By: Gary R. Hafer, PhD
The single greatest strategy that I know to stimulate classroom learning is to write with students at the beginning of class.
Consider your own pre-class ritual to see if writing with your students might profit you and them. In my classes, students funnel in to reach their seats. At the start of some classes, students yell, tease one another, and laugh about subjects unconnected to the class. One complains to another about a different class, “Well, I said to her it sounds like you’re telling me to rewrite the paper!” They both laugh.
In another class, students shuffle in quietly. Some place their heads on their desks. Some just stare out the window. Still others fidget. Another is worried about her sick cat back home.
Of course, I’m overgeneralizing. Often our classes exist in the spaces between these two extremes. But what’s common to all—I don’t think this constitutes overgeneralizing either—is that students don’t consider pre-class as the time to prepare for class. Instead, they tend to use it exclusively for out-of-the-classroom experiences, sending a few texts, checking the score to last night’s game, maybe studying for an examination. They don’t see the need for transitioning into learning.
I remember for a long time feeling powerless to get students “in the mood” to think about the subjects of the class when they arrive: to take out their ear buds, open their books, have their pens at the ready. Even worse, I empathized! I could understand why they see this opening time as theirs; only the final tock of the clock signals class starts and the inevitable, “I’m yours for just one hour” or however long the class lasts.
As teaching professors, I think we can forfeit those settling moments before class officially begins by providing something greater: showing students how we, as professors, need to think when class starts. But thinking is very hard to do. The brain may need retraining to begin thinking in different contexts (Oakley, 2014, p. 25).
Therefore, the best way to engineer “opening thinking” is to bring it in unawares: to show it by example so the intellectual gears start moving in the right direction as class begins, all without undue introductions, syllabus corrections, and directions. That trio deadens classroom enthusiasm quickly and leads us away from prolific writing.