If you instead throw them curve balls all the time such that they reward themselves for solving the tricky puzzle or feel slightly ashamed for blurting out a phrase which doesn't connect to reality, they will learn to think. Maybe.
The tricky part here is not to shame them too much; otherwise, they might stop answering questions at all.
It's important to encourage trying things, at the same time as you try to discourage trying random, haphazard phrases. Sometimes it might be hard to tell the difference.
The tricky part here is not to shame them too much; otherwise, they might stop answering questions at all.
Yes, very tricky balance. With people in as fragile a situation as students, even explicitly calling them out at all might be too much. That's why I meant that the unreward should come from within the student.
Maybe it's just a matter of not rewarding it. I don't know.
It's much easier with adults. At least with adults they will sometimes tell you what they are thinking.
As a teacher, I wonder if it is possible to instill this skill into students the skills of rationality and critical thinking. I teach the third grade, and it is not immediately apparent how to apply this with my own class.
The problems I foresee are as follows:
In the sequences, it is suggested teachers should drill into students words don't count, only anticipation-controllers. How practical is this for an elementary school level? Also appreciated would be any ideas or experiences on how to do this, or how to combat the above problems. Hearing from other teachers would be excellent especially.