This is a small tip based on the obvious idea that it needs to feel safe to answer questions.
Suppose you need to take the derivative of x sin x, but you want students to speak up about it in the flow of lecture. Here are three ways to do it:
- "Now I need the derivative of x sin x. What should I do first?"
- "Now I need the derivative of x sin x. Which rule should I use?"
- "Now I need the derivative of x sin x. The answer is not 1 * cos x. Why not?"
The first question is too open-ended and scary for students to answer. If you ask questions of this type, you will only possibly get answers from the top of the class, and no one else gains anything from the process.
The second one is a lot better even though it is almost the same question, because it explicitly tells them the format of the answer. You might get some brave B students who will name the correct rule to answer this one, because it is unlikely for them to answer in the completely wrong format.
The third one is my favorite form of question: instead of asking students to venture forth and dare them to avoid the trap, you ask a question, point at the trap, and say "don't step on that trap." Everyone can gather around the trap and many will think "What? I would have stepped into that trap." More students gain from it and more students are likely to venture forth an answer.
manpreet![Tuteehub forum best answer]()
Best Answer
2 years ago
I teach calculus to college students, and find it very difficult to get them to speak up in class when I ask questions, or when I'm trying to get a pulse for how much they understand. I think students are afraid of being wrong, or asking questions that seem too easy to other students.
However, I firmly believe that an interactive classroom is far more conducive to learning than one in which I simply download information onto a blackboard.
What are some techniques I can use that help foster a safe environment for students to speak up and interact with me, other students, and the material?