know the answer let them know you will find out, DON'T attempt to fluff an answer ever!
Having been a mentor to many new instructors has made me aware that in most cases they are to nervous to be asking questions as they close sections of their lecture/discussions. What I have tried to do is encorage them to preview their presentation material and try to write at least 3 questions that cover key points in the lesson to ask the students as a means to close that part of the lesson. Once they are preped I will review the questions with them prior to their persentation and help them understand the type of questions they are and what type of answers to expect from his students. This will accomplish 2 things, breaks the ice on questioning techniques and hgelps them learn types of questions.
Antonio,
Gereat observation! We must remember though to loop the discussion back to the material. The discussions may take on a life of its own.
Judy Mohammed
Asking questions and also allow an open discussion gets the students involved and alert and at the same time , pending on the subject , the class will run it self insted of becoming boring .
Brandon,
This is true - every class is different and each class has its own personality. As teachers, we need to recognize this as we deliver our material.
Judy Mohammed
