These are all pictures of question marks, because recently it has occured to me that upon entering college, I have asked my professors more questions than I ever did in high school.
This truth has surprised me and once I realized it, I have been wondering why? I think part of the reason is that I feel comfortable with almost all of my professors to ask them almost anything (related to their teaching/the curriculum) is because of the atmosphere they set up around them that implies they are willing to answer those almost anythings (same limitations apply). When I ask them in person something, I have never had a situation where a professor was short with me, or impatient with my lack of understanding. Instead, they seemed like they were willing to continue explaining it to me until I "got it". They also seemed truly captivated while I was asking, like they were listening and not just hearing me. The calm poise of the professors I have here, is contagious in helping me maintain my cool and not feel pressured to ask the perfect thing without any slip-ups. My teachers in high school really lacked this capability and aura. For all I know, the professors here may all be really great actors and fake it daily, but hoping that they are not, I have learned first-handedly how big of a deal it is when a teacher acts like they care about me, and my ability to grow.
Also, the e-mail situation is really tremendous and I love how the atmosphere of e-mailing a professor is #1 easy (check names is awesome!) and so low-key/not awkward at all. I know back in high school, there was sort of an uncomfortable stigma about e-mailing a teacher, and so as a result..it had to be for something REALLY serious. Contrary to that, here at Berea, I have become increasingly comfortable with e-mailing professors. I ask them everything from "when is an assignment due?" to "can you explain this concept to me again because I didn't understand?". I am especially reminded of the time when I was confused about the lesson plan/activity strand assignment and e-mailed Bobby at least 5 detailed, numbered questions about it. Even though that was as extreme as my professor questioning has gotten, I have had many instances of variations thereof. And in almost every situation, they ALL have been really gracious in patiently explaining whatever it is I INQUIRE .
Speaking of inquiry...I have learned that the more able and free I am to ask questions, the more I will. In high school, when the situation was tighter, the teachers had shorter tempers and less patience, I asked less questions. I found myself either resorting to asking a student (not always reliable), or guessing at the answer myself (hardly ever reliable). This would explain my low GPA! Just kidding. But, on a serious note...I felt somewhat "snuffed out", and..frankly, alone as a learner because there was an implication that I had to be perfect. Since I wasn't allowed to ASK questions, so I felt like I wasn't allowed to HAVE them. In class when we talked (and read) about inquiry, it seemed to imply that the teacher is sort of "hands off" and the student either personally, or based on observation of others, asks and answers their own questions. However, I have learned from this question-asking realization, that sometimes inquiry can incorporate the teacher, and even their answers. I supposed there should be requirements-like in cases when a student needs to turn something in, and there are objective, concrete (not "anything goes") directions that they did not fully hear/understand...etc. And, there is a definite sense of accomplishment that comes with the awareness that I stood up for myself, knew I wasn't clear about something, and took the steps necessary to pursue that clarity. As humbling as asking questions may be, it is definitely also reaffirming. That "I can do it" feeling from the goal definition, is definitely felt when I ask a question (to a caring teacher), and I think it is true for most students. I also would say that sometimes, a student reveals their intelligence most in the way that they ask a question. I hate this false implication that asking questions implies a lack of knowledge because I completely and wholeheartedly disagree. Asking questions (so long as there is a good person on the other end to receive and answer) is rewarding and worthwhile!
As a future teacher, I hope to be available to my students so they don't feel like complete islands attempting to learn all by themselves. I want to embrace questions with open arms (ears). However, I also want my future students to know that I will not always answer their questions, so that they exclusively rely on me to do all the dirty work for them. However, I want to be approachable, to answer questions about the content in our class, or life. Either way, I want to encourage them to ask questions because I firmly believe that we can't be sure of what we do know until we come to terms with what we don't. Not to mention...I think it takes significant brain power to be able to identify where a confusion's source is located, formulate a plan of molding that into a question, and articulating that into words. Heck, they might teach me something by asking a question. Teachers are humans and last I checked, they still make mistakes, so for all I know, a student could point out a grey area that I never even addressed in explaining it the first time. Some student's questions can show that they actually understand the assignment so well, that they are a few steps AHEAD of the teacher. While this is true, at the same time, some students use questions as a crutch, to prevent themselves from thinking. Those students (not to label or cateogrize) that like to rent houses in the lowest level of Bloom's taxonomy...are not gonna slide in my class. If a student comes to me with a question without even trying (subjective, I know), I think I will not turn them away, but I will ask them to make up a better question. I think the depth of a student's questions mirror how much they actually tried to solve their problem before coming to me. Questions can drive a student, can make them hungry for knowledge, and that is what I hope to stimulate. I also want to teach them that ultimately in life, no one will be able to give them all the answers. To prepare them for this, I want them to practice inquiry in a way where they do not have any answers besides the ones they themselves come up with. (Philosophy statement, here I come!)
