February 2, 2025 • 17 mins
This episode delves into the art of asking questions in the classroom, emphasizing the balance between engaging students and avoiding embarrassment. We discuss various interactive techniques and approaches to make questioning enjoyable and effective for both teachers and students.
• Importance of asking questions in promoting interaction
• Strategies for creating a fun questioning environment
• Using games and creative methods to engage students
• Encouraging student participation through teamwork
• Avoiding embarrassment while fostering confidence
• Tailoring questioning techniques to different student personalities
• Leaving students with a sense of accomplishment and eagerness to learn
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Greg (00:00):
Greg Collins.
Substitute Teachers Lounge.
It's episode 277.
You know, every time I do anepisode, I'm thinking man, 277
episodes.
Is there really anything leftto talk about?
Well, there is.
I thought of something this weekas I was teaching.
Really, I've been formulatingit since we got back after the
(00:22):
holidays.
Today we're going to talk aboutit's going to have a little bit
to do with interacting withstudents and how to do that.
It's going to have, morespecifically, to do with asking
students questions.
Who do you ask?
How do you ask?
How do you make it fun when youask?
How do you keep fromembarrassing students when you
(00:44):
ask Do you care if you embarrassstudents when you ask?
Let's talk about that.
Substitute teachers loud, allright, guys, it is February 2025
(01:07):
, man, here we go again.
The calendar moves by so fast.
I will tell you this.
My wife and I, about a week ago, got back from a cruise.
We heard a comedian on thecruise and he was the one that
(01:30):
actually pushed me over the topto get this episode done,
because he had a joke about ateacher who asked a student a
question and he was veryreluctant to answer.
And I can't repeat the jokebecause this is a family podcast
, but it gave me the idea.
Well, you know how do weapproach students when we ask
them things.
Does that even serve as anicebreaker?
Can we use it as an icebreaker?
How do we make it fun?
(01:52):
I'm going to share with you thetools I've seen in various
different classrooms that I kindof really enjoyed.
I'll share with you how to keepit from being embarrassing.
Now, in some of yourpersonalities you kind of want
to embarrass students.
Embarrassing.
Now, in some of your ownpersonalities you kind of want
to embarrass students.
Sometimes I don't really dothat.
I do it with sarcasm.
Sometimes I might say how wehad an infestation of rabbits
(02:16):
under our house and when one ofthe students says you did, I'd
say no, I was just kidding.
I'll embarrass them that way,but I won't ask them a question
for the purpose of embarrassingthem or even for that.
Now, the teachers will do this.
I won't do this as a substituteteacher.
I won't ask a question of astudent just because I've got a
(02:40):
pretty good hunch that hedoesn't know the answer.
So I want to put pressure onhim to know the answer.
Now, there's positives to that.
You could say well, the moreyou ask this student question
and the more they realizethey're going to get called out
in class for not knowing theanswer.
Well, maybe they'll take itupon themselves to study more.
(03:02):
Be prepared for class Flip side.
You've also got students thatwill answer every question.
I subbed a fifth grade class.
You know it's funny.
I hadn't really talked thatmuch to my next door neighbor's
family.
I know them well, used to workwith the father.
My wife knows the mother realwell.
I had one of them in.
(03:24):
I had the son in my fifth gradeclass and man, he was one of
those that would raise his handto every question and I told him
.
I said now I don't want him tobe the only one answering
questions, so the rest of youshow me too.
They were just going to let himto answer them all.
I made sure that afternoon Isaw him outside.
(03:44):
The father and son are both outthere were just going to let
him to answer them all.
I made sure that afternoon Isaw him outside.
The father and son are both outthere.
I make sure that I went overand bragged about that student
because I really enjoy thosekind of students.
I enjoy all the students.
But let's talk today about howwe can handle this, how we can
make this a fun process.
Okay, so if I've got questionsto ask, let's first talk about
if questions were left to ask bythe regular teacher.
