Never Wrong Answers
I particular love this topic because my mother alwaays told me that there was never a dumb question except for the one that is never asked at all and with being a good instructor i always left room for my student to give a answer and make sure that they dont feel like they were totally wrong in their belief. It is our job to direct them in another way that they could learn or see another way of how that answer can be best defined rather than them telling them "your wrong". The group thinking activity is a fun way that i will utilize in my classroom on tomorrow.
Paul, great affirmation of the techniques discussed in the course. Thanks for your feedback.
James Jackson
i liked this part of the cee i would tell the student NO thats wrong and move to the next student, now i say can we expand on what you said and ask for help from the class. the students are more willing to answer questions now.
I agree that after a student may give an incorrect answwer ,I start asking how they came to to determine that, and in the process point out the conditions that make the answer incorrect so they can understand what was wrong with thier answer, rather than say its wrong and give the right answer , once you say thier wrong you have taken away some of the security they had in asking the question to start with .
I try to also incorporate "questionable" answers into inclusive material. Most students with confidence will answer or ask a follow-up question. I have some students that will not participate and I'm sure that they've always been this way. I encourage participation with what I believe to be an easy attitude in teaching, often adding humor to ease the lecture time.
Student involvement is great plus it gives us a much needed listening time.
Steve, one technique that allows you as an instructor to provide corrective instruction without using the word "wrong" is to have students point out where they got their facts or point out where in the course text they feel they achieved their answer. Having them support their response gets them to self determine that a better answer is available without getting into what is wrong and what is right. Remember that at one point in our history the scholars of the day KNEW the world was flat. Knowing right from wrong is much more complex than just having students provide sources for their responses and then engaging them in discussion. This is where the GUIDE comes in with respect to effective teaching versus being a Buddy or a Controller. These topics are discussed in ED113 if you are interested in learning more.
James Jackson
I agree with this statement to a point, but sometimes students need to know the answer or comment is wrong. NEVER humiliate or tear down a student for the given answer, but explain why the answer is incorrect. Redirection is good and valuable but sometimes the answers have to be addressed as incorrect to prevent further wrong thinking that could get them off course to a further extent. It is, however, critical to maintain the dignity of the student. Also, students don't always shut down when the response to their answer is not what they wanted, so long as it is respectful, encouraging, and exhibited in a way that will help them want to continue being part of the discussion. Students want to know they are correct, but also why they are correct.
Thank you for that feedback. I run into this situation from time to time and have wondered how to best handle it.
I agree, I frequently get the right answer to the wrong question just because of the types of questions that occur in a technical course such as "what are 2 types of this?" for example.
There will usually be more than one part of which there are 2 or three types. So in order to reinforce the correctness of the answer given I will point out that they would be correct if the question posed covered the answer that was given and breifly reveiw that subject. I will then repeat the original question and restress the relevent points of the correct answer to the original question when it is given to be sure everyone understands why the first answer was incorrect and has a proper understanding of both questions and both answers as separate subjects to avoid future confusion.
I also encourage questions because they all learn from each others questions.
Mark, great comments. While I do feel it is OK to let students know their understanding of a subject matter may require some more attention or they may have incorrect facts, I do agree with your comments about always having a positive focus on directing students towards a better understanding of the subject matter. The more positive you can make the learning experience the better students will receive the information and have the ability to recall and use the information long term.
James Jackson
I always point out the good in an answer. If the student is willing to answer a question I will tie it into the course material even if it is completely wrong for the material we are covering at the time. Also i never tell them it is wrong, i might say your are thinking of this or yes that ties into this but try to never say that they are wrong. I also encourage questions because they all learn from each others questions.
Thank you. It has made such a difference.
Tammy, case studies and reviews of real world scenarios can be very productive and positive towards student understanding. Job well done.
James Jackson
I have provided examples of what happens when appropriate filters are not used in the classroom as well as in the healthcare industry. One example is having student review recorded scenerios of conversation that should have been filter. They have time to reflect and decide what the outcome will be.Once they view the outcome then they discuss what they would do in that situation.
Tammy, please share your results. Helping students to develop their filters is also a great technique. Some students simply have never been exposed to such terminology or ideological concepts.
James Jackson
I could n't agree with you more. There are most times going to be students who have challenges in some areas. The key is to get the students to understand that we all have areas that we need a little more help in. I try to use examples that are like the one that you used to help them to understand. I have also group student together because of their ability and challenges.
I will also utilize the group thinking activity in my classes. Not only is a good way to get creative answer but it will also help to filter the students who seen to not have a filter. I love the concept and plan to use it in class tomorrow.
Kimberly,
I really enjoyed reading your post. I too am a firm believer in telling students that they are not wrong. I have noticed in the past that when you tell students that they are wrong, most of them put up a wall of defense and won't let it down. When that happens, classroom participation decreases and it makes for a more uncomfortable environment.
Instead of telling students that they are wrong, I simply tell them that they might be thinking of something else, then I find some kind of correlation to their answer, but then get them back on the right track for the answer that I am looking for.
-Gabriel
Bernabe, no doubt this is a difficult topic as you can rarely predict the first of such an occurrence. That said, what actions do you take once such a situation takes place the first time? I would have a discussion with that student in private or in a more private setting away from other students and coach them on how to better handle the situation next time. Some students just do not have filters and need some additional coaching.
James Jackson
