Yes, plan follow up questions ahead of time. But, make sure your follow up question makes sense before asking it.
In an English class I took in college, the teacher wanted us to compare Lao Tzu to Machiavelli to give us the idea that Lao Tzu was an optimist and Machiavelli a pessimist. I explained why I thought that was missing the point of Machiavelli, and probably Lao Tzu as well, but he had a script he wanted to follow and my observation did not fit it. He ignored my remarks and asked his planned follow up questions, solidifying for us the optimism and pessimism of the writers.
Weeks later, upon studying both more in depth, the teacher was excited to break our perspectives that the writers were optimistic or pessimistic, explaining this new alternative interpretation I had already come to on my own and was shut down for.
Having planned follow up questions is helpful, but having a railroaded script is not. The danger is whether you're listening to understand or listening to respond. I'm sure, depending on the subject, this may not be a point of concern. For math, it's probably much more straightforward. But certain teachers may want to be more careful here.
Yes, plan follow up questions ahead of time. But, make sure your follow up question makes sense before asking it.
In an English class I took in college, the teacher wanted us to compare Lao Tzu to Machiavelli to give us the idea that Lao Tzu was an optimist and Machiavelli a pessimist. I explained why I thought that was missing the point of Machiavelli, and probably Lao Tzu as well, but he had a script he wanted to follow and my observation did not fit it. He ignored my remarks and asked his planned follow up questions, solidifying for us the optimism and pessimism of the writers.
Weeks later, upon studying both more in depth, the teacher was excited to break our perspectives that the writers were optimistic or pessimistic, explaining this new alternative interpretation I had already come to on my own and was shut down for.
Having planned follow up questions is helpful, but having a railroaded script is not. The danger is whether you're listening to understand or listening to respond. I'm sure, depending on the subject, this may not be a point of concern. For math, it's probably much more straightforward. But certain teachers may want to be more careful here.