(04:08):
How do you choose to ask them?
Now I'll throw this out there.
I'm still a Jolly Rancher guybecause they're so cheap.
I just got a five-pound bag andI think it cost me less than I
don't know $8 or something likethat, and we'd give them out at
our church.
We'd give them out at ourschools when we go substitute
(04:30):
teach.
It's just kind of a fun thing,it's a reward thing.
I'll get into trivia game thatI played this last week too,
because I had about 10 minutesto kill in a class and we used
them for that too.
But more importantly, thequestions that are important for
the class.
You could just in fact this forthe benefit of the students.
This is the one they probablyprefer.
(04:52):
I'm thinking of those times backin, even when I was in school
where you know, maybe you wereyou had to do a paper for
homework and everybody wassupposed to bring it in and the
teacher was going to ask youquestions about it.
Maybe she starts in the frontright of the room and goes right
down the row, goes question byquestion.
So even if you're in row three,you can count up and say all
(05:16):
right, she's going to ask mequestion number 21.
So I'm going to make sure Iknow the answer of 21.
Even if I don't have a goodanswer, that kind of gives me
time to formulate what I'm goingto say when it gets to that
time.
That's one way to do it.
That's probably the mostorganized way.
It gives students a chance toprepare themselves the way I do
(05:42):
it.
In that format I can also giveother students the chance to for
lack of a better phrase showoff a little bit, be the student
that helps other students.
If I ask a question of thestudent and they really don't
know well, then I will pickanother student and they will
answer the question.
In fact that might be one wayto keep them from just looking
(06:03):
up question number 21, becauseif question number 20 guy didn't
know the answer, well, theymight ask you question 20 now.
So you have to be preparedright across the board.
So that's one way of askingquestions students, the
interaction part.
You know I'm not going to saymake sure you do this, this is
up to you.
(06:23):
I always ask questions in ajovial way and even if they
don't know the answer, I willsay or if it's not.
I don't want to say wrong Ifit's not complete.
If it's not a complete answer,I might say, well, that's a good
start, can you add to that?
Or if it's completely wrong, Iwas going to say, well, that
(06:47):
sounds like you're guessing.
How about I give you anothershot?
In fact I had a teacher this wasactually a college teacher that
if we didn't know the answer toa statistics question and he
would college students to go upand write the answer on the
board, I mean with all thedetailed work and everything,
not just the answer but how theygot to the answer.
And he had this thing he woulddo because he was going to grade
you on whether or not you wouldanswer.
(07:08):
But to help you out a littlebit, he said all right.
He said if he could see youwere struggling, he said, man, I
really need a drink of water.
I'll be back in about 30seconds.
He walks completely out theclassroom door.
Now, I don't recommend that inelementary, middle and high
school, but maybe high school isokay.
But he walked out the classroomdoor for 30 seconds because he
(07:29):
knew that the student could askfor help and when he came back
in the problem would be complete.
And one time the student didn'thave time to complete it, even
with the help, and he said don'tyou have any friends in this
class?
And it was kind of a funnything, but he gave us the
benefit of the doubt.
He knew statistics was tough.
(07:50):
Statistics was always one of myfavorite things.
I wished I had been a insuranceactuary, which are the guys
that calculate the rates basedon the data.
I would love to have had a joblike that, but alas I didn't.
So that's one way of doing itGive the student the benefit of
(08:10):
the doubt.
One thing you could do and I'vedone this before I'll say all
right, that was an incompleteanswer.
I'm going to let you asksomebody else in the classroom
to help you with an answer, andI said it can be a friend.
But I said you want to asksomebody that you think is going
to, is prepared and knows theanswer.
(08:31):
Because I'm just going to giveyou one shot.
You need to pick a friend thatwill help you with this answer,
and if they help you with it andthey get it right, I'll give
you credit for the question too.
That's one way you can approachit as well.
Now I have seen situationswhere well, not everybody does
this, where you jump around, askdifferent students.
