Consider this typical classroom situation. The teacher raises a thought-provoking question. A hand shoots up. The teacher acknowledges the student, who begins speaking. By about the sixth word, the teacher begins smiling and nodding. When the response is completed, she adds "Excellent analysis."

Let's examine what transpired. When the teacher asked the question, everyone began thinking. When the teacher recognized the student whose hand was raised, everyone stopped thinking and listened. When the teacher almost immediately signaled that the answer was right, everyone thought "case closed." Since the first hand to be raised is usually attached to the fastest mind in the class (fastest, of course, is not always synonymous with best), presumably no one else in the room thought the question through fully. Some, undoubtedly, had barely gotten started thinking. To ensure that your students have ample time to think through the questions that arise in your class, develop the habit of disguising your reactions. Then, even when a student's response is excellent, keep your face impassive, or feign puzzlement. Look around the room, select another student, and say, "Bill, does Agnes' answer ring true to you?" If he says yes, ask him on what basis he agrees. Then ask another person. And so on, exploring the various answers, determining areas of agreement and disagreement, maintaining a focus on these questions:

What do you think about this matter?
Why do you think this? What evidence do you have?
Where do (or might) informed people disagree with you? In light of that disagreement, what modifications does reason suggest you make in your view?

Often this approach will have the additional benefit of creating an element of suspense and anticipation that makes class discussion livelier and helps students see that intellectual activity can be exciting.

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