I have recently had a student confide in me about feeling overlooked in another course when she tries to speak up and participate. She is soft spoken and I don't think it is a slight from the instructor, I just think she gets lost among the louder more outspoken students. This being said she feels her opininon in class is not valued. As a result she was very down on herself and about the situation last week. I tried to bolster and encourage her as much as I could. This is just a reminder that it takes alot of courage for some students to share their opinions and they need to be valued every time. I strive to let students know I value their opinions and I also learn from them each and every day.
definately listen and be attentive to your students concerns. Let them know you appreciate their input.
Being respectful and soliciting their perspectives
Hi Amanda,
Good point. This is what keeps everyone's education moving forward. Also as you mentioned this helps the students to feel accepted in the class.
Gary
Hi Thomas,
Good approach to recognizing the contribution the student is making by asking a question and then interacting with on the answer. This really helps them to feel included in the learning process.
Gary
I totally agree. When students express their opinion, it allows for healthy discussions about their personal experiences. I believe that everyone can learn from someone.
I believe that it is important to understand that everyone has their own perspective in viewing things. And being open to different perspectives, allow the student to feel more comfortable in expressing his/her opinion without judgements or prejudices.
A lot of times, I like to start my lectures off with an opinion question which not only gets them thinking but gives me a lead into reviewing the information we learned last class.
I always enforce upon students that it is ok to disagree and express your opinion but this needs to be done in a respectful manner.
Lori
When a student remarks about the discussion, I will walk toward them, listen fully and ask them questions to further bring out their opinion. I will always say to the class that I am no better they are - I am just there to share my knowledge with them
I begin this process the very first day of class by giving students the opportunity to help develop classroom policies. For example, cell phone use and texting. If the students develop their own policy, they are far more likely to buy into it and to reinforce it with one another relieving me from playing that role. It also goes far in developing a community of learners based on mutual respect.
Hi Kellie,
Paraphrasing does work very well because you are establishing an understanding and communication level the students as you talk with them. Your shy students generally won't mind working through this format. Something I do with my shy students is to put everyone in learning groups of 3-4 students making sure to have a good mix of talkers and non-talkers. I have them discuss the topic and then have them each take a turn in paraphrasing what has been discussed in the full class setting. This really helps to get them involved without undue pressure.
Gary
I like to paraphrase and make sure I fully understand what they are saying. Often emotion is involved in an opinion. Understand that emotion and showing the student that you want to understand builds a significant relationship between the student and teacher. Would this method work best with students that do not often participate or would it scare them back into silence?
By validating students opinions in front of the class even if their comment did not direct answer the question. When we ask many questions in class and even call on the students who do not raise their hands, it shows them that you believe everyone has a voice that can contribute to the topic. Even if the dominant student(s) know the answers, it is important to get everyone involved in verbalizing their understanding and validating them even if it doesn't answer the question at hand. This shows students that you are not just looking for "the right answer" but rather looking for contribution to a discussion.
Hi Michael,
Good point. Adults are not good passive learners. They like to be active learners so we need to plan our instruction accordingly. This way they feel a part of the total learning process which leads to increased retention just as you mentioned.
Gary
This is such an important part of teaching (and retention). Really hearing students and incorporating their ideas into the discussion is key. Whether this is done by repeating what the student said, ensuring that you got the message correctly and also making sure everyone in the class heard what they said, or if it's simply by referring back to "What David said earlier..." So often I think instructors get stuck in the "exclusive" mode of teaching, where they're on stage and the students are just sitting in the audience. But, the "inclusive" mode is so much more effective for learning.
Michael
IM ALWAYS REPECTFUL OF MY STUDENTS AND I TRY TO ANSWER ALL QUESTIONS AND CONCERNS THEY MAY HAVE ABOUT THE COURSE IM TEACHING IF AND WHEN I DISAGREE WE COME TO AN UNDERSTANDING AND WORK IT OUT
hear what they have to say and respect what they say even if they are wrong
If I have a student that does express his or her opinion, I always thank them for sharing. A friendly comment or feedback on that opinion is always a good way to make the student feel that his or her opinion was appreciated. I think that once they feel appreciated and welcome they are more willing to share in the future.
Hi Joe,
This is what critical thinking is all about. You are providing your students with a chance to develop their problem solving skills which are going to serve them well once they enter the field. The combination of knowledge and problem solving makes them more competitive in the work place.
Gary
Gary,
The particular field that I am engaged in makes room for interpretations, which can be somewhat frustrating. Frequently, a student will challenge the selection of a particular solution in the text, and I guide the class, along with the student in an exploration into the student's assertion. Believe it or not, sometimes texts are in error and the student has a valid or more correct answer. Joe