(08:53):
I'm going to tell you a storyand I think you'll know where
I'm going with this.
I used to work in a departmentwhen I was an accountant and I
was a manager of about sevenpeople, and once a week we would
come in and have a meeting andeach one of us would take a turn
(09:14):
coming up with some kind offunny business story.
But I had one employee that wasa nervous wreck talking in
front of people like that, evenif it was just six people, even
if it was just the six peoplethat she worked with every day,
and I want it to be fair Iwasn't going to let her off the
(09:36):
hook.
So when it came her turn, shedid the best she could.
I thought she did fine.
Her voice was shaking, her handwas shaking.
Her friend next to her it was ahand with her coffee cup in it,
so she took the coffee away andsaid take your time.
But you know, she thanked melater, and in fact before I had
(10:00):
moved on from that job situation.
She'd gotten to the point whereshe could speak publicly in
front of a hundred people andshe got her confidence up.
She thanked me for that for noother reason than to just
pushing her to get that done.
So same way with these students.
If you let students off thehook every time, they're never
(10:25):
going to learn to do it.
So we need to come up with away to all right.
I know the student's going tostruggle.
Today while we're askingquestions of everybody, I might
just kind of finagle the systemsome so that I ask him one of
the questions.
That is a little bit easier.
Or what I'll do sometimes issplit the classroom up into
(10:50):
teams.
Maybe we've got five teams.
I'll tell them that each one ofyou, I'm going to go around
individually, but each one ofyou has to answer a question,
but I'll let you discuss it withyour team.
Or if we do it that way, thenI'll make sure that when I get
around to them they have time tolook it up or whatever.
(11:14):
I'm not out to embarrassstudents.
Now, you know some studentswill get on your nerves and if
you're not careful you're goingto pick on that student to
embarrass them.
We don't want to do that.
I mean, what's the point ofdoing that?
You wouldn't want to be treatedthat way, so I don't want to be
treated that way either, and Idon't want to treat those
students that way either.
(11:45):
I saw one.
You know, if you figure outways to make it fun, this is
where I'm going with this, thisnext part.
One of the funnest things I saw, one of the most unique things
I saw, was a teacher that made aI guess he just took.
He cut and paste some sheets ofpaper together to make a big,
oversized dice.
Maybe it was like a six toeight sided dice and he and he
would take turns giving it tostudents and they would roll it
and it might say congratulations, you don't have to answer a
(12:07):
question this time.
Or it might say read the nextparagraph.
Some students are nervouswrecks reading publicly Just
different things like that.
Answer question number 17.
Go to the board and solve theproblem that we're talking about
, and it was kind of fun.
And he, it was made out ofpaper, so he would let this
(12:27):
person that had the dice afterthey finished throw it to
another student.
And I might throw it to afriend, but they might just for
meanness, and if they, you knowyou had to catch it.
I made a rule that you had tocatch it if it's thrown directly
to you.
If you, you just let it hit youand drop.
I'm going to make you do twothings, so it worked out well.
Sometimes teachers just usesomething as simple as like a
(12:50):
Nerf ball, where the teacherthemself will throw it to a
student and that student has toanswer.
Then he will either let themthrow it back to him or they can
throw it to another student.
Either way it's still the samething as just going around the
room taking turns answeringquestions, but the fact that
there's some kind of element toit, like throwing a ball around
(13:12):
the room, that makes it more fun.
So figure out ways to makeanswering and asking questions
more fun.
I will say this when I've beenlong-term and we've asked
questions like this and there'sa student in there that
consistently gets questionswrong, but what?
Day seven of a long-term job hefinally gets one right.
(13:35):
The students cheer for them.
That student enjoys the factthat they're cheering for them.
He laughs, he smiles, who knows, you never know where.
That student enjoyed thatfeeling so much that he's going
to be better prepared from nowon.
Okay, so I love ways ofinteracting with students.
