During flight training, students may find it difficult to admit they didn’t understand one of your brilliant explanations. Some worry about disappointing you if they say, “Sorry, I don’t get it,” while others worry about looking as though they have the wrong stuff. Regardless of the reason (and there are many), it’s often easier for a student to feign comprehension than admit confusion.
I’ve learned not to trust the word “Yes” as a student answer to the question, “Do you understand?” The best way not to get “Yes” for an answer is not to ask a yes/no question.
Try asking more content questions—those requiring the student to give you back information, not affirmation. For instance, after a short presentation on the electrical system, say, “John, what part of the explanation should we review?” Implicit in the question is the assumption that something needs reviewing. Phrasing the question this way makes it easier for a student to confess his or her confusion.
Suppose you want to know about a student’s state of mind as he or she prepares to depart on a long cross-country flight. You won’t learn much by asking, “Sally, are you ready for this flight?” Pose your inquiry as, “Sally, tell me about the five things you should be concerned about before this flight,” then listen carefully and you’ll learn a lot about what’s going on inside Sally’s head. The content question requires Sally to reflect on her personal experience and give you a more useful answer.
Good questions are windows into your students’ mental state. Ask questions that make it easy for students to admit what they don’t know. Good questions also show you how well you communicate. If your students are having difficulty understanding a particular topic, perhaps you need to tweak and tune part of your presentation.
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During flight training, students may find it difficult to admit they didn’t understand one of your brilliant explanations. Some worry about disappointing you if they say, “Sorry, I don’t get it,” while others worry about looking as though they have the wrong stuff. Regardless of the reason (and there are many), it’s often easier for a student to feign comprehension than admit confusion.
I’ve learned not to trust the word “Yes” as a student answer to the question, “Do you understand?” The best way not to get “Yes” for an answer is not to ask a yes/no question.
Try asking more content questions—those requiring the student to give you back information, not affirmation. For instance, after a short presentation on the electrical system, say, “John, what part of the explanation should we review?” Implicit in the question is the assumption that something needs reviewing. Phrasing the question this way makes it easier for a student to confess his or her confusion.
Suppose you want to know about a student’s state of mind as he or she prepares to depart on a long cross-country flight. You won’t learn much by asking, “Sally, are you ready for this flight?” Pose your inquiry as, “Sally, tell me about the five things you should be concerned about before this flight,” then listen carefully and you’ll learn a lot about what’s going on inside Sally’s head. The content question requires Sally to reflect on her personal experience and give you a more useful answer.
Good questions are windows into your students’ mental state. Ask questions that make it easy for students to admit what they don’t know. Good questions also show you how well you communicate. If your students are having difficulty understanding a particular topic, perhaps you need to tweak and tune part of your presentation.