2008 Woodie Awards
From The Archives
Go Ahead, Do It, Raise Your Hand
Steve Yugartis
Issue date: 4/10/06 Section: Features
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How many times have you seen this: You are sitting in class, the prof comes in, turns to the board and starts writing furiously for fifteen minutes. Maybe he has not prepared the lecture carefully or has assumed the class has background that it does not have. Students are exchanging looks of wonderment. Some are taking notes desperately. Finally the prof turns around and asks, "Are there any questions?" One brave student raises his hand and queries, "Sorry, but… what are you talking about?"
This takes guts. It takes a good understanding of what a student can reasonably expect from his teachers. We should admire this student. I know I do.
But such questions are rare. The unfortunately truth is: Classroom questions of any kind are rare. And by our hesitancy to ask questions we are cheating ourselves. We should understand that we, the students, employ the faculty. We should expect reasonable service, and answering questions is an important part of a teacher's work.
To a large extent, however, a student's reluctance to ask a question does not come from fear of the instructor, but comes from fear of ridicule by his peers. For this we should be ashamed. To laugh at a student, to disrespect his right to ask a question, is bad. Chances are you are as confused as he is, though perhaps in a different way. Even poor questions have a legitimate place in the classroom. We must always give the questioner respect, it not admiration.
Students should not be afraid to ask questions. We should ask many more than we do. Inquiries make a class interesting and alive. Questions usually help many classmates who are equally befuddled, but less courageous. Instructors welcome the feedback. A provocative question can make a professor's day. Even not so good questions let the instructor know someone is listening and thinking a little. Faculty, of course, should invite questions and give them all serious consideration.
Naturally, better questions receive better receptions. Queries such as "Where did that third line come from?" or "How do you do problem eight?" are alright, but lack substance. The best questions have real meat to them; they have depth and perception. A little preparation before class helps a lot. Being three weeks behind makes asking good questions tough.
This takes guts. It takes a good understanding of what a student can reasonably expect from his teachers. We should admire this student. I know I do.
But such questions are rare. The unfortunately truth is: Classroom questions of any kind are rare. And by our hesitancy to ask questions we are cheating ourselves. We should understand that we, the students, employ the faculty. We should expect reasonable service, and answering questions is an important part of a teacher's work.
To a large extent, however, a student's reluctance to ask a question does not come from fear of the instructor, but comes from fear of ridicule by his peers. For this we should be ashamed. To laugh at a student, to disrespect his right to ask a question, is bad. Chances are you are as confused as he is, though perhaps in a different way. Even poor questions have a legitimate place in the classroom. We must always give the questioner respect, it not admiration.
Students should not be afraid to ask questions. We should ask many more than we do. Inquiries make a class interesting and alive. Questions usually help many classmates who are equally befuddled, but less courageous. Instructors welcome the feedback. A provocative question can make a professor's day. Even not so good questions let the instructor know someone is listening and thinking a little. Faculty, of course, should invite questions and give them all serious consideration.
Naturally, better questions receive better receptions. Queries such as "Where did that third line come from?" or "How do you do problem eight?" are alright, but lack substance. The best questions have real meat to them; they have depth and perception. A little preparation before class helps a lot. Being three weeks behind makes asking good questions tough.