Responding to Student’s Answers
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The document provides guidelines for how teachers should effectively respond to students' correct and incorrect answers. For correct answers, teachers should specifically praise the student's accomplishment rather than using generic praise. Nonverbal responses to correct answers, such as smiling and nodding, are more effective than frowning or looking bored. For incorrect answers, teachers should provide guidance to help the student arrive at the right answer, such as supplying missing information or breaking the question into smaller parts, rather than simply saying the answer is wrong.
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Responding to Student’s Answers
- 2. RESPONSES TO CORRECT ANSWERS 1. One form of encouragement is to praise correct replies.
- 3. 2. Avoid overuse of praises like “Good!”, “Very Good!”, and “I like that answer!”.
- 4. 3. Develop a variety of responses rather than merely repeating the students’ answers or adopting some repetitious expression of praise.
- 5. TEACHER REACTIONS TO STUDENT CORRECT RESPONSES I. Verbal INEFFECTIVE EFFECTIVE •Delivered without purpose, randomly and unsystematically •Delivered when appropriate •Limited to global positives •Specifies the accomplishment (“Good, you remembered what we discussed last meeting. You’ve got a retentive memory.”) •Same for all students and all responses •Shows variety •Rewards participation without consideration of outcome, giving little or no consideration for quality •Individualized student performance (specifies level of quality)
- 6. II. Nonverbal INEFFECTIVE EFFECTIVE •Response with a frown •Response with a smile •Without a nod •With a nod •Far away from the •Stands close to the responding student student •Not looking at the student •Looking at the student •Looks bored •Looks interested •Neutral body language •Welcoming gesture
- 7. RESPONSES TO INCORRECT ANSWERS 1. Correct students when they are wrong.
- 8. 2. Do not repeat the original question
- 9. Other Ways to Treat Incorrect Answers 1. When the problem lacks specific information, simply furnish the student with the information. 2. Provide another opportunity for the student to try again. 3. Break the original question down into a logical succession of smaller questions.
- 10. 4. Ask the student to explain why he gave that particular answer. 5. Call on another student to indicate why he has a different answer. 6. If an answer is partially correct, the teacher may ask another student what changes or additions he would like to make.
- 11. 7. Avoid comments such as “No,” That is wrong,” or “You are way off.”. 8. Avoid being sarcastic or punishing. 9. Immediately assess the type and level of question asked and then asks the student a similar but less difficult question, without making any other comments.
- 12. Example: Teacher: Who do you think should be the next president, and what view can you offer in support of your judgement? (Pause) Ines? Ines: I don’t know. I really don’t care either, because they are all a bunch of crooks anyway. Teacher: That is pretty strong opinion. Could you tell us why you think all the presidential candidates are corrupt? Ines: Well, to begin with...
- 13. According to Jensen... a. Acknowledge the student for contributing. b. Go right to the learning strategy of the student. c. You can assume the student did come up with the right answer. d. Enlarge the context to make it into a learning situation. e. You can rephrase the same question, knowing that sometimes word means different things to people.