Questions that Count

Nearly a month ago, I had an appointment at the local university to meet with a professor. I was early and waited on a bench in the hallway. To my right was a classroom. I couldn’t see in, but I was close enough to eavesdrop for 15 minutes. I concluded that the class being held was an entry-level college algebra class. The professor was using an overhead transparency (the creak of the overhead knob is hard to miss) to guide the class through a number of problems.
Perhaps it was because I could not see, but I clearly noted the following distinct pattern:

Professor asks a question…Professor answers her question…Professor asks a question…Professor answers her question… (Repeat.)

The above situation is not isolated; we’ve all taught classes where creating discussion felt like pulling teeth. Here are my thoughts on why student often don’t participate:

• It is easier, requires less thought and is less risky to wait for the teacher to answer his or her own questions.
• Teachers don’t provide enough time for students to think and discern an appropriate answer before the teachers answer themselves or move on to the next question.
• Students don’t feel confident or safe sharing their initial thoughts.

How do we fix the problem? Here’s what I’ve learned from watching good teachers and by trial and error in my own classroom.

1. It’s not easy. You have to commit to setting the expectation of participation and plan to work through the initial awkwardness.
2. Create a safe environment to share. Consider asking more open ended questions or those with no particular right or wrong answer.
3. Ask clear questions.
4. Wait! Students need time to think, digest and work up the courage to say something aloud
5. Lower the level of risk by starting with:
   a. “Think to yourself…”
   b. “Share with the people next to you…”
   c. “Who will share something they heard with the class?”
   

Number five is a personal favorite of mine as it can be used as a bail out when you’ve asked a question and students aren’t willing to share with everyone. Eventually students understand they are expected to participate and the process becomes more natural. Remember, it will take time and effort and it is worth it!

Classroom Engagement Tip for January 8, 2009