I like the point about leaving more time for students to think and reflect. In my classes, on seminars, I usually say "I will leave about 30 seconds for you to think of a question, and then I might ask something". It works very well. They know it's going to be quiet unless they think of something, and they know they have some time. Generally, one or two students turn and ask something, not out of pressure, but because they had time to reflect. It becomes more effective as students learn that I will leave 30 seconds, as they adapt and prepare for the question period.
I like the point about leaving more time for students to think and reflect. In my classes, on seminars, I usually say "I will leave about 30 seconds for you to think of a question, and then I might ask something". It works very well. They know it's going to be quiet unless they think of something, and they know they have some time. Generally, one or two students turn and ask something, not out of pressure, but because they had time to reflect. It becomes more effective as students learn that I will leave 30 seconds, as they adapt and prepare for the question period.
I am a student teacher, great advice regarding questioning, thank you
love this presentation
The end of the video cuts off. Is there a way to watch the rest of his presentation? Who is he?
He's Dylan Wiliam.
As you are the native speaker of English, I have a question for you. Can we use "fire of anger" to mean angriness? Thanks
You can use fire as a simile, for example, his anger burned through him like a fire.
@@naomibroome6251 Thanks
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