I have gotten used to calling on students who have not raised their hands to speak. And my students got used to it as well. I started off by stating that I can call on anyone, even if the person hasn’t raised a hand. I said if for about the first two weeks of school. The first time I called on someone who had not raised a hand, the student said “I didn’t raise my hand”. I said, “I know, and I can call on anyone, even someone who has not raised a hand.” Then I repeated the question and still expected an answer from that student. Calling on just the students who raise their hands to speak allows other students to be carried along by the few who answer all the time.
I think it is important, however, to keep in mind that some students are not comfortable with being called on. I have given students a “heads up” that they will be the next person I ask, or said, “I will come back to you” and then followed through, and I have also changed the question to a yes/no or an option A/option B format to accommodate students who are learning English or appear shy.
To provide all students the opportunity to speak, there are a few strategies that can be used. The use of partners is the first to come to mind. Perhaps the expectation is that partners must alternate spokespeople, so that one is not always speaking. Providing practice opportunities to those students that do not like to raise their hands could also be helpful. For example, the expectation is that they must raise their hand 2 times, but they are allowed to "pass" or allowed to ask for clarification, not just to directly contribute to the active discussion. It might be helpful to have a hands free classroom from time to time too. Every so often it might be helpful to pick names from a jar to determine who you are to call on. In all cases a clear definition of what is expected from students should be the base for teacher decisions and student expectations.
I feel that it's important for all students to be on their toes. To know that a teacher may or may not call on them makes them more involved (usually)n in the overall lecture and lesson. I have been in classroom where the teacher has just called on people at random. This keeps the students aware that they need to actively participate and follow along with what is being taught. As a student in the past I was always aware and cautious of this. I never wanted to be the one drifting off daydreaming instead of keeping up with what was being taught. It should should always be an expected behavior of the students to be active participants in the classroom discussion, but not to be the evil teacher trying to call you out. I enjoy when teachers try to do a boy/girl calling on students rather than every other in a row. This still keeps the students focused by not just focused on their "number" to be called on.
While I was never a fan of being called on when I did not have my hand raised as a student, as a teacher it is a strategy that I often employ. I look for all of my students to contribute, as equally as possible (in an ideal world). The way I do it, I will often have activities where I will either use the popsicle sticks (and pull a name out randomly), or I will call on students at random, after asking students not to raise their hands. I try not to use calling on students as a consequence if I do not think they are paying attention, but rely on other verbal and non-verbal ways of bringing them back to the conversation. In addition, for students who may need more think time and/or are extremely timid, I will try to preview with them if I am going to call on them, so that they know it is coming, at least at first. Finally, I try to make sure that I call on everyone randomly, and not just the same few students who are reluctant to participate for one reason or another.
Calling on students who have not raised their hands is a tricky situation. I agree with the book that it is important to do so, but it must be done in a supportive and caring way. Having a private conversation, as I discussed in my response to chapter five, can reveal why the student is hesitant. This conversation can then lead to a plan for the student becoming more involved little by little until they are totally comfortable sharing. Allowing wait time and letting the student know you will be calling on them next may also help prepare them better by giving them extra think time. It is hard to assess whether or not students are listening if they are not offering any responses therefore, I think it is incredibly important to hear from all students to be able to assess their understanding. If it is made explicitly clear to students that their participation in discussion not only helps guide your ability to teach them best, but also helps improve their own understanding as well as their peers, I think students will be more willing to participate.
I agree with Laura, calling on students who have not raised their hands is a very difficult situation, regardless of the academic setting. Over time I have veered away from the notion that I should never call on a student whose hand is not raised. I do still believe that if you are calling on a student who had not raised his or her hand, you should be aware of the implications of choosing the wrong moment. I try to ensure that I have a string connection with my students before I call on then in front of their peers. This past year as I mentioned in a previous post, I had two students who were reluctant to volunteer to answer questions. Both students displayed work avoidance throughout most math periods. I believe that calling a student out on this behavior without a private discussion first can be damaging to the relationship you have with that student, so I chose to talk with each of them outside of the classroom first. When the behavior continued, I began to hold them both more accountable by labeling their behavior publicly and calling on them during instances when they needed to focus. Once I began to hold them accountable and they anticipated that I was going to call on them at some point, then they began to become more involved in the lesson and activities. One minor change that I made to my approach was repeating questions to students and allowing them time to consider the question if they were called upon during moments when their attention was elsewhere within the classroom. By repeating the question, I am acknowledging that their focus was not on the lesson, but I am providing them with the opportunity to attempt to answer the question or seek clarification.
