helping quiet students participate March 15

An Approach for Helping Quiet Students Find Their Voices

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“I’m afraid I’ll be the only one to think my thoughts, that no one else will see it the way I do. I don’t want to be wrong.”

That was the response by a student to a comment I made asking him to consider participating more in class discussions. The conversation took place one day after class toward the end of the 2017 spring semester when he asked me to sign an academic progress report. He was a good student and submitted quality papers on a timely basis. Yet, while he paid attention to my lectures and everyone’s remarks in class, he rarely spoke.


Encouraging class discussion. January 8

Creating the Space for Engaged Discussions

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It’s a new academic year, and optimism and energy are in abundant supply. There are new ideas for class, new ways to engage students, and great questions to wrestle with as the intersections between past and present have rarely been so obvious. And it all goes swimmingly, it seems, until the first time we actually launch a discussion. Then those faces that seemed to be so cheerful–nodding along as we talked about how our class could be challenging, provocative, even FUN–now stare back blankly. It was as if posing a question triggered an actual electric shock that stunned them into a catatonic state. No…wait! Someone looked up. Eye contact? We look at them hopefully, ready for someone to bravely interrupt the increasingly awkward silence. They meet our gaze for a split second, their eyes widen in panic, and all of a sudden there seems to be something much more compelling to look at on the floor next to their chair. It’s as if the air goes out of the room. Everyone seemed to be on board with a discussion-based class until we actually gave them the chance to embark. Then, abandon ship.


student raising hand in class March 27, 2017

How Do Students Learn from Participation in Class Discussion?

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Despite numerous arguments favoring active learning, especially class discussion, instructors sometimes worry that discussion is an inefficient or ineffective way for students to learn. What happens when students make non-value added, irrelevant, or inaccurate contributions? What about comments from non-experts that may obfuscate rather than clarify understanding? What about students who speak only to earn participation credit rather than contribute substantively to the discussion?



male professor calling on student March 13, 2017

Participation Points: Making Student Engagement Visible

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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.


student asking question in class July 13, 2016

A Practical Approach for Increasing Students’ In-Class Questions

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Much has been written about creating natural critical learning environments in our classrooms, places where students feel free to pose stimulating questions and pursue interesting answers. But how much do we put students’ questions at the heart of our everyday teaching? The answer might be “not as much as we think.” A number of years ago I was frustrated by how seldom my students asked questions in class, even after I encouraged them to do so.



students in a circle October 27, 2015

Using Personal Stories to Engage Students in Conversation

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Engaging students in class conversation is not always an easy task. Even though we may make class participation part of their final grade, stress its importance in the syllabus, and give subtle (and not so subtle) reminders of this throughout the semester, there are always days when students simply do not want to participate in the class discussions.


calling on a student September 30, 2015

Nine Ways to Improve Class Discussions

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I once heard class discussions described as “transient instructional events.” They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don’t take notes; and then the discussion ends—it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that. So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses.