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Section
Contents
Preparation: Getting Ready
How to Be Prepared
Safety: No Emergencies . . . Please!
Questions? Questions?? Questions???
Running an Effective Laboratory Session
Facilitating Seminar Discussions
Promoting Active Learning Through
Group Work
Facilitating On-line Discussions
Managing Difficult Student Behaviours
Group Work: Some Things to Keep in
Mind
Linking Your Classes Together
In the Classroom . . . |
Questions? Questions?? Questions???
As stated in the introduction, leading seminars and laboratories can
provide you with the opportunity to interact closely with your students.
Asking and answering questions plays a key role in this process. One of
the unfortunate results of being available to answer student questions is
that you may become seen as the 'fountain of ALL knowledge'. As a TA you
will need to learn how to help your students learn how to quench their own
thirst for knowledge. Responding to a student's question by asking one
of your own can be an effective technique. One undergraduate student put
it quite well when she said:
"I think it's much more useful for the students if the TA leads
them to the answer instead of simply giving the answer to a question (if
that is possible). Sometimes students just need a 'hint' to be able to
think of the answer themselves."
Remember that it is important to create a classroom environment that
supports active learning and inquiry. When dealing with questions, thank
or praise your students for their questions and reiterate that there are
'no stupid questions.' Also, remember that as a facilitator it is important
for you to manage questions by redirecting students who stray too far off
topic or by delaying your answer to a more appropriate time.
There are some strategies for dealing with the wide variety of questions
you might be asked:
- Ask for clarification before you answer a question. You can do this
by asking your own questions, repeat the question, or paraphrase the
original question (put it into your own words). For example, "Do
you mean?", "Could you provide an example?"
- Ask the student to try to answer his/her own question. As we all know,
we quite often have an idea of the answer before we ask a question.
- Try redirecting the question back to the individual or to the class.
This ensures that everyone has heard the question and may provoke class
discussion around the issue.
One of hardest parts of being the 'all-knowing TA' is that you do not
always have the answer or you might not be sure that your answer is right.
In this case Davis (1993) offers the following suggestions:
- Admit that you do not know the answer and acknowledge that it is a
good question.
- Ask whether someone in the class can answer the question.
- Suggest resources that may have the answer to the question (e.g., course
manual, text).
- Start a discussion about the issue and as a class investigate possible
answers.
- Offer to find the answer yourself and report back to the class at a
later date.
Asking Your Students Questions
(Source: Adapted from Davies,'Teaching At The University of Manitoba,'
University of Manitoba, 1997)
At the same time that you may be being bombarded by questions, you should
also be prepared to ask some of your own. Once you have reviewed the material
for your lab, seminar, or studio it might be useful to develop some questions
that you want your students to discuss or think about. Questions can help
you:
- Diagnose student difficulties.
- Introduce a topic.
- Stimulate analytical thinking.
- Give direction to problem solving.
- Encourage imaginative thinking.
- Help students discover connections between concepts and ideas.
- Promote interest.
- Encourage the application of tools learned by the students.
General Types of Questions
(Source: Adapted from 'Teaching At The University of Manitoba,' University
of Manitoba, 1997)
| TYPE OF QUESTION |
EXAMPLE |
| Memory or Recall |
What is the population of Canada? |
Analysis or 'Convergent'
- These questions can require analysis of data, application of selected tools,
and synthesis ofa broad knowledge base.
|
How did the building of the coast to coast railroad affect the
economic and political development of Canada?
|
Creativity or 'Divergent'
- These questions can require lateral thinking and consideration of a variety
of possibilities.
|
How would the Canadian economy be affected by the free-trade agreement
with the European Economic Community?
|
Evaluation
- These questions require judgement or themaking of choices.
|
Is the Prime Minister doing a good job representing Canadian interests
outside Canada?
|
Be aware that there are some common problems with asking questions.
The following suggestions will help you avoid them:
- Avoid using "yes" or "no" questions. Instead ask
open ended questions (e.g., What would you do in this situation?).
- Avoid asking ambiguous questions; try to be as clear as possible.
- Ask one question at a time.
- Try not to provide your students with the answer you are looking for
too quickly. Wait a minute or so and challenge them to come up with their
own ideas. If your students know that you will give them the answer, they
won't try to figure it out for themselves.
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