Like Laura and Josh, I find calling on students who have not raised their hands very tricky. Students do not raise their hands for a variety of reasons (cultural differences, self-conscience feelings, confusion, etc.). As a student, I did not often raise my hand, but was actively engaged in the instruction, but in my own way. While I absolutely do want all of my students to practice verbalizing their thinking, I hesitate to put a student on the spot. Therefore, if a student has not been participating, I often prompt the student. I will tell him/her that I will call on them for a certain problem so that they can prepare themselves to share their thinking. I do occasionally use “equity sticks” to call on students during different activities. When I use the sticks, I make sure it is clear to my students that I am using them so that they are aware that they can be called on at any time. I have also found wait time to make a big difference in the number of students that participate. When students realize that I will wait until all students have had a chance to think and that I will not call on the same eager students over and over, they volunteer to share much more often.
I was one of those students that hated to be called on when I did not have my hand raised. I felt like I was being singled out. Now that I am a teacher I can appreciate why my teachers did that. You want to make sure that all your students are engaged and grasping the important areas of the lesson. I agree with the book that calling on students is important. If they know there is a possibility they may be called on they are going to attend more than if they know they are not going to be called on. In order to promote class participation and not damage a child’s self-confidence you could do small discussion groups, or even play the wonder ball (where students throw a ball around the room and when it stops whoever is holding the ball gets to answer the question). Make class participation fun
I feel as though you need to prep kids to know when they might be called on. When a child does not raise their hand it is for a variety of reasons. I always put myself in the role of student and in this case I would ask, "Do I want to be called on if I didn't raise my hand?" and the simple answer is no. So, I give kids a head's up and I give them time to think before I call on them. Sometimes I will state, "Okay, at the end of this turn and talk I will be pulling names of the people that will be sharing out, so be ready." That way they know they might get called and then they have time to talk to someone before the whole groups hears their thought. I guess, in the end, it is a respect issue...would I respect a teacher who kept calling on me when I wasn't ready or willing to share? I try and use that lens and ask what would I want as a student? Also, it never hurts to ask the kids what's going on if you have low participation. Sometimes a meeting to express how you are feeling (and why) brings out some great solutions.
It appears that you all have developed a number of teacher moves to deal with this delicate issue, based on the needs of your students. It's nice to have a number of strategies at your disposal as what worked one year may not be what is best another year, depending on the makeup of your class.
I have gotten used to calling on students who have not raised their hands to speak. And my students got used to it as well. I started off by stating that I can call on anyone, even if the person hasn’t raised a hand. I said if for about the first two weeks of school. The first time I called on someone who had not raised a hand, the student said “I didn’t raise my hand”. I said, “I know, and I can call on anyone, even someone who has not raised a hand.” Then I repeated the question and still expected an answer from that student. Calling on just the students who raise their hands to speak allows other students to be carried along by the few who answer all the time.
ReplyDeleteI think it is important, however, to keep in mind that some students are not comfortable with being called on. I have given students a “heads up” that they will be the next person I ask, or said, “I will come back to you” and then followed through, and I have also changed the question to a yes/no or an option A/option B format to accommodate students who are learning English or appear shy.
To provide all students the opportunity to speak, there are a few strategies that can be used. The use of partners is the first to come to mind. Perhaps the expectation is that partners must alternate spokespeople, so that one is not always speaking.
ReplyDeleteProviding practice opportunities to those students that do not like to raise their hands could also be helpful. For example, the expectation is that they must raise their hand 2 times, but they are allowed to "pass" or allowed to ask for clarification, not just to directly contribute to the active discussion.
It might be helpful to have a hands free classroom from time to time too. Every so often it might be helpful to pick names from a jar to determine who you are to call on.
In all cases a clear definition of what is expected from students should be the base for teacher decisions and student expectations.
I feel that it's important for all students to be on their toes. To know that a teacher may or may not call on them makes them more involved (usually)n in the overall lecture and lesson. I have been in classroom where the teacher has just called on people at random. This keeps the students aware that they need to actively participate and follow along with what is being taught. As a student in the past I was always aware and cautious of this. I never wanted to be the one drifting off daydreaming instead of keeping up with what was being taught.
ReplyDeleteIt should should always be an expected behavior of the students to be active participants in the classroom discussion, but not to be the evil teacher trying to call you out. I enjoy when teachers try to do a boy/girl calling on students rather than every other in a row. This still keeps the students focused by not just focused on their "number" to be called on.
While I was never a fan of being called on when I did not have my hand raised as a student, as a teacher it is a strategy that I often employ. I look for all of my students to contribute, as equally as possible (in an ideal world). The way I do it, I will often have activities where I will either use the popsicle sticks (and pull a name out randomly), or I will call on students at random, after asking students not to raise their hands. I try not to use calling on students as a consequence if I do not think they are paying attention, but rely on other verbal and non-verbal ways of bringing them back to the conversation. In addition, for students who may need more think time and/or are extremely timid, I will try to preview with them if I am going to call on them, so that they know it is coming, at least at first. Finally, I try to make sure that I call on everyone randomly, and not just the same few students who are reluctant to participate for one reason or another.
