ERIC Number: ED356621
Record Type: RIE
Publication Date: 1992
Identifying, Sequencing and Managing Intellectual Risks to Students: Discussion in the Foreign Language Literature Course.
Nance, Kimberly A.
Student apprehension about discussing intellectually "risky" ideas in the foreign language literature class can be addressed through construction of a classroom environment in which students gain confidence. The governing principle is the sequencing of risk. Students perceive risks to be in: (1) making a linguistic error; (2) making an error of recall or analysis; (3) venturing a "dumb" opinion; and (4) being seen as trying to impress the teacher or show superiority. Promoting universal participation not only spreads risk but also increases individuals' chances of success. Six factors help determine the degree of risk the student perceives: extent of personal identification with the answer; group size; group attitude; the individual student's attitude; certainty of correct response; and amount of time between question and response. Once these risk factors are identified, the teacher can adjust them to tailor classroom interaction to the level of difficulty and risk appropriate to the group. However, an overall gradual increase of risk, as students become more proficient, should also not translate into a constant uphill struggle. Students need opportunities to consolidate gains before moving on, and sometimes may need to return to a lower risk level when facing new or difficult material. (MSE)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A