1. Teachers ask questions with one right answer and then are disturbed when there is not much interaction. If you ask: "What is Marketing?" in a marketing class and the first respondent copies from the book then what is the possible response that will be substantive? I realize asking application questions is more difficult in courses with a large quantitative component.
2. Faculty either being absent from the discussion or overwhelming it. I think the materials in this class on "using tones and voices" can help all of us.
3. Not making clear what the expectations are. In the undergrad class I teach (which I was able to design) I give examples of good responses (I have asked a student in my first class to allow me to copy hers) and responses that do not give full credit. I realize that some educational psychologists like Ellen Langer from Harvard feel that giving examples stifles creativity but I find it helps students.
2. Faculty either being absent from the discussion or overwhelming it. I think the materials in this class on "using tones and voices" can help all of us.
3. Not making clear what the expectations are. In the undergrad class I teach (which I was able to design) I give examples of good responses (I have asked a student in my first class to allow me to copy hers) and responses that do not give full credit. I realize that some educational psychologists like Ellen Langer from Harvard feel that giving examples stifles creativity but I find it helps students.
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