Socratic Questioning for College Instructors
For new college instructors, the first day on the job can be exciting and a little intimidating
. There are a lot of things to learn, and unfortunately it's impossible to get them all down before you start teaching. Sometimes you just have to learn as you go.
The good news is that you don't have to walk into the situation completely blind either. Many professors have gone before you, and they have been able to share their teaching insights. Here are a few suggestions for your first day teaching:
Keep your keys and flash drive on woven or ribbon lanyards. On lots of college campuses, instructors need keys for classrooms, their office, and sometimes to use classroom technology. If you keep them around your neck, you won't forget them.
Have your syllabus ready, and double-check it for errors. Students like to point out mistakes. Make sure you have used correct spelling and verified that the dates on your syllabus are accurate. Your department head will probably give you a list of things that are required for your syllabus. These are some of the most common:
A calendar of reading assignments and project due dates
Your late work policy
PoliEveryone has to have a first day on the job even college instructors. You've heard the tips from the pros. You've probably heard the story about the professor who was locked out of his own classroom. Embarrassed in front of his students, he vowed to buy one of those teacher lanyards so he'd never be caught without his keys again.
In addition to the little tricks of the trade, there are some really important things to know about teaching at the college level. One of the things every college instructor should know is how to employ the Socratic Method for questioning.
Some people think that Socrates was the greatest teacher who ever lived. He taught by asking questions and pulling the information out of his students. There are six types of questions he asked in order to challenge his students. The goal of his method was to challenge the completeness of thinking in order to move students toward their overall goal.
Questions to clarify: These questions get students to go deeper into the subject at hand.
What makes you say that?
What does that mean?
Can you rephrase that for us?
Can you give the class an example?
Questions to probe assumptions: This will stir up the classroom because it challenges students to think about their own presuppositions and beliefs.
Doesn't your argument assume that?
How can you prove that assumption?
So do you disagree with?
Questions to probe evidence and reason: When a student presents a rationale for her argument, dig deeper. Do not take it as a given. Make students think more critically about the evidence they provide for their arguments.
Can you share an example of that with us?
How can we be certain what you are saying is correct?
How might someone refute your claim?
Why?
What causes?
Can you show me?
Are these explanations sound enough to stand up in court?
What evidence do we have that backs up your claim?
Questioning for exploring viewpoints and perspectives: When a student offers and argument, it comes from a certain perspective. Attack that position and illustrate other valid viewpoints.
Couldn't someone reasonable approach the situation this way?
What other ways are there to look at this?
Why is this better than?
How would you explain?
What would someone with another perspective have to say about this?
What if you comparedwith?
Questions to probe implications and consequences: What are the implications of the argument? Do they even make sense?
Then what happens?
What are the implications of that assumption?
How does this affect?
How does this change what we learned earlier?
Questions about questions: Go back to the beginning, putting the ball back in their court.
Why have I asked this question?
What is the point of the question I asked?
What does this mean?
ies regarding attendance and absenteeism
The school policy for plagiarism and cheating
Your grading scale and the value of each required assignment
The dates of exams and the final
Your policy regarding makeup work and tests
Don't try to do too much. In many classes survey courses especially it is difficult to cover all there is to know about a topic or discipline. Try to instill in your students the essential and fundamental information on the topic and let them dig for more information when it's needed. You can provide additional resources and information for the class to examine outside of class time.
Break up your lectures. Twenty-minute segments are a good choice. This allows your students some time to consider what has been presented. The mind can only retain so much at any given time, so incorporate other teaching methods to break up the monotony. Active learning is a popular teaching method.
In addition to these tips, it's important for instructors to bear in mind that they will be working with adults. Establishing authority in these situations can be more difficult than with younger students, as adult students may be less willing to accept your expertise on a subject.
Bearing these things in mind will help you as navigate your way through your first semester of teaching at the college level. Hopefully, your college or university will pair you with a senior faculty member to help show you the ropes. If they have not, however, it is a good idea to ask your department head to pair you with a faculty mentor. A mentor can be one of your most valuable resources when it comes to avoiding the pitfalls of teaching. Always take problems to a mentor or department head for clarification.
Socratic Questioning for College Instructors
By: Adam Anderson
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