Ask many questions

Have different strategies for answering questions apart from cold calling

Praise the parts they get right or relate it to something as the educator

Summarizing a peer is excellent!

May require additional support from teachers in the form of possible answers ( idea: sentence stems), or prompts for extending thinking with additional evidence.

Teachers also need to provide this wait time to encourage processing times.

There are strategies for teachers who feel awkward waiting. This gives time to process, and gives kids (reluctant answerers) time to answer and think.

This section was about encouraging students when answering questions. When talking with students, it's about thanking them for answering the question, correct or otherwise, and when students give an incorrect answer, still thanking them, but shifting their perspective just a bit when giving the correct answer or calling another student to do so.

1.Count

2. Make eye contact

3. Move/Walk

4. deep breaths

5. Scan for engagement

6. Think of three good answers

7. Think of hints to give if students answer incorrectly

Give think time so students have a chance to formulate an answer before responding

Let them know they will be called on

Allow students to collect thoughts before answering. They could share with a partner or summarize what their friend said.

Those who answer frequently an opportunity to answer in another way. Think about online responses.

• The teacher should try different strategies: restate the question, encourage the students collaborate with one another, give hints or cues using media, or let the students opt out temporarily (but come back to them later)

• The student should answer the questions correctly (now or later)

• Track these using a chart of the strategies listed above and student names

-Keep the experience positive, no negative responses from teachers or peers

-Establish expectations

In order to make sure students are exposed to in-depth questions, teachers should have the four phases 1) detail questions 2) category questions 3) elaboration questions and 4) evidence questions. These sequences can either be used over a small amount of time, or stretched over a longer period of time.

Inappropriate reactions can be minimized by setting expectations and boundaries prior to asking questions, especially for incorrect answers.

A variety of individual and collaborative approaches to get reluctant learners involved

1. Restate the question

2. Have the student collaborate with a peer

3. Give the student a hint or a cue

4. Let the student opt out (if the student chooses to opt out, teachers must follow up with the student by asking a different question or having a one-on-one conversation)

Interesting Extension: Developing a structure to allow those students who answer questions often a way to express themselves even if they are not called on as frequently.

Teachers can call on students without their hand raised or use popsicle name sticks to randomize calling names.

Use group strategies such as jigsaw, table groups, etc.

Individual strategies include calling on a student for an answer and then asking another student to elaborate or respond to the 1st person's answer, or exit tickets.

Ask frequent questions of your reluctant readers

Encourage your reluctant readers and assist them on the more complex questions.

Determine size of collaboration groups (2 or bigger)

Hints can be verbal or visual.

Keep them busy and thinking if they opt out.