Dealing with dominating students in questioning
How do you deal with well meaning students who often dominate the answering of questions in a course where questioning is used often? I teach various law courses and this happens often.
Patricia,
I typically call on students by name. When I have dominating students, I usually do the same. I speak with them privately and explain that I would like participation from more people. This usually works.
Judy Mohammed
I may have a private conversation with this type of student. I would explain that I appreciate their knowledge and study habits, but would like to gage the knowledge of those students who are not volunteering answers.
Sometimes playing games, such as "last man standing" helps to gage student knowledge.
Ruth,
You are using great techniques. Sometimes I have had to pull the student aside and gently explain to him/her that I want to get the other students involved and I hope they would not mind if I seek out opportunities to involve more students. It often goes over quite well.
Judy Mohammed
There is always that one student who seems like they want to take over the classroom and answer every single question you ask.
I have had a few students that are this way, I will usually spot them the first day of class and activly engage them at first. Then coax the remaining students to participate in the conversation.
I will also ask more questions towards the other students in an attempt to draw them into activly discussing topics in the classroom.
Thadeus,
You may also use a game like approach. Call on the first student and have them call on the next one, continuing the pattern.
Judy Mohammed
Thadeus,
Students appreciate and enjoy these game type reviews. There is no rule that says that learning cannot be fun.
Judy Mohammed
I love using games and activities to incorporate questions. My exam reviews are always in the form of a game. This allows fun in the classroom while at the same time helping students better understand materials.
I love the idea of a random selection I may have to try this. I will usually select the student then ask the question, if they do not get the response I was looking for then I will redirect them with another student that I know understands the concepts.
Nadine,
This is great. I use my roster initially when I ma not so familiar with the names. students soon learn that I am not trying to embarrass them because I use probing to help them.
Judy Mohammed
Holly,
The game show format works very well.
Judy Mohammed
To avoid that my "well meaning students" always answer, I often draw names from a cup that I always have handy. I will prob or redirect the question if the student is having trouble answering.
I tend to ask the question then call on a specific student for the response. I know that sometimes the students feel pressured and can freeze, so we do it in the form of a game show. This puts everyone at ease, and allows for a little humor to sneak in. I have had excellent results using this. When I have used the hand-raise, the less dominant students try to hide and let the dominant ones answer.
Michael,
As teachers, we use the tools that suit us most. I prefer the more structured approach, especially for the reason of getting participation from all. I even call on students who do not raise their hands and the students know this so they are aware that they should be on task.
Judy Mohammed
I think the hand-raising technique is good. I like to have more open, "anyone jump right in" sessions, but if there are one or more dominating students, it seems a more structured approach helps.
John,
I ask for students to raise hands, then I select someone. Sometimes I have had to speak privately and positively to students to explain that we have to give other students a chance.
Judy Mohammed
