C2.1: Difference between revisions
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= ''[[Climate]]'' [[C2]].1: Promotes a classroom environment where questions are valued = | = ''[[Climate]]'' [[C2]].1: Promotes a classroom environment where questions are valued = | ||
* At the beginning of semester, the instructor | === Practices === | ||
* “Am I making sense?” “Does what I covered make sense?” Count to 10 to wait for students to answer. | * At the beginning of semester, the instructor sets the tone, rules and expectations of the class. It is good to state that “questions are welcomed and valued” from the beginning of the semester. | ||
* “Am I making sense?” “Does what I covered make sense?” Count to 10 to wait for students to answer. | |||
* “I know there are questions so I’m just going to wait until someone asks something.” | * “I know there are questions so I’m just going to wait until someone asks something.” | ||
* After answering, thank the student for asking the question. Positive verbal feedback is an excellent way for instructors to reinforce a classroom environment that values questions. | * After answering, thank the student for asking the question. Positive verbal feedback is an excellent way for instructors to reinforce a classroom environment that values questions. | ||
* Another sequence of asking is this: | * Another sequence of asking is this: | ||
** Invitation: Have I explained this topic well enough, or is there something I can clarify? (This makes the question the “fault of the instructor” rather than the “stupidity” of the student. | ** Invitation: Have I explained this topic well enough, or is there something I can clarify? (This makes the question the “fault of the instructor” rather than the “stupidity” of the student. | ||
** Clarification: What I hear you asking is….. | ** Clarification: What I hear you asking is….. | ||
** Confirmation: Did I answer your question? | ** Confirmation: Did I answer your question? | ||
=== Activities === | |||
* If only a couple students are answering, then considering shifting to a [https://www.kent.edu/ctl/think-pair-share think, pair, share activity] | |||
Revision as of 10:01, 11 August 2022
Climate C2.1: Promotes a classroom environment where questions are valued
Practices
- At the beginning of semester, the instructor sets the tone, rules and expectations of the class. It is good to state that “questions are welcomed and valued” from the beginning of the semester.
- “Am I making sense?” “Does what I covered make sense?” Count to 10 to wait for students to answer.
- “I know there are questions so I’m just going to wait until someone asks something.”
- After answering, thank the student for asking the question. Positive verbal feedback is an excellent way for instructors to reinforce a classroom environment that values questions.
- Another sequence of asking is this:
- Invitation: Have I explained this topic well enough, or is there something I can clarify? (This makes the question the “fault of the instructor” rather than the “stupidity” of the student.
- Clarification: What I hear you asking is…..
- Confirmation: Did I answer your question?
Activities
- If only a couple students are answering, then considering shifting to a think, pair, share activity
