Some days ago I wrote these notes, “Calling on students in the classroom builds up a structure of discipline and nice classroom management. December 10, 2017.”
When the students expect they might be called on and addressed by the teacher they tend to be silent and still. It’s simple but true anyway. And not only when called on randomly but also when addressed in an orderly way. I’ve seen it.
Yet I’d like to give it more ample a view. When calling on each student, we want him or her to intervene in the class. We’re involving him or her in the formal conducting of the class, and that counts for much.
We teachers expect a lot from them. And we should expect he or she can answer fine. Otherwise we should change and ask something they actually can answer or respond – not always it’s a formal question but we require something from him or her, like carrying out an exercise or any other activity.
Coming down to something deeper and more profound, we the teachers expect some human action from them. In other words, we consider those students capable of a formal and coherent response, a mature one; we’re helping him or her to be a bit more mature.
And, remember, we’re roping him or her into the lesson. Think of it. / Photo from: Tanngal. The picture is a picturesque illustration.