(13:57):
This is just another way askingthem questions.
Now I will say this, I'll closewith this.
I guess this past week we had10 extra minutes and I thought
what am I going to do with those10 minutes?
And boy, it was an elementaryschool class and a grade that
didn't change classes and, blesstheir hearts, you had to teach
(14:20):
them every subject in the sameday.
I know we had like 20 minutesfor science and I'm thinking how
do you teach science in 20minutes?
But we did do a good enough jobof staying on task that when
they came in from recess theyhad about a 10 minute break
where they could either read,and I said that one of them
after I had already decided todo a trivia game.
(14:42):
One of them came and said, hey,can we play a game before we go
to lunch?
And I said, well, sure, and Ihad already looked up some
questions.
Now it was elementary school andit was the lower end of
elementary school, so I justdecided to ask them questions
like what's the capital of theUnited States?
(15:02):
They knew it, but at that gradethey still had to think about
it a little bit.
I might ask them an easy one,like who's the president of the
United States?
And they would still look ateach other before they came up
with Trump.
I might ask them a questionabout music their music, not my
(15:23):
music and I was surprised that.
You know it's kind of funny, Iknew their music better than
they did.
But just general questions likethat.
Having said everything that I'vesaid today, the more that you
ask a student a question thatthey're going to know maybe you
(15:44):
know they're going to know Well,the better they're going to
feel.
That gives them confidence.
My friend used to.
You know I was always good withwanting to learn new words.
One of my college classes, theEnglish teacher asked me a
question once what is a pundit?
And I knew what the answer wasand my friends who were in the
(16:06):
class with me made fun of meafter class, like they would
come to me and say who knowswhat that is?
How did you know that?
And you know I just likelearning new words like that.
My wife right now is trying tolearn Spanish and she's putting
me to shame because I'm tryingto learn it in the past too and
I can't stick with it.
And here she's on.
She's probably done 20 to 30hours of it already.
(16:28):
She started while we were onour cruise.
It's kind of a way to kill timeon the beach and stuff like
that.
So make sure that you come upwith a fun way, that you come up
with a fun way, a productiveway and a satisfying way to ask
questions in class and make it away where, when you leave the
classroom that day, you're goingto feel good about it and man,
(16:52):
the students are too.
Greg Collins.
Substitute Teachers Lounge.
It's episode 277.
You know, every time I do anepisode, I'm thinking man, 277
episodes.
Is there really anything leftto talk about?
Well, there is.
I thought of something this weekas I was teaching.
Really, I've been formulatingit since we got back after the
(00:22):
holidays.
Today we're going to talk aboutit's going to have a little bit
to do with interacting withstudents and how to do that.
It's going to have, morespecifically, to do with asking
students questions.
Who do you ask?
How do you ask?
How do you make it fun when youask?
How do you keep fromembarrassing students when you
(00:44):
ask Do you care if you embarrassstudents when you ask?
Let's talk about that.
Substitute teachers loud, allright, guys, it is February 2025
(01:07):
, man, here we go again.
The calendar moves by so fast.
I will tell you this.
My wife and I, about a week ago, got back from a cruise.
We heard a comedian on thecruise and he was the one that
(01:30):
actually pushed me over the topto get this episode done,
because he had a joke about ateacher who asked a student a
question and he was veryreluctant to answer.
And I can't repeat the jokebecause this is a family podcast
, but it gave me the idea.
Well, you know how do weapproach students when we ask
them things.
Does that even serve as anicebreaker?
Can we use it as an icebreaker?
How do we make it fun?
(01:52):
I'm going to share with you thetools I've seen in various
different classrooms that I kindof really enjoyed.
I'll share with you how to keepit from being embarrassing.
Now, in some of yourpersonalities you kind of want
to embarrass students.
Embarrassing.
Now, in some of your ownpersonalities you kind of want
to embarrass students.
Sometimes I don't really dothat.
I do it with sarcasm.
