There are a variety of options for student answers, the instructor can probe or deflect etc to build on an answer that doesn't quite make the mark. Good questions are often planned and strategies for encouraging struggling students practices in the question-answer public forum.
Taking time to set up a series of questions can help students to answer questions in a better way of understanding
Formulating questions based on course content and presenting them in an engaging way can motivate students and encourage deeper thinking. Well-crafted questions help guide students toward discovering the answers on their own.
Asking good questions! From this lesson I reiterated that sometimes asking the right questions will be more effective than just giving the right answers. We as teachers must know the answers, but leading students to the right answers by asking the right questions is enlightening.
As far as showing students my devoted commitment to their quality learning experience, there is no better way than to listen to them. But the lesson here spoke mostly about critical need to take time before going to class better prepared with well-worded questions that address the subject students need. In a nut shell the following is a list of parameters that will enable you to bring the end objective to the table: plan, directed to individual students, Followed by silence, answers are repeated and reinforced, more questions follow, and above the recall level.
Another good point is to avoid overly used and ineffective means to convey your ideas using phrases such as, did everyone understand? any questions? And also fail to acknowledge the students contributions in class sessions.
Comment on Peter Gagnon's post: Great point Peter! I would just like to add that does take away from student participation. One should never humiliate your students.
Taking time to set up the right questions can help the students answer the questions better so its worth that time for your students benefit..
Asking questions is formulated using course content and delivered in a way that inspires a student. Questions can help guide students to get to the answer.
It is important to formulate good questions for the student. "Any questions"? is not a good statement.
Questions can begin an exchange within the class. Students must feel comfortable to ask questions and not be ridiculed.
Allow students time to think, formulate a response, the answer when asking complex/important questions.
Ask planned questions and give time for students to respond.
Ask planned questions. I need to be prepared and know my students.
Ask good questions. Allow students time to formulate their answers. Ask the answers that need to be asked to insure student understanding.
I was reminded about the best characteristics of a well-asked question. Reminded to repeat and reinforce, to give more time to students to respond especially if English is not their first language, and avoid "Does that make sense?" or "Any questions?". Don't assume if you get no response to those questions that the students are all understanding the concepts taught.
I learned to no ask "any questions" but instead ask questions that i know they should be asking from the lesson.
A lot more to asking questions than I ever realized. In my limited opportunities of speaking to, or instructing groups prior to this, I realize I failed in many of these areas. This one will be on my "go back and review" list.
Asking a good question requires many characteristics which include preparing the question, asking one single student, providing time for students to think about the question, repeating the question or paraphrasing a student's answer if it is correct. Another characteristic of a good question is that when someone gives the wrong answer it will prompt more questions e.g., if a student gives the wrong answer, continue asking the student questions to guide and aid the student to get the correct answer. Finally, ask questions that cannot be memorized and require the students to think critically.
I tend to like my classes to move pretty quickly to keep the flow, so slowing down and giving students time to answer a question will take some effort on my part. I also direct many questions to the group and will try to deliver them to individual students because I have definitely noticed more confident students taking over. I also ask if everyone understands too much and will try to break that habit.
Allowing time after asking a question is something that I personally have to work on and be more interactive at times.
