Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)

by Peter Liljedahl

I can see how smiling and walking away, although infuriating for students at first, can become a good way to avoid accidentally answering a proximity or stop-thinking question, and thereby a good way to get students to keep thinking. But does it work for all students? Yes and no. It works in that you are not letting them stop thinking. It doesn’t work for all students in the sense that there are students who cannot get past the fact that you have not answered their question. This may be because they are insecure about their own abilities, have learned helplessness, or have a spectrum disorder—such as obsessive compulsive disorder—that does not allow them to move forward without resolution. Alternatively, you may have students who become incensed at your deliberate disregard for their question. After all, they have a lifetime of experiences with teachers answering their questions. Or, it may be a combination of these factors. Regardless, you need to read the situation and know when a nod, a wink, or an encouraging remark—“I have complete confidence that you can figure this out”—is needed. Keep in mind, however, that when you open your mouth, you may be overcome with an almost undeniable desire to answer their question. It is in our nature as teachers. You need to read the situation and know when a nod, a wink, or an encouraging remark is needed.