Sometimes I might say how wehad an infestation of rabbits
(02:16):
under our house and when one ofthe students says you did, I'd
say no, I was just kidding.
I'll embarrass them that way,but I won't ask them a question
for the purpose of embarrassingthem or even for that.
Now, the teachers will do this.
I won't do this as a substituteteacher.
I won't ask a question of astudent just because I've got a
(02:40):
pretty good hunch that hedoesn't know the answer.
So I want to put pressure onhim to know the answer.
Now, there's positives to that.
You could say well, the moreyou ask this student question
and the more they realizethey're going to get called out
in class for not knowing theanswer.
Well, maybe they'll take itupon themselves to study more.
(03:02):
Be prepared for class Flip side.
You've also got students thatwill answer every question.
I subbed a fifth grade class.
You know it's funny.
I hadn't really talked thatmuch to my next door neighbor's
family.
I know them well, used to workwith the father.
My wife knows the mother realwell.
I had one of them in.
(03:24):
I had the son in my fifth gradeclass and man, he was one of
those that would raise his handto every question and I told him
.
I said now I don't want him tobe the only one answering
questions, so the rest of youshow me too.
They were just going to let himto answer them all.
I made sure that afternoon Isaw him outside.
(03:44):
The father and son are both outthere were just going to let
him to answer them all.
I made sure that afternoon Isaw him outside.
The father and son are both outthere.
I make sure that I went overand bragged about that student
because I really enjoy thosekind of students.
I enjoy all the students.
But let's talk today about howwe can handle this, how we can
make this a fun process.
Okay, so if I've got questionsto ask, let's first talk about
if questions were left to ask bythe regular teacher.
(04:08):
How do you choose to ask them?
Now I'll throw this out there.
I'm still a Jolly Rancher guybecause they're so cheap.
I just got a five-pound bag andI think it cost me less than I
don't know $8 or something likethat, and we'd give them out at
our church.
We'd give them out at ourschools when we go substitute
(04:30):
teach.
It's just kind of a fun thing,it's a reward thing.
I'll get into trivia game thatI played this last week too,
because I had about 10 minutesto kill in a class and we used
them for that too.
But more importantly, thequestions that are important for
the class.
You could just in fact this forthe benefit of the students.
This is the one they probablyprefer.
(04:52):
I'm thinking of those times backin, even when I was in school
where you know, maybe you wereyou had to do a paper for
homework and everybody wassupposed to bring it in and the
teacher was going to ask youquestions about it.
Maybe she starts in the frontright of the room and goes right
down the row, goes question byquestion.
So even if you're in row three,you can count up and say all
(05:16):
right, she's going to ask mequestion number 21.
So I'm going to make sure Iknow the answer of 21.
Even if I don't have a goodanswer, that kind of gives me
time to formulate what I'm goingto say when it gets to that
time.
That's one way to do it.
That's probably the mostorganized way.
It gives students a chance toprepare themselves the way I do
(05:42):
it.
In that format I can also giveother students the chance to for
lack of a better phrase showoff a little bit, be the student
that helps other students.
If I ask a question of thestudent and they really don't
know well, then I will pickanother student and they will
answer the question.
In fact that might be one wayto keep them from just looking
(06:03):
up question number 21, becauseif question number 20 guy didn't
know the answer, well, theymight ask you question 20 now.
So you have to be preparedright across the board.
So that's one way of askingquestions students, the
interaction part.
You know I'm not going to saymake sure you do this, this is
up to you.
(06:23):
I always ask questions in ajovial way and even if they
don't know the answer, I willsay or if it's not.
I don't want to say wrong Ifit's not complete.
If it's not a complete answer,I might say, well, that's a good
start, can you add to that?
Or if it's completely wrong, Iwas going to say, well, that
(06:47):
sounds like you're guessing.
How about I give you anothershot?
