Let’s face it. Thinking is hard work. Who doesn’t try to avoid hard work whenever possible? Therefore, when we 
ask students to think about something, or to think critically, many will try to avoid it.
There are many ways students will try to get you to do the thinking for them. Many will put on sad faces, look helpless, and say things such as:
I don’t get it.
Can you show me?
The classic: Look down and hope the teacher doesn’t notice me.
Here are a few ways I’ve found to help students be less afraid of thinking. These techniques help the students become the problem solvers and take charge of their own learning.
“I don’t get it.”
When a student says to me, I ask him or her, “What exactly don’t you get? Show me the part that is causing you trouble.” Usually, the first time I use this approach, the student will reply, “I don’t get any of it.” My answer is, “Well, you look the question over, and when you decide which part is difficult for you, I’ll come back and help you. In the meantime, use the tools you have available.” Then I move on to helping other students.
The value of that questioning technique is that it helps the student break down the question or problem into parts, and helps them to identify the parts that they do understand. Not only does it help them realize that they are smart, it makes the problem seem smaller if they know there is only one part they don’t understand.
In addition, I give the students all the tools they need in class to complete assignments, and I encourage them to use them. Math table, math manipulative, science materials, reference materials, wall charts and posters, and anything else that will help them complete their work is fair game. This helps them learn to use the tools they’ll need for the rest of their working lives.
“Can you show me?”
My response to this one is, “I’ll show you, if you can show me.” If it’s a math problem, I do one; just like the problem they are having trouble with, but with different numbers. Then I have them teach me how to do the actual problem they are trying to answer.
The next time a person asks about the same problem, I say, “Do you think, you could help that student with the problem I just showed you? Do you understand it well enough to share?” They are usually quite happy to help, and by them teaching it to another, it reinforces their own understanding again.
If they are asking me to show them where to find an answer in the text, I make it into a lesson in learning how to use the glossary, index, headings and subheadings, and other parts of the text to find the answers. If it’s an inferential question, I point them to the page, have them read it, then ask them leading questions to guide their thinking.
“If I avoid looking at the teacher, she won’t notice me or call on me.”
When this happens, especially if it’s half the class who are giving me blank stares or are hiding their faces, I suggest a brainstorming session. I tell them to turn to a partner, or to talk in their groups about the topic. Come up with possible solutions, or possible ways to find a solution. This always seems to help get the thinking process started again.
I never give away answers. Rather, I guide the students in their thinking. I try to make them think, even though it’s much harder, and takes much longer than just showing or telling them. Interestingly, my students tell me that I make learning easy. Maybe that’s because they actually find the answers themselves, in a way that makes sense to them.
Thinking is hard work. So is teaching how to think. But nothing feels better than when you see a student’s face light up in that “Aha!” moment.
