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Last year, I stumbled onto something helpful. I often email students who haven't submitted an assignment (and are earning late penalties). I used to ask "when will you be done?". Now I ask "how's it going, and how can I help?" Makes a world of difference in the responses.
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That’s great!
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From friend/colleague
@HelenaZeweri: when discussing materials, esp dense stuff, ask your own questions about it (e.g., "Something I wondered when I read this was..." or "Something I found confusing was..."). Helps students see theory is hard & texts can/should be questioned. -
Yes! I also admit when I dont know something, which someone commented in my evals doesnt happen with their other profs. I'll have them look something up in real time if none of us know. No one knows everything (my husband would be shocked to hear me admit this)
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Seems obvious now but noting in lecture that the CSA was shooting at the *US Army* in a CW battle made students think of it in a different way. Some seemed *shocked* but that is what the "North-South" terms hide isn't it?
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Wow. Stealing this
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I started asking students what certain words mean during our discussions. Just straightforward definitions. It’s been great bc sometimes not everyone knows. The low-stakes conversation helps open up other kinds of questions: now why would ___ be concerned/thinking about ___?
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Ooh, totally stealing this.
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I did this too!! I dont know that it made a huge difference, but I am conscious of changing language in those ways, and also varying language to introduce/explain words they maybe haven't heard before (it always surprises me the vocab students dont have)
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I'm really fond of the idea somewhere on this thread of asking, "What can I clarify?" I'm stealing that one.
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