How to Teach Students to Not Guess the Teacher’s Password?

Petruchio

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:

Young children often do not know the basics on the subject which they are learning, be it math, science, art, religion, literature etc.
Many children are very shy, and try to give as short of an answer as doable to a verbal prompt.
Written prompts are arduous, straining the attention span and writing capabilities of the students. This is not a bad thing, but it presents difficulties in the economy of time and material to be presented.
Attention spans in general are very short.
Experiments can be very infrequent, and nigh impossible with certain subjects.
Children, at this age, are likely to take the words of a parent or teacher at face value, and naturally parrot it back. This may be a hard habit to break.

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.

The problems I foresee are as follows:

Young children often do not know the basics on the subject which they are learning, be it math, science, art, religion, literature etc.
Many children are very shy, and try to give as short of an answer as doable to a verbal prompt.
Written prompts are arduous, straining the attention span and writing capabilities of the students. This is not a bad thing, but it presents difficulties in the economy of time and material to be presented.
Attention spans in general are very short.
Experiments can be very infrequent, and nigh impossible with certain subjects.
Children, at this age, are likely to take the words of a parent or teacher at face value, and naturally parrot it back. This may be a hard habit to break.

This sounds like a solution to something, but I think it's a separate problem, and it's also potentially an introduction to another problem. In fields that aren't constrained to a single right answer, students frequently learn to optimize for being interesting and creative over coming up with the best supported answer they can. To quote Dave Barry

Never say anything about a book that anybody with any common sense would say. For example, suppose you are studying Moby-Dick. Anybody with any common sense would say Moby-Dick is a big white whale, since the characters in the book refer to it as a big white whale roughly eleven thousand times. So in your paper you say Moby-Dick is actually the Republic of Ireland. Your professor...will think you are enormously creative.

This sort of thing is good for stretching students' creative muscles, but bad for preparing students to grapple with tasks like "read these arguments for opposing conclusions and try and determine which is actually true, given that we can go out and check the answer objectively," or "Try and figure out whether this proposed design would work."

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How to Teach Students to Not Guess the Teacher’s Password?

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How to Teach Students to Not Guess the Teacher’s Password?

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