A common phrase uttered during the first day of class is: “You will be graded on class participation.” As instructors we know what we expect. But what exactly do our students think we mean by that statement? The longer I’ve taught the more I’ve come to realize that students may not really know.
If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.
Most instructors attempt to encourage class participation by making it part of the overall grade. But evaluating individual contributions and promoting a substantive, intriguing discussion
Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?
It’s important at the beginning of a course for students and their instructor to find out about each other. This exchange of information helps to create classroom climates of respect and fosters a spirit of exchange that can encourage students to ask questions, make comments, and otherwise participate in dialogue throughout the course.
Last week, while teaching Dante’s Inferno, I moderated a lively two-day class discussion about medieval and modern values and religion. How did Dante define virtue? How do we define it? For Dante, why was lust not as terrible a sin as theft of property? Why did his age consider gluttony a moral failing rather than a self-destructive behavior that one can take to Jenny Craig?
