multicolored notecards October 13, 2017

A Simple Trick for Getting Students to Ask Questions in Class

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Your students have questions, but they rarely ask them—especially at the beginning of the semester. They feel awkward or embarrassed, or maybe it’s just inertia. Whatever the cause, the vast majority of student questions go unasked. For teachers, this is wildly frustrating because we can’t answer the questions they don’t ask (though some questions can be anticipated). In many cases, the unasked questions represent anxieties and uncertainties that negatively affect students’ performance in class and inhibits their learning. This is a particular problem in the sophomore composition class I teach. It has a reputation as a difficult class, so many students arrive intimidated and nervous.


prof in lecture hall June 8, 2016

Are We Too Preoccupied with Teaching Techniques?

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College teachers love techniques. If you’re invited to lead a teaching workshop, you can expect to be asked, “Will you share some good techniques?” Suggest them in the workshop and watch lots of smiling participants write them down with great enthusiasm. Why do we love teaching techniques so much? Because many of us come to teaching not having many? Because they work? Because they keep our teaching feeling fresh?


August 18, 2014

Using “Mulligans” to Enhance Student Participation and Reduce Test Anxiety

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When I speak with other professors who work extensively in the classroom, we often find that we share many of the same challenges. Students’ lack of classroom participation in discussion and test anxiety are two of the most common. Many professors try to mitigate these issues through two time-honored pedagogical tactics: a participation grade and extra credit questions on tests. While both tactics can be effective, by applying concepts from gamification research I found a way to both enhance classroom participation and reduce test anxiety with one simple technique.




June 11, 2013

Private Journal Replaces Discussion Forum in Blended Course

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The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades.


November 5, 2012

Using Student Clickers to Foster In-Class Debate

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Integrating technology with appropriate teaching strategies can help stimulate participation and create a student-centered atmosphere conducive to learning. One technology shown particularly successful in boosting student engagement is clickers (Martyn, 2007). In fact, a research study found that student test scores were significantly higher when clickers were used as part of an in-class lecture as compared to a different section of the same class that didn’t use clickers (Mayer, Stull, DeLeeuw, Ameroth, Bimber, Chun, et al. 2009).


July 9, 2012

Classroom Discussion: Professors Share Favorite Strategies for Engaging Students

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In the typical college classroom a small handful of students make the vast majority of comments. As a teacher you want to create a classroom environment that helps students of various learning styles and personalities to feel comfortable enough to contribute as well as understand the importance of class preparation and active participation. To reach this goal requires a constant balancing act of encouraging quiet, reflective students to speak up and, occasionally, asking the most active contributors to hold back from commenting in order to give others a chance.


August 2, 2011

Shy Students in the College Classroom: What Does it Take to Improve Participation?

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When I was in college I never raised my hand. Never. I didn’t raise my hand when I thought I knew the answer. I didn’t raise my hand even when I knew the answer with 100% absolute certainty. And I didn’t raise my hand when the professor was practically pleading for someone, anyone, to please participate.