"Five Types of Student Questions and Sample Responses" (article) list common kinds of questions that may be "difficult to handle" in the class.
- The basic premise is that "[i]t’s good to have some strategies lined up for when these sorts of questions are raised."
1. "Questions you can’t understand – Sometimes when the understanding is muddled, so is the question ... even though what’s in the midst of the muddle may be a legitimate question."
“Questions to Ask When Students Won’t Participate” (online article) turns the interrogative focus to instructors and their pedagogy, “encourage[ing] teachers to take inventory of what’s occurring in the classroom” by asking, “Is there something else that might be done [by me] to encourage students to get involved?”
"Five Keys to Motivating Students" (post) reviews keys points from research about student motivation and spells out specific implications for instructors for each research point.
1. "Adaptive self-efficacy and competence perceptions motivate students."
"Attendance: To Record or Not to Record. If That Is the Questions, Here Is the Answer" (post) outlines a few salient points from the research on taking attendance in classes.
1. "Attending lectures improves performance."
- "[A]ttendance is not just a predictor of performance in college, it is a better predictor of performance than any other parameter, including entrance admission tests like SAT, high school GPA, study habits and study skills."
2. "Students perform better when attendance is recorded ... merely recorded, not even graded."