ReplyDeleteCalling on students who have not raised their hands is a tricky situation. I agree with the book that it is important to do so, but it must be done in a supportive and caring way. Having a private conversation, as I discussed in my response to chapter five, can reveal why the student is hesitant. This conversation can then lead to a plan for the student becoming more involved little by little until they are totally comfortable sharing. Allowing wait time and letting the student know you will be calling on them next may also help prepare them better by giving them extra think time. It is hard to assess whether or not students are listening if they are not offering any responses therefore, I think it is incredibly important to hear from all students to be able to assess their understanding. If it is made explicitly clear to students that their participation in discussion not only helps guide your ability to teach them best, but also helps improve their own understanding as well as their peers, I think students will be more willing to participate.
ReplyDeleteI agree with Laura, calling on students who have not raised their hands is a very difficult situation, regardless of the academic setting. Over time I have veered away from the notion that I should never call on a student whose hand is not raised. I do still believe that if you are calling on a student who had not raised his or her hand, you should be aware of the implications of choosing the wrong moment. I try to ensure that I have a string connection with my students before I call on then in front of their peers. This past year as I mentioned in a previous post, I had two students who were reluctant to volunteer to answer questions. Both students displayed work avoidance throughout most math periods. I believe that calling a student out on this behavior without a private discussion first can be damaging to the relationship you have with that student, so I chose to talk with each of them outside of the classroom first. When the behavior continued, I began to hold them both more accountable by labeling their behavior publicly and calling on them during instances when they needed to focus. Once I began to hold them accountable and they anticipated that I was going to call on them at some point, then they began to become more involved in the lesson and activities. One minor change that I made to my approach was repeating questions to students and allowing them time to consider the question if they were called upon during moments when their attention was elsewhere within the classroom. By repeating the question, I am acknowledging that their focus was not on the lesson, but I am providing them with the opportunity to attempt to answer the question or seek clarification.
ReplyDeleteLike Laura and Josh, I find calling on students who have not raised their hands very tricky. Students do not raise their hands for a variety of reasons (cultural differences, self-conscience feelings, confusion, etc.). As a student, I did not often raise my hand, but was actively engaged in the instruction, but in my own way. While I absolutely do want all of my students to practice verbalizing their thinking, I hesitate to put a student on the spot. Therefore, if a student has not been participating, I often prompt the student. I will tell him/her that I will call on them for a certain problem so that they can prepare themselves to share their thinking. I do occasionally use “equity sticks” to call on students during different activities. When I use the sticks, I make sure it is clear to my students that I am using them so that they are aware that they can be called on at any time. I have also found wait time to make a big difference in the number of students that participate. When students realize that I will wait until all students have had a chance to think and that I will not call on the same eager students over and over, they volunteer to share much more often.
ReplyDeleteI was one of those students that hated to be called on when I did not have my hand raised. I felt like I was being singled out. Now that I am a teacher I can appreciate why my teachers did that. You want to make sure that all your students are engaged and grasping the important areas of the lesson. I agree with the book that calling on students is important. If they know there is a possibility they may be called on they are going to attend more than if they know they are not going to be called on. In order to promote class participation and not damage a child’s self-confidence you could do small discussion groups, or even play the wonder ball (where students throw a ball around the room and when it stops whoever is holding the ball gets to answer the question). Make class participation fun
ReplyDeleteI feel as though you need to prep kids to know when they might be called on. When a child does not raise their hand it is for a variety of reasons. I always put myself in the role of student and in this case I would ask, "Do I want to be called on if I didn't raise my hand?" and the simple answer is no. So, I give kids a head's up and I give them time to think before I call on them. Sometimes I will state, "Okay, at the end of this turn and talk I will be pulling names of the people that will be sharing out, so be ready." That way they know they might get called and then they have time to talk to someone before the whole groups hears their thought. I guess, in the end, it is a respect issue...would I respect a teacher who kept calling on me when I wasn't ready or willing to share? I try and use that lens and ask what would I want as a student? Also, it never hurts to ask the kids what's going on if you have low participation. Sometimes a meeting to express how you are feeling (and why) brings out some great solutions.
ReplyDeleteIt appears that you all have developed a number of teacher moves to deal with this delicate issue, based on the needs of your students. It's nice to have a number of strategies at your disposal as what worked one year may not be what is best another year, depending on the makeup of your class.
ReplyDelete