In “Pulling in the reins on overzealous students,” I asked for your help in dealing with students who just won’t quit asking questions. These talkative students wind up disrupting class, even if the questions they ask are good ones.

TechRepublic members chimed in with some excellent suggestions. Here are some of my favorites.

Set up a “Parking Lot” for questions
Gary Shoup wrote: “Jeff Davis suggested asking participants to hold good but potentially derailing questions until the ‘official question-and-answer period.’ One tried-and-true method of postponing questions effectively is the use of a Parking Lot. Here’s how to make it work. Post a flipchart page in the room at the beginning of the day and explain the guidelines for its use before class begins:

  1. Anyone can ask a question any time.
  2. If the question pertains to the current topic (flow of instruction), it will be answered on the spot.
  3. If it doesn’t, either because the topic in question is coming up later or because that topic isn’t covered, it will be ‘parked’ on the flipchart and addressed later, sometime before class is over (whenever the instructor decides it best fits).

“This approach captures the question before it is forgotten, validates the learner’s participation without derailing the class, and gives the instructor time to research an answer if need be. Two variations on this idea are:

  • Give the students post-it notes so they can capture and post their own questions without interrupting.
  • Decorate the flipchart page with parking spaces and/or question marks.

Happy training!”

Enhance the Parking Lot model with student names
Leo Y. Querubin added: “I use the Parking Lot method mentioned by Gary Shoup and I can attest that it works well. One thing I add to the question posted in the flipchart or whiteboard is the name of the participant asking the question. They get a big kick out of seeing their names on the whiteboard or the flipchart.

It also makes them think to ask intelligent questions, since their names are attached to it. Best of all, when the time comes to answer the question, you may then ask the person directly: ‘Does that answer your question?’”

Just say “not yet”
Many trainers pointed out the common-sense response to an overzealous student, as illustrated by this story from Delfino L. (Danny) Tiongco, MCSE: “I was attending an NT Enterprise class, and there was one student—a UNIX person—who was very aggressive about asking questions (mostly out of topic, like the student in your article). The way the instructor handled this student was: ‘I will answer your question during the break or after class.’ Then he kept on going with the lecture. We seldom got sidetracked that week!”
To comment on these tips, please post your comments below or send us a note.
In “Pulling in the reins on overzealous students,” I asked for your help in dealing with students who just won’t quit asking questions. These talkative students wind up disrupting class, even if the questions they ask are good ones.

TechRepublic members chimed in with some excellent suggestions. Here are some of my favorites.

Set up a “Parking Lot” for questions
Gary Shoup wrote: “Jeff Davis suggested asking participants to hold good but potentially derailing questions until the ‘official question-and-answer period.’ One tried-and-true method of postponing questions effectively is the use of a Parking Lot. Here’s how to make it work. Post a flipchart page in the room at the beginning of the day and explain the guidelines for its use before class begins:

  1. Anyone can ask a question any time.
  2. If the question pertains to the current topic (flow of instruction), it will be answered on the spot.
  3. If it doesn’t, either because the topic in question is coming up later or because that topic isn’t covered, it will be ‘parked’ on the flipchart and addressed later, sometime before class is over (whenever the instructor decides it best fits).

“This approach captures the question before it is forgotten, validates the learner’s participation without derailing the class, and gives the instructor time to research an answer if need be. Two variations on this idea are:

  • Give the students post-it notes so they can capture and post their own questions without interrupting.
  • Decorate the flipchart page with parking spaces and/or question marks.

Happy training!”

Enhance the Parking Lot model with student names
Leo Y. Querubin added: “I use the Parking Lot method mentioned by Gary Shoup and I can attest that it works well. One thing I add to the question posted in the flipchart or whiteboard is the name of the participant asking the question. They get a big kick out of seeing their names on the whiteboard or the flipchart.

It also makes them think to ask intelligent questions, since their names are attached to it. Best of all, when the time comes to answer the question, you may then ask the person directly: ‘Does that answer your question?’”

Just say “not yet”
Many trainers pointed out the common-sense response to an overzealous student, as illustrated by this story from Delfino L. (Danny) Tiongco, MCSE: “I was attending an NT Enterprise class, and there was one student—a UNIX person—who was very aggressive about asking questions (mostly out of topic, like the student in your article). The way the instructor handled this student was: ‘I will answer your question during the break or after class.’ Then he kept on going with the lecture. We seldom got sidetracked that week!”
To comment on these tips, please post your comments below or send us a note.