“Fine.”
It’s the worst answer to a teacher’s question. Let me interpret “fine” for you. It could be “this is the best day of my life” down to “I buried my puppy before school.” It could be “I understand everything so well, I can’t wait to become a chemical engineer” down to “I think I’m drowning in chemistry and if you make eye contact with me, I’m going to cry.” But yet, they continue to say “fine”.
In other words, if we teachers are asking our students questions that they can answer with “fine” then we aren’t really getting to know our students. I have been experimenting with a simple technique to help students actually communicate with me and it allows for a significantly more impactful follow up questions. I haven’t trademarked the title yet, so maybe you can help me with that.
The Desk Map Method
The method is so simple, that you will be gaining insights faster and with more specifics in a short amount of time. Usually during problem solving time, I work my way around the class. I find the kid that is struggling or that I just don’t understand yet. I will draw this simple map. One corner of the desk is the negative form of the question. I use statements like, “This corner means you have no idea what a mole ratio or how to use it.” Then I make the other corner the opposite, “This corner means I could find mole ratios in my sleep, and I can manipulate any equation you give me.” Then I have them point with their finger where they are at along the spectrum. It’s that simple. But I have noticed something dramatic. They actually think before they answer me! Think! Before, I might have asked them how they are doing, and they would have started to answer “fine” before I even finished the question. Now they are truly trying to quantify where they are at.
Follow Up Questions Are Gold
The absolute best part to the Desk Map Method is that it helps me ask a significantly better follow up question. Let’s say that the student is doing really well in the class, you already think that they know it all. But when you ask the example question above, they point a couple inches away from the positive corner. This creates the perfect opportunity to find the gap in their understanding.
“Why didn’t you point all the way to the positive corner?”
Think about that question in comparison to “how are you doing?”. They self-analyzed and realized that there was a tiny topic that was holding them back. The thing that is holding them back might be the exact question that they would NEVER raise their hand to ask in front of the class. But now you know.
“I just am not sure what to do with the mole ratios if one of the coefficients is a fraction. Do I flip it before I put it on the bottom of a mole ratio?”
Bam. Now you know exactly what they are lacking and can answer a question that honestly never would have been answered directly in class.
Another great follow up question to the Desk Map Method is simply to ask them how could I help you move two inches toward the good side? Maybe the student knows what they don’t know but can’t put it into words. They would never raise their hand to ask a question that they can’t even define. But they can point to their paper where they are doing a practice problem and tell you “I always get stuck right here.” That helps you as the teacher in two different ways. Often, I have found, the spot they point to is something I need to help more people with. I can pause the class and reinforce a skill. But even more importantly, the student knows that they have someone on their side. I know where they are at. I know where they need to go. And I will walk with them to get there. What a gift to a student who would have said they are doing fine.
Learn More About Students
I have used Desk Map Method to learn more about how the new kids are doing. They don’t know or trust me yet. So, if I just point blank ask them, “How has your first few days in a new school been?” they will answer, “fine”. I just did this with a couple of new kids. One had been here since the start of the semester. I drew this map on her desk.
The left corner means I have found a friend group that is just as good as the school I left.
The right corner means I haven’t even talked to anyone yet.
She answered me honestly. Two months in and she was still closer to the right corner. I know it’s not my job to help this girl make friends, but it allowed me a much more pointed follow up question.
“What was your friend group like in California?” She got a smile on her face as she was thinking about the place that she was comfortable. She told me that they were loud, goofy, awkward, artsy and silly. It made me think because none of those traits are her traits. I never would have pointed her to people like that at our school. Instantly, I knew that the descriptors that she gave me were exactly the group of people that hang out in the auditorium at lunch and after school. I told her maybe she should try eating lunch there.
Here is the magic of being able to ask a follow up question like that. I am in her inner circle now. Without being nosey, I know where she is at, and I will have a fan in the classroom the rest of the year. What an amazing outcome from asking a hard question in an easy way.
Let me ask you a question.
The left side of the screen means you can’t believe the year is almost over and things are going so well that you feel like you are on top of the world.
The right side of the screen means you are just hoping to hang on through today without raising a white flag and calling your mommy to come pick you up from school.
Show yourself where you are at. No, seriously, where are you at today?
I know, I know. You are fine.
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