As teachers, how should we select students to answer during class?
Well, the short answer is most likely that it depends on the situation.
“Hands up” is a well-known custom around the world. It’s certainly something I remember from my own school days. When I later began my first long-term teacher training course, it was perhaps unexpected to hear so much criticism of this method for selection.
The disadvantages are indeed real. It can allow students to choose whether or not to participate, and it may result in the same few students speaking all the time. To say that it is never appropriate, however, might be going too far. If we are having a very open discussion, for example, it may be best to allow students to share thoughts and ideas naturally, as they arise. As adults, we might do the same in a meeting. It may also be similar when we are discussing a complex question or problem together. In both cases, students may need time and space to think, listen to others, and observe — which could work best for them in that situation and should be respected.
Certainly, if used appropriately and at the right times, and balanced with other techniques, “hands up” can have its merits. Perhaps more on that another day.
I have certainly used “hands up” with my class many times over the last two years we have been together. I have also regularly used popsicle sticks — that is, drawing a stick with a student’s name on it from a cup. The excitement and suspense work well, although sometimes the process of selecting a name can slow the pace down. Still, it’s a technique worth using at times.
Aware that I was perhaps relying a little too much on those two methods, I have recently returned my focus to cold calling — selecting students myself to answer, regardless of whether their hands are raised. This method is well recognized and has several merits. It can be effective for managing participation and even differentiation, while allowing the teacher to control the pace.
Even so, it can bring challenges if not implemented carefully. There needs to be a culture of error, support, and care. We don’t want fear, nor do we want students to feel so uncomfortable that they are not in the best state of mind to think and learn.
As this represented a slight change from what had been happening previously, it required some routine building — for example, reminding students to keep their hands down and to allow classmates time to think, even when they are very excited to share. My students are still only five and six years old.
Through this process, we have seen growth and development, particularly in patience and self-regulation. These are the first great positives.
We are also seeing further beautiful and heartwarming outcomes. All students have been active during whole-group time, and as I’ve allowed them to support each other with ideas or examples — generally still through cold calling — it has been wonderful to see the cooperation and listening that have emerged. The contributions, especially from those who might otherwise be more passive but are now being gently encouraged to participate more actively, have been notable.
For example, one boy, during a discussion about how different countries and cultures vary, shared that “the homes and houses are different,” a point we hadn’t had before. Another girl, when discussing the IB Learner Profiles and the importance of striving to be “Knowledgeable,” offered, “An apple tree will need water to grow,” as an example of something she knows. This was unrelated to anything we had discussed recently — and, bearing in mind the students’ ages and that English is their second language, it was a wonderful example of thinking and expression. Finally, when discussing the “Caring” IB Learner Profile, a boy shared that it is important “because it will make other people very happy.”
Other techniques can, of course, be appropriate in different contexts and balanced alongside cold calling — but never forget the warmth and beauty it can bring.