Anyone have any strategies for getting a group of seemingly apathetic students to open up and talk in class? (that doesn't involve me sitting at the front of the room silently until they start talking)
Poem: Far Gone
2 days ago
Monday, March 05, 2007
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4 comments:
Have them work together to rearrange the desks in a pyramid shape. While they're working, ask them questions about the readings. It works for me.
The instructor who teaches in the room after me hates me, though.
1. Have them write a di-log sheet.
Have each student fold a notebook page (8.5 x 11) in half, length wise. Each student needs to write their opinion (about the topic at hand) on one side of the paper, taking up the entire column. Have the students circle two main point they made.
After, have the students trade with each other and have them write a response to the circled portions of the left hand column. responses should be at least 1/2 the column. Papers get handed back.
Call on students to read their points, the reaction to them, and whether they value the responses. This will take pressure off of the students to come up with something to say, put them on the spot to actually speak, and take about 15 minutes to prep---all good things for you.
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2. The speaking circle.
Arrange 4 chairs facing each other. Call on four students to fill those chairs. Explain these rules:
a. Only those people in the circle are allowed to talk. Be strict on this rule. If somone wants to say something, they have to be seated in the circle.
b. You may 'tap' out a person in the circle so you can speak, and must leave when you are 'tapped' out.
Have all the rest of the students gather in close to the circle so they can get into the circle quickly.
Introduce a very controversial subject---something certain to get a rise out of some people. Get them to think that speaking is a priviledge. Once things get going, the conversation should take off.
It is better to have topic cards already written for this exercise, as it makes the students think they are playing a game. Once you get them going, introduce content matter from the course in the guise of the bigger ideas your leading questions are designed to bring up.
Example: It doesn't do them any good to be asked about a specific passage from an essay, but if, for example, the essay is about poverty, ask them a question like:
"If poor people don't ever vote, and they don't see themselves as part of society, then why do we still allow them to participate in this democracy?"
or
"Why is it the only people who say we shouldn't be so consumed with money, are the people who have never had to worry about it?"
After this gets going for a while, 15-20 minutes, then introduce those specifics from the essay you think are important to remember.
First get them thinking talking (and arguing) can be fun, then hit them with the course content.
Justin claims he is an untalented writer, but he is clearly a talented teacher.
Thanks guys! I think these will really help. There's so much they forget to teach new teachers.
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