Asking Questions in Class Meetings
We encourage students to ask questions in class. This can be
hard to do for some students, due perhaps to a combination of
shyness and/or self-consciousness. Certainly all students
should try to overcome these impediments, as these should never be
the reason that you don't ask a question in class.
But there are also some related difficult questions -- about what
are the best sorts of questions to ask, and what is the best venue
for which kinds of questions. After all, classroom meetings
are lectures, not private tutoring, and naturally there are
corresponding differences in how the matter of questions should be
handled.
Here are some bits of advice that might help you when you are
thinking about asking a question:
- If your question is about a big idea that we have just
introduced, or a subtle or complex step that your instructor has
just done in an argument, keep in mind that probably
other students are wondering about it too! If
everyone waits for someone else to ask the question, then it
never gets asked...
- In addition to the students that are wondering about the same
question you are, note also that there are probably other
students who may also have not understood, but who might not
even have realized that they missed something!
- If you have a question about how an idea we are discussing in
the lecture may relate to something from an earlier lecture, you
might be on to a great observation. Very often
these are wonderful questions! Depending on the situation
your instructor might not be able to elaborate fully on such a
possible connection, but they might either note that the full
explanation is coming later in the course, or suggest that they
could give you a full discussion in office hours.
- If it has been a while since anyone has asked a question, note
that asking a question can be an appreciated change of
pace for the lecture. So not only might it not
be a distraction from the presentation, it might even help the
presentation!
- Of course there are limitations on how many questions can
realistically be asked in a class meeting; and time spent on
questions is time that then cannot be spent on other
things. A lecture is unfortunately different from private
tutoring, in that all students have this shared interest.
So some judiciousness with questions is
appropriate.
The instructor will try to manage this somewhat; but your
judgment in this is still important -- if everyone filters
themselves and asks only their best questions, then that leaves
time for other students' best questions, and the entire class
benefits accordingly!
- If your question is about something relatively low-level
(perhaps a point of algebra, in the computation of a triple
integral), then you might consider not asking in class.
These sorts of things can be clarified after class or in office
hours, and missing a low-level point should not impede you from
following the rest of the lecture.
Also, waiting for office hours will give you a chance to think
about it on your own first, and possibly even figure it out for
yourself. If you can do this, that's the ideal -- there
is great benefit in working through something on your own.
If you can do this, that is ultimately better for your learning.
On the other hand, if you think the instructor might have made
an oops, and are pretty confident about it, it is entirely
possible that you might be right! Something
like that can be a great question, as correcting the record will
help the rest of the class avoid future confusion when going
over their notes.
- If you didn't hear something that the instructor said, for
whatever reason, think about whether the lectures for the course
are being recorded -- if they are, then the best solution is
just to make a quick annotation of the time in your notes
and go back and listen to the recording later.
In most cases, you should not ask the instructor to repeat what
they just said. (And of course, these sorts of
circumstances would be best resolved in the future by being more
focused in the lectures.)
- Similar to the above, if you find yourself with only a partial
understanding of something that your instructor said, and if you
think that hearing it again would be all that you need to
understand the rest of it, again the best solution is to make a
quick annotation in your lecture notes and go back and listen to
the recording later. While asking immediately would be
highly appropriate in a private tutoring context, in the lecture
context this is not the most appropriate and effective use of
class time.
Keep in mind that it is not expected that students will
fully understand absolutely everything immediately in a
lecture (see a more detailed discussion of this
point on the Course Design and Strategy page of this
website). It is a healthy and important part of the
learning process to grapple with confusion and overcome it; this
sort of experience is essential to becoming better at learning
math!
- If your question is a digression (for example, in a class on
multivariable calculus, asking how the tools we study in that
course are used to understand the heat equation in physics),
then even though it might be a great question it is probably
something that the rest of the class does not need to hear
about. Such a question then might be a great choice to ask
in office hours.
Of course when you are thinking about asking, you might not be
entirely sure which of the above might apply to your
question... No problem! If you ask, and if the
instructor thinks there is a better venue for that question, they
will just say so -- no harm done! :)