In fact I had a teacher this wasactually a college teacher that
if we didn't know the answer toa statistics question and he
would college students to go upand write the answer on the
board, I mean with all thedetailed work and everything,
not just the answer but how theygot to the answer.
And he had this thing he woulddo because he was going to grade
you on whether or not you wouldanswer.
(07:08):
But to help you out a littlebit, he said all right.
He said if he could see youwere struggling, he said, man, I
really need a drink of water.
I'll be back in about 30seconds.
He walks completely out theclassroom door.
Now, I don't recommend that inelementary, middle and high
school, but maybe high school isokay.
But he walked out the classroomdoor for 30 seconds because he
(07:29):
knew that the student could askfor help and when he came back
in the problem would be complete.
And one time the student didn'thave time to complete it, even
with the help, and he said don'tyou have any friends in this
class?
And it was kind of a funnything, but he gave us the
benefit of the doubt.
He knew statistics was tough.
(07:50):
Statistics was always one of myfavorite things.
I wished I had been a insuranceactuary, which are the guys
that calculate the rates basedon the data.
I would love to have had a joblike that, but alas I didn't.
So that's one way of doing itGive the student the benefit of
(08:10):
the doubt.
One thing you could do and I'vedone this before I'll say all
right, that was an incompleteanswer.
I'm going to let you asksomebody else in the classroom
to help you with an answer, andI said it can be a friend.
But I said you want to asksomebody that you think is going
to, is prepared and knows theanswer.
(08:31):
Because I'm just going to giveyou one shot.
You need to pick a friend thatwill help you with this answer,
and if they help you with it andthey get it right, I'll give
you credit for the question too.
That's one way you can approachit as well.
Now I have seen situationswhere well, not everybody does
this, where you jump around, askdifferent students.
(08:53):
I'm going to tell you a storyand I think you'll know where
I'm going with this.
I used to work in a departmentwhen I was an accountant and I
was a manager of about sevenpeople, and once a week we would
come in and have a meeting andeach one of us would take a turn
(09:14):
coming up with some kind offunny business story.
But I had one employee that wasa nervous wreck talking in
front of people like that, evenif it was just six people, even
if it was just the six peoplethat she worked with every day,
and I want it to be fair Iwasn't going to let her off the
(09:36):
hook.
So when it came her turn, shedid the best she could.
I thought she did fine.
Her voice was shaking, her handwas shaking.
Her friend next to her it was ahand with her coffee cup in it,
so she took the coffee away andsaid take your time.
But you know, she thanked melater, and in fact before I had
(10:00):
moved on from that job situation.
She'd gotten to the point whereshe could speak publicly in
front of a hundred people andshe got her confidence up.
She thanked me for that for noother reason than to just
pushing her to get that done.
So same way with these students.
If you let students off thehook every time, they're never
(10:25):
going to learn to do it.
So we need to come up with away to all right.
I know the student's going tostruggle.
Today while we're askingquestions of everybody, I might
just kind of finagle the systemsome so that I ask him one of
the questions.
That is a little bit easier.
Or what I'll do sometimes issplit the classroom up into
(10:50):
teams.
Maybe we've got five teams.
I'll tell them that each one ofyou, I'm going to go around
individually, but each one ofyou has to answer a question,
but I'll let you discuss it withyour team.
Or if we do it that way, thenI'll make sure that when I get
around to them they have time tolook it up or whatever.
(11:14):
I'm not out to embarrassstudents.
Now, you know some studentswill get on your nerves and if
you're not careful you're goingto pick on that student to
embarrass them.
We don't want to do that.
I mean, what's the point ofdoing that?
You wouldn't want to be treatedthat way, so I don't want to be
treated that way either, and Idon't want to treat those
students that way either.
(11:45):
I saw one.
You know, if you figure outways to make it fun, this is
where I'm going with this, thisnext part.
One of the funnest things I saw, one of the most unique things
I saw, was a teacher that made aI guess he just took.
He cut and paste some sheets ofpaper together to make a big,
oversized dice.
