Anticipating the solution It is interesting to ask students what will be the result to their opinion. This allows us to see if they have an idea of the magnitude of the result and adds a challenge to research : Who will be closest to the solution?
Do not know the answer
Why search when the master has the answer? This prevents some students to develop research ... The ideal is that the master does not know the answer to sincerely respond "I do not know" when a student asks if he "good" and thus push to check for him even its outcome. Attention, I'm not saying we should not have worked the problem before giving students the contrary, but just do not memorize or record the response (Or do not make the final calculation).
Do not validate
As the master does not know the answer either as students, we must find another way to validate the results. There occur exchanges between students, the different ways to check that can be implemented ... We must not however refrain completely to intervene, especially when they all agree on something incorrect. Is a cons-example or "I do not agree" is welcome.
Find with them
often I settle myself while students seek, seek with them, before them (err, make, think, correct. ...) helps to break the image of the problem solved by the adult or the "good student" in 2 shots ladle. To "stage" by forcing the line is just I think a good thing, it helps give a template.
The question on what they do
Question student on what he does and he knows how to do as that (why avoid blocking the exchange) is extremely instructive for the teacher. This provides valuable information on strategies and procedures of the student.
A student does not "anything" is the teacher who does not understand how he did it!
Let outstanding ...
Do not hesitate to leave things in suspense (note where there is the question), it allows students a break will allow time to assimilate things and it allows the teacher to reflect the best way to continue the search (especially useful when one is in a deadlock or to an unforeseen difficulty). In addition, each time, during the time of re-appropriation of the problem is given another chance to students who are returning in greater understanding of the problem.
Follow students
"Follow" as much as possible the students and their ideas, it is not often offer things we had not even thought of, or extensions interesting variations ... not disperse and necessarily take on all the time, it is often valuable to capture it. So must be flexible enough with the progress that was expected and does not hesitate to let them embark on costly procedures and let the experiment long enough (at least 10-15 minutes). In order that they themselves feel it is too long and he can look to find another procedure.
Use the calculator
Do not hesitate to use the calculator for students to check a result, calculations or time-consuming repetitive. It is important that they also discover that this is only a tool and its use requires precision to be effective.
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