I would tell them to not be afraid to ask questions but also how to prepare for when students don't have an answer, don't be afraid of some silence and feel the need to say something to fill that gap ... and always use questions that will spark up some sort of conversation
Albert,
I agree with you and, even when the student struggles to find the answer, I guide them by probing so that the same student will be successful.
Judy Mohammed
David,
I keep a running notepad and jot down ideas that I can use to improve the classes. I find this most helpful for both the students and me.
Judy Mohammed
I use different types of questions, closed and open. Many times the power point will have a closed question on the screen to which I'll add an open question. I at first let students answer without calling on them, but once we at at the place where they are supposed to know the material, I call on them by name in a random order. This gets everyone on the edge of their seats and keeps the would be sleepers awake.
By learning how to use questions effectively in the classroom, instructors can accomplish a number of interrelated goals
few things to do when questioning:
1-After asking a question, wait for a response
2-Ask only one question at a time
3-Indicate to students that questions are not a sign of stupidity
4-Collect several answers to your question, even if the first student to answer gives a perfect response
5-When student questions are desired, request them explicitly, wait, and then acknowledge student contributions
6-Avoid the “Yes, but . . .†reaction
7-Praise the student in a strong, positive way
I find that calling on individual students to answer a specific question will often times motivate students to be alert in class. I try to start with a student I believe will know the answer, but eventually I will get all the students involved.
Build your questions pertaining to the course objectives for the class beforehand.
Use assessment skills to determine student learning styles for more strategic question methodology.
Review student answers/development after class and revise questions to develop a more effective and engaging curriculum.
Becky,
I request students to refrain from shouting out nds up. ahen call on students with their hanswers, t
Judy Mohammed
I've had the same problem as Kami in that I have a tendency to open a question to the entire class versus calling on a particular person. While I was doing this to avoid "embarrasing" or pressuring a student, I feel that the benefit of asking questions is lost when opened to the entire class. First, it does not allow for enough wait time-the people who know the answer right away shout it out, not allowing others to think it through first. Also, it does not allow me to assess individual learning or to evaluate if someone is struggling more than another student.
Thanks,
Becky
Randall,
I agree, I always advise teachers to plan their questions into the lectures and, like you suggest, once the students expect this, they come to class more prepared.
Judy Mohammed
Jose,
Critical thinking is indeed very important and open ended questions can open much opportunity for creative thinking. Brainstorming should definitely be used in collaborative groups to get the students to work as a team.
Judy Mohammed
I would coach the new instructor on using questions during lectures to create more of a discussion environment. Asking a lot of questions during the lecture time, students tend to come to class more prepared and are more involved in their learning.
I utilize critical thinking especially during lecture in my Ethics & Professionalism class. There are courses suited for open ended questions; but,as much as possible the student should be given an opportunity to explore questions that could reveal a creative answer complementary to, and an innovative, well-founded fact relevant to an ongoing research, regardless whether it is in a lecture or a laboratory setting.
Learning by questioning does not only emanate from the instructor; it is also a collaborative and dynamic effort on part of the students as participants. This is what we call as brainstorming. The mind is more free to think and to engage in an unfettered learning process.
Rachel,
Great advice! Calling students by name is a good way to connect with them. I use my roster initially until I learn their names. I try to involve everyone in the class as well.
Judy Mohammed
Don't cut anyone who is incorrect off! Redirection works great here.
Call on students who are not raising their hands too! Participation is key factor in our grading system.
Try not to always call on the one student that "knows it all" , this can create a hostile learning environment.
Tauisha,
Your three-step process is excellent. I like to probe further so that I guide the students to the correct responses and the correct information.
Judy Mohammed
In order to teach well, it is widely believed that one must be able to question well. Asking good questions fosters interaction between the teacher and his/her students. Rosenshine (1971) found that large amounts of student-teacher interaction promotes student achievement. Thus, one can surmise that good questions fosters student understanding. However, it is important to know that not all questions achieve this. Here's the three things I will impart to another instructor.Start the conversation off with questions that are directly related to the class. Allow students to answer or give their opinion, Finally give the correct answer.
Don,
I plan and prepare these questions as part of the lecture. I like challenging the students and then probing as I guide them to the correct information.
Judy Mohammed
I will be using more open questions in the classroom, to get more studets involved in the lesson plan.
Lindsey,
Unfortunate for him! I find that these questions allow critical thinking.
Judy Mohammed