Maybe it was like a six toeight sided dice and he and he
would take turns giving it tostudents and they would roll it
and it might say congratulations, you don't have to answer a
(12:07):
question this time.
Or it might say read the nextparagraph.
Some students are nervouswrecks reading publicly Just
different things like that.
Answer question number 17.
Go to the board and solve theproblem that we're talking about
, and it was kind of fun.
And he, it was made out ofpaper, so he would let this
(12:27):
person that had the dice afterthey finished throw it to
another student.
And I might throw it to afriend, but they might just for
meanness, and if they, you knowyou had to catch it.
I made a rule that you had tocatch it if it's thrown directly
to you.
If you, you just let it hit youand drop.
I'm going to make you do twothings, so it worked out well.
Sometimes teachers just usesomething as simple as like a
(12:50):
Nerf ball, where the teacherthemself will throw it to a
student and that student has toanswer.
Then he will either let themthrow it back to him or they can
throw it to another student.
Either way it's still the samething as just going around the
room taking turns answeringquestions, but the fact that
there's some kind of element toit, like throwing a ball around
(13:12):
the room, that makes it more fun.
So figure out ways to makeanswering and asking questions
more fun.
I will say this when I've beenlong-term and we've asked
questions like this and there'sa student in there that
consistently gets questionswrong, but what?
Day seven of a long-term job hefinally gets one right.
(13:35):
The students cheer for them.
That student enjoys the factthat they're cheering for them.
He laughs, he smiles, who knows, you never know where.
That student enjoyed thatfeeling so much that he's going
to be better prepared from nowon.
Okay, so I love ways ofinteracting with students.
(13:57):
This is just another way askingthem questions.
Now I will say this, I'll closewith this.
I guess this past week we had10 extra minutes and I thought
what am I going to do with those10 minutes?
And boy, it was an elementaryschool class and a grade that
didn't change classes and, blesstheir hearts, you had to teach
(14:20):
them every subject in the sameday.
I know we had like 20 minutesfor science and I'm thinking how
do you teach science in 20minutes?
But we did do a good enough jobof staying on task that when
they came in from recess theyhad about a 10 minute break
where they could either read,and I said that one of them
after I had already decided todo a trivia game.
(14:42):
One of them came and said, hey,can we play a game before we go
to lunch?
And I said, well, sure, and Ihad already looked up some
questions.
Now it was elementary school andit was the lower end of
elementary school, so I justdecided to ask them questions
like what's the capital of theUnited States?
(15:02):
They knew it, but at that gradethey still had to think about
it a little bit.
I might ask them an easy one,like who's the president of the
United States?
And they would still look ateach other before they came up
with Trump.
I might ask them a questionabout music their music, not my
(15:23):
music and I was surprised that.
You know it's kind of funny, Iknew their music better than
they did.
But just general questions likethat.
Having said everything that I'vesaid today, the more that you
ask a student a question thatthey're going to know maybe you
(15:44):
know they're going to know Well,the better they're going to
feel.
That gives them confidence.
My friend used to.
You know I was always good withwanting to learn new words.
One of my college classes, theEnglish teacher asked me a
question once what is a pundit?
And I knew what the answer wasand my friends who were in the
(16:06):
class with me made fun of meafter class, like they would
come to me and say who knowswhat that is?
How did you know that?
And you know I just likelearning new words like that.
My wife right now is trying tolearn Spanish and she's putting
me to shame because I'm tryingto learn it in the past too and
I can't stick with it.
And here she's on.
She's probably done 20 to 30hours of it already.
(16:28):
She started while we were onour cruise.
It's kind of a way to kill timeon the beach and stuff like
that.
So make sure that you come upwith a fun way, that you come up
with a fun way, a productiveway and a satisfying way to ask
questions in class and make it away where, when you leave the
classroom that day, you're goingto feel good about it and man,
(16:52):
the students are too.
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