Years ago, through the grad student MFA rumor mill I heard that Hemingway used to stop writing in the middle of a paragraph because it gave him a place to begin writing the next day. Of course, the lure of whiskey probably helped as well. This really has little to do with what I want to write in this post other than I find it an example of timely stopping.
These particular readings in Boice made me think of an activity I sometimes do in the classroom which I like to call the “not-knowing” segment of class discussion. It's nothing unique or innovative. I started doing it after reading a Donald Barthelme essay called “Not-Knowing” in which he discusses how when he’s writing a story he really has no idea where it will go and moving from point A to point B is difficult, confusing, trial/ error, etc. in essence, it is messy and acquires a certain rhythm of stopping, starting, and transitioning. Barthelme essentially extols the virtues of this messy "not-knowing" process, and I think it has connections to what Boice is saying about timely stopping.
I adapted this concept to the classroom. Mid-way through a discussion I put the brakes on and have students write down what I refer to as their particular gray areas—confusions within a text, confusions from a classmate’s comment, unanswered questions, anticipations for the rest of discussion, etc. Basically, what don’t you know at the moment that you would like to know by the time class is over? Everyone has to write something. When it’s finished I take a moment to read them (the silence in the classroom is always refreshing, although I think students find it a little uncomfortable and perhaps odd). Once I’ve scanned them quickly and recognized some common patterns (there usually are), we ease our way back into discussion and I use these comments as a frame of reference.
I’ve discovered this is a better way of addressing student concerns rather than simply asking, “Any questions?” because it allows for more thoughtful reflection, and those quiet/ shy students can still make contributions they otherwise might not make. I also like doing it in the middle of class rather than the opening (warm-up thoughts) or ending (summation observations). I look for a natural pause in the discussion and take advantage of it, though abrupt works too. Plus, it allows me a chance to re-group and collect my own thoughts into coherent fashion. Although I have to wonder if sometimes I just look like I have no clue what I’m doing up there.
I'm interested in your idea of asking students to write their questions while the conversation is still going on, rather than at the beginning or end. I want to try asking my students for written questions about course material, because I never seem to get any responses if I just say, "any questions?" Then later the students send me emails, so I suspect they DID have questions, but they couldn't articulate them at the moment. I know what that's like, because it always takes me a second to figure out how to SAY my own questions to my profs. It always helps to write things down.
ReplyDeleteThe only part I'm unsure of are the minutes required for me to read students' questions before responding to them. I think there are already too many silent minutes in my classroom...also I would get nervous with the pressure of 20 waiting students watching me read.
One of the best profs I've ever had, John Marincola (Classics), used to ask his undergrads to write down a few of their questions about the course material, and then hand them in. It was a handy way to keep tabs on a Roman History lecture class of 75-100 students.