Learning how to ask the question, figuring out what a good question would look like and to whom and under what conditions is hard. In part, it's hard because it involves risking the stupid question. It can also be hard when the circumstances are new--different contexts have different norms and expectations. When so-called educators lie about stupid questions, we undermine students' actual knowledge that figuring all this [out] is a challenge. In this way, we deny their very real knowledge of risk and context, their knowlege about the conditions of learning. [my emphasis]I think we'll all agree that we hear stupid questions ALL THE DAMN TIME from our special snowflakes, but what ARE these questions? The last one I got was in an email, something to the effect of, "Hi can you tell me what page numbers have the works cited information?" I wrote back, "Have you considered checking the table of contents?"
I think most of the stupid questions I hear are related to the nuts-and-bolts workings of the course--and usually they're only stupid questions because the answer has been given to the student repeatedly, and in writing.
But as for the class discussions? I don't get a lot of stupid questions on the material. And a student with a question at least indicates a CERTAIN level of thought and engagement--enough engagement to show confusion. (Some days, I'm grateful just for that.) Anyone else see something different in the "stupid question" issue?
4 comments:
I wonder about "stupid questions." Certainly there are questions that "boggle my mind," but I have the feeling that I have on many occasions asked questions that were "stupid." If so, I really want to change the descriptor, and focus on questions that are representative of disengagement or disconnection.
I have found that speaking directly to the individual helps them to either become engaged and connected or to fade into the woodwork. While I prefer that they become engaged and connected, I am most concerned about the effect of one disengaged student can have on the others. I think that my responsibility is to first attempt to directly engage the student, and then if not successful to focus on the needs of others. Regrettably there are some students I will not connect with, but they will as few as I am capable of having. That is my mission, not necessarily all, but as many as possible.
The thing about stupid questions is they often demonstrate the student has done no kind of "detective leg work" on their own--as in the question about the works cited info.
Or let me give you another example from today: I got an e-mail from a student about wanting the directions to the next assignment. I always post the assignment directions on the class website. Surely this student should know this 7 weeks into the semester. And yet he didn't. I can't tell you how often I get bombarded with stupid e-mail like that... the kind of stuff that if they just took a couple of minutes to think about it they should be able to answer themselves without spamming me with stupid e-mail. But no, they want to be hand-fed everything because they're lazy as hell.
okay, subject: stupid questions. relief. when i read the comment posted, i thought i was the only. while we all know i pretty much speak whats on my mind, at times i am quiet (yes, i am! *giggles*). but this was great!!! finally someone said something i was thinking. when a student tells me, "I know this is a stupid question. . . ." guarantee, it is going to be a stupid question. but i always retort, "there is no such thing as a stupid question." AUGH!! (am i one of those who compliments the children too much? SOMEONE SAVE ME!!!) anyhow, after reading your post, i thought about it, both of them, for a long time.
my conclusion: yes virginia, there are stupid questions. resolution: be honest. obviously, from the postings that is the thing that is most upsetting about this whole generation. basically they were lied to. years and years of coddling (sp?), so why perpetuate the cycle?
action: i had posted a discussion on webct. and of course, someone wrote: "i know this is a stupid question.. . . " my answer: have you researched your question? have you read what you needed to read and STILL don't understand? i gave an example of how i was taught this valuable lesson. i explained that WE ALL need to be reponsible students. that is part of the responsibility. of course, those that know me know i can go on and on, nonetheless, i think they got the point.
So, in short *giggles* i am going to be honest with the students, not brutly, but honest. it seems that is the only solution (for me).
Thanks to the postings on this site, the following is a posting from one of class discussions:
Subject: Re: Being super sensitive?
Message no. 74 [Reply of: no. 72]
Author: Rose Mary Rodriguez-Rabin (FM_607840_ENG3813_01)
Date: Thursday, October 11, 2007 12:26am
Dear ******,
You are a courageous person. Please, look up the definition of courageous vs. the
definition of bravery. You are courageous. While yes, there can be stupid questions
(society tells us that there really aren't, but more and more we are finding there are. In
order to ask a question you have to fully understand what YOU are asking and in what
context. i believe in defintions. we have the defintions society defines for us BUT then
there are the definitions we make ourselves.) ask anyhow. How are we going to learn if
we don't ask? This is a 3000 level class. Everyone knows their place as a student. If
the students have done their work, researched ON THEIR OWN what needed to be
researched, read the assignment, BUT still have questions, then ask. But make sure you
know what you are asking. I learned that lesson the hard way. And who taught me that
number one rule? *giggles* Clyde Bellacourt (founder of the AIM). I had asked him a very dumb questions.After his lecture, he
asked for me. Of course I was honored, but also intimidated. He was soft spoken and
polite. But basically he said if YOU DON'T KNOW WHAT YOU ARE ASKING, WELL THEN
HOW IN THE HELL IS THE PERSON YOU ARE ASKING GOING TO KNOW? *giggle* sorry,
but that is a direct quote. Wow huh?! I was totally embarrassed. Unfortuanly, that is
another NDN trait, learning through embarrassement. The next day after I spend the night kicking my
own a**, he came up to me again. I lowered my head when he walked up to
me. He raised my head by my chin and smiled. We talked all day long. All we did was
walk and talk. That was another one of my great lessons. That is why i try to emphasize
to the students to mark your books up, i don't care how, but mark them up. with stars,
with question marks, with colored pencils. ANYTHING!! YES. How else are we going to
LEARN if we don't ask the RIGHT questions?
But yes, misinterpretation happens, everywhere. Again, read, study, research, take
notes. So if and when you do have a question, you are prepared, you will have an
intelligent question.
i know you teachers are out there correcting my grammar and such, but oh well. it was just a posting. thank you, for the work you have done on this blog. it has given me ammunition.
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