Opting Out is Not an Option, Part Two

Part two in a two-part series! 

Last week we looked at a powerful technique popularized by educator and author Doug Lemov called “No Opt Out” that is used whenever a student is either unable or unwilling to provide the correct answer to a question. The power in this technique lies in the fact that it sets high expectations for all learners and values each student’s understanding of the content. But for a teacher to be most effective when using this technique, there are some subtle nuances that must be considered. First let’s look at some ways the No Opt Out technique should not be used.

Questions ≠ Punishment

Many teachers have a bad habit of when they see a student not paying attention, penalizing him or her with a question. We’ve all done it, perhaps because it’s so natural for us to feel that all students understand the value of the information we’re sharing. But using questions as a penalty essentially teaches students that being asked a question is a bad thing and something to be avoided. This kind of a power play by a teacher is not an effective motivator, nor is it an effective teaching method since the student is likely to be left feeling like they’ve been reprimanded instead of learning the answer. With this in mind, No Opt Out should not be used as a classroom management device, but rather as a way to ensure that the academic expectations of all students are held to a high standard.

Repeating ≠ Understanding

One way described last week for how to use No Opt Out is to have a student who’s unable to answer a question simply repeat the answer you give them. It should be noted that this is the least rigorous use of the technique because repeating an answer is a far cry from understanding it. Whenever possible, teachers should strive to use the most rigorous version of the technique to help a student find the answer. This could mean giving the student a hint or asking for hints from the class. Regardless, a sequence involving the No Opt Out technique should end with the student saying the answer as often as possible, thus improving the chances they truly understand the answer.

 Sacrificing Class Momentum

Imagine you’re right in the middle of a killer lesson, you seem to have every student’s attention, and then you ask little Marty a question you just spent the whole lesson hammering for him to respond “I dunno.” In an attempt to use No Opt Out you give Marty a hint… nothing. You elicit a hint from his best friend…. nothing from Marty. You enthusiastically point to the answer that’s been written on the board in huge letters… Marty thinks you’re picking on him and puts his head down or worse becomes defiant. This is a pivotal moment in your lesson because all your previous momentum has ground to a halt as the class now turns its attention to Marty. Don’t continue to use the No Opt Out technique at the expense of the whole class’s momentum. In such a situation it might just be best to ask Marty to see you after class then carry on with your lesson.

Hint Hint Hint!?!

If you ask a student a question they can’t answer, but then neither can the next four students you asked to provide a hint… that should be a sign that perhaps you didn’t cover the material as well as you thought. In a situation like that it’s probably best to back up and try to find out where you left them.

Perhaps one of the best things about the No Opt Out technique is that it can be used in any setting with any level of students. No Opt Out can even be incorporated into your planning time when you can design questions to target each level of students in your class. Once you’re in the habit of using the technique, all learners will benefit from a teacher who believes that no student should be allowed to opt out and every student can experience success.

 

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Written by Nathaniel Stewart