For instance, how would you respond if a student asked, ‘Would the extinction of humans end human suffering?’
I have a ‘weird question bucket’ where students can write down off-topic questions. This prevents class disruptions. If we finish early, I answer these questions, helping to separate legitimate inquiries from attempts to derail the class.
I would explain that the goal is to eliminate suffering while preserving life, so extinction wouldn’t be a viable solution. Weird questions can be opportunities to teach critical thinking and explore complex ideas.
@SarahPage
It might be more effective to let students reach the conclusion that simply saying ‘yes’ doesn’t provide a satisfying answer. This encourages them to think deeper about the implications themselves.
@Emma
The approach can depend on cultural backgrounds and educational expectations. In some cultures, students prefer clear, memorizable answers, while others thrive on open-ended exploration.
I generally redirect these questions back to the lesson to keep the class on track, assuming they’re mainly asked to avoid work.
PoshTosh said:
I generally redirect these questions back to the lesson to keep the class on track, assuming they’re mainly asked to avoid work.
It’s not always about avoiding work. Some students, particularly those on the autism spectrum, may genuinely need these questions addressed to focus. I tell them I’ll answer the next day, which often gives them time to forget the question.
@esleystanley
Giving such students a dedicated notebook to write down their questions can help manage classroom time effectively without dismissing their curiosity.
@esleystanley
Categorizing questions as ‘Class’ or ‘Curiosity’ questions has helped maintain focus while respecting the student’s need to ask.
PoshTosh said:
I generally redirect these questions back to the lesson to keep the class on track, assuming they’re mainly asked to avoid work.
I engage with such questions by exploring why they asked them, and if it’s relevant, I try to incorporate the answer into our current topics.
PoshTosh said:
I generally redirect these questions back to the lesson to keep the class on track, assuming they’re mainly asked to avoid work.
It’s wrong to assume these questions are always meant to disrupt. Kids can ask insightful questions without any ulterior motives.
@Samuel
While they may seem insightful, if they’re unrelated to the lesson, they can significantly disrupt the class.
PoshTosh said:
@Samuel
While they may seem insightful, if they’re unrelated to the lesson, they can significantly disrupt the class.
I believe questions like ‘Would human extinction end suffering?’ provoke deeper thinking and are worth exploring, not dismissing.
PoshTosh said:
@Samuel
While they may seem insightful, if they’re unrelated to the lesson, they can significantly disrupt the class.
Education should encourage questioning and exploration, not just rote learning. It’s disappointing to see educators shying away from deep discussions.
@StephieStephie
With extensive teaching experience, I focus on the curriculum while trying to inspire where possible. It’s about balancing educational goals with student engagement.
PoshTosh said:
@StephieStephie
With extensive teaching experience, I focus on the curriculum while trying to inspire where possible. It’s about balancing educational goals with student engagement.
Stifling curiosity because it doesn’t align with the curriculum is a missed opportunity for teaching critical thinking and real-world application.
For younger students, I use a question box to manage off-topic inquiries. They write down their questions, and we review them weekly, which encourages writing and manages classroom time effectively.