How Should I Respond to Wrong (or Not Very Good) Answers?
The stakes are high when an instructor responds to a student answer that is wrong or just not very good. What a teacher says to a student will influence future class participation and discussions. To increase the chances of student participation, it helps to have a repertoire of strategies to employ. We introduce you to 13 possible strategies and responses that you can use when a student has provided an answer that is wrong or not very good.
Teaching Strategies to Improve Student Participation in Class
The stakes are high when you respond to a student answer that is wrong or just not very good.
What you, the teacher, says to a student will influence future class participation and discussions.
To increase the chances of student participation, it helps you to have a toolkit of strategies to employ.
In this Magna 20-Minute Mentor, Maryellen Weimer, Ph.D., professor emerita of Teaching and Learning at Penn State Berks, introduces you to 13 possible teaching strategies and responses.
This professional development program will:
- Challenge you to:
- Think about exchanges that you have had with your students and how they responded
- Then think about other approaches that you could have used in these situations to obtain better results.
- Introduce you to 13 specific strategies to help encourage interaction with your students.
- Help you identify strategies that you are currently using and then to consider additional strategies to expand your repertoire.
You’ll come away with specific suggestions and techniques for implementing 13 possible responses to help students learn and grow, like:
- Ask the student how they arrived at their conclusion to help you follow their thought process.
- Inform the student that the answer is wrong but complement him or her on making the effort.
Product Code: PM09OA
Maryellen Weimer has edited The Teaching Professor newsletter since 1987 and writes the Teaching Professor Blog.
The Teaching Professor Blog features a new weekly post from Maryellen on such topics as: the scholarship of teaching and learning, classroom policies, active learning, assessment, generational differences, and student performance.
She is a professor emerita of Teaching and Learning at Penn State Berks and won Penn State’s Milton S. Eisenhower award for distinguished teaching in 2005. Dr. Weimer has a Ph.D. in Speech Communication from Penn State.
Dr. Weimer has consulted with over 450 colleges and universities on instructional issues and regularly keynotes national meetings and regional conferences throughout the US and Canada.
She has published several books, including: Inspired College Teaching: A Career-Long Resource for Professional Growth (Jossey-Bass, 2010), Enhancing Scholarly Work on Teaching and Learning: Professional Literature that Makes a Difference (Jossey-Bass, 2006), Learner-Centered Teaching: Five Key Changes to Practice (Jossey-Bass, 2002).
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