Each new semester as I walk down the hallway to my classroom, I am a little nervous, even after 27 years of teaching experience…and I’m okay with this. I think when I get to the point where I don’t feel this anxiety, I won’t be as effective a teacher. After all, I will be walking into that classroom for the next four months and it’s important to make a good first impression. Below are 10 tips to help you get off to a great start.
The following are a few quick, easy, simple ways to engage students mentally, emotionally, or physically that do not require much planning and that you can do in almost any large class lecture. List them here and put this up in your office where you can see it to remind you to rotate these into your lectures.
To: My Students
From: Your Teacher
Re: A Better Learning Experience
This is just a brief note to let you know how committed I am to making this a good course. But I can’t do my best teaching without your help. So, I thought I’d share a list of things you can do that will make this a better experience for all of us.
Successfully leading and guiding student discussions requires a range of fairly sophisticated communication skills. At the same time teachers are monitoring what’s being said about the content, they must keep track of the discussion itself. Is it on topic? How many students want to speak? Who’s already spoken and wants to speak again? How many aren’t listening? Is it time to move to a different topic? What’s the thinking behind that student question? How might the discussion be wrapped up?
The first time my middle school-aged son attended a Major League ballgame, he was astounded by what the players were doing on the field before the game. He saw some of his favorite players contorting in all sorts of positions: balancing, running backwards and sideways, even lying on the ground, some stretching their hamstrings with enormous rubber bands. One player even stood on one leg with outstretched arms. He could not understand why all those moves were required, since he never witnessed a single one of those motions in the game. But even through his misunderstanding, he did recognize something significant: all the players believed in what they were doing, even if he could not see the significance behind their pregame gymnastics. Essentially, my son saw the importance of the practice routine before the big game, even if he did not fully comprehend it. And even more importantly, he witnessed the characteristics of practice the players needed even if they performed in ways not directly related to the practice.
And so it is with college teaching. Students and their professors see the importance of the first day, that big game. But often they do not make the connection with the practice routine, divorced from the look and feel of when they’re keeping score during the semester. But even those professors and their students who recognize the primacy of practice can still find it difficult, even impossible, to find enough time on the first day to initiate such practice. After all, there’s the syllabus to go over, the structure of the class to introduce, names to learn and mispronounce. There’s so many activities for professors to do. And perhaps that’s the core problem. It is professors who are explaining, exhibiting, and demonstrating. They are taking on all the activities of practice that they want their students to enact. And while professors are practicing on the field, students assume another role and become the spectators in the stands, wondering why all this practice is necessary before they have to take the field themselves and play the big game.
By: Melissa McInnis Brown, PhD, and Teresa Starrett, EdD
A large body of research has documented how students who report strong connectedness with college instructors reap many benefits, including: better persistence (Pascarella & Terenzini, 1978), engagement (Umbach & Wawrzynski, 2005), and effort (Kuh & Hu, 2001) in college, as well as greater academic self-concept (Komarraju, Musulkin, & Bhattacharya, 2010), confidence in their ability to succeed (Vogt, Hocevar, & Hagedorn, 2007), and grade point average (Anaya & Cole, 2001; Kim & Sax, 2009). In general, the research literature supports a strong positive correlation between positive student-instructor interactions—both inside the classroom and out—and student learning and development. What is unknown, however, is whether students are aware of these benefits.
As I contemplate my syllabi for a new semester, I possess renewed hope for students eager to discuss anything at 8 a.m., yet I have taught long enough to know that I will simply appreciate clean clothes and brushed teeth. As reality sets in, I add to my grading criteria an element that I hope will encourage engagement from even the most timid learners.
When students ask us, as they occasionally do, “I wasn’t in class yesterday. Did I miss anything important?” most of us feel at least a bit of disrespect and some aggravation. If we take the question at face value, it implies that the student thinks at least some of what we do in class might not actually be important. Judging from a search of online forums, instructors’ responses range from genuine interest in helping students understand what they missed and how to make up for it, to contempt exemplified by sarcastic comments such as, “No, since you weren’t present we just filled time until the class was over.” The former response was illustrated in a 2014 article in The Teaching Professor,by Rocky Dailey, who also noted that some absences may be considered more legitimate than others (e.g., due to a student’s participating in an institution-sanctioned activity rather than just deciding not to show up). In those cases, I may feel more inclined to give the student some of my time and effort to help make up for the absence.
My focus here is neither on deciding how to respond to the student nor on the plethora of reasons that students give for missing a class. Instead, I want to turn the question around. Why do students ask this question and, more important, what does it say about my course when they do? I’m particularly concerned about students who still ask the question even after they’ve attended several class for sessions. By that time students have experienced what goes on in my classes, and I take asking whether anything important happened in class as a sign of one or all of the following:
In his Letters to a Young Poet, Rainer Maria Rilke urged the younger correspondent to learn to love questions, even those that were unanswered. This admonition has stuck with me for several decades, especially in times when I am seeking answers to seemingly tough questions. In thinking about actually loving questions, I contemplated my own relationship with them, and I realized that asking questions is one of a teacher’s most essential responsibilities. The act of posing a query is one of the characteristics that actually sets this profession apart. Reflecting on this epiphany, I wondered if and how exactly I pose evocative and powerful questions. I decided that there are several opportunities to place a well-developed inquiry, and I wanted to share those. The “Who are you?”questions are ones we direct to ourselves; the “What are you thinking?”questions are ones we need to ask our students; and the “So what?”questions are for students to ask themselves—with a little prompting from us, naturally.
Last week’s post encouraged us to reconsider what student engagement means and entails. Today I’d like to explore just some of the things teachers can do to better promote it. I’m offering six ideas here and encourage you to add to the list.
