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Should we admit we don't know the answer? Why?

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I don’t know either, do you know how to find out?

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Be honest, if you don't know, either look it up together or make a point of getting back to them 

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Be honest, if you don't know, either look it up together or make a point of getting back to them 

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I can go find out and so can you and we can compare

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I would admit I don’t know the answer, and say I will look it up, then give them an answer either in the next session or via email

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Give warnings, get them removed

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Be honest about the limitations of what we know but offer to return to the question at a later session/time. Integrity at stake if you try to answer something you don't know

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Signpost them to relevant info.
Take time to find information there and then if you can.
Tell them you will find out, but put the onus on them to remind you, aka email me later to follow up.

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Be honest and say I don’t know either, and then find out the answer together

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to feedback to the student that its really a good question and that you would go over it in the following sessions

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to feedback to the student that its really a good question and that you would go over it in the following sessions

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Direct questions towards other students

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'Hmm that's a good question - how do you understand this concept, term, idea?' - buys you time to think, gives you something to work with

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Acknowledge their enthusiasm but stress the importance of hearing from everyone

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Let’s not get off task

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Steer back - make connections to relevant material

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Discuss at end of class

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- Acknowledge people's input and not cut them off too abruptly but move the discussion on by engaging others.

- can be direct in how you address questions and discussion (i.e. invite others to speak).

- Give expectations about contribution from the start of module/class

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acknowledge the valuable contribution from the dominant person, open up the floor to other ideas/opinion, ask if they agree with the ideas of the dominant person

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acknowledge the valuable contribution from the dominant person, open up the floor to other ideas/opinion, ask if they agree with the ideas of the dominant person

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Allow group work and ask groups to report the answers which will allow a wider audience to respond

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Give detention (school level)

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Mix and match with other students

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Avoid the first-come-first-speak situation by asking people to share thoughts in brief notes/postits and then ask students to comment on their post

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channel the enthusiasm to the advantage of the group

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channel the enthusiasm to the advantage of the group

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- can be enjoyable to see the teaching process become less formal and if it goes off topic this may be what the students are interested in.
- offer the opportunity to return to topic if sticking to the plan is necessary.
- see ourselves as facilitators.

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Be conscious of time and steer the conversation back on track. Discuss at the end if needed

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acknowledge their point and steer back to the main point.

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Pitch so everyone can participate but those who have done prep have advantage

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- Quizzes can push themselves to study for class.

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Reflect on whether the question was put forward in the best way

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arranging quiz before the class :)

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You could set ground rule before your class on the importance of letting everyone have a voice. If that still happens, it would be helpful to remind the student as gently as possible

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You could set ground rule before your class on the importance of letting everyone have a voice. If that still happens, it would be helpful to remind the student as gently as possible

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acknowledge the contribution in engaging with the session and then shift the attention back to the learning points for that session

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acknowledge the contribution in engaging with the session and then shift the attention back to the learning points for that session

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Make sure to give a strong message that prep is needed for next time

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Randomised name generator to invite answers.
Thank the dominant students for their enthusiam but say we want to hear from somebody else next.
Disruptive - ask them to leave phone on the floor.

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- contact IT services.
- test equipment prior
- Prepare well in case you need to improvise.

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Printed/hard copy activity/GDrive to fill time

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This could be pre-empted before the session and a summary or plan b prepared

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This could be pre-empted before the session and a summary or plan b prepared

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Rather than discourage the 'digression', encourage people to link it back to the key terms or concepts for that seminar. This makes people see how seemingly 'off-topic' things can actually be understood geographically!

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Draw their attention to going off topic and remind them of the focus.

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Prep and backup

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- can think of other ways of responding/creating more options for discussion.
- spread discussion across the class rather than having one fixed time for responses.

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ask someone else in the group to provide a summary - engaging learning from others in the group

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ask someone else in the group to provide a summary - engaging learning from others in the group

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Start asking questions yourself to provoke discussion

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Get those who prepared to explain to those not prepared.
Small task get them to do it there whilst peers wait so it doesn't happen again.

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Let there be awkward silence and wait

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Get them to talk to each other in pairs rather than to whole group

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Stress the importance of and try to generate a sense of involvement (i.e. there are no 'wrong' answers). Reframe the questions

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Tell them to contact IT.
Move to another computer.
Staff computer - can you teach without power point. Set a small task for students to buy time and then call for help.

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If possible, crack a joke? make reference to the fact that it's going slowly - have often found this makes people laugh, breaks the ice, makes people aware that they need to contribute in order for us to have a discussion

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Plant hints, drop cues, modify the question

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Online tools eg Mentimeter

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- Difficult to answer: a fine line between respecting people's choices/ access to stable internet connection but can never be certain if students are actually participating.

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Scale up method

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Scaffold

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I found that students always turn their camera and mics on when I put them in small groups, but then everybody turns them off again when in the plenary (where the lecturer is present)

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Make the session fun and exciting

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Ask for a specific person.
Online answers on menti.com

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Use alternatives if online teaching then smartphones or record lectures and send to students later. If in person then you use white boards, physical copies or the possibility of borrowing another laptop

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What is the university policy?

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Their choice!

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then try to either direct students to other resources or find out the answer yourself

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Suggest/offer to blur background

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Encourage it but not enforce.
Only ask for it when they are doing group work not for all lectures

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Suggest that you can only speak twice in a row in order to give everyone else an opportunity to speak

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Try to rephrase question

Or use apps like Padlet to answer anonymously

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Ask students themselves to identify how we managed to get to that point and see if we can work backwards towards the original focus of the discussion

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Set some time to skim read the articles or papers

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put people in smaller groups to work together 

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put people in smaller groups to work together 

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Accept this is not necessarily your fault!

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Accept this is not necessarily your fault!

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You cannot necessarily be prepared for every IT or technical issue

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Leave a prolonged silence - someone will eventually feel awkward enough to answer

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During my undergrad, this was always a good time for my lecturer to set a pop quiz. Not the best approach though 

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During my undergrad, this was always a good time for my lecturer to set a pop quiz. Not the best approach though 